The most important element of educational technology are teaching methods. In modern methodological literature there is no single approach to the definition of this concept. For example, Yu.K. Babansky believes that the method of teaching should be considered a way of orderly and interconnected activities of the teacher and student, aimed at solving educational problems. According to T.A. Ilyina, by him you need to understand the way of organizing the process of cognition.
Classification
There are several options for dividing training methods into groups. It is carried out on a variety of grounds. So, depending on the intensity of the cognitive process, there are: explanatory, partial search, research, illustrative, problematic methods. By the logic of the approach to solving the problem, methods are inductive, deductive, synthetic, analytical.
Pretty close to the given groupings is the following classification of methods:
- Problem.
- Partial search.
- Reproductive.
- Explanatory and illustrative.
- Research.
It is composed depending on the level of independence and creativity of students.
Brief description of approaches
Due to the fact that the success of pedagogical activity is determined by the orientation and internal activity, the nature of the student’s activity, it is these indicators that should become the criteria for choosing a particular method.
Problematic, search, research methods of knowledge development are active. They are fully consistent with modern pedagogical theory and practice. Methods and technologies of problem-based learning involve the use of objective contradictions in the material being studied, the organization of the search for knowledge, the use of teaching methods. All this allows you to manage the cognitive activity of the student, to develop his interests, needs, thinking, etc.
In the modern educational process, problem and reproductive teaching methods are successfully combined . The latter involve obtaining information communicated by the teacher or contained in the textbook, and remembering them. This is impossible to do without the use of verbal, practical, visual approaches, acting as a kind of material base for reproductive, explanatory and illustrative methods. Problem-based learning has a number of drawbacks that do not allow it to be made the only or priority way of acquiring knowledge.
When using reproductive methods, the teacher gives ready-made evidence, facts, definitions (definitions), draws the attention of listeners to moments that should be learned especially well. This approach to learning allows us to present a large amount of material in a relatively short time. At the same time, students are not faced with the task of discussing some assumptions, hypotheses. Their activity is aimed at storing information submitted on the basis of already known facts.
Methods of problem education (research method in particular) have the following disadvantages:
- It takes more time to study the material.
- Low efficiency in the formation of practical skills, when an example is essential.
- Lack of effectiveness in mastering new topics when it is not possible to apply previous knowledge and experience.
- The inaccessibility of an independent search for many students when studying complex issues when the teacher’s explanation is extremely important.
To mitigate these shortcomings in pedagogical practice, different combinations of different approaches to the process of assimilation of knowledge are used.
Features of problematic teaching methods
These approaches to teaching are based on the formation of problem situations. They are aimed at increasing the activity of students' independent cognitive work, which consists in the search for complex issues and their solutions. Problematic methods require the updating of knowledge and comprehensive analysis. Their application contributes to the formation and development of creative abilities, independence, initiative, creative thinking, provides an active position.
Problem situations
Currently, in the theory of problematic methods, two types of situations are distinguished: pedagogical and psychological. The latter is related to the direct activity of students, the first concerns the organization of the educational process.
A problematic pedagogical situation is formed through activating actions, as well as teacher questions, focusing on novelty, importance, and other distinctive features of the object under study.
As for the psychological problem, its creation is exclusively individual. The situation should be neither too simple nor too complicated. The cognitive task should be feasible.
Problem tasks
Problem situations can be created at all stages of training: during the explanation, during the consolidation of the material and the control of knowledge. The teacher formulates the problem and guides the children to find a solution, organizing the process.
Cognitive questions and tasks act as a way of expressing a problem. Accordingly, the analysis of the situation, the establishment of relations, relations is reflected in problem tasks. They create the conditions for understanding the situation.
The process of thinking begins with the recognition and acceptance of the problem. Accordingly, for the awakening of mental activity, for example, during reading, it is necessary to see the general task, to present it in the form of a system of elements. Pupils who see tasks and problem situations in the text perceive the information as answers to questions that appear as they become familiar with the content. They activate mental activity, and assimilation of even already completed tasks will be effective for them from the point of view of functionality. In other words, the assimilation of information and development occurs at the same time.
The specifics of the implementation of the problematic teaching method
When using the approaches under consideration, almost all students work independently. They achieve the goal of cognitive activity, consolidating knowledge on a specific topic.
Working most of the time on their own, children learn self-organization, self-esteem, self-control. This allows them to become aware of themselves in cognitive activity, to determine the level of mastery of information, to identify gaps in skills, knowledge and to eliminate them.
The key problematic methods today are:
- Research.
- Partially search (heuristic).
- Problematic presentation of information.
- Communication of information with a problem beginning.
Research approach
This problematic method provides the formation of creative independence of the student, the skills of studying the topic. In the course of the assignment, practical, theoretical research, children often formulate the problem themselves, make assumptions, seek solutions, and come to the result. They independently perform logical operations, reveal the essence of a new term or mode of activity.
It is advisable to use the problematic research method in the study of key, key issues that comprise the foundations of the subject. This, in turn, will provide a more meaningful development of the rest of the material. Of course, at the same time, the sections selected for study should be accessible for understanding and perception.
Study Features
The task involves the implementation of a full cycle of independent cognitive actions of students: from data collection to analysis, from problem statement to solution, from verifying conclusions to putting the knowledge into practice.
The form of organization of research work may be different:
- Student experiment.
- Tour, information gathering.
- Research archives.
- Search and analysis of additional literature.
- Modeling, construction.
Tasks should be tasks for which the student needs to go through all or most of the stages of the process of scientific knowledge. These include, in particular:
- Observation, research of facts and processes, identification of unexplored events to be studied. Simply put, at the first stage, a problem is formulated.
- Hypothesis.
- Drawing up research plans (general and working).
- Project implementation.
- Analysis of the results, generalization of information.
Partially Search Approach
In lessons, there is almost always the opportunity to use the heuristic method of problem-based learning. This approach involves a combination of teacher explanations with the search activities of children at all or some stages of cognition.
After the teacher formulates the tasks, the students begin the search for the right solutions, draw conclusions, perform independent work, identify patterns, substantiate hypotheses, systematize and apply the information received, use it in oral answers and in practice.
As one of the options for a partially-search problematic method, a breakdown of a complex problem into several available situations appears. Each of them will serve as a kind of step towards solving a common problem. Pupils solve some of these available tasks or all.
Another option for applying the partial search approach is heuristic conversation. The teacher asks a series of questions, the answer to each of which leads students to solve the problem.
Problem statement
It is a message of some information by the teacher, accompanied by a systematic creation of problem situations. The teacher formulates questions, indicates possible solutions. There is a constant activation of students' independent work. The method of problematic presentation of information allows you to show examples of scientific approaches to solving educational problems. Children, in turn, evaluate the credibility of the conclusions, follow the logical connection when reporting new material.
The problem statement method differs significantly from the previous ones. Its goal is to energize students. Moreover, they do not need to independently solve the problem or its individual stages, draw conclusions and generalize. The teacher himself creates a situation, and then, pointing to the path of scientific knowledge, reveals the idea of solving it in contradictions and development.
A statement of material with a problem beginning
This method is widespread in high schools. First, the teacher creates a problem in the presentation of new material, and then explains the topic in the traditional way. The essence of the method is that at the very beginning of the story, children receive an emotional discharge from the teacher. It contributes to the activation of centers of perception and provides the assimilation of information.
Of course, this approach does not provide the formation of skills of creative cognitive activity to the extent that the above methods allow. However, the presentation of material with a problematic beginning makes it possible to increase children's interest in the topic. This, in turn, leads to a conscious, lasting, deep assimilation.
Design method
Its use allows you to increase the interest of children in studying topics through the development of their internal motivation. This is achieved by transferring the center of the process of cognition from the teacher to the student.
The design methodology is valuable because in the course of its use, students learn to acquire knowledge on their own, gain experience in educational activities. If a child gets orientation skills in the information flow, learns to analyze, summarize information, compare facts, formulate conclusions, he will be able to adapt faster in constantly changing living conditions.
The design methodology allows you to integrate knowledge from different fields when searching for a solution to one problem. It makes it possible to use the obtained information in practice, to generate new ideas. The design methodology helps to optimize the pedagogical process, even in an ordinary educational institution. However, of course, the success of its implementation will largely depend on the teacher. The teacher needs to create conditions that stimulate the development of cognitive, creative, organizational, activity, communication skills of students.
The project approach is focused on real practical results that are essential for students. The ability to use it is the most important indicator of the teacher’s high qualifications, his advanced teaching methods, and the development of children. These elements play a decisive role for the effective organization of the process of self-knowledge.
The goals of introducing the project method into educational practice are to realize interest in the subject, increase knowledge about it, improve the ability to participate in collective activities, create conditions for the development of individual qualities of each student.