Method is a way, a way to achieve a goal. Classification of teaching methods: 1) Methods of organizing and implementing educational and cognitive activities. 2) Methods of stimulation and motivation of educational and cognitive activity. 3) Methods of control and self-control over the effectiveness of educational and cognitive activity.

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Learning methods are ways of working together

Educator and student aimed at achieving

Their educational purposes. (A.V. Khutorskoy).

A method is a way, a way to achieve a goal. The success of the entire educational process largely depends on the choice of methods used. This is why special attention is paid to teaching methods.

A method is a part of a student's or teacher's activity, a unit of an action performed. The choice of teaching methods is determined by: the semantic goals of education, the characteristics of the curriculum, the purpose of a specific lesson, the capabilities of students, the availability of time and means of teaching, the preferences of the teacher and the characteristics of the didactic system used by him.

An integral part of the method is a technique. Separate techniques can be included in different methods (for example, the technique of formulating a question to clarify the reasons - in research methods, explanations, reflection, etc.).

The role and place of methods in teaching is determined by their types and functions. Therefore, the key didactic problem is the classification of teaching methods. However, there is no single classification of teaching methods. But considering different approaches to dividing them into groups allows you to systematize methods as a didactic toolkit.

Historically, the first teaching methods are considered to be the teacher's methods (story, explanation), the student's methods (exercises, independent work) and the methods of their joint work (conversation).

Classification of teaching methods

With a holistic approach, it is necessary to distinguish 3 large groups of teaching methods:

1. Methods of organizing and implementing educational and cognitive activities

2. Methods of stimulation and motivation of educational and cognitive activity

3. Methods of control and self-control over the effectiveness of educational and cognitive activity

Methods for organizing and implementing educational and cognitive activities.

Verbal methods, visual and practical methods (aspect of transmission and perception of educational information);

Inductive and deductive methods (logical aspect);

Reproductive and problem search methods (aspect of thinking);

Independent and instructor-led methods (learning management aspect).

Methods of stimulating and motivating educational and cognitive activities,based on the presence of two large groups of motives, it can be divided into methods of stimulating and motivating interest in learning and methods of stimulating and motivating duty and responsibility in learning:

Methods of stimulating and motivating interest in learning;

Methods of Incentives and Motivation of Duty and Responsibility in Learning

Control and self-control methodsin the learning process can be subdivided into their constituent subgroups, based on the main sources, receiving feedback during the educational process - oral, written, laboratory-practical:

Methods of oral control and self-control;

Written control and self-control methods;

Methods of laboratory and practical control and self-control.

AND I. Lerner and M.N. Skatkindeveloped teaching methods based on the nature of the educational and cognitive activity of students in mastering the studied material. From this point of view, they distinguished the following methods:

a) explanatory-illustrative, or information-receptive (reception - perception): story, lecture, explanation, work with a textbook, demonstration of paintings, films and filmstrips, etc.;

b) reproductive: reproduction of actions on the application of knowledge in practice, activity on the algorithm, programming;

c) problematic presentation of the studied material;

d) partial search, or heuristic method;

e) the research method, when students are given a cognitive task, which they solve independently, choosing the necessary methods for this and using the help of a teacher.

Yu.K. Babansky I subdivided all the variety of teaching methods into three main groups:

a) methods of organizing and implementing educational and cognitive activities;

b) methods of stimulating and motivating educational and cognitive activity;

c) methods of control and self-control over the effectiveness of educational and cognitive activity.

From a didactic point of view, the most practical is the classification of M.A. Danilov and B.P. Esipova.They proceeded from the fact that if teaching methods act as ways of organizing an orderly educational activity of students to achieve didactic goals and solve cognitive tasks, then, therefore, they can be subdivided into the following groups:

A) methods of acquiring new knowledge,

b) methods of forming skills and abilities to apply knowledge in practice,

C) methods of testing and assessing knowledge, skills and abilities.

This classification is in good agreement with the main objectives of training and helps to better understand their functional purpose.

If some clarifications are made to the specified classification, thenthe whole variety of teaching methods can be divided into the following five groups:

a) methods of oral presentation of knowledge by the teacher and enhancing the cognitive activity of students: story, explanation, school lecture, conversation;

b) the method of illustration and demonstration in the oral presentation of the studied material:

c) methods of consolidating the studied material: conversation, work with a textbook:

d) methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory works;

e) methods of educational work for the application of knowledge in practice and the development of skills and abilities: exercises, laboratory exercises;

Teaching methods (A. V. Khutorskoy. Workshop on didactics and methods)

Classical Russian methods Innovative teaching methods

Methodology of copyright schools
- The training system of M.V. Lomonosov - Programmed training - Shatalov's method
- Leo Tolstoy Free School - Developmental Education - "Immersion" Methodology
- Didactics of P.F. Kapterev - Problematic learning - School of free development
- The training system of S.T. Shatskiy - Heuristic learning - Russian school
- The training system of A.S. Makarenko - Nature-oriented education - School of dialogue of cultures
- Methodology A.G. Rivin - Personality-oriented learning - Methodological college

Productive Learning - Self-Determination School

Foreign methods
- Socrates system
- New School of S. Frene
- M. Montessori system
- Waldorf School
- School of Tomorrow (D. Howard)
- Dalton plan and other training systems

"Problem-based learning forms a harmoniously developed creative personality capable of thinking logically, finding solutions in various problem situations, capable of systematizing and accumulating knowledge, capable of high introspection, self-development and self-correction." M.I. Makhmutov

Problem-based learning methodology is based on theoretical principlesAmerican philosopher, psychologist and educator J. Dewey; he founded a private school, the basis of which was play and work activities.

Problem-based learning methodology refers to technologies that determine the strategy and style of learning.

T.A. Ilyina

Problem learning methodology

A.V. Brushlinsky (1983) distinguishes two types of problem situations:

Primary - arises when the student, bumping into

contradiction, is not yet aware of it, although at the same time experiencing bewilderment,

amazement, cognitive discomfort.

Secondary problem - problem realized and clearly formulated.

A problem situation is a special type of mental interaction between a subject and an object; characterized by such a mental state that arises in the subject (student) when performing

them a task that requires finding (discovering or assimilating) new knowledge or methods of action that were previously unknown to the subject. A.M. Matyushkin

I would never have given my son there! This is an experiment on the child's psyche! - objects another.

What is the truth?

What are copyright techniques and where do they come from?

Nowadays, you will come across copyright techniques in almost any school. These can be developments in a specific subject, and extensive educational programs, domestic experience and borrowing from abroad. The simplest example: in Moscow, at least six textbooks are used in only one mathematics: Peterson and Moro (traditionalists), Vilenkin, Istomina, Arginskaya (Zankovets), Geidman (the most difficult). The school not only has the right to choose a textbook or didactic manual... The teachers themselves often write additional courses and develop teaching methods. In their work, they all necessarily adhere to state educational standards. This means that no matter what method is used to teach, the output should not be lower than the established one.

"The overwhelming majority of teachers understand that the education and upbringing of children is fundamentally different from, say, the production of furniture. An inconvenient chair can be thrown away or repaired, but a broken fate cannot be restored. Therefore, before introducing a new method, teachers carefully calculate the possible negative result and try to avoid it "... Voitsekhovskaya Marina Moiseevna, Honored Teacher of the Russian Federation, director of secondary school No. 1201 in Moscow.

What are they needed for?

Traditional teaching methods adapt to the natural development of the child. However, what is considered natural? One in the fifth grade writes good poetry, and the other, and by the tenth grade, is able to sprinkle only something like "Azzy soton". You can, of course, blame the ignoramus for everything: they say, he was born stupid and lazy, but this is unlikely to be correct. Too many factors affect every child. Mastering new techniques, teachers strive to neutralize negative influences and strengthen positive ones so that each of the students reaches his maximum. Such ideas are not new; they are found in the works of G.S. Ushinsky, L.S. Vygotsky, V.V. Davydov.

Domestic development for primary school

Two are in the lead: the Zankov method and the Elkonin-Davydov system. They were developed around the same time - the 60s. Despite their difference (one adhered to didactics, others categorically denied it), the common thing is that the teachers tried to move away from boring cramming, to develop the personal principle of students, to see their individuality. Teachers-innovators did not just repeat various rules to the students falling asleep from boredom, but tried to make them think for themselves, to really understand the paragraphs of the textbook.

V.A. Lviv, deputy. Director for scientific work of school No. 91, where the Elkonin-Davydov method was born and is applied, divides all human knowledge into two categories: empirical (the sum does not change from the change of places of the terms) and theoretical (why does it not change?). The first can be conveyed by vocalizing and memorizing, the second must be understood. If listening and memorizing is a passive process, then in order to analyze and understand something, the active activity of children is needed. Here best results brings the perception of the class not as twenty-five individuals isolated from each other, but as a single collective. The central point of pedagogy is the organization of classroom discussion and different types group interactions.

Adherents of this method believe that in order to develop children, it is necessary to give them not the tasks that they can do today (the usual principle of accessibility), but those tasks that today they can only do together (in a joint search), so that tomorrow they could do it themselves, individually. In other words, children are not endowed with ready-made knowledge, but are taught the principles of obtaining it.

It echoes this with L.V. Zankova the principle of teaching "at a high level of difficulty", so that the student strains, overcomes obstacles, comprehending the material. By this, Zankov strove to arouse the activity of his students. The material is given as a gradual transition from concrete, well-known facts to generalizations, from the simplest generalizations to more complex ones. This is how knowledge is systematized, which has a complex structure.

The degree of difficulty is governed by the observance of the measure of difficulty. The teacher is offered only that educational material that can be comprehended by schoolchildren. If you do not follow the measures of difficulty, the child, not being able to understand the proposed material, will inevitably follow the path of rote memorization. Then the high level of difficulty from positive factor will turn negative.

The problem of teacher training

Both of these systems are used successfully in public and private schools. But very often only one name remains from the method. Do not believe if at the interview you are told something like "last summer our teachers attended a methodological conference, and now we are all, as one, major specialists in ... (name of the recommended methodology)." One does not acquire skill so quickly!

Most often, the techniques are not presented in their pure form, but only by individual components. Alas, distortions are not uncommon. So Zankov's principle of "high degree of difficulty" in fact often turns into a banal overload.

The Elkonin-Davydov system is supported by the Open Institute for Developmental Education, the Zankovtsy department functions at the Moscow Institute of Open Education.

“The problem is that most teachers have to start not even from scratch, but with overcoming a powerful other experience. The school administration, or better the parents themselves, must motivate teachers to change, then start replacing traditional experience with new ones. what to teach developmental learning traditional ways- lectures, seminars - absolutely pointless. You need live communication, participation in lessons, internships, trainings "... V.A. Lvovsky, deputy. Director for Research at Secondary School No. 91 in Moscow.

New: innovative fields

Time hasn't stopped. In our time, there are no less creative personalities in pedagogy than forty years ago. Schools that are actively working in this area are called experimental sites, and their association by territorial districts or areas of knowledge is called an innovation field.

The status of an experimental site not only positively characterizes the school, but also gives it some advantages: additional rates and funds. An additional 180 hours are allocated to the curriculum, paid from the budget. They are used for after-school work with unsuccessful students and, conversely, with gifted students. Usually this methodological work is carried out by the head teachers of schools.

What are the experiments?

Do not be afraid of this word. As a rule, they are completely harmless and non-traumatic. Here's an example: at school no. 1201, students lagged behind in science subjects. The administration conducted a "study of the cognitive motivations of students," or, simply put, a survey. The personality of the teacher took the first place, the feeling of duty came second, the third - curiosity and curiosity, that is, the inner, most powerful, motivation, interest of the student himself.

To strengthen it, it was decided to make, as an experiment (!), An emphasis on what is interesting for children - on laboratory and practical work. The results amazed the teachers themselves. After some time, 100 percent of students completed the task in an independent assessment conducted by the Department of Education, with about 80 percent on four and five.

Of course, this is just the beginning, and not yet a technique. For it to become such, several serious dissertations must be written on this topic.

What is specialized training?

Another common experiment is the so-called profile, student-centered education. In practice, this means that children are divided into streams: linguistic, humanitarian, mathematical, socio-economic, natural science. Thus, everyone will be able to focus on precisely those subjects that are of interest to him personally, and, ultimately, on the specialty that he subsequently intends to choose.

"Children can be smarter, or they can be stupider. Some people like the subjects of the humanitarian cycle more, others - the technical one. But if there is a certain intellectual potential, then you can always stretch a child by" four ". This potential is developed in the family. How? It's very simple: often take your son or daughter to theaters, cinema museums. Read books with them. This develops the brain, and, consequently, intelligence. You do not need to pass everything to school. "... Voitsekhovskaya M.M .. director of secondary school No. 1201 in Moscow

Information technology in education

Another experiment is the increasing introduction of information technology. They imply good computer equipment of the school, and as a result, they are more typical of non-state educational institutions. (Promo-M, Priority, etc.), from public - school number 166.

It is unnecessary to talk about the benefits of computer literacy, but it turns out, according to psychologists (and teachers know this!), Its development must necessarily be accompanied by the development of oral speech. Only then does the personality form harmoniously.

What else should you pay attention to when choosing a school?

The techniques should be correlated with each other. So, for example, at school number 1201 there was a case when a textbook on biology, ed. Kalimov did not dock with the chemistry textbook. The same topic - "Squirrels" - children went through twice with a break a year.

The methods are all the more bad if they differ greatly from the standard school curriculum. When moving to another school (and no one is safe from this) problems will arise.

In addition, it must be remembered that all developments must be approved by educational and methodological centers, and the most ambitious ones must be approved by the Department of Education. According to the unapproved methodology, not a single school (including non-state ones) has the right to teach!

The latter serves as a sufficient guarantee not to be afraid of innovations. On the contrary, if the school avoids them, this does not characterize the given educational institution too well, speaks of the passivity of the administration or the fact that there are no bright, creative, initiative people in the team.

Discussion

Who told you that B.P. Heidman's textbook on mathematics is the most difficult? This is a remarkable textbook based on a traditional teaching system.

08/18/2006 20:57:08, Natalia

In my opinion, if we leave aside the terminology, only the author can work according to the author's method. And copying rarely produces good results. I heard very unflattering comments about 91 schools with her "author's" methodology of the 60s - my friend was invited to rehearse two students of this school and she tells me in detail about the obvious shortcomings of this program.
My children studied according to the same curriculum, just from different teachers. The senior teacher has a creative approach to everything in life. And the junior teacher just worked honestly. The difference in knowledge acquired is enormous. And the program has nothing to do with it ...

08/02/2006 22:31:34, Leia

to be absolutely precise and not to allow absurd statements like "this is a traditionalist, and this is the most difficult one, but it turns out that it’s not clear at all who is”, then
now there are 3 systems in primary school.
1.traditional. within its framework, 7 different umk have been created and are working. (Harmony - hello to Istomina, School 2100, Prospective elementary school, etc.) By the way, within the framework of Umk School 2100 in mathematics, not Peterson's textbooks are already used, but textbooks, if I'm not mistaken, Demidova and Kozlova
2.system of developmental education Zankov
3. Elkonin-Davydov's developmental education system.

The same is true for specialized training.

Another very interesting phrase "The methods are all the more bad if they differ greatly from the standard school curriculum. When you move to another school (and no one is immune from this) problems will arise."

What is the standard school curriculum? The author, well, read at least the collections of programs on subjects, you will find out that there is no standard program for a long time. There are many active programs in every subject. All of them are standard, in the sense that they obey the educational standard, all textbooks are shallow and recommended, everything is fine, but only for a long time there is no "this basic, standard, and this is all the rest."
Take high school Russian programs. Compare them, you will see that the topics fall differently over the years, that the conceptual theoretical base also differs in some ways, but this does not mean that it is the main program, and the rest are non-standard. They are equal. And according to the law, too.

This is not counting the fact that all programs that work in schools are subject to the educational standard. What components this standard consists of is a separate conversation, but the federal component, as a rule, is general. The concept of the "mandatory minimum" has not yet been canceled either.

M-dya, in general.

07/31/2006 09:36:06, Tukka

Comment on the article "Teaching Methods in Schools: Author's, Developing, Non-traditional ..."

School Teaching: Teacher Training, Innovative and Experimental Techniques, Specialized Education. Choosing a school. Primary school: school of Russia, school of the XXI century, Zankov system - school programs, FSES standard, Ministry of Education.

Discussion

If you want, I’ll tell you how high school students in Israel choose an educational trajectory - in all schools in the country.

They study in elementary school for 6 years, in secondary - 3 and in senior - another 3. Only 12 years old.

I will describe conventional system education is secular and for ordinary children. There are also branched systems of religious education in different directions, as well as education for children with special needs - also with a division into these features themselves, the language of instruction (Hebrew or Arabic), and religious / secular schools.

Junior and secondary schools - at the place of residence. In big cities, sometimes there are special classes with one direction or another, and you can go there without registration.

Before moving to high school, the student must choose what exactly he will teach. Each subject has its own value in academic units, which reflect the depth of its study. To obtain a certificate, you must successfully pass exams for at least 22 units. There are 7 compulsory subjects (Sacred Texts: Torah, Prophets, Scriptures, Hebrew, Literature, History, Social Science, English, Mathematics). The first 5 must be studied at least 2 units, English can be studied in 4 or 5 units, mathematics - in 3, 4 or 5 units. In addition, you need to select 2 more subjects for in-depth study of 5 units. Their list changes from school to school. For example, at my children's school, it is like this: physics, chemistry, biology, geography, literature, programming (these are 10 units), computer science, electronics, history, Arabic, Spanish, digital music, journalism, theater, Jewish tradition, management, sports , sociology + psychology, art, cinema, dance, sacred texts, diplomacy). If someone wants, they can still write an academic work on the chosen topic and get 5 more units.

All of these subjects are subject to independent examinations that are not tested at school. The verifier does not know whose work he is verifying. For dance exams, etc. the commission comes, their teachers are not present at the exam.

Thus, the child spends almost every lesson with by different groups and students. In English and Mathematics, sometimes students move from group to group (3.4 or 5 units) depending on their progress.

Subsequently, upon admission, the subjects studied, their level and assessment, are of considerable importance.

Do not confuse warm with soft!
Yes, freedom is very necessary. And the hair can be green or blue. But what has it to do with "what textbook I want, I take this one"? even in a free school there is a certain program for which there is tutorials... What does it mean "the evaluation criteria are different"? - are different in the same school ?? It's strange somehow.
And if “different schools have different requirements, programs and different workloads,” then this is normal. Children / parents can choose which program and load they need! Well, and accordingly, do not remain without "exact and natural" sciences (if these children / parents need them).
Freedom is useful. Another question is that it is difficult. Freedom implies responsibility. For your choice, for your behavior, for your words and decisions.
It's easier to put a child in cadets, and let them build him there!

Primary school 1-3 - consult .. Choosing a school. Children education. Another point - are you going to study at this school until grade 11. The fact is that if you later want to move to another school, it may turn out that your child is much younger than the others, and he ...

Discussion

The main thing is to have a good teacher and a program. My child is studying the School of the 21st century, he is very interested, he likes to study, he does his homework, I can only help a little.

my son went to school when the 1-3 system was still preserved in some places. Our director, thanks to her, held on to this option to the last. My son was 6 years and 9 months old, his closest friend is exactly the same age - they were born two days apart. There were also children who went to less than 7 years old. There was one girl who was exactly 6. No one had any problems at all. Almost everyone did without kindergartens, i.e. straight from home to school. Marks were given to them, in my opinion, from the third quarter, and maybe even earlier.
I also once had children in my class, who turned 7 closer to NG.

Study, school. Teenagers. Upbringing and relationships with adolescent children: transitional age, problems at school, vocational guidance We need reviews about the school 261/179, there is little information on the Internet and it is very contradictory. Interested in high school, grade 9 ...

Shatalov's method. Educational programs. Children education. Teaching methods in schools: copyright, developmental, non-traditional ... This means that no matter what method is used to teach, the famous notes of Shatalov were created to ...

Discussion

We heard, even planned. My daughter is there for one special. lesson in English. went about the verbs, was satisfied. She said that no one had ever explained it so sensibly.
My daughter and I have already passed it, now I want to attach the younger one. But it’s too early for us, while the first time he doesn’t remember anything.

The son passed several years ago. Mathematicians and physicists liked very much, he was still giving lectures himself. If you have any questions, write to the podnik.

In our school, it was decided to introduce subject teaching in elementary school, i.e. children have to go to the classrooms to each subject teacher, cancel the class teacher - more precisely, they left 2 subjects for her, the rest with other teachers.

Discussion

Starting next year, we also have subject education, which did not cause panic in anyone. The class will be in one room, and the teachers will come on schedule. Our classroom will teach Russian and literature, mathematics and computer science will be taught by another primary school teacher, English is taught by an English teacher, a physical teacher, the world around us, and a teacher from a parallel class lead the physical education. Children know all teachers.

Subject education does not at all imply running around the office, in our 1st grade, subject education teachers come to our class, there is a class teacher who is with the children at all breaks. About the head teacher, 1. Do not be silent, it is YOUR right to know.
2. If something does not suit you, contact the department, sooooo effective thing. 3. Before the meeting, make up those list of questions and ask her calmly at the meeting.
PS My sister, having contacted the department, was able to change the teacher, the teacher who was disagreeable (according to objective data) was replaced

Teaching methods in schools: author's, developing, non-traditional ... This means that no matter what method is used to teach, Shatalov's famous lectures are created in order to be able to quickly interrogate ALL theory from ALL ...

Discussion

15-20 years ago I myself was taught according to the Shatalov system. True, without any tricks, "the school year's program for 7-10 lessons." They taught mathematics and astronomy. At the end of the astronomy course, I knew her very, very well. I remembered a lot of numbers - distances to planets, their mass, diameter, types of stars, their evolution, etc. Now I have forgotten almost everything. Well, maybe, except for the most basic. For the astronomy teacher, the basis of the lessons was the compilation of abstracts using the Shatalov method and their subsequent reproduction in the form of an independent one in the next lesson. Good for those with visual memory.
Mathematics is more interesting. I know the school course even now. Those. I will not go into the reference book for trigonometry formulas, but I will deduce what I need. But, nevertheless, it must be borne in mind that all my life is connected with mathematics in one form or another. There was another teacher in mathematics. She had a basis - an independent solution during the lesson by each student of a huge number of examples and problems. She walked between desks and gave individual explanations to each one. It was something like a simultaneous chess game... She also used notes, but only to explain new material. D.z was, but it could be done at any time within a quarter. Due to laziness, I preferred to do everything at once in the last week until the end of the quarter - it was very convenient :) and did not pose any problems, since the basis of her system was constant individual work in the classroom. There was also a division into groups of students with a "leader" in the group, who assisted and checked assignments from comrades. But this element of Shatalov's system somehow took root badly.

At our school, there was just a set in such a class, but there on the eve of September 1, we changed the teacher and we did not go to it, but went in parallel to the young teacher under the "School 2100" program with Kozlova's mathematics .... The child eventually has everything signs ...

Discussion

I have something to add :) A year ago, I also passionately wanted ED ... And for the same reasons as you have given below.
In our school, there was just a recruitment for such a class, but there on the eve of September 1, the teacher was changed and we did not go to it, but went in parallel to a young teacher under the "School 2100" program with Kozlova's mathematics ...
As a result, the child has all the signs of independence and three-dimensional thinking. I am only occasionally interested in his lessons and am very pleased with the level of teaching in his class.
And the fact that according to program E-D parents still write homework after 4 lessons from the teacher, and the children on the extended day are also always explained what and how to do :(
In general, on the basis of grade 1, I do not regret at all that we did not get on system ED... We are additionally engaged in Kholodovaya (mate) and Intellectics (rus and mate) and this is quite enough.
It is necessary to choose a teacher, unambiguously. I think that one can tell children about atoms and electrons with greater caution than about "where did I come from?" this matter is much more complicated :)) If the mother herself does not really understand how electrons run around in atoms, it is better not to powder the child's brains in general. But at the level: mixed, dissolved, the precipitate fell out, the bubbles started, etc. - it is quite possible for mom.

oh, I'm just working on this :))) Not very successful yet, because apart from children and households, I still have to earn extra money. But I hope! :)

Early development. Early development methods: Montessori, Doman, Zaitsev's cubes, learning to read, groups, classes with children. In addition to teaching reading and writing, there are other subjects, you can improve in them - this is about the child.

Discussion

I get into the discussion late, when everything has already been said, but this problem interests me very much. Only another aspect of it: not "teachers and early development", but do we need what we mean by early development for children or parents. The fact is that my son (soon 13, 10th grade of mat. school) by nature had early development, I did not do much for this But he had a monstrous cognitive need. Other children do not have it, but their parents madly dream that they would read at 2 years old, solve fractions at three, playing the piano and singing songs in English at the same time. brings more bad (health, psyche) than good. The idea of ​​a class for the early developed (as they used to say, especially gifted) does not really inspire me. The fact is that the natural abilities of children are different, and the directions of their talents are not the same. it is more of a humanities student, someone is a mathematician or a biologist. They cannot get along together. Add to this specially minded parents who want to raise a genius from a kid. It turns out to be a pure madhouse. I would never send a child to the class of geeks. by 2-3 years older than you, communication problems arise. My son is more friends with the guys from the 9th grade, but this problem is not acute for us, since the school is good, otherwise it would be just a nightmare. It's not that simple, teachers understand (or feel) this very well. All the same, I do not believe that with the help of traditional early development (reading-counting-writing, etc.), parents will achieve outstanding results if the child does not have special talents. The example of the Nikitin family, who devoted their lives to the early development of their children, shows this very clearly. None of these made geeks have achieved anything in life. By the way, a significant role in this was played by the disregard of their parents' attitude to the "stupid, conservative, useless" school.

Volkh, I used to be tormented by this question too. And after visiting one, well, very interesting family I understood something for myself. I must say right away that the family is Jewish, very educated, well-brought up children who have a great craving for knowledge, not killed by the school. Seeing all this, I took my parents by the breast - inject how it all turned out. They talked a lot, but the most important thing is the development of knowledge, not skills, as they said. At home there are a lot of encyclopedias that children swallow from the cradle. They were not taught to write or read before school, no, they learned to read completely BY THEMSELVES, before the school itself. But when they came to school, they knew geography, history, biology well, knew how to play chess at a professional level. Parents TOLD them a lot, did not read, but told them. Then, of course, encyclopedias and all sorts of reference books went into action, but for a very long time the parental word remained paramount for children. Modern parents are trying by any means to teach as soon as possible to read, write, English. language. And often breaking kids. At school, it simply becomes impossible for such a kid to learn - there is no motivation and desire, the craving for knowledge disappears. And there are many schools for gifted children, but for really gifted ones, not trained ones. A child whose parents have trained, trained in such a school simply will not be able to study.

10.10.2001 18:23:10, LenaN

Modern teaching methods in primary school

Prepared by: primary school teacher

Mitsulya Elena Andreevna.

Introduction………………………………………………………….…..……

Classification of teaching methods……………………..………………….…..…..……………...

The concept of the teaching method and their classification…. …….….… ..

Classification of teaching aids ……………………………….

1.3. Classification of teaching methods by nature

cognitive activity …… ... ……. …………………… ...

Practical application of teaching methods by the nature of cognitive activity in the classroom in primary grades …………… .. …………………… .. ………………………… ...

Conclusion………………………...……………………….…….….

Introduction

“The teaching method must be elevated to art.

It must be put on such solid foundations

so that learning for sure went ahead

and would not be deceived in their results ... "

Ya.A. Comenius

The transition to new textbooks in schools has especially strongly highlighted one of the contradictions of modern education - the contradiction between the actual, “knowledgeable” nature of the educational material, its huge volume and the unwillingness and inability of students to assimilate this material. "Teaching for the sake of teaching" is no longer relevant. Time makes other demands on the school. Academic subjects should solve modern educational problems. It is impossible to teach everything, to put the most important achievements of various sciences into the heads of children is beyond the power of teachers. It is much more important to give children “not a fish, but a fishing rod”, teach them to acquire this knowledge, develop their intellectual, communicative, creative skills by means of teaching, and form a scientific outlook.

With the change in methods, the nature of teaching disciplines also changes. The most important question becomes "How to teach?", And only then - "How to teach?" Therefore, modern educational technologies are so relevant today, which are aimed at organizing the activities of students, at developing through this activity their skills, qualities, and competence.

Currently, the main teaching of schoolchildren takes place in the classroom. The hallmarks of a lesson include work with a constant group of students (class) according to a fixed schedule, in strictly limited time, with the obligatory work of students under the guidance of a teacher.

In the lesson of a modern school, all the main elements of the educational process interact: its goals, content, means, methods and forms of organizing education. A creative approach to a lesson requires a good knowledge of its normative principles.

Any technology, be it industrial or pedagogical. It is characterized by a set (combination, connection) of any components; logic, sequence of components; methods, techniques, actions.

The search for new methods and forms of teaching organization gave rise to a new term in teaching methods - "modern lesson", which is opposed to the traditional lesson.

The requirements of pedagogical science to the lesson, to the effectiveness of the pedagogical process are constantly growing and changing. Along with non-traditional lessons in school practice, non-traditional teaching technologies are used in interaction with modern teaching methods.

The relevance of the work lies in the fact that at present there is a transition to new teaching technologies in connection with changes in the conditions of existence and development of society, which require new approaches and methods to the education of a primary school student.

Object of study - child and educational process.

Subject of study - modern teaching methods in primary school.

Target work - to investigate teaching methods in modern schools in the elementary grades of education.

Tasks:

consider the theoretical foundations of teaching methods;

explore the characteristics of some of the teaching methods in the modern school;

consider their application in the classroom;

1. CLASSIFICATION OF TEACHING METHODS.

1.1 Concept of the teaching method and their classification

Teaching methods(Greek "way to something") - ways of joint activities of the teacher and students, aimed at solving educational problems, is one of the main components of the learning process. If you do not apply various methods, then it will be impossible to realize the goals and objectives of training.

Teaching methods contain not only methods, but also a description of how to organize learning activities. Moreover, any method can be chosen for training, it all depends on what goals he wants to achieve. Although sometimes one specific method is needed to succeed in teaching, others are ineffective.

The teaching method depends on:

from the purpose of the lesson;

from the lesson stage;

on the availability of teaching aids;

from the personality of the teacher;

Functions of methods, techniques and teaching aids:

Educational;

Motivational;

Developing;

Educational;

Organizational

Classification of teaching methods:

• 	SYMPTOM	TEACHING METHODS
  N.M. Verzilin, E.Ya. Golant, E. I. Petrovsky, D.O. Lordkipanidze	source of knowledge	verbal; visual; practical.
  M. A. Danilov, B.P.Esipov	didactic	methods of communicating new knowledge; methods of forming skills and abilities to apply knowledge in practice; methods of checking and evaluating ZUN.
  I.Ya. Lerner, M.N. Skatkin	the nature of cognitive activity	explanatory and illustrative; reproductive; problem statement; partial search; research.
  Yu.K. Babansky	with a holistic approach to the learning process	methods of organizing and implementing educational and cognitive activities; methods of stimulating and motivating learning; methods of control and self-control over the effectiveness of educational and cognitive activity.
  M.I. Makhmutov	a combination of the ways of the teacher and the student	teacher methods; teaching methods (executive, reproductive, search, partial search).

• Classification by source of knowledge.

Verbal teaching methods: are used during preparation for the assimilation of new material in the process of its explanation, assimilation, generalization and application.

«+» They are widely used in the process of forming students' theoretical knowledge. Provide information exchange between teacher and students.	«–» Facts and ideas are given ready-made. There are few opportunities for posing and solving problematic questions and tasks, performing creative work. Development of logical thinking, cognitive independent activity.
STORY - a verbal description of events, processes, phenomena in nature, society, in the life of an individual, in a group of people. Leading function – educational. Related functions : developing, educating, incentive, control and correctional. Pedagogical requirements: Should ensure the achievement of the didactic goals of the lesson: In order to present new material. For the purpose of generalization. In order to consolidate the material. In order to prepare for the perception of the material. Be more emotional. Have a clear presentation logic. Expressed in simple and accessible language. Include a kind of vivid and convincing examples, facts proving the correctness of the proposals put forward. Take 10-15 minutes. Consider the structure: Development of events. The climax. The final part. Extensive use of clarity.
CONVERSATION - the dialogical method, in which the teacher, by posing questions, encourages students to reason and leads students to understand new material and checks the assimilation of what has been learned. Leading function – prompting . Pedagogical requirements: Because a conversation is a question-and-answer form, the main thing is a strictly thought-out system of questions and expected answers of students. In the conversation, different types of questions should be used: main, secondary, additional. Questions should not contain an answer. Questions should be appropriate for the level of the students - there should be no hard-to-find terms. For lower grades, it is advisable to repeat the question only once - attentiveness. Don't ask long or double questions. There should be no "prompting" questions. If no one can answer, then the question must be split into parts and a leading question must be asked. «+»: Enhances the student's activity in the lesson. Develops memory and speech. Helps to control the knowledge of students. Can be a conductor of the teacher's personal influence on the student.
EXPLANATION - harmonious and logically consistent presentation of educational material by the teacher, combined with the observation of students. Leading function – prompting . Pedagogical requirements: Because there are always a lot of judgments, inferences and proofs in the explanation of the teacher, then the main thing in the method of explanation: A clear, distinct formulation of a new question to the students. Consistent presentation of the material. Mandatory briefing (type of explanation and presentation of the assignment): Conversation elements. Demonstration of methods of work, order of actions. Checking the quality of assimilation of the material.
LECTURE - systematic sequential monologue presentation by the teacher of educational material, as a rule, of a theoretical nature.
DISCUSSION - a teaching method that increases the intensity and effectiveness of the educational process by actively involving trainees in the collective search for truth.
WORKING WITH THE BOOK- a teaching method that includes a number of techniques for independent work with printed sources: Designing. Drawing up a text plan. Testifying. Citation. Annotation. Drawing up a formal-logical model (diagram-image of the read). Drawing up basic concepts on the topic, section. The essence of the method : mastering new knowledge + the ability to work with the book independently. Pedagogical requirements: Select work that is feasible for students. Any work with educational literature should be started with a circumstantial introductory explanation of the teacher. It is necessary to observe the actions of students and record those who are not getting the assignments. Working with a textbook should not take 10-15 minutes in elementary school. Factors that determine efficiency: Ability to highlight the main thing in the studied material. Ability to keep records, compare structural and reference schemes. «–»: Low-cost, time-consuming. Does not take into account the individual characteristics of students. Poorly written books do not have sufficient material for self-control and management of the learning process.
DISPUT - teaching method based on the clash of opinions of different points of view.

Visual teaching methods :

methods of assimilation of educational material, which is significantly dependent on the visual aids and technical aids used in the learning process.

Target:

Enrichment and expansion of the direct sensory experience of children.

Development of observation.

Study of the specific properties of objects.

Creation of conditions for the transition to abstract thinking and systematization of the studied.

In primary grades, it is used visibility :

Natural (herbarium, mineral stones).

Drawing.

Volumetric.

Sound (audio recordings).

Graphic

OBSERVATION:

Observation of natural objects in real conditions.

Observation in the classroom.

Tasks:

Develop an interest in the life around you.

Teach to analyze natural and social phenomena.

Pedagogical requirements:

Preparing the student for observation (what we observe, for what purpose).

Connection to the perception of different senses at the same time.

Registration of observation results (orally or in writing).

DEMONSTRATION - demonstration of experiments, technical installations, TV programs, video films, computer programs, etc.

Pedagogical requirements:

Apply visibility in moderation.

Match the demonstrated clarity with the content of the material.

Must be age appropriate.

They could perceive as much as possible with all the senses, and not just with the eyes.

It is necessary to clearly highlight the main, essential in the demonstrated object.

Show at the time of explanation, then remove; avoid preliminary examination.

When demonstrating natural objects, they begin with the appearance, move on to the internal structure; separate properties are specially distinguished.

Demonstration is used when the process and phenomena of the students are to be achieved as a whole. When it is required to understand the essence of the phenomenon, the relationship between the components, they resort to illustration.

ILLUSTRATION - showing and perceiving objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photos, drawings, diagrams, reproductions, etc.

Pedagogical requirements: the same as in the demo.

1. VIDEOMETOD

Practical teaching methods .

Purpose: the formation of skills and abilities.

EXERCISES - repeated performance by students of certain actions in order to develop and improve skills and abilities in educational work.

Oral: contribute to the development of a culture of speech, memory, attention, cognitive capabilities of students.

Written: consolidation of knowledge, their application.

Graphic: help to better perceive, comprehend, memorize the material; develops spatial thinking.

Educational and labor: handling tools, laboratory equipment.

Depending on the student:

Reproducing.

Training.

Creative.

Pedagogical requirements:

Conscientious student approach to exercise.

Knowledge of the rules for performing actions.

The consistency of the exercise.

Taking into account the results achieved.

Compliance with the didactic sequence when performing.

LABORATORY WORK - the basis in the conduct by students on the instructions of the teacher of experiments using devices, tools and other technical concepts.

Can be carried out:

Illustratively: students in their experiences do what was previously demonstrated by the teacher.

b) In the research plan: students themselves, based on the method, come to new methods

COGNITIVE (DIDACTICAL) GAME - specially created situations that simulate reality, from which students are invited to find a way out.

In elementary school, playing by the rules.

Functions:

Activates cognitive processes.

Raises the interest and attention of children.

Develops abilities.

Teaches children to act according to the rules.

Consolidates knowledge and skills.

Develops curiosity and introduces children to life situations.

Elements of a didactic game:

Game situation.

An exercise.

Components of a didactic game:

Motivational: interests, needs that determine the desire of children to take part in the game.

Indicative: the choice of means and methods of play activities.

Executive: actions, operations that allow you to realize the set game goal.

Control and evaluation:

stimulation or correction of vigorous gaming activity .

Concept "means of education":

In a broad sense: everything that contributes to the achievement of the goals of education (methods, forms, content).

In a narrow sense: teaching and visual aids, technical teaching aids, etc.

1. TECHNICAL TRAINING TOOLS

4. Didactic support:

   • Discs with recordings.

     Cassette tapes.

   Didactic support:

   Filmstrips.

   • Transparencies.

     Recordings on disks.

   Didactic support:

   Computer installations.

   Movies.

   Videos.

   TV shows.

   Recordings on disks.

   Lingaphone rooms.

   Devices:

   Movie projector.

   Video camera.

   Television.

   Multimedia projectors.

   Devices:

   Record player.

   • Computer.

     Music Center.

     Radio.

   Devices:

   Overhead projectors.

   Slide projectors.

   Overhead projectors.

   Computers.

   Cameras.

   Audio

   (sound)

   Audiovisual

   Visual (visual)

38. 1.3 Classification of teaching methods by type, nature of cognitive activity.

39. EXPLANATORY-ILLUSTRATIVE METHOD

    The first method, the main purpose of which is to organize the assimilation of information by students, is called explanatory and illustrative. It can be otherwise called information-receptive, which reflects teacher activity and pupil with this method. It consists in the fact that the teacher communicates ready-made information by different means, and the students perceive, realize and fix this information in memory.

    The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional manuals), visual aids (pictures, diagrams, films and film strips, natural objects in the classroom and during an excursion), practical demonstration of ways activities (showing experience, working on a machine, declination patterns, a method for solving a problem, proving a theorem, ways of drawing up a plan, annotations, etc., etc.). Students perform the activities that are necessary for the first level of assimilation of knowledge - they listen, look, feel, read, observe, correlate new information with previously assimilated and remember.

    The explanatory and illustrative method is one of the most economical ways passing on to the growing generations the generalized and systematized experience of mankind. The effectiveness of this method has been tested by many years of practice, and it has won a solid place for itself in schools of all countries, at all levels of education.

    

40. REPRODUCTIVE METHOD

    The knowledge obtained as a result of the explanatory-illustrative method does not form the skills and abilities to use this knowledge. In order to acquire skills and abilities by students and, at the same time, to achieve the second level of assimilation of knowledge, the teacher organizes a system of tasks for the students to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives assignments, and the students complete them- solve similar problems, incline and conjugate according to the model, make plans, work according to instructions. To increase the effectiveness of the reproductive method, didactics, methodologists, together with psychologists, develop systems of exercises, as well as programmed materials that provide self-control (feedback). Much attention is paid to improving the methods of instructing students. As the volume of students' knowledge increases, the frequency of using the explanatory-illustrative method in combination with the reproductive method increases. Consequently, for any combination of these two methods, the first is principally preceded by the second.

    An important role in the implementation of this method is played by algorithmicization, the idea of ​​which was developed by L. N. Landa. Students are presented with an algorithm, that is, rules and an order of action, as a result of which the student learns to recognize an object (phenomenon), finds out its presence and at the same time carries out a certain order of actions.

    Strictly speaking, algorithm application involves the use of both methods - information-receptive and reproductive: it is communicated, and then the student reproduces his instructions.

    Algorithm as a means of implementing both or one of the methods is very effective in some cases. But the essence of cognitive activity, when applied in this manner, does not go beyond the activity organized by these methods. Both methods described differ in that they enrich the knowledge, skills and abilities of students, form the main mental operations (analysis, synthesis, abstraction, etc.), but they do not guarantee the development of students' creative abilities, do not allow them to form them in a planned and purposeful manner. This goal is achieved by other methods. And the first of these is the problem statement

    

41. PROBLEM LEARNING METHOD

    At the heart of modern problem-based learning is the idea of ​​the famous Russian psychologist Sergei Leonidovich Rubinstein (1889-1960).

    Problem learning(PBO), is considered as the development of cognitive activity, independence and creative thinking. Due to this problem learning as a creative process is presented in the form of solving non-standard scientific and educational problems by non-standard methods.

    The key concept of PBO is learning problem situation- means the mental state of mental interaction of students, a group of students with a problem under the guidance of a teacher. Problem- This is a complex theoretical or practical issue, containing a hidden contradiction and causing different (often opposite) positions in its solution.

    The educational problem situation is characterized by:

    a) the type of contradiction revealed by the teacher together with the students;

    b) the presence of known ways to solve such problems;

    c) lack of new data or theoretical knowledge;

    d) the capabilities of trainees when performing the assigned task.

    Problematic situations are classified for a number of reasons, such as region scientific knowledge, or discipline (mathematics, history, psychology, etc.); focus to search for something new (new knowledge, methods of action, transfer of known knowledge and methods of action to new conditions); level problematic (depending on the severity of the contradictions).

    Share two tactics constructing a problem situation:

    a) “from knowledge to problem”. The movement towards the problem from the subject content of knowledge ("consumption" of ready-made achievements of science) does not sufficiently contribute to the development of students' abilities and skills of independent scientific research;

    b) “from problem to knowledge”. The movement from the subjective experience of the audience, included in the logic of solving a scientific problem, prompting to look for ways and means of solving it, purposefully forms an active subject of cognitive activity.

42. 

47. PARTIAL SEARCHING OR HEURISTIC METHOD.

    The method in which the teacher organizes the participation of schoolchildren in the implementation of individual steps of the search is called partial search. Some didactics and methodologists suggest calling it heuristic. The teacher constructs the task, divides it into auxiliary ones, outlines the search steps, and the student performs the steps themselves. Using this method, the teacher uses different means, as with other methods - spoken word, tables, experience, pictures, natural objects, etc., but in a manner characteristic of this method.

    The student, on the other hand, perceives the task, comprehends its condition, solves part of the task, actualizing available knowledge, exercises self-control in the process of completing a solution step, and motivates his actions. But at the same time, his activities do not imply planning the stages of research (solutions), correlating the stages with each other. All this is done by the teacher.

    In order to gradually bring students closer to solving problems on their own, they must first be taught how to perform individual steps of the solution, individual stages of research, forming their skills gradually. In one case, they are taught to see the problems, offering to pose questions to the picture, document, set out content; in another case, they are required to build their own evidence found; in the third - to draw conclusions from the presented facts; in the fourth, make an assumption; fifth, to build a plan for its verification, etc.

    Another variation of this method is to break down a complex problem into a series of available subproblems, each of which makes it easier to approach the solution of the main problem.

    The third option is the construction of a heuristic conversation, consisting of a series of interrelated questions, each of which is a step towards solving a problem and most of which require students not only to reproduce their knowledge, but also to carry out a small search.

    The essence of the heuristic conversation is that the teacher plans search steps, breaks down the problem task into subproblems, and students carry out these steps often separately, through the efforts of different students. Each of the steps or most of them require the manifestation of some features of creative activity, but there is still no complete solution to the problem.

    

48. RESEARCH METHOD

    The research method performs very important functions. He is called Firstly, to ensure the mastery of the methods of scientific knowledge in the process of searching for these methods and applying them. Secondly, it forms the previously described features of creative activity. And thirdly, is a condition for the formation of interest, a need for this kind of activity, because outside of activity, the motives manifested in interest and needs do not arise.

    Activity alone is not enough for this, but without it this goal is unattainable. ... Fourth, the research method provides full-fledged, well-realized, efficiently and flexibly used knowledge.

    Considering these functions, the essence of the research method should be defined as a way of organizing the search, creative activity of students to solve new problems for them. Students solve problems that have already been solved by society, science and are new only for schoolchildren. This is the great teaching power of such problems. The teacher presents this or that problem for independent research, knows its result, the course of the solution and those features of creative activity that need to be shown in the course of the solution. Thus, the construction of a system of such problems makes it possible to envisage the activities of students, gradually leading to the formation of the necessary features of creative activity.

    Research assignments in all subjects play this role.

    The forms of assignments for the research method can be different. These can be tasks that can be quickly solved in the classroom and at home, tasks that require a whole lesson, homework for a certain, but limited period (week, month).

    Most research assignments should be small search tasks, requiring, however, going through all or most of the steps in the research process. Their holistic solution will ensure the fulfillment of its functions by the research method.

    These stages are:

Observation and study of facts and phenomena;

Clarification of incomprehensible phenomena to be investigated (problem statement);

Making hypotheses;

Development of a research plan;

Implementation of the plan, consisting in clarifying the connections of the studied with other phenomena;

Formulation of a decision, explanation;

Verification of the solution;

Practical conclusions about the possible and necessary application of the knowledge gained:

Speaking about the research method, we must, of course, keep in mind all the time that this is educational research, that is, designed to assimilate the experience already known to society, already solved problems. All tasks of this kind should be accessible to students and fit into the context of the programs. The research method also uses the spoken and printed word, visual aids, practical work, written and graphic works, natural objects and their real and symbolic images, laboratory work, experience, etc.

Students must be taught so that they gradually master the individual stages of scientific knowledge, problem solving, and acquire certain features of creative activity. This purpose is served by the two other methods already described, preceding and accompanying the research method itself. They precede it when students do not yet have experience in holistic problem solving, they accompany it when it is necessary to start assimilating the experience of solving a new and complex type of problems or when it is necessary to highlight a problem whose independent solution is not available to students.



11. Practical use different methods teaching in the classroom in primary grades.

    Mathematics lesson in grade 1.

    TOPIC: TABLE ADD AND SUBTRACT (pinning)

    PURPOSE: contribute to the actualization and consolidation of the knowledge gained in previous lessons;

    Tasks:

    Develop the skill of verbal counting, speech, memory, mobility and creative independence of students, combining play and learning forms of activity

    Bring up interest in mathematics, culture of communication, a sense of mutual assistance;

    Create emotional and psychological climate in the classroom, for the perception of educational material.

    METHODS: partial search, deductive, visual, verbal, encouragement

    DURING THE CLASSES:

    1. Organization of the class.

    BUT) Psychological mood to the sounds of the phonogram of the song "Little Country"

    Guys, today is an unusual day. Guests came to our lesson. Let's greet them and give them our smiles. And now I want to invite you together with the guests on a trip around the country of "Multipotamia" You all are very fond of cartoons. How do you agree?

    But the door to this country is closed with an unusual lock, the code of which we need to guess.

    Let's try to open it.

    2. ORAL ACCOUNT

    A) opening the lock (solution of examples)

    1+1= 3+4= 8-2= 5+4= 3+7= 9-9=

    (lock code 2,7,6,9,10,0.)

    B) LOCK CODE CHARACTERISTICS

    E.g .: 2 - denotes two objects, is in second place in the number row, less than 3, but more than 1, etc.

    3.NUMER CONVERSION

    Let's substitute 0 for each of the numbers and see what happens.

    (20,70,60,90,100)

    GOOD MEN, HERE IS THE DOOR TO THE COUNTRY OF MULTIPOTAMY IS OPENED!

    (MUSIC SOUNDS)

    III.FINDING THE KNOWLEDGE OF TABLE CASES OF ADD AND SUBTRACT

    In our amazing country, we are greeted by the first girl with blue hair and the Wooden Boy. What are their names?

    Quite right. This is Malvina and Buratino.

    Malvina decided to teach Buratino to solve examples and wrote them to him on a piece of paper. Buratino was a very curious boy and decided to look at what Malvina wrote. He put his nose straight into the inkwell, and a blot splashed out of it and filled all the examples. Let's help Pinocchio solve the examples while Malvina went to her house.

    We will work on the options

    1st option increases each of the given numbers by 3

    2nd option decreases each of the numbers by 3

12. While you are working, I will quietly see if everyone is writing neatly and neatly, if the curious boy Buratino has also appeared in our class.

    Well done with the job done well! I hope you and I managed to reconcile Malvina and Buratino. Now he will never upset his girlfriend.

    IV. SOLUTION OF PROBLEMS

    Oh, we got to the underwater world with you to visit Octopus.

    Octopus dad decided to bathe his octopus babies and put a bath.

    In total, Dad Octopus had 8 children, 6 he has already redeemed. How many children are left for Dad Octopus to bathe?

    (guys solve the problem in notebooks) Solution: 8-6=2

    Answer: 2 octopuses are left to bathe.

    "There was also a family of octopuses living nearby, but they had 10 children - octopuses. How many children are there more octopuses in the second family than in the first?"

    Solution: 10-8="

    Answer: 2 octopuses more than in the first family.

    Well done! Well done with the tasks from the Octopuses.

    But can these problems be called inverse? Why? Prove.

    5. WORK IN PAIRS (COMPARISON OF THE LENGTHS OF THE LENGTHS

    (shouts of me-me-me are heard ...!)

    -Someone seems to be shouting! Someone must be in trouble. And there is! Yes, this is a kid, but some kind of unusual. Very sad and not happy eyes at all. Maybe someone of you knows how he ended up in our Multipotamia? Correctly he came to us from the fairy tale "Alyonushka and Brother Ivanushka". Why did Ivanushka become a goat? That's right, he did not listen to his sister Alyonushka. Do you always obey your elders?

    Well done! It can be seen that the path of Alyonushka and Ivanushka was distant, since he could not bear it and drank some water from a goat's hoof.

    What length units do you know? (mm, cm, m, km)

    What is the smallest unit of measurement, the largest?

    Here are the cards on which the segment is drawn, measure it, write how many centimeters it is, compare your segment with the segment of your neighbor, Find the sum and difference of your segments.

    (protection of works)

    Vi. ADD AND SUBTRACT E OF ROUND TENS.

    Who hurts and hinders us all the time?

    That's right, this is Baba Yaga, here she is a mischievous woman!

    What has she done !? She swept out the numbers in our examples with her magic broom:

    ….+20 = 30 70 + …. = 90 10 + …. = 30 …. +20 =90

    30 - ….= 20 30 - …. =10 90 - …. = 70 90 - …. = 20

    (Decide in the form of a game "Who is faster?" 1st row - first column, 2nd row - second column)

    Baba Yaga took offense at us and flew off to her forest to prepare her dirty tricks. You can continue to poison yourself.

    Vii. MATHEMATICAL REBUS

    Ah, here is the sly one Puss in Boots... He deceived many and prepared a cunning task for you too. You need to find numbers in words:

    Magpie, family, table, swift, friday (40, 7, 100,3, 5,)

    Well done boys! Couldn't confuse you Puss in Boots!

    8. Game "Find the mistakes"

    Whose amazing car is this? Of course, the Gnome from the cartoon Snow White and the Seven Dwarfs "

    OLD GNOME AS A GIFT TO SON

    I made a counting machine.

    SORRY SHE

    NOT ACCURATE ENOUGH.

    RESULTS IN YOU

    WE WILL FIX EVERYTHING BY YOURSELF QUICKLY!

    0 + 8 + 2 = 10 6 + 4 + 1 = 12 15 - 2 - 3 = 8 7 - 3 - 2 = 4

    The gnome is very glad that you helped him correct the errors of the calculating machine and gives you an emerald from his casket.

    Take a close look at what shape your emeralds have?

    (We repeat geometric shapes)

    Turn the emeralds upside down. What do you see? (Muzzles)

    And now our lesson comes to an end.

    Draw mouths, if you liked our trip, then a smiling mouth, if you didn’t like the trip, then a straight mouth.

17. Lesson: Russian language

    Class: Z

    Topic: Personal pronouns.

    Goals: to consolidate students' knowledge of the pronoun.

    Tasks:

    To form the ability to distinguish between personal pronouns in the text,

    Develop the ability to observe, compare,

    To foster a sense of collectivism, conscientious attitude to work.

    Teaching methods: verbal, partial search, problem-dialogical.

    During the classes

    The lesson starts when you enter the class. "Entrance ticket" - name a personal pronoun.

    1. Introduction to the lesson.

    Guys, let's start a Russian lesson.

    What do you expect from him?

    I am sure that your expectations will be met if you are attentive, organized and friendly. And for work, we need a supply of good mood. Let's smile at each other. I am sure that your smiles will bring you the joy of communicating with each other. I wish you success and creative success.

    Was everyone able to go to the lesson? So you managed to get the admission ticket. Well done!

    Let's check how you are ready for the lesson.

    We should have pens, books and notebooks in order. And what is our motto?

    Everything you need is at hand.

    2. Checking homework.

    Self-control.

    1. Compare your work with a sample.

    2. Find mistakes and fix them.

    3. Give a quality assessment of your work.

    Pupils receive cards.

    I - 1 person, singular.

    It - 3rd person, unit. number.

    You are 2nd person, unit. number.

    What was your difficult homework assignment?

    3. A minute of calligraphy.

    Identify the letters we will be working with for a minute of calligraphy. There are two of them. They are in the words of the puzzle.

    Lives in the forest

    Brown suits him. (bear)

    The first letter is found in a group of nouns. The second letter is in the pronoun and denotes an unpaired consonant in voiced-voicelessness.

18. - (D) We will write the letters E and M. The letter E is in a group of nouns - in the forest, color. The letter M is in a pronoun, it denotes a consonant voiced unpaired sound.

    (Her Mm Em Me Bear)

    Remember how the word bear is spelled. (He knows with honey.)

    Where is the brown bear found?

    4. Actualization of knowledge.

    Read the sentences. (The bear is found in the forest. The bear, though on crooked legs, but runs fast.)

    How to avoid repeating words?

    What part of speech can be used to replace repeating words with words?

    And to which part of speech are those words that can be replaced with personal pronouns?

    5. Repetition of the learned about the pronoun.

    Today we will try to remember the pronoun that we studied.

    What is a pronoun?

    What are your personal pronouns?

    We know the topic of today's lesson. And what is the goal we set for ourselves?

    (Written on the board: repeat (personal pronouns)

    learn (find personal pronouns in the text)

    define (words pointed to by pronouns)

    Let's turn to the tutorial. Consider a table of personal pronouns.

    Singular Plural

    1st person I we

    2nd person you you

    3rd person he, she, it they

    Read the questions.

    Now, using this table, we will recall the rules for writing letters.

    What pronouns do you use when writing letters?

    - (D) When I wrote a letter to the Peer Club, I used the pronouns "you" and "you". I addressed Tamara Nikolaevna as "you" because she is an adult, and to Masha, Misha and Kostya - "you" because they are my age.

    And what does the pronoun "it" indicate?

    - (E) The pronoun "it" indicates the neuter object in question. The sun appeared in the sky. It shines brightly.

    Who did you make your proposal about?

    When do we use the pronoun "they"?

    - (D) We use the pronoun "they" when we talk about several subjects. There were apples on the tree. They are already ripe.

    6. Physical minutes.

    I go and you go - one, two, three. (We walk in place.)

    I sing and you sing - one, two, three. (Clap our hands.)

    We go and we sing - one, two, three. (Jumping in place.)

    We live very amicably - one, two, three. (We walk in place).

    7. Training exercises.

    What are the pronouns that you heard during the physical minute.

    Who does the pronoun "I" refer to? ("you", "we")

    Let's work with the text. Read a passage from the text.

    "Nika was not a little boy at all. He even went to school. But he could not dress himself. Mom and Dad dressed him. And for some reason he could undress Nika. Mom and Dad used to say to him:" After all, you undressed yourself. Now try to get dressed yourself. "And he waves his hands:" I can't, I don't know how: "Mom and Dad convince him:" We can't dress you all our lives! " parents! "So they did not persuade Nika to dress himself. And in vain: Here's what happened:"

    Are there many personal pronouns in the text? Do you understand who each of them points to? Read only those sentences where pronouns refer to Nicky's parents.

    How many people are participating in the conversation? Name them. Find those pronouns that indicate that there are several people.

    What pronoun does Nika use when talking about himself?

    What pronoun do parents use when talking about themselves?

    What pronoun do parents use when referring to Nika?

    And which one does Nika use when she addresses her parents?

    8. Independent work.

    Try to write the text correctly. Find personal pronouns in the text and write them down with the words they indicate.

    1) Burdock reproduces interestingly. Its fruits cling tightly to a person's clothing. They are attached to it with thorns.

    2) Burdock - medicinal plant... With its help, pain is easily relieved. it contains a lot of vitamins.

    Nature has not yet woken up

    But through a thinning dream

    She heard the spring

    And she involuntarily smiled at her.

    (On cards for weak learners, underline the words indicated by pronouns.)

    9. Lesson summary.

    Insert the desired pronoun in place of the blanks. (Writing on the board.)

    I took a pencil with paper,

    I drew the road

    I drew a bull on __,

    And next to ___ a cow.

    Made the bull pink

    Orange - the road.

    Then over the ___ clouds

    I painted on a little.

    What words have you inserted? What part of speech are they? What are the words that pronouns point to? What part of speech are they?

    10. Homework.

    1st level. Self-study notebook No. 1. No. 32, p. 37.

    2nd level. Find in the textbook "Literary reading" and write out 5 sentences with pronouns. Indicate person and number. Underline the words indicated by the pronouns.

    3rd level. Creative task. Write a letter fragment using pronouns.

    11. Reflection.

    If you felt comfortable during the lesson and coped with all the tasks, put your ticket in a green envelope. If you need help in completing some tasks, turn yellow. If so far many tasks were difficult for you - in red.

41. CONCLUSION

42. The choice of this or that teaching method is determined by what is the purpose of the teaching. But in general, what the teaching method should be is decided by the teacher himself, based on such rules as the degree of visibility, accessibility and scientific nature. And yet, in order to make the right choice, certain factors must be taken into account.

    Several types of classification of teaching methods can be distinguished: they are classified from the point of view of educational activity, in accordance with the sources of knowledge, according to didactic tasks, also according to the degree of independence of students, according to the method of organizing the cognitive activity of students. There are also unique approaches to teaching methods due to their diversity and the possible replenishment of new ways of learning.

    Depending on the degree of pedagogical management of students 'activities, it is customary to distinguish between methods of educational work under the control of the teacher himself and students' independent study. Despite the independence of students, there is still an indirect management of their educational activities. This is due, first of all, to the fact that during independent work the student relies on the information received earlier, on the instructions of the teacher, etc.

    Therefore, it can be noted that the problem of classifying teaching methods is rather complicated and has not yet been completely resolved.

    But there is a point of view according to which each individual method should be considered as a holistic and independent structure.

    Currently, in modern secondary schools, along with verbal, visual, practical, they also use teaching methods such as didactic games, problem methods, software and computer training, and distance learning.

    But using modern methods, we must not forget that this is just a tool that helps us achieve strategic educational goals. All the "tricks" that can be shown in the use of modern methods, teachers should not forget that they teach children first of all and should not deviate from the content in use. On the contrary, to make the content of topics through methods more interesting and curious in teaching a student.

    BIBLIOGRAPHY

Angelovski K. Teachers and innovations: A book for a teacher: Per. from Macedon. - M., 1991.

Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. - M., 1982.

Babansky Yu.K. The choice of teaching methods in high school. - M., 1989.

Babkina N.V. The use of developing games and exercises in the educational process // Primary school - 1998 - №4, p. 28

Basov M.Ya. Selected psychological works. M., 1975.

Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities - SPb .: Peter, 2000

Buhler K. Spiritual development of the child. M., 1975.

Volokhova E.A., Yukina I.V. Didactics. Lecture notes.-Rostovn / D: "Phoenix", 2004. - 288 p.

Glushko A.I. Computer class at school. // Informatics and Education - 1994, №4.

Savin N.V. Pedagogy. M., Education, 1978.

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The teacher's creativity and high professional skills mean, first of all, a scientifically grounded and skillful development of a system of teaching methods. The teaching method determines how well the student has learned to acquire knowledge, obtain it, explore an object or phenomenon, draw conclusions, and apply the acquired skills and abilities to life. What is a teaching method?

Methodos is Greek for "way", "way of behavior". The teaching method should be understood as the methods of joint activities of the teacher and students in the learning process, with the help of which the fulfillment of the tasks is achieved.

The teaching method establishes the types of activities of the teacher and students, determines how the learning process should go, what actions should the student and teacher perform?

Any method is a system of conscious consistent human actions leading to the achievement of a result corresponding to the intended goal. Realizing his goal, a person carries out activities, i.e. a system of actions determined by the means at his disposal. These means can be intellectual, practical and materialized (problematic). This is the word of the teacher, textbooks, literature; training equipment and visual aids; special means of programmed equipment.

The teaching method presupposes, first of all, the goal of the teacher and his activity with the means available to him. As a result, the goal of the student and his activity with the means available to him arises. Under the influence of this activity, the process of assimilation by the student of the studied content arises and is carried out, the intended goal, or the result of training, is achieved. This result serves as a criterion for the fitness of the method for the purpose. The teaching method involves the indispensable interaction of the teacher and the student, during which the teacher organizes the student's activity over the object of study, and as a result of this activity, the learning process is realized, the student's assimilation of the content of education.

Thus, we see the interconnection of the relationship: "teacher - student - subject". In these relations, each element performs its function, determined by the content of the material studied in the lesson, the organization of activities for its assimilation and the methods of assimilating this material.

In his activity on the realization of the learning goal, the teacher includes the individual details of the method, its constituent parts are called methodological techniques. "Reception" is an element of this or that method, particular in relation to the general. This is:

drawing up a plan of the material being studied;

posing questions, assignments, tasks that lead students to the need to learn new things;

analysis of certain life situations and phenomena that students encounter in their practice, etc.

There are interconnections and transitions between methods and methodological techniques.

The need for a teacher to use a wide arsenal of teaching methods is caused by the nature of the content of education in a modern school, the specifics of the academic subject, taking into account the psychological characteristics of students, the level of their development, individual characteristics teachers. The teacher's wrong choice of one method or another can lead to negative results.

The successful activity of the teacher and the student is achieved by the optimal use of a combination of methods, techniques and teaching aids.

The variety of teaching methods is reflected in classifications that choose one or another feature as the basis. IN last years the classification became widespread, the author of which was Yu.K. Babansky. So its classification contains 3 blocks of groups:

I. Methods of organizing and implementing educational and cognitive activities.

II. Methods to stimulate and motivate learning.

III. Methods of control and self-control in training.

Each of these groups includes subgroups of methods according to a certain criterion. So, in the subgroup according to the source of transmission and perception of educational information, the methods in it are divided into verbal, visual and practical.

The most common verbal teaching methods are used in schools different types... This is explained by the fact that the word is one of the sources of knowledge, it can have a guiding influence in cognitive and practical activities, it can influence upbringing and contribute to the development of interest in the subject. The most common verbal methods are story, conversation, lecture, etc. Verbal teaching methods are subject to certain pedagogical requirements - this is scientific, logical consistency and evidence; clarity, clarity, intelligibility, emotionality and culture of speech; taking into account the age and individual characteristics of schoolchildren; the pace and tone of the presentation of the material by the teacher.

Visual teaching methods are conventionally divided into two large groups: illustration methods (showing illustrative manuals to students) and demonstrations (demonstration of devices, experiments, etc.). The rational use of visual means in combination with the word contributes to a great educational and upbringing effect, creates favorable opportunities for the development of abstract thinking of students.

The learning process requires not only knowledge, but also includes the formation of skills and abilities. To a large extent, this is facilitated by practical methods covering a very wide range of different types of student activities. Practical methods include: exercises, work with a textbook and a book, experimental work, and other methods.

Classifications based on such a feature as the nature of the cognitive activity of students (according to the degree of independence of thinking of students in mastering knowledge) include methods: explanatory-illustrative, reproductive, problem presentation of knowledge, partially search (heuristic), research. This classification presupposes such a management of the educational process that would create room for the optimal development of natural inclinations for creative activity.

Explanatory and illustrative method. The main purpose of this method is to organize the assimilation of information by students, while the teacher communicates ready-made information by various means, and the students are aware and fix this information in memory. The explanatory and illustrative method is one of the most economical ways of transferring knowledge to students. When using this method, the activity of students consists mainly of perception, comprehension and memorization of the material. But the knowledge gained as a result of the explanatory-illustrative method does not form the skills and abilities to use them. For the acquisition of skills and abilities, it is necessary to organize the activities of schoolchildren for the repeated reproduction of the knowledge communicated to them, the shown methods of activity.

Reproduction and repetition of the method of activity according to the teacher's assignments is a sign of the method called reproductive. As the volume of students' knowledge increases, the frequency of using the explanatory-illustrative method in combination with the reproductive method increases. In any combination of these two methods, the first always precedes the second. Both methods enrich the knowledge, skills, and abilities of students, form the basic mental operations, but do not guarantee the development of the creative abilities of students.

This goal is achieved by other methods. And the first of these is a problem statement. The essence of this method is that the teacher poses a problem, solves it himself, but at the same time shows the way of solving it, the purpose of this method is that the teacher shows samples of scientific knowledge, scientific solution to the problem, and the students mentally follow his logic, assimilating stages of solving integral problems. In order to gradually bring students closer to solving problems on their own, they need to be taught how to complete individual stages of the solution.

The method in which the teacher organizes the participation of schoolchildren in the implementation of individual search steps is called partial search. At the same time, the teacher teaches students to build independently found evidence; secondly, to draw conclusions from the facts presented; thirdly, to make an assumption; fourthly, to build a plan for its verification, etc.

A variant of this method is the construction of a heuristic conversation, consisting of a series of interrelated questions. The student, covered by these teaching methods, actualizes the available knowledge, exercises self-control, motivates his actions in the course of solving one or another stage of the problem posed.

For the full assimilation of the experience of creative activity, a research method is needed. The essence of the research method should be defined as a way of organizing the search for creative activity of students to solve new problems for them. At the present stage of school development, the research method performs important functions. It is intended, firstly, to ensure the mastery of the methods of scientific knowledge in the process of searching for these methods and applying them. Secondly, it forms certain features of creative activity. Thirdly, it is a condition for the formation of interest, the need for this kind of activity. Fourthly, the research method provides complete, well-realized, quickly and flexibly used knowledge.

In the process of using problem teaching methods, four main links are distinguished:

awareness of the general problem situation;

its analysis and the formation of a specific problem;

solving the problem by putting forward a hypothesis;

checking the correctness of the solution to the problem.

Problematic teaching methods involve the creation of problem situations and the management of activities to solve them independently. Thus, problem teaching methods provide a solid assimilation of the foundations of science, the development of cognitive independence and creative abilities of students.

There are other classifications of teaching methods, there are many of them, as well as the methods themselves, the content and nature can change depending on the setting of the goals of upbringing, teaching and education at school.

Choice of teaching methods. When choosing teaching methods, the teacher must know the level of development of his students, their ability to make generalizations, conclusions, analyze and evaluate facts, phenomena; must be able to imagine the responsive emotional activity of schoolchildren.

There is not and cannot be any universal method. Teaching should be as flexible as possible: for every moment of the pedagogical process, the method that is most suitable should be used.

Didactians consider the learning process not only from the operational side, but also from the point of view of the relationship between the operational and motivational sides of learning. The formation of positive motives for learning is a special task of the teacher. These are motives: social, cognitive, communicative, moral, self-education. In the system of learning motives, the leading role should belong to cognitive interest. It is possible to form a positive stable motivation in educational activity through: the content of the educational material; organization of the educational process; use of special teaching methods and techniques. The assessment of the student's work and the personal example of the teacher are of great importance.

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Slide captions:

Teaching methods in a modern school Presentation of a primary school teacher MBOU "School №11" in Vyazniki Demidova Svetlana Viktorovna "There are just as many good methods as there are good teachers" D. Poya

"Tell me - I will forget, Show me - I will remember, Involve me - I will understand." Chinese proverb "All knowledge remains dead if initiative and self-activity do not develop in students: students must be taught not only to thinking, but also to wanting." N.A. Umov The development of a student is more effective if he is included in the activity.

A person remembers 10% of what he reads, 20% of what he hears, 30% of what he sees; 50-70% are remembered when participating in group discussions, 80% - when they identify and formulate problems on their own. 90%, when the student is directly involved in real activities, in the independent formulation of problems, in the development and adoption of decisions, in the formulation of conclusions and forecasts.

An essential component pedagogical technologies are teaching methods. Teaching methods are ways of interrelated activities of teachers and students in the implementation of the tasks of education, upbringing and development. (Yu. K. Babansky). Teaching methods are ways of teaching a teacher and organizing educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied. (I.F. Kharlamov).

“The methods used in educational activities should arouse the child's interest in learning about the world around him, and the educational institution should become a school of joy. The joys of knowledge, creativity, communication ”. V.A. Sukhomlinsky

Requirements for teaching methods Scientific nature of methods. The accessibility of the method, its correspondence to the psychological and pedagogical possibilities of the development of schoolchildren. The effectiveness of the teaching method, its focus on the solid mastery of the educational material, on the fulfillment of the tasks of educating schoolchildren. The need to systematically study, use innovative methods in their work.

The choice of teaching methods depends: On the general and specific learning objectives; the content of the material of a specific lesson. From the time allotted for the study of a particular material. From the age characteristics of students, the level of their cognitive abilities. From the level of preparedness of students. From material equipment educational institution, availability of equipment, visual aids, technical means. From the capabilities and characteristics of the teacher, the level of theoretical and practical training, methodological skills, his personal qualities.

Features of a modern lesson A modern lesson is a free lesson, a lesson freed from fear: no one scares anyone and no one is afraid of anyone. A friendly atmosphere is created. A high level of motivation is being formed. Great importance is attached to the methods of educational work. Special attention is paid to the development of students' skills of independent cognitive activity, a creative attitude to the educational process.

Organizational foundations of the lesson Everyone works and everyone works. Everyone's opinion is interesting and everyone's successes are encouraging. Everyone is grateful to everyone for his participation, and everyone is grateful to everyone for their progress towards knowledge. Trust in the teacher as a leader in group work, but everyone has the right to an initiative proposal. Each and every one has the right to express an opinion on the lesson held.

A student is an active subject of the educational process, showing independence in developing and making decisions, ready to take responsibility for his actions, self-confident, purposeful. Teacher - consultant, mentor, partner. The task of the teacher is to determine the direction of work, to create conditions for the initiative of students; competently organize the activities of students.

Peculiarities modern methods learning Method is not the activity itself, but the way of its implementation. The method must be consistent with the purpose of the lesson. The method should not be wrong, only its application can be wrong. Each method has its own subject matter. The method always belongs to the actor. There is no activity without an object, and there is no method without an activity. (According to M.M. Levina)

The learning process should arouse in the child an intense and inner urge to knowledge, intense mental work. The success of the entire educational process largely depends on the choice of methods used.

My personal position The optimal combination of forms of work in the classroom. Teaching students the basic techniques of educational activities. The development of students' thought processes. Creation of conditions for ensuring high student activity in the lesson. Implementation of the principle of an individual approach.

Based on the modern achievements of pedagogy, psychology and methodology, I proceed from the following provisions: The need for knowledge is one of the most important human needs. Interest in knowledge as a deep orientation of the personality and a stable motive for learning awakens creative thinking, creates favorable conditions for the manifestation of creative individuality. The guiding principles that make it possible to realize the set tasks are: the principle of developing and upbringing education; the principle of developing the creative abilities of students; the principle of creating a positive emotional background for educational activities; principle of humanization of primary education.

My activity is aimed at providing conditions for the development of personality, to make the process smooth and manageable, to form thinking subjects. I try to combine the scientific nature of teaching with accessibility, vivid visualization with play, to ensure that all students work with enthusiasm. This is facilitated by the set of pedagogical skills that I possess. Skills: I demonstrate to children my complete trust in them; I organize the communication of new material in the form of a fascinating dialogue; I do not violate the unity of the logical structure of the lesson; I proceed from the fact that students have an intrinsic motivation to learn; I try to involve students in activities that awaken the joy of learning and arouses persistent curiosity. An individual approach to students helps to create an atmosphere of success in learning activities.

School motivation According to the results of the diagnosis "School motivation" revealed: Based on this, determined the levels of cognitive activity of students.

Initial level Passive children, with difficulty get involved in work, are not able to solve the educational problem. Purpose: awakening interest in educational activities, creating the prerequisites for the student's transition to a higher cognitive level. The content of the activity: "creating an atmosphere of success"; "Emotional recharge"; "Active listening"; "Complimentary" communication style.

Medium Interest of children in certain learning situations related to an interesting topic or unusual techniques. Purpose: fostering the ability of students to consolidate the achieved success, to show interest in intellectually volitional efforts. Content of the activity: keep attention in a state of "intense surprise"; alternation of activities in accordance with the requirements of health preservation in the lesson; the use of emotional techniques, games.

High level Students are actively involved in all forms of work. Purpose: fostering the need to search non-standard solutions, in self-expression and self-improvement. Activity content: use role situations; problematic tasks; work with additional sources. Effectiveness: the achieved success awakens interest in learning and involves the transition of each student to a higher level.

To ensure cognitive activity and cognitive interest of students at various stages of the lesson, I use active forms and methods of work. I consider the most productive: Game forms; Organization of group, pair and individual work; Organization of students' independent activities; Creation of specific situations, their analysis; Asking questions that activate dialogue. Problematic learning. Must apply various methods and find new ones. The school should be a pedagogical laboratory, the teacher should show independent creativity in his teaching and educational work. Leo Tolstoy.

Game "The child does not get tired of work that meets his functional life needs." S. Frene Didactic games - arouse a keen interest in the process of cognition, intensify the activities of students, help to assimilate educational material more easily. Role-play is a small scene played out by students to help visualize, see, and bring to life circumstances or events that are familiar to the students. In mathematics lessons, for the development of activity and attention, I conduct oral counting with elements of the game.

Couples and Groups This method gives students more opportunities to participate and interact. Working in pairs and groups forms in children the ability to accept a common goal, share responsibilities, agree on ways to achieve the proposed goal, correlate their actions with those of partners, take part in comparing goals and work. To work on the topic of the lesson, the methods "Hives", "Business cards" are used for groups of replacement or permanent composition. The "Creative Workshop" method has been used with great success by me in generalizing lessons.

Problematic methods. Not from knowledge to problem, but from problem to knowledge. Contribute to the development of intellectual, substantive and practical motivational spheres of the individual. A problematic issue is a question that requires intellectual efforts, analysis of connections with previously studied material, attempts to compare, highlight the most important provisions. A problematic situation is a comparison of two or more mutually exclusive points of view. Problem tasks are tasks that set tasks for students and orient them towards an independent search for solutions.

Method of projects A method that comes from children's needs and interests, stimulates children's amateur performance, with its help, the principle of cooperation between a child and an adult is implemented, which allows combining the collective and the individual in the educational process. Focused on the development of research, creative activity of students, on the formation of universal educational actions. I use it mainly in the lessons of the surrounding world. “On a visit to winter”, “My pets”, “The secret of my last name”.

The main stages of project activities - Choosing a project topic. - Working with different sources. - Choice of the form of the project presentation. - Project work. - Registration of results. - Protection of projects. Summarizing. At the end of the work, the student must answer the questions: Did I accomplish what I intended? What went well? What went wrong? What was easy to accomplish, and what was the difficulty for me? Who could thank me for this project?

Method of discussion Where a person is a creator - there he is a subject. The need for communication is the first manifestation of the subject's activity. The ability to communicate with each other, to conduct a discussion gives each child the opportunity to develop the ability to listen, speak in turn, express their opinion, experience a sense of belonging to a joint collective search for truth. Students should be familiar with the rules of discussion. Learning comes from students, and I direct the collective search, pick up the right thought and bring them to conclusions. Students are not afraid to make a mistake in the answer, knowing that classmates will always come to their aid, and together they will make the right decision. For discussion and decision-making I use, for example, such methods as "Traffic Light", "Brainstorming".

ICT The use of ICT by primary school teachers in the educational process allows: to develop students' research skills, creativity; increase the motivation for learning; to form students' ability to work with information, to develop - communicative competence; actively involve students in the educational process; create favorable conditions for better understanding between teachers and students and their cooperation in the educational process. The child becomes thirsty for knowledge, tireless, creative, persistent and hardworking.

The unfinished story method I use mainly in literary reading lessons. Reading the text, I stop at the most interesting place. The child has a question: "What next?" If a question has arisen, it means that there is a need to find out, which means that the child will definitely read the text. Reading with stops. 2-3 stops are highlighted in the text, questions are asked to children that encourage critical thinking. What made the hero do this? How will events develop further? The "Prediction tree" technique is used. Children learn to argue their point of view, to connect their assumptions with the data of the text. What will happen next? How will the story end? How will events develop after the final? Option 1 Option 2 Option 3

Methods for starting the Let's Smile Lesson. I smiled at you, and you smile at each other, and think how good it is that we are all together today. We are calm, kind and welcoming. Exhale yesterday's resentment and anger, anxiety. Forget about them. Breathe in the freshness of a clear day, the warmth of the sun. Let's wish each other a good mood. Pat yourself on the head. Hug yourself. Shake your neighbor's hand. Smile at each other. "Greetings". Students walk through the classroom and greet each other by saying greetings or calling their names. This allows you to start a lesson in a fun way, to warm up before more serious exercises, helps to establish contact between students within a few minutes.

Methods for clarifying goals "We know - we do not know" The goals of using the method - the results of applying the method allow me to understand what students know from the material planned for the lesson and what they don’t know. What knowledge of schoolchildren can be relied on by giving new material... I ask students questions, leading them to the purpose and objectives of the lesson. Students, answering them, find out together with me what they already know on this topic and what they don't. “Flower Glade” Before starting to clarify expectations and concerns, I explain why it is important to clarify goals, expectations and fears. Students write down their expectations on flowers. of blue color, and fears - red. Those who wrote down attach flowers to the clearing. After all the students attach their flowers, I voice them, after which we organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, we clarify the recorded expectations and concerns. At the end of the method, I summarize the expectations and concerns. "Air balloons"

Methods of summarizing the results They allow to summarize the lesson and complete the work effectively, competently and interestingly in the form of a game. For me, this stage is very important, because it allows me to find out what the guys have learned well, and what needs to be paid attention to in the next lesson. "Cafe" I invite the students to imagine that they spent today in a cafe and now I ask them to answer a few questions: - I would eat more of this ... - Most of all I liked ... - I almost digested ... - I overeat ... - Please, add ... "Chamomile" Children tear off the petals of chamomile, pass the colored sheets in a circle and answer the main questions related to the topic of the lesson written on the back.

“Final circle” On the poster there is a large circle, divided into sectors: “My assimilation of new knowledge”, “My participation in the work of the group”, “I was interested”, “I liked doing the exercises”, “I liked speaking in front of the children”. All students are invited to draw a circle with a felt-tip pen. The brighter the sensation, the closer to the center the circle is. If the attitude is negative, the circle is drawn outside the circle.

Relaxation Techniques If you feel your learners are tired, take a break, remember the restorative power of relaxation! Method "Earth, air, fire and water". Students, at the command of the teacher, depict one of the states - air, earth, fire and water. I myself take part in this, while helping insecure and shy students to participate more actively in the exercise. "Cheerful ball". "Physical minutes for the eyes."

Results The use of various forms and methods that ensure the inclusion of students in active cognitive activity allows us to draw the following conclusions: Quality of knowledge

Learning degree of students

Conclusion "Many subjects in school are so serious that it is useful not to miss an opportunity to make them a little entertaining" It is necessary to use various forms, methods and techniques of teaching in elementary school: allow to teach material in an accessible, interesting, vivid and imaginative form; promote better assimilation of knowledge; arouse interest in knowledge; form communicative, personal, social, intellectual competence. Lessons using active teaching methods are interesting not only for students, but also for teachers. But haphazard, ill-considered use of them does not give good results. Therefore, it is very important to actively develop and implement in the lesson your author's game methods in accordance with the individual characteristics of your class.

All creative successes