Lecture (from Lat. Lestio - "reading") is one of the main forms training sessions in higher educational institutions, which is a systematic, sequential presentation by the teacher of a certain section of a particular science or academic discipline.

Lectures differ in their structure, methods of presenting material, the nature of generalizations and conclusions.

There are the following types of lectures:

Academic lecture is traditionally a university lecture. It is characterized by a high scientific level, theoretical abstractions, which have a large practical significance... The style of such a lecture is a clear plan, strict logic, convincing evidence, brief conclusions.

Popular (public) the lecture presents a presentation of scientific truths to an audience that is not prepared to perceive them. The scientist-teacher is obliged to present a scientific problem simply and clearly. Usually such lectures are read outside the walls of the university.

General course lecture(educational lecture on the course program) - this is the usual and most common lecture at the university. The content of general courses is a consistent and systematic presentation of this science, familiarizing students with its main categories, principles and laws.

Introductory - outlines the main problems of the course as a whole or its section. It includes "key" questions, the understanding of which allows you to better assimilate the material of the following topics or to independently understand it.

Sightseeing - read usually before exams - state or course. They set out only some of the most important issues of the program. Survey lectures are often read at evening and correspondence departments of universities, presenting a synopsis of a complete training course lectures.

Complex- read in special courses or at faculties of advanced training of teachers. It is a conglomeration of data from several sciences while maintaining the leading value of one of them. This comprehensive discussion of the topic helps students assess the problem. A feature of such lectures is their high scientific level.

Installation - read most often to students correspondence department starting to study this discipline. A significant part of the time is devoted to familiarization with the necessary literature (primary sources and textbooks), methodological advice and recommendations for its study, writing control works, as well as with the requirements for exams.

Traditional (informational - explanatory, narrative)- "this is a kind of presentation in which it is connected with the story of specific facts, events, processes or actions that take place and develop in time." This didactic definition, with some reservations, can also be applied to a university lecture. Such a lecture is characterized by a description, explanation of scientific phenomena and events.

Lecture-conversation characterized by high emotionality, confidential tone of the lecturer, when he involves the student audience in joint reflection on scientific truths... Dialogue with the audience is the most common and relatively simple form of active involvement of students in the educational process. It involves direct contact between the teacher and the audience. As a rule, amusing stories are told in a lecture-conversation, memorable examples are selected.

Problem lecture characterized by the formulation of educational problems-tasks for students, which they must solve on their own, thus obtaining new knowledge. The lecture combines problematic and informational principles. A kind of problem lectures are lecture-Brainstorming, lecture-discussion and lecture with analysis of practical situations.

Lecture-discussion characterized by the fact that the teacher, when presenting the lecture material, not only uses the students' answers to his questions, but also organizes a free exchange of opinions in the intervals between logical sections.

Lecture with analysis of specific situations- this is in the form of the same lecture-discussion, however, the teacher does not raise a question for discussion, but a specific situation. As a rule, such a situation is presented orally or in a very short video recording, filmstrip.

Lecture-visualization Reading a lecture-visualization is reduced to a coherent, detailed commentary by the teacher of the prepared visual materials, which fully reveals the topic of this lecture. These materials should ensure the systematization of the knowledge available to the listeners, the presentation of new information, the task of problem situations and possible solutions;

Lecture for two... In this lecture, real professional situations are modeled, discussion of theoretical issues from different positions by two specialists, for example, representatives of two scientific schools, theorist and practitioner, supporter and opponent of this or that technical solution, etc.

Lecture with pre-planned mistakes. The need to develop students' ability to quickly analyze professional situations, act as experts, opponents, reviewers, isolate incorrect or inaccurate information that led to the development of a lecture with pre-planned errors.

Lecture-press conference. Having named the topic of the lecture, the teacher asks the audience to ask him questions on this topic in writing. Each student must, within 2-3 minutes, formulate the most interesting question, write on a piece of paper and pass it on to the teacher. Then the lecturer, for 3-5 minutes, sorts the questions according to their semantic content and begins to give a lecture. The presentation of the material is not built as an answer to each question asked, but in the form of a related disclosure of the topic, in the process of which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the audience.

Lecture using feedback techniques. Nowadays, specially equipped classrooms for programmed teaching are being used more and more, where the leader of the lesson has the opportunity, using technical devices, to receive information about the reaction of the entire group of students to the question posed to him. Questions are asked at the beginning and end of each logical section of the lecture. If the audience as a whole answers the introductory question correctly, the teacher can limit the presentation to only a brief thesis and move on to the next section of the lecture. If the number of correct answers is below the desired level, the teacher reads the prepared text and at the end of the semantic section asks the students new question, which is intended already to find out the degree of assimilation of the material just presented. In case of unsatisfactory results of the quiz, the teacher returns to the section already read, while changing the method of presenting the material.

Conversational learning technology

In the conditions of modern society, the transition to new educational standards, it is necessary to create conditions for the formation of the inner subjective world of the student's personality taking into account the unique value of the child.

As a result, in the modern school there is a change in the ideology of collectivism to student-centered education, which implies attention to the personality of the student. This is helped by humanitarian technologies, which are based on the practical use of knowledge about a person in order to create conditions for the free and comprehensive development of the individual.

Learning dialogue technology - This is one of the main technologies of student-centered education, which has recently been extremely popular and relevant. Any person finds his essence in dialogue, which is a powerful means of preventing isolation, the emergence of personality loneliness.

Dialogue in the lesson is a special communicative atmosphere that helps the student to develop the intellectual and emotional personality traits. In this case, the assimilation of new material occurs, not only as a result of memorization, but also because personal meanings are affected in the course of communication.

Dialogue is an equal subject-subject interaction that allows one to seek the truth together. Learning dialogue is a way of relationship. The most important forms of human relations are manifested in the dialogue: mutual respect, mutual enrichment, empathy, co-creation.

Dialogue is a special environment in which many students feel relaxed and comfortable. In a friendly, welcoming atmosphere, they enrich each other with new thoughts, reveal their creative potential, and develop personally.

The purpose of the dialogue is the formation interpersonal interaction, which is a situation close to natural life, in which students forget about the conventions (lesson, teacher, grade) that prevent them from expressing themselves at the personal and interpersonal levels.

Characteristics of dialogue technology

Dialogic learning technology prepares the student for the search independent decision... The main feature of this technology is that new knowledge is not given off-the-shelf. Children "discover" them themselves in the process of independent research activities... The teacher only directs this activity and sums up at the end. In such lessons, students think more, speak more often, and form thinking and speech more actively. They learn to defend their own position, take risks, take initiative and develop character as a result.

Dialogue arises when a student makes statements like “I want to say”, “my opinion”, “I want to add”, “my point of view”.

When talking about educational dialogue, there are a number of features:

· The presence of a single problem for all;

· The presence of two or more interlocutors connected by relations of mutual understanding;

· The presence of the goal of organizing the dialogue;

· Availability of feedback;

· The presence of an interactive relationship between teacher and class, teacher and student.

When constructing a dialogue lesson, it should be borne in mind that dialogue is a form of communication. Dialogue lesson will fail if present factors inhibiting dialogue:

lack of attention of the teacher to the child;

closed-ended questions that involve monosyllabic answers or questions that you don't have to answer;

inability of the teacher to be a good listener.

At the same time, one cannot speak of dialogue as a special form of education, if the schoolchildren have not formed a culture of speech, communicative-speech skills.

The teacher needs to develop in every lesson oral speech, teach how to ask questions to the interlocutor, establish feedback, change your communicative behavior. The teacher's contact with the class is an important factor. If the teacher does not find or has lost mutual understanding with the class, then there is a negative attitude towards the dialogue partner and an active rejection of all the information that comes from him. With full contact of the teacher with the students, the dialogue contributes to the development of the communicative and thinking abilities of the students and their assimilation of the laws of human communication. All these ideas are reflected in the model, which is designed to form the communicative competence of students (see Diagram 1).

Thus , dialogue is not just a pedagogical method and form, but is also a universal means of communication, creative interaction of equal participants in the educational process.

The dialogue can be divided into three levels:

1) Dialogue with your own I (your own thoughts) is a personal level

2) I and the other (the interaction of two value-intellectual positions). This is the interpersonal level.

3) Multi-dialogue (arises when discussing problems in small groups of 5-7 people).

Among the dialogue technologies, there are:

problem-search dialogues

didactic games

training discussions

heuristic conversations

analysis of specific situations.

Dialogue learning in history lessons.

History as humanities has its own specifics. In contrast to the sciences of the natural - mathematical cycle, any humanitarian knowledge is comprehended not so much by way of explanation as by way of understanding. “It is necessary to understand the image of a person of the past and, at the same time, the image of the world of our contemporary, who studies a person in history. This can be achieved by entering into a dialogue - with people of the past and at the same time, with interpreters of events who lived in later eras, with our contemporaries, who in their own way assess these events and their role in history ”. A history lesson should not be limited to listing dates, events, statistics, nor should it take the form of a monologue or a public lecture that students will passively listen to. Teaching should be based on dialogue and exchange of views with students to make them active participants in the lesson. Students should be free to express their opinions. In addition, not a single replica of the educational dialogue should remain unanswered, if the student is not active, it means that he lacks knowledge. All of the above is reflected in the table below.

Comparative analysis traditional and dialogue form lesson

Criteria

Traditional lesson

Lesson - dialogue

The role of the teacher

Dominant / Leading

Accompanying /

guide

The role of the learner

Not always basic

Main / dominant

Democratic ("Union")

Teaching methods

Story // teacher's explanation.

The main place is reserved for the monologue

Conversation, role play, discussion, trainings.

Dialogue is the foundation of the lesson's existence

Lesson effectiveness

Not always high

Teacher / student relationship

Official

Trust / partner

Motivation to learn

The motive is getting a good grade; not always high

Creative / intellectual growth, no stress; high motivation

It is better to start a dialogue lesson by posing a learning problem..

At the beginning of the lesson, the teacher, in dialogue with the students, creates a problematic situation (for example, presents two conflicting facts). Further, the students, in dialogue with the teacher, based on the problem situation, formulate the educational problem - the main question of the lesson or topic. It is usually written on the board.

In a dialogue with a teacher, students actualize their knowledge, which will be useful for solving an educational problem. Determine what knowledge is not enough and what needs to be learned (done) in order to find a solution to the problem (lesson plan). Fulfilling the plan, students, with the help of the teacher, discover new knowledge, solving the corresponding educational problems.

They apply new knowledge, making a conclusion about what solution to the educational problem has been found and express this solution in the form of a verbal thesis, diagram, table, artistic image.

Modern didactics distinguishes the following methods of creating problem situations:

1. Leading trainees to a contradiction with the proposal to find a way to resolve it themselves.

For example, when studying the topic "Establishment of an empire and wars of conquest in France", ninth-graders can be offered the following problematic tasks: 1) Is Napoleon a symbol of the new monarchical power or a person necessary for France, exhausted by wars? 2) The Napoleonic empire is the deeds and words of the individual or the embodiment of the aspirations of the entire people? Students must find a way to solve the problem themselves.

2. Presenting different points of view on the same issue... Considering in the 9th grade the topic “ Foreign policy USSR on the Eve of World War II ”, we invite students to analyze two different points of view on the issue of signing the Molotov-Ribbentrop Pact:

1) Signing a non-aggression pact with fascist Germany and the secret protocol to it was the diplomatic success of the USSR.

2) The signing of the pact was a big mistake that had grave consequences for the USSR.

Students must decide which of these points of view they support and why.

3. Suggestions for trainees to consider this or that historical event from different positions... So, speaking about Peter's transformations, we set the following tasks for students: 1) Imagine that you are a peasant living in Russia at the beginning of the 18th century. How would you react to the reforms of Peter the Great? Would you take part in the construction of St. Petersburg? Explain why. 2) How would you react to the Northern War if you were a merchant?

4. Statement of specific questions for generalization, substantiation, concretization and classification, logic of reasoning.

The beginning of the unification processes in the Russian lands in the XIV-XV centuries. and creation united state accompanied by a struggle for leadership between the principalities. Moscow won this fight. NM Karamzin wrote about the rise of Moscow: “A miracle happened. The town, barely known until the end of the 14th century, raised its head and saved the fatherland. " Explain the reasons for the rise of Moscow.

Many cities Ancient Rus emerged on the banks of rivers. Explain what were the advantages of this location.

Discussion about the role of the Vikings in Russian history and their nationality, the dispute between Normans and anti-Normans began in the middle of the 18th century. and continue to this day.

Explain how the views of supporters and opponents of the Norman theory differed

5. Formulation of problematic tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, deliberately made mistakes, with limited time for solving, as well as to overcome the psychological inertia of the student... This is a task of this type: Read the text: “And there was an evil and great slaughter for the Germans and Chudi, and there was a crackle of breaking spears and the sound of swords blowing, so that the ice on the frozen lake broke, and there was no ice, because he was covered in blood. And I myself heard about this from an eyewitness who was there. And the Germans turned to flight, and the Russians were driving them with a fight, as if by air, and there was nowhere for them to run away, they beat them 7 miles on the ice to the Subolitsk coast, and the Germans fell 500, and the Chuds - countless, and captured the 50 best German governors and brought them to Novgorod, while other Germans drowned in the lake, because it was spring.

What event is this document dedicated to? What outstanding person is associated with him? Give your own assessment of this event.

6. The situation is a contradiction between the everyday representation of students and scientific fact .

These are the basic techniques for creating problem situations in history lessons. Which one to use in order to achieve the most effective result, the teacher decides depending on the specific situation, the topic of the lesson, the preparedness of the students.

Techniques for promoting dialogue and polylogue

"Brainstorm"Is a form of intensification of mental activity, its purpose is to stimulate the audience to quickly generate a large number of new and original ideas. The problem is posed to the students. Ori should discuss this problem and suggest as many solutions as possible. "These people always have December 14th and never have 15th."

Bloom's Cube". The beginning of the questions is written on the sides of the cube: "Why", "Explain", "Name", "Suggest", "Think up", "Share". The student rolls the die. It is necessary to formulate a question to the educational material according to the face on which the cube will fall.

"Debate"."Oprichnina gave birth to Time of Troubles". “Russia needed Brest Peace". It is necessary to find and formulate arguments "for" and "against" any thesis.

This task is performed according to the following scheme:

I agree with this point of view as -

• Argument 1-

  Argument 2-

Those who do not participate in the team make up an assessment of the arguments:

Arguments that matched my own

New arguments that I agree with

New arguments with which I disagree

Incomprehensible arguments.

In addition, it is good to use the following forms of training:

Plot - role-playing games - contribute to the formation of communicative skills of students, arouse childrens interest in the subject, immersion in one or another historical environment, "living" someone's life.

Development lessons creativity students - "historical battles", "historical living rooms", "clever and clever.

Creation of student projects and their self-presentation.

Organization of lessons of individually-oriented routes based on the solution by students of situations of intellectual difficulty, based on their capabilities, abilities, interests, their subjective experience.

Lesson - historical portrait... Students will be familiar with the Historical Assessment Tool. They perceive history directly through specific historical images, for example: Elizabeth of England, William of Orange, Charles I, and among Russian figures these are the images of Peter I, Catherine II, Elizabeth Petrovna, Emelyan Pugachev, etc. type of lesson: "Two Elizabeth - two rulers", "Golden Age" of Elizabeth of England and "Golden Age" of Catherine the Great, "Peter I: a traditionalist or a great reformer? ".

Lecture lessons differ in that they are not a one-sided presentation of one teacher. In such lessons, the role of the teacher is tried on by the student himself, expanding the scope of his abilities.

Workshop lessons that promote further development dialogue process.

Recently, conferences at which students can actively demonstrate their skills in dialogue have become very relevant forms of education.

Interesting work for students is carried out with sources of knowledge, in particular with the Constitution of the Russian Federation, which leads to a significant enrichment of their subject experience.

In the modern conditions of the information society, the discussion has become the norm for students educational issues using the Internet.

Planned result of the pedagogical project.

Positive dynamics of the following components:

formation of communicative competence among students

improving the quality of educational and cognitive activities;

satisfaction of students with the results of their activities;

increasing the level of cognitive interest in history among students.

Increasing the intensity of the lesson through the creation of a system of motivational techniques, ICT.

1. Dialogue of the relationship between the teacher and students in a history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, skills and abilities, forming experience creative activity, experience of emotional - evaluative attitude and logic of scientific thinking.

2. Dialogue of a history lesson, discussion of different views, versions, comparison of points of view, dispute, discussion lead students to a deeper understanding of this or that historical phenomenon or events.

3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for the consolidation and use of knowledge in new situations.

4. Dialogue has an irreplaceable educational impact. The form of dialogical communication presupposes respect for the speaker, in expressing the consent or disagreement of the participants in the dialogue.

5. Dialogic construction of history lessons contributes to the humanization of the educational process and mutual understanding, trust, cooperation between teachers and students.

General conclusions of the study and its results:

1. Dialogue of the relationship between teacher and students in a history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, skills and abilities, forming the experience of creative activity, experience of emotional and evaluative attitude and the logic of scientific thinking.

2. Dialogue of a history lesson, discussion of different views, versions, comparison of points of view, dispute, discussion lead students to a deeper understanding of a particular historical phenomenon or event.

3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for the consolidation and use of knowledge in new situations.

4. Dialogue has an irreplaceable educational impact. The form of dialogical communication presupposes respect for the speaker, in expressing the consent or disagreement of the participants in the dialogue.

5. The dialogue system of history lessons contributes to the humanization of the educational process and mutual understanding, trust, cooperation between teachers and students.

Mishina I.A. History teacher in the context of education standardization // Teaching history and social studies at school. 2007. No. 6. P.25 - 29.

Ilgonis. Here the winner is the one who has more fortitude, courage.

Zigis. And so I see his fear, and in me it causes excitement and anticipation of success, I am already beginning to forget about my own misfortunes and my position. I'm starting to think that he will definitely give up, will have to give up, since he is so worried about himself.

Zigis subconsciously feels that a coward lives like a thief, and therefore perceives Sergei's non-recognition not only as a manifestation of cowardice, but as selfishness, as his immorality, especially outrageous on the part of a person in such a position, and from the point of view of Zigis - "grimacing "in this post. All this taken together embitters him and pushes him to punish Sergei - not for rape, but for betrayal.

Sergey. Zigis had nothing to lose, so he was bolder and bolder. And I had something to lose, so I had to think and calculate all the time how best to do in order to get away from all this.

Dace. You really had a lot to lose if you fair man, and not a pig and a bastard, as Zigis said. Otherwise, indeed, you can think of planning the assassination of Zigis.

A frequent psychological mistake of a person who finds himself in a problem situation that leads him to inappropriate actions is that he takes into account only one of the many possible options for behavior. Meanwhile, there were many other variants of behavior in this situation of "blackmail". From our point of view, ignoring other, including more energetic, models of behavior in combination with insufficient moral and psychological stability turns out to be one of the essential factors in the formation of deviant and often criminal behavior in a person.

The participants of this training group eventually came to the conclusion that the following options were the most optimal for the "investigator":

1. Seek advice from your boss. In doing so, he would maintain his honesty of intentions and loyalty to his official duty and could count on a mitigation of punishment for what was committed ten years ago. And then such a development of the situation is possible that Vineta would withdraw her statement.

2. Without changing, in essence, his official duty in the conduct of the entrusted case of theft, try in a frank conversation with the "thief" to convince him not to remember the joint "sins of youth" and promise after the trial to try to help him. Sincerity and trust, readiness, in case of disagreement, for a fate similar to the one that awaits the detainee in theft (and not emphasizing the difference in the social status of each other), perhaps, would arouse in Zigis a feeling of respect and gratitude for

him. Perhaps this would awaken in Zigis a desire and desire to perform a noble deed - thus confirming loyalty to an old friendship. In addition, such an act of Zigis could generally become a turning point in his personal destiny.

Lecture-conversation as a form and method of conducting classes

Deputy Head of the Department of TSP

V. D. Ryzhuk,

Senior Lecturer S.V. Chichin Omsk Law Institute of the Ministry of Internal Affairs of Russia

The lecture appeared more than 1000 years ago and became first a unity, and then a leading form and method of the pedagogical process.

Why was the lecture considered and, perhaps, considered the leading teaching method? The lecture will give scientific knowledge on the study of the discipline, form the correct thinking and concepts on the subject, reveal the most important questions the topic under study, gives the main directions self-study material and guidelines for independent work.

Lectures are usually delivered by the most qualified part of the teachers. History knows many examples when even a single lecture left an indelible mark on the mind and soul of the listener for the rest of his life.

Example (historical). One of the brilliant lecturers was the medical professor Grigory Antonovich Zakharyin.

Academician V. N. Ternovsky recalls: "Zakharyin in the audience was a true artist, an artist in the very the best sense of this word That is why his listeners for the rest of their lives kept a sense of pride that they were lucky to be his students, and many of them tried to capture this through their lectures in the minds of their pupils "1.

A full lecture cannot be replaced by a single book. Communicating with the audience, the lecturer has the opportunity to present the material from different angles. Studying the reaction of the audience, the teacher can navigate well during the lecture, i.e. continue the presentation of the material, give an example or clarify a position.

In our opinion, a lecture as a form of teaching reflects the organizational work of the educational process, and as a method - its methodological side. This characterizes the lec-

1 Shtokman I.G. University lecture: ( Practical advice by teaching method teaching material). - Kiev, 1981.-P.10.

method of oral presentation of educational

material.

There are two types of lectures: public and scientific. For example, scientific lectures are given at the Department of TSP OmLU of the Ministry of Internal Affairs of Russia. In these lectures, science appears as a living word and therefore is perceived more emotionally than the material disclosed in the textbook.

The main task of the lecture, in our opinion, is to find and give students the optimal measure of combining theory with practice.

A number of pedagogical functions are inherent in the lecture method of teaching:

Cognitive;

Developing;

Organizer;

Educational.

The cognitive (teaching) function is expressed in equipping the listeners with the understanding of the fundamentals of science, scientifically grounded ways of solving practical problems. This function is also associated with the fact that in live colloquial speech the most difficult questions are easier to explain and understand than when they are in writing.

Each lecture achieves its goals if, in addition to communicating knowledge, it performs a developmental function, i.e. when in form and content it is focused not on memory, but on the thinking of trainees. The profession of police officers requires high development intellectual qualities, the ability to deeply delve into the operational environment, come to the correct and reasonable conclusions, on the basis of which to make appropriate decisions.

In addition, the lecture should give the listeners not only scientific knowledge, but also educate the trainees, i.e. is called upon to fulfill an educational function.

During the lecture, the teacher, depending on the topic, must instill in the students the qualities that they need to perform the operational and service tasks solved by the police officers.

The organizing function of the lecture provides, first of all, the management of the independent work of the listeners both during the lecture and outside the classroom.

Currently, pedagogy considers several types of lectures as forms of education:

Introductory (read at the beginning of the course, focuses on the study of the discipline);

Installation;

Lecture-conversation;

~ academic (basic);

Special course lecture;

Review (lecture-consultation);

Final (final).

We should dwell on this type of lecture as a lecture-conversation. Its very name combines two concepts: lecture as a form and conversation as a teaching method.

This lecture is characterized by a high emotionality and confidential tone of the lecturer, which in itself activates the audience and involves them in a dialogue with the teacher. One of the difficult tasks for the lecturer in this case is the organization of such a dialogue. The solution to this problem depends on vocational training teacher, his ability to master the technique of reading such lectures.

These lectures are characterized by a great feedback from the audience, here the very method of presenting the material by the teacher with a wide use of visualization should encourage the listeners to talk.

In our opinion, such lectures are better perceived by trainees when they are read in study groups, and not in a course or stream. This is understandable, because it is much easier for a teacher to involve a group of trainees in a dialogue than the entire stream, and, naturally, the perception of the audience in this case will be much higher.

In order for the lecturer to be able to achieve the goals set for the lecture, he must strive to fulfill the requirements for the content and methods of lecturing. To determine the requirements for a lecture, it is necessary first of all to answer the question: what to teach, and then - how to teach?

Moral;

Spirituality;

Scientificness;

Modernity;

Reliability of the material;

Information capacity;

Connection with practice.

The following requirements are imposed on the method of lecturing:

Attracting the attention and interest of the audience, maintaining them throughout the lecture;

Literacy of speech and its expressiveness;

Consistency, completeness and accuracy of the presentation of the material;

Clarity, brightness and imagery of lecturing with the use of technical means and other means of visualization;

Attracting listeners to dialogue at lectures in a study group;

Statement of problems in front of students and analysis of problem situations by the teacher himself and together with the students.

All these requirements, of course, are known to the absolute majority, but it should be noted that such a form of conducting classes as a lecture requires from the teacher, first of all, a creative approach, the activation of all his internal forces, an attack method, as a conversation, in addition to knowledge of the methodology, requires knowledge of psychology and good knowledge of the trainees.

Problem lecture. The essence problem lecture is that the teacher at the beginning and during the presentation of the educational material creates problem situations and involves the audience in their analysis. By resolving the contradictions inherent in problem situations, students can independently come to the conclusions that the teacher must communicate as new knowledge. At the same time, the teacher, using certain methodological techniques of involving students in communication, as it were, compels, “pushes” them to find the correct solution to the problem. At a problem lecture, the student is in a socially active position, especially when it is in the form of a live dialogue. He expresses his position, asks questions, finds answers and presents them to the court of the entire audience. When the audience gets used to working in dialogical positions, the teacher's efforts pay off handsomely - joint creativity begins. If a traditional lecture does not allow us to immediately establish the presence of feedback between the audience and the teacher, then dialogical forms of interaction with listeners allow us to control such a connection.

When conducting lectures of a problematic nature, the learning process of students approaches search, research activities. The main task of the lecturer is not so much in the transmission of information, but in the familiarization of students with the objective contradictions of the development of scientific knowledge and ways to overcome them. This forms the mental activity of the trainees, gives rise to their cognitive activity.

In contrast to the content of an informational lecture, which is introduced by the teacher as from the very beginning material that is known to be memorized, in a problematic lecture, new knowledge is introduced as unknown to the learners. The inclusion of the thinking of students is carried out by the teacher by creating a problem situation, even before they receive all the necessary information that constitutes new knowledge for them. V traditional teaching do the opposite - first they give knowledge, a method or an algorithm for solving, and then examples on which you can practice using this method. The means of controlling the thinking of trainees in the educational-problem dialogical lecture is a system of problematic and informational questions prepared in advance by the teacher.

Conducting a lecture as a system of problematic and informational issues for adult learners has its own characteristics. For adults who are studying after a long break (at least a few years after leaving school), updating existing knowledge is difficult. Children sometimes flaunt ignorance - after all, excellent know-it-alls, as a rule, are unpopular in the team. It is difficult for an adult to admit that he does not know or remember something. This is one of the reasons that, even having the opportunity for material and family reasons to study full-time, the majority of people who have left their "student" age prefer extramural education. Therefore, before holding a problem lecture, the student should be able to restore his knowledge individually, according to a textbook or using multimedia teaching aids, including remotely. In a youth audience, students are not afraid to say obvious stupidity, sometimes they even do it on purpose to amuse others. An experienced instructor can turn this to the benefit of teaching. The difficulty in delivering a problem lecture to an adult audience is that adults, as a rule, do not fall for provocation and answer the question only when they know the answer for sure. In other words, adult learners have a high level of control. The teacher should be prepared for a situation when a person who knows the exact answer (or who thinks he knows) will not be in the classroom.

Lecture with planned mistakes (lecture-provocation). At such a lecture, a special place is occupied by the ability of listeners to quickly analyze information, navigate in it and evaluate it.

After announcing the topic of the lecture, unexpectedly for the audience, the teacher announces that a certain number of mistakes will be made in it. different types: informative, methodical, behavioral, etc. At the same time, the teacher must have a list of these errors on paper, which he, at the request of the listeners, must present at the end of the lecture. Only in this case is full confidence of the audience in the teacher ensured. It is best to conduct a provocative lecture in an audience with the same level of training of students on the topic under study. The average number of mistakes per 1.5 hours of a lecture is 7-9. At the end of the lecture, the listeners should name the mistakes, together with the teacher or independently give the correct versions of the solution to the problems. For this, the teacher leaves 10-15 minutes (the time depends on the total duration of the lecture and the complexity of the topic). The initial situation creates conditions that seem to force the listeners to be active: one must not only perceive information in order to remember, but perceive it in order to analyze and evaluate. The personal aspect is also important: it is interesting to find a mistake with the teacher and at the same time to check myself: can I do this? All this creates a motive that activates the listener's mental activity. After the introductory information, the teacher reads a lecture on the announced topic. It is possible that at the end, when the error analysis is carried out, the audience will find more errors than was planned. The teacher must honestly admit this (and the list of mistakes will be the confirmation). However, the teacher's art lies in the fact that he and these unplanned mistakes are used to realize the learning goals. The behavior of students is characterized by a two-dimensionality: on the one hand, the perception and comprehension of educational information, and on the other - a kind of "game" with the teacher.

A lecture with planned mistakes requires great lecturer skill and a sense of responsibility, careful selection of material for mistakes and their disguise in the fabric of presentation. For a teacher, designing such a lecture is a kind of competency test. Indeed, from the point of view of the methodology, it is necessary in the positive material to highlight the most complex, key points and present them in the form of an error, while the presentation of the material should be natural.

Such a lecture performs not only stimulating, but also control functions, since it allows the teacher to assess the quality of mastering the previous material, and the listeners - to test themselves and demonstrate their knowledge of the discipline, the ability to navigate the content. It is advisable to conduct such a lecture as a final lesson on a topic or section after the students have acquired basic knowledge and skills. If they were not able to find all the planned mistakes or to suggest the correct answer options, this should serve as an alarming signal for the teacher, since it indicates that he could not achieve didactic goals, and the students are not formed critical thinking and practical skills.

The most common fear of a teacher is that students will remember mistakes, not the information they need. As practice and experience of teachers who took the risk of using such a form in the educational process show, these fears are exaggerated. There can be any errors. It is practically impossible to teach people to think, giving them “correct” information, approved by someone, all the time. We need a contradiction, a dispute, a struggle of opinions, an alternative. It is these conditions that the teacher creates in a lecture with planned errors.

A lecture with pre-planned errors helps develop trainees' ability to quickly analyze professional situations, act as experts, opponents, reviewers, and highlight incorrect and inaccurate information. Preparing a teacher for such a lecture consists in laying down a certain number of errors of a meaningful, methodological or behavioral nature. The task of the listeners is to mark the errors found in the notes during the lecture. At the end of the lecture, 10-15 minutes are allotted for the analysis of errors. Experience shows that students favor full-time training or students of refresher courses to the planned errors in the lecture and the associated need to make corrections in the synopsis are more relaxed than full-time students. So this form of lecturing is more suitable for adults. Naturally, such a lecture should be held at the end of the topic and contain an overview of the material already familiar to the audience.

Lecture for two. This is the work of two teachers giving a lecture on the same topic and interacting on problem-organized material, both among themselves and with the audience. In the dialogue between the teacher and the audience, the problem is posed and the problem situation is analyzed, hypotheses are put forward, their refutation or proof, the resolution of arising contradictions and the search for solutions. Such a lecture contains a conflict, which manifests itself both in the unexpectedness of the form itself and in the structure of the presentation of the material, which is based on the collision of opposing points of view, on the combination of theory and practice. The interaction reveals the psychological qualities of people. External dialogue proceeds in the form of dialogical communication between two lecturers and listeners, internal dialogue - independent thinking is formed in the presence of experience of active participation in different forms external dialogue. The lecture creates polyphony, an emotionally positive atmosphere, a high degree of motivation and engages the audience in an active dialogue. Listeners get a visual idea of ​​the ways of conducting a dialogue, as well as the opportunity to participate in it directly. The technique of reading such a lecture offers, first of all:

• selection of an appropriate topic, in the content of which there are contradictions, different points of view or a high degree of complexity;
• selection of two teachers compatible both in terms of the style of thinking and the way of communication;
• development of a script for reading a lecture (content blocks, time distribution).

The script is necessary at the first stages of work. After gaining experience, the written script can be replaced with an oral agreement - a rehearsal.

This lecture is a mini-game, “theater of two actors”. It presupposes a high degree of improvisation in the behavior of lecturers, whose performance should be natural and unconstrained. As one of the methodological methods for achieving this goal, it is proposed that one teacher introduce into the lecture unexpected information that is new for another, to which he must react.

This practice is borrowed from the arsenal of forms of active learning. It can be used as a way to move from traditional to active forms learning. “Lecture for two” versus a traditional lecture on the same topic

• differs in a higher degree of activity of perception, thinking and involvement of listeners; contributes to the "launch" thought process from listeners;
• makes it possible to convey a greater amount of information by redesigning the material and maintaining a high level of attention and interest among the listeners;
• gives a great pedagogical effect if the content is fundamental for a given subject or field of activity; develops alternative thinking, respect for someone else's point of view, increases the culture of discussion by demonstrating such qualities of teachers and the participation of the listeners themselves in it.

One of the difficulties when conducting a lecture for two (lectures-discussions of many specialists), especially when teaching adults, is the habitual attitude of students to receive reliable information from one source.

Lecture-visualization. Its application is associated, on the one hand, with the implementation of the principle of problematicity, and on the other hand, with the development of the principle of visibility. In the lecture-visualization, the transmission of audio information is accompanied by the display of various drawings, structural and logical diagrams, reference notes, diagrams, pedagogical grotesque with the help of TSS and computers (slides, filmstrips, video recordings, code positives, displays, films, etc.). Such clarity compensates for the lack of entertainment. educational process... The main emphasis in this lecture is made on a more active inclusion of visual images in the thinking process, that is, the development of visual thinking. Reliance on visual thinking can significantly increase the efficiency of presentation, perception, understanding and assimilation of information, its transformation into knowledge.

Based on the achievements of psychological and pedagogical sciences in the field of the problem of visual thinking, it is advisable to convey a significant part of the information in a lecture in a visual form, to develop students' skills and abilities to transform oral and written information into a visual form. This should affect the quality of assimilation of the material, stimulation of thinking and the achievement of professional goals. A large amount of information transmitted at lectures blocks its perception and understanding. The way out of these difficulties can be considered the use of visual materials with the help of technical means. This method allows you to increase the volume of transmitted information due to its systematization, concentration and highlighting the most significant elements. As you know, in the perception of material, the difficulty is caused by the presentation of abstract (not existing in visible form) concepts, processes, phenomena, especially of a theoretical nature. Visualization makes it possible to largely overcome this difficulty and give abstract concepts a visual, concrete character. The process of visualizing lecture material, as well as decoding it by listeners, always generates a problematic situation, the solution of which is associated with the analysis, synthesis, generalization, expansion and folding of information, that is, with the operations of active mental activity.

The form of a lecture is a kind of imitation of a professional situation in which it is necessary to perceive, comprehend, and evaluate a large amount of information.

The technique of reading such a lecture involves the preliminary preparation of visual materials in accordance with its content. This work should involve teachers and learners, placed in the position of not only perceiving, but also “creating information”. To this end, the teacher instructs the students to prepare visual materials for the lecture given, determining their number and ways of presenting information.

After that, it is advisable to read the same lecture using the most interesting visual materials and present this situation for analysis and analysis. Different types of visibility are used; natural, pictorial, symbolic - in combination with various technical means. Each type of visibility is optimal for conveying some specific information. This allows you to focus on the most significant aspects of the message in a given situation, to understand and assimilate it more deeply.

Usage analysis lectures-visualizations allows us to draw the following conclusions:

• Such a lecture creates a kind of support for thinking, develops the skills of visual modeling, which is a way to increase not only the intellectual, but also the professional potential of the trainees.
• The choice of methods of achievement and types of visibility depends on the topic. Guided by the principle of feasible difficulty, when presenting topics that are difficult to perceive and understand, containing a large amount of concentrated information, it is advisable to use a combination of pictorial and symbolic clarity. For example, a diagram is a universal, but rather difficult for perception means of visualization, therefore it is recommended to design it on the basis of a drawing, often made in a grotesque form. This allows you to create associative chains that help listeners remember and comprehend information. The most accessible and providing rich technical means of presenting such information are overhead projectors and overhead projectors.
• The main difficulty lies in the choice of visualization tools, their creation and direction of the entire lecture as a whole. Factors such as graphic design, color, the optimal combination of verbal and visual information, technical means and traditional visual materials, dosage in the presentation of information, skill and style of communication between the lecturer and the audience play an important role here.
• The use of a lecture of this type should be based on taking into account the psychophysiological capabilities of the listeners, their level of education and professional affiliation, which will prevent the negative consequences of excessive overload of the visual channel of perception.

Lecture "press conference". The content is drawn up at the request (on questions) of the audience with the involvement of several teachers.

The teacher asks the listeners in writing within 2-3 minutes to ask him a question of interest to each of them on the announced topic of the lecture. Further, the teacher systematizes these questions according to their content within 3-5 minutes and begins to give a lecture.

Listeners can ask provocative questions. Such a lecture has the character of a “blitz game”, in which the listeners play the role of participants in the press conference, and the teacher plays the role of the presenter of the press conference, demonstrating how to organize such an event.

The main tasks of the teacher are the obligatory answer to any question and the assessment of the types of questions depending on their content. The structure of the lecture can be of two types:

• a whole, related statement of the problem;
• briefing, that is, all questions asked by the audience are given short answers.

Lecture-consultation. It is similar in type to the previous one, the difference is that the invited specialist has little command of the methods teaching activities... Consulting by giving a lecture allows you to activate the attention of listeners and use the professionalism of the invited specialist.

Lecture-dialogue. The content is presented through a series of questions that the listener must answer directly during the lecture. This type is associated with a lecture using the feedback technique, as well as a programmed lecture-consultation.