Let us dwell on this classification in more detail.. Slible methods occupy a leading place in the system of learning methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers - Ya.A. Komensei, k.d. Ushinsky et al. - Against absolitization of their meaning, proved the need to additionally add them with visual and practical methods. Currently, they are often called them outdated, "inactive."

It is necessary to approach the assessment of this group of methods objectively. The verbal methods allow you to transfer more information in the shortest possible time, to put problems before learning and specify ways to solve them. With the help of the word, the teacher can cause bright paintings of the past, present and future humanity in the minds of children. The word activates the imagination, memory, sense of students.

The verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story

The story method involves an oral narrative statement of content educational material. This method is applied at all stages of school learning. Only the nature of the story changes, its volume, duration.

To the story as a method of presenting new knowledge, a number of pedagogical requirements are usually imposed: a story should:

• contain only reliable facts;
• include a sufficient amount of bright and convincing examples, facts proving the correctness of the proposed provisions;
• have a clear logic of presentation;
• be emotional;
• make a simple and affordable language;
• reflect the elements of personal assessment and teacher's relationship to outlined facts, events.

Explanation

Under the explanation it is necessary to understand the interpretation of patterns, the essential properties of the object being studied, individual concepts, phenomena.

Explanation is a monological form of presentation.The explanation is most often resorted by studying theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems, with the disclosure of indigenous causes and consequences in the phenomena of nature and public life.

The use of the explanation method requires:

• accurate and clear formulation of the task, the essence of the problem, the question;
• consistent disclosure of causal relationships, arguments and evidence;
• the use of comparison, comparison, analogies;
• attracting bright examples;
• impeccable logic of presentation.

Explanation as a learning method is widely used in working with children of different age groups. However, on average and older school ageIn connection with the complication of educational material and increasing intellectual opportunities of students, the use of this method becomes more necessary than in working with younger students.

Conversation

The conversation is a dialogic method of learning, in which the teacher, by setting a carefully thought-out system of questions, summarizes students to understand the new material or checks the assimilation of them already studied.

The conversation refers to the oldest methods of didactic work. Its masterfully used Socrates, on behalf of which the concept of "SUPPORT" was happening. In the Middle Ages, the so-called catechysis conversation was especially common, the essence of which was to reproduce issues and answers to the textbook or the wording of the teacher. Currently, this kind of conversation in school is not practiced.

Depending on the specific tasks, the content of educational material, the level of creative cognitive activity of students, the place of conversation in the didactic process is allocated different kinds conversations: introductory or introductory, organizing conversations; conversations and identification and formation of new knowledge (reduction, heuristic); Synthesizing, systematizing or consolidating conversations .

purpose introductory conversation - Actualizing previously learned knowledge, concentrate attention, intellectual, potential and real opportunities for students to actively include them in the upcoming educational and educational activities to solve problems facing them. During such a conversation, it turns out the degree of understanding and readiness of students to new activities, to know the new.

Conversation-message(The heuristic conversation) involves the inclusion of the student in the process of active participation in extracting new knowledge, into the search for methods for their receipt, formulating their own answers to the issues delivered by the teacher. In the course heuristic conversation the teacher, relying on the existing knowledge and practical experience, leads them to understanding and mastering new knowledge, formulating rules and conclusions. As a result of such joint activities, students acquire new knowledge by their own efforts, reflections.

Synthesizing, or fastening conversationit is aimed at the systematization of the theoretical knowledge of theoretical knowledge and methods of their use in non-standard situations, to transfer them to solve new educational and scientific problems on an inter-subsequent basis.

During the conversation, questions can be addressed to one student (individual conversation) or student of the whole class (frontal conversation).

One of the varieties of conversation is interview . It can be carried out both with the class as a whole and with individual groups of students. It is especially useful to organize an interview in high schools, when students show more independence in judgments, can issue problematic questions, express their opinion on one or another themes supplied by the teacher for discussion.

The success of conversations largely depends on the correctness of the formulation of issues. Questions are asked by the teacher to the whole class so that all students are preparing for the answer.

Questions must be crawled, clear, meaningful, formulated so that the student's thought woke up. You should not put double, prompt questions or pushing to guess the answer. Do not formulate alternative questionsrequiring unambiguous answers like "yes" or "no".

In general, the conversation method has the following advantage:

Activates educational and educational activities of students;

Develops their memory and speech;

Makes open knowledge of students;

Has a big educational force;

It is a good diagnostic agent.

Disadvantages of the conversation method:

Requires a lot of time;

Contains risk element (a schoolboy can give an incorrect answer, which is perceived by other students and is fixed in their memory);

We need a margin of knowledge.

Educational discussion

A significant place among the verbal learning methods is given in the modern school of educational discussion. Its main appointment in the learning process is to promote cognitive interest, involvement of students in an active discussion of various scientific points of view on a particular problem, encourage them to comprehend different approaches to the argumentation of someone else's and its position. But this requires a thorough preliminary preparation Pupils both in meaningful and formal terms and the presence of at least two opposite opinions on the problem under discussion. Without knowledge, the discussion becomes impreitless, bad and inaccurate, and without the ability to express the thought, convince opponents - deprived of attractiveness, confusing and contradictory (podlavnya I.P. Pedagogy. M., 1996).

The learning discussion, on the one hand, assumes the presence of students the ability to clearly and accurately formulate their thoughts, to build a system of argued evidence, on the other, teaches them to think, argue, prove their right point. In this situation, naturally, the teacher must demonstrate a sample of such an argument style before students, to learn the students to accurately express his thoughts and tolerate the wording of schoolchildren, respectfully to amend their argumentation, unobtrusive to maintain the right to the last word, without claiming truth In the last instance.

The learning discussion can be partially applied to the high school of the main school and in full moderate in the class of full secondary school.

A well-held discussion has a large training and educational value: teaches a deeper understanding of the problem, the ability to defend its position, reckon with the opinions of others.

Lecture

Lecture - a monologue method of presentation of volumetric material - is used, as a rule, in high school and occupies the whole or almost entire lesson. The advantage of the lecture lies in the ability to ensure the completeness and integrity of the perception of schoolchildren of educational material in its logical mediation and relationships on the topic as a whole. The relevance of the use of a lecture in modern conditions Includes in connection with the use of block study of a new educational material on topics or large sections.

The school lecture can also be applied when repetition of the material passed. Such lectures are called overview . They are held for one or more topics for generalizing and systematizing the material studied.

The application of lectures as a method of learning in the context of modern school can significantly enhance the cognitive activity of students, involve them in independent search for additional scientific information to solve problemary educational and educational tasks, the fulfillment of thematic tasks, conducting independent experiments and experiments bordering research activities. This is explained by the fact that in high school specific gravity Lectures recently began to increase.

Working with a textbook and book

This is the most important method of learning. In primary classes, work with a book is carried out mainly in the lessons under the guidance of the teacher. In the future, schoolchildren learning more and more work with a book on their own. There are a number of techniques of independent work with printed sources.

The main ones are:

• abstract - summary, Summary of the content read. The output is conducted from the first (from itself) or from a third party. Overview of the first person is better developing independence of thinking;
• drawing up a text plan . The plan may be simple and complicated. To compile the plan, it is necessary after reading the text to break it into parts and entitle each part;
• tzing - a summary of the main thoughts of read;
• citation - literal exposure from text. Necessarily indicate the output (author, title of work, place of publication, publishing, year of publication, page);
• annotation - a short, minimized presentation of the content read without loss of significant meaning;
• review - writing summary with the expression of his attitude about the read;
• compilation of reference - Information about something obtained after searching. References are statistical, biographical, terminological, geographical, etc.;
• drawing up a formal logical model - verbal schematic image read;
• compilation of thematic tezaurus - an ordered complex of basic concepts by section, theme;
• compilation of ideas matrix - comparative characteristics of homogeneous objects, phenomena in the writings of different authors.

Such brief characteristics The main types of verbal learning methods. The second group on this classification is visual learning methods.

Methods that have been used for centuries and are applied in modern training practice are defined as traditional. They, undoubtedly, did not lose their methodological value today. These are verbal, visual, practical, control, independent methods.

In recent decades, under the influence of the development of general didactic science, pedagogical psychology, as well as humanization and democratization of training, modern dialogical learning methods have been created, which are called in the doactimate methods of intensifying educational and educational actions. They are used to activate the cognitive activities of subjects of training with the help of special techniques and methods. In the practice of teachers, such dialogical learning methods are common: analysis of a specific situation, intellectual workout, a reduratory method, "brainstorming" ("Attack"), educational and thematic discussion, business game, professional game, professional advice, organizational and active game, etc. They will be analyzed below.

Training occurs with the help of various means. A special place among them is the word. Methods that are implemented through words are called verbal (from lat. Verbalis - oral, verbal).

The learning-learning process cannot pass without verbal communication, and other methods, such as visual, perform only auxiliary functions.

The main components of this method are a story, an explanation, lecture and their varieties that are used to report students with new knowledge, an explanation of the procedure for performing certain actions, familiarization with new facts, events.

One of the easiest and most common methods in the learning process is a story. The story method involves an oral living and figurative, emotional and consistent presentation of predominantly actual material in an explanatory or narrative form. It is used at all stages of training. Only the nature of the story changes, its volume and time. In teaching students, the story is preferably used during the study historical events, phenomena of public life and the like.

The main varieties of the story are:

A popular science story (based on the analysis of the actual material);

Artistic story (figurative translation of various facts, events, actions and the like);

Story-description or story (consistent presentation of the main signs, features of objects and phenomena ambient, for example, a description of historical events).

Main pedagogical requirements for the story: cognitive and educational orientation; accuracy and scientific validity of the facts; sufficient amount of bright examples that prove the stated positions; clear logic and prozibility of presentation; imagery and emotional painting; the presence of elements of personal assessment and the relationship of the teacher to the content of the material that is studied; High educational speech culture (clarity, availability, correctness, personal painting).

Training Methods are methods of joint activities of the teacher and students aimed at solving learning tasks.

Reception is an integral part or a separate side of the method. Separate techniques can be part of various methods. For example, receiving records with students of basic concepts is applied with the explanation by the teacher of the new material, during independent work with the original source. In the process of learning, methods and techniques are used in various combinations. The same way of students' activity in some cases acts as an independent method, and in others - as a reception of learning. For example, an explanation, conversation are independent training methods. If they are episodically used by the teacher in practice during practical work to attract students' attention, error corrections, the explanation and conversation act as learning techniques included in the exercise method.

Classification of learning methods

In modern didactics allocate:

· The verbal methods (source is an oral or printed word);

· Visual methods (source of knowledge are observed items, phenomena; visual benefits); Practical methods (students receive knowledge and produce skills and skills, performing practical actions);

· Problem learning methods.

The verbal methods occupy a leading place in the system of teaching methods. The verbal methods allow you to transfer more information in the shortest possible time, to put problems before learning and specify ways to solve them. The word activates the imagination, memory, sense of students. The verbal methods are divided into the following types: a story, explanation, conversation, discussion, lecture, work with a book.

Story - oral figurative, consistent presentation of small material. The duration of the story is 20 - 30 minutes. The method of presenting the educational material is different from the explanation by the fact that it is of a narrative nature and applies with students of facts, examples, descriptions of events, phenomena, experience of enterprises, while the characteristics of literary heroes, historical figures, scientists, etc. The story can be combined with Other methods: explanation, conversation, exercises. Often, the story is accompanied by a demonstration of visual benefits, experiments, diameters and film films, photo-document.

To the story, as the method of presenting new knowledge, a number of pedagogical requirements are usually imposed:

· The story should ensure the ideological and moral orientation of teaching;

· Include a sufficient amount of bright and convincing examples, facts proving the correctness of the proposed provisions;

· Have a clear logic of presentation;

· Be emotional;

· Immove with a simple and affordable language;

· Reflect the elements of personal assessment and the relationship of the teacher to the outlined facts, events.

Explanation. Under the explanation it is necessary to understand the verbal interpretation of patterns, the essential properties of the object being studied, individual concepts, phenomena. Explanation is a monological form of presentation. The explanation is characterized by the fact that it is evidentia and is aimed at identifying the essential parties to the subjects and phenomena, the nature and sequence of events, on the disclosure of the essence of individual concepts, rules, laws. Evidence is ensured primarily by logicness and a sequence of presentation, persuasive and clarity of the expression of thoughts. Explaining, the teacher answers the questions: "What is it?", "Why?".

With the explanation, various means of visibility should be well used, which contribute to the opening of the essential parties studied by the provisions, processes, phenomena and events. In the course of the explanation it is advisable to set periodically questions before students in order to maintain their attention and cognitive activity. Conclusions and generalizations, formulations and explanations of concepts, laws should be accurate, clear and brief. The explanation is most often resorted by studying theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems; With the disclosure of the root causes and consequences in the phenomena of nature and public life.

The use of the explanation method requires:

· Sequential disclosure of causal relationships, arguments and evidence;

· Use of comparison, comparison, analogies;

· Attracting bright examples;

· Imaginary logic of presentation.

Conversation - Dialogical learning method, in which the teacher, by setting a carefully thought-out system of issues, leads students to understanding a new material or checks the learning already studied. The conversation refers to the most common methods of didactic work.

The teacher, relying on the knowledge and experience of students, consistently setting questions to understanding and learning new knowledge. Questions are put in front of the whole group, and after a small pause (8-10 seconds) called the last name of the student. It has a great psychological value - the whole group is preparing for the answer. If the student finds it difficult to answer, the answer should not be "pulling out" from it - it is better to call another.

Depending on the purpose of the classes, various types of conversation are applied: heuristic, reproducing, systematizing.

· The heuristic conversation (from the Greek word "Eureka" - found, opened) applied when studying a new material.

· The reproducing conversation (check-inspection) has the goal of consolidating in the memory of students of the previously studied material and verifying the degree of assimilation.

· The systematizing conversation is carried out in order to systematize students' knowledge after studying the topic or section on repeatingly generalizing lessons.

· One of the varieties of conversation is an interview. It can be conducted with both groups in general and individual students.

The success of conversations largely depends on the correctness of the formulation of issues. Questions must be crawled, clear, meaningful, formulated so that the student's thought woke up. You should not put double, prompting questions or pu, guessing the answer. You should not formulate alternative issues requiring unambiguous answers like "yes" or "no".

In general, the conversation method has the following advantages:

· Activates students;

· Develops their memory and speech;

· Makes open students' knowledge;

· Has a big educational force;

· It is a good diagnostic agent.

Disadvantages of the conversation method:

· Requires a lot of time;

· Contains risk element, (a student can give an incorrect response that is perceived by other students and is fixed in their memory).

The conversation, in comparison with other information methods, provides a relatively high cognitive and mental activity of students. It can be applied when studying any educational item.

Discussion. Discussion as a learning method is based on the exchange of views on a certain problem, and these glances reflect personal opinion participants or rely on the opinions of others. This method is advisable to use in the case when students have a significant degree of maturity and independence of thinking, they can argue, prove and justify their point of view. A well-conducted discussion has a training and educational value: teaches a deeper understanding of the problem, the ability to protect its position, to reckon with the opinion of others.

Working with the textbook and book is the most important method of learning. Working with a book is carried out mainly in the lessons under the guidance of the teacher or independently. There are a number of techniques of independent work with printed sources. The main ones are:

Abstract- Summary, brief record of the content read without details and secondary parts. The output is conducted from the first (from itself) or from a third party. Overview of the first person is better developing independence of thinking. By its structure and sequence, the summary must match the plan. Therefore, it is important to first make a plan, and then write a summary in the form of answers to the questions of the plan.

Abstracts are textual, compiled by the literal statement from the text of the individual provisions, most accurately expressing the imagination of the author, and the free, in which the author's thought is set out in their own words. Most often make up mixed abstracts, some formulations are rewritten from the text literally, the rest of the thoughts are posted in their own words. In all cases, you need to ensure that the author's thought is exactly transmitted in the abstract.

Drawing up a text plan: Plan, maybe simple and complicated. To compile the plan, it is necessary after reading the text to split it into parts and entitle each part.

Testing -a summary of the main thoughts read.

Citation- Literal exposure from text. We offer output (author, work name, place of publication, publishing, year of publication, page).

Annotation - A brief folded presentation of the content read without loss of significant meaning.

Review - Writing a brief review with an expression of your attitude about read.

Compilation of reference: Help are statistical, biographical, terminological, geographical, etc.

Drawing up a formal logical model - verbal schematic image read.

Lecture As a learning method, a consistent presentation by the teacher of the topic or a problem, in which theoretical provisions, laws are revealed, the facts, events are reported, and the analysis of them is disclosed. Separate scientific provisions are put forward and argue, various points of view are highlighted on the problem under study and the correct positions are justified. Lecture is the most economical way to obtain information by students, as the teacher may report in lectures scientific knowledge In general, hoped from many sources and which are not yet in the textbooks. Lecture, in addition to presentation of scientific provisions, facts and events, carries the power of beliefs, critical evaluation, shows students a logical sequence of disclosure of the theme, question, scientific situation.

For a lecture to be effective, it is necessary to comply with a number of requirements for its presentation.

The lecture begins the message of the topic, a plan of lectures, literature and a brief substantiation of the relevance of the topic. The lecture usually contains 3-4 questions, maximum 5. A large number of issues included in the content of the lecture does not allow them to be settled.

The statement of the lecture material is carried out in accordance with the plan, in a strict logical sequence. The presentation of theoretical provisions, laws, the disclosure of causal relationships is carried out in close connection with life, accompanied by examples and facts) the use of various means of visibility, audiovisual means.

The teacher continuously monitors the audience, for the attention of students, and in the case of its fall, takes measures to improve the interest of students to the material: changes the timbre and the tempo of speech, gives it greater emotion, puts 1-2 questions or a minute or a minute, distracts them with a joke , interesting, fun example (measures to maintain students' interest in lectures are planned by the teacher).

At the lesson lecture material Combined with the creative work of students, making them active and interested participants in the lesson.

The task of each teacher not only to give ready tasks, but also learning students to extract them on their own.

Types of independent work are diverse: this is the work with the head of the textbook, the abstract or tagging it, writing reports, abstracts, preparation of reports on a particular issue, drawing up crosswords, comparative characteristics, reviewing students, teacher lectures, compilation of reference schemes and graphs, Artistic drawings and their protection, etc.

Independent work- Important and necessary stage in the organization of the lesson, and it must be thought out most carefully. It is impossible, for example, "send" students to the head of the textbook and simply offer them to turn it out. Especially if you are freshman before you, and even a weak group. It is best to give a number of reference issues first. When choosing a type of independent work, it is necessary to approach student differentiation, given their capabilities.

The form of an independent work organization that is most promoted by the generalization and deepening of previously acquired knowledge and is the main thing - the development of the skills to independently master new knowledge, development creative activityInitiatives, inclinations and abilities are seminar classes.

Seminar - One of the effective methods of classes. Seminar occupations are usually preceded by lectures that determine the topic, nature and content of the seminar.

Seminar classes provide:

· Defusion, consolidation of knowledge obtained at lectures and as a result of independent work;

· Formation and development of the skills of a creative approach to mastering knowledge and independent presentation of them before the audience;

· Development of students' activity in discussing issues and problems set for discussion of the seminar lesson;

· The seminar is also inherent in the function of knowledge control.

Seminar classes in college are recommended to be carried out in the study groups of the second and older courses. Each seminar occupation requires great and thorough preparation as a teacher and students. The teacher, identifying the topic of the seminar classes, in advance (for 10-15 days) is a workshop plan, which indicates:

· Theme, date and school time seminar classes;

· Questions submitted for discussion of the seminar (no more than 3-4 questions);

· Themes of the main reports (messages) of students disclosing the main problems of the topic of the seminar (2-3 reports);

· References (primary and optional) recommended to students to prepare for the seminar.

The seminar plan is brought to students with such a calculation so that students have time sufficient to prepare for the seminar.

The lesson begins with the introductory word of the teacher, in which the teacher reports the purpose and procedure for holding the seminar, indicates which provisions of the topic should pay attention to students' speeches. If there is a discussion of the reports in terms of the seminar, then reports are heard after the introductory word of the teacher, and then there is a discussion of the reports and issues of the seminar plan.

During the seminar, the teacher puts additional questions, strive to encourage students to go to the discussion form of discussion of individual provisions and issues supplied by the teacher.

At the end of the lesson, the teacher sums up the seminar, gives an argued assessment of students' speeches, clarifies and complements the individual provisions of the workshop theme, indicates that students should work additionally.

Excursion - one of the methods of acquiring knowledge is part of educational process. Educational and informative excursions can be visible, enthusiastic, thematic and they are held, as a rule, collectively under the guidance of a teacher or excursion specialist.

Excursions - pretty effective method learning. They contribute to the observation, the accumulation of information, the formation of visual impressions.

Educational excursions are organized on the basis of production facilities in order to general familiarization with production, its organizational structure, individual technological processes, equipment, species and quality of products, organization and working conditions. Such excursions are very great importance For vocational guidance of young people, grafting love to the chosen profession. Students receive a figurative presentation of the state of production, the level of technical equipment, the requirements of modern production to professional training workers.

Excursions can be organized in the museum, firm and office, in the reserved places in the study of nature, on various kinds of exhibitions.

Each excursion should have a clear educational and educational and educational goal. Students should clearly imagine what the goal of the excursion is that they should find out and find out in the process of excursion, what to collect material, as in what form, to summarize it, make a report on the results of the excursion.

These are the brief characteristics of the main types of verbal learning methods.

Under visual learning methods, such methods are understood in which the learning material assimilation is substantially depending on the visual benefits and technical means in the process of learning. Visual methods are used in relationship with verbal and practical training methods.

Visual learning methods can be conditionally divided into two large groups: method of illustration and demonstration method.

Method illustration Ensures showing students of illustrated benefits: posters, tables, paintings, cards, sketches on the board, etc.

Demonstration method Usually associated with the demonstration of instruments, experiments, technical installations, movies, diamers, etc.

When using visual learning methods, it is necessary to comply with a number of conditions:

· Used clarity must correspond to the age of students;

· Visuality should be used in moderation and show it gradually and only at the corresponding moment of the lesson; The observation must be organized in such a way that students can see the demonstrated object well;

· It is necessary to clearly allocate the main thing, significant when showing illustrations;

· Thought in detail the explanations given during the demonstration of phenomena;

· The demonstrated clarity must be accurately consistent with the content of the material;

· Attract students themselves to find the desired information in a visual manual or a demonstrated device.

Practical training methods are based on practical activity Students. These methods are formed practical skills and skills. Practical methods include exercises, laboratory and practical work.

Exercises. Under the exercises understand the repeated (multiple) implementation of mental or practical action in order to mastering or improving its quality. Exercises are used in the study of all items and at various stages of the educational process. The nature and technique of exercise depends on the characteristics of the educational subject, the specific material under study and the age of students.

Exercises in nature are divided into oral, written, graphic and teaching and labor. When performing each of them, students make mental and practical work.

However, the degree of independence of students when performing exercises allocate:

· Exercises for reproducing known for the purpose of consolidation - reproducing exercises;

· Exercises for the use of knowledge in new conditions - training exercises.

If, when performing actions, a student about himself or loud, commented on the upcoming operations; Such exercises are called commented. Commenting actions helps the teacher to detect typical errors, make adjustments to the actions of students.

Consider the features of the use of exercises.

Oral exercises Promote the development of logical thinking, memory, speech and to the attention of students. They differ in dynamicity, do not require time spending time.

Written exercises Used to secure knowledge and generate skills in their application. Use them contributes to the development of logical thinking, culture written speech, independence in work. Written exercises can be combined with oral and graphic.

To graphic exercises The work of students on the drafting of schemes, drawings, graphs, technological maps, manufacture of albums, posters, stands, performing sketches when conducting laboratory and practical work, excursions, etc. Graphic exercises are usually carried out simultaneously with written and solve uniform learning tasks. The use of them helps students better perceive the educational material, contributes to the development of spatial imagination. Graphic workDepending on the degree of independence of students when they are fulfilled, they can wear reproducing, training or creative character.

Creative works Students. The performance of creative works is an important means of development. creative abilities Students, forming focused independent work skills, expansion and deepening knowledge, the ability to use them when performing specific tasks. The creative works of students include: writing abstracts, writings, reviews, development of exchange rate and diploma projects, performing drawings, sketches and various kinds of other creative tasks.

Laboratory works - This is the holding of students on the task of a teacher of experiments using instruments, the use of tools and other technical devices, i.e. it is a study by students of any phenomena with the help of special equipment.

Practical lesson - This is the main type of training sessions aimed at the formation of educational and professional practical skills and skills.

Laboratory practical lessons Play important role In the process of learning students. Their meaning is that they contribute to the development of students from the ability to apply theoretical knowledge to solving practical problems, to directly monitor the occurrence of processes and phenomena and, based on the analysis of observation results, learn to independently draw conclusions and generalizations. Here, students acquire their own knowledge and practical skills of appliances, materials, reagents, equipment. Laboratory and practical classes are provided curricula and relevant curriculum. The task of the teacher is to make a methodologically correctly organized by students of laboratory and practical works, skillfully direct the activities of students, to ensure the occupation of the necessary instructions, methodical manuals, material and equipment; Clearly put the educational and educational goals of the classes. It is also important when conducting laboratory and practical work to put on students creative issues that require independent formulation and solving the problem. The teacher monitors the work of each student, assists those who need it gives individual advice, fully supports the active cognitive activity of all students.

Laboratory work is carried out in an illustrated or research plan.

Practical work is carried out after studying large partitions, there are generalizing character.

Problem learning implies the creation of problem situations, i.e., such conditions or such an environment, in which the need for processes of active thinking, the cognitive independence of students, finding new unknown methods and techniques to perform the task, explanations of still unknown phenomena, events, processes.

Depending on the level of cognitive independence of students, the degree of complexity of problem situations and how to solve them distinguish the following methods of problem learning.

Reporting with problem elements. This method involves the creation of single problem situations of minor complexity. The teacher creates problematic situations only at certain stages of the lesson, in order to arouse the interest of students to the subject studied, to concentrate their attention in their words and actions. Problems are solved in the course of the presentation of the new material by the teacher. When used in training this method The role of students is rather passive, the level of their cognitive independence is low.

Cognitive problem statement. The essence of this method is that the teacher, creating problematic, situations, puts specific educational and educational problems and itself in the process of presentation indicative decision Delivered problems. Here on the personal example, the teacher shows students what techniques and in what logical sequence should be solved problems that have arisen under this situation. Having absorbing the logic of reasoning and the sequence of search engines, which the teacher uses in the process of solving the problem, students produce a sample action, a mental analysis of problem situations, compare facts and phenomena and get acquainted with ways to build proof.

In such a lesson, the teacher uses a wide range of methodological techniques - creating a problem situation for the purpose of setting and solving a teaching and educational problem: an explanation, story, application of technical means and visual textbooks.

Dialogue Problem Statement. The teacher creates a problem situation. The solution of the problem is jointly the efforts of the teacher and students. The most active role of students is manifested in those stages of solving the problem where the use of knowledge already known to them is required. This method creates quite wide opportunities for active creative, independent cognitive activity of students, provides close feedback in training, the student gets used to express his opinions out loud, prove and defend them that, as it should not be better, brings up the activity of his life position.

Heuristic or partially search method It is used when the teacher puts the goal to train students to individual elements self-decide Problems, organize and conduct students partial search for new knowledge. The search for solving the problem is carried out either in the form of certain practical actions, or by vividly or abstract thinking - on the basis of personal observations or information received from the teacher, from written sources, etc. As with other methods of problem learning, teacher at the beginning Classes puts a problem in a problem in a verbal form, or by demonstrating experience, or in the form of a task that, on the basis of received information about facts, events, a device of various machines, aggregates, mechanisms, students made independent conclusions, came to a certain generalization, Established causal relations and patterns, significant differences and fundamentalities.

Research method. In the activities of the teacher, when applying research and heuristic methods, few differences. Both methods from the point of view of constructing their content are identical. Both heuristic and research methods suggest educational problems and problem tasks; Managing teacher by educational activities of students, and students in the other case are learning new knowledge, mainly by solving training problems.

If in the process of implementing the heuristic method, questions, instructions and private problematic tasks are proactive, i.e., set up to or in the process of solving the problem, and they perform a guideline function, then with the research method, questions are put on the students after the students mostly coped With the decision of the teaching - cognitive problem and the production of them serves as a means of controlling and self-testing the correctness of their conclusions and concepts acquired by knowledge.

The research method is thus more complicated and characterized by more high levels independent creative search activities of students. It can be applied in classes with students who have a high level of development and quite good skills of creative work, an independent decision of educational and educational problems, because this method of training in nature is approaching research activities.

The verbal methods include methods of mastering new knowledge, the source of which is an oral or written word.

The teacher cannot do without verbal methods at any lesson. The word of the teacher accompanies the use of visual and practical methods of learning natural science.

"Information flow - here the most important condition Full mental Development", - considered V.A. Sukhomlinsky. - "The fact that the child sees himself is not a flow of information. Human education is that the elders are transmitted to children ready-made knowledge of the world around the world, the energy of their thoughts constantly nourish the flow of information influencing the child. "

In elementary school, the following verbal methods are applied: story, conversation, learning discussion and work with a book.

Story - this is a consistent narrative statement of educational material.

In the didactics, the term "story" refers not to all cases of the narrative presentation of the material, but only to those where we are talking about events that are deployed in time. It may be a narrative:

· About the biographies of scientists,

· about geographic discoveries,

· About evolutionary processes.

The main elements of this story are tie, climax and junction. In a narrative story, the so-called figurative or verbal visibility is very often applied.

Let us give example stories-narration :

"A dead desert stretched about 2 billion years ago on the territory of the Ural Mountains. A lot of time passed, and this desert was replaced by the sea. At the bottom of him, fragments of breeds demolished from the shores. Vulcans came to replace the sea, from the vigor of the powerful fiery lava. Under the influence of the internal forces of the Earth rose high mountains. For more than 2 billion years, inexorable time in the Commonwealth with the Sun, water, wind and live organisms destroyed these merges, turning them into the sand, clay, dust. The sea and volcanoes, and the mountains arose again, and everything was destroyed again. Finally, there was relative peace and ancient Ural Mountains Gradually accepted a modern appearance. "

By character of presentation you can allocate other varieties of the story (by N.A. Rykov).

Descriptionparts, phenomena located in space. The scheme for constructing a description determines the analytical reception of the dismemberment of the whole part.

Here is an example of a description of the body structure of the animal: "One of the large fluffy predators is lynx. Its length up to 1 m, mass 8 - 15 kg. Fitted sharp claws and long legs with wide legs. Between the fingers - the membrane, allowing you to move along the loose snow, not fail. On the sides of the heads of Ryne - Benbard, on the ears - tassels. Lynx is found in deaf forests. Spotted wool makes it an imperceptible day among the trees. "

During the description, it is necessary to apply subject or visual visual aids.

Explanation- presentation of educational material related to answers to questions "How?", "Why?". Under the explanation means the verbal interpretation of the essential properties of the objects under study, the patterns of the phenomena under consideration.

During the explanation, the teacher should:

· Clearly formulate the problem;

· Use examples arguing positioned positions;

· Install causal relationships;

· Apply comparison methods, comparison of the objects under study and phenomena;

· It is logical to state the material studied.

Let us give an example of explaining the reasons for the existence of tiers in the forest community:

"Do you know why plants in the forest are located tiers?

The top tier or the forest canopy is represented by trees. They get the largest amount of light needed to form nutrients in the leaves. A larger role in the life of the trees of the top tier is played by the wind. He pollinates trees, helps in the spread of fruits and seeds (the exception is Lipa, which is pollinated by insects).

The floor below grows small trees. They will grow and come to replace those trees that are now the highest in the forest. They are called these small trees.

The third floor is shrubs that are called undergrowth. Shrubs need less light and they can grow in the shade of trees. The undergrowth plays an important role in the forest community: its fruits serve as feeding numerous forest inhabitants. Many species of animals can hide in his thickets. In turn, the animals spread the fruits and seeds of shrubs, helping them to ride in all corners of the forest.

The second floor occupy herbaceous plants, mushrooms. They have small sizes and do not need a lot of light and heat.

The lowest floor is the first floor - the forest is represented by mkhami and lichens. They usually settle on wet soil and do not require a lot of light. Mossi, like a sponge, absorb water and with its evaporation support moisture in the forest. Lichens can settle on trees remains and, decomposing them, participate in the formation of the soil. "

The explanation often stands out as an independent verbal method of teaching.

Evidence - approval supported by facts. An example is the story on the topic "Surface protection".

"Do I need to protect the surface? Sure!

On our planet there are surface forms created by the human activity. Huge growing remains after coal mining in mines, dumps appear around coal cuts and mines.

The man-made mountains are not harmless at all. After all, under them was a fertile land, which is no longer possible to use. The wind spreads the clouds of dust polluting aircraft. Rain water flowing from them, dissolves poisonous substances and poisoned the soil and reservoirs. A terrible disaster is careers remaining after mining. These are real open wounds on the ground surface. For example, in Corkino ( Chelyabinsk region) As a result of open brown coal mining, the deepest quarry for Eurasia was formed. Its depth is more than 200 m. If the whole mountain breed and coal, taken out of a career, put in railway cars, the length of the composition will be equal to the distance from the ground to the moon.

How to heal wounds applied by land?

The quarry can be turned into a pond and settle it with fish, and to align the groundcone, bring the soil and plant plants. "

To all the above-mentioned varieties of the story, similar didactic requirements are usually imposed.

Any story has a clear definite structure available for the age of children. The duration of the story in the first second grade - 1 - 3 min; In 3 - 4 classes - 4 - 5 min.

Methodological requirementsk, story:

· Results, availability, logicality;

· The formulation of cognitive tasks targeting children to the perception of a new material;

· Using shaped examples, demonstration of visual aids;

· Stylistically competent presentation, without distorting words and their improper use, the absence of actual errors;

· Allocation of the main and wording of basic concepts;

· Establishing meanings for this age category of students with life.

One of the objectives of applying verbal learning methods - optimal activation of the cognitive activity of younger studentsby using search engines, strengthening their emotional expressiveness. The teacher must remember that the thinking of children is associated with their emotional sphere. In the presentation of the material, genuine emotionality is desirable. Knowledge is most successful then when the teacher manages to influence the feelings of the student.

In his book, "I give my heart" V.A. Sukhomlinsky wrote: "Sometimes a substitute for sensory perception can be a living, bright word of the teacher."

Story as a method active learning mustsolve the following training tasks:

1. Teach children to analyze.

For example, before the story about plants, the tundra with children are herbaria and the teacher asks them to think about the question: "How did the plants adapted to life in the tundra?".

2. To learn to compare.

For example, you can ask for children to think about the question: "Would birch, growing in the middle lane of Russia, live in the tundra?". To answer this question, students will need to compare the external structure of the dwarf birch birch and birch of the middle strip, the climatic conditions in which they grow, and make the appropriate conclusions.

3. Allocate the main, essential signs.

For example, before telling about the North Deer, the teacher highlights his image and puts the informational task: "Highlight the main features of the deer fitness to life in the tundra."

4. Teaching the story plan and act according to plan.

For example, a teacher can ask children for what points of the plan was built a story about the northern deer and write a plan on the board. A task is given before the story about another animal: "Listen to the story and make a conclusion, if all the points of the plan were disclosed in the story about the animal."

5. Learn to ask questions.

Before the story, the teacher asks each child to come up with a question for the story. After the story, the questions of children are suspended and analyzed.

It should be noted that in its pure form, the story in elementary school is quite rare. Usually it is accompanied by elements of the conversation.

Conversation - the method of learning, including the dialogue of the teacher and students, carried out on advanced issues.

According to didactic purposes, it is allocated:

1. Introductory (introductory) conversation. It actualizes the reference knowledge necessary to study the new topic.

For example, when studying the value of the soil in the cycle of substances of children is asked to remember: "How is the soil formed?", "What components are part of the humoring?", "What role in the soil is bacteria play?", "What is the soil in the life of plants?" , "What is the role of plants in the life of animals?" Without these knowledge, students will not be able to further build a circuit of substances.

2. Conversation - new topic. One of the forms of such a conversation is heuristicconversation (from the word "Eureka" - "open"). During her, Teacher's questions should bring children to small "discoveries".

For example, when studying any natural zone, the teacher talks with children on issues that allow them to conclude about weather conditions, soils, the plant and animal world in this natural zone. When studying the steppe zone, you can ask the following questions: "How is the steppe zone in relation to the equator?", "How will the territory of the solar rays be warmed?", "Where, in your opinion, will be hotter and long summer: in the forest zone or steppes? Why? "," Compare images of the forest and steppe. What are the characteristic features of the Nature of the steppe you noticed? "," Why are grassy plants dominate in the steppes? "," Can the steppes constantly dwell with large animals? Why?" etc.

3. Generalizing conversation. It is systematized for knowledge of children, causal relationships are established between new and already formed submissions and concepts.

A strictly well-thought-out system of questions and alleged responses of children should be prepared for such a conversation. You should prepare auxiliary and corrective issues in advance. They should be not only reproductive, but also to be creative, to demand the use of knowledge gained in new situations. You can offer the following productive questions :

· Posted in the new edition, if possible, in the form of small tasks. For example, "one-torque camel can develop a speed of up to 16 km / h. How many kilometers will it pass in 5 hours? ";

· Require a connected response-story. For example: "Explain why plants in the forest are located tiers",

· Questions for comparing natural objects and phenomena. For example: "Can a protein and wildflower be swapped" floors "? Explain your answer ";

· Require the establishment of causal relationships. For example: "Why are the grols in the spring first, and the lanterns are labored?";

· Team observations of students. For example: "On the basis of its observations for autumn changes in nature, explain how the temperature of the air temperature is affected on the nature of precipitation, the condition of water bodies and soil",

· Practical nature. For example: "How do you do, if you see that the driver left a car in the yard with a working engine?";

· Requiring examples: "How can people disrupt natural equilibrium in a reservoir?"

The conversation gives the necessary pedagogical effect if the questions to it will be competently formulated.

As it is possible to ask questions:

· In an indefinite form. For example: (what can you say about the weather? ");

· Compose already ready answer. For example, "peat is a mineral mineral";

· Require single-stroke answers "Yes" or "No". For example: "Is it possible to ruin the bird nests?";

· Double or triple. For example: "What plants and animals dwell in the tundra?".

The question is first set to the whole class, it is given time for thinking, and then one student is called. The rest of the children complement the answer. The teacher summarizes students.

The competent application of the conversation in the lessons, eliminates the passive perception of the material outlined by the teacher, increases the activity of the class.

At the same time, still V.V. Polovtsov warned from an excellent passion by this method of learning in the lessons of natural science: "... the question of the lesson, the question of the lesson often causes ... boredom in his disciples with their monotony and formalism: the lesson is all divided into questions, and moreover, so that they can answer and Weaker students; Therefore, stronger, which would be able to immediately answer the overall question, are sitting without a while ... ".

The verbal learning methods of natural science play an important role in detergery Developmentjunior schoolchildren. The teacher should pay special attention to the culture of speech students, correct the illiterate wording of the responses, to teach children to reason, draw conclusions. V.V. Polovtsov emphasized how important to teach children to the coherent presentation of their thoughts. "One of the big misfortunes of our school is ... Ignoring the skill is well and clearly express your thoughts in oral speech. Therefore, next to the brief answers to questions, you need to conduct more prolonged oral reports. "

Gradually students elementary school must teach-smi to perform with brief messages On a given topic, participate in training discussions.

Educational discussion based on the exchange of views on a certain problem. This method B. last years increasingly used in elementary school. A competent discussion has a great educational significance. She teaches children:

· Formulate statements

· Defend your point of view

· Respect the opinion of others.

· Students must interact face to face;

· Listen to the opinions of comrades;

· Justify your statements

· Criticize ideas, not a person.

Discussions should be preceded by a deep study of the actual material on the problem under discussion. Otherwise, they will turn into a free dispute. This method is more effective in graduation class elementary school, when students have a sufficient margin of knowledge to justify their point of view.

Discussions are possible: "A person is a son or a conqueror of nature?", "Should a person destroy insects - forest pests?" "Do I need to drain the swamp?" and etc.

The correct organization of training discussions leads to the fact that:

· There is no students who are not working in the lesson;

· Cognitive activity and creative independence of students increase;

· Children begin to better understand each other and themselves;

· Rights self-criticism: the child accurately appreciates its capabilities, it controls it better;

· Communicative skills needed for life in society are purchased.

Especially widely used method of educational discussions in educational technology.

In the lessons of the "surrounding world", training in systems of educational training prevails joint collective activities based on partnership, in order to find ways to solve the learning task.

Problem issues should call certain creative efforts from students, forcing hypothesis to put forward
And check it in a dialogue with opponents. This nature of activity changes the system of relations between children as participants
Utilities researchers
activity. Schoolchildren have to be produced
ability to formulate questions and answers, argument
your opinion, build hypotheses and discuss them, reflector
put your actions. They learn to competently build the process
Business communication.

Teacher's task - to organize, send and support
Dialogue in class. At the same time, the proposals and opinions of the teacher
Also open for discussion and criticism as opinions
Child. Gradually, the teacher's help should decline and
increase the share of independent activities of children.
In the relationship "Teacher-student" excluded authoritative
rismism. This is the relationship of an equal partnership. Thus, educational training is a collective
Naya researchincluding business
Communication of children and teachers.

Working with a book

Development of the ability to work with the school book especially
for natural science cycle items. Via
Books in natural science Children should learn:

1) work independently with educational and reference
guilt;

2) observe and make experiments;

3) fix the results of observations and experiments;

4) carry out self-control over the results of
Summary work.

The textbook is a carrier of a certain necessary
curriculum reflected in texts. He is called
Eliminally facilitate students learners and consolidate this
material, help him independently fill the gaps
in knowledge and skills. The implementation of these functions is connected
Basically, with the bonded components of the book and, above all, with the apparatus of the organization's assimilation. In-
reply and tasks of the tutorial allow control
for the assimilation of the material and send an independent act
Children in class and at home.

At every lesson, the teacher must plan work
with a textbook. It can be different.

1. Before learning a new section, the teacher introduces
children with its content in the textbook and the main tasks
Study.

Before the wording of tasks, you can ask the disciples that they would like to learn from
This section. This technique activates cognitive
the interest of children, creates a positive emotional
Stream for upcoming work.

2. Reading textual text (full or selective) with a view to
solutions to a certain cognitive task or answers
on questions.

Text is read by younger schoolchildren most often out loud
According to the semantic passages. This allows the teacher to follow
reading and synchronizing class work. Unacceptable
read "on a chain", since in the lessons of natural science
Nei is not an end in itself, but solves a certain didak
Ticker.

3. Drawing up a training article and retelling
plan.

To do this, the article stand out and is entitled logical
sky parts.

4. Working with terms.

New concepts are usually allocated in textbooks.
or color. Children read and repeat the definition and discard
Own a new word in dictionary. It is carried out with a term
Logic work.

5. Organization of independent group or steam room
Working with text.

Teacher can give differentiated tasks for
Work with text of individual rows or groups. Wherein
often used not only the main, but also document
Crestive texts. During operation, it may conduct
a discussion read in pairs or groups and collection
Tive execution of teacher's tasks, then one or more
Pupils are reported on work in front of the class.

6. Using instructions for a textbook for conducting
observations and practical work.

Sometimes the textbook gives "key" to practical work
with a description of the properties of the studied natural objects.
With him, children are checked by the results.

7. Working with illustrations.

If the tasks for illustration are not in the textbook, then the teacher
Can use:

· Comparison methods,

· Saying character
drawing patterns or schemes in the text,

· Group or
Individual work with colorful reversals
ka

· Game tricks of work with drawings (by lotto type),
closing the inscriptions under the drawings and their independent
Description and others.

8. Work with geographic maps.

Pupils should know: legend geographical
objects can be able to find them on the map, enjoy
scale to determine the distances from one point to
Other. Such work is often carried out in the form of imaginary
Mogo travel on the map. It is necessary to illustrate
The image of the terrain by which "travel"
children.

9. Answers to questions placed after the main text.

Questions may wear reproductive or productive
character. On the first you can find an answer in the text, they are oriented
To check the learning of a new material.

Second
Supplement the use of knowledge in new situations. One
from such issues can be carried out as the main
Problems at the beginning of the lesson.

With questions you can work in
The time for fixing the new material. On them often
Mutual knowledge in class or self-test
at home.

10. Perform the tasks placed in the textbook.

These may be tasks for observing or conducting
experiments, performing drawings or create models from
Mages and plasticine, tasks for working with additional
literature or preparation of communication and others. Most often
Tasks are performed at home. Teacher can offer
Children any task to choose from or give tasks to everyone for
Mandatory execution.

Rightly planned work
The textbook significantly increases:

· Tank lesson,

· Activist
the cognitive activity of younger students,

·
It depends on the quality of homework.

Scientific accuracy, persuasiveness, bright, emotion
Malning, problem presentation, skillful formulation of issues and tasks, the focus on the formation of independent, productive thinking is an incomplete list of paths and ways to study educational material with the use of active verbal learning methods.

The verbal methods of training include a story, a lecture, a conversation, etc. In the process of their application, the teacher is subject to a word, explains the educational material, and students through a hearing, memorization and comprehension actively perceive it and absorb it.
Story. This method involves an oral narrative statement of the content of educational material, not interrupted by questions to students.
Perhaps several types of stories - a story-joining, a story-presentation, a story. The purpose of the first is the preparation of students to the perception of a new educational material, which can be conducted by other methods, such as conversation. This type of story is characterized by relative brevity, brightness, improving and emotionality of presentation, allowing to cause interest in a new topic, to initiate the need for its active assimilation. During such a story in an affordable form, the tasks of the student's activities in the lesson are reported.
During a story-presentation, the teacher reveals the content of the new topic, exercises on a specific logically developing plan, in a clear sequence, with the dissection of the main, substantial, with the use of illustrations and convincing examples.
The conclusion story is usually held at the end of the lesson. The teacher in it sums up the main thoughts, draws conclusions and generalizations, gives tasks for further independent work on this topic.
During the application of the stories method, such methodical techniques are used as: a statement of information, activation of attention, memorizing acceleration techniques (mnemonic, associative, etc.), logical comparison methods, comparison, allocation of the main, summarization.
Conditions effective application The story is a thorough thinking of the plan, the choice of the most rational sequence of disclosure of the topic, the successful selection of examples and illustrations, maintaining the proper emotional tone of the presentation.
Training lecture. As one of the verbal teaching methods, the learning lecture implies an oral presentation of a learning material, which is characterized by a greater capacity than the story, greater complexity of logical constructions, images, evidence and generalizations. The lecture, as a rule, takes the whole lesson or occupation, while the story takes only part of it.
During the lecture, techniques are used, maintaining attention for a long time, activating the thinking of listeners, techniques to ensure the logical memorization, convictions, arguments, evidence, classification, systematization, generalizations, etc.
Lectures are read mainly in high school high schools, as well as in technical schools and universities. The conditions for an effective lecture is a clear thinking and report of the lecture plan, a logically slim and consistent presentation of one after another paragraphs of the plan with a summary and conclusions after each of them and logical links during the transition to the next section. It is equally important to ensure the availability, clarity of the presentation, explain the terms, choose examples and illustrations, use a variety of means of visibility. The lecture is read at such a pace so that the listeners can make the necessary records. Teacher Therefore, it is necessary to clearly allocate what should be recorded, unambiguously repeat if necessary to facilitate the records.
In recent years, in the practice of teaching in high school class schools, many topics in physics, chemistry, stories are accompanied by seminary classes with class division into subgroups. This became possible because two classes are combined into one lecture stream and saves total number The study clocks allocated to the seminar classes.
The lecture and the story save school time, actively manage the perception of educational material with schoolchildren. At the same time, both of these verbal learning methods do not allow students to express their own judgments.
Conversation. The conversation method involves a conversation of a teacher with students organized by a carefully thought-out system of questions, gradually undermining students to assimilate the system of facts, a new concept or pattern. In the course of applying the conversation method, methods of formulation of issues (main, additional, leading, etc.) are used, receiving discussion and opinions of students, receiving response techniques, techniques for the formulation of conversations from the conversation.
Questions to the conversation should be sufficiently capacious for holistic perception. Too much crushing the topic for questions destroys its logical integrity, and too large questions become inaccessible to discuss with students. Questions should not require disciples of monosyllary answers. A teacher can use auxiliary, leading questions, allowing to continue discussion of the problem under study.
Conversations are possible, during which students recall, systematize, summarized earlier, draw conclusions, find new examples of use in the life of the phenomenon, law under study. Such conversations are mainly explaining and are designed for operating previously learned, to enhance the memory of students.
At the same time, it is possible and very desirable with sufficient preparedness of the disciples of the conversation, during which they under the guidance of the teacher themselves find out possible answers to problem tasks. We will tell about them when describing problem-search methods.