Theoretical foundations of the problem of personality activity in learning and active teaching methods. Chapter I. Theoretical foundations of the problem of personality activity in learning and active teaching methods

The problem of the activity of the individual in learning is one of the most urgent in psychological, pedagogical science, and in educational practice.

The problem of personality activity in learning as a leading factor in achieving learning goals, general development personality, its professional training requires a fundamental understanding of the most important elements of education (content, forms, methods) and argues that the strategic direction of enhancing learning is not to increase the volume of transmitted information, not to strengthen and increase the number of control measures , but the creation of didactic and psychological conditions for the meaningfulness of teaching, the inclusion of a student in it at the level of not only intellectual, but personal and social activity.

The level of manifestation of personality activity in learning is determined by its main logic, as well as the level of development of educational motivation, which largely determines not only the level of cognitive activity of a person, but also the originality of his personality.

In accordance with the traditional logic of learning, which includes such stages as initial acquaintance with the material, or its perception in the broad sense of the word; his comprehension; special work to consolidate it and, finally, mastery of the material, i.e. transforming it into practice.

There are 3 levels of activity:

* Reproduction activity - characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

* The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the methods of applying knowledge in changed conditions.

* Creative activity - implies the aspiration of the student to the theoretical understanding of knowledge, an independent search for solutions to problems, an intensive manifestation of cognitive interests.

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is the creation of such psychological and pedagogical conditions in education in which the student can take an active personal position, express himself as the subject of educational activity to the fullest extent, my individual "I". All of the above leads to the concept of "active learning".

A. Verbitsky interprets the essence of this concept as follows: active learning marks a transition from predominantly regulatory, algorithmic, programmed forms and methods of organizing the didactic process to developing, problematic, research, search, providing the birth of cognitive motives and interests, conditions for creativity in learning.

M. Novik highlights the following distinctive features active learning:

* forced activation of thinking, when the student is forced to be active regardless of his desire;

* enough long time involving students in the learning process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e., throughout the lesson);

* independent creative development of solutions, increased degree of motivation and emotionality of trainees.

Constant interaction between students and the teacher with the help of direct and feedback.

Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

Peculiarities active methods learning lies in the fact that they are based on an incentive to practical and mental activity, without which there is no forward movement in the acquisition of knowledge.

The emergence and development of active methods is due to the fact that new tasks have arisen for teaching: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work. The emergence of new tasks is due to the rapid development of information. If earlier the knowledge gained at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom they need to be constantly updated, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.

Cognitive activity means an intellectual and emotional response to the process of cognition, the student's desire to learn, to perform individual and general tasks, interest in the activities of the teacher and other students.

Under cognitive independence, it is customary to understand the desire and ability to think independently, the ability to orientate in a new situation, find their own approach to solving a problem, the desire not only to understand the acquired educational information, but also ways of obtaining knowledge; critical approach to the judgments of others, independence of one's own judgments.

Cognitive activity and cognitive independence are qualities that characterize the intellectual abilities of students for learning. Like other abilities, they are manifested and developed in activity.

The most important means of activating the personality in learning are active teaching methods (AMO). There is another term in the literature - "Active learning method" (MAO), which means the same thing. The most complete classification was given by M. Novik, singling out non-imitation and simulation active training groups. These or other groups of methods determine, respectively, the form (type) of the lesson: non-imitation or simulation.

characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback links between the teacher and students.

hallmark simulation classes is the presence of a model of the process under study (imitation of individual or collective professional activity). A feature of simulation methods is their division into gaming And non-game. Methods, in the implementation of which the trainees must play certain roles, are related to the game.

M. Novik points to their high effect in the assimilation of the material, since a significant approximation of the educational material to a specific practical or professional activity is achieved. At the same time, the motivation and activity of learning are significantly increased.

1.2. Characteristics of the main active learning methods

Problem-based learning is a form in which the process of cognition of students approaches search, research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce students to the objective contradictions of development. scientific knowledge and how to resolve them. In collaboration with a teacher students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.

The logic of problem-based learning is fundamentally different from the logic of informational learning. If in informational learning the content is introduced as a known material that is only subject to memorization, then in problem-based learning new knowledge is introduced as unknown to students. The function of students is not just to process information, but to actively engage in the discovery of knowledge unknown to them.

The main didactic method of "turning on" the thinking of students in problem-based learning is the creation of a problem situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.

Cognitive tasks should be accessible in terms of their difficulty for students, they should take into account the cognitive abilities of students, lie in line with the subject being studied and be significant for learning new material.

What is the didactic structure of problem-based learning? Its main method is a logically coherent oral presentation, accurately and deeply covering the main provisions of the topic. The educational problem and the system of subordinate subproblems compiled by the teacher "fit" into the logic of presentation. With the help of appropriate methodological techniques (setting problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.), the teacher encourages students to joint reflection, the search for unknown knowledge. The most important role in problem-based learning belongs to dialogue type communication. The higher the degree of dialogic learning, the closer it is to the problematic, and vice versa, the monologue presentation brings learning closer to the informational form.

Thus, in problem-based learning, the following two are basic essential element:

* a system of cognitive tasks that reflect the main content of the topic;

* Dialogic communication, the subject of which is the material introduced by the teacher.

Case study (case-study) -- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

Role-playing is a game method of active learning, characterized by the following main features:

* the presence of tasks and problems and the distribution of roles between the participants in their solution. For example, using the role-playing method, a production meeting can be simulated;

* interaction of participants game lesson, usually by means of a discussion. Each of the participants may, in the course of the discussion, agree or disagree with the opinion of other participants;

* input by the teacher during the lesson of corrective conditions. So, the teacher can interrupt the discussion and provide some new information that needs to be taken into account when solving the problem, direct the discussion in a different direction, etc.;

* Evaluation of the results of the discussion and summing up the teacher.

The role-playing method is most effective in solving such separate, rather complex managerial and economic problems, the optimal solution of which cannot be achieved by formalized methods. The solution of such a problem is the result of a compromise between several participants, whose interests are not identical.

Role-playing requires much less time and money to develop and implement than business games. At the same time, it is a very effective method for solving certain organizational, planning and other tasks.

Roughly, the role-playing method requires 30 to 35 minutes to complete.

Game production design is an active learning method, characterized by the following distinguishing features:

* the presence of a research, methodological problem or task that the teacher informs the students;

* dividing the participants into small competing groups (the group can be represented by one student) and developing their options for solving the problem (task).

* holding the final meeting of the scientific and technical council (or other body similar to it), at which, using the method of playing roles, the groups publicly defend the developed solutions (with their preliminary review).

The method of game production design significantly activates the study of academic disciplines, makes it more effective due to the development of skills in the design and construction activities of the student. In the future, this will allow him to more effectively solve complex methodological problems.

Seminar-discussion(group discussion) is formed as a process of dialogical communication of participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems takes place.

At the seminar-discussion, high school students learn to accurately express their thoughts in reports and speeches, actively defend their point of view, argue with reason, and refute the erroneous position of a classmate. In such work, the student gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

A necessary condition for the development of a productive discussion is the personal knowledge that students acquire in previous classes, in the process of independent work. The success of the seminar-discussion largely depends on the ability of the teacher to organize it. Thus, a seminar-discussion may contain elements of "brainstorming" and a business game.

In the first case, the participants strive to put forward as many ideas as possible without criticizing them, and then the main ones are singled out, discussed and developed, and the possibilities of proving or refuting them are evaluated.

In another case, the seminar-discussion receives a kind of role-playing "instrumentation" that reflects the real positions of people participating in scientific or other discussions. You can enter, for example, the roles of the presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is being discussed and what didactic goals the teacher sets before the seminar. If a student is assigned to a role leading seminar-discussion, he receives all the powers of the teacher to organize the discussion: he instructs one of the high school students to make a report on the topic of the seminar, manages the discussion, monitors the argumentation of evidence or refutation, the accuracy of the use of concepts and terms, the correctness of -shens in the process of communication, etc.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating its understanding, find vulnerabilities or errors, but also offer your own solution.

Logician reveals contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and rebuttals, the legitimacy of putting forward a hypothesis, etc.

Expert evaluates the productivity of the entire discussion, the validity of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution, gives a description of how the participants in the discussion were trained, etc.

The teacher can introduce any role position into the discussion, if it is justified by the goals and content of the seminar. It is advisable to introduce not one, but two paired roles (two logicians, two experts), so that more students get the appropriate experience.

But a special role belongs, of course, to the teacher. He must organize such preparatory work, which provides active participation in the discussion of each student. It defines the problem and individual sub-problems that will be considered at the seminar; selects basic and additional literature for speakers and speakers; distributes the functions and forms of students' participation in collective work; prepares students for the role of an opponent, logic; directs the entire work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions of the student's report, fixes contradictions in the reasoning.

Such classes require a confidential tone of communication with students, interest in the judgments expressed, democracy, adherence to principles in the requirements. It is impossible to suppress the initiative of students with your authority, it is necessary to create conditions for intellectual looseness, use methods for overcoming communication barriers, and ultimately implement the pedagogy of cooperation.

« Round table» -- this is a method of active learning, one of the organizational forms of cognitive activity of students, which allows to consolidate the knowledge gained earlier, fill in the missing information, form the ability to solve problems, strengthen positions, teach the culture of discussion. A characteristic feature of the "round table" is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their views, justify proposed solutions and defend their convictions. At the same time, there is a consolidation of information and independent work with additional material, as well as the identification of problems and questions for discussion.

An important condition for organizing a “round table” is that it must be really round, i.e. the process of communication, communication, took place "eye to eye". The principle of the "round table" (it is no coincidence that it was adopted at the negotiations), i.e. the location of the participants facing each other, and not in the back of the head, as in a normal lesson, in general, leads to an increase in activity, an increase in the number of statements, the possibility of personal inclusion of each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions , gestures, emotional manifestations.

The teacher is also located in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, they face him. In the classical version, the participants in the discussion address their statements mainly to him, and not to each other. And if the teacher sits among the children, the group members' addresses to each other become more frequent and less constrained, this also contributes to the formation of a favorable environment for discussion and the development of mutual understanding between teachers and students.

The main part of the "round table" on any topic is a discussion. Discussion(from lat. discussio - research, consideration) - this is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The goals of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive, contains a large amount of information, as a result of the discussion, only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision.

During the discussion, students can either complement each other or oppose one another. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of a dispute. As a rule, both of these elements are present in the discussion, so it is wrong to reduce the concept of discussion only to a dispute. Both the mutually exclusive dispute and the complementary, mutually developing dialogue play an important role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

* preparation (awareness and competence) of the student on the proposed problem;

* semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);

* the correct behavior of the participants;

* the ability of the teacher to conduct a discussion.

A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.

At the first stage students adapt to the problem and to each other, i.e. at this time, a certain attitude is developed to solve the problem. At the same time, the following tasks are set for the teacher (the organizer of the discussion):

1. Formulate the problem and objectives of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should give.

2. Conduct an acquaintance of the participants (if the group in this composition is meeting for the first time). To do this, you can ask each student to introduce himself or use the “interviewing” method, which consists in the fact that students are divided into pairs and introduce each other after a short introductory (no more than 5 minutes), directed conversation.

3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and contradictory issues in it, determine the expected result (solution).

4. Establish a time limit for the discussion, or rather, a time limit for speeches.

5. Formulate the rules for conducting the discussion, the main of which is everyone should perform. In addition, it is necessary: to listen carefully to the speaker, not to interrupt, to reasonably confirm one's position, not to repeat, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.

6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!

7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic being studied. A systematic refinement of the conceptual apparatus will form the students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

The second stage is the assessment stage-- usually involves a situation of comparison, confrontation and even conflict of ideas, which, in case of inept leadership of the discussion, can develop into a conflict of personalities. At this stage, the teacher (the organizer of the "round table") is given the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

2. Collect a maximum of opinions, ideas, suggestions. To do this, it is necessary to activate each student. Speaking with his opinion, the student can immediately make his proposals, or he can simply speak at first, and later formulate his proposals.

3. Do not go away from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. Deviants should be tactfully stopped, directing them to a predetermined "channel".

4. Maintain a high level of activity of all participants. Do not allow excessive activity of some at the expense of others, follow the rules, stop protracted monologues, connect all schoolchildren present to the conversation.

5. Promptly analyze the expressed ideas, opinions, positions, proposals before proceeding to the next round of the discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. Summing up intermediate results is very useful to instruct students, offering them a temporary role as a leader.

The third stage is the stage of consolidation- involves the development of certain common or compromise opinions, positions, decisions. At this stage, the controlling function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

1. Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative sides.

2. Help the participants in the discussion to come to an agreed opinion, which can be achieved by carefully listening to different interpretations, searching for common trends for decision-making.

3. Make a group decision together with the participants. At the same time, the importance of a variety of positions and approaches should be emphasized.

4. In the final word, bring the group to constructive conclusions that have cognitive and practical significance.

5. Achieve a sense of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

During the "round table" students perceive not only the expressed ideas, new information, opinions, but also the carriers of these ideas and opinions, and above all the teachers. Therefore, it is advisable to specify the main qualities and skills that a teacher (organizer) must possess in the process of holding a "round table":

* high professionalism, good knowledge of the material within the framework curriculum;

* speech culture and, in particular, free and competent possession of professional terminology;

* sociability, or rather, communication skills that allow the teacher to find an approach to each student, listen to each student with interest and attention, be natural, find the necessary methods of influencing students, show exactingness, while observing pedagogical tact;

* speed of reaction;

* ability to lead;

* the ability to conduct a dialogue;

* prognostic abilities that allow you to foresee all the difficulties in mastering the material in advance, as well as to predict the course and results of pedagogical influence, to foresee the consequences of your actions;

* the ability to analyze and correct the course of the discussion;

* ability to control oneself

* the ability to be objective.

An integral part of any discussion is question and answer procedure. A skillfully posed question (what is the question, such is the answer) allows you to get Additional information, clarify the position of the speaker and thereby determine the further tactics of holding the "round table".

From a functional point of view, all questions can be divided into two groups:

* Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical feature of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand correctly that?”. The answer to this question can only be "yes" or "no".

* Replenishing (open) questions aimed at elucidating new properties or qualities of phenomena, objects of interest to us. Their grammatical feature is the presence of question words: what, where, when, how, why etc.

From a grammatical point of view, questions are simple And complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.

If we look at the questions from the standpoint of the rules for conducting a discussion, then among them we can distinguish correct And incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at a person, and not at the core of the problem). A special place is occupied by the so-called provocative or capturing questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, divert attention to himself or deliver a critical hit.

From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In a discussion, it is preferable to use simple questions, since they do not carry ambiguity, they are easy to give a clear and precise answer. If a student asks difficult questions, it is advisable to ask him to divide his question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (desire or attempt to answer) and negative (direct or indirect avoidance of the answer), direct and indirect, monosyllabic and polysyllabic, short and detailed, definite ( not allowing different interpretations) and indefinite (allowing different interpretations).

In order to organize a discussion and exchange of information in the full sense of the word, so that the "round table" does not turn into a mini-lecture, a teacher's monologue, the lesson must be carefully prepared. To do this, the teacher (the organizer of the "round table") must:

* prepare in advance questions that could be put up for discussion on the conclusion of the discussion, in order not to let it go out;

* do not allow care beyond the discussed problem;

* do not allow the discussion to turn into a dialogue between the two most active students or a teacher with students;

* ensure the wide involvement in the conversation of as many schoolchildren as possible, and preferably all;

* do not disregard any wrong judgment, but do not immediately give the correct answer; students should be involved in this by organizing their critical assessment in a timely manner;

* do not rush to answer questions about the material of the "round table" yourself: such questions should be redirected to the audience;

* make sure that the object of criticism is the opinion, and not the student who expressed it;

* compare different points of view, involving students in a collective analysis and discussion, remember the words of K.D. Ushinsky that comparison is always the basis of knowledge.

For that, in order not to extinguish the activity of schoolchildren, the teacher should not:

* turn the discussion into a student quiz;

* evaluate judgments in the course of speeches and express your opinion ahead of time;

* suppress the audience;

* take the position of a mentor who teaches the audience and knows the only correct answers to all questions;

* remember that in a lesson held in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, leader of the discussion and its more competent, but equal participant .

During the "round table" there is a business noise, polyphony, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other, makes it difficult for the teacher to work. He needs to hear the main thing among this polyphony, create a working environment, give him the opportunity to speak out, and correctly lead the thread of reasoning. But all the hardships pay off high efficiency this form of teaching.

Brainstorm(brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is the organization of collective mental activity in search of non-traditional ways of solving problems.

Using the brainstorming method in the educational process allows you to solve the following tasks:

* creative assimilation by schoolchildren educational material;

* connection of theoretical knowledge with practice;

* activation of educational and cognitive activity of trainees;

* formation of the ability to concentrate attention and mental efforts on solving an urgent problem;

* the formation of the experience of collective mental activity. The problem formulated in a brainstorming lesson should be of theoretical or practical relevance and arouse the active interest of schoolchildren. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to a problem that is put forward to students as a learning task.

Brainstorming preparation includes the following steps:

* determination of the purpose of the lesson, specification of the educational task;

* planning the general course of the lesson, determining the time of each stage of the lesson;

* selection of questions for the warm-up;

* development of criteria for evaluating the proposals and ideas received, which will make it possible to purposefully and meaningfully analyze and summarize the results of the lesson.

There are certain rules, the observance of which will allow you to brainstorm more productively. We list the main ones:

1. During the session there are no bosses, no subordinates, no beginners, no veterans - there is a leader and participants; no one can claim a special role.

3. You should refrain from actions, gestures that can be misinterpreted by other participants in the session.

4. No matter how fantastic or incredible the idea put forward by any of the participants in the session, it must be met with approval.

5. Try to convince yourself from the very beginning that a positive resolution of this problem is extremely important to you.

6. Do not think that this problem can be solved only by known methods.

7. The more proposals put forward, the greater the likelihood of a new and valuable idea.

8. Before starting the session, try to answer the following questions for yourself:

Does the problem deserve my attention?

What is her decision?

Who needs it and why?

What happens if nothing changes?

What happens if I don't come up with any ideas?

Methodology for organizing and conducting brainstorming

The organizational stage is carried out with one class. Before the start of the lesson, when students enter the audience and take their seats, you can turn on peppy, dynamic music, preferably instrumental, as the text can influence the formation of students' attitudes.

At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem to be solved, substantiates the problem to find a solution. Then he introduces students to the conditions of teamwork and gives them the rules for brainstorming.

After that, several working groups of 3-5 people are formed. Each group selects an expert whose duties include fixing ideas, their subsequent evaluation and selection of the most promising proposals.

It is advisable to form working groups in accordance with the personal wishes of the students, but the groups should be approximately equal in number of participants.

Groups are seated so that it is convenient to work and that students can see each other.

This step takes an average of 10 minutes.

The warm-up is carried out frontally with the whole group. The purpose of the stage is to help schoolchildren get rid of stereotypes and psychological barriers. Usually the warm-up is carried out as an exercise in a quick search for answers to questions. For warm-up, a fast pace of work is important. Therefore, if there is a pause, the teacher himself must put forward 1-2 answers. As soon as the students begin to find answers with difficulty, they think for a long time, it is worth moving on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the assault, but are taken from a close area.

The teacher during the warm-up does not evaluate the answers of the students, however, he perceives all of them kindly, supporting the positive reaction of the audience.

Warm-up time - 15-20 minutes.

At the very beginning of the actual “storming” of the problem posed, the teacher recalls the problem, clarifies the task, gives criteria for evaluating ideas, and repeats the rules of brainstorming.

A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate sheet. Do not be afraid of light noise and animation in the classroom - the ease of the atmosphere contributes to the activation of thought.

It is better for the teacher not to interfere in the work of the groups so as not to interfere with them. Only in the case when the group violates the rules of work (for example, begins to discuss or critically evaluate the idea), the teacher in a tactful and friendly manner returns the group to a working state.

The main session time is 10-15 minutes. This is a stage of intense workload of students, usually by the end of it, there is a clear fatigue of the participants in the “assault”.

At the stage of evaluation and selection best ideas experts unite in a group and evaluate ideas according to the selected criteria, selecting the best ones for presentation to the participants of the game. If possible, the experts can move to another room for the duration of their work so that the group does not interfere with them. The teacher determines the work time for the experts at 15-20 minutes.

Working groups at this stage have a rest. You can turn on the music and give them the opportunity to move, switch, or offer them simple tasks in a playful way, for example, a cross-word on a given course, discussion of interesting situations, etc.

At the final stage, representatives of the expert group make a report on the results of the brainstorming session. They name the total number of ideas proposed during the assault, introduce the best of them. The authors of the noted ideas substantiate and defend them. Based on the results of the discussion, a collective decision is made on the introduction of certain proposals into practice.

The teacher sums up the results, gives an overall assessment of the work of the groups. At the same time, it is important to note the positive in the work, the moments of manifestation of a high degree of creativity, the success of collective activity, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group's success is not brilliant, it is still necessary to build on the positive in its work in order to stimulate the students' desire to achieve greater results in the future.

By time The final stage the longest (10-15 minutes). This stage is very important in the curriculum, since when discussing and defending ideas, there is an intensive exchange of information, its comprehension and active assimilation.

As a rule, brainstorming is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but should once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and in the future he will succeed.

A business game is a method of simulating situations that simulate professional or other activities by playing, according to given rules.

Business games cannot include all emerging new techniques and teaching methods and any educational game, as is sometimes done in teaching practice, as well as in individual press appearances. Therefore, such forms of conducting lessons as a concert lesson, an exam lesson, etc.; a competition lesson, a quiz lesson, an imitation of educational and entertaining TV programs in the classroom, do not apply not only to a business game, but also to the technology of active learning, and in general to new forms and methods. These methods and techniques revitalization the cognitive activity of students, the revitalization of the educational process with the help of all kinds of game situations do not correspond to the features and conditions of the organization that determine the technology of active learning. In a quiz, competition, a student can take part, or not, but will remain a passive participant-spectator. Attempts to force him will lead to the loss of the game moment and a positive attitude towards activity. In the technology of active learning, the “forced activity” of the participants is determined by the conditions and rules under which the student either actively participates, thinks hard, or generally leaves the process.

The rules of the business game are determined by the chosen activity. One of its variants are role-playing games. When children play “mother-daughter”, they accurately imitate all the roles included in the game and cannot deviate from them: dads don’t do that, children shouldn’t behave like that, mom should ... etc. It is possible to use a business game in the educational process. For example, based on modern market conditions of life, in the lessons on the basics of economic knowledge, you can play the business game "Bank", in which, in the process of playing the situations of the bank's work, you better understand and master the terminology that is difficult to memorize, what it means, the character itself activities of the bank, its place and importance in market relations. Such a game can be organized both at the stage of primary consolidation of the material, and as a generalization, and as a certain form of control. In this case, we are talking about the most standard version of a business game. Variants such as organizational-business and organizational-thinking games and similar ones require very serious special training of their organizers.

With the advent of active learning technology, dramatization and theatricalization, which have long been known to Teachers, have become one of the options (spruce games and are widely used in the technology of dialogue of cultures. Dramatization -- staging, role-playing of the content of educational material in the classroom. Roles can be assigned not only to living characters, but also to any inanimate objects and phenomena from any field of knowledge. Theatricalization -- theatrical performances of different genres on educational material during extracurricular time with big amount participants, long-lasting in time, with decorations and other attributes. They involve all students of the class or all classes of the parallel, older students and younger students. These can be performances based on programmatic literary works, historical plots, etc.

Recently, a lot has been said about active and interactive methods, but teachers do not always understand what is behind these terms. Today, there is practically no scientific literature on this topic, and individual approaches to teaching methods are scattered bit by bit in separate articles without systematization and generalization. In this case, the active technique is understood not only as carrying out role playing, organization of debates, discussions, work in groups, etc., but also an interesting lecture, a problematic seminar, work with concepts, and much more, which is now often referred to as traditional pedagogy. Meanwhile, the activity of the methodology does not consist in external forms, but in internal processes, in the degree of interest of students, in their involvement in the educational process. Teaching is not the work of a spectator, a passive observer. People don't learn just by sitting in the classroom and listening to the teacher, remembering prepared tasks and giving out ready-made answers. They should talk about what they are learning and what they have learned, write about it reflectively, relate it to past experiences, and apply what they have learned in everyday life. Active learning can be called any process in which students do something (involved in activities) and think, analyze what they are doing. However, learning does not occur during action. Learning occurs as a result of reflection, comprehension of what happened during the lesson, as a result of the integration of the studied content into everyday thoughts and work (life) habits. Interactive forms of learning, including review and reflection, are a good tool for such internalization of educational material. Active learning is not a set of activities, but rather a special attitude of students and teachers that makes learning effective. The purpose of active learning is to develop the need for students to think, to stimulate reflection and analysis of how they learn and what they learn; develop students' responsibility for their own education. In active learning, the student is always looking for something: an answer to a question, information to solve a problem, a way to complete a task. Active training will take place more successful if you: 1. Know and respect each student as an individual.2. Call students by name.3. Do not use threats and humiliation.4. Demonstrate your interest and commitment to what you do and invite students to do.5. Offer challenging, developmental tasks, but at the same time provide support.6. Give examples from your personal life.7. During the lesson, use eye-to-eye contact and move around the class. This helps to include all students in your personal space. Active learning involves a number of activities, both on the part of the teacher and the student, for example: What can help students learn actively during a lecture?- Involving students in a well-structured question and answer session during the lecture. - Individual tasks for thinking about or describing some part of the lecture, for example, the pause technique during the teacher's story or the “Write in a Minute” technique. - Tasks to complete in pairs, for example, such as "Think, discuss, compare" - Interactive workshops. - Exploring concrete examples(cases). More complex assignments may include the following:- Individual and group project-type assignments - Involving students in research - Practical experience - Involving students in teaching other people - Involving students in groups of impartial mentors. Some of the most effective strategies are based on working in small groups, for example:- Collaborative learning - Team learning - Problem based learning There are various names for these active learning strategies. However, in addition to terms and definitions, it is much more important for us to focus on the fact that all these strategies create an educational environment that allows you to involve in learning such students who are difficult to involve in learning in other, more traditional ways. Thus, learning through cooperation, using small group work, makes an invaluable contribution to the transformation of learning into a deeper, developing, stimulating, active and more effective process.

How to ensure the involvement of students and stimulate cognitive activity?

Here are some tips to help you get started. When and how you use these tips depends largely on your educational goals and objectives and your students! Make the content of the lessons and tasks relevant to the interests of the children and their real life. 1. Bring and ask students to bring materials of interest to them published in the media.2. Link learning in the classroom with the events of school life.3. Link learning to students' hopes for the future, their plans and thoughts about their careers.4. Use for classroom learning, especially for problem-based learning, those topics that are of particular interest to students.5. Involve students in research that is close to them.6. Help students find practical applications of theoretical concepts and concepts. Give students choice and a sense of control over the situation. 1. Allow students to choose various options in planning courses, assignments, in presenting the results of work, in evaluation.2. Allow students to pursue own interests, seek answers to your own questions wherever possible (in discussions, projects, written works).3. Teach part of the course through individual learning contracts4. Encourage students to lead their own review sessions.5. Encourage students to write their own questions for exams, tests, control works. After editing, use some of these questions/assignments.6. State your expectations clearly and understandably. Students need to know why they are being asked to do something.7. Pause and talk to students about what is going right/wrong. Do grading and grading fairly. 1. Provide students with timely, positive feedback.2. Avoid competitive tagging.3. Educational objectives, selected tasks and assessment should be consistent with each other.4. Use a variety of evaluation forms.5. Ask students to determine the level of difficulty of the tasks themselves. Use the students themselves, peers of your students. 1. Organize mutual assistance and feedback between students.2. Recognize the value of student contributions to classroom learning.3. Use small group work.4. Invite students to work in study teams/pairs and help them use the full potential of group work.5. Divide study material between students or groups. Ask each group to teach others in the class what they have learned.6. Help students resolve conflicts that arise, but do not resolve them instead of the participants in the conflict. Use the emotional response of students in teaching. 1. Choose questions and topics that are close to students.2. Use controversial topics and questions.3. Engage students in structured, intellectual debates.4. Encourage students to find and present arguments to defend a point of view that is opposite to their own point of view. Use written assignments. 1. Encourage students to write short written reviews of the material studied.2. Invite students to publish a newspaper about course material.3. Encourage students to attend extra-curricular activities related to the course, ask them to write a short review of what they saw / heard.4. Encourage students to express in writing an opinion that is opposite to their own. Use discussions and discussions. 1. Ask each student to prepare one discussion question about the material being studied.2. Ask each student to fill in and bring as an "entrance ticket" some kind of questionnaire, a questionnaire about the material being studied.3. Ask each student to take it in turn to be the facilitator of the discussion (requires preliminary student preparation work)4. Ask students to prepare individual memory cards for the material they have read.5. Ask students to answer two questions: “What was the most difficult idea/part/concept in what you read?” and “What did you like/interest in the most?”6. Allow students to prepare a few questions / tasks for the test / test on the material being studied. Get ready to actually use these questions!7. Help students form study pairs or groups. Students can read the material together, ask each other questions, etc. Help students reflect on what they have learned. 1. Have students keep a diary/learning journal.2. Ask them about what prevented them from learning the material/topic, completing the task, and what helped them. This can be done by conducting the exercise "Write in a minute".3. Dedicate one lesson or part of the lesson to discussing with students strategies and ways to study a particular topic or the entire course.4. Discuss with students their achievements.

on the topic: "ACTIVE LEARNING METHODS"

for 1st year students, specialty "Pedagogy and psychology" (Kovaleva O.I. associate professor, candidate of pedagogical sciences)

Plan:

1. The activity of the individual in learning.

2. Groups of active methods in psychology.

3. Active methods in teaching students.

Literature:

1. Amonashvili Sh.A. Educational and educational functions of assessing the teaching of schoolchildren. - M., 1984.

2. Verbitsky A.A. Business game as a method of active learning // Modern Higher School. - No. 3/39, 1982.

3. Verbitsky A.A., Borisova N.V. Contextual learning technology in the advanced training system. - M., 1989.

4. Verbitsky A.A. Active learning in higher education: a contextual approach. - M., 1991.

5. Volodarskaya I.A., Mitina A.M. Pedagogical goals education in modern higher education. - M., 1988.

6. Dyachenko V.S. Organizational structure educational process and its development. - M., 1989.

7. Kudryavtsev T.V. Psychological and pedagogical problems of higher education// Questions of psychology. - No. 2. - 1981.

Question 1: Personal activity in learning.

Currently, there are a variety of approaches to improving the quality of training young people for work in the vocational education system. There is a need to create such didactic conditions that would change the motivation for learning for the better. One attempt to do this is to develop the concept of contextual learning. Its essence is that “training, in which, with the help of the entire system of didactic forms, methods and means, the subject and social content of the future professional activity of a specialist is modeled, and the assimilation of abstract knowledge by him as sign systems is superimposed on the canvas of this activity.” The teaching here does not close on itself - to study in order to gain knowledge, but acts as a form of personal activity that ensures the education of the necessary subject-professional and social qualities of a specialist's personality (the context from the point of view of linguistics and logic is a relatively complete semantic passage of a text or speech, in which the meaning and meaning of the words or sentences included in it are revealed, as the linguistic environment of a certain language unit). To understand the features of cognitive activity, it is necessary to take into account not only the nature of external stimuli or the structure of the sense organs, but also the type of activity of the subject, which mediates his connection with the outside world. In the psychological process, external causes act through internal conditions, as an analysis of the ways in which the content of education unfolds, as well as the influence exerted by the teacher on the student, shows. This gives the right to the existence of types and levels of activity of students. 1. In dogmatic education, the canonized content of education must be assimilated in the form in which it was given. Any independent thought of the student was suppressed, the goals of learning were imposed by the teacher, the activity of the individual was characterized by the mode of duty. Here the teacher acted as a guru, because all information could only move in one direction: from the guru to the disciples. With such training, the problem of cognitive activity of the individual is not raised. 2. Explanatory-illustrative (and even earlier - verbal-visual) type of learning. Here appears an element of explaining the origin of knowledge, demonstrating the deployment of learning content. Learning goals are set from the outside, the student can only carry out the process of accepting and achieving the goal. There is no goal setting on the part of the student. Here, the process of learning and diagnosing the individual characteristics of students is already underway, the principle of individualization of learning is being implemented. But here, too, one has to reckon with the student, but nothing more. 3. Imperative type of schooling (Sh.A. Amonashvili). Imperativeness is based on the a priori assumption that without coercion it is impossible to introduce schoolchildren to learning. A single learning process is the "unity" of opposing forces: teachers, driven by the best intentions and invested with power, force students to acquire knowledge, to learn; students, on the other hand, strive to free themselves from this dependence as far as possible. Attempts to intensify the educational activity of students were clearly manifested in the early 70s. As the main method of activation, it was proposed to strengthen the control link of learning management, including through the widespread use of TCO. But it soon became clear that the very concept of activation, as well as the intensification of learning, is too broad. It should not be about “coercion” to activity, but about encouraging it. This can only be achieved by understanding learning as a personally mediated process of interaction and communication between teachers and students, aimed at shaping the creative personality of a specialist. This led to the emergence of the concept of "active learning".

^ Question 2: Groups of active methods in psychology

Among active learning methods, three groups of methods are the most interesting for use in order to control the situation of the formation of all types of thinking. This is a method of 1) programmed learning, 2) problem learning, 3) interactive (communicative) learning. All of these methods have been proposed as an attempt to overcome the limitations of traditional teaching methods. Programmed learning methods assumed the restructuring of traditional education by clarifying and operationalizing the goals, objectives, methods of solution, forms of encouragement and control in relation to the subject content of knowledge. Problem-Based Learning Methods- they emphasized not the aspects of structuring objective knowledge, but the situations in which the personality of the student finds himself. Interactive learning methods turned to a way to manage the process of learning through the organization human interactions and relationships. The use of the techniques of these three groups of active teaching methods in teaching psychology involves the creation of a system of learning tasks in the course of psychology. III. Active teaching methods. Active learning - one of the most powerful areas of modern pedagogical research. The problem of finding methods for activating the educational and cognitive activity of teachers was sharply raised at different times by different authors. A variety of options for solving it were proposed: increasing the amount of information taught, compressing it and speeding up reading processes; creation of special psychological and didactic conditions for teaching; strengthening of control forms in the management of educational and cognitive activity; widespread use of technology. In the 70s of the 20th century, the problem of searching for active learning methods was reflected in the studies of M.I. Makhmutova, I.Ya. Lerner and others on problem learning. Regardless of these studies, there was a search for the so-called AMOs, which ensure the intensive development of cognitive motives, interest, and contribute to the manifestation of creative abilities in learning.

^ Question 3: active methods in teaching students.

1. Forced activation of thinking, when the student is forced to be active regardless of desire. 2. Sufficiently long time for students to be involved in the learning process, since their activity should not be short-term or episodic, but largely stable and long-term (i.e., throughout the lesson). 3. Independent creative development of solutions, increasing the degree of motivation and emotionality of trainees. 4. Constant interaction between students and teachers through direct and feedback. Speaking about AMO, first of all, they mean new forms, methods and means of teaching, called active: problem lectures, discussion seminars, analysis of specific pedagogical situations, business games, methods of mathematical modeling. This also includes research work, integrated course and diploma design, work experience, etc. Types of lectures: informational, problematic, visualization lecture, lecture for two, lecture with pre-planned mistakes, lecture-press conference. 1. Information lecture. Its signs are well known. Having historically developed as a way of transferring ready-made knowledge to students through a monologue, a lecture under the influence of a changing, developing content of training and education cannot remain the same, informational. This is the dialectic of content and form. It is no coincidence that the attitude to the lecture at different times was different: from its complete denial (L.N. Tolstoy considered the lecture a funny rite) to its recognition as the main and leading one, and today - to a sharp reduction in the curriculum. 2. Problem lecture. In it, the process of cognition of students approaches search, research activities. With their help, the achievement of the main three goals is ensured: the assimilation of theoretical knowledge by students; development of theoretical thinking; formation of cognitive interest in the content of educational material and professional motivation of the future specialist. The main task is not so much to transfer information, but to familiarize students with the objective contradictions of the development of scientific knowledge, generates their cognitive activity, teaches ways to resolve contradictions. The overall effect of a problematic lecture is determined by its content, the way of organizing joint activities and those means of communication that provide effective "translation" of the personality of the teacher to the audience of students. The closer a teacher is to a certain model of a professional, the more significant is his influence on students and the easier it is to achieve learning outcomes. Thus, already at the problematic lecture, the subject and social contexts of the professional future are presented. It is a form of joint activity of a teacher and students who have combined their efforts to achieve the goals of general and professional development of a specialist's personality. 3. Lecture-visualization. This is the result of a search for new opportunities for implementing the principle of visibility, well-known in didactics, the content of which changes under the influence of data from psychological and pedagogical science, forms and methods of active learning. This type is supported by the fact that the ability to convert oral and written information into a visual form is a professionally important quality for almost all specialists. The process of visualization is the folding of mental contents, including different types information in a visual way; once perceived, this image can be deployed and serve as a support for adequate mental and practical actions. Virtually any form of visual information contains certain elements of problem. The preparation of a visualization lecture by a teacher consists in recoding, redesigning educational information on the topic of the lecture into a visual form for presentation to students through technical teaching aids or manually. Reading such a lecture is reduced to a coherent detailed commentary by the teacher of the prepared visual materials, which fully reveals the topic of this lecture. A visualization lecture is best used at the stage of introducing students to a new section, topic or discipline. The main difficulty of this type of lecture is the choice and preparation of a system of visual aids, didactically sound direction of the process of reading it, taking into account the psychophysiological capabilities of students, the level of preparedness, and professional orientation. You can read about the type of lecture-visualization in the works: Borisova N.V., Soloviev A.A. 4. Lecture together. The dynamism of the problematic content of the educational material is carried out in a lively dialogic communication between two teachers. Here, real professional situations of discussion of theoretical issues from different positions by two specialists are modeled, for example, representatives of two scientific schools, a theorist and practitioner, a supporter and opponent of one or another approach, etc. At the same time, it is necessary to strive to ensure that the dialogue of teachers among themselves demonstrates the culture of joint search for resolving the problem situation being played out, “drawing” students into communication, who begin to ask questions, express their positions, formulate their attitude to the content, and react emotionally. One of the difficulties of reading this lecture is the habitual attitude of students to receive reliable information from one source. Therefore, this sometimes causes rejection of the very form of education. 5. Lecture with pre-planned mistakes. It largely satisfies the need to develop students' skills to quickly analyze professional situations, act as experts, opponents, reviewers, and isolate incorrect or inaccurate information. Preparing a teacher for a lecture is to include in its content a certain number of errors of a meaningful, methodological or behavioral nature. The list of these mistakes the teacher presents to the students at the end. Mistakes are carefully “disguised”, but are typical for students. The task of the students is to mark the mistakes they have noticed in the context during the lecture and name them at the end of the lecture. 10-15 minutes are given for analysis of errors. Elements of an intellectual game with a teacher create an increased emotional background, activate the cognitive activity of students. A lecture of this type is capable of performing not only stimulating, but also control functions. It can serve as a diagnostic of difficulties in mastering the material in previous lectures. It is best done at the end of a topic or academic discipline. A final error analysis is needed. 6. Lecture-press conference. It is close to the corresponding form of professional activity with the following changes. Having named the topic of the lecture, the teacher asks the students to ask him questions in writing on this topic. Students in 2-3 minutes formulate their questions and pass them on to the teacher. Then, in 3-5 minutes, the lecturer sorts them and begins to give a lecture. The presentation of the material is not built as an answer to every question asked, but in the form of a coherent disclosure of the topic, during 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 knowledge and
students' interests. The activation of students is due to the addressing of the appeal to each student personally, when preparing a question, it forces the student to correctly pose the question, and the expectation of an answer enlivens attention. This type of lecture is best done at the beginning of the topic, in the middle and at the end. In the first case, the circle of interests, the degree of readiness for work, and the attitude to the subject are revealed. Even a model of a student audience can be drawn up.

The term "active learning methods" or "active learning methods" (AMO or MAO) appeared in the literature in the early 60s of the twentieth century. Yu.N. Emelyanov uses it to characterize a special group of methods used in the system of socio-psychological education and based on the use of a number of socio-psychological effects and phenomena (group effect, presence effect, and a number of others). At the same time, it is not the methods that are active, it is the training that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.

The ideas of activating learning were expressed by scientists throughout the entire period of the formation and development of pedagogy long before it was formalized into an independent scientific discipline. Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be seen as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should have been active. Supporters of the second position considered the student as an equal participant in the learning process, who works under the supervision of a teacher and actively assimilates socio-cultural experience in the form of theoretical knowledge. Among domestic psychologists, B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others.

The epithet "active" is used to contrast AMO traditional methods learning that implements the first point of view, where the participants in the educational process are polarized in their roles as a learner and a teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The activity of the student is reduced to the assimilation of this knowledge and their subsequent reproduction, thus, the level of development and the effectiveness of the functioning of their memory largely determine the effectiveness of their educational work as a whole. The position of a student in the classical system of education can be assessed as passive consumer, since knowledge is assimilated as if in reserve, their use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own experience research work. The task of the teacher is to facilitate the work of students, to make the material more interesting, understandable, to ensure its accurate and solid assimilation, to control the final result. Therefore, the teachings of the teacher, his continuous adaptive-transformative activity is the second, often the most important condition for the effectiveness of the student's work, the key to the ultimate success of his educational activity.

Active learning is such an organization and conduct of the educational process, which is aimed at the full activation of the educational and cognitive activity of students through a wide, preferably complex, use of both pedagogical (didactic) and organizational and managerial means (V. N. Kruglikov, 1998). The activation of learning can go both by improving the forms and methods of teaching, and by improving the organization and management of the educational process as a whole.

The use of AMO literally changes the established situation on its head. Students are initially interested in obtaining the information they need, which is used by them directly and immediately. Therefore, the lack, inaccuracy or fundamental incorrectness of information creates an incentive for its replenishment, correction, and adjustment. The assimilation of information is a by-product of the student's activity, in which he is involved by the facilitator.

There are 3 levels of activity:

The activity of reproduction is characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.

Creative activity - implies the aspiration of the student to the theoretical understanding of knowledge, independent search for solutions to problems, intensive manifestation of cognitive interests.

Forms of work that increase the level of learning activity

1. The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);

2. The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; combined, project classes, creative workshops, etc.);

3. Use of game forms;

4. Dialogic interaction;

5. Problem-task approach (problem issues, problem situations, etc.)

6. The use of various forms of work (group, brigade, pair, individual, frontal, etc.);

7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);

8. Use of didactic tools (tests, terminological crossword puzzles, etc.);

9. The introduction of developing didactic techniques (speech turns like “I want to ask ...”, “Today's lesson for me ...”, “I would do this ...”, etc.; artistic drawing using diagrams, symbols, drawings, etc.) ;

10. Use of all methods of motivation (emotional, cognitive, social, etc.);

11. Different kinds homework(group, creative, differentiated, for a neighbor, etc.);

12. Activity approach in teaching.

ACTIVE LEARNING METHODS ARE:

Brainstorm(brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is to organize collective mental activity to find non-traditional ways to solve problems.

business game - a method of simulating situations that simulate professional or other activities by playing, according to specified rules.

"Round table" - this is a method of active learning, one of the organizational forms of cognitive activity of students, which allows to consolidate the knowledge gained earlier, fill in the missing information, form the ability to solve problems, strengthen positions, teach the culture of discussion.

Case study (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze unrefined life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

Problem learning- such a form in which the process of cognition of students approaches search, research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce students to the objective contradictions in the development of scientific knowledge and ways to resolve them. In cooperation with the teacher, students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.

Lecture 2.4. Active, organizational forms of education in the lessons of fine arts at school.

At the same time, it is not the methods that are active, it is the training that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.

The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be seen as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should have been active. Supporters of the second position considered the student as an equal participant in the learning process, who works under the supervision of a teacher and actively assimilates socio-cultural experience in the form of theoretical knowledge. Among domestic psychologists, B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others.

The epithet "active" is used to oppose AMO to traditional teaching methods that implement the first point of view, where the participants in the educational process are polarized in their roles of learner and teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The activity of the student is reduced to the assimilation of this knowledge and their subsequent reproduction, thus, the level of development and the effectiveness of the functioning of their memory largely determine the effectiveness of their educational work as a whole. The position of a student in the classical system of education can be assessed as passive consumer, since knowledge is assimilated as if in reserve, their use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own research experience. The task of the teacher is to facilitate the work of students, to make the material more interesting, understandable, to ensure its accurate and solid assimilation, to control the final result. Therefore, the teachings of the teacher, his continuous adaptive-transformative activity is the second, often the most important condition for the effectiveness of the student's work, the key to the ultimate success of his educational activity.

There are 3 levels of activity:

Play Activity- characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

Interpretation Activity- is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.

creative activity- implies the aspiration of the student to the theoretical understanding of knowledge, independent search for solutions to problems, intensive manifestation of cognitive interests.

Active forms and methods are inextricably linked with each other. Their combination forms a certain type of occupation in which active learning is carried out. Methods fill forms with specific content, and forms affect the quality of methods. If active methods are used in classes of a certain form, it is possible to achieve a significant activation of the educational process, an increase in its effectiveness. In this case, the very form of training acquires an active character.

Under active methods learning understand such methods and techniques of pedagogical influence which encourage students to be mentally active, to show a creative, research approach and search for new ideas to solve various problems in their specialty.
Active learning methods (AMO) should cause students to strive to independently understand complex professional issues and, based on a deep system analysis of existing factors and events, develop an optimal solution for the problem under study for its implementation in practice.
Active forms of classes- these are forms of organizing the educational process that contribute to a diverse (individual, group, collective) study (assimilation) of educational issues (problems), active interaction between students and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content of the topic under study and ways of its practical use.

Traditional forms of organizing students' activities:

front shape- involves the simultaneous activity of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem, on the same drawings or works. Everyone does their own work on their own. The teacher asks everyone about the same thing, talks to everyone, controls everyone, etc. Students are provided with simultaneous advancement in learning and development.

Examples…………….

group form- provides for the division of a group of students into subgroups to perform certain identical or different tasks: making constituent parts a whole panel, a three-dimensional construction made of paper, waste material; plasticine or clay. Separate instructions are given for each group. The degree of difficulty of the task for the group and its technique depend on the level of artistic training of students.

Working in pairs is useful when working in shifts.

Examples……………

collective form- involves the performance of one creative task of a large volume by the forces of the whole class, group. Each student completes one element general design, often identical to the neighboring one, or included in the overall composition. To achieve the unity of the final result, it is necessary to give clear instructions for actions, techniques or technologies.

Examples…………….

Forms of work that increase the level of learning activity

1. The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);

2. The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; project classes, creative workshops, etc.);

3. Use of game forms;

4. Dialogic interaction;

5. Problem-task approach (problem issues, problem situations, etc.)

6. The use of various forms of work (group, brigade, pair, individual, frontal, etc.);

7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);

8. Use of didactic tools (tests, terminological crossword puzzles, etc.);

10. Use of all methods of motivation (emotional, cognitive, social, etc.);

11. Various types of homework (group, creative, differentiated, for a neighbor, etc.);

ACTIVE LEARNING METHODS ARE:

business game - a method of simulating situations that simulate professional or other activities by playing, according to specified rules.

Case study (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

An example of an art test