Amo consolidation of the studied homework. Stages and phases of an educational event (AMO). Working with the text "Special transport"

goal setting , taking into account the needs and expectations of students makes the educational process understandable and desirable for children. The goals of education become the goals of students, acquire a significant motivational potential, providing high cognitive activity and independence, initiative in the process of studying a new topic.

Methods such as "Shopping list", Tree of Expectations, Tree of Desires, "License to acquire knowledge", « The sea is worried”, “Colorful sheets” enable effective clarification of expectations and concerns and setting of learning objectives.
To clarify the educational goals of students, their expectations and fears, you can use various methods, let's dwell on some of them.

Method "Orchard" is a universal method.Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Students are also given large apples and lemons cut out of paper in advance.

The teacher invites students to try to more clearly define what they expect (would like to receive) from learning and what they fear. There may be several expectations and fears. Expectations/concerns include the forms and methods of teaching, the style and methods of work in the classroom, the atmosphere in the classroom, the attitude of teachers and classmates, etc.

Students are invited to write their expectations on apples, and fears on lemons. Those who wrote down go to the respective trees and use adhesive tape to attach the fruits to the branches. After all the students have attached their fruits to the trees, the teacher voices them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. In the process of discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher sums up the results of clarifying expectations and concerns.

Method "Wings and Teeth". Atprivate traders explain that starting any business, a person has expectations and fears. Expectation is something light, fear is evil, insidious. Imagine: expectation - birds, fear - crocodiles. In a creative setting, find out the group's expectations and concerns.

Method "Flower - seven-flower". The teacher distributes petals prepared in advance and asks students to write on the petals what they want to learn in the lesson. Petals with inscriptions are glued to the board, but the inscriptions should be on the reverse side.

Method " Magic Circle". The facilitator formulates the objectives of the lesson in advance, focusing on the specific practical results of the lesson. Each task is written by him in advance on a piece of self-adhesive paper. certain color. Presenting each task, the facilitator comments on it, presents it as one of the expectations of the lesson and places it on the left side of the sheet outside the circle. Participants are offered 3 min. taking into account the information received, express concerns, write them on a piece of paper of the color that corresponds to a certain expectation. It is necessary to place fears on the right outside the circle. A sheet with a circle with the topic of the lesson is placed in the middle, and to the left and right of it are leaves of different colors with the expectations and fears of students on one's own.

Method Tree at the bus stop. Sketch a tree on the board in advance; prepare yellow and green leaves with double-sided tape on reverse side. While the "bus" is going to the store, each student receives two pieces of paper: green and yellow. On green, children write what they expect from the lesson, and on yellow, what they fear. Students will keep completed papers until the end of class. When it will be necessary to “come home from the store” (at the end of the lesson), the guys will stick their leaves on the tree at the “bus stop”: green for expectations that have come true or yellow for fears that have come true.

If there are more green leaves on the tree, then the objectives of the lesson have been achieved. If the tree "turns yellow", it means that mistakes were made in the lesson.

Municipal state educational institution

"Initial comprehensive school s.Leninskoe»

Active learning methods

(compilation)

May 2014

The purpose of this manual is to show the logic and meaning of using AMO in the classroom or in extracurricular activities. This material shows that the listed methods really constitute a system, since they provide the activity of mental and practical activities students at all stages of the educational process, leading to the full assimilation educational material effective and high-quality mastery of new knowledge and skills.

Active learning methods – This methods that encourage students to active mental and practical activities in the process of mastering educational material. Active learning involves the use of such a system of methods, which is aimed at the independent mastery of knowledge and skills by students in the process of active thinking and practicalactivities.

AM start educational event

Methods such as "My Flower", "Portrait Gallery", "Say Hello with Elbows", "Say Hello with Eyes", "Measure each other” or “Flying Names” will effectively and dynamically help you start the lesson, set the right rhythm, ensure a working mood and a good atmosphere in the classroom.

The method "Say hello with elbows" Target – Meeting each other, greeting, getting to know each other
The number is the whole class.
Preparation: Chairs and tables should be set aside so that students can move freely around the room.
Conduct:
The teacher asks the students to stand in a circle. Then he invites them to pay off the first-second-third and do the following:
Each "number one" puts his hands behind his head so that the elbows are pointing in different directions;
Each "number two" rests his hands on the hips so that the elbows are also directed to the right and left;
Each "number three" bends forward, puts his hands on his knees and puts his elbows out to the sides.
The teacher tells the students that they have only five minutes to complete the task. During this time, they should say hello to as much as possible. a large number classmates by simply saying their name and touching each other with their elbows.
After five minutes, the students gather in three groups so that the first, second and third numbers are respectively together. After that, they greet each other within their group.
Note: This funny game allows you to start the lesson in a fun way, warm up before more serious exercises, and helps to establish contact between students.

Method "Hello Eyes"

Target: greeting, creating a positive attitude to work
“Now I will say hello to each of you. But I will say hello not with words, but silently - with my eyes. At the same time, try to show with your eyes what mood you are in today.

AM clarification of goals, expectations and concerns
Methods such as the Shopping List, Expectation Tree, What's on My Heart, and Colored Sheets can effectively clarify expectations and concerns and set learning goals.

Method "Orchard" Target - for the teacher (class teacher), the results of the application of the method will allow a better understanding of the class and each student, the materials received by the teacher ( classroom teacher) will be able to use in the preparation and conduct of lessons ( extracurricular activities) to ensure a student-centered approach to students.
This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know and take them into account in the educational process.
The number is the whole class.
Preparation: Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, a poster, adhesive tape.
Conduct:
Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Students are also given large apples and lemons cut out of paper in advance.
The teacher (class teacher) invites students to try to more clearly define what they expect (would like to receive) from learning and what they fear. There may be several expectations and fears. Expectations/concerns include the forms and methods of teaching, the style and methods of work in the classroom, the atmosphere in the classroom, the attitude of teachers and classmates, etc.
Students are invited to write their expectations on apples, and fears on lemons. Those who wrote down go to the respective trees and use adhesive tape to attach the fruits to the branches. After all the students have attached their fruits to the trees, the teacher voices them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. In the process of discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher sums up the results of clarifying expectations and concerns.
Note : Before starting to clarify expectations and fears, the teacher explains why it is important to clarify goals, expectations and fears. It is welcome when the teacher (class teacher) also participates in the process, voicing their goals, expectations and concerns.

Method "What's in my heart" Preparation : The students are given hearts cut out of paper.

Sometimes we can hear in communication with each other such words as "I have a light heart" or "I have a heavy heart." Starting any business, a person has expectations and fears. Expectations remind us of something light, airy, and fears - heavy. Let's determine with you when and why in a lesson it can be hard on the heart, and when it's easy, and what it is connected with. To do this, on one side of the heart, write the reasons why your heart is heavy now, and the reasons why your heart is light.

At the end of the lesson, we will return to these hearts and find out if your fears were confirmed or if you felt cozy and comfortable in the lesson.

Exercise "License to Acquire Knowledge"

By doing this exercise, group members can formulate for themselves what they would like to learn and what motivates them to do so. They also have the opportunity to realize both the desirable and undesirable consequences of their learning. In addition, they can understand what knowledge they need, and what kind of training is not yet time. This exercise will help participants approach learning more meaningfully and responsibly, learn to take into account and productively use their internal resistance, which inevitably arises when mastering something new.

Please think about what you want to learn, and then about what you are already ready for and what you are not. Now make yourself a "License to Acquire Knowledge."

Questions for analysis:

Is my desire to learn appropriate for my age?

Does it align with my life goals?

Does it match my current life situation?

Also indicate what limits your learning opportunities. Write down what you don't allow yourself to learn yet. Give the rationale by again answering the three questions above.

And in conclusion, identify and note which "institution" issued you this license. Perhaps your own inner voice led you to this decision? Or is it your family's expectations? Or something else?

AM presentation of educational material
During the lesson, the teacher regularly has to report new material students. Methods such as "Info-guessing", "Cluster", "Brainstorming" will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.
Instead of the teacher's usual oral story about a new topic, you can use the following method of presenting new material:
Info Guessing Method Goals : presentation of new material, structuring the material, revitalizing the attention of students.
Groups : All participants.
Material: prepared paper sheet, colored markers.
Conduct:
The teacher names the topic of his message. A sheet of whatman paper is attached to the wall, the name of the topic is indicated in its center. The rest of the sheet space is divided into sectors, numbered but not yet filled. Starting from sector 1, the teacher enters in the sector the name of the section of the topic that he will now begin to talk about during the message. Students are encouraged to think about what aspects of the topic might be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector (you can write down topics and key points with markers of different colors). They are included on the poster in the course of the message. Having finished the presentation of the material on the first section of the topic, the teacher enters the name of the second section of the topic in the second sector, and so on.
Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted. The "blank spots" existing at the time of the presentation on this topic are gradually being filled.
At the end of the presentation, the teacher asks if all the expected sections have been covered, and if there are any aspects of the topic not mentioned. After the presentation, it is possible to conduct a brief discussion on the topic and, if the students have questions, the teacher gives answers to them.
This method of presenting the material helps students to follow the argument of the teacher and see the aspect of the topic that is relevant at the moment of the story. A clear division of the general flow of information contributes to a better perception. "Blank spots" are stimulating - many participants will begin to think about what the next, as yet undesignated sections of the topic will be.Brainstorming method "Brainstorm" - a method of producing new ideas for solving scientific and practical problems. Its goal is the organization of collective mental activity in search of non-traditional ways of solving problems. Brainstorming is usually donein groups numbering 5-7 people. First stage - creation of a bank of ideas, possible solutions to the problem. Any proposals are accepted and recorded on the board or poster. Criticism and commenting are not allowed. The time limit is up to 15 minutes. Second phase – Collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals, to try to combine them. Third stage - selection of the most promising solutions in terms of currently available resources. This stage can even be delayed in time and carried out on next lesson. The problem formulated in a brainstorming lesson should be of theoretical or practical relevance and arouse the active interest of schoolchildren. General requirement One thing that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to the problem that is put forward to students as a learning task.
Cluster Compilation Method The meaning of this technique is to try to systematize the existing knowledge on a particular problem.cluster - this is a graphic organization of the material, showing the semantic fields of a particular concept. Wordcluster in translation means beam, constellation. The student writes down a key concept in the center of the sheet, and from it draws arrow-rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.The cluster can be used at various stages of the lesson.At the challenge stage - to stimulate mental activity.At the stage of comprehension - for structuring the educational material.At the stage of reflection - when summarizing what students have learned.The cluster can also be used to organize individual and group work both in the classroom and at home. Method "Marginal notes" or "Insert". This technique is a means that allows the student to track his understanding of the read task, text. Technically, it is quite simple. Students should be introduced to a number of markings and invited to put them with a pencil in the margins of a specially selected and printed text as they read. You should mark individual tasks or sentences in the text.The notes should be as follows:The tick sign (+) indicates in the text information that is already known to the student. He had met her before.The plus sign (-) marks new knowledge, new information. The student puts this sign only if he meets with the read task, text for the first time.The “question” sign (?) marks what remains incomprehensible to the student and requires additional information, causes a desire to find out more.The “exclamation point” sign (!) marks something that surprised the students.This technique requires the student not just to read, but to read the task, the text, track their own understanding in the process of reading the task, text or perception of any other information. In practice, students simply skip what they don't understand. And in this case, the marking “question” obliges them to be attentive and note the incomprehensible. The use of markers makes it possible to relate new information to existing representations.Questions asked by students on a particular topic teach them to realize that the knowledge gained in the lesson is not finite, that much remains “behind the scenes”. And this encourages students to search for an answer to a question, turning to different sources of information: you can ask your parents what they think aboutabout this, you can look for an answer in additional literature, you can get an answer from the teacher in the next lesson.For example. There is text on the sheets. The child is given instructions. Reception of compiling a marked table "ZUH" One of the possibleforms efficiency controlreading with notes is the compilation of a marking table. It has three columns, I know, I learned something new, I want to know more (ZUH).Marking table ZUH

I know

In each of the columns, it is necessary to spread the assignments into readings, the text should only be in your own words, without citing the textbook or other text with which you worked. The "Marking table" technique allows the teacher to control the work of each student with the text of the textbook and put a mark for the work in the lesson. If time permits, the table is filled in right at the lesson, and if not, then it can be proposed to complete it at home, and in this lesson, write down one or two theses or positions in each column. Method "Writing syncwine" What is the meaning of this methodological approach? Compiling a syncwine requires the student to briefly summarize the educational material, information. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:On the first line one word is written - a noun. This is the theme of syncwine.On the second line, you need to write two adjectives that reveal the theme of syncwine.On the third line, three verbs are written that describe actions related to the theme of syncwine.The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catch phrase, a quote, or a phrase compiled by the student in context with the topic. The last line is a summary word that gives a new interpretation of the topic, allows you to express a personal attitude towards it. It is clear that the theme of syncwine should be, if possible, emotional.Acquaintance with syncwine is carried out according to the following procedure:1. The rules for writing syncwine are explained2. Several syncwines are given as an example.3. The theme of the syncwine is set.4. Time is fixed for this type of work.5. Variants of syncwines are heard at the request of the students. Method "True - False Statements » Used at the challenge stage, several statements are proposed on a topic that has not yet been explored. Children choose "correct" statements based on their own experience or simply guessing. There is a mood to study a new topic, key points are highlighted. In one of the following lessons, we return to this technique in order to find out which of the statements were true, it is possible at the stage of reflection. Theme "Pronoun".

Only pronouns are written here: she, to him, alone, I, they, with me.

In a sentence, pronouns are only subject.

In a sentence, pronouns are a minor member or subject

Pronouns can be 1, 2 or 3 persons.

Pronouns change by case and number.

In the sentence “For a long time he waited for an answer by the sea, he did not wait, he returned to the old woman” the pronoun is a minor member.

Essay writing method The meaning of this technique can be expressed in the following words: "II write in order to understand what I think. This is a free letter on a given topic, in which independence, manifestation of individuality, debatability, originality in solving a problem, and argumentation are valued. Usually an essay is written right in the class after discussing the problem and takes no more than 5 minutes.Method "Lecture with stops" Lecture - well known and frequently used pedagogical method. Features of its use lies in the fact that it is read dosed. Aftereach semantic part must be stopped. During the “stop” there is a discussion of either a problematic issue, or a collective search for an answer to the main question of the topic, or some kind of task is given that is performed in groups or individually. Method "Carpet of ideas". “The carpet of ideas is one of the methods for solving a problem. It takes place in three stages. Students are divided into 3-4 groups. First stage - Understanding the problem. Participants are asked to answer the question why there is such a problem. Each group receives colored sheets of paper and small colored sticky notes. Pupils answer the question of the problem, for example, why is it difficult to study at school? The group writes down the answer on sheets of colored paper the size of a landscape sheet, then hangs it on the “Carpet of Ideas” poster. Second phase - searching of decisions. What can be changed? Each group offers their answers and writes them down on sheets of colored paper. Third stage - individualization of activities. What will I personally do to change the current situation. Fourth stage - evaluating ideas. Individual decision making: what can I do to solve the problem and what will I try to do.
AM organization of independent work on the topic To present material independentlystudents' works - "Info-carousel", "Bus stop", "Fair".Bus stop method Target : learn to discuss and analyze a given topic in small groups.
Groups : 5-7 persons
population : whole class
Time : 20-25 min.
Material : large format sheets (whatman paper, poster, flipchart notepad), felt-tip pens.
Holding :
The teacher determines the number of questions to be discussed on the new topic (optimally 4-5). Participants are divided into groups according to the number of questions (5-7 people in each).
Groups are distributed at bus stops. At each stop (on the wall or on the table) there is a large format sheet with a written question on the topic. The teacher sets the task for the groups to write down on the sheet the main points of the new topic related to the question. Within 5 minutes, the groups discuss the questions posed and write down the key points. Then, at the command of the teacher, the groups move clockwise to the next bus stop. Get acquainted with the existing records and, if necessary, supplement them within 3 minutes. You cannot correct existing entries made by the previous group. Then the next transition to a new bus stop and another 3 minutes to get acquainted, discuss and add your notes. When the group returns to its first stop, it takes 3 minutes to review all the entries and select a group member to present the material. After that, each group will present the results of their work on their question. At the end, the teacher summarizes what was said by all groups, if necessary, makes adjustments and sums up the work.
Note : It is desirable to organize bus stops(attach question sheets) different angles study room so that the groups do not interfere with each other during the discussion. Questions of the topic under study can be stylized as the names of bus stopsInfo carousel method Arranged on different tables information material related to the topic of the lesson. The class is divided into small groups according to the number of tables. Each group at their table gets acquainted with the information and performs the assigned tasks. At the end of the allotted time, each group finishes work at their table and moves on to another. Groups work until each of them visits each information table. On the tables, in addition to information, there are blank sheets on which small groups write down their thoughts. Thus, the groups work together, although not in contact with each other.
AM presentation of the results of practical work Method "In the line of fire" The participants are divided into two groups. One group is responsible for the arguments "for", the other for the arguments "against". Groups start a discussion on the proposed issue or thesis. Each group tries to convince each other that they are right.
AM summarizing the lesson. You can complete a lesson, an extracurricular activity by applying methods such as Chamomile, Amanita, Wise Advice, Final Circle.Chamomile method. Children tear off chamomile petals, pass multi-colored sheets around, etc. and answer the main questions related to the topic of the lesson, the activities recorded on the back.Method "Restaurant" Target : Find out to get feedback from the students from the past lesson.
Time : 5 minutes. for preparation; 1-3 min. to each participant (to answer).
population : All students
Material : large format sheet, felt-tip pens, adhesive tape, color cards
Holding :
The teacher invites the students to imagine that they spent today in a restaurant and now the director of the restaurant asks them to answer a few questions:
I would eat more of this...
- Most of all I liked…
I almost digested...
- I moved...
- Please add…
Participants write their answers on cards and stick them on a flipchart sheet, commenting.
Note : For the teacher, this stage is very important, because it allows you to find out what the guys have learned well, and what you need to pay attention to in the next lesson. In addition, feedback from students allows the teacher to adjust the lesson for the future.Exercise "Compliments" Children become in a circle. Looking into the eyes of a neighbor, they say a few words, praise the way they worked in the lesson, wish them further success. » The exercise is held at the end of a lesson or extracurricular activity and allows each student to think about how he is going to apply the knowledge gained in his life.
Materials: Sheets of A4 paper.
Description:
The teacher gives the following task: “Now you need to write a letter to yourself, which you will receive in 3 months, and write to the person who applied the skills gained in the training and achieved certain results. Maybe there are some questions you want to ask? You can rejoice for this person or express understanding in connection with the difficulties that he could meet on his way, etc. ”
You can offer the participants phrases that they can use, for example, “I hope that you managed to…”, I think that you succeeded…, ask them to list and describe the specific steps that have been taken up to this point, what exactly they have begun to do different and what has changed because of it. After the letters are written, they are sealed in envelopes on which each participant writes his real address.

The teacher collects all sealed envelopes and after 3 months sends them to the recipients.

These methods help to effectively, competently and interestingly sum up the lesson. For the teacher, this stage is very important, because it allows you to find out what the guys have learned well, and what you need to pay attention to in the next lesson. In addition, feedback from students allows the teacher to adjust the lesson for the future.AM relaxation If you feel that the students are tired and there is still a lot of work ahead or difficult task, pause, remember the restorative power of relaxation! Sometimes 5-10 minutes of a fun and active game is enough to shake things up, have fun and actively relax, and restore energy. The active methods "Energy - 1", "Robots", Line Up, "Little Red Riding Hood and the Gray Wolf", "Pole", "Pantomime" and many others will allow you to do this without leaving the classroom.Exercise "Four Elements".

- The four elements are earth, water, air and fire. If I say "ground" - you squat down and touch your hands to the floor. If I say "water" - you stretch your arms forward and make swimming movements. If I say "air" - you rise on your toes and raise your hands up, inhale deeply. If I say "fire" - you rotate your arms at the elbow and wrist joints. It's clear? And now let's practice. The one who makes a mistake can correct the mistake. We started.

Exercise "Line up for growth." The children are blindfolded and asked to line up in line. After that, as all participants take their places, the bandages are removed and the result is checked.

Exercise "Pantomime"

The class is divided into 3 groups.Eachgroups have a task, they mustportrayobject or action. Whereincan't say anything butshow only facial expressions,gestures or actions.

Active teaching methods are ways of activating the educational and cognitive activity of students, which encourage them to active mental and practical activities in the process of mastering the material, when not only the teacher is active, but the students are also active.

Without well-designed teaching methods, it is difficult to organize the assimilation of program material. That is why it is necessary to improve those teaching methods and means that help to involve students in a cognitive search, in the labor of learning: they help teach students to actively, independently acquire knowledge, excite their thoughts and develop interest in the subject.

Download:

Preview:

Active teaching methods at different stages of the lesson

The problem of personality activity in learning is one of the most urgent in educational practice.

At present, the student with great difficulty sets goals and draws conclusions, synthesizes material and connects complex structures, generalizes knowledge, and even more so finds relationships in them. Teachers, noting the indifference of students to knowledge, unwillingness to learn, low level of development of cognitive interests, try to design more effective forms, models, methods, conditions of learning.

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 is possible with the use of active teaching methods.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, skills and abilities of independent mental work, the development of creative and communicative abilities of the individual.

Active learning methods- these are methods that encourage students to active mental and practical activities 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. The use of active methods in mathematics lessons helps to form not just knowledge-reproductions, but the skills and needs to apply this knowledge to analyze, assess the situation and make the right decision.

M. Novik highlights non-imitation and imitation active learning groups. These or those groups of methods determine, respectively, the form of the lesson: non-imitation and simulation.

Non-imitation	simulation
	Gaming	Non-fiction
problematic lecture; problem seminar; lecture for two lecture with pre-planned mistakes; lecture press conference; heuristic conversation; educational discussion; independent work with literature; "round table"; brainstorm	business game; staging situations and tasks (role-playing); game design; simulation training	analysis of specific situations (case method); collective mental activity

A characteristic feature of 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.

A distinctive feature of simulation classes is the presence of a model of the process under study. A feature of simulation methods is their division into game and non-game methods. Methods in the implementation of which students must play certain roles are related to gaming.

Active methods ensure the interaction of participants in the educational process. When they are used, the distribution of "duties" in obtaining, processing and applying information between the teacher and the student, between the students themselves is carried out. It is clear that the active learning process on the part of the student bears a large developmental load.

When choosing active learning methods, one should be guided by a number of criteria, namely:

compliance with the goals and objectives, the principles of training;
compliance with the content of the topic being studied;
according to the abilities of the trainees: age, psychological development, level of education and upbringing, etc.
compliance with the conditions and time allotted for training;
compliance with the capabilities of the teacher: his experience, desires, level professional excellence, personal qualities.

Thus, the task of the teacher is to create conditions practical application abilities for each student, choose such teaching methods that would allow each student to show their activity, as well as activate the student's cognitive activity in the process of teaching mathematics. Correct selection of types of educational activities, various forms and methods of work, the search for various resources to increase the motivation of students to study mathematics, the orientation of students to acquire the competencies necessary for life and work in a multicultural world will allow to obtain the required learning outcome.

Methods active learning can be used at various stages of the educational process:

Stage 1 - the primary acquisition of knowledge. It can be a problematic lecture, a heuristic conversation, an educational discussion, etc.

Stage 2 - knowledge control (reinforcement). Methods such as collective thought activity, testing, etc. can be used.

Stage 3 - the formation of skills and abilities based on knowledge and the development of creative abilities; it is possible to use simulated learning, game and non-game methods.

In accordance with the set educational task, various teaching methods are selected.

Learning objectives Teaching methods

Student activity can be ensured if the teacher purposefully and maximally uses assignments in the lesson: formulate a concept, prove, explain, develop an alternative point of view, etc. In addition, the teacher can use the techniques of correcting “deliberately made” mistakes, formulating and developing assignments for comrades.

An important role is played by the formation of the skill of posing a question. Analytical and problematic issues like “Why? What follows? What does it depend on?" require constant updating in work and special training in their formulation. The methods of this training are varied: from tasks for posing a question to the text in the lesson to the game “Who asks more questions on a certain topic in a minute”.

In mathematics lessons, you can use a variety of creative project tasks, interactive forms of work: tests in the on-line system offered by educational sites, exercises, electronic textbooks, training programs, simulators, presentations.

Activities such as creative writing assignments, projects, creative work activate in the best possible way creative development students in the classroom, contribute to the provision necessary conditions to enhance the cognitive activity of each student, provide everyone with the opportunity for self-development and self-expression.

Suitable for students in grades 5-7 gaming technology(lessons - fairy tales, lessons - excursions, lessons - travel, later with creative homework), while in grades 8-9 - developmental technologies and problem-based learning technologies (modular lessons, integrated lessons, etc.).

The lessons include technical dictations. "Brain attacks", "auctions of ideas", bi-pair lessons, press conferences, lessons-competitions, quizzes, KVN, business games, olympiads. When learning with passion, the effectiveness of the lesson increases markedly. In this case, students willingly perform the tasks offered to them, become assistants to the teacher in conducting the lesson. It is necessary to move away from such training, when the teacher explains, tells new material, and many students miss what they heard past their ears.

The effectiveness of the process and learning outcomes using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.

Directly active methods include methods used within the educational event, in the process of its implementation. For each stage of the lesson, its own active methods are used to effectively solve specific tasks of the stage.

AM start educational event

Methods such as "My Flower", "Portrait Gallery", "Hello Elbows", "Measure each other" or "Flying Names" will effectively and dynamically help you start the lesson, set the right rhythm, ensure a working mood and a good atmosphere in the classroom. . In mathematics lessons, such methods as "Mathematical Lotto", "Mathematical Crossword", "Oral Training", etc. are widely used.

An example of an AM starting an educational event:

You can start the lesson in an unusual way by inviting the students to say hello with their elbows.

The method "Say hello with elbows"

Purpose - Meeting each other, greeting, getting to know each other

The number is the whole class.

Time - 10 minutes

Preparation: Chairs and tables should be set aside so that students can move freely around the room.

Conduct:

The teacher asks the students to stand in a circle. Then he invites them to pay off the first-second-third and do the following:

Each "number one" puts his hands behind his head so that the elbows are pointing in different directions;

Each "number two" rests his hands on the hips so that the elbows are also directed to the right and left;

Each "number three" bends forward, puts his hands on his knees and puts his elbows out to the sides.

The teacher tells the students that they have only five minutes to complete the task. During this time, they should say hello to as many classmates as possible, simply by saying their name and touching each other with their elbows.

After five minutes, the students gather in three groups so that the first, second and third numbers are respectively together. After that, they greet each other within their group.

Note: This funny game is a fun way to start the lesson, to warm up before more serious exercises, and to help establish contact between students.

AM clarification of goals, expectations and concerns

Methods such as "Shopping List", "Tree of Expectations", "License to Acquire Knowledge", "Colorful Sheets" allow you to effectively clarify expectations and concerns and set learning goals.

An example of AM clarifying goals, expectations and concerns:

To clarify the educational goals of students, their expectations and fears can be used, for example, in the first lesson at the beginning school year following method:

Method "Orchard"

Purpose - For the teacher (class teacher), the results of applying the method will allow a better understanding of the class and each student, the teacher (class teacher) will be able to use the received materials in preparing and conducting lessons (extracurricular activities) to ensure a student-centered approach to students.

This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know and take them into account in the educational process.

The number is the whole class.

Time - 20 minutes

Preparation: Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, adhesive tape.

Conduct:

Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Students are also given large apples and lemons cut out of paper in advance.

Note: Before beginning to clarify expectations and concerns, the teacher explains why it is important to clarify goals, expectations and concerns. It is welcome when the teacher also participates in the process, voicing their goals, expectations and concerns.

AM presentation of educational material

During the lesson, the teacher regularly has to communicate new material to students. Methods such as "Info-guessing", "Striptease", "Cluster", "Brainstorming" will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.

An example of an AM presentation of educational material:

Instead of the teacher's usual oral story about a new topic, you can use the following method of presenting new material:

Info Guessing Method

The goals of the method: presentation of new material, structuring of the material, revitalization of students' attention. Groups: all members. Time: Depends on the amount of new material and lesson structure. Material: prepared paper sheet, colored markers. Conduct: The teacher names the topic of his message. A sheet of drawing paper or a flipchart notebook is attached to the wall, the name of the topic is indicated in its center. The rest of the sheet space is divided into sectors, numbered but not yet filled. Starting from sector 1, the teacher enters in the sector the name of the section of the topic that he will now begin to talk about during the message. Students are encouraged to think about what aspects of the topic might be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector (you can write down topics and key points with markers of different colors). They are included on the poster in the course of the message. Having finished the presentation of the material on the first section of the topic, the teacher enters the name of the second section of the topic in the second sector, and so on.

Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted. The "blank spots" existing at the time of the presentation on this topic are gradually being filled.

At the end of the presentation, the teacher asks if all the expected sections have been covered, and if there are any aspects of the topic not mentioned. After the presentation, it is possible to conduct a brief discussion on the topic and, if the students have questions, the teacher gives answers to them.

This method of presenting the material helps students to follow the argument of the teacher and see the aspect of the topic that is relevant at the moment of the story. A clear division of the general flow of information contributes to a better perception. "Blank spots" are stimulating - many participants will begin to think about what the next, as yet undesignated sections of the topic will be.

Let's look at a few examples of using active methods in educational process.

Conversation is a dialogic method of presenting educational material (from the Greek dialogos - a conversation between two or more persons), which in itself speaks of the essential specifics of this method. The essence of the conversation lies in the fact that the teacher, through skillfully posed questions, encourages students to reason, to analyze the studied facts and phenomena in a certain logical sequence and independently formulate the corresponding theoretical conclusions and generalizations.

In this way it is possible to expound the theme of the "Replacement Law". How might the conversation look like in this case? Starting to study this topic, the teacher tells the students that today they have to learn the displacement law known in mathematics. In order to give the educational work a problematic character, it is useful to put the question before the students: does any of them know what the essence of this law is? In most cases, the answer will be no. Taking advantage of this, the teacher leads the work further. In order, he says, to understand the essence of the law of displacement, let us turn to an example. We need to determine the length of the path from s. Erik to Belgorod; this path passes through the village of Severny. Let's draw a diagram:

Using this scheme, the teacher puts next question: "Can we now determine the distance from Erik to Belgorod?" Students answer in the affirmative. “But what must be done for this?” - put new question. The guys answer that for this you need to add up the distance from Yerik to Severny and from Severny to Belgorod (9 km + 3 km).

- And if we go from Belgorod to Erik, how then should we calculate the distance?

Schoolchildren guess that they need to add up the distance from Belgorod to Severny (3 km) and from Severny to Erik (9 km). After completing the specified action, the teacher asks:

- Has the distance from Yerik to Belgorod changed if we swapped the terms?

Children see that the amount has remained the same.

So what conclusion can we draw from this example? the teacher finally asks.

The question requires students to make an independent conclusion that when the places of the terms are changed, the sum does not change.

As you can see from this example, the conversation is not a communication, but a question-answer method. academic work understanding new material. The main point of the conversation is to encourage students, with the help of questions, to reason, analyze the material and generalize, to independently “discover” new conclusions, ideas, laws, etc. for them. Therefore, when conducting a conversation to comprehend new material, it is necessary to pose questions in such a way that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students isolate the essential features and properties of the objects and phenomena being studied and in this way acquire new knowledge. It is equally important that the questions have a clear sequence and focus, allowing students to deeply comprehend the internal logic of the acquired knowledge.

These specific features of the conversation make it a very active method of learning. However, the use of this method has its limitations, because not every material can be presented through conversation. This method is most often used when the topic being studied is relatively simple and when students have a certain stock of ideas or life observations on it, allowing them to comprehend and assimilate knowledge in a heuristic (from Greek heurisko - I find) way.

There are many different formulas in the course of mathematics. In order for students to be able to operate freely or when solving problems and exercises, they must know the most common of them, often encountered in practice, by heart. In order to better remember the formulas, as well as to control their assimilation, didactic games are used in the lessons.

Math dominoes -consists of 12-30 cards, each card is divided by a line into two parts - one contains a task, the other contains the answer to another task.

In geometry lessons, you can offermethod "Theorem - puzzle". Students are asked to assemble a theorem from 4 fragments. One contains the formulation of theorems, the other contains a drawing for the theorem, the third contains what is given and what needs to be proved, and the fourth contains the proof. All course theorems are collected in one package.

Effective solutiontasks on the finished drawings.Such tasks allow you to increase the pace of work in the lesson, since these tasks are in front of your eyes throughout the entire solution; activate the mental activity of students; help to remember the theoretical material.

Significantly increase the cognitive interest of students in the lesson, didactic games. As one of the types entertaining game successfully appliededucational crosswords. For example, cryptograms. Having correctly guessed all the words vertically, you can read the word horizontally and vice versa.As a creative homework, you can invite students to independently compose a cryptogram

Game "Math Basketball". The class is divided into two teams. There is a set of multi-level tasks on a specific topic, for the solution of which you can get 1, 2 or 3 points. 15 minutes are allotted for discussion and preliminary decision. The right of the first throw is determined by lot. The first team chooses a task, solves it and offers to solve it to the opponents. If the opponents decide correctly, then it is considered that the ball did not hit the basket; if not correct, the ball is considered to have entered the basket. If the team "throwing the ball" itself makes a mistake in the decision, then the "cost" of the task is increased by 1 point. If none of the teams completed the task, then the teacher assigns a “penalty throw in the basket with homework”. At the beginning of the next lesson, be sure to check the solution of such tasks. At the end of the game, the results are summed up.

Successfully applied as a fixation of new materialgame "Yes" - "No". The question is read once, it is impossible to ask again, during the reading of the question it is necessary to write down the answer “yes” or “no”. The main thing here is to involve even the most passive in learning.

For example, in a geometry lesson in grade 8 on the topic: “Quadangles”, you can use such questions.

A rectangle has adjacent sides that are perpendicular!
Any rectangle can be inscribed with a circle!
A square is a rectangle!
Any rectangle is a rhombus!
The diagonals of the rectangle are equal!
The diagonals of a rectangle are mutually perpendicular!
The diagonals of the rectangle are bisected by the intersection point!
The diagonals of a rectangle are the bisectors of its corners!

Statements with which they either agree or disagree, the students prepare themselves as a supplement to homework throughout the study of the entire topic.

A game "Mathematical Banker". The class is divided into pairs, each of which represents a bank (the president of the bank and his deputy). On the table there are cards with tasks upside down, each card has a cost of 50 to 300 conventional units, depending on the complexity of the task. These are possible contributions, investments, etc. Start-up capital each bank - 500 conventional units. By choosing a card with a task and solving the problem, the bank replenishes its capital by the specified amount if the task is solved correctly and incurs losses by the specified amount if the solution is not correct. Irga goes during a lesson or two. At the end, the results are summed up - according to the capital of the bank. This game can be used to practice problem solving skills on any topic. Allows children to work at their own pace and choose their own level of difficulty for tasks on this topic.

Engage students and support their learningassociations instead of rules. For example, to better remember the values trigonometric functions in geometry lessons, I introduce students of grade 8 to "Trigonometry in the palm of your hand"

Guys, it turns out that the values \u200b\u200bof the sines and cosines of the angles are "located" in your palm.

Method "Classic Pairs"

On small cards with written concepts and names of people who have a connection with each other. Students must find and make a "classic couple".

Method of working with the text "Wise owls"

Students are invited to independently work out the content of the text of the textbook (individually or in a group). The students are then given a worksheet with specific questions and tasks to process the information contained in the text. Consider examples of such tasks.

Basics of work on the text. Find the main (new) concepts in the text and write them down in alphabetical order.
What, you didn't wait? Select from the text new information that is unexpected for you, as it contradicts your expectations and initial ideas.
Do you already know the latest news? Write down information that is new to you.
The main life wisdom. Try to express main idea text in one sentence. Or which of the phrases of each section is the central statement, which phrases are key?
Known and unknown - Find in the text the information that is known to you, and the information that was previously known.
Illustrated image. Try to illustrate the main idea of the text and, if possible. Your reaction to it in the form of a drawing, diagram, cartoon, etc.
instructive conclusion. Is it possible to draw conclusions from what has been read that would be significant for future activities and life?
Important topics for condemnation. Find in the text such statements that deserve special attention, and are worthy of discussion within the framework of the general discussion in the lesson.

Next, a discussion of the results of the work is organized. In doing so, the following steps can be outlined; search additional information, homework for individual students or. groups of children; highlighting unresolved problems, determining the next stages of work.

Usage method "Personality in mathematics"encourages students to search for information on their own. A group of 3-4 people is given a piece of drawing paper with a "ladder of evolution" depicted on it with historical steps. Task: place on this ladder in chronological order by years of life of mathematicians: for example, Viet, Pythagoras, Heron, Lobachevsky, Descartes, Euclid, etc. At each step, write a century or years of life and tell what the scientist is famous for.

In order to develop verbal skills - speaking and listening,communicative exercise "Drawing figures"

Participants sit in pairs back to back. One participant in a pair is given drawings depicting squares, triangles, rectangles, circles, graphs of functions, so that the partner does not see the original image. The participant holding the drawings must describe in words what is shown on his sheet, and his partner must try to reproduce the original on a blank sheet. After a certain time, they should compare the originals with the copies and discuss what information they have received about verbal communication.

If the students are tired, and there is still a lot of work or a difficult task ahead, they should pause and resort todistraction techniques. Sometimes 5-10 minutes of a fun and active game is enough to shake things up, have fun and actively relax, and restore energy. The active methods "Line up for height", "Pantomime", "Fly" and many others will allow you to do this without leaving the classroom.

Exercise "Pantomime".The class is divided into 3 groups. Each group has a task, they must depict an object or some action. At the same time, you can’t say anything, but you can only show it with facial expressions, gestures or actions. In a rural ungraded school, each student receives a task.

The fly method. A 3x3 field is drawn on the board. A fly sits in the center. "Fly" can move up, down, left, right. Participants take turns giving commands and monitoring the position of the imaginary “fly”. The one who takes the fly out of the field is out.

The method of self-control, introspection, self-assessment of the knowledge gained in the lesson.During the lesson, students gradually fill out individual knowledge control cards. For each stage, the student during the entire lesson independently puts the number of points scored on this card, at the end of the lesson sums up the points and give yourself a mark for the lesson, depending on how many points he scored.

AM organization of independent work on the topic:

When organizing independent work on a new topic, it is important that students are interested in comprehensively and deeply working out new material. How can this be done?! Of course, with the help of active methods! To work on the topic of the lesson, you can use the methods "Beehives", " Business Cards”, “Expertise”, “Map of group consciousness”. For discussion and decision-making - methods "Traffic light", "Priorities", "On the line of fire". To present the material of independent work of students - "Info-carousel", "Bus stop", "Fair".

An example of AM organizing independent work on a topic:

Bus Stop Method Purpose: To learn how to discuss and analyze a given topic in small groups. Groups: 5-7 people Number: whole class Time: 20-25 min. Material: large format sheets (whatman paper, poster, flipchart notepad), felt-tip pens. Conduct: The teacher determines the number of issues discussed on the new topic (optimally 4-5). Participants are divided into groups according to the number of questions (5-7 people in each). Groups are distributed at bus stops. At each stop (on the wall or on the table) there is a large format sheet with a written question on the topic. The teacher sets the task for the groups to write down on the sheet the main points of the new topic related to the question. Within 5 minutes, the groups discuss the questions posed and write down the key points. Then, at the command of the teacher, the groups move clockwise to the next bus stop. Get acquainted with the existing records and, if necessary, supplement them within 3 minutes. You cannot correct existing entries made by the previous group. Then the next transition to a new bus stop and another 3 minutes to get acquainted, discuss and add your notes. When the group returns to its first stop, it takes 3 minutes to review all the entries and select a group member to present the material. After that, each group will present the results of their work on their question. At the end, the teacher summarizes what was said by all groups, if necessary, makes adjustments and sums up the work.

Note: It is advisable to organize bus stops (attach sheets with questions) in different corners of the study room so that the groups do not interfere with each other during the discussion. Questions of the topic under study can be stylized as the names of bus stops.

Active relaxation techniques

If you feel that the students are tired, and there is still a lot of work or a difficult task ahead, pause, remember the restorative power of relaxation! Sometimes 5-10 minutes of a fun and active game is enough to shake things up, have fun and actively relax, and restore energy. Active methods "Energy - 1", "Robots", Line up for growth", "Little Red Riding Hood and the Gray Wolf", "Pole", and many others will allow you to do this without leaving the classroom.

Example of Active Relaxation Techniques:

Method "Earth, air, fire and water" The goal is to increase the level of energy in the classroom. The number is the whole class. Time - 8-10 minutes Conduct: The teacher asks the students, on his command, to depict one of the states - air, earth, fire and water.

Air. Pupils begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a big sponge, greedily absorbs oxygen from the air. Everyone tries to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head, in the face; air fills the abdomen, pelvis, thighs, knees and moves further - to the ankles, feet and fingertips. Students take several deep breaths in and out. You can invite everyone to yawn a couple of times. At first it turns out rather artificially, but sometimes after that there is a real yawn. Yawning is a natural way to compensate for the lack of oxygen. (Yawning can also be used in another way: you might suggest consciously yawning at the first meeting so that the group will “cheer up” more quickly.)

Earth. Now the students should make contact with the ground, "ground" and feel confident. The teacher, together with the students, begins to put a lot of pressure on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor, spin in place. The goal is to have a new sense of your feet, which are farthest from the center of consciousness, and through this bodily sensation to feel more stable and confident.

Fire. Students actively move their arms, legs, body, depicting flames. Master invites everyone to feel the energy and warmth in their body as they move in this way.

Water. This part of the exercise contrasts with the previous one. Students simply imagine that the room is turning into a pool, and make soft, free movements in the "water", making sure that the joints move - hands, elbows, shoulders, hips, knees.

You can give an additional 3 minutes of time so that everyone can create their own individual combination of elements.

Note: If the teacher himself takes part in this exercise, in addition to benefiting himself, he will also help insecure and shy students to participate more actively in the exercise.

AM summing up the lesson

To complete the educational event, you can use such active methods as: "Fly agaric", "Wise advice", "Letter to myself", "Everything is in my hands!", "Final circle", "What did I almost forget?", "Restaurant ”, “Compliments”. These methods will help you effectively, competently and interestingly sum up the lesson and complete the work.

An example of Active lesson debriefing methods

Method "Restaurant" Purpose: Find out to get feedback from the students from the past lesson. Time: 5 min. for preparation; 1-3 min. to each participant (to answer). Number: All students Material: large format sheet, felt-tip pens, adhesive tape, colored cards Conduct: The teacher invites the students to imagine that they spent today in a restaurant and now the director of the restaurant asks them to answer a few questions:

I would have eaten more of this ... - Most of all I liked ... - I almost overcooked ... - I overate ... - Please add ...

Participants write their answers on cards and stick them on a flip chart sheet, commenting.

Note: For the teacher, this stage is very important, because it allows you to find out what the guys have learned well, and what needs to be paid attention to in the next lesson. In addition, feedback from students allows the teacher to adjust the lesson for the future.

Feedback methods."Unfinished Proposal"

Participants are asked to complete the following sentences:

The most important question asked today...
The hardest part for me today was...
Today I realized that...

At the end, the teacher summarizes the results of the lesson, if necessary, gives homework and finally says good words to the guys.

So imperceptibly, cheerfully, but effectively, a lesson will be held using AMO, bringing satisfaction to both the teacher and the students.

The use of active teaching methods not only increases the effectiveness of the lesson, but also harmonizes the development of the individual, which is possible only in vigorous activity.

Thus, active teaching methods are ways of activating the educational and cognitive activity of students, which encourage them to active mental and practical activities in the process of mastering the material, when not only the teacher is active, but the students are also active.

Literature

Pedagogical technologies: Tutorial for students of pedagogical specialties / ed. V.S. Kukushina. - Series " Teacher Education". - M .: ICC "Mart"; Rostov n / a: Publishing Center "Mart", 2004. - 336p.
Active teaching methods: recommendations for development and application: study guide / E.V. Zarukina, N.A. Logvinova, M.M., Novik. St. Petersburg: SPbGIEU, 2010. - 59 p.
Pometun O.I., Pirozhenko L.V. Modern lesson. Interactive technologies. – K.: A.S.K., 2004. – 196 p.
Lukyanova M.I., Kalinina N.V. Educational activity of schoolchildren: the essence and possibilities of formation. Guidelines for teachers and school psychologists. - Ulyanovsk: IPK PRO, 1998. - 64 p.
innovative pedagogical technologies: Active learning: textbook. allowance for students. higher textbook institutions / A.P. Panfilova. - M.: Publishing Center "Academy", 2009. - 192 p.
Kharlamov I.F. Pedagogy. – M.: Gardariki, 1999. – 520 p.
Modern ways of activating learning: a textbook for students. Higher textbook institutions / T.S. Panina, L.N. Vavilovva; ed. T.S. Panina. - 4th ed., Sr. - M.: Publishing Center "Academy", 2008. - 176 p.

1. Introduction.

Remembering my school years, I liked to play with friends in the yard or at breaks, and how upsetting it was to read gray boring textbooks, solve problems and do exercises, and memorize long abstruse phrases invented by adults. Today, nothing has changed, and children just want to play and do not like to engage in incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit still and silently in long, uninteresting lessons, memorize a huge amount of information and then try to retell it for no reason.

If the habitual and most desirable form of activity for a child is a game, it means that this form of organizing activities for learning should be used, combining the game and the educational process, more precisely, using the game form of organizing the activities of students to achieve educational goals. This is what should be built on. modern lesson in primary school. All stages of the lesson should include active methods learning. The game should serve to increase the motivation of students. Thus, the motivational potential of the game will be aimed at more effective mastering of the educational program by schoolchildren.

When studying the motivation for learning, teachers were convinced that the importance of motivation for successful learning is higher than the value of the student's intellect. High positive motivation can play the role of the most important subject in training.

2. Application of active methods.

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are built mainly on a dialogue that involves a free exchange of views on ways to resolve a particular problem. A.m.o. characterized high level student activity. The possibilities of various teaching methods in the sense of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who uses it ( ).

Active methods provide multi-level and versatile communication of all participants in the educational process, so their use is necessary in the educational process. Of course, the active method remains regardless of who uses it, another thing is that To achieve high-quality results of the use of AMO, appropriate training of the teacher is necessary.

I would like to tell you what active teaching methods I use for each stage of the lesson, which allow me to effectively solve specific tasks of the stage.
The use of elements of kinesiology - the psychological mood at the beginning of the lesson, various games, such as “Say hello to the elbows” and others, effectively and dynamically help me start the lesson, set the right rhythm, ensure a working mood and a good atmosphere in the classroom.

You can start the lesson in an unusual way by inviting the students to say hello with their elbows.

The "Say hello with your elbows" method.

Target:- Meeting each other, greeting, getting to know each other.

Number:- the whole class.

Time:- 3-5 minutes.

The teacher asks the students to stand in a circle. Then he invites them to pay off the first-second-third and do the following:

Each "number one" puts his hands behind his head so that the elbows are pointing in different directions;
Each “number two” rests his hands on the hips so that the elbows are also directed to the right and left;
Each "number three" bends forward, puts his hands on his knees and puts his elbows out to the sides.

The teacher tells the students that they have only three minutes to complete the task. During this time, they should greet as many classmates as possible by simply saying their name and touching each other with their elbows.
After five minutes, the students gather in three groups so that the first, second and third numbers are respectively together. After that, they greet each other within their group.

Only the first part of the method can be used.

Psychological attitude - kinesiology - EXERCISE, which I spend at the beginning of each lesson using plain drinking water is the correction of the body with the help of water. The fact is that when we worry, we think hard about something unpleasant, or we are in a depressed, depressive state, in general, our blood becomes electrified from any nervous excitement. It increases the amount of electrolytes, which, in principle, is not natural for the body and after a while can lead to a disease of the entire system.
As we know, ANY PROBLEM IS BETTER SOLVED IN A QUIET POSITIVE CONDITION. Therefore, the first thing we will do is return the body to a state of peace and harmony, and this helps to tune in to the lesson. To do this, before the start of the lesson, all children drink clean drinking water, then perform a set of previously learned exercises. The complex includes several stages. And the first one is rhythm. Rhythm includes:

1. Mandatory drinking of clean water, allowing you to increase the energy potential of the body and activate brain processes.

2. Exercise “Brain Buttons”, which allows you to alert the vestibular apparatus, activating the brain and preparing it for the perception of sensory information. To complete the procedure, you must:

simultaneous massaging with the thumb and middle fingers of the left hand of paired points in the subclavian cavities, while placing the right hand on the navel;
stimulate the points 10 times;
change position and stimulate the points 10 more times.

3. Exercise “Cross Steps”, contributes to the development of integrated connections of both hemispheres and the formation of a causally determined level of thinking. Each child alternately touches the left knee with the right elbow and the right knee with the left elbow, with obligatory fixation of the “elbow-knee” position. The exercise can be modified: the fingers of both hands are locked into a lock either under the right or under the left raised knee at the expense of the leader.

4. Exercise “Hooks”, affects the balanced work of the motor and sensory centers of each hemisphere of the brain:

cross your legs;
cross your arms straight forward with palms facing each other;
connect fingers in the lock;
unscrew the hands connected in the lock to the chest;
the head position is straight, the gaze is directed upward;
fix the position of the head, hands and eyes at the expense of the leader up to 20.

cross your legs;
connect the fingertips of wide-open palms (from the thumbs to the little fingers), thereby forming a “basket” and turning the hands so that the closed thumbs - the “basket handle” are directed to the chest;
spread your elbows to the sides, straighten your shoulders;
keep your head straight, look down at the “basket”;
fix the position under the leader's score up to 20.

connect the feet and knees;
straighten your arms above your head, tightly connecting your palms (fingers of the palms are pressed to each other and directed upwards); the gaze is directed forward;
slowly lower your arms until your forearms form a horizontal line; the gaze is directed forward;
fix the position of the hands and eyes at the expense of the leader up to 20.

During the lesson, the teacher regularly has to communicate new material to students. Creating a problem situation allows you to effectively clarify expectations and concerns and set learning goals. Working on the teaching materials “Perspektiva”, the characters Anya and Vanya help in the textbooks of the set. :

- Once Anya and Vanya ended up in a forest school. Pupils of the forest school Hedgehog, Wolf cub, Hare, Chanterelle and Bear cub wrote a sentence: "We ate strawberry jam." The word "strawberry" did not fit on the line, and then the Wolf Cub suggested gluing another sheet to extend the page.
Do you guys like this offer?
- Why? - So the Wise Owl suggested moving part of the word to another line. The wise Owl asked: “How will you transfer this word?”
“I am the most cunning, so I will take only the last letter “e” and transfer it,” said Chanterelle.
“No, you can’t do that,” said Wolf. - It is necessary to transfer part of the word “noe”.
"That's wrong," said the Hare. - It is necessary to transfer part of the word "nothing".
“And I am the strongest,” said Little Bear. - I will immediately transfer the "butter".

The wise Owl spread his wings in amazement.

- Let's find out. Which of them is right.
- That's the problem - how to transfer words correctly.
- Guess what we're going to do today?
– Conclusion: To transfer words correctly, you need to know the rules of transfer.
What should we learn in class?

To find out the educational goals of students, their expectations and concerns, for example, in the first lesson at the beginning of the school year, the following method can be used:

Method "Orchard".

Target:- For the teacher (class teacher), the results of applying the method will allow a better understanding of the class and each student, the teacher (class teacher) will be able to use the materials received in preparing and conducting lessons (extracurricular activities) to ensure a student-centered approach to students.
This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know and take them into account in the educational process.

Number:- the whole class.

Time:- 10 minutes.

Preparation: Patterns of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, adhesive tape.
Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Students are also given large apples and lemons cut out of paper in advance.

The teacher (class teacher) invites students to try to more clearly define what they expect (would like to receive) from learning and what they fear. There may be several expectations and fears. Expectations/concerns include the forms and methods of teaching, the style and methods of work in the classroom, the atmosphere in the classroom, the attitude of teachers and classmates, etc.
Students are invited to write their expectations on apples, and fears on lemons. Those who wrote down go to the respective trees and use adhesive tape to attach the fruits to the branches. After all the students have attached their fruits to the trees, the teacher voices them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. In the process of discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher sums up the results of clarifying expectations and concerns.

When I feel that the students are tired, and there is still a lot of work or a difficult task ahead, I will pause, remember the restorative power of relaxation! Sometimes 5 minutes of fun and active warm-up is enough.

Earth, air, fire and water method.

Target:- Raise the energy level in the classroom.

Number:- the whole class.

Time:- 5 minutes.

The teacher asks students on his command to depict one of the states - air, earth, fire and water.
Air. Students begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a big sponge, greedily absorbs oxygen from the air. Everyone tries to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head, in the face; air fills the abdomen, pelvis, thighs, knees and moves further - to the ankles, feet and fingertips.
Students take several deep breaths in and out. You can invite everyone to yawn a couple of times. At first it turns out rather artificially, but sometimes after that there is a real yawn. Yawning is a natural way to compensate for the lack of oxygen. (Yawning can also be used in another way: you can suggest consciously yawning at the first meeting, so that the group will “perk up” faster.)
Earth. Now the students should make contact with the earth, “ground themselves” and feel confident. The teacher, together with the students, begins to put a lot of pressure on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor, spin in place. The goal is to have a new sense of your feet, which are farthest from the center of consciousness, and through this bodily sensation to feel more stable and confident.
Fire. Students actively move their arms, legs, body, depicting flames. Master invites everyone to feel the energy and warmth in their body as they move in this way.
Water. This part of the exercise contrasts with the previous one. Students simply imagine that the room is turning into a pool, and make soft, free movements in the “water”, making sure that the joints move - hands, elbows, shoulders, hips, knees.
You can give an additional 3 minutes of time so that everyone can create their own individual combination of elements.
If the teacher himself takes part in this exercise, in addition to benefiting himself, he will also help insecure and shy students to participate more actively in the exercise.

When your fingers are tired - warm-up exercises:

- Beautifully written words? - Why didn't it work out well?
- The fingers are tired, let's rest. “The trees grew far apart from each other. It is not easy for a person to go this way. Only the roots of the trees once intertwined, as if two trees hugged forever.”

Children do exercises with their fingers.

If movements are needed, we stretch the left, then the right hand and draw a figure eight in the air with the left and right hands.

3. Moderation technology.

With the systematic use of active methods, the role of the teacher changes fundamentally.

He becomes a consultant, mentor, senior partner, which fundamentally changes the attitude of students towards him - from a “controlling body” the teacher turns into a more experienced comrade, playing in the same team with students. The trust in the teacher is growing, his authority and respect among students is growing. This requires psychological restructuring and special training of the teacher in designing such a lesson and a cycle of lessons, knowledge of active teaching methods, moderation technology, psychophysiological characteristics of schoolchildren. But all these investments are more than paid off by the effects of the introduction of AMO.

Moderare - translated from Latin - to balance, manage, regulate.

Moderation methods are different from didactic methods of teaching. The teacher and students are equal participants in the educational process. Each of them is equally dependent on the success of training. The student ceases to be an object of learning, taking an active position in the educational process. The student takes part in the educational process with great pleasure, realizing his importance.

4. Conclusion.

In summary, it is safe to say that active learning methods provide a solution educational goals in different aspects:

formation of positive educational motivation;
increasing the cognitive activity of students;
active involvement of students in the educational process;
stimulation of independent activity;
development cognitive processes- speech, memory, thinking;
effective assimilation of large volume educational information;
development of creative abilities and non-standard thinking;
development of the communicative-emotional sphere of the student's personality;
revealing the personal and individual capabilities of each student and determining the conditions for their manifestation and development;
development of skills of independent mental work;
development of universal skills.

Systematic and purposeful application of active methods in the educational process is possible with the use of moderation technology. This makes it possible to ensure the effectiveness of the educational process and the guaranteed achievement of the planned goals of training, education and development.

(http://www.edu.ru/index.php?op=word&page_id=50&wid=11). learning.”

International Development Institute “EcoPro”

Educational portal My University

http://www.moi-universitet.ru/

Faculty of Education Reform

http://www.edu-reforma.ru/

List of used literature:

Actual problems of childhood neuropsychology: Textbook / Ed. L.S. Tsvetkova. - M., 2001.
Dennison P., Dennison G. Mind gymnastics. - M., "Ascent", 1997.

In the 60s. in didactics, there is a search for ways to activate students in the learning process. The cognitive activity of the student is expressed in a steady interest in knowledge, in various independent learning activities, etc. In the traditional learning process, the student plays a “passive” role: he listens, remembers, and reproduces what the teacher gives. This forms knowledge at the level of acquaintance and develops little cognitive abilities of the student.

One of the ways to enhance learning are new systems, technologies and teaching methods. The latter are called "active". These are teaching methods in which the activity of the student is productive, creative. The variety of active learning methods is given in Table 21.

Table 21

Active learning methods

Let us characterize individual active teaching methods.

Game design based on the project method .

The essence of the project method is to stimulate students' interest in certain problems that require the possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the knowledge gained. In other words, from theory to practice - the combination of academic knowledge with pragmatic knowledge, while maintaining an appropriate balance at each stage of education.

The project method is based on educational project- this is not a rigidly formulated task for students, aimed at achieving a visually representable result obtained through their independent-group creative activity. In fact, the theme, goal and result, the conditions for organizing independent-group activities and the material and technical equipment of this activity are set.

For students, the project looks like a task that they can complete, since they are already quite competent in a number of problems, they know and can do a lot, it remains for them to work on their own - to show what they are capable of. The learning objectives here are camouflaged and not visible.

Projects can be different and their use in the educational process requires serious preparatory work from the teacher.

Project types can be divided into six main groups:

according to the activity dominating in the project:

research: are completely subordinate to the logic of the study and have a structure that is approximate or completely identical to the real one scientific research(highlighting the relevance of the study, formulating the problem, subject, object, designating the tasks and methods of research, sources of information, choosing a research methodology, putting forward hypotheses for solving the problem, developing ways to solve it, discussing the results, conclusions, designing the results of the study, designating new problems for further development research);

creative: as a rule, they do not have a detailed structure of the joint activities of the participants, it is only outlined and further developed, obeying the genre of the final result, due to this genre and the logic of joint activities adopted by the group, the interests of the project participants; the design of the project results requires a well-thought-out structure in the form of a video film script, dramatization, holiday program, essay plan, article, reportage, etc.;

role-playing: in such projects, the structure is also only outlined and remains open until the completion of the work; participants assume certain roles, determined by the nature and content of the project (these can be literary characters or fictional characters that imitate social or business relations, complicated by situations invented by the participants); the results of these projects are either outlined at the beginning of their implementation, or appear only at the very end; the degree of creativity here is very high, but role-playing is still the dominant type of activity;

applied (practice-oriented): these projects are distinguished by a clearly defined result of the activities of its participants from the very beginning, focused on the social interests of the participants themselves (a document created on the basis of the results of the study (on ecology, biology, geography, etc.), action program, recommendations, draft law , reference material, a dictionary (for example, everyday school vocabulary), a reasoned explanation of some physical, chemical phenomenon, a school winter garden project, etc.); such a project requires a carefully thought-out structure, even a scenario for all the activities of its participants with a definition of the functions of each of them, clear conclusions, i.e. registration of the results of project activities, and the participation of each in the design of the final product;

introductory and indicative (informational): aimed at collecting information about some object, phenomenon; they are supposed to familiarize project participants with this information, analyze it and summarize the facts intended for a wide audience; these projects, just like research projects, require a well-thought-out structure, the possibility of systematic correction in the course of work; structural components such projects are 1) the purpose of the project, 2) its relevance, 3) sources of information (literary, media, databases, including electronic ones, interviews, questionnaires, including foreign partners, conducting " brainstorming", etc.), 4) information processing (analysis, generalization, comparison with known facts, reasoned conclusions) - the result (article, abstract, report, video, etc.), 5) presentation (publication, including on INTERNET , discussion in a teleconference, etc.); such projects are often integrated into research projects and become their organic part, module;

by subject area:

monoprojects(within the same field of knowledge, for example, literary and creative, natural science, environmental, cultural, sports projects);
interdisciplinary: performed outside of school hours; these are either small projects that affect two or three subjects, or quite voluminous, long-term, school-wide, planning to solve one or another rather complex problem that is significant for all project participants;

by the nature of project coordination:

with open, explicit coordination: in such projects, the project coordinator performs his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of its individual executors;

co hidden(implicit, simulating a project participant) coordination: in such projects, the coordinator does not find himself either in the networks or in the activities of groups of participants in his function, he acts as a full participant in the project (one of ...);

by nature of contacts (among participants in the same school, class, city, region, country, different countries world);

by the number of project participants:

personal(between two partners located in different schools, regions, countries);

paired(between pairs of participants);

group(between groups of participants).

by duration of the project:

short-term(to solve a small problem or part of a larger problem), which can be developed in several lessons in the program of one subject or as interdisciplinary;

medium duration(from a week to a month);

long-term(from a month to several months).

There are 3 main stages of project activity:

organizational and preparatory,

technological,

final.

On organizational and preparatory stage, a problem is posed to the students; they must realize, understand why and why they need to carry out the project, what is its significance in their life and the life of society. They set a goal - to obtain a useful product as a result of the activity, which can be both social and personal in nature. The emerging images of the future product should be embodied in graphic documents. The final element of this stage is the planning of manufacturing technology, where students carry out such actions as selecting tools and equipment, determining the sequence of technological operations, choosing the optimal manufacturing technology for the product. The means of activity are the personal experience of students, the experience of teachers, parents, as well as all working tools and devices. The results of the activities of students is the acquisition of new knowledge, skills, graphic documents. During this stage, students perform self-monitoring and self-assessment.

On technological At the stage, students perform technological operations, adjust their activities, perform self-control and self-assessment of work. The goal is the quality and correct performance of labor operations. The subject of activity is the created material product, knowledge, skills and abilities. Tools - tools and equipment with which the student works. The result is the acquisition of knowledge, skills and abilities.

On final stage is the final control, adjustment and testing of the project. Students carry out calculations, environmental and mini-marketing research, analyze their work, determine whether they have achieved their goal, what is the result of their work.

At the end of everything, students draw up the results of design research, defend their project (product, abstract) in front of classmates.

After the students complete their work on a creative project, the teacher needs to organize an exhibition design work or run a contest.

At all stages of creating a project: from the inception of an idea to its implementation in the material, the teacher conducts practical classes with the class, while paying attention to each student, or with teams (a group of students from 3 to 5 people). Working in small groups, students acquire important skills culture of human relations. Each student, starting the project activity, chooses the topic of the project individually, but the project can be completed and formalized by a group of students, in which an individual part of the project is determined for each of them.

Didactic game.

The concept of a didactic game (technologies of game learning, game learning) entered the pedagogical theory and practice in connection with the intensive development of the problem of enhancing the learning activity of students. The identification of the essence and specificity of the didactic game is based on the analysis of the game as a cultural phenomenon, characterized by the following main features:

the activation of the participants in the game is achieved by putting them in front of the need to solve a problem in a situation where there are no ready-made solutions or their search is hindered by a number of objective circumstances;

at the same time, the need for self-improvement, revision and reassessment of existing experience is actualized, the process of self-mobilization is activated;

the possibility of effectively solving multidimensional problems appears due to the immersion of the game participants in a special game atmosphere and at the same time their involvement in solving not an educational, but a completely real (particularly significant) problem for them in all its complexity;

the game very quickly ceases to be just a game for its participants, since real life collisions become so intense due to special work that the participants behave as if the game is reality itself for them;

in the course of the game, the processes of interaction between participants are improved, their communicative competence is expanded.

Thus, the game as a cultural phenomenon ensures the intensive development of each participant in the game action, its enrichment with new knowledge, skills, and technologies.

The game as a teaching method is implemented in the form of didactic (educational) games, which means a variant of educational and cognitive activity in a general education and vocational school, during which students directly master one or another didactic material presented in a non-traditional (game) form.

Didactic games can be classified on various grounds.

1. By field of activity: physical, intellectual, labor, social and psychological.

2. Based on the level of education in secondary school: didactic games in junior, middle and senior classes.

3. Classification of didactic games by time can be represented as follows: short-term (flying games, etc., lasting up to 10-15 minutes); medium-term (fitting in time within the framework of one lesson); long-term (games with a "continuation" covering several lessons).

4. According to the main didactic task: teaching, training, controlling and summarizing.

5. According to the dominant learning goal: cognitive, educational, developing.

6. By the nature of the gaming technique: subject, plot, role-playing, business, simulation, dramatization.

7. By subject area: games in all school disciplines.

8. By game environment: games with and without objects, board, indoor, outdoor, on the ground, computer and with TCO, as well as with various vehicles.

9. By the nature of cognitive activity: reproductive - games that require reproductive activities from children; productive - games with the help of which children change examples and tasks into others that are logically related to them; creative - games that include elements of search and creativity.

A didactic game in the educational process is set with the help of game techniques and situations that act as a means of inducing, stimulating participants to play activities. The implementation of game techniques and situations in this case occurs in the following main areas:

the didactic goal is set in the form of a game task;

educational activity is subject to the rules of the game;

educational material is used as a game tool;

V learning activities an element of competition is introduced, which translates the didactic task into a game one;

successful completion of the didactic task is associated with the game result;

didactic material is learned in the context of game activity.

Didactic game, unlike traditional teaching methods, gives, first of all, a developing effect, which often prevails over teaching; not only learning takes place, but the overall personality of the participants is affected, their attitudes change. As a result of participation in didactic games there is a general increase in motivation to study the subject, activation of interest in the course, imagination, creative search, experimentation, etc. On the other hand, the very process of mastering knowledge in the game is natural and involuntary. The conditionality of gaming activity, the absence of the risk of failure lead to the fact that a person can afford to temporarily weaken the action of the system of attitudes, opening the way for information that was previously inaccessible to him (due to the selective action of attitude mechanisms). So there is an expansion of experience and then a change in the real attitudes of a person is possible.

The quality of knowledge during the application of the didactic game largely depends on the authority of the teacher. A teacher who does not have deep and stable contact with group members will not be able to conduct a didactic game at a high level. If the teacher does not inspire confidence among students with his knowledge, pedagogical skills, human qualities, the game will not have the planned result or even will have the opposite result.

Analysis of specific situations.

The method of case analysis consists in studying, analyzing and making decisions on a situation that has arisen as a result of past events or may arise under certain circumstances in a particular organization at one time or another.

A case study is a deep and detailed study of a real or artificial environment, performed in order to identify its characteristic properties. This method develops students' analytical thinking, a systematic approach to solving a problem, allows you to highlight options for correct and erroneous decisions, choose criteria for finding the optimal solution, learn to establish business and professional contacts, make collective decisions, and resolve conflicts.

According to the learning function, four types of situations are distinguished:

problem situation, in which students find the cause of the described situation, pose and resolve the problem;

situation-assessment, in which trainees evaluate the decisions made;

situation Illustration, in which trainees receive examples on the main topics of the course based on the problems solved;

exercise situation, in which students practice solving simple problems using the analogy method.

The choice of the type of a particular situation depends on many factors, such as the nature of the goals of studying the topic, the level of training of students, the availability of illustrative material and technical means teaching, the individual style of the teacher, etc. It is hardly advisable to limit the creativity of the teacher by rigid methodological regulation of the choice of one or another variety of the situation and methods of its analysis.

Heuristic teaching methods.

In the choice of teaching methods today, preference is given to those that emphasize the independent, active, creative, cognitive activity of students, in connection with which the interest of teachers in heuristic teaching methods (heuristics) has revived.

"Heuristics" translated from Greek " heurisko” means “I seek”, “I find”, “I open”. An analysis of literary sources shows that the issue of heuristic learning has its roots in the depths of antiquity. Even the ancient Greeks created a theory of education, built on the principles of harmony and comprehensiveness, which was developed in the treatises of Plato and Aristotle, as well as in the works of the ancient Roman philosophers Plutarch, Tacitus, Quintilian. But, first of all, heuristics is associated with the name of the Athenian philosopher Socrates (469-399 BC). He holds the lead in developing a special teaching method that activates the cognitive independence of students - a heuristic conversation, in which, through special questions and reasoning, he helped students to independently come to the formulation or solution of a problem, as a result, the truth was revealed not only to the student, but also to the teacher.

The term "heuristics" was introduced in the 3rd century AD. the ancient Greek mathematician Pappus of Alexandria, who summarized the works of ancient mathematicians. Methods other than purely logical, Papp combined under the conditional name "heuristics".

The decline of the ancient sciences led to oblivion for many centuries of the beginning of heuristics laid down by the ancient sages. The goals of medieval education corresponded to the dogmatic system of education, the essence of which was the mechanical memorization of educational material. A catechetical (question-answer) manner of presenting knowledge was adopted.

In the Renaissance, works appeared that sharply criticized the dogmatic teaching methods and called for the development of students' independent thinking. In the XVI - XVII centuries. the works of G. Galileo, F. Bacon, and other scientists revived heuristic approaches in science and technology.

From the area scientific activity heuristic approaches have inevitably penetrated into the field of education. The Socratic method was developed and improved in the works of the great teacher Jan Amos Comenius, who believed that teaching youth correctly does not mean hammering a mixture of words, phrases, sayings, opinions into their heads, which means revealing the ability to understand things.

At the turn of the 19th and 20th centuries, the number of supporters of heuristics expanded, proclaiming the unification of acromatic (lecture) and eromatic (questioning) teaching methods. It was found that heuristics really provides the independence of movement towards knowledge.

Russian teacher P.F. Kapterev promoted the use of the heuristic form of education in public schools and considered it necessary to introduce its study in teacher's seminaries. In this regard, he pointed out that with the heuristic form of education, scientific laws, formulas, rules and truths are discovered and developed by the students themselves under the guidance of a teacher.

In the second half of the twentieth century, a large number of works appeared in which the theoretical foundations of the heuristic, search methods of teaching were developed. The heuristic aspect is most inherent in problematic (I.Ya. Lerner, M.I. Makhmutov) and developing (V.V. Davydov, (D.B. Elkonin) learning. In foreign pedagogy, the concept of productive learning (And Bohm, J. Schneider. The teacher, together with the student, draws up his individual curriculum, taking into account the needs of the student and the specifics of his workplace. Such training allows for education, bringing the student's activity to the outside world.

The system of modern heuristic teaching methods can be represented as follows (see Fig. 3):

Heuristic learning methods

1. Brainstorming method

1.1. Direct brain

1.2. Mass think tank

1.3. Brainstorming - Dialogue with Destructive Referred Evaluation

2. Method of heuristic questions (method key issues)

3. Method of multidimensional matrices (method of morphological box or morphological analysis)

4. Method free associations

5. Inversion method

6. Method of empathy

7. Method of synectics

Rice. 3. Heuristic learning methods

Group 1. Brainstorming methods.

The method and term "brainstorming", or "brainstorming", put forward by the American scientist H.F. Osborne (from English. brain storming- brainstorming), is understood as a method of stimulating the creative activity of students. This method is based on a variant of the heuristic dialogue of Socrates. Actually heuristic dialogue - brainstorming - is based on a number of psychological and pedagogical patterns, which were the theoretical prerequisites for the creation of this method. Thus, it was noted that collectively generating ideas is more productive than individually. Under normal conditions, a person's creative activity is often constrained by explicitly and implicitly existing barriers (psychological, social, pedagogical, etc.).

The advantages of these methods of collective search for original ideas are that they assume the equality of all members of the group in the discussion. Methods of "brainstorming" allow you to overcome routine thinking, rationalism, emotional lethargy. A benevolent psychological climate promotes intellectual looseness, enhances intuition and imagination. Currently, there are several modifications of the brainstorming method that have proven themselves in the educational process.

Direct brainstorming- a method of collective generation of ideas. The purpose of this method is to collect as many ideas as possible, to free thinking from inertia, to overcome the usual train of thought when solving a creative problem. The method prohibits criticizing the ideas proposed by the participants, encourages various remarks, jokes. The number of participants in the group is usually from 4 to 15 people, the most optimal group is considered to be from 7 to 13 people. At the same time, it is necessary that participants have education of different levels, different specialties, but it is desirable to maintain a balance between participants with different levels activity, character and temperament.

Brainstorming time - from 15 minutes to 1 hour. The selection of ideas is carried out by specialists-experts who evaluate them in two stages. First, the most original and rational ideas are selected, and then the most optimal one is determined, taking into account the specifics of the creative task and the purpose of its solution.

Mass brainstorming(proposed by J. Donald Philips) is similar to direct brainstorming, only the audience is much larger (the number of participants is from 20 to 60 people). This makes it possible to significantly increase the efficiency of generating new ideas. Those present are divided into small groups of 5-6 people who independently conduct a direct "brainstorming".

« Brainstorm» with criticism of the expressed considerations. The essence of the dialogue is to activate the creative potential of the audience in the collective generation of ideas, followed by the formulation of counter ideas.

2. Method of heuristic questions also known as the key question method. It is advisable to use it to accumulate additional information in a problem situation, to systematize existing information. Heuristic questions stimulate the process of developing new strategies and tactics for solving a creative problem. In practice, such questions are called leading questions. The method of heuristic questions is based on a number of regularities and the following principles corresponding to them:

problematic and optimal (by artfully posed questions, problematicity is reduced to an optimal level);

fragmentation of information (the method of heuristic questions involves dividing the task into subtasks, types, subspecies);

goal-setting (each new heuristic question formulates the next goal of activity at a given level of solving a subtask).

The method of heuristic questions is easy to use, productive for any task, develops intuitive thinking. But, according to a number of authors, it does not sufficiently contribute to the emergence of truly original ideas and, like other heuristic methods, does not provide absolute success in solving creative problems.

3. Method of multidimensional matrices familiar to researchers and inventors as a method of morphological analysis. It aims to solve the following problems:

having a relatively small number of already known elements from them;

those who need to search for some new elements that are not yet known;

large number problems.

Often, the new is an unusual (non-standard) combination of already known elements (devices, processes, ideas) or the known with the unknown. The method of multidimensional matrices makes it possible to avoid many mistakes by purposefully and systematically solving the problem, since it is based on the principle of a systematic analysis of new connections and relationships that appear during the matrix analysis of the problem under study.

The advantage of the method of multidimensional matrices is that it allows not only to solve a complex creative problem, but also generates many new original ideas. The disadvantages and limitations of the method of multidimensional matrices are that when solving problems of medium difficulty, the matrix contains hundreds of solutions, the choice of the optimal one is not so simple. This method does not guarantee that all parameters of the system under study will be taken into account. Working with the method requires pedagogical skill and skill.

4. Method of free associations. High results of creative activity, especially at the stage of generating creative ideas, can be achieved in the course of searching for more and more new associations, which in the end can lead to productive ideas for solving the problem. It is noticed that in the process of the origin of associations, new relationships are revealed between the components of the problem being solved and the elements outside world on the basis of the previous experience of the creative activity of the participants in the collective solution of a creative problem. From new associative connections, creative ideas for solving the problem arise. It is important that each member of the group participate in the discussion and offer their own association or concept, which can serve as the basis for establishing new associative links in the process of generating new ideas. The application of this method is based on the principles of free association, anti-conformity, delayed critical analysis.

5. Inversion method(appeals) is focused on finding ideas for solving a creative problem in new, unexpected directions. A new perspective allows you to look at the problem in a new way, to overcome the stereotypes of formal logic and common sense. Inventors have long paid attention to the fact that often in situations where logical methods, thinking procedures turn out to be fruitless and lead to a dead end, a fundamentally alternative view turns out to be fruitful. For example, it is customary to consider some object from its outside. But this traditional approach does not provide new original solutions. In this situation, it is advisable to consider the same object from the inside.

The inversion method is based on regularity and, accordingly, on the principle of dualism, the dialectical unity of opposite (direct and reverse) procedures of creative thinking: analysis and synthesis, logical and intuitive, synthetic and dynamic characteristics of the object of study, external and internal sides of the object, increase or, conversely, decrease dimensions of concrete and abstract, real and fantastic, separation and unification, convergence (narrowing of the search field) and divergence (expansion of the search field). If you cannot solve the problem from beginning to end, you should try to solve it from end to beginning.

6. Method of empathy(from Greek. empatheia- empathy), which is more often called the method of personal analogy. The specificity of the reception of analogy is that it is, as it were, a link between intuitive and logical procedures of thinking. The range of analogies is unusually wide: concrete and abstract analogies of animate and inanimate nature. In turn, in these analogies, other analogies can be established: in form, structure, functions, processes, etc.

When constructing an analogue, such a technique as hyperbolization is sometimes productive - a significant increase or, conversely, a decrease in the scale of an object or its parts. A very fruitful personal analogy is in solving a creative problem associated with a technical object, process, some system: feelings, emotions of the person himself are attributed to the technical mechanism. In other words, the method of empathy (personal analogy) is based on the principle of replacing the object under study, the process with another. Thus, the method of empathy is based on the identification of the subject of creative activity with the object and subject of creative activity, on the rethinking of the functions of the object under study by “getting used to” the image of the invention. The method of empathy presupposes the capacity for fantasy. The creation of fantastic images breaks down the "barriers of common sense" and can lead to original ideas.

7. Method of synectics(synectics - the combination of heterogeneous elements) is used to stimulate creative activity, creates special conditions that stimulate the promotion of unexpected and non-stereotypical analogies and associations. The synectics method is as follows. Initially, participants in the collective search for a solution are introduced to the mechanisms of creativity. Some of these mechanisms can be developed by training. These are the so-called operating mechanisms. They include direct, personal and symbolic analogies. Intuition, the ability to abstract, as well as to associative thinking, the use of original metaphors and elements of the game are attributed to indefinite mechanisms, their development is not guaranteed by training, although training will “awaken” them.

When applying the synectics method, it is necessary to avoid a premature clear formulation of the problem (creative task), as this will neutralize the further search for a solution. The discussion should begin not with the actual task (problem), but with an analysis of some common features. Such an analysis clarifies the formulation of the problem, outlines it more clearly. If a solution to the problem is not found, a reanalysis of the situation that caused the problem should be undertaken. You can also think of a problem as a set of tasks. Studies show that the promotion of ideas, their selection largely depend on the head of the creative team, his personal qualities and professional skills. He should be able to ask questions, insert replicas, clarifications, explanations to the place. In a word, its task is to create an environment that awakens to the activation of mental activity.

In general, heuristic methods and techniques allow you to get an answer to the questions: What is given? What needs to be found? What is known in this search? Were problems solved in training similar to the one set, and is it possible to use this analogy?

Download:

Preview:

Active learning methods

You may be interested