Features of the use of verbal methods in elementary school. Characteristics of verbal teaching methods - abstract. Methods of teaching mathematics general characteristics and classification

14.03.2022

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal methods teaching requires from the teacher logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which there was a certain separation of learning from life.

Modern didactics attaches great importance to verbal teaching methods, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, answering the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of developing a scientific worldview, behavior, positive qualities personality of a comprehensively developed person.

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.
2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.
3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.
4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.
5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. during the presentation) and ensure maximum activity of students (by first familiarizing them with the topic, briefly disclosing the purpose and plan of presentation, posing during the presentation, the problematic nature of the presentation, posing during the presentation of questions that force the students’ thoughts to work). The pace and tone of the teacher’s presentation of the material is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard; at a very slow pace, the interest and attention of students is lost; Excessively loud and too quiet, monotonous presentation also does not give good results. Sometimes a funny joke, a sharp word, or an apt comparison are very appropriate.

Verbal teaching methods include story, lecture, conversation.

The story is a monologue presentation educational material, used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

Story-introduction, story-narration, story-conclusion. The purpose of the first is to prepare students for learning new material, the second serves to present the intended content, and the third concludes the training segment.

The effectiveness of this method depends mainly on the teacher's storytelling ability, as well as on the extent to which the words and expressions used by the teacher are understandable to the students and appropriate to their developmental level. Therefore, the content of the story should be based on the students’ existing experience, while simultaneously expanding it and enriching it with new elements.

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in class, the teacher outlines a plan, selects the necessary material, and methodological techniques, contributing to the maximum achievement of the goal in the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

- take into account the characteristics of younger children in every possible way school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;
- clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters the human soul from outside world;
- provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;
- ensure the scientific nature and reliability of the material presented;
- concentrate on nurturing socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;
- introduce children to the outline of the content of the story, present the material in a strict system, logically;
- highlight leading provisions, ideas, socially significant concepts, and concentrate children’s attention on them;
- select bright, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;
- present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;
- present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: how to say, means, this is the same, etc.
- activate children’s attention by incorporating heuristic techniques, posing and solving problematic issues;
- combine presentations with reading passages, fragments of texts from a textbook or teaching aid;
- ensure that children record rules, definitions, dates, facts, and the most important provisions;
- accompany the presentation with illustrations, demonstrations, etc.;
- repeat the most significant, important provisions and conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, concentration of mental images, evidence and generalizations. A lecture usually takes up the entire lesson or session, while a story takes up only part of it.

The lecture uses techniques for oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that ensure logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc. Lectures are given mainly in senior secondary schools. To conduct a lecture effectively, you need to clearly think through its plan, strive to present the material logically and consistently, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

Conversation is a very common way of teaching that can be used at any stage of the lesson with different educational goals: when checking homework and independent work, explaining new material, consolidating and repeating summing up the results of a training session, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher has a good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

In teaching, two types of conversation are mainly used: catechetical and heuristic. In primary education, catechetical conversation is used primarily in testing and assessing students’ knowledge, consolidating, and also in analyzing texts read.

Heuristic conversation is usually carried out with the aim of communicating new knowledge. Questions and expected answers are posed in such a way that they lead the student’s thoughts to new positions and conclusions. Students have the subjective impression that they are making discoveries themselves. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers. The teacher’s questions must be clearly stated, without unnecessary explanatory words. The question should not be repeated in different formulations. It is necessary to change the wording of the question based on the students’ answers if it is discovered that the children do not sufficiently understand the content of the question or are not active enough. It is not recommended to give leading, prompting, or explanatory questions to obtain quick answers. This type of questioning can be used in teaching to organize a certain path in the student’s reasoning. Questions must include a certain logical form of thought: a transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other thinking operations.

Students need to be taught to give complete answers, especially in the elementary grades. Formulation under the guidance of a teacher of clear answers that are understandable in content and form of presentation is one of the important means of developing students’ logical thinking. In the elementary grades, it is important to teach the child to express the entire content of the thought in the answer. The teacher’s task, in any form of answer, is to obtain information from students about the question asked and to understand whether he is thinking correctly. The student's answer may not completely coincide with the content of his thought. Sometimes the student does not understand the educational material deeply and cannot formulate an answer; in other cases, he does not know how to correctly formulate an answer verbally, although he understands the educational material. And of course, there are times when a student, especially a junior student, thinks little about the essence of the concepts and provisions being studied, but tries to guess what answer is needed to the question asked. The advantage of conversation as a teaching method is that in each answer the teacher receives information about the student’s knowledge. Additional questions clarify the student’s train of thought and thereby gain good opportunities to manage the students’ cognitive activity.

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ALMATY STATE UNIVERSITY NAMED AFTER ABAY

4th year student

Psychological and pedagogical

faculty, department of PMNO

Mustafaeva Asima Alikhanovna

FEATURES OF USING VORAL METHODS OF TEACHING IN JUNIOR SCHOOL CHILDREN (BASED ON THE MATERIAL OF LABOR TRAINING)

Graduate work

Scientific supervisors:

Satkanov O.S. – Professor, Ph.D.

Aitpaeva A.K. – Acting Associate Professor, Ph.D.

ALMATY 2000

INTRODUCTION

Relevance. In the education system, a special place is occupied by the initial stage of education, in which the foundation of future knowledge is laid. The transition to market relations, which has led to fundamental changes in society, requires a new approach to the educational functions of a comprehensive school and, naturally, improvement of the educational process.

The problem of teaching methods is one of the most important in pedagogical science and in the practice of school teaching, since educational methods are the main tools with which the teacher equips students with the basics of science, develops their cognitive abilities, ensures personal development, and forms a scientific worldview.

The choice and nature of the use of one or another method determines whether educational work for children will be joyful and interesting or burdensome, performed only “to serve the duty.” These features of teaching methods were very subtly noticed by A.V. Lunacharsky. He wrote: “... It depends on the teaching methods whether it will arouse boredom in the child, whether the teaching will glide across the surface of the child’s brain, leaving almost no trace on it, or, on the contrary, this teaching will be perceived joyfully, as part of a child’s game, as part of a child’s life, will merge with the child’s psyche, become his flesh and blood. It depends on the teaching method whether the class will look at classes as hard labor and oppose them with their childish liveliness, in the form of pranks and tricks, or whether this class will be welded together by the unity of interesting work and imbued with noble friendship for their leader.”

Strengthening the connection between learning and life, with productive work brings to the fore the issue of strengthening the educational impact of teaching methods, about the connection, about the unity of educational and educational work. And this again requires the improvement of well-known teaching methods and the development of new, more rational ones.

Questions labor training and the education of school students was carried out by such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L. Rubinstein.

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

The verbal method is one of the leading types educational activities children in all subjects of primary education, it is widely used in teaching at senior levels of school. The verbal method takes its rightful place and is even included in the general classification of teaching methods.

Due to the relevance of this problem, the goal of the study was determined - to find optimal ways to use verbal teaching methods in elementary school.

The object is the process of teaching primary schoolchildren.

Subject - the use of verbal teaching methods in labor lessons in primary school.

Labor training is very broad and versatile. This idea was reflected in the program we analyzed for primary school. 2.2 Directions of aesthetic education of junior schoolchildren in labor training lessons Theoretical analysis and empirical research made it possible to identify the following main directions of aesthetic education of junior schoolchildren in labor training lessons: ...

Independence of students in the process of work. 2 Analysis of the results obtained and development of recommendations. Object of study: the process of nurturing independence. Subject: the influence of labor training in a correctional school on the development of independence in students with intellectual disabilities. During the experiment, training was carried out according to the sewing program for students 7...

Retelling. When working with children, all these methods must be combined with each other. Let's consider how all the above methods and techniques for developing the creative abilities of junior schoolchildren are implemented in practice from the experience of qualified teachers. Chapter II. Extracurricular activities by work (from work experience) 2.1 Knitting as a branch of decorative and applied arts Knitting is one...

A work plan and implement it without much difficulty. §4. Organization and conditions for assessing the knowledge of first-graders in the course “Labor Training”, which do not cause psychological tension in students. Assessment is the process of comparing the level of knowledge, abilities, and skills achieved by the student with the reference concepts described in the curriculum. (Pedagogy. Edited by P.I...

Since speech is what distinguishes humanity from the diverse forms of life represented on earth, it is natural that experience is transferred from older generations to younger ones through communication. And such communication involves interaction using words. From here, quite reasonably, there arises a rich practice of using verbal teaching methods. In them, the main semantic load falls on such a speech unit as a word. Despite the statements of some teachers about the antiquity and insufficient effectiveness of this method of transmitting information, there are positive characteristics of verbal teaching methods.

Principles for classifying interaction between student and teacher

Communication and transmission of information using language accompanies a person throughout his life. When considering a historical retrospective, one can notice that teaching with the help of words in pedagogy was treated differently. In the Middle Ages, verbal ones were not as scientifically based as in modern times, but they were almost the only way to obtain knowledge.

With the advent of specially organized classes For children, and then schools, teachers began to systematize the variety of interactions between teacher and student. This is how teaching methods appeared in pedagogy: verbal, visual, practical. The origin of the term “method”, as usual, is of Greek origin (methodos). Literally translated it sounds like “a way of comprehending the truth or achieving the desired result.”

IN modern pedagogy method is a way to achieve educational goals, as well as a model of activity for the teacher and student within the framework of didactics.

In the history of pedagogy, it is customary to distinguish the following types of verbal teaching methods: oral and written, as well as monological and dialogical. It should be noted that they are rarely used in their “pure” form, since only a reasonable combination helps achieve the goal. Modern science offers the following criteria for classifying verbal, visual and practical teaching methods:

Division according to the form of the source of information (verbal, if the source is a word; visual, if the source is observable phenomena, illustrations; practical, in the case of acquiring knowledge through performed actions). The idea belongs to E.I. Perovsky.
Determining the form of interaction between subjects (academic - replication of “ready-made” knowledge; active - based on the student’s search activity; interactive - implies the emergence of new knowledge based on the joint activities of participants).
Using logical operations in the learning process.
Division according to the structure of the material being studied.

Features of using verbal teaching methods

Childhood is a period of rapid growth and development, so it is important to take into account the capabilities of a growing organism in perceiving, understanding and interpreting information received orally. Taking into account age characteristics, a model of using verbal, visual, and practical teaching methods is built.

Significant differences in the education and upbringing of children are observed in early and preschool childhood, elementary, middle and high school levels. Thus, verbal methods of teaching preschoolers are characterized by concise statements, dynamism and mandatory compliance with the child’s life experience. These requirements are dictated by the visual-objective form of thinking of preschool children.

But in elementary school, abstract-logical thinking is formed, so the arsenal of verbal and practical teaching methods increases significantly and acquires a more complex structure. Depending on the age of the students, the nature of the techniques used also changes: the length and complexity of the sentence, the volume of perceived and reproduced text, the themes of the stories, the complexity of the images of the main characters, etc. increase.

Types of verbal methods

Classification is made according to the goals set. There are seven types of verbal teaching methods:

story;
explanation;
briefing;
lecture;
conversation;
discussion;
working with a book.

The success of studying the material depends on the skillful use of techniques, which, in turn, should use as much as possible larger number receptors. Therefore, verbal and visual teaching methods are usually used in a well-coordinated tandem.

Scientific research of recent decades in the field of pedagogy has proven that the rational division of class time into “working time” and “rest” is not 10 and 5 minutes, but 7 and 3. Rest means any change of activity. The use of verbal methods and teaching techniques taking into account time intervals of 7/3 is the most effective at the moment.

Story

Monologue method of narrative, sequential, logical presentation of material by a teacher. The frequency of its use depends on the age category of the students: the older the contingent, the less often the story is used. One of the verbal methods of teaching preschoolers and younger schoolchildren. It is used in humanities for teaching middle school students. When working with high school students, storytelling is less effective than other types of verbal methods. Therefore, its use is justified in rare cases.

Despite its apparent simplicity, the use of a story in a lesson or lesson requires the teacher to be prepared, possess artistic skills, be able to hold the attention of the public and present the material, adapting it to the level of the listeners.

In kindergarten, a story as a teaching method influences children provided it is based on the personal experience of preschool children, and there is no large number of details that prevent children from following the main idea. The presentation of the material must necessarily evoke an emotional response and empathy. Hence the requirements for the teacher when using this method:

expressiveness and intelligibility of speech (unfortunately, educators with speech defects are increasingly appearing, although no matter how much they scolded the USSR, the presence of such a feature automatically closed the door to a pedagogical university for an applicant);
use of the entire repertoire of verbal and non-verbal vocabulary (at the level of Stanislavsky “I believe”);
novelty and originality in the presentation of information (based on the life experience of children).

At school, the requirements for using the method increase:

the story can contain only accurate, genuine information indicating reliable scientific sources;
be built according to a clear logic of presentation;
the material is presented using clear and accessible language;
contains a personal assessment of the facts and events presented by the teacher.

The presentation of the material can take different forms - from a descriptive story to a retelling of what has been read, but is rarely used in teaching natural disciplines.

Explanation

Refers to verbal methods of teaching monologue presentation. It involves a comprehensive interpretation (of both individual elements of the subject being studied and all interactions in the system), the use of calculations, reference to observations and experimental results, and finding evidence using logical reasoning.

The use of explanation is possible both at the stage of learning new material and during consolidation of what has been learned. Unlike the previous method, it is used in both the humanities and exact disciplines, since it is convenient for solving problems in chemistry, physics, geometry, algebra, as well as in establishing cause-and-effect relationships in the phenomena of society, nature, and various systems. The rules of Russian literature and language, logic are studied in a combination of verbal and visual teaching methods. Often, to the listed types of communication, questions from the teacher and students are added, which smoothly turn into a conversation. The minimum requirements for using an explanation are:

a clear presentation of ways to achieve the goal of explanation, a clear formulation of tasks;
logical and scientifically based evidence of the existence of cause-and-effect relationships;
methodical and reasonable use of comparison and contrast, other techniques for establishing patterns;
the presence of eye-catching examples and strict logic of presentation of the material.

In lessons in the lower grades of school, explanation is used only as one of the methods of influence, due to the age characteristics of the students. The most complete and comprehensive use of the technique in question occurs when interacting with middle and senior children. They have full access to abstract logical thinking and the establishment of cause-and-effect relationships. The use of verbal teaching methods depends on the preparedness and experience of both the teacher and the audience.

Briefing

The word is derived from the French instruire, which translates as “to teach”, “to instruct”. Instruction, as a rule, refers to a monologue method of presenting material. It is a verbal teaching method, which is characterized by specificity and brevity, practical orientation of the content. It is a plan for upcoming practical work, which briefly describes how to perform tasks, as well as warnings about common errors due to violations of the rules for working with components and safety precautions.

Instruction is usually accompanied by videos or illustrations, diagrams - this helps students navigate the task while retaining the instructions and recommendations.

By practical significance briefing is conventionally divided into three types: introductory, current (which in turn can be frontal and individual) and final. The purpose of the first is to familiarize yourself with the plan and rules of work in the lesson. The second is designed to clarify controversial issues by explaining and showing techniques for performing certain actions. A final briefing is held at the end of the lesson to summarize the results of the activity.

In high schools, a written form of instruction is often used, since students have sufficient self-organization and the ability to read instructions correctly.

Conversation

One of the ways of communication between teacher and students. In the classification of verbal teaching methods, conversation is a dialogical type. Its implementation involves communication between the subjects of the process on pre-selected and logically structured issues. Depending on the purpose and nature of the conversation, the following categories can be distinguished:

introductory (designed to prepare students to perceive new information and activate existing knowledge);
communication of new knowledge (carried out with the aim of explaining the patterns and rules being studied);
repeating and generalizing (promote independent reproduction of the studied material by students);
control and correction (carried out with the aim of consolidating the studied material and testing the formed ideas, abilities and skills with an accompanying assessment of the result);
instructive and methodological;
problematic (the teacher, using questions, outlines a problem that students are trying to solve independently (or together with the teacher).

Minimum requirements for conducting a conversation:

the appropriateness of asking questions;
the appropriate form of questions is short, clear, meaningful;
Double questions should be avoided;
It is inappropriate to use questions that “prompt” or encourage one to guess the answer;
Questions that require short “yes” or “no” answers should not be used.

The fruitfulness of the conversation largely depends on adherence to the listed requirements. Like all methods, conversation has its advantages and disadvantages. The advantages include:

active role of students throughout the lesson;
stimulation of memory development, attention and oral speech children;
possession of significant educational power;
The method can be used in the study of any discipline.

Disadvantages include a large investment of time and the presence of risk elements (receiving an incorrect answer to a question). A feature of the conversation is a collective joint activity, during which questions are raised not only by the teacher, but also by the students.

A huge role in organizing this type of education is played by the personality and experience of the teacher, his ability to take into account the individual characteristics of children in the questions addressed to them. An important factor in involvement in the process of discussing a problem is the reliance on students’ personal experience and the connection of the issues under consideration with practice.

Lecture

The word came into Russian from Latin (lectio - reading) and denotes a monologue sequential presentation of voluminous educational material on a specific topic or issue. The lecture is considered the most difficult type of educational organization. This is due to the peculiarities of its implementation, which have advantages and disadvantages.

The advantages include the ability to broadcast taught knowledge to any number of audiences by one lecturer. The disadvantages include different “involvement” in the awareness of the topic of the listeners, the averageness of the material presented.

Conducting a lecture implies that the audience has certain skills, namely the ability to isolate the main thoughts from the general flow of information and outline them using diagrams, tables and drawings. In this regard, conducting lessons using this method is possible only in senior classes of secondary schools.

The difference between a lecture and such monological types of teaching as story and explanation lies in the volume of material provided to students, the requirements for its scientific nature, structure and validity of evidence. It is advisable to use them when presenting the material, highlighting the history of the issue, relying on excerpts from documents, evidence and facts confirming the theory in question.

The main requirements for organizing such activities are:

scientific approach to the interpretation of content;
high-quality selection of information;
accessible language for presenting information and the use of illustrative examples;
maintaining logic and consistency in the presentation of the material;
literacy, intelligibility and expressiveness of the lecturer’s speech.

Introductory. Usually the first lecture at the beginning of any course, designed to form general idea about the subject being studied.
Lecture-information. The most common type, the purpose of which is to present and explain scientific theories and terms.
Panoramic. Designed to reveal interdisciplinary and intradisciplinary connections for students when systematizing scientific knowledge.
Problem lecture. It differs from those listed by the organization of the process of interaction between the lecturer and students. Cooperation and dialogue with the teacher can reach high level through solving problematic issues.
Lecture-visualization. It is built on commenting and explaining the prepared video sequence on the selected topic.
Binary lecture. It is carried out in the form of a dialogue between two teachers (debate, discussion, conversation, etc.).
Lecture with planned errors. This form is carried out with the aim of activating attention and a critical attitude to information, as well as for the purpose of diagnosing listeners.
Lecture-conference. It is a disclosure of a problem using a system of prepared short reports performed by students.
Lecture-consultation. Conducted in the form of “questions and answers” or “questions and answers and discussion”. Possible as lecturer answers on everything training course, and learning new material through discussion.

In the general classification of teaching methods, visual and verbal are more often than others kept in tandem and act as a complement to each other. This feature is most clearly manifested in lectures.

Discussion

One of the most interesting and dynamic teaching methods, designed to stimulate students' cognitive interest. Translated from Latin, the word discussio means “consideration.” Discussion means a reasoned study of any issue with different points opponents' point of view. What distinguishes it from dispute and polemics is the goal of finding and accepting agreement on the topic under discussion.

The advantage of a discussion is the opportunity to express and formulate thoughts in a situation of dispute, not necessarily correct, but interesting and extraordinary. The result is always either a joint solution to the problem posed, or finding new facets to substantiate one’s point of view.

The requirements for conducting a discussion are as follows:

the subject matter or topic is considered throughout the entire dispute and cannot be replaced by either party;
identification is mandatory common facets in the opinions of opponents;
To conduct a discussion, knowledge of the things being discussed is required at a good level, but without a complete picture;
the dispute must end in finding the truth or the “golden mean”;
it is necessary for the parties to be able to use correct methods of behavior during a dispute;
opponents must have knowledge of logic in order to be well versed in the validity of their own and others’ statements.

Based on the above, we can conclude that detailed methodological preparation for the discussion is necessary, both on the part of students and on the part of the teacher. The effectiveness and fruitfulness of this method directly depend on the development of many skills and abilities in students and, above all, on a respectful attitude towards the opinion of the interlocutor. Naturally, the teacher serves as a role model in such a situation. The use of discussion is justified in high school.

Working with a book

This teaching method becomes available only after the junior student has fully mastered the basics of speed reading.

It opens up the opportunity for students to study information in different formats, which in turn has a beneficial effect on the development of attention, memory and self-organization. The advantage of the verbal method of teaching “working with a book” lies in the incidental formation and development of many useful skills and abilities. Students learn how to work with a book:

drawing up a text plan (which is based on the ability to highlight the main thing from what you read);
note-taking (or summary content of a book or story);
citation (literal phrase from the text, indicating authorship and work);
thesis (presentation of the main content of what was read);
annotation (a brief, consistent presentation of the text without being distracted by details);
reviewing (feedback on the studied material with the expression of a personal position on this matter);
drawing up a certificate (of any one type for the purpose of a comprehensive study of the material);
compiling a thematic thesaurus (work on enriching vocabulary);
drawing up formal logical models (this may include mnemonics, diagrams for better memorization of material and other techniques).

The formation and development of such skills are possible only against the backdrop of careful, patient work of education subjects. But mastering them pays off in spades.

Verbal, visual and practical methods of organizing extracurricular activities for primary schoolchildren.

The organization of extracurricular activities for children in any school has always been and remains a very important area of activity for teachers. Activities with children, in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing.

However, you need to know how to organize such work. I will tell you about this using the example of my extracurricular activity program “Skillful Hands”.

When teaching children, it is very important to convey to the students’ consciousness all the necessary material. This requires modern methods. With their help, you can arouse students’ interest and help children acquire the necessary knowledge, skills and abilities.

Teaching methods - these are ways of joint activity between teachers and students aimed at solving learning problems.

Methods that are based on the way I organize my classes:

verbal (oral presentation, conversation, story, lecture, etc.);
visual (display of materials, illustrations, observation, demonstration (performance) by a teacher, work based on a model, etc.);
practical (performing work according to instruction cards, diagrams, etc.)

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers - Ya.A. Komensky, K.D. Ushinsky and others - opposed the absolutization of their meaning, argued for the need to supplement them with visual and practical methods.

Verbal teaching methods- this is the most common group of teaching methods, used in all school subjects and serving all levels and forms of education.

The source of knowledge here is the “word,” oral (live, heard on radio and television, recorded on magnetic tape, video cassette and on the Internet, pronounced by the students themselves) and printed.The word stimulatesactive activity of the second signal system of students, ensures a high culture of auditory perception (listening) and thinking (thinking), requires the skills of analysis and synthesis, concretization and opposition, judgment and inference, develops reading skills, oral and written speech. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students.

Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them.

The group of verbal methods includes the following types: story, school lecture (listening by students public speaking, recordings on magnetic tape and video tape, on radio and television, etc.), conversation, explanation, instruction, work with a book, educational verbal games.

Story - this is a presentation of the issue based on vivid, figurative factual material.

The teacher, as it were, “draws” living images of reality with words. However, the story also contains elements of generalizations. Its duration is usually from 10-20 minutes.

The story is written by the teacher. Its content is not limited to the textbook. It usually includes examples taken from life, excerpts from literary texts, rhetorical questions and exclamations, and an appeal to the audience.

The story requires the teacher to be highly emotional and colorful, with facial expressions and gestures. This gives it a special power to influence listeners.

The story is divided into:

artistic and literary;
descriptive;
narrative (about the life and work of scientists, writers, etc.);
story-memory;
retelling what you read;
a story about what was heard and seen;

fantasy story.

For example, imaginary trips and excursions:

through history to places historical events, to museums, to ancient monuments, to the past and future of humanity;
by geography to different cities and countries, around the earth along the equator or meridian;
in literature to the homeland of the writer or hero; in biology to the bottom of the sea, into the distant past, etc.

Mental excursions and journeys give the story a romantic flavor, which appeals to students.

Explanation. Explanation is understood as the interpretation of concepts, laws, rules with the widespread use of calculations, observations and experiments. Logical reasoning and evidence play an important role in this.

The explanation can be scientific, business, analytical, evidence-based technical. It requires economical, precise formulations and reasoned conclusions.

Explanation is closely related to clarification, clarification, decoding, and interpretation of concepts.

Here, compared to retelling, direct verification of the progress of concept formation among schoolchildren and reference to what was previously learned is of greater importance.

Briefing - this is an explanation of the progress of upcoming work, methods of completing tasks, a warning about possible safety errors in technology lessons or during laboratory work in physics, chemistry, biology, etc. Instruction differs from explanation in being more practical, specific and concise.

In the process of teaching technology, drawing and drawing, instruction is combined with demonstration of techniques for performing work, and often gives way to it. However, this also occurs when organizing laboratory work.

Instruction may be:introductory (introductory), current and final.

Current instruction can be frontal and individual. It is closely related to the explanation, explanation and demonstration of techniques for performing actions.

As a rule, instruction accompanies practical exercises, excursions and other forms of training.

Often written instructions are used (tasks, instruction cards, etc.).

Lecture - the most complex type of presentation of educational material, which is based on one or two leading ideas or problems.

A lecture differs from a story and an explanation in the depth and breadth of its coverage, as well as its duration.

It is most often used in humanities lessons when reviewing events and situations.

The lecture includes a report on scientific and life facts, history of the issue, logical proofs and conclusions, quotes and excerpts from documents.

It deeply and comprehensively reveals the objective laws of reality and leads students to ideological conclusions.

The positions put forward in the lecture are deeply substantiated by factual material, statistical and scientific data.

The duration of the lecture is 30-40 minutes. and are used, as a rule, in high school, because it includes a large volume of educational material, requires sustained voluntary attention, developed thinking, i.e., it is designed for a trained listener.

Typically, the lecture is supported by students’ independent work on the recommended literature.

There are: introductory, current, final (summarizing, systematizing) and review lectures.

The most difficult to perceive and comprehend are lectures of a summing nature, deepening and systematizing previously acquired knowledge.

The lecture usually includes description, comparison, explanation and decoding of terms and new vocabulary, consideration of facts and their generalization, communication of systematic knowledge, polemics, and citing primary sources. The oral presentation of knowledge in a lecture allows the teacher to provide an ideological orientation to teaching, awakens the thoughts and feelings of students, which introduces a high emotional-volitional spirit into educational work, fosters curiosity, evokes an impulse to action, and also serves as an example of correct speech, reasoning and well-founded conclusions.

But the teacher’s word cannot be universalized.

It is the teacher’s responsibility to use technical audio-video tools and various other methodological techniques during the lecture to activate students’ attention and thinking. This includes: clearly stating the main question, communicating the lecture plan, dividing the material into logical parts, repetition, working on terms, recording the mentioned dates and names on the board.

A brief recording of the lecture is required.

Conversation - question-and-answer method of teaching, which combines the words of the teacher and students, presupposes that the latter have certain knowledge.

Used in all grades, from 1st to 11th. However, the content and nature of the conversations becomes more complicated.

Depending on the didactic objectives, they distinguish: introductory, repeated, final, consolidating, accounting conversations.

the introductory conversation is aimed at identifying students’ existing knowledge on the topic;
repeated conversation - to reproduce what has been covered;
consolidating - to strengthen knowledge;
accounting - for testing and assessing knowledge;
the final one is to summarize and generalize the material being studied.

The conversation can be heuristic and reproductive in nature.

In the first case, the teacher’s questions are aimed at provoking active mental activity in schoolchildren and encouraging them to independently solve the problem.

The reproducing conversation is aimed at obtaining answers containing the formulations memorized by the students (chronological dates). It is in the nature of repetition of knowledge.

Students' preparation for a conversation is ensured by preliminary observation of certain phenomena, reading recommended sources, and reviewing material according to a plan given by the teacher.

When conducting a conversation, the teacher by logical system Questions lead students from one level of reasoning to another.

This orderly conversation, directed by the teacher, exchanges information and thoughts of students, as a result of which knowledge is enriched, new concepts are formed and conclusions are formulated.

The value of the conversation lies in the collective mental activity of students. The whole class, every student, takes part in it. Questions are raised not only by the teacher, but also by the students.

The high educational and educational effect of the conversation is ensured primarily by the content and nature of the questions: interrogative and prompting, leading and polemical, analyzing and generalizing, etc.

The effect of the conversation also largely depends on the teacher’s ability to correctly and variedly formulate questions, determine their logical sequence, and address them to students, taking into account their individual characteristics.

A conversation in the nature of reasoning in high school often results in a discussion (a struggle of opinions, a principled dispute).

Method of working with a book- among other methods it occupies an important place (dictionaries, reference books, magazines), where the source of knowledge is the printed word.

Psychologically, working with the printed word is based on students’ ideas, imagination, and thinking. Outside the lesson, she is not constrained by pace and deadlines, develops cognitive interests and inclinations, improves the aesthetic tastes and spiritual needs of students.

Work with the book is carried out at all levels of education.

Techniques for working with the book depend on the age of the students:

In the lower grades, students learn to understand and memorize text, group what they have previously learned around what they read, and evaluate it from a practical point of view.

In middle and high school they acquire the ability to read expressively, analyze and record what they read, and use dictionaries and reference books. Reading is used as a means of acquiring new knowledge.

Cognitive and verbal games- riddles, quizzes, charades, puzzles, crosswords, situational games, guessing games, etc. - enhance the fun of learning, develop ingenuity and resourcefulness, foster curiosity and interest in the topic and subject. Used in primary and secondary classes.

They take 2-3 minutes in a lesson and are carried out when a break or relaxation is needed, making it easier to perceive complex material. Students themselves can be involved in the search and compilation of entertaining material.

This increases their activity in learning.

Verbal methods are used in teaching all academic subjects. They are leading in the study of the humanities. Underestimation of oral presentation in the lessons of labor, drawing, painting and music gives the teacher’s activities a mechanical and sometimes automatic character, and limits the possibilities for the development of technical thinking and creative abilities of schoolchildren.

Verbal teaching methods place great demands on the speech of the teacher and students. It must be cultural and literate, concise and imaginative, clear and understandable; voice is loud enough

Visual teaching methods- these are teaching methods in which the assimilation of educational material during the learning process depends on the use of visual aids and technical means.

Visual teaching methods must be used in elementary school classes. This rule follows from the psychological characteristics of the attention of a primary school student.

These methods contribute to the development of memory, thinking, and imagination. However, the role of attention should not be denied. As you know, attention is a function that serves all mental processes. Without attention, it is impossible to carry out any conscious activity, no thought arises. Consequently, without attention it is impossible to build a normal learning process. That’s why it’s so important to learn how to manage students’ attention.

Younger schoolchildren have little attention span and are prone to frequent distractions. In this regard, from the first lessons it is necessary to “cultivate” attention.

Visual teaching methods include observation, illustration and demonstration. Thanks to observation It is possible to arouse students’ interest in the life around them and teach them to analyze natural and social phenomena, as well as teach them to concentrate on the main thing and highlight special features. Thanks to demonstrations Students’ attention is directed to the significant, and not accidentally discovered, external characteristics of the objects, phenomena, and processes under consideration. Illustration used especially well when explaining new material. Then the teacher should illustrate his story on the blackboard with chalk. The drawing explains the teacher’s words, and the story makes the content of what is depicted on the board clear.

Practical methods.In classes, students, along with polytechnic knowledge, master general labor polytechnic skills: designing a labor product, planning the labor process, equipping a workplace, carrying out marking, processing, measuring, assembly, installation, finishing operations, and conducting self-control. Skill is knowledge applied in practice. Skill is understood as the student’s conscious performance of given actions with the choice of the correct work methods. Knowledge may not be brought to the level of skills. For example, a student may know how to cut paper with a knife, but not be able to perform this operation. Therefore, to transform knowledge into skills, it is necessary to conduct additional instructions and training exercises. In the process of learning skills, the child perceives the experience of others, for example, the experience of the teacher, but the main role in this belongs to personal experience student.

When teaching skills, labor operations are usually divided into smaller elements - labor techniques and actions. At the first stage of training, each labor action is carried out by the student at a slow pace with careful thought through each element performed. Meaningful and mastered work actions are gradually combined into work techniques, which, in turn, require further comprehension and improvement in the process of special exercises. Work techniques are gradually combined into operations, and then into work skills. Usually skills are considered as the initial stage of a skill, which is understood as the child’s automated activity. However, the most complex skills may include elements of practiced skills. Thus, skills and abilities are in a dialectical unity; they complement and condition each other. However, ability always differs from skill in that it is constantly associated with the conscious, non-automatic performance of labor actions. When developing skills, a lot of associations (connections) are created in the cerebral cortex between sensory, analytical, motor and other areas of nerve cells. In the elementary grades, the teacher usually does not set a goal to bring mastery of labor operations to the level of automated skills, with the exception of the simplest actions of handling graphic information and mastering the simplest techniques for working with tools. Therefore, during labor training lessons, the teacher focuses on developing labor skills in children.

Slide captions:

Verbal, visual and practical methods of organizing extracurricular activities for primary schoolchildren. Teacher primary classes GBOU gymnasium No. 402 St. Petersburg, Kolpinsky district, Yulia Eduardovna Garkusha

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

The concept and essence of teaching methods. The term “method” comes from the Greek word, which means the path, the way of moving towards the truth, towards the expected result. Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems, i.e. didactic tasks.

Classification of teaching methods. verbal methods (the source of knowledge is the spoken or printed word); visual methods (the source of knowledge is observed objects, phenomena, visual aids); practical methods (students gain knowledge and develop skills by performing practical actions).

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

Visual teaching methods. Method of illustrations and method of demonstrations. The illustration method involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc. The demonstration method is usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

Conditions for the effective use of visualization: the visualization used must be appropriate for the age of the students; visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson; observation should be organized in such a way that all students can clearly see the object being demonstrated; it is necessary to clearly highlight the main, essential things when showing illustrations; think through in detail the explanations given during the demonstration of phenomena; the demonstrated clarity must be precisely consistent with the content of the material; involve the students themselves in finding the desired information in a visual aid or demonstration device.

Practical teaching methods. exercises (oral, written, graphic, educational and labor) laboratory works practical work

Teaching methods must correspond to: the objectives of the lesson; the nature and content of educational material; the level of students' knowledge of learning; material support for the lesson; personal qualities of the teacher, his preparedness for the level of methodological skill; individual characteristics, capabilities and preparedness of students; time budget.

Classification of teaching methods depending on the nature cognitive activity students. explanatory and illustrative, reproductive, problem presentation, partially search, research.

The choice of teaching methods depends. from the general goals of education, training, upbringing and development of students; on the characteristics of the content and methods of a given science and the subject or topic being studied; on the characteristics of the teaching methodology of a particular academic discipline; on the purpose, objectives and content of the material of a particular lesson; on the time allocated for studying this or that material; on the age characteristics of students, the level of their real cognitive capabilities; on the level of preparedness of students; from material equipment educational institution, availability of equipment, visual aids, technical means; on the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, and his personal qualities.

LITERATURE USED: Aleksyuk A. N. The problem of teaching methods in secondary schools. M., 1979. Dzyuba M.T. Developing the importance of conversation as an educational method. Abstract, A., 1973. Maslov S.I. Development of creative abilities of junior schoolchildren in labor training lessons. Elementary School. No. 8, 1989.p.74 Problems of teaching methods in modern secondary schools / Ed. Yu.K. Babansky, I.D. Zverev, E.I. Monoszon. M., 1980. Sabirov T.S. Observation as a method of educational work at school. Antonov V.G. Extracurricular activities // Methodologist - 2011. - No. 9. -22 s. Grigoriev, D. M. Extracurricular activities of schoolchildren // D. M. Grigoriev, P. V. Stepanov. – M.: Education, 2010. 87 p. http://reftrend.ru/1178206.html

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ALMATY STATE UNIVERSITY NAMED AFTER ABAY

4th year student

Psychological and pedagogical

faculty, department of PMNO

Mustafaeva Asima Alikhanovna

FEATURES OF USING VORAL METHODS OF TEACHING IN JUNIOR SCHOOL CHILDREN (BASED ON THE MATERIAL OF LABOR TRAINING)

Graduate work

Scientific supervisors:

Satkanov O.S. – Professor, Ph.D.

Aitpaeva A.K. . – Acting Associate Professor, Ph.D.

ALMATY 2000

Introduction …………………………………………………………………… 3

Chapter I . Theoretical foundations of the problem of verbal

teaching methods ………………………………………………………. 6

I .1. The problem of teaching methods and

their classification in modern

psychological and pedagogical literature ……………………………… 6

I .2. Verbal teaching methods and their

use in educational process primary school ………… 19

Chapter II . Experimental pedagogical work in the classroom

labor training using verbal

methods in 3rd grade (using the example of working with paper and cardboard) ….. 28

II .1. Labor lessons, their content and teaching methods ……..……. 28

II .2. Description and analysis of results

experimental teaching work ………………..……………………… 48

conclusions ………………………………………………………………………. 51

References ……………..…………………………….. 53

INTRODUCTION

Such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L. Rubinstein dealt with the issues of labor training and education of school students.

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

The verbal method is one of the leading types of educational activity for children in all subjects of primary education; it is widely used in teaching at senior levels of school. The verbal method takes its rightful place and is even included in the general classification of teaching methods.

Due to the relevance of this problem, the goal of the study was determined - to find optimal ways to use verbal teaching methods in elementary school.

An object- the process of teaching primary schoolchildren.

Item- the use of verbal teaching methods in labor lessons in primary school.

Tasks:

1. Reveal the essence of the concept of teaching methods, consider different approaches to their classifications and the conditions for their use.

2. Reveal the methodology for using verbal teaching methods in labor lessons in 3rd grade when working with paper and cardboard.

Research methods:

Analysis of scientific and pedagogical literature;

Study and generalization (of the experience of teachers working in primary classes), i.e., experimental pedagogical work;

Program analysis;

carrying out experimental and pedagogical work.

Research base:

Secondary school No. 92. 3, a” class.

Work structure

The thesis consists of an introduction, two chapters, a conclusion, and a list of references.

In the theoretical chapter, the theoretical background of the problem of verbal teaching methods, the basics of the problem of teaching methods in primary school are discussed. Based on the analysis of theoretical literature, the essence of the pedagogical features of the use of verbal teaching methods in primary school was revealed.

In experimental pedagogical work, work was carried out using verbal teaching methods in labor lessons. An analysis of the results of experimental and pedagogical issues is described.

In conclusion, conclusions are given on the work done and recommendations on the use of verbal teaching methods in labor lessons, working with paper and cardboard.

Chapter I . Theoretical foundations of the problem of verbal teaching methods.

I . 1. The problem of teaching methods and their classification in modern psychological and pedagogical literature.

The effectiveness and fruitfulness of learning depends on the methods. Methods determine the creativity of the teacher, the effectiveness of his work, the assimilation of educational material and the formation of the student’s personality traits.

The implementation of the tasks of mental, moral, labor, aesthetic and physical development of younger schoolchildren, especially six-year-old children, depends on teaching methods.

In general education and vocational schools, the greatest importance is attached to the improvement of teaching methods. A new structure of school education, the development of new content for textbooks, manuals, strengthening the ideological and labor training of students, the introduction of modern computing technology and computers into the educational process, preparing each student to choose a profession, industrial practice at basic enterprises, and the beginning of schooling from the age of six require a radical revision of teaching methods.

Method (from the Greek metodos) means the path of knowledge; theory, teaching. Teaching methods depend on understanding general patterns a person’s knowledge of the surrounding world, that is, they have a philosophical methodological justification and are a consequence of a correct understanding of the inconsistency of the learning process, its essence and principles.

In the Philosophical Encyclopedia, the method is defined as a form of practical and theoretical mastery of reality, based on the patterns of movement of the object being studied. This deep position determines methodological approach and the initial theoretical foundations for the problem of teaching methods. The content of the training is recorded in the training material. It is the content of knowledge, abilities, and skills in curricula, textbooks, and manuals that determine the degree of education, culture of students, and labor training.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students.

The teacher acts as an intermediary between the knowledge recorded in the experience of mankind and the consciousness of a child who does not have this knowledge.

The teacher offers a path of knowledge that the student must follow in order to assimilate certain aspects of the experience of mankind. But the teacher does not simply transmit knowledge, like an electronic computer, but organizes certain ways, methods, and techniques for mastering educational material.

A teaching method is a method of activity aimed at communicating educational material and mastering it by children. This is one side of defining teaching methods. In pedagogy, this side is spoken of as methods of teaching. However, the cognitive activity of students is complex and dialectically contradictory. The teacher’s methods of cognitive activity do not automatically determine the nature of the students’ mental activity. The path of knowledge that the teacher offers creates certain trends and conditions for adequate cognitive activity of students.

The ways children learn educational material are not identical to the ways they are taught. Therefore, teaching is also characterized by the ways of students’ cognitive activity, which depend and are determined by the methods of teaching, but are different from them. In this sense, we can talk about ways of teaching. This is the second side of defining teaching methods. Therefore, teaching methods in pedagogy are always spoken of as the methods of the teacher’s work and the methods of cognitive activity of students, methods that are aimed at fulfilling educational tasks.

The methodology, wrote N.K. Krupskaya, is organically connected with the goals that the school faces. If the goal of the school is to educate obedient slaves of capital and the methodology will be appropriate, and science will be used to educate obedient performers who think as little independently as possible... if the goal of the school is to educate conscious builders of socialism and the methodology will be completely different: all the achievements of science will be used to teach them to think independently, act collectively, developing maximum initiative and initiative.”

Teaching methods depend on the goals and content of education. Teaching methods have a psychological basis. Age-related opportunities for knowledge acquisition and personality development have a significant impact on teaching and learning methods. A deep understanding of students' mental activity and personality traits allows us to find more effective ways of learning.

Teaching methods also depend on the anatomical, physiological, and biological characteristics of the developing organism. In the process of organizing the cognitive activity of students, it is necessary to take into account their age-related biological development, on which many components of learning depend: performance, fatigue, state of creativity, physical health, hygienic conditions at school.

Teaching methods must have a deep theoretical basis and stem from pedagogical theory. However, outside of practical use, outside of practice, teaching methods lose meaning. Practical orientation is a necessary essential side of teaching methods. They provide a direct connection between pedagogical theory and practice. The deeper and more scientific the theory, the more effective the teaching methods. The less the theory is expressed in pedagogical concepts, the less dependent the teaching methods are on this theory.

Teaching methods are significantly influenced by established traditions of teaching and learning. Pedagogical science summarizes the best practices of schools and teachers, reveals the scientific foundations of traditional teaching, and helps the creative search for modern, more effective methods.

A method in itself can be neither good nor bad. The basis of the educational process is not the methods themselves, but their system. “No pedagogical means, even a generally accepted one, such as suggestion, explanation, conversation, and social influence, can always be considered absolutely useful. The most good remedy in some cases will necessarily be the worst.”

The teaching method must be clear and specific. Then the teacher will see which tasks can be set and solved with this teaching method and which cannot be completed. The scientific nature of the teaching method also means the clarity and certainty of students’ thoughts: the goal, means, methods, the main and secondary results of evidence and reasoning in the process of mastering the material.

The systematic nature of teaching methods determines the measure of their effectiveness. A single method of studying educational material, even if it is very appropriate for a given lesson, outside the system may not have a noticeable impact on the development of students. For example, observation of real natural phenomena will be productive when it is a necessary link in the system of teaching methods with the help of which the corresponding topic is studied.

An obvious requirement for teaching methods is their accessibility. The learning path should be clear and acceptable to the student, and the methods of studying educational material should correspond to age-related abilities to acquire knowledge.

Methods of acquiring knowledge will be at the same time both easy and difficult: easy from the point of view of the operations of thinking and methods of reasoning that are familiar and understandable to the child; difficult from the point of view of the content of educational material and the formation of new techniques logical proofs. One of the requirements is the effectiveness of the teaching method. Any method of explanation by the teacher and assimilation of knowledge by students must give the planned or intended result.

The combination of theoretical and practical is a necessary requirement of training. One cannot proceed one-sidedly from either theory or practice; recommending certain ways of teaching schoolchildren. Theoretical justification must have a practical orientation. Practical recommendations, advice, provisions must be theoretically justified.

The main thing in teaching methods is the implementation of educational, educational and developmental functions of training.

The pedagogical content of the teaching method is to impart and maintain dialectical unity to all components and aspects included in the structure of the method. The method, in essence, becomes pedagogical when the place, meaning and possibilities of each of the components of the implementation of the educational, educational and developmental functions of teaching are determined. The interrelation of the essence, principles and methods of teaching ensures such unity.

In the structure of teaching methods, techniques are distinguished.

A technique is a detail of the method, individual operations of thinking, moments in the processes of acquiring knowledge, in the formation of skills. The technique does not have an independent educational task, but is subordinate to the task that is performed by this method. The same teaching techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques. The method includes techniques, but are not a set of teaching techniques. The teaching method is always subordinated to a specific goal, fulfills the assigned educational task, leads to the assimilation of certain content, and leads to the planned result.

In the pedagogical environment, the opinion has rightly been established that the educational process is characterized by a two-sided nature. In the educational process, a distinction is made between the leadership activity of the teacher and the cognitive activity of the student.

The teacher needs to think about the psychological basis of some generally accepted forms of teaching. The teacher has a variety of methods at his disposal, each method can be used differently: the structure of any method includes extensive sets of techniques.

“Psychological” features are inherent in each educational method. Any cognitive method has its own “psychological structure”. The method of presentation is characterized by high activity of representation, imagination, thinking, but is accompanied by inhibition of the functions of speech and rhetoric.

At school, the method of “oral presentation by the teacher” is given paramount importance. And the teacher usually considers this method “easy.” Insufficiently trained teachers often prefer to use it instead of both conversation and observation. But in reality, the method of presentation turns out to be very “difficult”, since in order for students, from the words of the teacher, to receive completely meaningful, orderly and lasting knowledge, the art of presentation must be at a great height.

When presenting, the teacher has to take care not only about the accuracy and brightness of the images and representations with which he enriches students, not only about the semantic impeccability of generalizing concepts, not only about the emotional expressiveness and artistic decoration of speech, but also make special efforts to maintain attention, use various techniques to facilitate students' reasoning process.

The success of all pedagogical techniques depends on the characteristics of children’s mental reactions to educational influences. And it is “positive” reactions that lead to the most favorable results. Psychologist S. L. Rubinstein in his book “Fundamentals of General Psychology” writes that the structure of the learning process includes initial familiarization with the material or its perception in the broad sense of the word, its comprehension, special work to consolidate it and, finally, mastery of the material, in the sense of the ability to operate with it in various conditions, applying it in practice.”

S. L. Rubinstein clearly forms this role, the internal conditions through which all external influences are refracted.” ,External causes always act only indirectly through internal conditions. Associated with this understanding of determinism is the true meaning that personality acquires as an integral set of internal conditions for the patterns of mental processes. Our main “psychological” premise was the belief that it is possible to activate the student’s energy during learning by relying, along with mental activity, on his feelings, on the aspirations of the will, combining mental work with motor actions. For these purposes, the planned practical activities needed to be associated with forms of work that cause emotional uplift, with the personal initiative of students, with independence in work, with various methods of collective action.

There is a wide variety of teaching methods. Classification of teaching methods: I.Ya. Lerner and M.N. Skatkina, D.O. Lordkipanidze, M.I. Makhmutova, E.Ya. Golant, E.I. Perovsky, famous in the history of pedagogical thought and surviving to this day. Modern conditions for improving teaching, increasing the complexity of educational knowledge, increasing their volume and depth give rise to ever new forms and methods of teaching. The classification groups methods based on certain logical aspects, components, and learning objectives.

The basis for the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkin is the internal characteristics of students’ mental activity. They proposed the following system of teaching methods:

1. Explanatory and illustrative, or reproductive, method.

It is used in cases where students acquire knowledge received from a teacher, from a book or other sources in ready-made form. This method is of great importance at the initial stage of studying a particular topic.

2. The problem-based method is used in cases where students are given ready-made knowledge; in this case, the educational material is grouped and arranged in such a way that a problem is posed to the students. To solve it, the teacher, using a system of evidence, shows the logical path and means, i.e. as if it reveals the path along which the study of the issue should go. This method can be widely used when delivering problem-based lectures in universities.

3. Partial search method. It is used in cases where students themselves become familiar with the factual material of a topic or part of it from various sources and, through the completion of appropriate tasks, are led to a possible analysis of facts and their connections, the construction of part of a search plan and independent conclusions.

4. The research method is used in cases where students, in accordance with the problem assigned to them, study the literature of the issue, known facts, build a research plan, tentatively put forward a hypothesis, conduct research and formulate a solution to the problem.

The Georgian teacher D.O. Lordkipanidze proposed a classification of teaching methods according to the sources from which students draw knowledge and acquire skills. This classification is based on the recognition of the unity of image, word and practical activity in cognition, in particular in teaching.

Classification of teaching methods by source of knowledge:

But even this classification of methods does not reveal their inner essence, since it does not reflect the activities of students in the process of using these sources, and also does not show the mental processes that are associated with this activity. However, being relatively simple and convenient for practical use, this classification is most widely used in modern pedagogical literature.

The most common classification in pedagogy at present is E.Ya. Golant, E.I. Perovsky, which divides all teaching methods into three groups: verbal, visual and practical. The basis for this division is the nature of educational cognitive activity from the point of view of the primary source of knowledge acquisition. If the main source of educational information in the process of teacher explanation and children’s assimilation of knowledge is the word without relying on visual aids and practical work, then all such teaching methods become similar, despite the different academic subjects and topics. A group of methods appears that are called verbal. These include story, conversation, explanation, independent study of the topic using educational books, special texts, tape recordings and educational television and radio programs.

The visual group includes teaching methods using visual aids. The nature of visual aids significantly influences the understanding of educational material and determines the content and structure of the student’s thoughts. Visual methods cannot be isolated from verbal teaching methods, because every visual aid is explained, analyzed, and is a source of additional or basic information on the issue being studied. Therefore, visual methods include conversation, description, story, explanation, and independent study, but with the help of visual aids. Greater reliance on sensory images, on the student’s sensations and perceptions when using visual aids creates a unique structure of the student’s cognitive activity. The child thinks figuratively, concretely, and this creates a good basis for the formation of abstractions and understanding of the theoretical positions being studied.

Practical teaching methods include methods associated with the process of developing and improving skills in schoolchildren. Obviously, every learning method involves practice. However, the term “practical methods” suggests that the basis of student activity in the lesson is the implementation of practical tasks. These methods include written and oral exercises, practical and laboratory work, and some types of independent work.

The classification, which examines four aspects of methods: logical-substantive, source, procedural and organizational management, was developed by S. G. Shapovalenko.

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

methods of organizing and implementing educational and cognitive activities;

methods of stimulation and motivation of educational and cognitive activity; 3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

The simplest classification of teaching methods, called binary, was developed by Makhmutov according to the methods of the teacher and the methods of the student.

The first group includes teaching methods: story, conversation, description, explanation by the teacher, etc., in which the leading role belongs to the teacher. The student’s tasks boil down to following the logic of the teacher’s reasoning, understanding the presented content, remembering and subsequently being able to reproduce the studied material. The closer the student’s thought is to the teacher’s reasoning system is the determining factor. Students' opportunities for independent reasoning and thinking are limited. The main task of students is to listen to the teacher and understand him.

The second group includes learning methods: exercises, independent, laboratory, practical and test papers. The nature of the student’s cognitive activity determines the effectiveness of the proposed method. The role of the teacher comes down to skillful management of schoolchildren’s learning: selection of materials, organization of training sessions, analysis of completed tasks and control. The success of learning ultimately depends on how the student thought, how he performed tasks, how much independence and activity he showed, and how much he used theoretical principles in the process of solving practical tasks. The main thing is the cognitive activity of the student, and the role of the teacher is to skillfully organize this activity.

Each of those groups of methods reflects the interaction between teachers and students. Each of the main groups of methods, in turn, can be divided into subgroups and the individual methods included in them. Since the organization and the process of carrying out educational and cognitive activities presuppose the transmission, perception, comprehension, memorization of educational information and practical use knowledge and skills obtained in this case, then the first group of teaching methods must include methods of verbal transmission and auditory perception of information (verbal methods: story, lecture, conversation, etc.); methods of visual transmission and visual perception of educational information (visual methods: illustration, demonstration, etc.); methods of transmitting educational information through practical, labor actions and tactile, kinesthetic perception of it (practical methods: exercises, laboratory experiments, labor actions, etc.).

Methods of organizing and implementing educational and cognitive activities according to Yu.K. Babansky.

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

Inductive and deductive methods (logical aspect)

Reproductive and problem-search methods (aspect of thinking)

Methods independent work and work under the guidance of a teacher (learning management aspect)

Methods of stimulating and motivating educational and cognitive activity, based on two large groups of motives, can be divided into methods of stimulating and motivating interest in learning and methods of stimulating and motivating duty and responsibility in learning.

Methods of control and self-control during the learning process can be divided into their constituent subgroups, based on the main sources of feedback during the educational process - oral, written and laboratory - practical.

The proposed classification of teaching methods is relatively holistic because it takes into account all the main structural elements of activity (its organization, stimulation and control). It holistically presents such aspects of cognitive activity as perception, comprehension and practical application, taking into account all the main functions and aspects of methods identified by pedagogical science at that time. But this classification does not simply mechanically connect the known approaches, but considers them in interrelation and unity, subject to optimal combination. Finally, the proposed approach to the classification of methods does not exclude the possibility of supplementing it with private methods that arise in the course of improving training in modern school.

A number of classifications have been developed: I.Ya. Lerner, and M.N. Skatkin, D.O. Lordkipanidze, M.I. Makhmutov, E.Ya. Golant and E.I. Perovsky, which showed that in modern conditions of improving training , increasing the complexity of educational knowledge, increasing its volume and depth, gives rise to ever new forms and methods of teaching children.

I .2 . Verbal teaching methods and their use in the educational process of primary school.

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal teaching methods require the teacher to have logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which there was a certain separation of learning from life.

Modern didactics attaches great importance to the verbal method of teaching, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, which meets the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of shaping the scientific worldview, behavior, and positive personality traits of a comprehensively developed person .

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.

2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.

3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.

5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

Verbal teaching methods include story, lecture, conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in a lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal under the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

Take into account the characteristics of children of primary school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;

Clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters a person’s soul from the outside world passes”;

Provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;

Ensure the scientific nature and reliability of the material presented;

Concentrate on the education of socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;

Introduce children to the outline of the content of the story, present the material in a strict system, logically;

Highlight leading positions, ideas, socially significant concepts, and concentrate children’s attention on them;

Select vivid, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;

Present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;

Present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: “how to say”, “means”, “this is the same”, etc.

Activate children's attention by incorporating heuristic techniques, posing and solving problematic questions;

Combine presentations with reading passages, fragments of texts from a textbook or study guide;

Ensure that children record rules, definitions, dates, facts, and the most important provisions;

The presentation should be accompanied by illustrations, demonstrations, etc.;

Repeat the most significant, important provisions and conclusions.

Conversation is a very common method of teaching that can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher gives good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

Working on a textbook.

Along with the teacher’s oral presentation of knowledge, a significant place in the learning process is occupied by students’ independent work methods to perceive and comprehend new educational material. The didactic significance of independent educational work is determined by the fact that it is based on the active cognitive activity of each student in acquiring knowledge. K.D. Ushinsky believed, for example, that only a student’s independent work creates conditions for deep mastery of knowledge. P.F. Kapterev argued that every new step in improving the school was the application of the principles of self-education to the school education of youth.

The essence of the method of working on a textbook and educational literature is that the acquisition of new knowledge is carried out independently by each student through thoughtful reading of the material being studied in the textbook and comprehension of the facts, examples and theoretical generalizations arising from them (rules, conclusions, laws, etc.) contained in it. etc.), while simultaneously with the assimilation of knowledge, students acquire the ability to work with a book. This definition gives a fairly clear idea of the nature of this method and emphasizes two important interrelated aspects in it: students’ independent mastery of the material being studied and the formation of the ability to work on educational literature.

A similar approach to working with a textbook gradually penetrated into didactics and private methods. For example, in the manual “Pedagogy” edited by I. A. Kairov, only some forms of using the textbook in the classroom were touched upon. It said, in particular, that if the material in the textbook is particularly difficult to understand, the teacher goes over the plan for this paragraph with the students, and work is carried out on individual, difficult-to-understand parts of the text. These, in fact, are all the forms of using the textbook in the classroom, as they were interpreted in pedagogy. The didactic effectiveness of students’ work on a textbook for independent acquisition of new knowledge critically depends on its correct organization. When conducting classes, the teacher is obliged in each specific case to determine how best to use the textbook in the lesson so that it stimulates the children’s thinking time and does not lead to cramming and formal memorization of the material being studied. In this regard, it is necessary to touch upon some general didactic requirements for organizing work on a textbook during class lessons.

First of all, the correct choice of material (topic) for self-study schoolchildren in class. Any work with a textbook and educational literature should be preceded by a detailed introductory conversation with the teacher. During classes, the teacher needs to observe the students’ independent work and ask some of them how they understand the issues being studied. If some students are having difficulty, the teacher needs to help them.

Under no circumstances should work with the textbook take up the entire lesson. It needs to be combined with other forms and methods of teaching. So. After working with the textbook, it is imperative to check the quality of assimilation of the studied material, conduct practical exercises related to the development of skills and further deepening of students’ knowledge. Serious attention should be paid to developing in schoolchildren the ability to independently comprehend and assimilate new material from the textbook. Maintaining continuity is important in this regard. B.P. Esipov noted that in the lower grades such work begins with independent reading of short fiction stories, and then popular science articles, followed by their retelling or answers to the teacher’s questions. Similar techniques should be used initially and when students move to middle school. Then you should ensure that when working with a textbook, schoolchildren can independently identify the main issues, draw up questions, draw up a plan for what they read in the form of questions and theses, be able to argue the most important points, make extracts, use a dictionary when reading, analyze the illustrations in the book, etc. d.

Chapter II. Experimental pedagogical work in labor training lessons using verbal methods in grade 3 (using the example of working with paper and cardboard)

II .1. Labor lessons, their content and teaching methods

State standard primary education of a comprehensive school of the Republic of Kazakhstan and curricula developed on its basis by the decision of the Board of the Ministry of Education dated 06.26.95, No. 3/2 was approved as a project and after general discussion, recommended by the decision of the Board dated 07.18.96, No. 8/1 /5 for consistent implementation in schools starting from the 1998/99 academic year.

The standard, together with curricula and textbooks, educational and methodological complexes, is being introduced into grades 1-4 of schools in 1998.

Democratization of the entire sphere of life, including the sphere of education, in the conditions of a sovereign state is a powerful impetus for schools to emerge from a crisis state. The adoption of the Constitution of the Republic of Kazakhstan, the Law “On Education” is a guarantee of this.

It is advisable to accept the proposed “Concept of the content of education at the primary level of a comprehensive school” as one of the tactical decisions for the direct implementation of the strategic direction of reforming the primary level of the system continuing education.

The significance and functions of the primary school in the system of lifelong education are determined not only by its continuity with other levels of education, but also

first of all, the enduring, unique value of this stage in the formation and development of the child’s personality.

In this regard, the main function of the initial stage is the formation of intellectual, emotional, business communicative readiness of students for active interaction with the outside world.

Labor training is a mandatory condition and an integral part of the education, upbringing and development of a child at the primary level of a comprehensive school and is implemented through a variety of classroom and extracurricular activities of students.

The purpose of labor training is to develop the personality of students based on the formation of labor activity.

This goal leads to the following tasks:

Development of sensory and mental abilities, moral, aesthetic, economic and environmental education;

Formation of inclinations and interests, education of student behavior;

Formation in students of practical skills in artistic processing of various materials, design and modeling, handling of the simplest tools; development of amateur creativity, elements of technical thinking;

Purposeful and systematic formation of skills, skills of planning work actions, independent and mutual control of the assessment of one’s own and others’ work, self-service, etc.

All these goals and objectives are carried out on the basis of national tradition, arts and crafts of the Kazakh people. Having studied the above blocks, we took the following example as an example: Working with paper and cardboard.

Thus, working with paper and cardboard, where provided (20 hours), takes into account compliance with labor safety rules with the student working with a board, a pencil, a ruler, scissors, a needle, and a brush. Organization of the workplace and compliance with personal hygiene requirements; As an example, consider several fragments of the lesson.

LESSON PLAN

In 3rd grade (1-4)

Lesson topic: Working with paper and cardboard.

Application of Kazakh ornament.

Goal: Consolidation, expansion, generalization of knowledge

processing of paper and thin cardboard.

development of children's creative imagination.

educating children in the ability to work, in

team, personal responsibility for work

a team.

Formation of ideas about the correct

and safe working practices

Material and color cardboard, color velvet paper,

tools: glue, scissors, pencil, ruler, brush

for glue.

LESSON PLAN:

Organization of a children's group.

Repetition of what has been covered.

Lesson topic message.

Analysis of the object of labor and activity planning.

Practical activities for children.

Summarizing. Error analysis. Organization of an exhibition of children's works.

Cleaning the workplace.

DURING THE CLASSES:

Teacher: Students:

Hello guys!

Sit down!

Today, in the manual labor lesson we will

do appliqué.

You already know that applique is a type

fine art, which

based on overlay, gluing

various parts on the material adopted

Guys, what is an applique?” This is sticker

tion of various

details on

some background.

Right!

The application is widely

popular artistic

creativity, arts and crafts

art.

Since ancient times, man has strived

make your home, clothes not only

comfortable, but also beautiful. To each

The people have their own ornament. Because

people lived and live in different conditions

and they are surrounded by various amazing

world of nature. And what you see helps

man in creating his own local,

national ornaments for decoration

production of all kinds of products.

Guys, what do you think influenced

to create an ornament from the Kazakh

people, where did the Kazakhs live? In the steppes.

Right. And in the endless Kazakhstan

Huge herds of animals grazed in the steppes

Votnykh. And who knows what kind of animals Rams are, lo-

grazing in the steppes? shadi, camels

Right! And the motive for composing

branched horns served as patterns

rams And numerous herds

they left their camels on the land

traces and the Kazakh people embodied

from national ornament - ink-

taban (camel trail). Them

various products were decorated

folk crafts. He was used

in wood carving, embroidery, art

venous processing of felt products.

Feeling the need for watering holes,

running a cattle ranch

Kazakh people created an ornament

The fontanel is kainar.”

The Kazakh ornament contains

rich colors such as red, co-

brown, burgundy, blue, black.

Using them and elements of Kazakh

ornament, we made our own

ornament.

Today we will make ornaments

ment of geometric shapes.

Which ones do you know geometric square, directly-

figures? triangle, tri-

square

Right! Here we are, triangles

and apply it in your ornament.

For work we need:

glue, scissors, colored sheet

paper - background and sheet of another

colors for triangles, karan-

Dashi, gon.

Check if everything is in place. All.

Fine. Look, they're hanging on the board

several folk ornaments

Kazakhstan. You choose one for yourself

of them. Have you chosen? Fine. Yes.

Before you start working

let's remember the safety technology

dangers of working with scissors, and

glue (the guys call the rules

working with scissors and glue).

Okay, well done, you remember everything.

Now you can start working.

Be careful and careful

handle the glue so as not to

spread.

(the guys work independently

I walk around the class and monitor the work. I'm done.

students. (After working with the scissors - I completed it.

mi - physical minute.)

I see that almost everyone is finished.

Serik and Natasha are also already finished

Well done boys! Everyone will get

there were beautiful ornaments. I'm do-

I think our grandmothers would like

loved these original apps

Look how neat it is

performed by Raushan. Well done!

I will take this work to the exhibition.

(Grading).

Guys, what kind of ornament are we today? Ornament

completed? Kazakh

Right! And in what form? In the shape of

Fine. And now each application.

Clean up your workspaces

duty officers go and collect

work folders and glue.

All is ready? Well done!

Everyone did a great job today.

The lesson is over. We got up.

You can go to recess.

Teaching methods, determined by information sources, include three main types: verbal, demonstration and practical methods.

Oral verbal methods. The most widespread in the practice of labor training are such oral verbal methods as explanation, story, conversation, and instruction.

The explanation is characterized by conciseness and clarity of presentation. When preparing for work, the teacher explains how to rationally organize the workplace; when planning - how to draw up a drawing and determine the sequence of work; During the explanation process, the teacher introduces children to the properties of materials and the purpose of tools, rational labor actions, techniques and operations, and new technical terms.

Instruction can be considered both as a teaching method and as a set of verbal methods used in the lesson. Instruction as a teaching method is understood as an explanation of the method of work actions to adjust the practical activities of students. There are introductory, current and final instructions. Introductory briefing includes setting a specific work task, describing operations, explaining the rules for performing work techniques and conducting self-control. Routine instruction includes explaining mistakes made, identifying reasons for incorrect operation, and explaining correct techniques. The final instruction includes an analysis of good work, a description of mistakes made in the work, and an assessment of student work.

The teacher uses the story mainly to communicate new knowledge. It should be clear, concise, and combine accurate technical information with strong, lively storytelling. The story can be built on inductive, deductive and genetic principles. In the first case, the teacher introduces children to specific objects of technology and production and gradually moves on to generalizations; in the second, it introduces students to general concepts and then illustrates them with specific examples; in the third, it leads schoolchildren to an understanding of objects, showing the history of their origin. The perception of the story intensifies when the teacher introduces problematic elements into it and shows contradictions in the development of science with the construction of hypotheses and methods of confirming them. A story told by a teacher in primary school, as a rule, is based on previously acquired knowledge by students, systematizes children’s ideas and concepts about known objects, and teaches them how to apply knowledge in practice. Very little time is allocated for the teacher's story during the labor lesson; therefore, its content should be extremely brief and strictly correspond to the purpose of the lesson and the practical work task. Usually the teacher’s story is accompanied by a demonstration of materials, tools, equipment, and graphic aids. When using new terms, the teacher must clearly pronounce them and write them down on the board. The story must satisfy the following didactic requirements: to be reliable, logically consistent, clear, demonstrative, emotional, understandable for primary school students. In labor training classes, the story often leads into conversation.

The conversation is aimed at acquiring new knowledge and consolidating it through an oral exchange of opinions between the teacher and students. It helps to activate children's thinking: under the guidance of the teacher, children comprehend the educational material, discuss it, and establish connections between theoretical material and practice. Conversation can be used at various stages of the lesson. A conversation held at the beginning of the lesson helps children establish connections with previous lessons, determine the materials and tools needed for work, and imagine the sequence of the work process. Particularly valuable should be considered a heuristic conversation, which allows you to maximize the mental activity of students and independently find solutions to feasible educational problems. Like a story, a conversation is more convincing when it is accompanied by a demonstration of natural objects and their images. During practical work, it may be necessary to conduct an ongoing conversation. In which, by asking specific questions and answering them, the teacher conveys additional information about the labor process. After finishing the practical work, a final conversation is often held, the main goal of which is to involve the students themselves in discussing their work and teaching them to be critical of the results of their work. Conversations held after an excursion to production are of great educational importance.

Demonstration methods implement the principle of visual teaching, providing students with direct perception of specific objects and their images. Demonstration methods activate the child’s sensory and mental processes, making it easier for him to assimilate educational material. As noted, the demonstration aids available to the teacher can be divided into two groups: natural and visual. Natural aids include materials, tools, samples of finished products, etc.; to visual - layouts, models, tables, paintings, photographs, drawings, diagrams, filmstrips, technological maps, etc. In each specific case, the teacher selects the most optimal visual aids for the lesson.

Sample list of uses of demonstration aids

Types of work under the program
1. Introducing children to materials	Demonstration collections
lami: paper, cardboard,	tions. Handout kits
fabric, different materials -	material samples
llami, seeds
2. Providing information to children	Technological collections
on industrial production	tions. Filmstrips. Movie-
materials, mining and	movies. Paintings
application of natural materials

3. Study through experiments	Tables - collections
properties of materials
4. Study of processing techniques	Tools and accessories
materials: introduction to inst-	bleating. Technological
ruments, devices,	ie tables. Tables
working methods. Manufacturing	on work culture.
provided by the program	Semi-finished samples
	Comrade Technological

5. Consolidation of practical	Product samples. Those-
skills in labor lessons and in	nological maps.
After hours	Homemade manuals

Each manual - factory-made and home-made - must meet educational objectives, be scientifically reliable, and correspond to the age characteristics of students. Aids should help students find the most common and typical in objects. They must be precise, concise, and convincing. The teacher usually combines demonstration of the manual with explanation. For example, when making an envelope in 3rd grade, the teacher hands out one unfoldable envelope to the students on their desk and shows them a large envelope. While looking at the envelopes, children determine the number of sides of the envelopes and strips for gluing. The teacher suggests pressing the unfolded envelope tightly to the upper left corner of the album sheet and tracing it with a pencil. When tracing, the scan contours may not turn out very neat. Therefore, the teacher invites the children to check the scans using a ruler and square and make corrections to them. The teacher asks what needs to be done to glue the envelope. (It is necessary to draw three additional fold lines). In order for the paper to bend evenly, it is necessary to draw the blunt end of the scissors along the fold line along the ruler. After cutting and folding, the development is adjacent to the other, and the strips cover the folded sides from the sides and top. For some students, the strips will not fit snugly to the sides. It is necessary to check the dimensions again and eliminate any inaccuracies. The final operation is gluing. Demonstrating the development drawing, the teacher shows that in the drawing each line has its own purpose: the contours are indicated by a solid thick line, the dimensions are indicated by a thin solid line, the fold is indicated by a dash-dotted line with two dots, the places where glue is applied are indicated by hatching, the dimensions are indicated in millimeters. The teacher once again suggests checking the accuracy of the layout markings, and then gluing the envelopes. The combination of demonstrations of natural objects with the teacher’s words makes learning more intelligible, awakens children’s interest in the work task, and awakens their creative initiative. As a result of active observation of a sample of a product, children themselves determine where to start work, from what elements to build a development, what materials to prepare, with what tools and what techniques to carry out technological operations.

Particularly useful in labor training lessons are demonstrations combined with heuristic conversations. In this case, during the observation process, children are encouraged to independently search for rational ways to carry out the labor process.

The combination of picture displays and the written word is now becoming increasingly common in labor lessons. When introducing students to the work of adults, the teacher shows pictures, filmstrips, and films about the pulp and paper, printing, textile, ceramic, and construction industries. When studying materials, tools, work methods, organizing work activities, and studying safety precautions, tables are widely used. In some cases, the teacher uses tables as illustrations, in others as instructions. For example, tables showing the processes of folding paper are used as illustrations when explaining working methods, and during practical work - as instructions. On some topics in labor training lessons, it becomes necessary for students to demonstrate a series of paintings on a specific topic.

During lessons, along with demonstrating finished images, the teacher has to make drawings, sketches and drawings on the blackboard in strict compliance with all GOST requirements.

Practical methods. In labor training lessons, students, along with polytechnic knowledge, master general labor polytechnic skills: designing a labor product, planning the labor process, equipping a workplace, carrying out marking, processing, measuring, assembly, installation, finishing operations, and conducting self-control. Skill is knowledge applied in practice. Skill is understood as the student’s conscious performance of given actions with the choice of the correct work methods. Knowledge may not be brought to the level of skills. For example, a student may know how to cut paper with a knife, but not be able to perform this operation. Therefore, to transform knowledge into skills, it is necessary to conduct additional instructions and training exercises. In the process of learning skills, the child perceives the experience of others, for example, the experience of the teacher, but the main role in this case belongs to the personal experience of the student.

In the process of labor polytechnic training, primary school students develop three main groups of skills. The first group includes polytechnic skills: measuring, computing, graphic, technological; the second - general labor skills; organizational, design, diagnostic, operator; the third - special labor skills: processing paper, cardboard, fabric, various materials, assembly, adjustment, etc.

The formation of skills is always associated with the practical activities of students. Therefore, the methods of developing skills should be based on the types of students’ activities.

PLANNING WORK TRAINING LESSONS

When developing calendar plans for each class, the teacher must rely on the basic requirements of the reform of secondary and vocational schools, which state that in order to improve the content of education it is necessary:

Explain the basic concepts and leading ideas very clearly academic disciplines, ensure the necessary reflection in them of new achievements of science and practice;

Radically improve the organization of labor education, training and vocational guidance in secondary schools; strengthen the polytechnic orientation of education content; pay more attention to practical and laboratory classes, demonstrating the technological application of the laws of physics, chemistry, biology and other sciences, thereby creating the basis for labor training and vocational guidance for young people;

For each subject and grade, determine the optimal amount of skills and abilities required for students to master.

In labor training lessons, primary school students master the basic techniques necessary in life for working with various materials, growing agricultural plants, repairing educational visual aids, making toys, and various useful items for school. Already at this stage, familiarization with some professions that children can understand begins.

As a basis thematic planning for the year and for all years of study in primary school, it is pedagogically most expedient to accept the advancement of students in mastering a complex of program knowledge and skills. It should also be taken into account that the knowledge and skills acquired in lessons on one type of technical labor are used when conducting lessons on other types of technical and, to some extent, agricultural labor.

Methodologically, various options for planning labor training lessons are possible, but at the same time, the teacher’s attention should be focused on starting from the first lessons of technical and agricultural labor to advance children in mastering a whole complex of program knowledge and skills that have initial polytechnic significance. Any lesson, with all the variety of methods for its delivery, must ensure at each stage the fulfillment of all or some part of the complex of requirements of the labor training program.

When preparing for classes, planning labor training lessons takes center stage. The teacher must give a clear idea of the objects of labor, tools, polytechnic knowledge and work skills. All methodological, theoretical and practical problems are decided by the teacher when drawing up the calendar plan for the school year. As an example, we give a fragment from the calendar plan (Table 2).

An approximate fragment of the calendar - thematic plan labor training lesson:

Product of labor (product)	Subject of labor (materials)	Tools (tools)	Polytechnic knowledge	Polytechnic skills

Application of Kazakh ornament	writing paper	Square pencil, scissors, brush, glue, colored paper, template, stencil	Consolidation of concepts about density, strength, thickness, color of paper cutting, paper gluing; formation of concepts about the arrangement of fibers in paper.	Strengthening the skills of marking, folding and cutting paper; developing the skills to determine the main direction of the fibers in paper, tear the sheet in different directions, hold strips vertically, wet the edges of the sheet with a brush, skills to correctly distribute along the plane of the paper

Methods determined by the types of student activities.

According to the types of activities of students, methods are divided into reproductive (reproducing), partially search, problem and research.

Reproductive methods contribute to the formation of skills to remember information and reproduce it. The verbal methods discussed above in combination with demonstration ones from the point of view of the teacher’s activities can be characterized as explanatory and illustrative. These methods are mainly based on conveying information through words, demonstrating natural objects and graphic images. The knowledge obtained through the use of the explanatory and illustrative method, as a rule, remains at a low level of knowledge - copies, i.e. students remember information and reproduce it reproductively. To achieve a higher level of knowledge, the teacher organizes children’s activities to reproduce not only knowledge, but also methods of action. Methods of reproducing given types of activities are successfully acquired when using reproductive methods. In this case, much attention should be paid to instruction with demonstration of work techniques. The essence of the introductory, current and final briefing is described above. When performing practical tasks, children's reproductive activity is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity of the educational material. Practice shows that, for example, to master the techniques of cutting paper with scissors in a straight line, it is enough to carry out up to ten exercises, and to master the techniques of cutting a block of a book with a knife along a folded ruler, you need to complete up to a hundred exercises. It is known that primary school students cannot perform the same training exercises for a long time. Therefore, the system of exercises should be built in such a way that elements of novelty are constantly introduced into them. For example, paper folding exercises in 3rd grade are carried out over several lessons in the process of making various crafts: bags, pockets, hats, cups, doves, boats, boats, boxes. Similarly, in the process of reproductive activity, exercises are carried out on cutting paper with scissors, gluing paper, etc.

The partial search method, sometimes called heuristic, includes elements of reproductive and search activities. The essence of the method is that students are not given a final solution to the problem; they are asked to solve some feasible questions on their own. To develop independence and creative initiative, the teacher uses various techniques. At the first stage, children complete tasks according to technological maps with a detailed description of operations and work methods. Gradually, when compiling technological maps, some data is deliberately omitted. This forces children to independently solve some tasks that are feasible for them. Next, the amount of missing data in technological map increases. Students are taught first in class under the guidance of a teacher, and then independently develop technological process perform simple products, while finding rational ways of working. For example, when making a folder for postcards, students solve some feasible tasks in the process of search activity. They set the number of covers on the folder, determine the length, width and thickness of the folder based on the size of the stack of postcards. Next, students count how many and what parts. Thus, in the process of partial search activity, students first get an idea of the product, then plan the sequence of work and, finally, carry out technological operations to implement projects into finished products.

The problem-based teaching method involves the formulation of certain problems that are solved as a result of the creative activity of students. This method reveals to students the logic of scientific knowledge. Elements of problem-based methodology can be introduced during labor training lessons in 3rd grade.

Thus, when modeling boats, the teacher demonstrates experiments that pose certain problems for the students. Place a piece of foil in a glass filled with water. Children observe that the foil sinks to the bottom. Why does foil sink? Children hypothesize that foil is a heavy material, so it sinks. Then the teacher makes a box out of foil and carefully lowers it into the glass upside down. Children observe that in this case the same foil is held on the surface of the water. This creates a problematic situation. And the first assumption that heavy materials always sink is not confirmed. This means that the problem is not in the material itself (foil), but in something else. The teacher suggests carefully looking again at the piece of foil and the foil box and establishing how they differ. Students establish that these materials differ only in shape: a piece of foil has a flat shape, and a foil box has a three-dimensional hollow shape. What are hollow objects filled with? (By air). And air has little weight. It's light. What can be concluded? (Hollow objects, even made of heavy materials like metal, filled with “light” air, do not sink.) Why do large sea ships made of metal not sink? (Because they are hollow) what happens if you pierce a foil box with an awl? (She will drown.) Why? (Because it will fill with water.) What will happen to the ship if its hull gets holed and fills with water? (The ship will sink.)

Thus, the teacher, creating problematic situations, encourages students to build hypotheses by conducting experiments and observations, gives students the opportunity to refute or confirm the assumptions made, and independently draw informed conclusions. In this case, the teacher uses explanations, conversations, demonstrations of objects, observations and experiments. All this creates problematic situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process in a secondary school closer to scientific research.

The research method should be considered as the highest level of creative activity of students, in the process of which they find solutions to problems that are new to them. The research method develops in students knowledge and skills that are highly transferable and can be applied in new work situations. The use of this method brings the learning process closer to scientific research, where students become acquainted not only with new scientific truths, but also with the methodology of scientific research. Naturally, the content of the research method in science differs from the research method in teaching. In the first case, the researcher reveals new, previously unknown phenomena and processes to society; in the second, the student discovers phenomena and processes only for himself, which do not represent novelty for society. In other words, in the first case, discoveries are carried out on a social level, and in the second - on a psychological level. The teacher, posing a problem for students to independently study, knows both the result and the solutions and types of activities that lead the student to the correct solution to the problem posed. Thus, the research method in school does not pursue the goal of making new discoveries. It is introduced by the teacher in order to develop in students the character traits necessary for further creative activity.

Let's look at a specific example of the elements of the research method. During the lesson, the teacher sets a task for the children - to select paper for making a boat, which should have the following characteristics: good coloring, dense, durable, thick. Each student has at his disposal samples of writing, newspaper, drawing, household (consumer) paper and tracing paper, brushes, and jars of water. In the process of simple research, from the available types of paper, the student selects paper for making the body of a boat model that has all the listed characteristics. Let's say that the first student begins to check the sign of colorability. By running a brush with paint over samples of writing, newspaper, drawing, consumer paper and tracing paper, the student establishes that writing, drawing, consumer paper and tracing paper are thick papers, while newspaper paper is loose. The student concludes that newsprint is not suitable for the hull of a boat. By tearing the available paper samples, the student establishes that writing and consumer paper is fragile. This means that these types are not suitable for making a boat hull. Next, the student carefully examines the remaining types of paper - drawing and tracing paper - and establishes that drawing paper is thicker than tracing paper. Therefore, to make the hull of the boat it is necessary to use drawing paper. This paper has all the necessary features: it is easy to color, dense, durable, thick. Checking the types of paper should begin with a sign of strength. After this test, the student would have only two types of paper at his disposal: tracing paper and drawing paper. Checking the thickness feature allowed the student to immediately select the drawing paper needed for the boat from the remaining two types. When using the research method, as the considered example of paper selection shows, the student is not given ready-made solution tasks. In the process of observations, tests, experiments, and simple research, the student independently comes to generalizations and conclusions. The research method is actively developing Creative skills students, introduces schoolchildren to the elements of scientific research.

II .2. Description and analysis of the results of experimental pedagogical work.

Experimental pedagogical work was carried out in class 3²a² of school No. 92 in Almaty (30 students), a parallel class 3²b² (28 students) was taken as a control class.

Before starting lessons on the problem of our research, we conducted independent work in both classes.

In one of the lessons, we set a task to identify students’ knowledge, skills and abilities in verbal methods of teaching. A lesson was conducted, in this lesson only a task was given, without an explanation of the task, without instructions for the subsequent completion of the upcoming task, and the students were also not reminded of safety and health precautions, that is, a lesson without using the verbal method. And the task was this: Application of the Kazakh ornament

Ram's horn.

There is a sample attached to the board. The children began practical work on their own without individual teacher assistance. After observing the entire lesson, the students’ work was collected by the end of the lesson. After analyzing the work data, the level of knowledge and skills of students in the verbal method was revealed. The results are not the best. The works were evaluated according to 3 developed criteria.

Criteria:

1. A clear understanding of the instructions and tasks assigned to the student;

2. Better and more successful (without errors) task completion;

3.An objective verbal report from students about the work completed.

Results of independent work

(beginning of experimental teaching work)

Analysis of the results of independent work showed that 43.3% of 13 students received a grade of ²5² in the experimental class, 35.7% of 10 students received a grade of ²4², respectively, and 50% of 14 students received a grade of ²4², respectively. ²3² received 6.7% - 2 academics, and 14.3% - 4 academics.

The results obtained indicate that the knowledge of students in the two classes is approximately at the same level.

Where the research was conducted, it turned out that the class was difficult, the teachers changed every year, the students were very active, noisy, but there were no unsuccessful students in the class. As a result, we observed the following readings. All the students completed the work, they approached their work creatively, many of the work was completed, but the children did not understand the correct selection of color combinations, laying them out against the background, working with tools, and safety precautions and personal hygiene were not observed. That is, the children did not understand the purpose and objectives of the task, there was no better quality successful work, that is, consistent instruction.

Also, a similar lesson was taught in both classes. This lesson was taught using the verbal teaching method.

Quest: Broken horn.

The task and task are reported.

The task is presented orally and the subsequent execution of the upcoming tasks is instructed. All stages of the lesson were followed, conversations were held, leading questions were asked, to which the students answered themselves. There is a sample attached to the board. The sequence of work is clearly and practically shown. After that, for practical activities, where 20-30 minutes are allotted. Some students were provided with individual assistance, all students worked actively, and special attention was paid to the quality of work. Having completed their work, they submitted it for inspection. When analyzing the students' work, it was revealed that when performing this task, the level of skills and knowledge is much higher in both classes.

Results of control sections in the experimental class.

Analysis of the assessment results showed that there were significant improvements in both classes. We compared the results of completing tasks in experimental and control classes.

A verbal report was given, and students were also questioned about their work. At the end of the lesson, shortcomings were identified, good work was noted and evaluated.

The questions were of this type:

How is the part pasted on the background coated?

(From left to right).

First, should we coat the detail or the background?

How do we cut out the parts?

(Without distorting the shape).

What should be done to make it easier to navigate the placement of a particular part when gluing?

(Mark their locations with a pencil).

Thus, the analysis of the results of independent work in control and experimental classes is low, that is, not indicative. Because in both classes the lesson was conducted without using the verbal method. When performing the following task in a lesson in both classes using the verbal method, the level of knowledge and skills of students increased and became most indicative.

CONCLUSIONS

The analyzed scientific and pedagogical literature and the experimental pedagogical work carried out showed that in the process of labor training of junior schoolchildren, great importance is given to the use of verbal teaching methods.

Thus, the development of this problem has attracted the attention of many scientists and educational psychologists.

A number of classifications have been developed: I.Ya. Lerner and M.N. Skatkin, D.O. Lordkipanidze, M.I. Makhmutov, E.Ya. Golant and E.I. Perovsky, which showed that in modern conditions improving teaching, complicating educational knowledge, increasing its volume and depth, gives rise to ever new forms and methods of teaching children.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students. This profound position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods.

The success of verbal teaching methods used in the educational process of primary school depends on the teacher’s ability to correctly construct a verbal explanation and on the student’s ability to understand the content of the material in a verbal presentation. It is impossible to allow the verbal method of teaching to be isolated from other methods and to exaggerate their meaning. This method is the core method in the educational process; all other methods are built on it.

Our experimental pedagogical work, analysis of the experience of teachers and visits to lessons on labor education in elementary school showed that verbal methods are used by teachers in the process of labor education for younger schoolchildren. However, teachers do not always use this method correctly, rationally and justifiably. It is necessary that everything be in moderation; excessive conversation distracts from the purpose of the lesson. During practical work, some teachers not only control the manufacturing process, but also interfere with it, so the principle of independence of the manufactured appliqué disappears.

The implementation of verbal teaching methods must be given due attention in labor lessons, because Teachers do not always take labor lessons as a secondary subject seriously and responsibly. Labor training should be given special preference due to the characteristics of children of primary school age.

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samarapedsovet.ru

Principles for classifying interaction between student and teacher

Features of using verbal teaching methods

Types of verbal methods

Story

Explanation

Briefing

Conversation

Lecture

Discussion

Working with a book

Slide captions:

4th year student

INTRODUCTION

CONCLUSIONS