Teaching methods and techniques

Parameter name	Meaning
Article subject:	Teaching methods and techniques
Rubric (thematic category)	Education

Method education (from the Greek. methodos- ʼʼway, way to achieve the goalʼʼ) - a system of sequential interrelated actions of the teacher and students, ensuring the assimilation educational material.

Method is a multidimensional and multidimensional concept. Each teaching method has many properties and features, as a result of which there are quite a few principles for their differentiation. For this reason, in pedagogical science there is no single approach to the allocation of teaching methods.

Different authors distinguish the following teaching methods: storytelling, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test work; survey (varieties: oral and written, individual, frontal, compacted), method of programmed control, test control, abstract, didactic game, etc.
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This list is far from complete.

In the process of teaching, the teacher uses various methods: a story, work with a book, an exercise, a demonstration, a laboratory method, etc.
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At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.

The effectiveness of teaching methods in any pedagogical situation depends on the specific goals and objectives of training. The most important component of pedagogical competence is the teacher's ability to choose and apply teaching methods correctly.

The choice of teaching methods is determined by a number of factors, including:

 goals of education, upbringing and development of students;

 features of the content of the studied material;

 features of the teaching methodology of a particular subject;

 the time allotted for the study of a particular material;

 the level of preparedness of students, their age characteristics;

 the level of pedagogical skills of the teacher;

 material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.

learning techniques(didactic techniques) are usually defined as elements of methods, single actions as part of a general teaching method. Reception - ϶ᴛᴏ is not yet a method, but its integral part, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of quotes, etc.

Learning acceptance can be seen as a separate step in practical application method. The sequence of these steps in the process of implementing the method leads to the learning goal.

Rice. 4.5. Reception and method ratio

The same method in different situations can be carried out using different techniques. For example, working with a book in one case may include reading aloud and drawing up a plan of the text; in another case, drawing up a logical diagram and selecting quotes; in the third case, taking notes.

The same technique can be included in different methods. So, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on the blackboard), and can also be used as part of a research method (for example, students draw up a diagram that reflects the material they study independently) .

Teaching methods are developed in the experience of many teachers and improved over decades. Many of the modern methods originated many centuries ago. For example, the story and the exercise were already known in the schools of the Ancient World, and in Ancient Greece Socrates improved the method of conversation and began to apply it to the development of thinking and the activation of the cognitive interest of students. Unlike methods, techniques can be created in the experience of an individual teacher, determining the uniqueness of his individual pedagogical style.

There are relatively few methods, but there are countless techniques, in connection with this, it is very difficult to classify the techniques and it is almost impossible to compile a complete, exhaustive list of all didactic techniques. On fig. 4.6. only some groups of teaching methods are presented.

Rice. 4.6. Types of teaching methods

Methods and techniques of teaching - the concept and types. Classification and features of the category "Teaching methods and techniques" 2017, 2018.

Pedagogical techniques are the basis of successful learning and the ability of the teacher to constantly improve the modern lesson, find new approaches to teaching students, allowing them to improve cognitive interest to the subject being studied and the quality of students' knowledge. The experience of using Anatoly Gin's pedagogical techniques is an element of novelty in improving the modern lesson and enriching the teacher's methodological piggy bank. When drawing up a plan (designer) of a lesson, the teacher, as a rule, first of all, collects the necessary theoretical material, assignments and exercises. Then the teacher faces the problem of how to present it to children in order to better assimilate the material, to ensure the optimal load of students in the lesson, to maintain children's interest in the subject and in themselves personally. RECEPTIONS OF PEDAGOGICAL TECHNIQUE ORGANIZATIONAL POINT 1. FANTASTIC ADDITION. 2. EMOTIONAL ENTERING THE LESSON. 3. THEATERIZATION. 4. PROVERB-SAYING. 5. STATEMENTS OF THE GREAT. 6. EPIGRAPH. 7. PROBLEM SITUATION (according to M.I. Makhmutov). 8. THE PROBLEM OF THE PREVIOUS LESSON. FANTASTIC ADDITION The teacher adds fantasy to the real situation. You can transfer the learning situation to a fantasy planet; change the value of any parameter that remains constant or has a well-defined value; come up with a fantastic plant / animal and consider it in a real biocenosis; transfer real or literary hero in time; consider the situation under study from an unusual point of view, for example, through the eyes of an alien or an ancient Greek... EMOTIONAL ENTRY INTO THE LESSON The teacher begins the lesson with "attunement". For example, let's look at the lesson plan. This is best done in a semi-accurate manner. For example, like this: "First, we will admire deep knowledge together - and for this we will conduct a small oral survey. Then we will try to answer the question. (The topic of the lesson sounds in question form). Then we will train our brains - we will solve problems. And, finally, we will pull out something valuable from the recesses of memory. (The theme of repetition is called)". If there is a technical possibility, a short musical phrase will be a good setting for the lesson. It can be exciting in major key, like Khachaturian's Saber Dance or Ravel's Bolero, or calming in minor key, like Glinka's romance. You can start with the traditional parsing homework. From the intellectual warm-up - two or three not too difficult questions for reflection. From a traditional oral or short written survey - a simple survey, because its main goal is to set the child up for work, and not to stress him with a brainwasher. There may be other options for entering the lesson. When the class is weak, hard to tune in, then we always (or almost always) start the lesson in a certain way. But if the class is harmonious, there are no problems with management, then the entrance to the lesson can be diversified. THE PROBLEM OF THE PREVIOUS LESSON At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified. For example, in the lessons of the Russian language and literature, you can use many goal-setting techniques that are suggested methodical literature(insert letters, words, signs; find key words, errors; collect text, restore; compose your own text, give examples, draw up a plan, algorithm, etc.). Here are some of these goal-setting techniques. LESSON SETTING, MOTIVATION OF LEARNING ACTIVITIES 1. THEME-QUESTION. 2. WORK ON THE CONCEPT. 3. BRIGHT SPOT SITUATION. 4. SUMMARY DIALOGUE. 5. GROUPING. 6. THOUGHT. 7. TIME LINE. TOPIC-QUESTION The topic of the lesson is formulated as a question. Students need to build a plan of action to answer the question. Children put forward many opinions, and the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes. The teacher himself can lead the selection process in the case of subject-subject relations or a selected student, and the teacher in this case can only express his opinion and direct the activity. For example, for the topic of the lesson "How do adjectives change?" built a plan of action: 1. Repeat knowledge about the adjective. 2. Determine with which parts of speech it is combined. 3. Change a few adjectives along with nouns. 4. Determine the pattern of changes, draw a conclusion. SUMMARY DIALOGUE At the stage of updating the educational material, a conversation is conducted, aimed at generalization, concretization, logic of reasoning. The dialogue is brought to what children cannot talk about due to incompetence or insufficiently complete justification of their actions. Thus, a situation arises for which additional research or action is needed. A goal is set. EXCEPTION Reception can be used through visual or auditory perception. First view. The basis of the "Bright Spot" technique is repeated, but in this case, children need to find something superfluous through an analysis of the common and different, justifying their choice. For example, the theme of the lesson is "Wild Animals". Second kind. Ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or the proposed series of words. Analyzing, children easily determine the excess. For example, The world in grade 1 on the topic of the lesson "Insects". - Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat." What do all words have in common? (Names of animals) - Who is extra in this row? (Out of many well-founded opinions, the correct answer will definitely sound.) The learning goal is formulated. THINKING The theme of the lesson and the words "helpers" are proposed: Let's repeat Let's study Learn Let's check With the help of the words "helpers" the children formulate the objectives of the lesson. TIME LINE The teacher draws a line on the board, which indicates the stages of studying the topic, forms of control; talks about the most important periods that require 100% dedication from the guys, together they find lessons where you can “take a break”. “Time Line” allows children to see what exactly can be the end product of studying a topic, what you need to know and be able to successfully master each subsequent topic. This exercise is useful for children who learn the learning material more easily from general to specific. UPDATING THE KNOWLEDGE OF UUD AT THE BEGINNING OF THE LESSON OR IN THE PROCESS OF IT AS NECESSARY. 1. INTELLIGENT WARM-UP. 2. DELAYED ANSWER. 3. THEATERIZATION. 4. A game of chance. 5. DISCUSSION OF THE IMPLEMENTATION OF D/Z. 6. CATCH THE MISTAKE! 7. THE PERFECT POLL. INTELLIGENT WARM-UP You always need to be in the mood for a certain type of activity. For this, there is a procedure for “entering the lesson” - you can start with an intellectual warm-up - two, three not too difficult questions for reflection. The warm-up can be done in different ways: What is superfluous (Earth, Mars, Moon, Venus), etc. Summarize - what is it (bacteria, animals, plants, fungi - these are kingdoms) What is missing - a logical chain (birch, plant \u003d wolf, .......) What word is hidden (fotamsear - atmosphere) and so on. Tablets with concepts and terms are posted on the board and the guys are asked questions. Intellectual warm-up not only sets students up for learning activities, but also develops thinking, attention, the ability to analyze, generalize, highlight the main thing. RANDOMNESS GAME Formula: The teacher introduces elements of random selection into the lesson. Where chance reigns, there is passion. We are trying to put it into service. This is what a roulette wheel is for. If it's hard to find one as posh as in the TV game What? Where? When? ”, It is enough to have a cardboard circle with an arrow on a carnation. You can also vice versa - rotate the disk relative to a fixed pointer. The object of a random choice can be a problem to be solved (as in a television game), a repetition topic, a report topic, a student being called. In addition to roulette, they use dice, toss a coin (heads or tails), draw lots, take out barrels of Russian loto with the student's number in the magazine, launch a paper airplane - whoever gets hit ... CATCH THE MISTAKE! Explaining the material, the teacher deliberately makes mistakes. First, students are warned about this in advance. Sometimes they can even be told "dangerous places" by intonation or gesture. Teach students to instantly stop mistakes with a signal or clarification when needed. Teach your kids to react quickly to mistakes. Encourage attention and willingness to intervene! The student receives a text (or, say, an analysis of a solution to a problem) with specially made mistakes - let him “work as a teacher”. Texts can be prepared in advance by other students, including older ones. PRIMARY PERCEPTION AND ASSEMBLY OF NEW THEORETICAL TRAINING MATERIAL (RULES, CONCEPTS, ALGORITHMS…). 1. SURPRISE! 2. PRESS CONFERENCE. 3. YOUR SUPPORT. 4. ATTRACTIVE GOAL. 5. CATCH THE MISTAKE! 6. DELAYED ANSWER. 7. QUESTIONS TO THE TEXT. OWN SUPPORT The student makes his own reference notes on the new material. This technique is appropriate in cases where the teacher himself uses such notes and teaches students how to use them. As a weakened version of the reception, it is possible to recommend drawing up a detailed response plan (as in an exam). It is great if the students have time to explain their supporting notes to each other, at least partially. And not food, if their basic notes are almost the same from each other. DELAYED GUESS Using the work on the study of the etymology of the word, "speaking surnames", you can apply this technique. At the end of one of the lessons on the numerals, you can ask the question: “What numeral literally means “thousands”? The next lesson should start by answering this question. QUESTIONS TO THE TEXT For the text being studied, it is proposed to compose a certain number of questions - judgments in a certain time: Why? ? How to prove? ? How to explain? ? Because of what? ? In which case? ? How? After reading the paragraph, students build judgments, make up a question and write it down in a notebook. This technique develops the cognitive activity of students, their written speech. APPLICATION OF THEORETICAL PROVISIONS IN THE CONDITIONS OF PERFORMING EXERCISES AND SOLVING PROBLEMS 1. OWN SUPPORT. 2. "YES-NO" OR UNIVERSAL GAME FOR ALL. 3. CATCH THE MISTAKE! 4. WORK IN GROUPS. 5. GAME - TRAINING. 6. BUSINESS GAME "I AM A TEACHER". 7. GENTLE INQUIRY. "YES-NO" OR A UNIVERSAL GAME FOR ALL The teacher guesses something (a number, an object, a literary or historical hero, etc.). ). Students try to find the answer by asking questions. The teacher answers these questions only with the words: "yes", "no", "yes and no". "Yes-no" teaches: ? connect disparate facts into a single picture; ? organize existing information; ? listen and hear fellow practitioners. GAME - TRAINING These games come to the rescue at a difficult moment - to dissolve the boredom of monotony. 1. If necessary, do big number monotonous exercises, the teacher includes them in the game shell, in which these actions are performed to achieve the game goal. 2. Pupils compete by performing actions in turn in accordance with a certain rule, when any subsequent action depends on the previous one. BUSINESS GAME "I AM A TEACHER" The use of such a form of lesson as a business game can be considered as a development of a role-playing approach. In a business game, each student has a well-defined role. The preparation and organization of a business game requires comprehensive and thorough preparation, which, in turn, guarantees the success of such a lesson with students. It is always more interesting to play and to everyone than to study. After all, even adults, playing with pleasure, as a rule, do not notice the learning process. INDEPENDENT CREATIVE USE OF FORMED SKILLS AND SKILLS. 1. MINI-PROJECTS. 2. SOLUTION OF SPELLING PROBLEMS. 3. MINI-RESEARCH. 4. WORKING WITH A COMPUTER. 5. "At your own pace." 6. SOUNDING "SILENT MOVIE". 7. "RESTORER". MINI PROJECTS Educational project as a complex and multi-purpose method has a large number of types and varieties. A research mini-project is similar in structure to a genuine scientific study. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained. At the same time, methods of modern science are used: laboratory experiment, modeling, sociological survey. Students can choose the age group for the survey themselves, depending on the task assigned to them, or the group for the survey is determined by the teacher himself (this option is more acceptable at the initial stage, when children are just getting acquainted with this form of work). SOLUTION OF SPELLING PROBLEMS Students learn to choose the correct spelling of a word from the available set. MINI-RESEARCH The teacher “nudges” the children to choose the right research topic by asking them to answer the following questions. ? What interests me the most? ? What do I want to do first? ? What do I do most often in my free time? ? In what subjects do I get the best marks? ? What would you like to know more about? ? What could I be proud of? By answering these questions, the child can get the teacher's advice on what research topic to choose. Subject could be: fantastic (the child puts forward some kind of fantastic hypothesis); ? experimental; ? inventive; ? theoretical. SOUND MOVIE "SILENT MOVIE" Students voice a fragment of a feature, animated, and other film after preliminary preparation. "RESTORER" Students restore a text fragment, deliberately "damaged" by the teacher. DYNAMIC PAUSE. 1. DIFFERENT KIND OF TRAJECTORIES. 2. OPHTHALMO SIMULATOR "RUNNING LIGHTS". 3. EXERCISES TO IMPROVE POSTURE. 4. EXERCISES FOR THE PREVENTION OF FLAT FOOT. 5. EXERCISES FOR THE DEVELOPMENT OF MOTOR SKILLS OF THE HANDS. GENERALIZATION OF LEARNED AND ITS INCLUSION IN THE SYSTEM OF PREVIOUSLY LEARNED ZUN AND UUD. 1. TEST. 2. YOUR SUPPORT. 3. CLUSTER. 4. GROUPING. 5. REPEAT WITH CONTROL. 6. REPEAT WITH EXPANSION. 7. CROSSING TOPICS. GROUPING Children are invited to divide a number of words, objects, figures, figures into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson. For example: the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9. REPEAT WITH CONTROL Students develop lists control questions to all previously studied topics. List competition is possible. You can conduct a control survey on one of the lists, etc. REPEAT WITH EXPAND Students develop lists of questions, the answers to which allow you to supplement knowledge on the entire previously studied topic. Some of these questions are worth answering. But not necessarily for everything. TOPIC INTERACTION Students select (or invent) their own examples, problems, hypotheses, ideas, questions, connecting the last studied material with any previously studied topic indicated by the teacher. CONTROL OVER THE PROCESS AND THE RESULT OF EDUCATIONAL ACTIVITIES OF SCHOOLCHILDREN. 1. INTERVIEW ON THE CHAIN. 2. PROGRAMMED SURVEY. 3. SILENT INTERROGATION. 4. THE PERFECT POLL. 5. BLITZ CONTROL. 6. RELAY CONTROL WORK. 7. SELECTIVE CONTROL. BLITZ CONTROL Control is carried out at a high pace to identify the degree of assimilation of simple learning skills that students must master for further successful study. In terms of pace, the blitz-control is similar to the factual dictation. The difference is that this includes checking the possession of formulas, calculations, and other standard skills. Includes 7-10 standard tasks. Time - about a minute per task. Carrying out technology: ? before: conditions for options are opened on the board or on the poster. If possible, the conditions are printed out and placed on the desks text down. On command, they roll over. ? during: on the desk - a blank sheet and a pen. On command, the students get to work. All calculations, intermediate actions - on the sheet, the answer is surrounded by a frame. No explanations or standard design of the task is done. After the time has elapsed, work stops on a clear command. ? after: the work is handed over to the teacher or a self-checking option is used: a) the teacher dictates the correct answers or, better, posts a table of correct answers. Pupils mark their results with "+" and "-" signs; b) a short discussion on students' questions. REFLECTION OF ACTIVITY. 1. DRAW THE MOOD. 2. "Herringbone". 3. "TREE OF CREATIVITY". 4. "LIGHT OF COMMUNICATION". 5. INTELLECTUAL REFLECTION. 6. LADDER "MY STATE". DRAWING A MOOD To compare your mood with the image of an animal (plant, flower) and draw it can be explained in words. ? Draw your mood with paints on a wet sheet. ? On a common large sheet, with a group or the whole class, paint your mood in the form of a strip, a leaf, a cloud, a speck (within 1 minute). "TREE OF CREATIVITY" At the end of the case, day, lesson, children attach leaves, flowers, fruits to the tree: ? Fruits - the case was useful, fruitful; ? Flower - pretty good; ? Green leaf - not quite satisfied with the day; ? Yellow leaf - "lost day", dissatisfaction. INTELLECTUAL REFLECTION A technique for comprehending the process, methods and results of mental work, practical actions. IR contributes to the understanding of obstacles and difficulties in a given situation, acts as one of the main mechanisms for the development of thinking, consciousness and learning activities. 1) Choose the correct statement: ? I myself could not cope with the difficulty; ? I had no difficulty; ? I only listened to the suggestions of others; ? I came up with ideas... 2) Modeling or schematization of your understanding, actions in the form of a picture or diagram. 3) Spider (sun, flower) - fixing the associative links of any concept. 4) Cluster (bunch) - fixation of a system concept with relationships in the form: 5) Tablet - fixation of knowledge and ignorance about a concept (can be located both horizontally and vertically). The concept I knew I learned I want to know 6) Marginal notes (insert, marking) - designation using signs in the margins near the text or in the text itself: “+” - knew, “!” - new material (learned), "?" - I want to know 7) Archivist - entering into the image of the concept being studied and writing an autobiography or a message about "myself" (about the image). 8) Cheat sheet - information, wording, rule, etc. in a compressed form. Drawing up memos, diagrams or texts for reference books. 9) Ranking, arrangement in the right order of concepts. 10) Restoration of a deformed statement, rule, text or addition of missing words (for example, when every third or fifth word is missing). 11) Sinkwain - composing a quatrain according to the scheme: the first line is a concept expressed by a noun, the second line is a description of two adjectives (participles), the third line is 4 significant words expressing an attitude to the concept, the fourth line is a word synonymous with the concept, a generalization or extension meaning. 12) Card with the task "Continue the phrase": ? It was interesting to me… ? We figured it out today... ? Today I realized that...? Was it difficult for me...? Tomorrow I want to attend the lesson ... 13) Variants of questions that are asked by the teacher at the end of the lesson for the purpose of meaningful reflection: ? What would you name the lesson? ? What was the most important thing in the lesson? ? Why are we in class today...? ? What is the topic of today's lesson? ? What is the purpose of the lesson? ? What will we focus on in the next lesson? ? What will be our task in the next lesson? ? What was easy (difficult) for you? ? Are you satisfied with your job? ? What do you want to praise yourself or one of your classmates for? 14) Questions of the final reflection can be asked by the student (at will, at the request of the teacher ...): ? What did we want to learn in the lesson? ? What have we been able to find out? ? Have we answered the question? ? What will we do tomorrow? ? What was the most important thing in the lesson? ? Who wants to praise someone? 15) Reflective essays (both for homework and for 5-7 minutes in class) ? An approximate plan of the child's reasoning in accordance with the stages of the lesson: At first we reasoned like this ... ? Then we ran into a problem? Then we observed (compared, did)…. ? We saw (understood)…So…? Now we will…

Methods and means of teaching, their pedagogical possibilities and conditions of application.

Plan:

The concept and essence of the method, technique and rules of learning.

The evolution of teaching methods.

Classification of teaching methods.

Means of education.

Choice of methods and means of training.

Basic concepts: method, technique, teaching rule, teaching aids.

The concept and essence of the method, technique and rules of learning

The success of the educational process largely depends on the appliedteaching methods.

Teaching methods - these are ways of joint activity of the teacher and students aimed at achieving their educational goals.ExistingThere are other definitions of teaching methods.

Teaching methods - these are ways of interconnected activities of teachers and students in the implementation of the tasks of education, upbringing and developmentorgy (Yu. K. Babansky).

Teaching methods - these are the methods of teaching work of the teacher and the organizationtraining and cognitive activity students by solving differencesdidactic tasks aimed at mastering the studied materialscrap (I.F. Kharlamov).

Despite the various definitions given to this concept by didactics, the common thing is that most authors tend to consider the methodlearning in the way of joint work of the teacher and students on the organizationtions of educational activity.

Thus, the concept of a teaching method reflects in the relationship the methods and specifics of the teaching work of a teacher and educational activities.students to achieve learning goals.

Widespread concepts in didactics are alsoconcepts of "learning method" and "learning rule".

Reception training - this ispart or separate part of a methodlearning.The boundaries between the concepts of "method" and "reception" are very fluid and changeable.chichi. Each teaching method consists of separate elements (hourtei, tricks). With the help of the technique, the pedagogical or educational task is not completely solved, but only its stage, some part of it.

Teaching methods and methodological techniques can change places, replace each other in specific pedagogical situations. Samemethodological techniques can be used in different methods. Conversely, one method for different teachers may includevarious tricks.

Thus, the method includes a number of techniques, but is not itselfis their simple sum.

learning rule - this isregulation or instructions on howit is necessary to act in an optimal way in order to carry out the method of activity corresponding to the method.In other words,learning rule(didactic rule)- this is a specific instruction on how to proceedin a typical pedagogical situation of the learning process.The rule acts as a descriptive, normative model of reception, and the system of rules for solving a specific problem is already a normative-opisatelny model of the method.

The evolution of teaching methods

The level of development ofdriving forces and the nature of production relations affecton the goals, content, means of the pedagogical process. With their betrayalteaching methods are also changing.

On the early stages social development, the transfer of social experience to the younger generations was carried out spontaneously in the process of jointnoah activity of children and adults. Watching and imitating adultscertain actions, mainly labor, children mastered themin the course of direct participation in the life of the social group of which they were members. Teaching methods based on imitation prevailed. Imitating adults, children mastered the ways and techniques tobeing food, receiving fire, making clothes, etc.

At the heart of lesorryreproductive method learning ("do like me"). This is the most ancientmethod of teaching from which all others have evolved.

As the accumulated knowledge expands, the complexity is masteredhuman actions, simple imitation could not provide a sufficient level of assimilation of cultural experience. Since the establishment of schools, there have beenverbal methods learning. Teacher with the help of the wordgave ready-made information to children who learned it. With the adventwriting, and then typography, it became possible to express, ondrip, transfer knowledge in sign form. The word becomes headscarrier of information, and learning from books - a wayinteraction between teacher and student.

The books were used in different ways. In a medieval school, studentsXia mechanically memorized texts, mainly religious contentniya. So arosedogmatic, or catechism, method learning. Moreits perfect form is associated with the formulation of questions and the presentation ofnew answers.

In the era of great discoveries and inventions, verbal methods are graduallybut lose their significance as the only way to transfer knowledge to students. Society needed people who not only knew the laws of nature, but also knew how to use them in their activities. In processteaching included such methods as observation, experiment, independent work, exercise aimed at developing independence, activity, consciousness, initiative of the child. Developmentreceivevisual methods learning, as well as methods to helppractice to apply the acquired knowledge.

On the edgeXIXandXXcenturies took an important placeheuristic me tod as a variant of the verbal one, which more fully took into account the needs andthe interests of the child, the development of his independence.

Conthe concept of "learning through activity" usingpractical methods dove learning. The main place in the learning process was given to manuallabor, practical training as well as student workwith literature, in the course of which the children formed the skills of independent work, the use of their own experience. Approvedpartial but-search, research methods.

Over time, more and more widespreadproblematic methods th learning, based on the advancement of the problem and on selfmovement of students towards knowledge.Gradually society beginsrealize that the child needs not only education, but also the assimilation ofZUN, but also in the development of his abilities and individualdual features. Distribution receivedevelopmental methods learning. Widespread introduction of technology in the educational process, computerizationThe learning process leads to the emergence of new methods.

The search for methods to improve the learning process remains constant. Regardless of the role assigned to one or another teaching method, none of them can be used by itself.No teaching method is universal.greasy. A variety of methods should be used in the educational processlearning.

ATmodern pedagogical practice uses a large number of teaching methods.There is no single classification of teaching methods. This is due to the fact that different authors base the division of teaching methods intogroups and subgroups put different signs, separate aspects of the processlearning.Consider the most common classifications of training methodscheniya.

Classification of teaching methods by student activity level (Go Lant E.Ya.). This is one of the early classifications of teaching methods. According to this classification, teaching methods are divided intopassive andactive depending on the degree of involvement of the student in educational activities. Topassiveinclude methods in which students only listen andwatch (story, lecture, explanation, excursion, demonstration, observationnie), toactive -methods that organize the independent work of the studentstudents (laboratory method, practical method, work with a book).

Classification of teaching methods by source gaining knowledge (Verzi Lin N.M.). There are three sources of knowledge: word, visualization, practice. Sootallocateverbal methods(the source of knowledge is the spoken or printed word);visual methods(sources of knowledge are observed objects, phenomena, visual aids);practical methodsdy(knowledge and skills are formed in the process of performing practicalactions).verbal methods occupy a central place in the system of training methodscheniya. These includestory, explanation, conversation, discussion, lecture, workthe one with the book.The second group consistsvisual methods learning, in which the assimilation of educational material is essentialdepending on the applied visual aids, diagrams, tables, figureskov, models, devices, technical means. Visual methods conditionallyare divided into two groups:demonstration method and illustration method.Practical teaching methods based on practical activitiesstudents. The main purpose of this group of methods is the formationpractical skills and abilities. Practices includepackexpressions, practicalandlaboratory works.This classification has been widely usedobviously due to its simplicity.

Classification of teaching methods for didactic purpose (Danilov M.A., Esipov B.P.). In this classification, the following teaching methods are distinguished:

methods of acquiring new knowledge;

methods of formation of skills and abilities;

methods of application of knowledge;

methods of consolidating and testing knowledge, skills, abilities.

As a criterion for dividing methods into groups according to this classfictions serve as learning objectives. This criterion reflects moreteacher's efficiency in achieving the learning goal.

Classification of teaching methods by the nature of the cognitive figure students (Lerner I.Ya., Skatkin M.N.). According to this classification, teaching methods are divided depending onsti on the nature of the cognitive activity of students in the assimilation of the material being studied.There are the following methods:

explanatory-illustrative (informational-receptive);

reproductive;

problem statement;

partial search (heuristic);

research.

Essenceexplanatory and illustrative method is thatthe teacher communicates ready-made information by various means, and teachingthose who perceive it, realize it and fix it in memory. Message informations the teacher carries out with the help of the oral word (story, conversation,explanation, lecture), printed word (textbook, additional aids), visual aids(tables, diagrams, paintings, films and filmstrips), practicalvisual demonstration of methods of activity (demonstration of experience, work on the machine,problem solving method).The cognitive activity of students is reduced to memorizing ready-made knowledge. There is plenty heredefinitely a low level of mental activity.

reproductive method assumes that the teacher reports, explainslearns knowledge in a finished form, and students learn them and can reproduce, repeat the method of activity on the instructions of the teacher. criterionniya is the correct reproduction (reproduction) of knowledge.This method provides the ability to transfer a significant amount of knowledge, skillsin the shortest possible time and with little effort. Thismethod is characterized by the fact that it enriches knowledge, skills,form special mental operations, but does not guarantee the developmentcreative abilities of students.

Problem presentation method is transitional from performingto creative activity. The essence of the method of problem presentation is that the teacher poses a problem and solves it himself, showingthe course of thought in the process of cognition. Students keep track of logs.coy presentation, assimilating the stages of problem solving. In the same timethey not only perceive, realize and remember ready-made knowledge, youwater, but also follow the logic of evidence, the movement of the teacher's thoughts. And although students are not participants, but only observers of the course of reflection, they learn to resolve cognitive difficulties.

A higher level of cognitive activity bringshour typically search (heuristic) method. The method got its name because studentssolve complex problems educational problem not from beginning to end, but partially. The teacher guides the students through the individual search steps. Part of the knowledge is communicated by the teacher, part of the students get it on their own, answering the questions posed ordeciding problem tasks. FROMthe essence of this teaching method isleads to the fact thatnot all knowledge is offered to students in finished form, they are partiallyyou need to mine yourself;teacher's job is to manageproblem solving process.

Research method of teaching provides creative assimilationknowledge students. Its essence is as follows:the teacher together with the students formulates the problem;students decide on their own;The instructor will only help if there is a problem.neiy in solving the problem.In this way, research method is used not only to generalize knowledge, but also to ensure that the student learnsacquire knowledge, investigate an object or phenomenon, draw conclusions and apply the acquired knowledge and skills in life. Its essence is reducedto the organization of search, creative activity of students according to the decisionnew problems for them.The main disadvantage of this teaching method is that it requiresthere are no significant time costs and a high level of pedagogical qualificationteacher qualification.

Classification of teaching methods based on a holistic approach to the process learning (Babansky Yu.K.). MTeaching methods are divided into three groups:

methods of organization and implementation of educational and cognitive activitiesnews;

methods of stimulation and motivation of educational and cognitive activitynews;

methods of control and self-control over the effectiveness of educational and cognitivebody activity.

First group includes the following methods: perceptual (transmission and perception of educational information throughyour feelings);verbal (lecture, story, conversation, etc.);visual (demonstration, illustration);practical (experiments, exercises, assignments);logical, i.e. organization and implementation of logical operations(inductive, deductive, analogies);gnostic (research, problem-search, reproductionactive); self management learning activities(independent work with a book, instruments, etc.).

To the second group methods include: methods of forming interest in learning (cognitive games,educational discussions, creation of problem situations); methods of forming duty and responsibility in teaching (encouragingnie, approval, censure, etc.).

To the third group assigned various methods of oral, written and matire check ZUN, as well as methods of self-control over the effectiveness of their own educational and cognitive activities.

At present, there is no single view on the problemclassification of teaching methods, and any of the considered classificationshas both advantages and disadvantages, which must be taken into account at the stage of selection and in the process of implementing specific teaching methods.

Let us dwell in detail on the individual teaching methods included ininto various classifications.

Story

This is a monologue, sequential presentation of the materialin descriptive or narrative form. The story is used to communicate factual information that requires imagery and presentation. The story is used at all stages of learning, only the tasks of presentation, the style and volume of the story change.

According to the goals are distinguished:

intro story,whose purpose is toprepare students for learning new material;

storytelling -used to express intentioncontent;

story-conclusionSummarizes the material learned.

There are certain requirements for the story as a teaching method.niya: the story should ensure the achievement of didactic goals; contain true facts; have a clear logic; the presentation should be evidence-based, figurative, emotional, taking into account agefeatures of the trainees.In its pure form, the story is used relatively rarely. More often he isuses in combination with other teaching methods - illustration, aboutjudgment, conversation.If the story fails to provide a clear and distinct ponymania, then the method of explanation is applied.

Explanation

Explanation - it is an interpretation of patterns essentialproperties of the object under study, individual concepts, phenomena. The explanation is characterized by an evidentiary form of presentation based on the uselogical inferences that establish the foundations of truesti of this judgment.How to teach method explanationwidely used in working with people of different age groups.

There are certain requirements for explanation: accurate and evenwhat wording of the essence of the problem; sequential disclosure of causalinvestigative links, argumentation and evidence; use ofnotions, analogies, comparisons; impeccable logic of presentation.

In many cases, explanation is combined with observations, from the questionmi, given to students, and can develop into a conversation.

Conversation

Conversation - a dialogical method of teaching, in which the teacher, by posing a system of questions, leads students to understand new material or checks their assimilation of what they have already studied.

Distinguishindividual conversations(questions addressed to one student),group conversations(questions are addressed to a specific group) andfrontalnye(questions are addressed to everyone).

Depending on the tasks that the teacher sets in the learning process,content of educational materialallocatedifferent types of conversations:

introductory, or introductory, conversations. Conducted before studynew material to update previously acquired knowledge and determine the degree of readiness of students for knowledge, inclusion in the upcomingeducational and cognitive activity;

conversations - messages of new knowledge. There arecatechetical(playpublishing answers in the wording that was given in the textbook orteacher);Socratic(assuming reflection) andheuristicscalic(inclusion of students in the process of active search for new knowledge,formulating conclusions);

synthesizing, or reinforcing, conversations. serve to summarize andsystematization of students' knowledge and ways to apply itin non-standard situations;

control conversations. Used in diagnosticpurposes, as well as to clarify, supplement with new information availablestudents' knowledge.

One type of conversation isinterview,which maycarried out with an individual or a group of people.

When conducting a conversation, it is important to correctly formulate and ask questions. They should be short, clear, meaningful; have a logical connection with each other; promote the assimilation of knowledge in the system.

I don't followDo not ask double, prompting questions containing ready-made answersyou; formulate questions with answers like"Yes or no".

Conversation as a teaching method hasadvantages:activates the educational and cognitive activity of students; develops their speech, memory, thinking; has great educational power; is gooddiagnostic tool, helps to control students' knowledge.However, this method haslimitations:takes a lot of timenyh costs; if students do not have a certain stock of ideas and concepts, then the conversation is ineffective. Moreover, the conversation does notpractical skills and abilities.

Lecture

Lecture - This is a monologue way of presenting voluminous material.

It differs from other verbal methods of presenting the material more strictly.goy structure; abundance of reported information; logic of presentationmaterial; systemic nature of knowledge coverage.

Distinguishpopular scienceandacademiclectures. Popular Sciencelectures are used to popularize knowledge. Academic lecturestions are used in high school high school, in secondary specialnyh and higher educational institutions. Lectures are dedicated to major and princelycritical sections curriculum. They differ inits construction, methods of presentation of the material. The lecture can taketo generalize, repeat the material covered.

Educational discussion

Educational discussion how the teaching method is based on the exchange of gazeus on a specific issue. Moreover, these views reflect eitherthe opinions of the participants in the discussion, or rely on the opinions of others.

The main function of the educational discussion is to stimulate the cognitiveno interest. With the help of the discussion, its participants acquire new knowledge, strengthen their own opinions, learn to defend their position.attitude, to take into account the views of others.To the discussionit is necessary to prepare students in advance, both in content andin a formal way. Meaningful preparation consists in accumulatingnecessary knowledge on the topic of the upcoming discussion, and the formalnaya - in the choice of the form of presentation of this knowledge. Without knowledge, discussion becomesseems pointless, meaningless, and without the ability to express thoughts,to convince opponents - devoid of attractiveness, contradictory.

Work with textbook and book

Work with textbook and book is one of the most important teaching methods.Main advantage this method- the opportunity for the student at an accessible pace and at a convenient time to repeatedly refer to the educationalinformation.Work with the book can be organized under the direct supervisionthe guidance of the teacher (teacher) and in the form of independent work of the student with the text. This method implements two tasks: students learn educational material and gain experience in working with texts, master variousmethods of working with printed sources.

Demonstration

Demonstrationas a teaching method involves the demonstration of experiments, technicalinstallations, TV shows, videos, filmstrips,computer programs, etc.Most efthis method is effective when students themselves study objects, processesand phenomena, perform the necessary measurements, establish dependencies, benefitgiving what an active cognitive process is carried out, expandinghorizons, the basis of knowledge is created.

Didactic value has a demonstration of real objects,phenomena or processes occurring in natural conditions. But not alwayssuch a demonstration is possible.

Closely related to the demonstration methodillustrations.Sometimes these methods are identified, not singled out as independent.

Illustration

The illustration method involves showing objects, processes and phenomena.in their symbolic image using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.

The methods of demonstration and illustration are closely related.Demonstwalkie-talkie,usually used when a process or phenomenon is learningstudents must take it as a whole. When it is required to realize the essence of the phenomenon, the relationship between its components, resort toillustrations.

When using these methods, certain requirements must be observed.bovaniya: visibility used in moderation; coordinate the demonstrated visibility with the content of the material; the visualization used shouldmatch the age of the trainees; the item on display mustbe visible to all students; it is necessary to clearly identify the mainessential in the demonstrated object.

A special group is made up of teaching methods, the main purpose of whichryh - the formation of practical skills and abilities. To this groupmethods areexercises, practicalandlaboratory methods.

An exercise

An exercise - multiple (repeated) performance of training activitiesactions (mental or practical) in order to master them or increasetheir quality.Distinguishoral, written, graphicandeducational and labor exercises. oral exercisescontribute to the development of a culture of speech, logicalthinking, memory, attention, cognitive abilities of students. Main purposewritten exercisesconsists in fixing the knowledgeniya, development of necessary skills and skills of their application. Closely adjacent to writtengraphic exercises.Their applicationnie helps to better perceive, comprehend and memorize educational material; promotes the development of spatial imagination. Graphic exercises include work on scheduling, blacktags, diagrams, technological maps, sketches, etc.A special group iseducational and labor exercises,the purpose of whichis the application of theoretical knowledge in work. They arecontribute to mastering the skills of handling tools, laboratorytorny equipment (instruments, equipment), developingut design and technical skills.

Any exercises depending on the degree of independence of studentscan wearreproducing, training or creative character. To activate educational process, conscious performance studiestasks are used

Introduction

Pedagogical interaction involves the mutual and fruitful development of the qualities of the personality of the teacher and his pupils on the basis of equality in communication and partnership in joint activities. Pedagogical interaction, cooperation plays a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional ...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and universal personality traits.

The trend of turning education and upbringing into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov and others ).

According to Sh.A. Amonashvili, it is supposed to increase the status and reference of the pupil, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student's awareness of himself as a person, in identifying, revealing his capabilities, the formation of self-awareness, the implementation of personally significant and socially acceptable self-affirmation, self-determination, self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do it independently. By exploring what the child is able to do independently, we explore the development of yesterday. By exploring what the child is capable of accomplishing in cooperation, we determine the development of tomorrow.” It is important that the cooperation between the educator and the pupil is not at all a formal achievement of equality and not a mechanical summing up of the contributions of participants in joint activities or “working side by side”. In fact, students cannot carry out joint activities in their entirety without the participation of a teacher. But still, he can not do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activities, the true significance of which is determined by the purpose, content, form and results of the activity, provided that all participants are aware of them.

An analysis of the psychological and pedagogical literature shows that in last years pedagogical interaction as a factor in the personal self-development of a student and a teacher, a condition for the actualization of human subjectivity is being actively developed in the field of secondary school. An analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activity, is a confirmation of the relevance of the study. . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study the methods of organizing pedagogical interaction
Research objectives:

Analysis of the literature on the chosen topic.

Definition of the essence and role of pedagogical interaction.

The study of methods and techniques of pedagogical interaction.

The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the relationship between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, which refers to the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant qualities of a person. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it:

1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities, which includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, self-knowledge;

2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, the multi-aspect activity communication of the teacher and the pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given:

1) dialogue in the relationship between students and the teacher;

2) activity-creative nature of interaction;

3) focus on supporting the individual development of the individual; 4) giving her the necessary space for acceptance independent decisions, creative choice of content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher in the course of pedagogical interaction must comply with a number of conditions:

a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities;

b) provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life;

c) create communicative conditions to support self-valuable activity of pupils;

d) stimulate the right relationships in various communication systems: "society - group - personality", "state - educational institutions - personality", "team - microgroup - personality", "teacher - group of pupils", "teacher - pupil", "personality - a group of personalities", "personality - personality";

e) contribute to the formation of the "I-concept" of the personality of the pupil; f) to stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal.

Functional role-playing The side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person.

Personal The side of pedagogical interaction is related to the fact that the teacher, interacting with students, transfers his individuality to them, realizing his own need and ability to be a person and, in turn, forming the corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational-value sphere of pupils. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.

The best option is pedagogical interaction, in which functional-role and personal interaction are carried out in a complex. Such a combination ensures the transfer to students not only of the general social, but also of the personal, individual experience of the teacher, thereby stimulating the process of becoming the personality of the pupil.

The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values ​​and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following main styles of pedagogical attitude.

1. Active positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in the manner of behavior, speech statements. Such teachers most appreciate the positive qualities of students, because they are convinced that each student has virtues that, under appropriate conditions, can be discovered and developed. Giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, can be quick-tempered, inconsistent. It is characterized by an alternation of friendliness and hostility towards students. Such a teacher does not have firm objective views on the personality of the pupil and the possibilities of its development. The grades he gives to his students are inconsistent or uncertain.

3. Passive positive. The teacher is characterized by a general positive orientation in the manner of behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize the distance between them and himself.

4. Active negative. The relationship between the teacher and the students is characterized by a pronounced emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students, accentuates their shortcomings. Praise as a method of education is not characteristic of him, with any failure of the child, he is indignant, punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children, more often he is emotionally lethargic, indifferent, aloof in communication with students. As a rule, he does not show indignation at their behavior, however, he is emphatically indifferent to both the successes and failures of his students.

Strategies and techniques of pedagogical interaction

The first step in the implementation of the technology of pedagogical interaction is the awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of ways in which you can achieve a result. The teacher is required to have professional knowledge of the arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

The choice of methods can be determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the features of the relationship between the educator and pupils.

The application of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen, to answer the question: "What to do next?" But most often, a direct reaction to a specific situation, the resolution of a momentary problem that has arisen, is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The behavior of the teacher in the current situation depends on the purpose of education, on his position, and on the professional possession of a range of methods and techniques, as well as algorithms for solving pedagogical problems.
Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

The methods by which the consciousness of the pupils is influenced, their views (representations, concepts) are formed, the operational exchange of information in the pedagogical system between its members is carried out.

The methods by which the behavior of pupils is influenced, their activities are organized, their positive motives are stimulated.

Methods by which assistance is provided in self-analysis and self-assessment of pupils.

Methods are closely related to methodological techniques. Receptions are of a private nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random selection, by interests, by leaders, etc.) is a methodological technique that can be subject to various tasks: to teach collective planning, to reveal individual characteristics or others. The relationship of methods and techniques is mobile, the same techniques can be used in different methods.

Methods
formation of views, information exchange	Organization activities	Stimulation assessments and self-assessments
Dialog. Proof. Briefing. Lectures. Call. Suggestion. Narration.	Order. Requirement. Competition. Show samples and examples. Creating a situation of success. Perspective. An exercise.	Comment. control situation. Encouragement and punishment. The situation of criticism and self-criticism. Confidence. Public opinion.
Based on conviction	At the heart of the exercise.	Based on self-esteem

I.A. Zazyun identifies a number of techniques that teachers should use when communicating with students:

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive setting.
• The belief of the teacher in the presence of the educated abilities and positive qualities.

In the course of solving psychological and pedagogical problems, the methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into:
to direct immediate ones (cause a specific action of the educated person, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the educated person through the psychological factors caused by him: for example, interest, other experiences of the children themselves);

mediated (stimulate the action of the educated through the influence of third parties).

Characteristic features of the requirements:

deep respect for the personality of the pupil and trust in him;

reasonableness, preparedness of the requirement, it must assume the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled, brought to the end;

Pedagogical requirements must be strictly obligatory for all, uniform on the part of all educators.

In domestic psychology, a “ladder” of requirements has been developed, in which the simplest ones are, as it were, the basis that supports the more general ones, which, in turn, integrate into higher-order requirements.

1. The primary requirement is an extremely specific indication. Its function is to call a specific act.

2. Initial requirement. It is functionally aimed at consolidating certain actions and transforming them into a habit.

3. Requirement-rule. Function - the formation of customs, traditions of behavior.

4. Requirements - moral standards. Function - shaping moral standards and making them a habit.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate requirements lies in the fact that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements can be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect incentive plan requirements:

requirement-advice;

requirement-approval;

request-request;

requirement - expression of trust;

conditional requirement.

2. Indirect requirements of the prohibition plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand - an expression of no confidence;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, options such as:

The same content requirement is presented simultaneously in different forms, each of which enhances its effect (the so-called combined requirement is formed);

The use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are immediate.

Indirect requirements are a more complex type of requirements imposed on a person through a group, other subjects of influence. Such requirements are divided into stimulating and prohibiting.

Indirect requirements create the basis for the formation of strong relationships in the team of trainees, have a strong influence on the formation of the character of both those to whom the requirement is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage in the development of the team, when the teacher has solid knowledge about the students, has achieved an elementary culture in their relations, and has formed demands on each other.

Conclusion

In this paper, the leading problems, the essence and conditions of pedagogical interaction, its role in the upbringing of children, as well as how to properly organize pedagogical interaction and what techniques can be used were considered.

After conducting a theoretical analysis of this problem, revealing the purpose and objectives, we can conclude that the problem of pedagogical interaction is the leading one in the field of pedagogy, because living conditions are changing. A new look at the relationship to the personality of the child requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. On this issue, teachers have a complete unity of views. Pedagogical interaction, cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal qualities of the personality. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process, it requires a certain social attitude, the development of an individual style.

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Gulnara Valiullina
Pedagogical technologies, methods and techniques in practice

First of all, each technology is aimed at the implementation of GEF in preschool education. Among pedagogical technologies, which are used in work with preschool children, can be distinguished;

Health saving pedagogical technologies,

technology person-centered interaction teacher with children,

technology of project activity,

research technology,

Gaming technology,

technology"Portfolio of a preschooler" and "Portfolio teacher» ,

Information and communication technology.

In his pedagogical activity implement various technology, because I believe that they are aimed at creating optimal conditions for the development of preschool children in modern conditions, the realization of the child's right to an affordable, high-quality education.

Technology developmental learning. These include the developing environment of the preschool educational institution, the programs of the preschool educational institution. Developing environment, group program corresponding to the requirements and age of children in this group.

Health saving pedagogical technologies include all aspects of impact teacher on the health of the child at different levels - informational, psychological, bioenergetic. In health education technologies training I use two groups methods: specific (characteristic only for the process healing pedagogy) and general pedagogical(used in all cases of training and education).

tricks that I use for practice various are the morning meetings of children on the street, different kind games, dynamic pauses, relaxation, gymnastics (finger, for the eyes, breathing, etc., dynamic gymnastics, corrective, orthopedic. These are physical education classes, communication games, a series of classes "Health Lessons", which includes various tricks, information and training (advice to parents, teachers)

Only the optimal combination of specific and general pedagogical methods in accordance with the methodological principles can ensure the successful implementation of a set of tasks of health-saving educational learning technologies.

Learner-Centered technology represent the embodiment of humanistic philosophy, psychology and pedagogy. I use a person-centered approach in my work with children. technology, placing in the center of all educational system the personality of the child, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potential. The personality of the child in this technology is not only a subject, but the subject is a priority. I organize the educational process based on respect for the personality of the child, taking into account the peculiarities of his individual development, treating him as a conscious, full participant in the educational process. In my classes, there is an emphasis on a personality-oriented approach to communication. I plan classes, joint activities with children so that it is not aimed at finding out what the child knows, but at how developed his “mind power”, inclinations and abilities to reason, think critically, find the right solution, apply knowledge to practice. I use didactic material that differs in content, volume, complexity, methods and techniques for completing tasks.

Wide in its practice I use the design activity. Since I think that this kind technology gives children the opportunity to purposefully activities with a specific purpose, according to a specific plan for solving search, research, practical tasks in any direction. At the heart of the design activities lies the idea of ​​direction activities(during which the child discovers a lot of new and previously unknown) on the result that is achieved in the process of joint work of an adult and children on a certain practical problem. In 2014-2015 we implement projects with children and parents "Children about the War" and project "I live in Langepas". Projects, regardless of type, need constant attention, help and support from adults at every stage of implementation. Specifics of use methods projects in preschool practice is what adults need "point" child, to help discover the problem or even to provoke its occurrence, to arouse interest in it and "pull in" children in a joint project, while not overdoing it with the guardianship and help of parents.

Information and communication technology used in working with children give me the opportunity to make the learning and development of children more attractive and exciting. This gives me the opportunity to keep up with the times, to become a guide for the child into the world of new technologies, to form the foundations of the information culture of his personality, to improve the professional level of competence of parents.

ICT helps me in my work in:

1. Selection of illustrative material for classes and for the design of stands, groups (scanning, internet, printer, presentation).

2. Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.

3. Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.

4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

5. Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and pedagogical competencies of parents in the process of holding parent-teacher meetings.

concept "gaming pedagogical technologies» includes a fairly large group methods and techniques of organizing pedagogical process in the form of various educational games.

Gaming first technology I used as game moments. Game moments are very important in pedagogical process, especially during the period of adaptation of children in a children's institution. For me, the main task was the formation of emotional contact, children's trust in the teacher, the ability to see in the teacher a kind, always ready to help person, an interesting partner in the game. She used frontal game situations so that no child would feel deprived of attention. These are games like "Round dance", "Catching" and "Blowing soap bubbles". In the future, I tried to ensure that game moments penetrated into all types children's activities: work and play (Games "Everything has its place", "Whose closet is better", "Who is the hardest working", educational activity and play(Outdoor games, eye gymnastics, breathing, dynamic pauses, logarithmics, relaxation, self-massage (finger games) gaming technologies with Gyenes blocks, V. Voskobovich, Kuneser sticks, everyday household activity associated with the execution of the mode and the game (All types games: didactic, role-playing, business, dramatization games, gaming technologies with Gyenes blocks, V. Voskobovich) As I understand it, the game is the most accessible form for children activities, this is a way of processing the impressions and knowledge received from the outside world.

Using gaming technology in the educational process, I kindly try to provide emotional support, create a joyful environment, encourage any invention and fantasy of the child. Only in this case, the game will be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.

Technology"Portfolio of a preschooler". Individual educational achievements are a kind of treasury of success, a tool in the formation of self-esteem and self-presentation of the child's personal achievements. In previous years, I actively participated in this sport. technology, of course, not in the form proposed by the Federal State Educational Standard, but more simplified. The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. I believe that this kind technology will be in the future, very much in demand, especially, section "My achievements", in the section certificates, diplomas (from various organizations: kindergarten, media holding contests, as it will help teachers

Technology"Portfolio teacher» . We all know that modern education needs a new type teacher: creative thinking, owning modern educational technologies, methods of psychological and pedagogical diagnostics, ways of self-construction pedagogical process under specific conditions practical activities the ability to predict your end result. Everyone has it teacher there should be a record of success that reflects everything that is joyful, interesting and worthy of what happens in life teacher. A portfolio can become such a dossier teacher. This kind technology will be in the future, very much in demand, as it will help teachers systematize your piggy bank of achievements and will play a big role in advanced training.

Thus, if using pedagogical technologies in preschool teacher it is possible to increase the reserve of development of the child, then we can talk about their positive impact on the child. For teacher who has learned to work technological level, the main guideline will always be the child's self-development, because an educational institution should form a person's main need - the need for self-development, since human life is woven from diversity technologies(activities functionally related to each other.

References.

1. Krulekht M.V. Pedagogical technology program implementation "Childhood" in the educational process of children garden: Methodological advice for the program"Childhood". St. Petersburg: CHILDHOOD-PRESS, 2002 pp. 3-15.

2. Pedagogical technologies. Study guide for students pedagogical specialties / Under the general. ed. Kukushina V. S. Series « Teacher Education» . Rostov-on- Don: Publishing Center "March", 2002 –320 s.

3. Selevko G. K. Modern educational technology. - M., Publishing house "People's Education" 1998 - 256s.

4. Khabarova T.V. Pedagogical technologies in preschool education. - SPb.: PUBLISHING HOUSE LLC "CHILDHOOD PRESS", 2011.- 80 p.