Reception- an integral part that complements and specifies the method in detail. Children are taught in a variety of ways. They are aimed at optimizing the assimilation of movements, awareness of the motor task, and the individual development of each child.

Techniques must correspond to the program content of the motor material, age and typological characteristics, the degree of mastery of movements, and the general development of the child. An expedient selection of techniques allows you to influence all analyzer systems, activate consciousness, independence and creativity when performing motor tasks.

IN theory and methodology of physical education general didactic techniques are used.

The visual methods are varied. So, visual-visual devices provide: correct, clear display of a movement pattern or its individual elements; imitation of patterns of life around; the use of visual landmarks for the formation of orientation in space; use of films, videos, photographs, graphics, drawings, TV shows, etc.

methods that involve tactile-muscular visibility, are based on the direct assistance of the educator, who, by touching the child, clarifies and directs the position of individual parts of the body. For example, in order for the child to stop slouching and take the correct physiological position of the body, the teacher runs his hand along the back; or if the child finds it difficult to lean forward, the caregiver will help the child lean lower. The use of this technique should be short-term. Otherwise, the child gets used to the help of an adult and does not strive for independent high-quality performance of the movement.

Subject visibility includes the use of objects, aids for the formation of ideas about the performance of the movement. This technique contributes to the control and correction of body position during exercise. So, to form the correct posture, walking with a bag on the head, general developmental exercises with a stick, etc. are used.

Visual and auditory techniques contribute to the sound regulation of movements. They are carried out to music, songs, the rhythm of a tambourine, a drum, accompanied by jokes, reading poems. For example, a child enjoys walking to rhythmic poems like:

On a flat path

On a flat path

Our feet are walking.

Top, top, top, top -

Our feet are walking.

The use of auditory visualization not only improves the quality of movements, regulates the pace and rhythm, but also causes an emotional upsurge in the child, a desire to perform movements.

Are used methods of brief simultaneous description and explanation of physical exercises. They are based on the motor and life experience of the child, his ideas. This explanations accompanying a specific display of movement or its individual elements; instructions about the execution of the movement; conversation, anticipating the introduction of new physical exercises and outdoor games; clarifying the plot of an outdoor game or a sequence of motor actions, etc.; questions, which the educator asks the child before the start of physical exercises in order to find out how much he realized the sequence of performing motor actions, or to check the existing ideas about game actions, images of the plot of the outdoor game, to clarify the game rules.

Methods for providing visibility contribute to the visual, auditory and motor perception of the students involved in the tasks being performed. These include:

1) Method of direct visualization- demonstration of exercises by the teacher or his assistant. This method is designed to create a correct idea of ​​the technique of performing a motor action among the trainees. The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. At the same time, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the students, the plane of the main movements (for example, standing in profile, it is easier to show the running technique with a high hip lift or swing movements in high jumps from a run, etc.) , the repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

2) Methods of mediated visualization. They create additional opportunities for the perception by those involved in motor actions with the help of an objective image. These include: demonstration of illustrative material (visual aids, educational videos and films, film cyclograms, etc.), a mock-up demonstration of a playground, a slalom track, drawings with a felt-tip pen on a special board.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.

Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises, as well as tactical actions in team sports.

An important role in ensuring visibility during the exercise is played by the introduction of visual landmarks (flags, dividing lines, billboards with markings that indicate the direction, amplitude and shape of the trajectory of movements, points of application of efforts) into the environment.

3) Methods of directed feeling of movements- are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

Guiding assistance of the teacher when performing a motor action (for example, holding the teacher's hand while teaching the final effort in throwing a small ball);

Performing exercises in slow motion;

Fixing the position of the body or its individual parts at certain moments of the motor action;

The use of special training devices that allow you to feel the position of the body at various moments of the movement.

4) Methods of urgent information. These methods are intended for the teacher and students to receive urgent information using various technical devices during or after the performance of motor actions in order to correct them, or to save the specified parameters (tempo, rhythm, effort, amplitude, etc.). For example: various training devices (bike ergometers, treadmills (treadmills), rowing machines equipped with built-in computers), which allow you to control the load control system, as well as strain-gauge platforms, electrogoniometers, photoelectronic devices, light and sound leaders.

Visualization as one of the most important didactic principles is developed and implemented in the theory and practice of teaching the Russian language at all stages of the development of school education. The main way of its implementation is the use of visual aids in the educational process. Visual materials can be useful only if they are organically related to the content of the lesson as a whole, with all its components and tasks. When starting to use visual aids, the teacher must realize the purpose for which he is doing this, determine at what stage of the lesson to work with them, how to connect this stage with other parts of the lesson.

Visual aids help to solve such problems as the mobilization of the mental activity of students; introduction of novelty into the educational process; increased interest in the lesson; increased opportunity involuntary memorization material; expansion of the volume of digestible material; highlighting the main thing in the material and its systematization. Thus, visual aids are used at almost all stages of learning: at the stage of explaining new material (presenting information), at the stage of consolidating and developing skills (teaching students certain actions), at the stage of monitoring the assimilation of knowledge and the formation of skills (assessment of work results). students), at the stage of systematization, repetition, generalization of the material (highlighting the main, most important in the material being studied).

According to the way of perception, visual aids are divided into visibility: visual, sound, visual-auditory.

Visual aids. Visual aids include the so-called printed media (tables, demonstration cards, reproductions of paintings, handouts) and screen media (filmstrips, transparencies and slides, banners).

The most common and traditional means of visual presentation in Russian language lessons are tables. The main didactic function of the tables is to equip students with a guideline for applying the rule, revealing the pattern underlying the rule or concept, and facilitating the memorization of specific language material. In this regard, they are divided into linguistic and speech. The language tables reflect the regularity, the essence of any rule or concept, which contributes to the most rapid assimilation of this concept, memorization of the rule, a certain norm, etc. You can put words with this spelling in the table, illustrating each of the roots with the alternation of e-and corresponding examples. But you can do it differently. In the table, fix only the roots, which are characterized by alternation letters e-i(-ber bir-, -der dir-). Select the suffix -a-, which serves as a condition for choosing the correct spelling. Enter the appropriate conventions, use color to show different spellings of the roots. In this case, the table will present a model of the spelling rule, its structure, reflecting the pattern of choosing the correct spelling. Such a table does not illustrate the phenomenon, but helps to understand its essence, which contributes to the activation of the cognitive activity of students, the development of their logical and abstract thinking. Verbal explanations in tables of this nature are either absent or used as an additional technique.

Speech tables contain specific speech material (words, phrases) that you want to remember. An example of such a table is the selection of words (in the margins of a textbook, on a special stand, on a portable board) and presenting them to students in order to clarify or clarify their meanings, as well as to remember their spelling appearance. In other words, with the help of speech tables, work is organized to enrich the vocabulary of students and improve their spelling literacy. One way to present such speech material are specially designed demonstration cards. These are dynamic, mobile manuals from which tables are formed. The contents of the tables are words (and phrases), the spelling and pronunciation of which are not regulated by clear rules. Demonstration cards are combined into a table containing no more than 6 words related by thematic or some other principle.

Tables can be used at the stage of understanding, comprehending the rules, definitions, concepts, at the stage of consolidating what has been studied, while repeating and systematizing the material. Students can be offered the following types of tasks: answers to the teacher's questions, with the help of which students realize the essence of a concept or rule; drawing up an algorithm for applying the rule; grammatical construction according to a given model; self-compilation of tables; compiling a coherent statement on a linguistic topic, etc.

Painting(reproduction, illustration) serves as a source of students' statements when teaching different types compositions: a description of a person's appearance, a description of an animal, a description of the area. The methodology defines the principles for selecting paintings (reproductions) for work in the lesson: high artistic skill, accessibility for students of this class, simplicity of composition, clarity of the author's intention, compliance with the tasks of developing students' speech, taking into account the material of literature lessons.

The method of working with a picture as a source of students' utterance varies depending on the level of development and capabilities of different classes, the specific tasks of the lesson, and the nature of the utterance. At the same time, a picture (reproduction) should, first of all, be analyzed as a work of art, not forgetting those specific ways of reflecting reality that are characteristic of painting or graphics.

A picture (reproduction) is also used in the process of teaching schoolchildren to compose sentences (on a given topic, according to key words, etc.), as well as when writing creative dictations. But even in these cases, its methodological capabilities are aimed at helping students in the selection of the necessary speech components when formulating an utterance. A correctly selected and methodically correctly applied picture (reproduction, illustration) helps the teacher to solve a whole range of educational tasks: to introduce and update certain vocabulary; activate the grammatical forms and constructions being studied at a given time; to teach how to draw up a specific speech statement, which is based on the analysis and description of a painting.

To help the teacher and students, special manuals are created in which reproductions of paintings, images of works of sculpture and architecture are presented. They can be used to solve the above tasks, and, above all, tasks related to the development of schoolchildren's speech, with their preparation for oral and written statements (description of the picture, understanding the impressions about the picture, telling about the picture during an excursion, as part of a message or report, etc.).

How a teaching tool is used in Russian language lessons handout visual material, which is based on drawings (including plot ones) placed on special cards. Pictures help visually comment on the meanings of words, stimulate students to use the studied vocabulary, and provide material for practicing the norms of the Russian literary language. All this allows the formation of spelling and speech skills of students to be carried out in close unity: spelling tasks are included in tasks related to the preparation of sentences and small statements based on visual material.

The advantage of tasks on cards is the presence in the handout of exercises of varying degrees of difficulty, which contributes to the implementation of the principle of differentiated learning. The handout includes:

• 1) assignments to enrich the vocabulary of students (explain the meaning of a word, establish the difference in the meaning of words, select synonyms, antonyms, related words, etc.);
• 2) tasks related to teaching schoolchildren the exact, correct use of the studied vocabulary (choose from a number of possible options that most closely matches the task of utterance);
• 3) tasks aimed at preventing grammatical errors (violation of the norms of the Russian literary language): form certain forms, make phrases and sentences, correct errors; compiling small coherent statements (make captions for pictures, choose a title from a number of possible ones, describe the picture orally, etc.).

The foregoing allows us to determine the basic methodological rules for the use of this type of visibility:

• · Handouts should be used at the stage of creative consolidation of the studied material, when the basic skills associated with mastering the material have already been formed among students.
• When using handouts, you must first activate creative activity students.
• · It is necessary to fully realize the possibilities of handouts for organizing individual work with students.

Work with cards takes 6-8 minutes of study time.

Handout visual material has also been created, intended primarily for lessons in the development of speech.

The manuals contain material on several of the most important sections of the program for the development of speech: the topic and main idea of ​​the statement; dialogue and speech etiquette; letter; description; story; reasoning; official business style of speech; description of the premises, etc. Represented and drawings, which depict the characters of popular cartoons. The drawing in this case becomes an effective speech stimulus. The handout does not copy cartoon frames, but modifies them, shows the characters in new situations, in unfamiliar circumstances. The tasks that are offered to students in the process of working with cards stimulate their speech activity: students communicate with cartoon characters, enter into a dialogue with them, write letters on their behalf, etc.

The main types of tasks that are contained in the cards:

• - describe and comment on the drawing;
• - "sound" the picture;
• - speculate depicted by the artist;
• - offer your own version of the drawing.

Each drawing can be used in the study of one or two topics of the program for the development of speech; tasks for them are differentiated according to the degree of difficulty, are of a variable nature.

Visual aids also include transparencies (or slides), filmstrips, banners. They are activated by technical means (graphic projector or overhead projector, overhead projector, filmoscope, etc.) and are reproduced on the screen. These teaching aids are called on-screen visual aids.

Banners- one of the types of movable tables that provide portioned supply of material, making it possible to show the image in dynamics. The content of the material projected on the screen is applied to the film, which is demonstrated using a graphic projector (overhead projector). Overlaying transparent films on top of each other allows you to create dynamic tables in the lesson while working with students and thus demonstrate the very course of reasoning when mastering a new rule. First, language material is presented, then graphic symbols explaining the conditions for choosing spelling or punctuation marks, therefore, the pattern that underlies the rule is revealed.

Banners can also be used at the stage of skills formation, consolidation of what has been learned. With their help, tasks are performed for grouping and classifying language material, selecting examples for the learned rule, selecting test words, and determining the correct spellings. Projecting such exercises onto a whiteboard screen will speed up the completion of tasks and their verification.

At present, a series of banners in the Russian language for the 5th grade has been published. According to the model of the developed banners, the teacher can create such visual aids himself, taking into account the work in each specific class.

Filmstrips that are used in Russian language lessons can be divided into two groups: filmstrips that provide an explanation, a description of linguistic facts and concepts, and filmstrips designed to develop and improve the speech skills of students. The content of the filmstrips of the first type is the material (episodes, plot drawings, photographs, reproductions, illustrations, etc.), with the help of which the clarification, expansion, clarification, generalization and consolidation of the studied information on vocabulary and grammar takes place. These are, for example, filmstrips: "Significant Parts of Speech" (by M. Gorbachevskaya); "From the life of the word" (author L.M. Zelmanova); "Dialect and professional words" (author N.F. Onufriyeva).

Viewing filmstrips of this nature is accompanied by the presentation of a series of special tasks to students, which are performed as in the process of viewing a filmstrip (compose captions for frames without subtitles, describe what is shown in the frame of the filmstrip, find flaws in the speech of the hero of the filmstrip, explain the meaning of the word based on the picture, comment frame content, etc.), and after viewing the filmstrip. The use of filmstrips in this case stimulates independent work students: reading and analysis of popular science literature, analysis of the speech of others, lexical and stylistic analysis of works of fiction.

Filmstrips allow the teacher to more effectively and methodically expediently prepare students for writing essays and presentations of various genres. They contain interesting documentary and factual material, colorful illustrations for literary works, plot drawings. All this creates a solid basis for the performance of a particular task: the materials of the filmstrip clarify the speech situation, provide rich factual material, guide students in the choice of language means.

Filmstrips help the teacher solve problems related to the formation of the necessary special and general educational skills in schoolchildren. Here are some guidelines for using filmstrips in Russian language lessons.

• 1. When starting to work with a filmstrip, the teacher must clearly define the purpose of its demonstration in the lesson and also clearly set this goal for the students.
• 2. It is necessary to determine the place of the filmstrip in the structure of the lesson, organically link it with all other parts of the lesson.
• 3. Analyzing the content of the filmstrip before the lesson, the teacher must determine the nature of the tasks for fragments of the filmstrip, for its individual frames, for the filmstrip as a whole, to correlate them with those tasks and questions that are included in the frames.
• 4. When organizing work on filmstrips, the teacher must take into account the specifics of their construction (fragment) and the peculiarities of using visual material (illustrations, cartoon frames, drawings, etc.). Since filmstrips are built in fragments, it is possible to discuss only a certain number of frames in one lesson, and not the entire filmstrip as a whole. Consequently, different fragments of the same filmstrip can be used in different lessons, depending on the nature of the educational tasks facing the teacher.

Analyzing visual material, students clarify and comment on the meanings of words and phraseological units, comprehend the characters of the characters literary works, receive factual data about certain events, develop observation and emotional vigilance.

5. And finally, the teacher should carefully analyze the nature of the subtitles, think over a system of additional tasks for the frames of the filmstrip, aimed at explaining or commenting on the content of the filmstrip, aim students at expressive and attentive reading of subtitles.

transparencies(or slides) in their methodological capabilities are close to filmstrips: a static image in the frame, in many respects similar visual material. However, there are significant differences between these on-screen tutorials. The frames of the transparencies are not mounted on the same tape, so they are easily varied when presented to students. The teacher, depending on the learning task, can change the number of frames used and their sequence. In addition, a dia-frame is easier to replay if necessary than a film-strip frame. And finally, a clear, colorful image is provided on transparencies, which is primarily necessary when presenting reproductions, photographs, and illustrations.

Thus, transparencies allow the teacher to provide the lesson with more perfect visual material compared to filmstrips. This determines the possibilities of using transparencies, primarily in the lessons of speech development. Using transparencies with reproductions of paintings, photo reproductions of architectural monuments, documentary material (photographs depicting literary places), the teacher significantly expands the scope of emotional impact on students, helps to create a meaningful basis for the future speech work.

One more feature of educational transparencies should be especially noted: they allow schoolchildren to be taught to describe what they see from a certain angle, to see the point of view, the position from which the observation is carried out. This is achieved by the fact that in a series of transparencies, frames are selected in such a way that the same object (street, square, area) is shown from different positions. Obviously, it is useful to use diaseries with such visual material when teaching the description of various objects.

Transparencies based on documentary materials help prepare students for writing journalistic essays. The purpose of such transparencies is to enrich the life experience of students, expand their horizons, reveal the essence of such moral categories as humanism, a sense of duty, and patriotism.

All transparencies created for educational purposes are supplied with accompanying text, which helps to combine diaframes into thematic groups determine the sequence of work.

Transparencies can also be used in the lessons of the study of vocabulary and grammar of the Russian language. In this case, they perform a different function: it is a kind of picture dictionary of the Russian language with visual semantization of words, explanation and differentiation of their meanings.

The technique of using transparencies is determined by the tasks solved by the teacher in the lesson. The nature of the visual material allows the teacher to expand the range of tasks for students that are performed after viewing the transparencies and answering the questions provided by the authors of the diaseries and included in the accompanying text. These can be tasks of the type: students preparing independent messages based on a group of frames determined by the teacher, creating an accompanying text for a series of dia-frames, writing texts in newspaper genres (essay, report, interview), creating comments on transparencies, creating texts for conducting a tour of transparencies, etc.

Auditory aids. The main ways to implement auditory clarity are gramophone records and tape recording. sound recording in this case it performs a special didactic function. It is a sample of sounding speech and serves as a means of forming the culture of oral speech of students. A sounding pattern helps to form the skills of correct literary pronunciation, stress, intonation, as well as the skills of building an oral coherent statement. Consequently, sounding samples are a reference speech recorded on a plate or tape, demonstrating the norms of the Russian literary language, and oral statements of a different nature (story, report, description, dialogue, telephone conversation, etc.). A sound manual was created for the textbooks of the group of authors T. A. Ladyzhenskaya, M.T. Baranova and others, the tasks of which supplement the exercises of textbooks in the Russian language. The basis of this manual is gramophone records with samples of sounding speech. The sound manual contains materials for practicing the norms of the Russian literary language, defined and allocated specifically by the program for secondary school. Consequently, the materials of the audio aid correlate with the materials of the school textbook: those exercises with the help of which words that are difficult in orthoepic terms are assimilated and memorized are voiced. As a rule, these are texts, prose and poetry, listening to which the student correlates what is written and heard, mentally reproduces the sound of the words to be learned. There is also negative material in the manual: listening to it, the student learns to fix errors in pronunciation and correct them.

In addition, the manual contains material for the development of oral speech: firstly, these are texts from the textbook, according to which students are preparing to write a presentation, and secondly, these are voiced texts from literary works studied at school. And finally, these are additional texts that demonstrate samples of oral statements: stories performed by E. Auerbach, I. Andronikov, expressively read excerpts from works of children's literature, dialogues and monologues of schoolchildren's favorite literary heroes. Many texts are read against a musical background, presented with musical accompaniment, which creates a special emotional mood.

The use of a sound aid in a lesson will require the teacher to fulfill a number of special methodological conditions. Particular attention should be paid to the preparatory stage, which precedes listening to the record. At this stage, it is necessary to set the task of work for the students, orient them to what they should hear, indicate what to pay attention to, make them think why this exercise is designed to listen to the sounding text. In other words, the teacher must organize purposeful, conscious listening, precede it with special tasks, set students up for unusual work.

While listening, it is important not to disturb the sound of the text with remarks, comments and other verbal actions. The student should listen without being distracted, checking the sounding text with the written one, if the work is related to the materials of the textbook. If the textbook does not have a written analogue, a sounding text, it is useful to teach students to make the necessary notes in the process of listening: draw up a plan, highlight certain parts of the text, write down words and phrases necessary for further work, draw up intonation schemes of individual sentences. In addition, it is necessary in some cases (as provided for by the task of the textbook) while listening to prepare students for expressive reading of the text of the textbook, organize observation of the manner of reading the text by the speaker: determine the general emotional mood of the reader, analyze where and why pauses are made, the tone of the speaker changes, what words and how stand out when reading, etc.

At the final stage, after listening, students answer all questions pre-set by the teacher, perform new tasks, practice expressive reading of the text they have listened to, give their own options for reading certain parts of it. If the text is designed to prepare students for the independent compilation of speech works, then, accordingly, the final stage of the work will be the task of preparing an oral statement on a specific topic.

Visual-auditory aids learning. Screen-sound teaching aids are represented by filmstrips with sound accompaniment, films and film fragments.

Filmstrips with sound accompaniment make it possible to supplement the visual material with an announcer's text. The combination of image and word allows students to more fully present the situation on the basis of which they will perform an independent task. The soundtrack can be used in various ways: plug in and out, apply selectively, play repeatedly, etc. All this ensures the use of such filmstrips at a new methodological level.

Narration in filmstrips is often accompanied by music, which enhances the emotional impact on students. Filmstrips with sound accompaniment are intended primarily for speech development lessons. They use various plots that prepare students for writing essays, descriptions, stories, oral statements, reports on a linguistic topic, messages, discussions of a debatable nature.

Work on filmstrips with sound accompaniment is determined mainly by the same methodological principles that are implemented in working with ordinary filmstrips. However, a number of circumstances should be taken into account. The accompanying text, read by experienced speakers and schoolchildren, performs a special methodological task: it allows students to get acquainted with the features of oral statements, reports, reports, and discussion speeches.

Although with the help of filmstrips with sound accompaniment it is possible to work on the development of written speech, but first of all it is necessary to use the opportunity to work on the development of children's oral speech, since this form of speech activity has not yet been given due attention. In this regard, in the field of vision of the teacher and students, there should be specific methods for constructing oral speech works: composition; intonation; speech etiquette; means to attract the attention of listeners, to build a statement logically and conclusively.

In some cases, work on filmstrips will require quite a lot of preliminary preparation: reading literary works, watching movies, analyzing popular science literature, reading newspaper publications, etc. So, for example, work on the filmstrip "Opinions Divided" (author L.M. Zelmanova) will require students to read V. Zheleznikov's story "Scarecrow"; work on the filmstrip "The floor is given to the speaker" (author L.M. Zelmanova) is connected with the study of materials on the world significance of the Russian language.

In addition, it should be borne in mind that the narration text (report, speech, essay) can serve for students not only as a model when creating their own statement, but also as a control text that allows them to determine whether the speech task has been completed correctly. With this circumstance in mind, a filmstrip with sound accompaniment is built: it consists of several fragments, each of which performs its own function. First, in a number of cases, fragments are given without sound accompaniment (photos, game material), explaining by one means or another the rules for constructing the desired text, warning the most typical mistakes students. This is followed by fragments with samples of texts voiced by the speakers. It is these fragments that can be used either as samples (they are reproduced and analyzed before the students complete independent tasks), or as control texts (they are analyzed after the students complete the tasks proposed by the teacher). On the different stages teaching teacher determines the method of work, taking into account a number of objective and subjective circumstances.

It is necessary to take into account other features of filmstrips with sound accompaniment. Their use will require serious preliminary preparation from the teacher: he must master the instructions when the sound recording is turned on and off (they are given in subtitles and narration) in order to match the sound and image; think over which of the students will read the subtitles, and prepare them for this work; determine how the tasks of the announcers will be completed; prepare to record student responses on tape; develop tasks that take into account the specifics of work in each particular class.

Unlike all other visual aids movies and film clips provide the dynamics of the image, the synchronous supply of sound and visual material, which determines their methodological capabilities. Holistic educational films, sometimes consisting of several parts (the duration of each part is 10 minutes), and film fragments, the demonstration of which takes from 3 to 5 minutes, are used to solve educational problems of a different nature. Like all other visual aids, films and film fragments are used both in Russian language lessons and in speech development lessons.

Movies in the Russian language lessons complement the materials of the textbook, help students to more deeply understand the essence of linguistic phenomena, master the way to apply the rules in practice. For this purpose, various visual material is used: drawings, tables, cartoons, game and visual situations, documentary material, etc. Narration provides audio commentary to visual material, a story, business instructions, questions, and the use of excerpts from works of art.

For Russian language lessons, special educational films have been created, such as "The World of Native Speech", "Alive as Life", "If You are Polite", etc. Their demonstration is combined with the study of lexical and grammatical topics from the textbook. Therefore, the teacher must determine the place that the film will take in the system of studying the topic as a whole; compose questions and tasks that allow you to correlate the textbook material with the content of the film; prepare students for the conclusions and generalizations that need to be made after watching the film; help to include the information given in the film into a story about a particular phenomenon, etc.

In the lessons of speech development, cinema is used more widely, since with its help a variety of situations are intensively introduced that stimulate the speech activity of students. In educational films for this purpose plot and visual materials are used. The possibilities of cinema make it possible to present specific scenes in dynamics, from different angles. The film camera organizes and directs the viewer's attention, makes him see what is necessary to solve the educational problem, helps to see the object close and at a distance, from different points of view. All this facilitates the collection of material for a future statement. It is obvious in this regard that films can be used to work on various kinds of descriptions. It is for this purpose that such films as "Monument", "Forest Lake", "Bear Cub" and others were created.

Movies are also used to teach storytelling. With the help of a movie, you can visually show students compositional features narrative genre. For this purpose, such specific techniques are used as showing a series of main episodes of the filmed story at the end of the film (they are restored using a freeze frame); analysis of episodes related to the development of the action of the story; development of the plot at the beginning or ending of the story; analysis of the speaker's text, its addition and transformation; film music analysis, etc. Some films help prepare students for speaking. At the heart of such films is a sample of oral storytelling. Work on the film will require students to perform a number of special tasks: follow the tone of the narrator's speech; determine how he conveys his feelings and his mood, how he carries himself; think about why the story turned out to be interesting, why it is easy to listen to. To work on the story, such educational films as "The Story of a Little Lynx", "Height 136", "As I Once" were created.

Some films ("Keep the book") are used to work on reasoning. The narration helps to determine the rules for constructing texts of a similar nature, to teach how to enter arguments when proving the main thesis, to use the necessary vocabulary, etc.

In order to solve all the problems due to the nature of educational films, it is necessary to follow the following methodological recommendations.

• · Thinking over the goals and objectives of using an educational film (or film fragment) in the lesson, the teacher must determine the stage at which the film will be shown, methods of correlating the work on the film with the content of the entire lesson.
• · Particular attention should be paid to preparing students for the perception of the film: formulate the tasks of the work, orient the students to fix certain details when watching the film, talk about the creators, characters and actors (if any), etc. In other words, the preparatory work should ensure that from the first minutes of watching the film, students are not distracted from solving the main task of this stage of the lesson.
• · After watching a movie, it is useful to find out the general impression that it made on them: what they remember, what they liked, etc. This will allow you to determine which of the students was attentive when watching the film, which of them more fully realized its content. Consequently, further conversation with students will be more fruitful.

In the course of performing special tasks aimed at the knowledge of linguistic phenomena or the development of speech, the teacher leads students to the necessary conclusions. During a conversation with schoolchildren, it is useful to teach them to take notes that will later facilitate the performance of tasks related to watching a film: outlines of a plan or compositional scheme for a future statement, vocabulary that is new for students and necessary for future work, drafted fragments of text, etc.

Work on a film ends, as a rule, with the performance of independent tasks (at home or in class), determined by the content of the film and its purpose: the preparation of oral and written statements of various genres. Modern technical means make it possible to use video films that are shown using a VCR as visual aids. At present, a video film "Russian language with the help of a fairy tale" has been created for Russian language lessons, which includes educational films "If you are polite", "Martyn the dog writes an announcement", "Take care of the book", etc. (author L.M. Zelmanova) . The creation of educational videos on the Russian language is at an early stage, so the specifics of their use have not yet been determined.

Currently, the arsenal of visual aids is expanding and replenishing. So, in the Russian language lessons, radio and television programs, computer and language equipment are used for educational purposes. Consider using computer technology more.

Plan.

1. Basic concepts: method, methodological technique, teaching methodology.

2. Requirements for teaching methods.

3. Classification of teaching methods.

4. Specific - practical methods.

5. Methods of verbal influence.

6. Methods of visual perception.

*1. Special knowledge and motor actions as subjects of training in physical education require the teacher to master certain methods of teaching, and the students - methods of teaching. How to lead students from ignorance to knowledge, from inability to ability - this is one of the core tasks of the teacher's constructive activity. There are many ways to learn, but none of them is universal. Knowledge of the characteristics of teaching methods will allow you to correctly navigate the variety of these methods and select the most effective for solving educational problems.

Method of physical education - way of doing exercise.

Teaching method(according to B.A. Ashmarin) is a system of actions of the teacher in the process of teaching, and the student in mastering the educational material.

In accordance with the didactic task and learning conditions, each method is implemented using the methodological techniques that are part of this method. For example, the demonstration method can be carried out in different ways: showing the exercise in profile or full face, showing at the required pace or in slow motion, etc.

Methodical reception is a way to implement a method in accordance with a specific learning task.

Reception allows you to apply the appropriate method in specific conditions. With the same method, its implementation can be carried out in different ways. That is why this or that method is used in solving a wide variety of didactic problems at any stage of education and when working with any contingent of children.

Education- the process is two-way: the teacher teaches, the students learn. Therefore, the method of teaching applied by the teacher (and, consequently, his methodological techniques) is not only a method of teaching that performs informative and control functions (the teacher explains, shows, commands, etc.), but also a method of teaching the child (the student listens, observes, performs the exercise). The leading role of the teacher and the led role of the student are always interconnected. But this connection is much more complicated than it seems at first glance. According to external signs, the actions of the student, as a rule, are identical to the requirements of the teacher. For example, the teacher explains and shows the exercise, the student strives to complete it. But there is another side in the actions of the student, hidden from the eye of the observer - this is the process of assimilation of the information received by the student, the degree cognitive activity, a motive that encourages learning, etc..

Methodology- a system of means and methods aimed at achieving a certain result in the process of physical education.

In this sense, we can talk, for example, about a method of teaching some kind of motor action or about a method of educating strength abilities.

*2. Requirements for teaching methods:

Scientific validity of the method providing health-improving, educational and educational effects from physical exercises.

Compliance with the task of training. The lack of specific tasks of the lesson does not allow choosing the right teaching methods. (If, for example, the task is to teach the long jump with a run-up method by bending the legs, then it will be impossible to determine the methods, since with such a general formulation it is possible to equally use both the method of learning as a whole and the method of learning in parts. With a more specific task, such as teaching the run-up for the long jump, it will be necessary to use the method of learning in parts.)

Ensuring the educational nature of training. Each chosen method should ensure not only the effectiveness of training, but also the education of the student's cognitive activity. Therefore, methods that fetter the child's initiative and require only mechanical reproduction of movements are unacceptable.

Compliance with learning principles. The teaching method must be based on the implementation of the entire system of principles. It is unacceptable to interpret the connection of a method with a single principle unilaterally. For example, it would be wrong to assume that if a teacher uses the display method, then he fully implements the principle of visibility. As you know, this principle is implemented through a system of methods.

Compliance with the specifics of the educational material. The teaching methods are the same for all types of physical exercise. However, each of them, in accordance with its characteristics and complexity, requires specific ways of learning. When teaching, for example, some general developmental exercises are limited to the methods of words, when teaching track and field athletics, you will also have to use the method of display; when mastering simple exercises, the method of learning as a whole is used, and when mastering complex exercises, one cannot do without leading exercises.

Correspondence of individual and group preparedness of students. Given the age-related patterns of perception of educational material, for preschoolers, the most appropriate method of learning as a whole, but with a consistent focus on individual elements. A physically poorly prepared student will have to offer the method of learning in parts more often. With good general educational preparation of students, it will be possible to use not only explanation, but also conversation to implement interdisciplinary connections.

Compliance with the individual characteristics and capabilities of the teacher. Of course, every teacher must master all teaching methods in full. Nevertheless, for a variety of reasons, some teachers are better at certain methods, while others are better at others. And these features cannot be ignored. If in a particular case approximately the same result is expected from two methods, then it is more reasonable to use the method that the teacher knows better. In addition, the inevitable age-related decrease in the teacher's physical abilities leads to the restructuring of his pedagogical skills (and, consequently, the methods used by him), which makes it possible to maintain the quality of teaching with less personal motor activity in the lesson,

Compliance with the conditions of classes. Having, for example, non-standard equipment, it is possible to achieve optimal motor density lesson and the method of learning in general. If, for example, there are only two or three ropes in the gym, then when teaching climbing, it is advisable to use lead-up exercises that allow you to learn the basic elements of climbing in a frontal way. The teacher must think over and use the methods of the word, depending on the acoustic properties of the hall, the size of the site.

Variety of methods. None of the methods can be recognized as the only and main one. With a variety of methods, greater success in learning is achieved. It should be remembered that there are no bad methods. Each method is good in its own way. Illiterate teachers make them bad. What works effectively in some pedagogical situations may be completely useless, even harmful in others. That is why it is necessary to apply systems of teaching methods in the pedagogical process. These systems should maximize the strengths of the methods and neutralize the weaknesses. This provision is confirmed in the practice of teaching, when the demonstration is combined with an explanation, and the explanation includes a description, an indication, etc. There are no methods that are equally suitable for all students and for all working conditions. The construction of any method into a universal one limits the creative initiative of the teacher, does not allow using all the possibilities of children. This idea is figuratively expressed by P. F. Lesgaft: “You can say:“ The method is me. The method lies in the fact that an educated and understanding teacher himself contributes to his work.

Method performance is evaluated primarily by the strength of mastery educational material while contributing to the health and education of students.

*3. Methods of physical education

Specific - practical methods

Non-specific - general pedagogical methods

Strictly Regulated Exercise Methods	Methods of partial regulated exercise		Methods of using the word	Methods of visual perception
According to B.A. Ashmarin, 1990
Partial learning method	General learning method	The method of forced-facilitating learning	game	competitive		Informational: 1. Story. 2. Explanation. 3. Description. 4. Conversation. 5. Urgent message. 6. Lecture. 7. Instruction. Managers 8. Team. 9. Orders 10. Self-order 11. Counting 12. Indication. 13. Task. Methods of analysis and self-evaluation 14. Analysis 15. Evaluation. 16. Conversation. 17. Self-report. 18. Encouragement. 19. Reprimand. 20. Self-esteem.	1. Display. 2. Demonstration of visual aids. 3. Posters. 4. Chalk drawings on the board. 5. Sketches 6. Subject aids. 7. Movie. 8. Sound and light alarm.
According to Zh.K. Kholodov, V.S. Kuznetsov, 2001
	Methods of education of physical qualities
1. A holistically constructive exercise. 2. dissected-constructive exercise 3. Associated impact.	Standard Exercise Methods	Variable exercise methods
1.Standard-continuous exercise. 2. Standard interval exercise	1. Variable-continuous exercise. 2. variable interval exercise.
Circle method

*4. Practical Methods based on the active motor activity of students. Depending on the degree of regulation of the conditions for performing physical exercises, these methods are divided into two groups: methods of strictly regulated exercise and partially regulated (game and competitive). The main methodological direction is the methods of strictly regulated exercises. There is a moment of regulation in any method. Only the degree and nature of regulation are different. Under certain conditions, two methods from different groups can be combined: the same action can be studied simultaneously, for example, by the method of learning in parts and the competitive method..

Methods of strictly regulated exercises are characterized by repeated performance of an action (or its parts) with strict regulation of the form of movements, the magnitude of the load, its increase, alternation with rest, etc.

Partial learning method provides for the initial study of the individual parts of the action, followed by their connection into the necessary whole.

The full-fledged implementation of this method largely depends on the understanding of the possibility and necessity of dismembering a motor action, as well as on the practical ability to implement it in accordance with the task of training.

Pedagogical advantages of the method of learning in parts:

1. The process of mastering the action is facilitated. The student approaches the intended goal gradually, accumulating particular motor skills, from which the desired action is formed.

2. Learning in parts makes the learning process at each lesson more specific, and therefore motivated, because the success of students in mastering even one element is satisfying.

3. From the richness of the lead-up exercises, the lessons become more varied, and the learning process itself becomes more interesting.

4. A large stock of motor skills, created by learning in parts, allows you to more successfully solve the problem of enriching the motor experience of children.

7. The use of the method of learning in parts contributes to the rapid restoration of lost skills.

8. It is indispensable in the study of complex coordination actions, if necessary, influencing individual joints and muscle groups.

Thus, the method of learning in parts helps to creatively approach the analysis of the studied actions, does not allow one to perceive the action only in its external form.

General learning method provides for the study of the action in the form in which it is to be as the ultimate task of learning.

This method is applied at any stage of training. With a relatively simple exercise and a sufficiently high level of preparedness of students, there is no need for lead-up exercises, and the learning method as a whole can be used at the first stages of training. At the final stage, learning as a whole is used in the study of any action.

Method of forced - facilitating learning based on the theoretical concept of "artificial control environment" (IP Ratov). It can be considered a variant of the learning method as a whole, but with the use of simulators, i.e. technical devices that make it possible to reproduce the studied exercise (or its element) in artificially created and strictly regulated conditions.

According to Zh.K. Kholodov, V.S. Kuznetsov, 2001. Methods of teaching motor actions :

1) Holistic method(the method of holistically constructive exercise). Applicable at any stage of training. Allows you to learn structurally simple movements (running, simple jumps, etc.).

2) Dissected-constructive. It is applied at the initial stage of training. Provides for the division of a holistic motor action (mainly with a complex structure).

When applying, the following rules must be observed:

It is expedient to start training with a holistic performance of a motor action, and then, if necessary, isolate elements from it that require more thorough study;

Divide the exercise in such a way that the selected elements of the elements are relatively independent or less interconnected.

Study the selected elements in a short time and combine them at the first opportunity.

The selected elements should, if possible, be studied in various ways.

3) Associated impact. It is used mainly in the process of improving the learned motor actions. The essence is that the technique of motor action is improved in conditions that require an increase in physical effort (for example, an athlete in training throws a weighted spear or discus, long jumps with a weighted belt, etc.)

Methods of education of physical qualities:

Methods of the standard exercise. Aimed at achieving and consolidating adaptive changes in the body

1. Standard-continuous exercise. Represents continuous muscle activity with no change in intensity. Varieties: a) uniform exercise; (running, swimming, etc.); b) standard flow exercise (multiple continuous execution of elementary gymnastic exercises).

2. Standard-interval exercise - a repeated exercise, when the same load is repeated many times.

Methods of variable exercise. They are characterized by a directed change in the load in order to achieve adaptive changes in the body. Exercises with progressive, varying and decreasing load are used.

Exercises with a progressive load - lead to an increase in the functionality of the body.

Exercises with varying loads are aimed at preventing and eliminating speed, coordination and other functional "barriers".

Exercises with decreasing load allow you to achieve large volumes of load, which is important in the development of endurance.

1. The method of variable-continuous exercise. It is characterized by muscular activity, carried out in a mode with varying intensity. Varieties of the method:

Variable exercise in cyclic movements (variable running, fartlek, swimming and other types of movement with varying speed);

Variable in-line exercise - serial execution of a complex of gymnastic exercises, different in intensity of loads.

2. Variable-interval exercise method. The presence of various intervals of rest between loads is characteristic. Varieties of the method:

Progressive exercises (for example, consecutive single lifting of a barbell weighing 70-80-90-95 kg, etc. with full rest intervals between sets);

A varying exercise with variable rest intervals (for example, lifting a barbell, the weight of which fluctuates 60-70-80-70-80-90-50 kg., And the rest intervals range from 3 to 5 minutes.

A descending exercise (for example, running segments in the following order - 800 + 400 + 200 + 100 m. with hard rest intervals between them).

Circular method - consistent performance of specially selected physical exercises that affect various muscle groups and functional systems according to the type of continuous or interval work.

For each exercise, a place is determined, which is called the "station". On each of them, students perform one exercise (for example, pull-ups, squats, push-ups, jumps, etc.). At each station, a time limit is given, then a transition to the next station in a circle, or by the number of exercises performed. You can complete tasks in a circle from 1 or more times.

Partially Regulated Exercise Techniques allow a relatively free choice of actions by the student to solve the problem. These methods are usually used at the stage of improvement, when students already have a sufficient amount of knowledge and skills. The methods included in this subgroup, having different features, have one thing in common: when using them, there is always an element of rivalry between students, the desire to assert superiority in one or another action.

The game is used to solve educational, recreational and educational tasks.

Characteristic features game method:

1. Pronounced rivalry and emotionality in game actions require significant physical effort from those involved, which makes effective method education of physical abilities.

2. Extreme variability of the conditions of the fight, the conditions for the performance of motor actions.

3. High requirements for creative initiative in action. The variability of game situations requires independence in choosing the most effective physical exercises.

4. Lack of strict regulation in the nature of actions and workload.

5. Provides a comprehensive comprehensive development of physical qualities and improvement of motor skills and abilities.

6. In many cases, the relationship between the players is carried out through any objects, such as balls.

7. Compliance with the conditions and rules of the game in the conditions of confrontation makes it possible for the teacher to purposefully form moral qualities in students: a sense of mutual assistance and cooperation, consciousness, discipline, will, collectivism, etc.

Competitive method - a way of performing exercises in the form of a competition. In practice, it manifests itself: 1) in the form of official competitions at various levels; 2) as an element of organizing a lesson, any physical culture and sports activity, including sports training.

Characteristic features of the competitive method:

1. Subordination of all activities to the task of winning.

2. The maximum manifestation of physical and mental strength in the struggle for superiority, for high sporting achievements.

3. Limited opportunities management of students, in regulating their workload. This method requires great independence in solving problems that arise in the course of performing the action.

Consequently, the competitive method is most effective in improving the action, but not in its initial learning; requires a sufficiently high level of development of physical qualities.

*5. Methods of verbal influence serve in the performance of many functions in pedagogical activity(constructive, organizational, research, etc.).

The word activates the entire learning process, as it contributes to the formation of more complete and distinct ideas, helps to comprehend more deeply, more actively perceive learning task. The word method has a double effect:

- semantic, with the help of which the content of the taught material is expressed

- emotional that allows you to influence the feelings of the student.

Requirements for using the verbal method:

1. The semantic content of the word must correspond to the characteristics of students and learning objectives.

2. Using the word, it is necessary to emphasize the effectiveness of the studied action.

3. The word should help reveal the relationship between individual movements in a motor action.

4. Great importance attached to the word of the teacher in the students' understanding of the basics of the technique of physical exercise, in understanding the moment of application of the main efforts. For this purpose, prompts are often used in the form of separate words (“hands!”, “Head!”, etc.).

5. The word must be figurative.

6. It is inappropriate to tell students about movements that are performed automatically (except when corrections are required).

An important task in physical education is the mastery of terminology. Terminology gives verbal designations to objects and phenomena. This allows students to distinguish familiar concepts, and the teacher to clarify explanations with generally accepted words-terms. As a result, mutual understanding arises between the teacher and students on the basis of very short, but capacious words.

The emotional function of the word contributes to the solution of both educational and educational tasks. The emotionality of speech enhances the meaning of words and helps to understand their meaning. It shows the attitude of the teacher to the subject of study, to the students themselves, which naturally stimulates their interest, confidence in their success, desire to overcome difficulties, etc.

Story- narrative form of presentation - most often used by the teacher when organizing the game activities of students.

Description It is a way of creating in a child an idea of ​​an action.

Explanation- the most important way to develop a conscious attitude to actions, as it is designed to reveal the basis of technology, to answer the main question: "Why?"

Conversation helps, on the one hand, to increase activity, develop the ability to express one's thoughts, and on the other hand, to get to know the teacher of his students, to evaluate the work done.

Parsing differs from a conversation only in that it is carried out after completing a task (for example, a game).

The task provides for setting a task before the lesson or private tasks during the lesson.

indication(or order) is short and requires unconditional execution. This focuses the attention of students on the need to complete the task and at the same time increases confidence in the possibility of its implementation.

Grade is the result of the analysis of the execution of the action. Evaluation criteria depend on tasks educational process, and therefore have several varieties:

Evaluation categories are expressed in various kinds of remarks by the teacher, reflecting his approval or disapproval: “good”, “correct”, “so”, “bad”, “wrong”, “not so”, as well as in the form of instructions: “above the leg ”, “do not bend your arms”, etc.

Command- a specific and most common method of using the word in physical education. It has the form of an order for the immediate execution of an action, for its completion, or for a change in the tempo of movements. Combat commands adopted in the army are used, and special ones - in the form of judicial remarks, starting teams, etc. When working with preschool children, the command is not used, and when working with younger children school age used with restrictions. The effectiveness of the team is influenced by: the ability to pronounce words correctly and with the necessary stresses, a developed sense of the rhythm of speech and movements of students, the ability to change the strength and tone of voice, beautiful posture and moderate gestures, a high level of discipline of students.

Count allows students to set the required pace of movement. It is carried out in several ways: by voice using counting (“one-two-three-four!”), by counting in combination with monosyllabic instructions (“one-two-exhale-exhale!”), only monosyllabic instructions (“inhale-inhale- exhale-exhale!”) and, finally, various combinations of counting, tapping, patting, etc.

Lecture- systemic, comprehensive, consistent coverage of a particular topic (problem).

Instruction- an accurate, specific presentation by the teacher of the task proposed by the student.

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Visibility methods

In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:

1) the method of direct visualization (showing exercises by the teacher or, on his instructions, by one of the students);

2) methods of indirect visualization (demonstration of educational videos, cinematographs of motor actions, drawings, diagrams, etc.);

3) methods of directed feeling of a motor action;

4) urgent information methods. Consider the main features of these methods.

Method of direct visualization

Designed to create a correct understanding of the technique of performing a motor action (exercises) among those involved. The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing in profile, it is easier to show the running technique with a high hip lift, swing movements in high jumps from a run, etc.) , repeating the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Methods of mediated visualization create additional opportunities for the perception of motor actions by those involved with the help of an objective image. These include: demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by students, the use of various dummies (reduced models of the human body), etc.

Visual aids allow you to focus the attention of those involved in static positions and a consistent change in the phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.

Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.

The sketches made by students in the form of figures allow to graphically express their own understanding of the structure of a motor action.

Dummies (models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action (for example, the technique of running at various distances, the technique of crossing the bar in high jumps with a run, the landing techniques in long jumps with a run, etc.).

Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

1) guiding assistance of the teacher during the performance of a motor action (for example, the teacher holding the hands of the trainees while teaching the final effort in throwing a small ball at a distance);

2) performing exercises at a slow pace;

3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);

4) the use of special training devices that allow you to feel the position of the body at various moments of the movement.

Urgent Information Methods

Urgent Information Methods are intended for the teacher and students using various technical devices (strain platform, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) to receive urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to save the given parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, various training devices (bike ergometers, treadmills, rowing machine, etc.) equipped with built-in computers that control the load control system are widely used in physical education and sports at present (Fig. 6).

Rice. 6. Using the urgent information method: automated treadmill with computer programming of training mode

The computer shows the values ​​of the pulse, speed, time, length of distance, calorie consumption, etc. The load profile is graphically displayed on the display.

In conclusion, it should be noted that when preparing for a lesson and choosing the methods that are optimal for a particular stage, the teacher must consider what their structure should be in order to strengthen, for example, a motivational or educational, educational or developmental function.

Kholodov Zh.K. Kuznetsov VS Theory and methods of physical education and sport.- M.: Publishing Center "Academy", 2003.- 480 s. Chapter 4. Means and methods of physical education. - S. 32-52.