Translated from Greek, the concept of "method" is interpreted as a way to achieve something. In pedagogy, there is no unambiguous interpretation of this concept. Most didactic teaching methods imply a way of interconnected activities of the teacher and students to achieve educational, developmental and educational goals(Yu.K. Babansky, N.A. Sorokin, P.I. Borovitsky and others).

There are a number of requirements for teaching methods. They must:

Relevant to the purpose and content of the lesson;

Provide a deep understanding of the material being studied by students and their comprehensive development;

Encourage students to be more active in the classroom.

There are not so many methods used in teaching, but a diverse combination of them causes a variety of activities in the lesson. It is very important to achieve it, and not to stick to a depressing single stamp in the construction of the lesson.

The choice of teaching methods used in the lesson depends on:

A specific educational task;

Age characteristics of students; knowing the level of their development, the teacher decides whether they can fill out a table or draw up a diagram on the topic of the lesson, what works on a geographical or historical map they can do, a conversation or a story to use when revealing a particular topic, etc .;

The material equipment of the school, the availability of equipment, visual aids.

There is no single and universally recognized classification scheme for teaching methods. Taking into account the age characteristics of younger students and the specifics of the content of the course " The world» The most commonly used and generally recognized is the classification of teaching methods, which combines two approaches: according to the source of knowledge and according to the teaching activity of the teacher and the cognitive activity of students. Here, both sides of the educational process are taken into account - both the activities of the teacher and the activities of the student, and the source of knowledge is in close relationship with the activities of both. Based on this, three groups of methods are distinguished: verbal, visual and practical.

verbal methods. Conversation in school education is a dialogue between a teacher and students, organized with the help of a carefully thought-out system of questions, in order to update the students' knowledge and life experience. The conversation allows the teacher to carry out a differentiated approach to each of them, depending on the level of development and training.

Basic requirements for conversation as a teaching method:

1. Carefully select questions that should be specific, clear, concise. You can’t ask questions in an indefinite form like “What grows in the meadow?”, “What can you say about the weather?”.

2. Undesirable prompting questions that require a clear answer "yes" or "no". (“Does 1917 belong to the 20th century?”). At the same time, the questions should not be too voluminous, for example: "What can be said about the gods of the Slavs?".

3. To ensure the integrity of the perceived material, the questions of the conversation should logically follow one from the other and in their totality ensure this integrity.

4. It is necessary to delve into the answers of students, direct their thoughts in the right direction; control the student's speech, monitor the literacy of its construction.

The conversation can be combined using methods such as:

o the teacher's story;

o work on illustrations, with geographical and historical maps;

o reading the text of the textbook, etc.

The cognitive value of the conversation is significantly increased if the teacher teaches children to ask questions themselves, express their own opinions, and reason.

For didactic purposes, conversations are introductory, aimed at learning new material, generalizing.

Introductory conversations, as a rule, are held at the beginning of the course, as well as at the beginning of the study of a particular topic. With the help of introductory conversations, the basic knowledge acquired by students earlier is updated, and on this basis, students are prepared for an active perception of the upcoming topic.

When learning new material conversations are held that allow you to reproduce information related to a new topic, obtained as a result of observations, pre-read text, life experience, etc.

Summarizing conversation is carried out at the end of the lesson, topic, course. The purpose of such a conversation is to generalize the ideas received earlier, aimed at the formation of an appropriate concept, at identifying natural, social, natural-anthropogenic relationships and patterns.

The type of conversation that best meets the goals of a child's development is heuristic conversation. A characteristic feature of a heuristic conversation is that students, with the help of the teacher's skillful posing of questions and thanks to their own efforts, through logical reasoning, independently come to the correct conclusions. Presenting the educational material using the method of heuristic conversation, the teacher addresses the class with questions that encourage students to be included in the search process. Questions are used that are aimed not only at simply reproducing existing knowledge - “Who is this?”, “What is he doing?”, “What?”, but also questions that direct the activities of students to comprehend factual information, to identify connections, patterns: “How to explain this phenomenon?”, “What is the reason?”, “What is evidence of...?”. With the help of such questions, students, under the guidance of a teacher, themselves look for possible answers to the problem posed.

An example of a heuristic conversation on the topic “History of the family. My ancestry"

What is common in the spelling of the words "Motherland", "parents", "relatives", "birthday"? (The root is "genus").

What does the word "genus" mean? (Relatives who have the same ancestor).

Do you know the history of your family, kind of?

Previously, the history of the family was drawn in the form of a tree. Why?

How many parents do you have? What about them? What about your parents' parents? What does this scheme look like (On a tree).

In an ordinary tree, the trunk is its basis. What do you think the trunk of a family tree means? Did your elders tell you who your ancestors were? What were they doing?

What else can you tell about the history of the family?

What cognate word with the word "genus" can be called the history of the family? (Pedigree).

Story it is a narrative presentation of educational information by a teacher or student. The story has a definite plot. The scheme of the story is simple: plot - climax - denouement. The story is used when the teacher presents information that is not based on the knowledge of the students, for example, about wild animals that do not live in the area or about the natural areas of Russia. This method is of particular importance when studying topics in history and social science - about uprisings, wars, political upheavals, to reveal the essence of a typical social phenomenon, everyday event. In the course of the presentation of historical events, one can rely on fairy-tale material, epics, and legends.

Using a story saves study time; through a story, children can get a significant amount of information in a short time. In some cases, the story is simply irreplaceable due to the inaccessibility of the object under study for direct observation, the lack of the necessary visibility, and the inability to organize practical work. The weak side of the story is a certain passivity of the listeners.

The following requirements are imposed on the use of this method in the lessons of the "World Around the World":

1. The story should not exceed 3-5 minutes, as younger students quickly get tired and cease to perceive it consciously.

2. The story must be stylistically correct, consistent, logically consistent, not overloaded with cumbersome facts and figures, and presented at a certain pace.

3. The perception of the material presented by the students will depend on the brightness, entertaining, emotionality of the story.

4. In the course of the story, it is desirable to establish associative links with already existing knowledge, when the material presented is illustrated by facts and events close to the student. When studying the topic “Professions”, for example, material is introduced about the professions of parents of schoolchildren, while studying the topic “Great Patriotic War"- about heroes-compatriots, etc.

To illustrate the story, you can use visual aids, tables, maps, films.

According to the didactic purpose, a story-description, a story-explanation, a story in combination with a conversation are distinguished.

Story-description is used when it is necessary to give an idea about an object or phenomenon of the surrounding world, how to draw its verbal portrait. It can be, for example, a description of a plant, an animal, or the life of people in the past, the life of great historical figures. The story-description can be built on the basis of direct observations of the teacher or students, the use of fiction, popular science literature.

Explanatory story allows students to reveal the most complex issues, reveal the essential features of objects and phenomena of the surrounding world, establish cause-and-effect relationships and interdependencies. The main components of this type of story are clarification and proof. For example, using the storytelling method, the teacher explains the reasons for the existence of tiers in the forest community; on the topic "Protection of the surface" proves the importance and necessity of reasonable actions in the extraction of minerals.

Story combined with conversation used especially frequently. Revealing the features of a particular phenomenon or process, the teacher can ask questions, updating students' knowledge on the topic.

Working with written sources of knowledge . The most important task facing the teacher is to teach the child to work with a book, with a textbook.

Textbook is the bearer of a certain obligatory educational material reflected in the texts. It is designed to make it easier for students to master and consolidate this material, to help fill gaps in knowledge and skills on their own. In grades 1-2, the textbook material is almost completely worked out in the classroom. Then gradually some part of it can be left for self-study at home. It is important that students do not memorize the text of the textbook, but learn it consciously. While preparing at home, children are encouraged to read the text aloud. This teaches them to speak correctly, facilitates memorization.

IN educational process the book can be used both by the teacher (and then the children listen, perceive what the teacher reads), and by the students themselves.

Before starting work with the textbook, a cognitive task is set. For example:

Explain what you read

Make a plan of the read article;

Answer the questions at the end of the text;

Find in the text a description of a particular phenomenon or object (selective reading);

Compare what you read with what you observed in life;

Using the instructions in the textbook, do practical work (or experience), etc.

After working with the text of the textbook, a conversation is held.

Work with the additional literature. It is quite obvious that it is impossible to study the world around us, limiting ourselves only to a textbook. At present, the possibilities of supplementing the material of textbooks have increased due to the appearance of a large number of books for children on historical, natural history and environmental topics. These are books of the series “I Know the World”, “Everything about Everything”, children's encyclopedias on history, geography, biology. When selecting books for reading, it is necessary to take into account the age characteristics of children, the pedagogical and scientific value of the material itself. Reading passages in the classroom should be small in size and not tire the students.

Along with material from fiction and popular science literature, it is sometimes useful to read and discuss notes from central and local newspapers that are related to the topic of the lesson - in particular, about the environmental situation in the city, region, which is periodically reported in some local newspapers. The development of cognitive needs will be facilitated by the inclusion in reading periodicals of such magazines as "Young Naturalist", "Misha", "Filya", and the compilation of didactic folders on their basis, in which the material collected by students is systematized.

Visual teaching methods

In the lessons of the course "The world around us" are widely used visual methods learning. The source of information when using them are visual, screen aids, demonstration experiments. When using visual methods, students, under the guidance of a teacher, comprehend and analyze what they saw on his instructions. The word, when using visual teaching methods, plays an auxiliary role.

On the basis of visibility in the course of learning, students form figurative ideas about nature, the historical past of people, the life of society in the present, their horizons, observation, attention, and thinking expand. The use of visual methods increases the activity of students in the classroom, interest in the material being studied.

When using visual methods, certain methodological conditions must be observed:

1. The visualization corresponding to the age of the students and the content of the material studied in this lesson is selected.

2. The displayed object is placed so that it is visible to all students. Tables and pictures are hung on the board, subject aids are placed on the demonstration table. Small objects and drawings can be shown using projection devices or, in extreme cases, carried around the classroom.

3. The manual is shown to students immediately before starting to work with it. Otherwise, their attention will be scattered. After the demonstration of the manual, if it is not planned to use it in the lesson in the future, it is advisable to remove it from the students' field of vision. It is convenient to use curtains on the board, folding and magnetic boards.

4. You should not use a significant number of manuals in one lesson.

Demonstration of natural objects allows you to form sufficiently complete and reliable ideas about the object under study.

A generalized plan for studying the subject includes such stages as consideration of the object as a whole, consideration of its individual details, conclusions.

The knowledge gained is summarized in the form of oral or written answers to questions or in the form of a holistic coherent story of students. In some cases, to fix the image of the subject in their minds, the teacher suggests sketching it.

Showing images objects and phenomena of the surrounding world in the form of pictures, tables allows you to form students' ideas in cases where the object under study cannot be presented to the attention of children in kind because of its size, remoteness, for security purposes.

The sequence of work on a picture or table, as well as a demonstration of natural benefits, includes the following stages: consideration of the picture as a whole, consideration of its individual details, generalization and conclusions.

For example, work on the wall painting "Winter" can be based on the following questions:

1. What season is shown in the picture? How did you guess about it?

2. What are the features of the weather at this time of the year, by what signs can this be judged from the picture?

3. What is the condition of the soil, water bodies?

4. How did trees, shrubs and grasses change with the onset of cold weather?

5. What animals do you see in the picture? What can be said about their lifestyle in winter?

5. Conclusions: with the onset of winter and changes in inanimate nature, the life of plants and animals changes.

Work on the painting "Occupation of the Slavs":

1. What historical period is depicted in the picture?

2. The territory of which state do we see?

3. What is shown in the center of the picture, on the right, on the left?

4. What are people doing?

5. Describe how they are dressed? What tools do they have?

6. Make a conclusion: what class of people are depicted in the picture, and what are the features of their life.

Common methods of working on an educational picture are the study of new material or the consolidation of the story or conversation covered by the methods. When working with historical paintings, it is proposed to use the technique personifications- a monologue on behalf of one of the characters (objects) depicted in the picture. Let us give an example of personification based on the painting by B.M. Kustodiev "School of Moscow Russia".

Let's talk to one of the students. This is what he told us: “My name is Gordey. There are not many children in our school. The teacher will show the letters “az”, “beeches”, “lead”, and we repeat in unison. The next day, “repeat the backs”, and even new letters: “verb”, “good”, “is”. This is how all the letters went. They began to read - that's the severity! Think quickly that “good, lead and az” together - “two” means. Gordey sighed heavily. “We all have one book. Everything you read should be memorized. Teaching is not easy. I have tried the rod many times. But our teacher says that for one beaten they give two unbeaten.

Reception dramatization - it is an imaginary dialogue that can take place between the characters depicted in the picture. The characters become, as it were, actors in a small performance; words for them can be invented by the students themselves with the help of questions from the teacher.

Imaginary tour - a technique by which students are mentally transferred to the natural or historical reality depicted in the picture and can “go around” every corner of the painted area, as a “guide” tell about what they saw on their way, “talk” with the depicted characters.

The teacher can accompany the work on the picture by reading excerpts from fiction, poems.

Use of video materials has a number of advantages over other methods. Watching a movie gives students a variety and rich information that is perceived in dynamics by both visual and auditory organs. The use of video materials makes it possible to increase the visibility of learning, to make such processes and phenomena accessible to the perception of students, which are difficult, and sometimes impossible, to get to know directly. They have a great educational impact (patriotism, diligence, respect for nature, etc.), arouse keen interest and attention among students, and increase their emotional mood.

Lessons using tutorials video films requires the teacher to prepare carefully:

It is necessary to familiarize yourself with the content of the film in advance;

When determining the duration of the film demonstration in the lesson (no more than 6-8 minutes), one should take into account the increased fatigue of children;

You should not show two films of different themes in one lesson;

The teacher selects only the material that is directly related to the content of the lesson and corresponds to the level of knowledge of students.

The stage of the lesson using the educational film is divided into three parts.

1. The introductory part involves leading students to watch the movie, updating the relevant knowledge. Then the goal of the upcoming viewing is set. This is done in order to teach the audience not just to watch the pictures of the film, but to independently comprehend what they saw, to determine their attitude to the content of the film, to highlight the essential. The attention of younger students is unstable and they can focus it on secondary, rather than the main material.

At the discretion of the teacher, students are offered tasks that are performed during or after viewing:

Based on what you see, write a story according to the plan;

Compare what you see in the film with what you observed in life, with the description in the text;

Find explanations for new concepts when watching a movie (the words are pre-recorded on the board);

Answer the questions;

Turn off the sound and invite the students to voice or comment on the shown plot, etc.

2. Watching a movie. Depending on the purpose of the lesson, individual frames or the entire movie are shown. At the same time, the teacher can conduct a conversation, supplement with his own story, read excerpts from fiction and popular science literature, demonstrate wall paintings, natural visual aids, and show objects on a map.

3. After viewing and completing tasks, it is necessary to help students summarize and analyze what they saw, talk about the questions posed before viewing, check the tasks that they had to complete.

An example of using the film in a lesson on the topic "Limestone".

The introductory conversation begins with a problematic question: “Have you ever heard that stones are born in water, in the depths of the seas and oceans? Not? After watching the film, you will learn about them.

The first part of the film is shown, which tells about the formation of limestone. Then the film is interrupted and practical work is carried out to determine its properties. Then the demonstration of a film about the use of limestone by man continues.

Conversation, summarizing what the students have learned about this rock.

Use of Information and Computer Technologies (ICT) in education, including primary education, allows optimizing the processes of understanding, memorizing and assimilation of educational material by children, ensuring the implementation of the ideas of developmental education, improving the forms and methods of organizing the educational process.

Most common in primary school is the use of multimedia technologies through the use of one computer per class, the image from which is displayed on the screen.

Multimedia technology can be considered as an explanatory and illustrative teaching method, the main purpose of which is to organize the assimilation of information by students by communicating educational material and ensuring its successful perception.

Presentations, created using the Microsoft Power Point program, enable the teacher to apply various forms of organizing cognitive activity: frontal, group, individual; you can use various video clips, pictures, diagrams, diagrams, show experiments. Compiled dictionaries, reference books, digital libraries. Teaching is interactive in nature, in which the teacher can at any time make the necessary adjustments.

Allocate enough time to view one slide so that students can concentrate on the screen image, follow the sequence of actions, consider all the elements of the slide, and fix the final result.

Examples of assignments using a presentation to the topic of the lesson: “What are animals?”

slide 1. The slide shows animals - pike, woodpecker, butterfly, cow.

Which group does each of these animals belong to? What signs help to determine belonging to a group? (Students reason, express their answers, which are then checked against slide 2).

Slide 2.

animal groups

Slide 3. Choose from the list of pets.

Cow, wolf, turkey, goat, rabbit, boar, pig, horse, hare, nightingale. (Students check their answers on the next slide).

slide 4. Cow, turkey, goat, rabbit, pig, horse.

7. Methods of formation of students' knowledge on the subject "World around". Practical Methods

Observations

The source of knowledge in the application of practical methods is the direct actions of students. Pedagogically organized direct acquaintance of students with the outside world is an important condition for their education. Another “face” acts as a teacher - the world around him. Practical methods include observations, laboratory experiments, practical work, modeling, exercises.

Practical methods make it possible to implement the most important areas of modern education - an activity approach, the humanization of the learning process. The role of practical methods in the development of thinking is great - they provide the basis for mental operations. Students delve into the essence of the object under study, establish causal relationships, identify its most important features, learn to draw independent conclusions. Through the use of practical methods, students acquire research skills and skills. Practical methods help to overcome the verbal nature of the study of the surrounding world.

Observation is a systematic, purposeful sensory perception of objects and phenomena of the surrounding world with the aim of its knowledge.

For younger students, observation, with the right organization on the part of the teacher, is one of the most effective and accessible ways of understanding the world. Indeed, in a child of this age, concrete-figurative thinking continues to dominate over abstract; knowledge gained through the use of a variety of senses is specific and convincing.

Depending on the place of organization, observations are divided into in-class) and extracurricular (on excursions, walks, when doing homework.)

Observations can be: systematic or episodic; mass, group or individual. Depending on the degree of independence, observations are divided into those carried out directly under the guidance of the teacher (on excursions, during experiments and practical work) and independent observations of students, in which the role of the teacher is also significant, since it helps to formulate the purpose of observation, gives tasks, instructs along the way. work.

Observations of seasonal changes in nature and labor of people;

Observations of a separate object of the surrounding world (a pond, a plant, an animal, the work of a seller, a postman, communication between people, etc.).

Observations of seasonal changes in nature are traditional. For several decades, until the mid-1990s, the program of the natural history course provided for the obligatory observation of students for seasonal changes in nature. Despite some of their differences from class to class, this work, carried out daily for 3-4 years, lost interest in the eyes of the children, turned into a boring burden. Therefore, the authors of modern natural science programs, providing for this type of observation, propose to organize it episodically. Some workbooks have dedicated pages for this. It would be unreasonable to completely exclude, ignore this type of work, since seasonal observations are the most accessible for students and have great importance, both in cognitive terms, and in developing and educating.

So, seasonal observations are usually carried out in the following order: observations of the state of the sky (cloudiness, precipitation, temperature, wind), the state of water bodies, soil, plants, animals, observations of the work of people associated with nature.

Weather observations are carried out at the same time as directed by the teacher; observations of plants and animals are carried out as certain changes occur with them. It is desirable to carry out seasonal observations for the same objects in different time of the year. This gives students the opportunity to trace their characteristic changes in comparison.

Seasonal observations begin under the guidance of a teacher, then gradually transferring them to the category of independent ones. Offering tasks for independent observations, the teacher indicates the object of observation, the plan of observation; constantly monitors the progress of work.

The results of observations of seasonal changes in nature are recorded in workbooks, in a classroom calendar of nature, in which schoolchildren make brief notes, sketches, and compile numerical tables.

cool nature calendar and labor can be conducted from the second class. It indicates the current month and time of year. The content of the calendar includes headings of observations of the weather (in the form of a table), soil, water bodies, plants, animals, seasonal labor of people (in the form of pockets into which leaflets with records of the results of observations of these objects are inserted). A sign with conventional weather signs is provided. At the request of the students, additional headings such as "Read, it's interesting", "Guess", "The most observant in our class" are introduced.

When designing the calendar of nature and labor, the local history principle is observed, which involves the use of illustrations that reflect the characteristics of their region. In accordance with the principle of seasonality, when designing a calendar, all seasons are reflected (if it is made for a year) or signs of one season (if the calendar is made for a season).

Observation tasks are given by the teacher in the course of passing one or another program issue, some of these tasks are in textbooks. These tasks are adjusted depending on local characteristics. They can be common to the whole class: for example, find out where the first thawed patches appeared. They can be individual: a schoolboy, whose house is located next to a rookery, is instructed to follow the appearance of the first birds there and their behavior; for a schoolboy who lives near a river, to observe the water level with adults during the spring snowmelt, etc.

Recording the results of observations in the calendar of nature and labor is carried out by the attendants, although all students of the class should observe seasonal changes in nature. Their results are also recorded in the calendar. The time of duty should not be limited to one day. It is more effective if it is carried out within one or two weeks. It is more convenient to entrust this work to a group of students of 2-3 people in case one of the attendants does not come to school for some reason.

Observations of a separate object of the surrounding world. The teacher selects objects for observation, firstly, based on the set didactic tasks, and secondly, taking into account their safety, compliance with hygienic requirements and the age characteristics of students. Reads the relevant literature, if necessary, in the classroom forms the simplest ideas about the object of the upcoming observation in the classroom.

Observation, as a method of cognitive activity of students, begins with goal setting. For example, to identify the properties of the object under study, to determine the behavior of the animal, to study the changes in the object over the seasons, to establish the relationship between the object under study and environment, establish the causes of the observed phenomenon, etc.

The teacher introduces students to the object of observation, assists in drawing up an observation plan, explains how to observe and record the data obtained. In the process of organizing direct observations, the following stages are observed: examining the object as a whole, so that the child has a holistic view of it, studying its individual parts, generalizing the results of observations.

Sample Animal Observation Plan

a) the name of the animal;

b) where it can be found;

c) the size of the animal;

d) its color;

e) what are its head, tail, body, beak, feathers, etc.;

e) what he eats, how he moves;

g) what special habits of the animal he noticed;

h) what is the significance in nature and in human life.

Sample Plant Observation Plan

a) the name of the plant;

b) where it grows;

c) tree, bush or grass;

d) what are the stem, leaves, flowers, fruits, seeds;

d) what benefits it brings to a person.

In order for the image of the observed object to be clear and memorable, you can use the following techniques: organization of repeated observation, comparison with other similar objects, imitation of the movement or sounds of the observed object (flying birds, falling leaves, sounds of the wind and various animals), closing your eyes mental representation object after the end of observation.

By observing, students may come to erroneous conclusions. In this case, the teacher does not indicate the error, but organizes additional observations. For example, in order to identify characteristics trees and shrubs, students, on the instructions of the teacher, compare these two plants and identify their differences. One of the first distinguishing features, students may mistakenly name the size: "The tree is large, and the shrub is small." The teacher invites the children to consider a newly planted tree (for example, a linden) - it is not high. Children know that linden is a tree, which means that not all trees are taller than shrubs. Comparing the tree and shrub further, students can make the following assumption: "The tree has a thick trunk, and the shrub has a thin one." The teacher again draws attention to the young sticky tree, which still looks like a thin twig. And finally, one of the students will put forward the assumption that the main distinguishing feature is that trees have one trunk, while shrubs do not have a main trunk.

In order to activate observations, children should be encouraged who managed to observe some rare phenomenon of nature or be the first to see the changes taking place in it. Interest in observations will increase if observational materials are used in the lessons of the Russian language, mathematics, technology, art; based on them to perform a variety of creative work.

Experiments, practical work, modeling

An experience (or experiment) is a method of studying objects or phenomena of the surrounding world in specially created artificial conditions or artificial reproduction of a phenomenon or process (when it is impossible or difficult to observe in natural conditions) in order to establish or illustrate a certain theoretical position. In science, the term “experiment” is usually used to refer to this method; in elementary school, the term “experiment” is introduced instead.

According to the degree of direct participation of children, experiments are divided into demonstration and laboratory.

Demonstration experiments can be attributed to the group of visual methods, but the methodology for their implementation is basically similar to the methodology for organizing and conducting laboratory experiments. Therefore, they are discussed in this chapter. The experiment is carried out demonstratively by the teacher in those cases when it is associated with devices and substances hazardous to the health of students or with the use of bulky equipment (with acid when determining the properties of limestone, with fire when studying the composition of the soil). During the demonstration experience, the equipment is placed so that it can be seen by each student (on a demonstration table, stand).

Laboratory experiments are carried out directly by students on assignment and under the guidance of a teacher. They can be frontal, group, individual. Group and individual laboratory experiments can be performed by students at home.

By duration, the experiments are divided into long-term and short-term.

Of great importance for the successful conduct of the experiment is its preliminary preparation, including the following:

Checking for availability of equipment. IN primary school it is not complicated. Each school should have it, and if there is no specially made factory set, then the teacher selects the necessary equipment for the experiments on his own.

Checking the technical condition of the equipment for the experiment, the quantity (measure) and quality of the required substance.

Preliminary conduct of the experiment by the teacher, to

The problem of teaching methods and their classification in modern psychological and pedagogical literature. Verbal teaching methods and their use in the educational process. Experimental and pedagogical work at the lessons of labor training using verbal methods.

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MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ALMATY STATE UNIVERSITY NAMED AFTER ABAY

PECULIARITIES OF USING VERBAL METHODS OF TEACHING IN JUNIOR SCHOOLCHILDREN (BY THE MATERIAL OF LABOR EDUCATION)

4th year student

Psychological and pedagogical

faculty, departments of PMNO

Mustafayeva Asima Alikhanovna

Scientific supervisors:

Satkanov O.S. - Professor, Ph.D.

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

ALMATY 2007

Introduction

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

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

References

INTRODUCTION

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

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

It depends on the choice and nature of the use of one or another method whether educational work for children will be joyful and interesting or burdensome, performed only to serve the service. These features of teaching methods were very subtly noticed by A.V. Lunacharsky. He wrote: ... It depends on the methods of teaching whether it will arouse boredom in the child, whether teaching will slide over the surface of the child's brain, leaving almost no trace on it, or vice versa, this teaching is perceived joyfully, as part of a child's game, as part of a child's life, will merge with the child's psyche, become his flesh and blood. It depends on the method of teaching whether the class will look at the classes as hard labor and oppose them with their childish liveliness, in the form of pranks and tricks, or this class will be soldered by the unity of interesting work and imbued with noble friendship for its leader. 33.4

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

Such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L.

As the experience of scientific educational psychologists shows, along with other teaching methods, in practice school work a prominent place is given to the verbal method of teaching.

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

In connection with the relevance of this problem, the purpose of the study was determined - to find the best ways to use verbal teaching methods in elementary school.

The object is the process of teaching younger students.

The subject is the use of verbal teaching methods in labor lessons in elementary school.

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

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

Research methods:

Analysis of scientific - pedagogical literature;

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

Program analysis;

carrying out experimental and pedagogical work.

Research base:

Secondary school number 92. 3, a class.

Work structure

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

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

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

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

Chapter I Theoretical basis problems of verbal teaching methods

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

The effectiveness and fruitfulness of training depend on the methods. Methods determine the creativity of the teacher, the effectiveness of his work, the assimilation of educational material and the formation of personality traits of the student.

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

In general education and vocational schools, the most important importance is attached to the improvement of teaching methods. The new structure of school education, the development of a new content of textbooks, manuals, the strengthening of the worldview and labor training of students, the introduction of modern computer technology and computers into the educational process, the preparation of each student for choosing a profession, Internship in the basic enterprises, the beginning of schooling from the age of six requires a fundamental revision of teaching methods.

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

In the Philosophical Encyclopedia "" the method is defined as a form of practical and theoretical development of reality, based on the laws of motion of the object under study. This deep position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods. The content of the training is fixed in the training material. It is the content of knowledge, skills in curricula, textbooks, manuals that determines the degree of education, culture of students, labor training.

The teaching method is a form of theoretical and practical mastering of educational material based on the tasks of education, upbringing and development of the personality of students.

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

The teacher suggests the path of knowledge that the student must follow in order to assimilate certain aspects of human experience. But the teacher does not just transfer knowledge, like an electronic computer, but organizes certain ways, methods, methods of mastering educational material.

Teaching method is a way of activity aimed at communication of educational material and its assimilation by children. This is one side of the definition of teaching methods. In pedagogy, this side is spoken of as ways of teaching. However, the cognitive activity of students is complex, dialectically contradictory. The methods of the teacher's cognitive activity do not automatically determine the nature of the students' mental activity. The path of knowledge offered by the teacher creates certain trends and conditions for adequate cognitive activity of students.

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

The methodology, N.K. Krupskaya wrote, is organically connected with the goals that the school faces. If the goal of the school is to educate obedient slaves of capital and the methodology will be appropriate, and science will be used to educate obedient performers who think as little as possible on their own ... if the goal of the school is to educate conscious builders of socialism and the methodology will be completely different: all the achievements of science will be used to teach them to think independently, act collectively, developing maximum initiative, amateur activity 28,556.

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

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

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

The established traditions of teaching and learning have a significant impact on teaching methods. Pedagogical science summarizes the best practices of schools and teachers, reveals scientific foundations traditional learning, helps the creative search for modern, more effective methods.

The method itself is neither good nor bad. The educational process is based not on the methods themselves, but on their system. “No pedagogical means, even generally accepted, as we usually consider suggestion, explanation, conversation, and social influence, can always be recognized as absolutely useful. The best remedy in some cases is bound to be the worst.” 33.117

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

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

An obvious requirement for teaching methods is their accessibility. The way of learning should be understandable and acceptable for the student, and the ways of studying the educational material should correspond to the age-related possibilities of mastering knowledge.

The methods of assimilating knowledge will be both easy and difficult at the same time: easy from the point of view of operations of thinking and ways of reasoning that are familiar and understandable to the child; difficult from the point of view of the content of the educational material and the formation of new methods of means of logical evidence. One of the requirements is the effectiveness of the teaching method. Any method of explanation by the teacher and the assimilation of knowledge by students should give the planned or expected result.

The combination of theoretical and practical is a necessary requirement of training. One cannot proceed unilaterally either from theory or from practice; recommending certain ways of teaching schoolchildren. The theoretical substantiation should have a practical orientation. Practical recommendations, advice, provisions should be theoretically substantiated.

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

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

Techniques are distinguished in the structure of teaching methods.

Reception is a detail of the method, separate operations of thinking, moments in the processes of mastering knowledge, in the formation of skills and abilities. Reception does not have an independent learning task, but is subject to the task that is performed by this method. The same learning techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques. The method includes techniques, but is not a set of learning techniques. The teaching method is always subordinated to a certain goal, fulfills the set learning task, leads to the assimilation of a certain content, leads to the planned result.

In the pedagogical environment, the opinion was rightly established that the educational process is inherent in a two-sided character. In the educational process, the leading activity of the teacher and the cognitive student are distinguished.

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

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

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

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

The success of all pedagogical techniques depends on the characteristics of children's mental reactions to educational influences. And it is the “positive” reactions that lead to the most favorable outcome. Psychologist S. L. Rubinshtein in his book, Fundamentals of General Psychology, writes that the structure of the learning process includes initial acquaintance with the material or its perception in the broad sense of the word, its comprehension, special work to consolidate it and, finally, mastery of the material, in the sense of being able to operate with it in various conditions, applying it in practice52.506.

SL Rubinshtein clearly forms this role of internal conditions through which all external influences are refracted. External causes always act only indirectly through internal conditions. With such an understanding of determinism, the true meaning that a person acquires as an integral set of internal conditions for patterns is associated. mental processes. Our main psychological premise was the confidence that in the course of training the student's energy can be activated, relying, along with mental activity, on his feelings, on the aspirations of the will, combining mental work with motor actions. To this end, the planned practical measures had to be connected with forms of work that caused emotional uplift, with the personal initiative of students, with independence in work, with various methods of collective action.

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

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

1. Explanatory-illustrative, or reproductive, method.

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

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

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

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

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

Classification of teaching methods by source of knowledge:

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

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

The visual group includes teaching methods using visual aids. The nature of visual aids significantly affects the understanding of educational material, determines the content and structure of the student's thought. Visual methods cannot be isolated from verbal teaching methods, because any visual aid is explained, analyzed, and is a source of additional or basic information on the issue under study. Therefore, visual methods are a conversation, and a description, and a story, and an explanation, and an independent study, but with the help of visual aids. Great reliance on sensory images, on the sensation and perception of the student when using visual aids creates a peculiar structure of the student's cognitive activity. The child thinks figuratively, concretely, and this creates a good basis for the formation of abstractions and understanding of the theoretical positions being studied.

Practical teaching methods include methods related to the process of forming and improving the skills and abilities of schoolchildren. Obviously, every method of teaching is connected with practice. However, the term "practical methods" indicates that the main activity of students in the classroom is the implementation of practical tasks. These methods include written and oral exercises, practical and laboratory works, some types of independent work.

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

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

methods of organization and implementation of educational and cognitive activities;

methods of stimulation and motivation of educational and cognitive activity;

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

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

The first group includes teaching methods: story, conversation, description, explanation by the teacher, etc., in which the teacher plays the leading role. The tasks of the student are to follow the logic of the teacher's reasoning, to understand the content presented, to remember and subsequently be able to reproduce the studied material. The closer the student's thought to the teacher's reasoning system is the determining factor. The possibilities of independent reasoning and thoughts of students are limited. The main task of the students is to listen to the teacher and understand him.

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

Each of those groups of methods reflects the interaction of teachers and students. Each of the main groups of methods, in turn, can be subdivided into subgroups and individual methods included in them. Since the organization and the process of carrying out educational and cognitive activities involve the transfer, perception, comprehension, memorization of educational information and practical use the knowledge and skills obtained at the same time, then in the first group of teaching methods it is necessary to include methods of verbal transmission and auditory perception of information (verbal methods: story, lecture, conversation, etc.); methods of visual transmission and visual perception of educational information (visual methods: illustration, demonstration, etc.); methods of transferring educational information with the help of practical, labor actions and its tactile, kinesthetic perception (practical methods: exercises, laboratory experiments, labor actions, etc.).

Methods of organization and implementation of educational and cognitive activities according to Yu.K.Babansky.

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

Inductive and deductive methods (logical aspect)

Reproductive and problem-search methods (aspect of thinking)

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

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

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

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

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

A number of classifications have been developed: I.Ya. Lerner, and M.N. Skatkina, D.O. Lordkipanidze, M.I. Makhmutova, E.Ya. Golant and E.I. Perovsky, who showed that in modern conditions of improving education, the complication of educational knowledge, an increase in their volume and depth, gives rise to new forms and methods of teaching children.

The teaching method is a form of theoretical and practical mastering of educational material based on the tasks of education, upbringing and development of the personality of students. This deep position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods.

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

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

Verbal teaching methods require the teacher to have a logical sequence and evidence in explanation, the reliability of the material, the imagery and emotionality of presentation, literary correct, clear speech. The verbal methods of teaching include, first of all, such types of oral presentation of knowledge by the teacher as a story, a conversation, a school lecture. In the first years of the work of the Soviet school, verbal teaching methods were treated negatively, unreasonably regarding them as a relic of the past. Later, starting from the 1930s, verbal methods, on the contrary, began to be overestimated, teaching acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

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

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

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

2. Logical consistency and evidence, which provides a systematic nature of knowledge, their awareness.

3. Clarity, clarity and intelligibility, contributing to a solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

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

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

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

The verbal teaching methods include a story, a lecture, a conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material, which is dominated by facts, images, events, ideas, concepts. The leading function of this method is teaching. Associated functions - developing, educating, incentive and control - correctional.

According to the goals, several types of stories are distinguished:

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

The effectiveness of this method depends mainly on the ability of the teacher to tell stories, as well as on how the words and expressions used by the teacher are understandable to students and correspond to their level of development. Therefore, the content of the story should be based on the experience of the students, while expanding it and enriching it with new elements.

The story serves as a model for students to build a coherent, logical, persuasive speech, teaches them to correctly express their thoughts. Preparing for the story in the lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal in the existing conditions. During the story, the main point is highlighted and emphasized. The story should be short (10 min.), plastic, flow on a long emotional background.

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

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

Clearly define the topic, the tasks of the story, attract the interest, attention of children to the topic. Precisely, attention is the door through which everything that only enters the human soul from the outside world passes;

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

To ensure the scientific character, reliability of the material presented;

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

To acquaint children with the plan of the content of the story, to present the material in a strict system, is logical;

Highlight leading positions, ideas, socially significant ideas, focus the attention of children on them;

Select bright, typical facts, interesting and convincing examples necessary for generalization, rely on specific ideas of children;

Present the material in an accessible way for students, emotionally, expressively, in an entertaining way;

Slow down the difficult part of the educational material when it is necessary to formulate a conclusion, definition, rule: avoid using words like: how to say, it means this is the same, etc.

To activate the attention of children by including heuristic techniques, setting and solving problematic issues;

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

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

Accompany the presentation with illustrations, demonstrations, tso;

Repeat the most significant, important provisions, conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is more capacious than a story, more complex in logical constructions, concentrated mental images, evidence and generalizations. The lecture, as a rule, occupies the entire lesson or lesson, while the story occupies only part of it.

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

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

In training, two types of conversation are mainly used: catechetical and heuristic. In elementary education, catechetical conversation is used mainly in testing and evaluating students' knowledge, consolidating, and also in analyzing texts that have been read.

Heuristic conversation is usually given to communicate new knowledge. Questions and expected answers are arranged in such a way that they bring the student's thoughts to new positions, conclusions. Students have the subjective impression that they themselves are making discoveries. Currently, this type of conversation is widely used in problem-based learning.

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

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

Work on the textbook.

Along with the oral presentation of knowledge by the teacher, a significant place in the learning process is occupied by the methods of independent work of students in the perception and comprehension of new educational material. The didactic significance of independent study work is due to the fact that it is based on the active cognitive activity of each student in mastering knowledge. KD Ushinsky believed, for example, that only the student's independent work creates conditions for a deep mastery of knowledge. P.F. Kapterev argued that each new step in the improvement of the school was the application of the principles of self-education to the school education of youth.

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

A similar approach to working with a textbook gradually penetrated into didactics and private methods. For example, in the manual, Pedagogy, edited by I.A. Kairov touched upon only some forms of using the textbook in the classroom. In particular, it was said that if the material in the textbook is especially difficult to understand, the teacher analyzes the plan of this paragraph with the students, work is carried out on separate, difficult to digest places of the text. Here, in fact, are all the forms of using the textbook in the classroom, as they were interpreted in pedagogy. The didactic effectiveness of students' work on a textbook for independent assimilation of new knowledge depends to a decisive extent on its proper organization. When conducting classes, the teacher is obliged in each case to determine how it is more expedient to use the textbook in the lesson so that it stimulates the mental duration of the children and does not lead to cramming and formal memorization of the material being studied. In this regard, it is necessary to touch upon some general didactic requirements for the organization of work on a textbook in the course of lessons.

First of all, the correct choice of material (topic) for independent study by schoolchildren in the lesson is essential. Any work with a textbook and educational literature should be preceded by a detailed introductory conversation of the teacher. In the process of classes, the teacher needs to observe the independent work of students, ask some of them how they understand the issues being studied. If some students have difficulty, the teacher needs to help them.

Work with the textbook in no case should take up the entire lesson. It must be combined with other forms and methods of teaching. So. After working with the textbook, it is necessary to check the quality of assimilation of the material studied, to conduct practical exercises related to the development of skills and further deepening the knowledge of students. Serious attention should be paid to the development of students' ability to independently comprehend and assimilate new material by textbook. Importance in this regard, there is continuity. B.P. Esipov noted that in the lower grades, such work begins with independent reading of short fiction stories, and then popular science articles, followed by their retelling or answers to the teacher's questions. Similar techniques should be applied at first and during the transition of students to the middle classes. Then, when working with a textbook, students should be able to independently identify the main questions, draw up questions, draw up a plan of what they read in the form of questions and theses, be able to argue the most important provisions, make extracts, use a dictionary when reading, analyze the illustrations placed in the book, etc. d.

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

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

II.1 Labor lessons, their content and teaching methods

The State Standard of Primary Education of the General Education School of the Republic of Kazakhstan and the curricula developed on its basis by the decision of the Collegium of the Ministry of Education of 26.06.95, No. 3/2 was approved as a project and after a general discussion, recommended by the decision of the Board of 18.07.96, No. 8 /1/5 for consistent implementation in schools starting from the 1998/99 academic year.

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

The democratization of the entire sphere of life, including the sphere of education in the conditions of a sovereign state, is a powerful impetus for schools to get out of the crisis. The adoption of the Constitution of the Republic of Kazakhstan, the Law on Education is a guarantee of this.

The proposed concept of the content of education elementary school general education school, it is advisable to take as one of the tactical decisions of the direct implementation of the strategic direction of reforming the initial stage of the system continuing education.

The significance and functions of primary school in the system of continuous education are determined not only by its continuity with other levels of education, but also, first of all, by the enduring, unique value of this stage in the formation and development of the child's personality.

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

Labor training is an obligatory condition and an integral part of the education, upbringing and development of the child at the primary stage of the general education school, implemented by means of a variety of classroom and extracurricular activities of students.

The purpose of labor training is the education of the personality of students on the basis of the formation of labor activity.

This goal determines the following tasks:

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

Formation of inclinations and interests, education of students' behavior;

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

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

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

Thus, work with paper and cardboard, where provided (20 hours), takes into account the observance of labor safety rules with the student of the technique of working with a board, a simple pencil, a ruler, scissors, a needle, a brush. Organization of the workplace and fulfillment of personal hygiene requirements; For example, consider a few fragments of the lesson.

LESSON PLAN

In 3rd grade (1-4)

Lesson topic: Working with paper and cardboard.

Application of the Kazakh ornament.

Purpose: Consolidation, expansion, generalization of knowledge and skills paper and thin cardboard processing development of children's creative imagination educating children's ability to work in a team, personal responsibility for work in a team.

Formation of ideas about the correct and safe ways of working

Material and colored cardboard, colored velvet paper, tools: glue, scissors, pencil, ruler, glue brush.

LESSON PLAN:

Organization of the children's group.

Repetition of the past.

The topic of the lesson.

Analysis of the object of labor and planning activities.

Practical activity of children.

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

Workplace cleaning.

DURING THE CLASSES:

Teacher: Students:

Hello guys!

Sit down!

Today, in the lesson of manual labor, we will be engaged in the application.

You already know that appliqué is a type of visual technique based on the imposition, gluing of various details on a material taken as a background.

Guys, what is an application? This is gluing various details onto some kind of background.

Right!

Application refers to the widespread artistic creativity - arts and crafts.

Since ancient times, man has sought to make his home, clothes not only comfortable, but also beautiful. Each nation has its own ornament. Since people lived and live in different conditions and they are surrounded by a different wonderful world of nature. And what he sees helps a person in creating his own local, national ornaments to decorate all kinds of products.

Guys, what do you think influenced the creation of the ornament among the Kazakh people, where did the Kazakhs live? In the steppes.

Right. And huge herds of animals grazed in the endless Kazakh steppes. And who knows what kind of animals Sheep burst in the steppes? shadi, camels

Right! And the branched horns of rams served as a motive for drawing up patterns. And numerous herds of camels left their traces on the ground and the Kazakh people embodied from the national ornament - tushtaban (camel footprint). They decorated various items of folk crafts. It was used in wood carving, embroidery, in the artistic processing of felt products.

Feeling the need for watering holes, leading a cattle breeding economy, the Kazakh people created an ornament, a spring - kainar.

There are rich colors in the Kazakh ornament, such as red, brown, burgundy, blue, black.

Using them and elements of the Kazakh ornament, we made our own ornament.

Today we will make an ornament of geometric shapes.

What do you know geometric Square, rectangle, triangle.

Right! Here we will use triangles in our ornament.

For work we need:

glue, scissors, a sheet of colored paper - a background and a sheet of a different color for triangles, pencils, a square.

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The success of learning with these methods depends on the student's ability to understand the content of the material in a verbal presentation. Verbal teaching methods require the teacher to have a logical sequence and evidence in explanation, the reliability of the material, the imagery and emotionality of presentation, literary correct, clear speech. The verbal methods of teaching include, first of all, such types of oral presentation of knowledge by the teacher as a story, a conversation, a school lecture.

In the early years of the school's work, verbal teaching methods were treated negatively, unreasonably regarding them as a relic of the past. In the future, starting from the 90s, verbal methods, on the contrary, began to be overestimated, training acquired a verbal, verbal character, as a result of which a certain separation of training from life was observed.

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

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

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

2. Logical consistency and evidence, which provides a systematic nature of knowledge, their awareness.

3. Clarity, clarity and intelligibility, contributing to a solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

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

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

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. in the course of presentation) and ensure maximum student activity (by preliminary familiarizing them with the topic, briefly disclosing the purpose and presentation plan , posing during the presentation, the problematic nature of the presentation, posing questions during the presentation that make the students' thoughts work).

The pace and tone of the presentation of the material by the teacher is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard, at a very slow pace, the interest and attention of students is lost; too loud and too quiet, monotonous presentation also does not give good results. There are very appropriate funny jokes, sharp words, apt comparisons. Let us analyze verbal teaching methods in connection with their suitability for solving specific educational problems. Evaluation of the effectiveness of verbal methods was derived by an expert.

Table 4

Verbal teaching methods and their functions.

The sign (+!) means that the verbal method contributes better than others to solving the problem;

The sign (+) or (-) means that the verbal method is suitable or unsuitable for achieving the goal. The verbal teaching methods include a story, a lecture, a conversation, a discussion, and work with a book. The story refers to the verbal methods of oral presentation.

The leading function of this method is teaching. Associated functions - developing, educating, motivating. and control and correction. A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material, which is dominated by facts, images, events, ideas, concepts.

Table 5

Comparative effectiveness of verbal teaching methods on the formation of personality

Verbal teaching method	Formation
zora, peace	ical knowledge	ical labor skills	extract, systematize zirovat	learn, self-learning skills education	Strengthen skills knowledge of skills
Discussion
Working with a book

According to the goals, several types of stories are distinguished:

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

The effectiveness of this method depends mainly on the ability of the teacher to tell stories, as well as on how the words and expressions used by the teacher are understandable to students and correspond to their level of development.

Table 6

Comparative effectiveness of verbal teaching methods on personality development

Verbal teaching method	Development
	interests				expressions reap thoughts
Discussion
Working with a book

Table 7

Comparative effectiveness of verbal teaching methods in inducing knowledge and skills

Verbal teaching method	P o u d a e t k
active mind	knowledge, skills	initiation tivy, independent		collaborative
Discussion
Working with a book

The content of the story should be based on the experience of the students, while expanding it and enriching it with new elements. The story serves as a model for students to build a coherent, logical, persuasive speech, teaches them to correctly express their thoughts. Preparing for the story in the lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal in the existing conditions. During the story, the main point is highlighted and emphasized. The story should be short (10 min.), plastic, flow on a long emotional background. The effectiveness of the story depends on its combination with other teaching methods - illustration (in the lower grades), discussion (in the middle and senior grades), as well as on the conditions - the place and time chosen by the teacher to tell about certain facts, events, people.

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

To take into account in every possible way the characteristics of children of primary school age; they have poorly developed voluntary attention, purposeful analysis of perceived facts, events; they are quickly distracted, get tired, cannot listen to the teacher's story for a long time;

Clearly define the topic, the tasks of the story, attract the interest, attention of children to the topic; namely, attention is the door through which everything that only enters the human soul from the outside world passes;

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

To ensure the scientific character, reliability of the material presented;

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

To acquaint children with the plan of the content of the story, to present the material in a strict system, is logical;

Highlight leading positions, ideas, socially significant ideas, focus the attention of children on them;

Select bright, typical facts, interesting and convincing examples necessary for generalization, rely on specific ideas of children;

Present the material in an accessible way for students, emotionally, expressively, in an entertaining way;

Slow down the difficult part of the educational material when it is necessary to formulate a conclusion, definition, rule: avoid using words like: how to say, it means this, etc.;

To activate the attention of children by including heuristic techniques, setting and solving problematic issues;

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

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

Accompany the presentation with illustrations, demonstrations, use T.S.O.;

Repeat the most significant, important provisions, conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is more capacious than a story, more complex in logical constructions, concentrated mental images, evidence and generalizations. The lecture, as a rule, occupies the entire lesson or lesson, while the story occupies only part of it. The lecture differs from other methods of verbal presentation:

a) a stricter structure;

b) the logic of the presentation of educational material;

c) the abundance of reported information;

d) the systemic nature of knowledge coverage.

The subject of a school lecture is mainly a description of complex systems, phenomena, processes, the connections and dependencies between them, mainly of a cause-and-effect nature. The lecture takes up an entire lesson. The lecture method is introduced gradually, growing out of explanations and conversations. The lecture saves study time, is one of the most effective methods in terms of information content perception, which, depending on a number of conditions, can range from 20% to 50%.

The lecture uses methods of oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that provide logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc.

Lectures are given mainly in the upper grades of secondary school. To effectively conduct a lecture, one must clearly think over its plan, strive to present the material in a logically coherent and consistent manner, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving on to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

The verbal teaching methods also include the method of conversation and the method of working with a book.

Conversation is one of the most well-known methods of didactic work. It was masterfully used by Socrates. The leading function of this method is motivating, but it also performs other functions with no less success. There is no method more versatile and effective in every respect. The essence of the conversation is to encourage students to update the knowledge they already know with the help of targeted and skillfully posed questions, to achieve the assimilation of new ones through independent reflections, conclusions and generalizations. Conversation forces the student's thought to follow the teacher's thought. A conversation is a question-and-answer form of a training session. In the practice of the work of primary schools, the following types of conversations are distinguished:

Introductory conversation, or organizing;

Conversation - message (new knowledge);

Conversation - repetition or consolidation of knowledge.

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

In training, two types of conversation are mainly used: catechetical and heuristic. In elementary education, catechetical conversation is used mainly in testing and evaluating students' knowledge, consolidating, and also in analyzing texts that have been read.

Heuristic conversation is usually given to communicate new knowledge. Questions and expected answers are arranged in such a way that they bring the student's thoughts to new positions, conclusions. Students have the subjective impression that they themselves are making discoveries. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the expected answers of the students. The teacher's questions should be clearly posed, without unnecessary, explanatory words. The question should not be repeated in different wordings. It is necessary to change the wording of the question based on the answers of the students, if it is found that the children do not understand the content of the question or are not active enough. It is not recommended to give leading, prompting, clarifying questions to get quick answers.

The similar nature of the questions can be used in teaching in order to organize a certain path in the student's reasoning. Questions should provide for a certain logical form of thought: the transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other operations of thinking.

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

Modern science has concluded that conversation is most effective for:

Preparing students for work in the classroom;

Familiarize them with new material;

Systematization and consolidation of knowledge;

Current control and diagnostic knowledge.

For the successful application of the conversation, first of all, serious preparation for it is necessary. The teacher is obliged to clearly define its topic, purpose, draw up a plan - a summary, select and formulate questions that may arise during the conversation, think over the methodology for organizing and conducting it - the order of including questions and drawing conclusions. The success of the conversation depends on contact with the class. The teacher should be aware that conversation is an uneconomical and difficult method of teaching. It requires time, effort, appropriate conditions, a high level of pedagogical skill.

Work on the textbook.

Along with the oral presentation of knowledge by the teacher, a significant place in the learning process is occupied by the methods of independent work of students in the perception and comprehension of new educational material. The didactic significance of independent study work is due to the fact that it is based on the active cognitive activity of each student in mastering knowledge. KD Ushinsky believed, for example, that only the student's independent work creates conditions for a deep mastery of knowledge. P.F. Kapterev argued that each new step in the improvement of the school was the application of the principles of self-education to the school education of youth.

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

A similar approach to working with a textbook gradually penetrated into didactics and private methods. For example, in the manual, Didactics, edited by V. I. Korkina, only some forms of using the textbook in the classroom were touched upon. The essence of the method of working with a book is the organization of independent work of students with printed text. Working with a book teaches:

Think about what you read, extract facts and generalizations from it;

Record factual data and conclusions;

Critically analyze what you read.

The main task of an elementary school teacher is to ensure that students understand the text being read and its logical analysis. This is facilitated by various types of recording:

a) drawing up a plan;

b) extracts and quotations;

c) compiling a summary;

d) fixation on cards;

e) theses (statements or denials in a categorical form);

f) annotations;

g) reviews (critical assessments).

In particular, it was said that if the material in the textbook is especially difficult to understand, the teacher analyzes the plan of this paragraph with the students, work is carried out on separate, difficult to digest places of the text.

Here, in fact, are all the forms of using the textbook in the classroom, as they were interpreted in pedagogy. The didactic effectiveness of students' work on a textbook for independent assimilation of new knowledge depends to a decisive extent on its proper organization. When conducting classes, the teacher is obliged in each case to determine how it is more expedient to use the textbook in the lesson so that it stimulates the mental duration of the children and does not lead to cramming and formal memorization of the material being studied. In this regard, it is necessary to touch upon some general didactic requirements for the organization of work on a textbook in the course of lessons.

First of all, the correct choice of material (topic) for independent study by schoolchildren in the lesson is essential. Any work with a textbook and educational literature should be preceded by a detailed introductory conversation of the teacher. In the process of classes, the teacher needs to observe the independent work of students, ask some of them how they understand the issues being studied. If some students have difficulty, the teacher needs to help them.

Work with the textbook in no case should take up the entire lesson. It must be combined with other forms and methods of teaching. So after working with the textbook, it is necessary to check the quality of assimilation of the studied material, to conduct practical exercises related to the development of skills and further deepening the knowledge of students. Serious attention should be paid to the development in schoolchildren of the ability to independently comprehend and assimilate new material from the textbook. Continuity is important in this regard. B.P. Esipov noted that in the lower grades such work begins with independent reading of short fiction stories, and then popular science articles, followed by their retelling or answers to the teacher's questions. Similar techniques should be applied at first and during the transition of students to the middle classes. Then, when working with a textbook, students should be able to independently identify the main questions, draw up questions, draw up a plan of what they read in the form of questions and theses, be able to argue the most important provisions, make extracts, use a dictionary when reading, analyze the illustrations placed in the book, etc. d.

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

25. Characteristics of verbal teaching methods

These methods occupy a leading place in the system of teaching methods, allow you to transfer large amounts of information in the shortest possible time, pose problems for the trainee and indicate ways to solve them.

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

1. storytelling method involves an oral narrative presentation of the content of the educational material. From a pedagogical point of view, the story should:

– ensure the ideological and moral orientation of teaching;

– contain only reliable and scientifically verified facts;

– include a sufficient number of vivid and convincing examples, facts;

– have a clear logic of presentation;

– be emotional;

– to be available;

– reflect the elements of personal assessment and the attitude of the teacher to the stated facts and events.

2. Underexplanation one should understand the verbal interpretation of regularities, essential properties of the object under study, individual concepts, phenomena.

Explanation is a monologue form of presentation.

Using this method requires:

– accurate and clear formulation of the task, the essence of the problem, the question;

– consistent disclosure of cause-and-effect relationships, argumentation and evidence;

– use of comparison, comparison, analogy;

– attracting vivid examples;

– impeccable logic of presentation.

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

Types of conversations: introductory or introductory, organizing conversations; conversation-messages or identifying and forming new knowledge (heuristic); synthesizing, systematizing or fixing.

During the conversation, questions can be addressed to one student (individual conversation) or students of the whole class (frontal conversation).

One type of conversation isinterview .

The success of the interviews largely depends on the correctness of the questions, which should be short, clear, meaningful.

4. Main purposeeducational discussion in the learning process - stimulation cognitive interest, involving students in an active discussion of different scientific points of view on a particular problem, encouraging them to comprehend various approaches to arguing someone else's and their own position. Before the discussion, it is necessary to thoroughly prepare the students both in terms of content and formally, and to have at least two opposing opinions on the problem under discussion.

5. Lecture - a monologic way of presenting voluminous material. The advantage of a lecture is the ability to ensure the completeness and integrity of the students' perception of educational material in its logical mediations and relationships on the topic as a whole.

A school lecture can also be used when repeating the material covered (overview lecture).

6. Working with a textbook is the most important teaching method.

Techniques for independent work with a printed source: note-taking; drawing up a text plan; citation; annotation; peer review; drawing up a certificate; compiling a matrix of ideas - comparative characteristics of homogeneous objects, phenomena in the works of different authors.

Type of oral presentation of the historical material of the teacher, depending on the nature of cognitive activity

Levels of cognitive activity:

Reproductive (all monologue forms of presentation)

Productive (reasoning, conversation, dialogue, problem presentation)

Creative (discussion) - new ways to achieve.

Monologue, Dialogue (internal and external).

Types of oral presentation:

Explanatory and illustrative - it is required to form the main stock of knowledge, when studying voluminous theoretical issues (low cognitive activity students)

Reasoning - the teacher formulates tasks and, with the help of dialogue, comes to conclusions

Problem-formulating - the formulation of the problem. Problem presentation requirements: enough information, no hints, take into account the degree of preparedness of the class, the optimal pace of presentation.

Methods of oral presentation of knowledge by the teacher and activation of educational and cognitive activity of students: story, explanation, school lecture, conversation; methods and illustrations and demonstrations in the oral presentation of the studied material. The first four of these methods are also called verbal (from Latin verbalis - oral, verbal). In the 1920s and 1930s, attempts were made in pedagogy to belittle the importance of verbal teaching methods, since they allegedly did not activate cognitive activity students and reduce the educational process to the presentation of "ready-made knowledge". N.K. opposed such attempts. Krupskaya. In a response to the manuscript of the article by B.P. Esipov "On the Terminology of Methodological Techniques", she wrote: "It (the verbal method. - I.Kh.) cannot be thrown overboard in the most advanced school: it is a natural method of teaching, conveying thoughts in words." What are the essence and methods of applying each of the methods of oral presentation of knowledge by a teacher?

Verbal teaching methods and their use in the educational process of elementary school

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

Verbal teaching methods require the teacher to have a logical sequence and evidence in explanation, the reliability of the material, the imagery and emotionality of presentation, literary correct, clear speech. The verbal methods of teaching include, first of all, such types of oral presentation of knowledge by the teacher as a story, a conversation, a school lecture. In the first years of the work of the Soviet school, verbal teaching methods were treated negatively, unreasonably regarding them as a relic of the past. Later, starting from the 1930s, verbal methods, on the contrary, began to be overestimated, teaching acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

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

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

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

2. Logical consistency and evidence, which provides a systematic nature of knowledge, their awareness.

3. Clarity, clarity and intelligibility, contributing to a solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

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

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

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

The verbal teaching methods include a story, a lecture, a conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material, which is dominated by facts, images, events, ideas, concepts. The leading function of this method is teaching. Associated functions - developing, educating, incentive and control - correctional.

According to the goals, several types of stories are distinguished:

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

The effectiveness of this method depends mainly on the ability of the teacher to tell stories, as well as on how the words and expressions used by the teacher are understandable to students and correspond to their level of development. Therefore, the content of the story should be based on the experience of the students, while expanding it and enriching it with new elements.

The story serves as a model for students to build a coherent, logical, persuasive speech, teaches them to correctly express their thoughts. Preparing for the story in the lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal in the existing conditions. During the story, the main point is highlighted and emphasized. The story should be short (10 min.), plastic, flow on a long emotional background.

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

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

Clearly define the topic, the tasks of the story, attract the interest, attention of children to the topic. Precisely, attention is the door through which everything that only enters the human soul from the external world passes;

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

To ensure the scientific character, reliability of the material presented;

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

To acquaint children with the plan of the content of the story, to present the material in a strict system, is logical;

Highlight leading positions, ideas, socially significant ideas, focus the attention of children on them;

Select bright, typical facts, interesting and convincing examples necessary for generalization, rely on specific ideas of children;

Present the material in an accessible way for students, emotionally, expressively, in an entertaining way;

Slow down the difficult part of the educational material when it is necessary to formulate a conclusion, definition, rule: avoid using words like: how to say, it means this is the same, etc.

To activate the attention of children by including heuristic techniques, setting and solving problematic issues;

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

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

Accompany the presentation with illustrations, demonstrations, tso;

Repeat the most significant, important provisions, conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is more capacious than a story, more complex in logical constructions, concentrated mental images, evidence and generalizations. The lecture, as a rule, occupies the entire lesson or lesson, while the story occupies only part of it.

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

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

In training, two types of conversation are mainly used: catechetical and heuristic. In elementary education, catechetical conversation is used mainly in testing and evaluating students' knowledge, consolidating, and also in analyzing texts that have been read.

Heuristic conversation is usually given to communicate new knowledge. Questions and expected answers are arranged in such a way that they bring the student's thoughts to new positions, conclusions. Students have the subjective impression that they themselves are making discoveries. Currently, this type of conversation is widely used in problem-based learning.

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

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

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

Story. The storytelling method involves an oral narrative presentation of the content of the educational material. This method is applied at all stages of schooling. Only the nature of the story, its volume, duration changes.

To the story, as a method of presenting new knowledge, a number of pedagogical requirements are usually presented:

The story should provide the ideological and moral orientation of teaching;

Include a sufficient number of vivid and convincing examples, facts proving the correctness of the put forward provisions;

Have a clear logic of presentation;

Be emotional;

Expressed in simple and accessible language;

Reflect the elements of personal assessment and the attitude of the teacher to the stated facts and events.

Explanation. An explanation should be understood as a verbal interpretation of regularities, essential properties of the object under study, individual concepts, phenomena.

Explanation is a monologue form of presentation. Explanation is most often resorted to when studying the theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems; in the disclosure of root causes and effects in natural phenomena and social life.

Using the explain method requires:

Accurate and clear formulation of the task, the essence of the problem, the question;

Consistent disclosure of cause-and-effect relationships, argumentation and evidence;

Use of comparison, comparison, analogy;

Engaging vivid examples;

Impeccable logic of presentation.

Explanation as a teaching method is widely used in working with children of different age groups. However, in middle and senior school age, due to the increasing complexity of the educational material and the increasing intellectual capabilities of students, the use of this method becomes more necessary than in working with younger students.

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

The conversation is one of the oldest methods of didactic work. It was skillfully used by Socrates, on whose behalf the concept of “Socratic conversation” originated.

Depending on the specific tasks, the content of the educational material, the level of creative cognitive activity of students, the place of conversation in the didactic process, there are different types of conversations.

Heuristic conversation is widespread (from the word “eureka” - I find, I open). In the course of a heuristic conversation, the teacher, relying on the students' knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions.

Communicating conversations are used to communicate new knowledge. If the conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to arouse in students a state of readiness for learning new things. Reinforcing conversations are used after learning new material.

During the conversation, questions can be addressed to one student (individual conversation) or by students of the whole class (frontal conversation).

One type of conversation is the interview. It can be carried out both with the class as a whole and with individual groups of students. It is especially useful to organize an interview in high school, when students show more independence in their judgments, they can put problematic issues, to express their opinion on certain topics put by the teacher for discussion.

The success of the interviews largely depends on the correctness of the questions. Questions are asked by the teacher to the whole class so that all students prepare for the answer.

Questions should be short, clear, meaningful, formulated in such a way as to awaken the student's thought. You should not put double, prompting questions or leading to guessing the answer. You should not formulate alternative questions that require unambiguous answers such as “yes” or “no”.

In general, the conversation method has the following advantages:

Activates students;

Develops their memory and speech;

Makes students' knowledge open;

Has great educational power;

It is a good diagnostic tool.

Disadvantages of the conversation method:

Requires a lot of time;

Contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory);

A store of knowledge is needed.

Discussion. Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect the participants' own opinions or are based on the opinions of others. This method is advisable to use when students have a significant degree of maturity and independence of thinking, are able to argue, prove and substantiate their point of view. A well-conducted discussion has a great educational and educational value: it teaches a deeper understanding of the problem, the ability to defend one's position, and take into account the opinions of others.

Lecture. Lecture is a monologue way of presenting voluminous material. It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of the lecture lies in the ability to ensure the completeness and integrity of the students' perception of educational material in its logical mediations and relationships on the topic as a whole. The relevance of using the lecture in modern conditions increases in connection with the use of block study of new educational material on topics or large sections.

A school lecture can also be used when repeating the material covered. Such lectures are called review lectures. They are held on one or more topics to summarize and systematize the studied material.

The use of a lecture as a teaching method in the conditions of a modern school makes it possible to significantly intensify the cognitive activity of students, involve them in an independent search for additional scientific information to solve problematic educational and cognitive tasks, perform thematic tasks, conduct independent experiments and experiments bordering on research activities. This explains the fact that in the senior classes the share of lectures in Lately began to increase.

HISTORY TEACHING METHODS