Chapter I. Theoretical foundations of the problem of personality activity in learning and active teaching methods. Active learning Active learning

The problem of personality activity in learning is one of the most urgent in psychological, pedagogical science, and in educational practice.

The problem of personality activity in learning as a leading factor in achieving the goals of learning, the overall development of the personality, its professional training requires a fundamental understanding of the most important elements of learning (content, forms, methods) and states in the thought that the strategic direction of activating learning is not an increase in the volume of transmitted information, not an increase and an increase in the number of control measures, but the creation of didactic and psychological conditions for the meaningfulness of teaching, the inclusion of a student in it at the level of not only intellectual, but personal and social activity.

The level of manifestation of personality activity in learning is determined by its main logic, as well as the level of development of educational motivation, which largely determines not only the level of cognitive activity of a person, but also the originality of his personality.

In accordance with the traditional logic of learning, which includes such stages as initial acquaintance with the material, or its perception in the broad sense of the word; his comprehension; special work to consolidate it and, finally, mastery of the material, i.e. transforming it into practice.

There are 3 levels of activity:

* Reproduction activity - characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

* The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.

* Creative activity - implies the aspiration of the student to the theoretical understanding of knowledge, an independent search for solutions to problems, an intensive manifestation of cognitive interests.

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is the creation of such psychological and pedagogical conditions in education in which the student can take an active personal position, express himself as the subject of educational activity to the fullest extent, my individual "I". All of the above leads to the concept of "active learning".

A. Verbitsky interprets the essence of this concept as follows: active learning marks the transition from predominantly regulatory, algorithmic, programmed forms and methods of organizing the didactic process to developing, problematic, research, search, providing the birth of cognitive motives and interests, conditions for creativity in learning.

M. Novik identifies the following distinctive features of active learning:

* forced activation of thinking, when the student is forced to be active regardless of his desire;

* a sufficiently long time for the involvement of students in the learning process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e., throughout the lesson);

* independent creative development of solutions, increased degree of motivation and emotionality of trainees.

Constant interaction between students and the teacher with the help of direct and feedback.

Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

Features of active teaching methods are that they are based on an incentive to practical and mental activity, without which there is no forward movement in the acquisition of knowledge.

The emergence and development of active methods is due to the fact that new tasks have arisen for teaching: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work. The emergence of new tasks is due to the rapid development of information. If earlier the knowledge gained at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom they need to be constantly updated, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.

Cognitive activity means an intellectual and emotional response to the process of cognition, the student's desire to learn, to perform individual and general tasks, interest in the activities of the teacher and other students.

Cognitive independence is commonly understood as the desire and ability to think independently, the ability to orient oneself in a new situation, to find one's own approach to solving a problem, the desire not only to understand the acquired educational information, but also ways of obtaining knowledge; critical approach to the judgments of others, independence of one's own judgments.

Cognitive activity and cognitive independence are qualities that characterize the intellectual abilities of students for learning. Like other abilities, they are manifested and developed in activity.

The most important means of activating the personality in learning are active teaching methods (AMO). There is another term in the literature - "Active learning method" (MAO), which means the same thing. The most complete classification was given by M. Novik, singling out non-imitation and simulation active training groups. These or other groups of methods determine, respectively, the form (type) of the lesson: non-imitation or simulation.

characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback links between the teacher and students.

hallmark simulation classes is the presence of a model of the process under study (imitation of individual or collective professional activity). A feature of simulation methods is their division into gaming and non-game. Methods, in the implementation of which the trainees must play certain roles, are related to the game.

M. Novik points to their high effect in the assimilation of the material, since a significant approximation of the educational material to a specific practical or professional activity is achieved. At the same time, the motivation and activity of learning are significantly increased.

1.2. Characteristics of the main active learning methods

Problem-based learning is a form in which the process of cognition of students approaches search, research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce students to the objective contradictions in the development of scientific knowledge and ways to resolve them. In collaboration with a teacher students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.

The logic of problem-based learning is fundamentally different from the logic of informational learning. If in informational learning the content is introduced as a known material that is only subject to memorization, then in problem-based learning new knowledge is introduced as unknown to students. The function of students is not just to process information, but to actively engage in the discovery of knowledge unknown to them.

The main didactic method of "turning on" the thinking of students in problem-based learning is the creation of a problem situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.

Cognitive tasks should be accessible in terms of their difficulty for students, they should take into account the cognitive abilities of students, lie in line with the subject being studied and be significant for learning new material.

What is the didactic structure of problem-based learning? Its main method is a logically coherent oral presentation, accurately and deeply covering the main provisions of the topic. The educational problem and the system of subordinate subproblems compiled by the teacher "fit" into the logic of presentation. With the help of appropriate methodological techniques (setting problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.), the teacher encourages students to joint reflection, the search for unknown knowledge. The most important role in problem-based learning belongs to dialogue type communication. The higher the degree of dialogic learning, the closer it is to the problematic, and vice versa, the monologue presentation brings learning closer to the informational form.

Thus, in problem-based learning, the following two most important elements are basic:

* a system of cognitive tasks that reflect the main content of the topic;

* Dialogic communication, the subject of which is the material introduced by the teacher.

Case study (case-study) -- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

Role-playing is a game method of active learning, characterized by the following main features:

* the presence of tasks and problems and the distribution of roles between the participants in their solution. For example, using the role-playing method, a production meeting can be simulated;

* interaction of participants in a game lesson, usually through a discussion. Each of the participants may, in the course of the discussion, agree or disagree with the opinion of other participants;

* input by the teacher during the lesson of corrective conditions. So, the teacher can interrupt the discussion and provide some new information that needs to be taken into account when solving the problem, direct the discussion in a different direction, etc.;

* Evaluation of the results of the discussion and summing up the teacher.

The role-playing method is most effective in solving such separate, rather complex managerial and economic problems, the optimal solution of which cannot be achieved by formalized methods. The solution of such a problem is the result of a compromise between several participants, whose interests are not identical.

Role-playing requires much less time and money to develop and implement than business games. At the same time, it is a very effective method for solving certain organizational, planning and other tasks.

Roughly, the role-playing method requires 30 to 35 minutes to complete.

Game production design is an active learning method, characterized by the following distinctive features:

* the presence of a research, methodological problem or task that the teacher informs the students;

* dividing the participants into small competing groups (the group can be represented by one student) and developing their options for solving the problem (task).

* holding the final meeting of the scientific and technical council (or other body similar to it), at which, using the method of playing the roles of the group, they publicly defend the developed solutions (with their preliminary review).

The method of game production design significantly activates the study of academic disciplines, makes it more effective due to the development of skills in the design and construction activities of the student. In the future, this will allow him to more effectively solve complex methodological problems.

Seminar-discussion(group discussion) is formed as a process of dialogical communication of participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems takes place.

At the seminar-discussion, high school students learn to accurately express their thoughts in reports and speeches, actively defend their point of view, argue with reason, and refute the erroneous position of a classmate. In such work, the student gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

A necessary condition for the development of a productive discussion is the personal knowledge that students acquire in previous classes, in the process of independent work. The success of the seminar-discussion largely depends on the ability of the teacher to organize it. Thus, a seminar-discussion may contain elements of "brainstorming" and a business game.

In the first case, the participants strive to put forward as many ideas as possible without criticizing them, and then the main ones are singled out, discussed and developed, and the possibilities of proving or refuting them are evaluated.

In another case, the seminar-discussion receives a kind of role-playing “instrumentation”, reflecting the real positions of people participating in scientific or other discussions. You can enter, for example, the roles of the presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is being discussed and what didactic goals the teacher sets before the seminar. If a student is assigned to a role leading seminar-discussion, he receives all the powers of the teacher to organize the discussion: he instructs one of the high school students to make a report on the topic of the seminar, manages the discussion, monitors the argumentation of evidence or refutation, the accuracy of the use of concepts and terms, the correctness of -shens in the process of communication, etc.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding, find vulnerabilities or errors, but also offer his own solution.

Logician reveals contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and rebuttals, the legitimacy of putting forward a hypothesis, etc.

Expert evaluates the productivity of the entire discussion, the validity of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution, gives a description of how the participants in the discussion were trained, etc.

The teacher can introduce any role position into the discussion, if it is justified by the goals and content of the seminar. It is advisable to introduce not one, but two paired roles (two logicians, two experts), so that more students get the appropriate experience.

But a special role belongs, of course, to the teacher. He must organize such preparatory work that will ensure the active participation in the discussion of each student. It defines the problem and individual sub-problems that will be considered at the seminar; selects basic and additional literature for speakers and speakers; distributes the functions and forms of students' participation in collective work; prepares students for the role of an opponent, logic; directs the entire work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions of the student's report, fixes contradictions in the reasoning.

Such classes require a confidential tone of communication with students, interest in the judgments expressed, democracy, adherence to principles in the requirements. It is impossible to suppress the initiative of students with your authority, it is necessary to create conditions for intellectual looseness, use methods for overcoming communication barriers, and ultimately implement the pedagogy of cooperation.

"Round table" -- this is a method of active learning, one of the organizational forms of cognitive activity of students, which allows to consolidate previously acquired knowledge, fill in missing information, form the ability to solve problems, strengthen positions, teach a culture of discussion. A characteristic feature of the "round table" is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their views, justify proposed solutions and defend their convictions. At the same time, there is a consolidation of information and independent work with additional material, as well as the identification of problems and questions for discussion.

An important condition for organizing a “round table” is that it must be really round, i.e. the process of communication, communication, took place "eye to eye". The principle of the "round table" (it is no coincidence that it was adopted at the negotiations), i.e. the location of the participants facing each other, and not in the back of the head, as in a normal lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personal inclusion of each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions , gestures, emotional manifestations.

The teacher is also located in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, they face him. In the classical version, the participants in the discussion address their statements mainly to him, and not to each other. And if the teacher sits among the children, the group members' addresses to each other become more frequent and less constrained, this also contributes to the formation of a favorable environment for discussion and the development of mutual understanding between teachers and students.

The main part of the "round table" on any topic is a discussion. Discussion(from Latin discussio - research, consideration) - this is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The goals of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive, contains a large amount of information, as a result of the discussion, only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision.

During the discussion, students can either complement each other or oppose one another. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of a dispute. As a rule, both of these elements are present in the discussion, so it is wrong to reduce the concept of discussion only to a dispute. Both the mutually exclusive dispute and the complementary, mutually developing dialogue play an important role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

* preparation (awareness and competence) of the student on the proposed problem;

* semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);

* the correct behavior of the participants;

* the ability of the teacher to conduct a discussion.

A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.

At the first stage students adapt to the problem and to each other, i.e. at this time, a certain attitude is developed to solve the problem. At the same time, the following tasks are set for the teacher (the organizer of the discussion):

1. Formulate the problem and objectives of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should give.

2. Conduct an acquaintance of the participants (if the group in this composition is meeting for the first time). To do this, you can ask each student to introduce himself or use the "interview" method, which consists in the fact that students are divided into pairs and introduce each other after a short introductory (no more than 5 minutes), directed conversation.

3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and contradictory issues in it, determine the expected result (solution).

4. Establish a time limit for the discussion, or rather, a time limit for speeches.

5. Formulate the rules for conducting the discussion, the main of which is everyone should perform. In addition, it is necessary: ​​to listen carefully to the speaker, not to interrupt, to reasonably confirm one's position, not to repeat, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.

6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!

7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic being studied. A systematic refinement of the conceptual apparatus will form the students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

The second stage is the assessment stage-- usually involves a situation of comparison, confrontation and even conflict of ideas, which, in case of inept leadership of the discussion, can develop into a conflict of personalities. At this stage, the teacher (the organizer of the "round table") is given the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

2. Collect a maximum of opinions, ideas, suggestions. To do this, it is necessary to activate each student. Speaking with his opinion, the student can immediately make his proposals, or he can simply speak at first, and later formulate his proposals.

3. Do not go away from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. Deviants should be tactfully stopped, directing them to a predetermined "channel".

4. Maintain a high level of activity of all participants. Do not allow excessive activity of some at the expense of others, follow the rules, stop protracted monologues, connect all schoolchildren present to the conversation.

5. Promptly analyze the expressed ideas, opinions, positions, proposals before proceeding to the next round of the discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. Summing up intermediate results is very useful to instruct students, offering them a temporary role as a leader.

The third stage is the stage of consolidation- involves the development of certain common or compromise opinions, positions, decisions. At this stage, the controlling function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

1. Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative sides.

2. Help the participants in the discussion to come to an agreed opinion, which can be achieved by carefully listening to different interpretations, searching for common trends for decision-making.

3. Make a group decision together with the participants. At the same time, the importance of a variety of positions and approaches should be emphasized.

4. In the final word, bring the group to constructive conclusions that have cognitive and practical significance.

5. Achieve a sense of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

During the "round table" students perceive not only the expressed ideas, new information, opinions, but also the carriers of these ideas and opinions, and above all the teachers. Therefore, it is advisable to specify the main qualities and skills that a teacher (organizer) must possess in the process of holding a "round table":

* high professionalism, good knowledge of the material within the framework of the curriculum;

* speech culture and, in particular, free and competent possession of professional terminology;

* sociability, or rather, communication skills that allow the teacher to find an approach to each student, to listen with interest and attentively to everyone, to be natural, to find the necessary methods of influencing schoolchildren, to be exacting, while observing pedagogical tact;

* speed of reaction;

* ability to lead;

* the ability to conduct a dialogue;

* predictive abilities that allow you to foresee all the difficulties in mastering the material in advance, as well as to predict the course and results of pedagogical influence, to foresee the consequences of your actions;

* the ability to analyze and correct the course of the discussion;

* ability to control oneself

* the ability to be objective.

An integral part of any discussion is question and answer procedure. A skillfully posed question (what is the question, such is the answer) allows you to get additional information, clarify the positions of the speaker and thereby determine the further tactics of holding the round table.

From a functional point of view, all questions can be divided into two groups:

* Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical feature of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand correctly that?”. The answer to this question can only be "yes" or "no".

* Replenishing (open) questions aimed at elucidating new properties or qualities of phenomena, objects of interest to us. Their grammatical feature is the presence of question words: what, where, when, how, why etc.

From a grammatical point of view, questions are simple and complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.

If we look at the questions from the standpoint of the rules for conducting a discussion, then among them we can distinguish correct and incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at a person, and not at the core of the problem). A special place is occupied by the so-called provocative or capturing questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, divert attention to himself or deliver a critical hit.

From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In the discussion, it is preferable to use simple questions, since they do not carry ambiguity, they are easy to give a clear and precise answer. If a student asks difficult questions, it is advisable to ask him to divide his question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (desire or attempt to answer) and negative (direct or indirect avoidance of the answer), direct and indirect, monosyllabic and polysyllabic, short and detailed, definite ( not allowing different interpretations) and indefinite (allowing different interpretations).

In order to organize a discussion and exchange of information in the full sense of the word, so that the "round table" does not turn into a mini-lecture, a teacher's monologue, the lesson must be carefully prepared. To do this, the teacher (the organizer of the "round table") must:

* prepare in advance questions that could be put up for discussion on the conclusion of the discussion, in order not to let it go out;

* do not allow care beyond the discussed problem;

* do not allow the discussion to turn into a dialogue between the two most active students or a teacher with students;

* ensure the wide involvement in the conversation of as many schoolchildren as possible, and preferably all;

* do not disregard any wrong judgment, but do not immediately give the correct answer; students should be involved in this by organizing their critical assessment in a timely manner;

* do not rush to answer the questions regarding the material of the "round table": such questions should be redirected to the audience;

* make sure that the object of criticism is the opinion, and not the student who expressed it;

* compare different points of view, involving students in a collective analysis and discussion, remember the words of K.D. Ushinsky that comparison is always the basis of knowledge.

For, in order not to extinguish the activity of schoolchildren, the teacher should not:

* turn the discussion into a student quiz;

* evaluate judgments in the course of speeches and express your opinion ahead of time;

* suppress the audience;

* take the position of a mentor who teaches the audience and knows the only correct answers to all questions;

* remember that in a lesson held in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, leader of the discussion and its more competent, but equal participant .

During the "round table" business noise reigns, polyphony, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other, makes it difficult for the teacher to work. He needs to hear the main thing among this polyphony, create a working environment, give him the opportunity to speak out, and correctly lead the thread of reasoning. But all the difficulties are paid off by the high efficiency of this form of conducting classes.

Brainstorm(brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is the organization of collective mental activity in search of non-traditional ways of solving problems.

Using the brainstorming method in the educational process allows you to solve the following tasks:

* creative assimilation of educational material by schoolchildren;

* connection of theoretical knowledge with practice;

* activation of educational and cognitive activity of trainees;

* formation of the ability to concentrate attention and mental efforts on solving an urgent problem;

* the formation of the experience of collective mental activity. The problem formulated in a brainstorming lesson should be of theoretical or practical relevance and arouse the active interest of schoolchildren. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to a problem that is put forward to students as a learning task.

Brainstorming preparation includes the following steps:

* determination of the purpose of the lesson, specification of the educational task;

* planning the general course of the lesson, determining the time of each stage of the lesson;

* selection of questions for the warm-up;

* development of criteria for evaluating the proposals and ideas received, which will make it possible to purposefully and meaningfully analyze and summarize the results of the lesson.

There are certain rules, the observance of which will allow you to brainstorm more productively. We list the main ones:

1. During the session there are no bosses, no subordinates, no beginners, no veterans - there is a leader and participants; no one can claim a special role.

3. You should refrain from actions, gestures that can be misinterpreted by other participants in the session.

4. No matter how fantastic or incredible the idea put forward by any of the participants in the session, it must be met with approval.

5. Try to convince yourself from the very beginning that a positive resolution of this problem is extremely important to you.

6. Do not think that this problem can be solved only by known methods.

7. The more proposals put forward, the greater the likelihood of a new and valuable idea.

8. Before starting the session, try to answer the following questions for yourself:

Does the problem deserve my attention?

What is her decision?

Who needs it and why?

What happens if nothing changes?

What happens if I don't come up with any ideas?

Methodology for organizing and conducting brainstorming

The organizational stage is carried out with one class. Before the class starts, when students enter the classroom and take their seats, you can turn on vigorous, dynamic music, preferably instrumental, as the text can influence the formation of students' attitudes.

At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem to be solved, substantiates the problem to find a solution. Then he introduces students to the conditions of teamwork and gives them the rules for brainstorming.

After that, several working groups of 3-5 people are formed. Each group selects an expert whose duties include fixing ideas, their subsequent evaluation and selection of the most promising proposals.

It is advisable to form working groups in accordance with the personal wishes of the students, but the groups should be approximately equal in number of participants.

Groups are seated so that it is convenient to work and that students can see each other.

This step takes an average of 10 minutes.

The warm-up is carried out frontally with the whole group. The purpose of the stage is to help schoolchildren get rid of stereotypes and psychological barriers. Usually the warm-up is carried out as an exercise in a quick search for answers to questions. For warm-up, a fast pace of work is important. Therefore, if there is a pause, the teacher himself must put forward 1-2 answers. As soon as the students begin to find answers with difficulty, they think for a long time, it is worth moving on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the assault, but are taken from a close area.

The teacher during the warm-up does not evaluate the answers of the students, however, he perceives all of them kindly, supporting the positive reaction of the audience.

Warm-up time - 15-20 minutes.

At the very beginning of the actual “storming” of the problem posed, the teacher recalls the problem, clarifies the task, gives criteria for evaluating ideas, and repeats the rules of brainstorming.

A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate sheet. Do not be afraid of light noise and animation in the classroom - the ease of the atmosphere contributes to the activation of thought.

It is better for the teacher not to interfere in the work of the groups so as not to interfere with them. Only in the case when the group violates the rules of work (for example, begins to discuss or critically evaluate the idea), the teacher in a tactful and friendly manner returns the group to a working state.

The main session time is 10-15 minutes. This is a stage of intense workload of students, usually by the end of it, there is a clear fatigue of the participants in the “assault”.

At the stage of evaluation and selection of the best ideas, the experts unite in a group and evaluate the ideas according to the selected criteria, selecting the best ones for presentation to the game participants. If possible, the experts can move to another room for the duration of their work so that the group does not interfere with them. The teacher determines the work time for the experts at 15-20 minutes.

Working groups at this stage have a rest. You can turn on the music and give them the opportunity to move, switch, or offer them simple tasks in a playful way, for example, a cross-word for a given course, discussion of interesting situations, etc.

At the final stage, representatives of the expert group make a report on the results of the brainstorming session. They name the total number of ideas proposed during the assault, introduce the best of them. The authors of the noted ideas substantiate and defend them. Based on the results of the discussion, a collective decision is made on the introduction of certain proposals into practice.

The teacher sums up the results, gives an overall assessment of the work of the groups. At the same time, it is important to note the positive in the work, the moments of manifestation of a high degree of creativity, the success of collective activity, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group's success is not brilliant, you still need to build on the positive in its work in order to stimulate students to achieve greater results in the future.

In terms of time, the final stage is the longest (10-15 minutes). This stage is very important in the curriculum, since when discussing and defending ideas, there is an intensive exchange of information, its comprehension and active assimilation.

As a rule, brainstorming is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but should once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and in the future success awaits him.

A business game is a method of simulating situations that simulate professional or other activities by playing, according to given rules.

Business games cannot include all emerging new techniques and teaching methods and any educational game, as is sometimes done both in pedagogical practice and in individual press appearances. Therefore, such forms of conducting lessons as a concert lesson, an exam lesson, etc.; a competition lesson, a quiz lesson, an imitation of educational and entertaining TV programs in the classroom, do not apply not only to a business game, but also to the technology of active learning, and in general to new forms and methods. These methods and techniques revitalization cognitive activity of students, the revitalization of the educational process with the help of all kinds of game situations do not meet the features and conditions of the organization that determine the technology of active learning. In a quiz, competition, a student can take part, or not, but will remain a passive participant-spectator. Attempts to force him will lead to the loss of the game moment and a positive attitude towards activity. In the technology of active learning, the “forced activity” of the participants is determined by the conditions and rules under which the student either actively participates, thinks hard, or generally leaves the process.

The rules of the business game are determined by the chosen activity. One of its variants are role-playing games. When children play “mother-daughter”, they accurately imitate all the roles included in the game and cannot deviate from them: dads don’t do that, children shouldn’t behave like that, mom should ... etc. It is possible to use a business game in the educational process. For example, based on modern market conditions of life, in the lessons on the basics of economic knowledge, you can play the business game "Bank", in which, in the process of playing the situations of the work of a bank, you better understand and master the terminology that is difficult to memorize, what it means, the character itself activities of the bank, its place and importance in market relations. Such a game can be organized both at the stage of primary consolidation of the material, and as a generalization, and as a certain form of control. In this case, we are talking about the most standard version of a business game. Variants such as organizational-business and organizational-thinking games and similar ones require very serious special training of their organizers.

With the advent of active learning technology, dramatization and theatricalization, which have long been known to Teachers, have become one of the options (spruce games and are widely used in the technology of dialogue of cultures. Dramatization -- staging, role-playing of the content of educational material in the classroom. Roles can be assigned not only to living characters, but also to any inanimate objects and phenomena from any field of knowledge. Theatricalization -- theatrical performances of different genres on educational material during extracurricular time with a large number of participants, long in time, with scenery and other attributes. They involve all students of the class or all classes of the parallel, older students and younger students. These can be performances based on programmatic literary works, historical plots, etc.

Personal activity in learning. The analysis of general views and ideas about human activity allows us to approach the definition of the concept of student personality activity.

For the purpose of a clearer presentation of the differences, let's compare the characteristics that the components of the considered concepts of activity, personality activity and student activity should have (Table 1.1).

Target. Activity presupposes a goal. Activity is manifested only if the goal is in the nature of personal significance. The main goal of the student in learning, for the sake of achieving which he is active, is getting a higher education. At the same time, on a personal level, this goal can be expressed in the desire to improve the educational level, get a profession, a document on higher education. In our pragmatic age, the vast majority of students go to university to get diploma. Intermediate in relation to this main goal are such goals as fulfilling current training tasks and other requirements of the educational process, passing tests and exams, as well as gaining knowledge, skills, abilities, and forming a holistic view of professional activity.

Motives. Activity, unlike activity, is characterized by a high level of motivation. The motives of educational activity are a set of personal aspirations, needs, formed both on the basis of the student's life experience, and under the influence of organizational, managerial and didactic influences, disciplinary practices used in the educational process.

Correlation of the concepts of "activity", "activity" and "activity of the individual in learning"

Table 1.1

Activity	Activity	Personal activity in learning
	Personally significant goal	Striving for higher education
	High level of motivation, a variety of goal-setting motives for activity	The presence of a set of personal needs formed on the basis of life experience and under the influence of organizational, managerial and didactic influences used in the educational process of the university
Methods and techniques	Skills and abilities	Formation of the style of educational activity, the ability to learn
mindfulness	Awareness of motives, goals and ways to achieve them	A clear idea of ​​what and why he is studying, what place the acquired knowledge takes in his future professional activity
	elevated emotional	Satisfaction (or dissatisfaction) with the conditions of study, its results
	situationality (super-situational-	Correspondence of the level of activity intensity to the minimum requirements of the educational process or to a personal idea of ​​the level of intensity of educational activity in terms of ensuring one's own goals of social and practical significance
	Initiative	Independence, perseverance, creative attitude to learning

Methods and techniques are the skills that form the ability of the individual to be active, and in educational activities this is the formed style of the student's educational activity.

Awareness appears as a clear idea of ​​the goals of activity and activity. For the student, this is expressed in the understanding of what and why he is studying, what place the knowledge gained and the educational activity itself occupy in his life and in future post-graduation activities.

Emotions. Activity is always accompanied by an increased emotional background. In educational activities, emotions indicate satisfaction or dissatisfaction with the conditions of study, its results, and the climate in the educational institution.

Situation, being a characteristic of activity, testifies to the compliance of the student's activity level with the requirements of the educational process at each stage or his idea of ​​the necessary level of intensity of educational activity in terms of ensuring his own goals of social or practical significance. Among these goals: the desire to “be the best”, the desire for leadership, to be among the first in studies, to receive increased scholarships, to be the best in specialized disciplines, to satisfy cognitive interest or, on the contrary, not to do too much, not to overdo it, not to stand out, to fulfill no more than what is required to overcome the next control stage of training.

Initiative, reflecting the personal involvement of the subject in the activity, in the educational process is expressed primarily in the independence of the student, perseverance, creative attitude to learning and manifestation of volitional qualities.

Learning activity of students and teaching methods. Another aspect of considering the activity of a person in learning is a comparative assessment of learning activity caused by the use of certain teaching methods. It seems that such an assessment can be justified. To do this, we single out, using the example of a higher school, aspects of the manifestation of student activity. In the educational process, three of them are explicitly manifested: thinking, action and speech. Wherein iol thinking means creative thinking, action - activities aimed at acquiring knowledge, and speech - in connection with the process or result of educational activity. From the standpoint of modern views on the educational process and taking into account the principles of active learning, it seems necessary to add one more manifestation of activity - socio-psychological adaptation. This implies that in addition to the traditional triad - knowledge, skills and abilities - a student (listener) must receive in an educational institution and as close as possible to the real emotional and personal perception of professional activity, the conditions for its implementation in all the variety of social, social and industrial relations. He must gain confidence as a specialist in the workplace. This also includes socio-psychological factors associated with studying at a university, primarily motivational factors at all levels of the educational process. The manifestation of this type of activity occurs mainly at the subconscious level, but in the educational process it is implemented on an equal basis with others. This form of activity is also associated with the principle personification of the educational process - an integrative indicator of personality development, expressed in its ability to evaluate the knowledge and circumstances of the surrounding being from the standpoint of their value and personal meaning, as well as in the ability to see the possibilities of one's growth in the forthcoming activity or deed.

The activity of trainees is manifested as the realization of these four types of activity. AT depending on the intention and actions of the teacher in the lesson, either one of the types of activity or a combination of them can be used. AT tab. 1.2 given activity model, reflecting the main forms and methods of teaching in accordance with our understanding of what types of learning activity students use.

Table 1.2

Model of educational activity of students in various forms

and teaching methods

				Forms and methods of teaching
				Practical lesson, RGR
				discussion, dispute
				Solving real problems
				Lab with report
				Industrial practice, internship without performing the role of a specialist
				Public speaking, technical studies with staff
				Lecture, independent work, solving creative problems, playing technique, procedure
				Exercise, work but exemplary
				Statement, report, message
				Excursion to the object, demonstration of the layout, educational film

Note. M - thinking; D - activity; R - speech; A - socio-psychological adaptation; * - manifestation of the type of activity.

As a result, all learning methods are ranked. The hierarchy of methods obtained in this way coincides with the traditional idea of ​​their capabilities to activate students in the classroom. Therefore, the degree of activation can be considered depending on which and how many of the four types of student activity are implemented in the lesson.

The presented gradation affects only the traditional options for the implementation of classes. Obviously, in most cases, it is possible to introduce additional procedures or game techniques that will allow you to use certain types of activity that are not usually used in the traditional form of conducting a lesson. The use of additional techniques and procedures, of course, will increase the activity of the lesson, but will not be able to radically change it, otherwise it will be a different type of lesson in form.

In psychology, the question of the possibility of the simultaneous implementation of two types of activity has been specially studied. It has been shown that this is possible either through rapid transitions from one activity to another, or if one of the activities is relatively simple and proceeds "automatically". For example, you can knit and watch TV, but the knitting stops at the most exciting places; while playing the scales, one can think about something, but this is impossible when performing a difficult piece.

It must be taken into account that, on the one hand, the possibility of simultaneous implementation of all types of activity by an ordinary student is unlikely (as you know, few great personalities, such as Julius Caesar, possessed this gift). In reality, he can successfully perform no more than two things at once (without taking into account the socio-psychological factor), for example, taking notes and thinking. On the other hand, a complete separation of internal activity from external activity is also impossible.

Let's take a lecture. Students are only able to listen carefully and think about what they hear at the same time if they don't have to write too much into notes. If the teacher dictates, offering at a high pace the educational information necessary for them, then they only have time to write down, and not even always discarding unnecessary words and forgetting to resort to abbreviations.

When implementing several types of student activity in class, the problem lies in their reasonable combination and alternation. If we turn to the theory of the gradual formation of mental actions, then the situation can be presented in a slightly different light. The process of interiorization of activity, according to I. Ya. Galperin, occurs in four stages:

• 1) material action with real objects;
• 2) action in loud speech with images (without objects);
• 3) action “in external speech to oneself” (clearly realized);
• 4) action "in inner speech without words" (unconscious).

It is easy to see that the internalization of activity is a consistent implementation of all the types of activity we are considering - action, speech, thinking and socio-psychological adaptation in their close relationship. This allows us to regard the actualization of various types of activity as an indicator of the intensity of the internalization process. If during the learning process the student showed all kinds of activity, one can count on the successful completion of the internalization process, otherwise the quality of assimilation will be low.

The activity of the student is exploratory, indicative in nature, and as a result of internalization, it is transformed into internal ideal actions performed mentally, which provides the student with a comprehensive orientation in the world of future professional activity. When implementing in traditional education forms of classes focused on the use of only one of the types of activity, there is a gap in time of the process of ingeriorization with possible slowdown, distortion, loss of semantic components. Only in the case of using different types of activity consistently in one lesson on the basis of one topic, task or within two or three lessons following one after another with a small time interval, one can expect a more complete and effective internalization of the activity. When using the fourth type of activity - socio-psychological adaptation - the "assigned" activity will have a more realistic, professional context.

This position can also be confirmed by studies of employees Case Western Reserve University, on the basis of which a cyclic four-stage empirical model of the learning process and assimilation of new information by a person was developed and gained particular popularity (Experiential Learning Model) David A. Kolb.

D. Kolb and his associates discovered that people learn in one of four ways: 1) through experience; 2) through observation and reflection; 3) with the help of abstract conceptualization; 4) through active experimentation - giving preference to one of them over the others. According to the authors' ideas, learning consists of repeated stages of "execution" and "thinking". This means that it is not possible to effectively learn something simply by reading about the subject, studying theory, or listening to lectures. However, training, during which new actions are performed thoughtlessly, without analysis and summing up, can not be effective either.

The stages of the Kolb model (or cycle) can be represented as follows (Fig. 1.1).

• 1. Getting direct experience.
• 2. An observation in which the learner reflects on what he has just learned.
• 3. Comprehension of new knowledge, their theoretical generalization.
• 4. Experimental verification of new knowledge and their independent application in practice.

Rice. 1.1.

At present, the alternation and use of various aspects of the educational activity of students takes place in the form of a spontaneously developed system. Even the traditional sequence of forms of classes laid down in the curricula is often violated. In universities, for example, a lecture is not always followed by a corresponding practical or laboratory lesson, a seminar. Most often, other lectures and classes are wedged between them. So far, apparently, it is impossible to organize the educational process taking into account the principles of interiorization in the existing system of education, designed for the mass production of specialists. Therefore, classes that implement several types of activity in a relatively short period of time are usually distinguished by both increased dedication of students and greater learning efficiency, for example, in the case of using such developed forms of active learning as business and didactic games, when all types of activity are implemented within the framework of one lesson. In addition, a change in the type of educational activity during the lesson, which prevents the accumulation of fatigue, has a positive effect on maintaining a high level of activity of students.

• See: Yu. B. Gippenreiter. Introduction to General Psychology. S. 42.
• See: Galperin P. Ya. Introduction to psychology: textbook, manual for universities. M.: University, 1999. S. 153.
• See: Kolb D. L., Fry R. Toward an applied theory of experiential learning // Theories of Group Process / C. Cooper (cd.). London: John Wiley, 1975, pp. 33-57.

Lecture 2.4. Active, organizational forms of education in the lessons of fine arts at school.

The term "active learning methods" or "active learning methods" (AMO or MAO) appeared in the literature in the early 60s of the twentieth century. Yu.N. Emelyanov uses it to characterize a special group of methods used in the system of socio-psychological education and based on the use of a number of socio-psychological effects and phenomena (group effect, presence effect, and a number of others).

At the same time, it is not the methods that are active, it is the training that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.

The ideas of activating learning were expressed by scientists throughout the entire period of the formation and development of pedagogy long before it was formalized into an independent scientific discipline.

The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be seen as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should have been active. Supporters of the second position considered the student as an equal participant in the learning process, who works under the supervision of a teacher and actively assimilates socio-cultural experience in the form of theoretical knowledge. Among domestic psychologists, B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others.

The epithet “active” is used to oppose AMO to traditional teaching methods that implement the first point of view, where the participants in the educational process are polarized in their roles as a learner and a teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The activity of the student is reduced to the assimilation of this knowledge and their subsequent reproduction, thus, the level of development and the effectiveness of the functioning of their memory largely determine the effectiveness of their educational work as a whole. The position of the student in the classical system of education can be assessed as passive consumer, since knowledge is assimilated as if in reserve, their use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own research experience. The task of the teacher is to facilitate the work of students, to make the material more interesting, understandable, to ensure its accurate and solid assimilation, to control the final result. Therefore, the teachings of the teacher, his continuous adaptive-transformative activity is the second, often the most important condition for the effectiveness of the student's work, the key to the ultimate success of his educational activity.

Active learning is such an organization and conduct of the educational process, which is aimed at the full activation of the educational and cognitive activity of students through a wide, preferably complex, use of both pedagogical (didactic) and organizational and managerial means (V. N. Kruglikov, 1998). The activation of learning can go both by improving the forms and methods of teaching, and by improving the organization and management of the educational process as a whole.

The use of AMO literally changes the established situation on its head. Students are initially interested in obtaining the information they need, which is used by them directly and immediately. Therefore, the lack, inaccuracy or fundamental incorrectness of information creates an incentive for its replenishment, correction, and adjustment. The assimilation of information is a by-product of the student's activity, in which he is involved by the facilitator.

There are 3 levels of activity:

Play Activity- characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.

Interpretation Activity- is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.

creative activity- implies the aspiration of the student to the theoretical understanding of knowledge, independent search for solutions to problems, intensive manifestation of cognitive interests.

Active forms and methods are inextricably linked with each other. Their combination forms a certain type of occupation in which active learning is carried out. Methods fill forms with specific content, and forms affect the quality of methods. If active methods are used in classes of a certain form, it is possible to achieve a significant activation of the educational process, an increase in its effectiveness. In this case, the very form of training acquires an active character.

Under active methods learning understand such methods and techniques of pedagogical influence which encourage students to be mentally active, to show a creative, research approach and search for new ideas to solve various problems in their specialty.
Active learning methods (AMO) should cause students to strive to independently understand complex professional issues and, based on a deep system analysis of existing factors and events, develop an optimal solution to the problem under study for its implementation in practice.
Active forms of classes- these are such forms of organization of the educational process that contribute to a diverse (individual, group, collective) study (assimilation) of educational issues (problems), active interaction between students and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content of the topic under study and ways of its practical use.

Traditional forms of organizing students' activities:

front shape- involves the simultaneous activity of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem, on the same drawings or works. Everyone does their own work on their own. The teacher asks everyone about the same thing, talks to everyone, controls everyone, etc. Students are provided with simultaneous advancement in learning and development.

Examples…………….

group form- provides for the division of a group of students into subgroups to perform certain identical or different tasks: the manufacture of the components of a whole panel, a volumetric-spatial structure made of paper, waste material; plasticine or clay. Separate instructions are given for each group. The degree of difficulty of the task for the group and its technique depend on the level of artistic training of students.

Working in pairs is useful when working in shifts.

Examples……………

collective form- involves the performance of one creative task of a large volume by the forces of the whole class, group. Each student performs one element of the general design, often identical to the neighboring one, or included in the overall composition. To achieve the unity of the final result, it is necessary to give clear instructions for actions, techniques or technologies.

Examples…………….

Forms of work that increase the level of learning activity

1. The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);

2. The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; project classes, creative workshops, etc.);

3. Use of game forms;

4. Dialogic interaction;

5. Problem-task approach (problem issues, problem situations, etc.)

6. The use of various forms of work (group, brigade, pair, individual, frontal, etc.);

7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);

8. Use of didactic tools (tests, terminological crossword puzzles, etc.);

9. The introduction of developing didactic techniques (speech turns like “I want to ask ...”, “Today's lesson for me ...”, “I would do this ...”, etc.; artistic drawing with the help of diagrams, symbols, drawings, etc.) ;

10. Use of all methods of motivation (emotional, cognitive, social, etc.);

11. Various types of homework (group, creative, differentiated, for a neighbor, etc.);

ACTIVE LEARNING METHODS ARE:

Brainstorm(brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is to organize collective mental activity to find non-traditional ways to solve problems.

business game - a method of simulating situations that simulate professional or other activities by playing, according to specified rules.

"Round table" - it is a method of active learning, one of the organizational forms of cognitive activity of students, which allows to consolidate the knowledge gained earlier, fill in the missing information, form the ability to solve problems, strengthen positions, teach the culture of discussion.

Case study (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze life and production tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation.

Problem learning- such a form in which the process of cognition of students approaches search, research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce students to the objective contradictions in the development of scientific knowledge and ways to resolve them. In cooperation with the teacher, students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.

An example of an art test

Activation of cognitive activity of students.

Ways, methods and techniques for enhancing the cognitive activity of students

Principles of activation of cognitive activity of students. Factors that encourage students to be active

Activation of cognitive activity of students. Levels of cognitive activity of students

Activation of cognitive activity of students

Education is the most important and reliable way to receive systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the personality, the unity of the content and procedural sides), training at the same time has specific qualitative differences.

Being a complex and multifaceted, specially organized process of reflecting reality in the student's mind, learning is nothing more than a specific process of cognition managed by the teacher. It is the guiding role of the teacher that ensures the full assimilation of knowledge, skills and abilities by students, the development of their mental strength and creative abilities.

Learning activity is the unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic and aesthetic activities, communication), as well as by performing various subject-practical actions in the educational process (experimenting, designing , solving research problems, etc.). But only in the process of learning, knowledge acquires a clear form in a special educational and cognitive activity or teaching inherent only to a person.

Learning always takes place in communication and is based on a verbal-activity approach. The word is at the same time a means of expressing and cognizing the essence of the phenomenon under study, an instrument of communication and organization of practical cognitive activity of students.

Learning, like any other process, is associated with movement. It, like a holistic pedagogical process, has a task structure, and, consequently, the movement in the learning process goes from solving one educational problem to another, moving the student along the path of cognition: from ignorance to knowledge, then incomplete knowledge to more complete and accurate. Education is not limited to a mechanical "transfer" of knowledge, skills and abilities, because learning is a two-way process in which teachers and students closely interact: teaching and learning.

The attitude of students to the teaching of the teacher is usually characterized by activity .

Activity(learning, mastering, content, etc.) determines the degree (intensity, strength) of the student's "contact" with the subject of his activity.

The following components are distinguished in the activity structure:

Willingness to complete training tasks;

desire for independent activity;

· Consciousness of performance of tasks;

systematic training;

desire to improve their personal level and others.

Connects directly with activity Another important aspect of motivating students to learn is independence, which is associated with the definition of the object, means of activity, its implementation by the student himself without the help of adults and teachers. Cognitive activity and independence are inseparable from each other: more active schoolchildren, as a rule, are more independent; insufficient own activity of the student makes him dependent on others and deprives him of independence.

Managing student activity is traditionally referred to as activation.

Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotypical activity, recession and stagnation in mental work.

The main goal of activation - the formation of students' activity, improving the quality of the educational process.

In pedagogical practice, various ways of activating cognitive activity are used, the main ones among them are a variety of forms, methods, teaching aids, the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

The greatest activating effect in the classroom is given by situations in which students themselves must:

Defend your opinion

· take part in discussions and discussions;

· to put questions to the comrades and teachers;

· to review the answers of comrades;

Evaluate the answers and written work of comrades;

to train those who are lagging behind;

explain to weaker students incomprehensible places;

· to independently choose a feasible task;

find several options for a possible solution to a cognitive task (problem);

create situations of self-examination, analysis of personal cognitive and practical actions;

· to solve cognitive problems by complex application of the methods of solution known to them.

It can be argued that new technologies for self-study mean, first of all, increasing the activity of students: the truth, obtained through their own exertion of effort, has great cognitive value.

From this we can conclude that the success of learning is ultimately determined by the attitude of students to learning, their desire for knowledge, conscious and independent acquisition of knowledge, skills, and their activity.

Modern requirements for higher education determine the need to create a single comprehensive program to improve teaching methods. Under these conditions, special attention is paid to methods that activate the cognitive process.

The central concept in solving this problem is the concept activation of educational activities , which is understood as the purposeful activity of the teacher, aimed at developing and using such content, forms, methods, techniques and teaching aids that contribute to increasing the interest, activity, creative independence of students in the assimilation of knowledge, the formation of skills and abilities, and their application in practice.

Student activity in learning - this is a volitional action, an active state that characterizes the enhanced cognitive activity of the individual.

Activity is manifested in various types of activity and can be external and internal.

External (motor) activity it is easily determined by the teacher, since its signs are pronounced - the student is active - notes in lectures, in practical classes - answers and decides, in laboratory - performs experiments.

Internal (thought) activity characterized by the fact that it implies the presence of external activity. But, in addition, specific features are inherent in it - the intensity of mental forces, mental actions and operations - analysis, synthesis, comparisons, generalizations.

The highest level of activity - creative activity - this is the desire to penetrate into the essence of the studied things and phenomena, the ability to introduce elements of novelty into the ways of performing the educational task.

The development of creative activity is associated with the activation of the student's learning activity, which is carried out by the teacher.

Activation of cognitive activity requires the teacher skillful management of cognitive activity, understanding the expediency of the applied forms, methods and means of training.

Solving the problem of activation of cognitive activity requires:

- development of techniques and methods that contribute to the activation of cognitive activity,

- arming teachers with these methods and techniques, i.e. activation of the activity of the teacher himself,

- creating conditions for active learning work, scientific research of students, arming them with methods and techniques of active thinking.

The concept of activation of cognitive activity is adjacent to the concept learning intensification - finding ways to transfer an increasing amount of information to students with the same duration of training.

The intensification of education is considered today as one of the cardinal tasks of the development of the entire education system. There is a search for ways that would increase the pace of learning without reducing the requirements for the quality of students' classes. The solution of this problem requires the introduction of more advanced, scientifically based methods of managing educational and cognitive activities that mobilize the creative abilities of the individual.

According to the method of organizing training, they are distinguished :

– active learning methods,

- traditional - informational, reporting, which we considered in the previous lecture.

Under active learning methods is understood as a set of methods for organizing and managing educational and cognitive activities, which, in comparison with traditional methods, have the following main features.

1. Forced activation of thinking and student behavior, i.e. their forced activity.

The essence of this feature is that each student is constantly encouraged to be active, and cannot but be active, regardless of whether he wants it or not.

2. Quite a long time involvement of all students in active learning (almost throughout the lesson).

Thus, the student's activity is not short-term, it is not episodic. Therefore, we can talk about comparing the period of active work in the student's lesson with the period of active work in the same lesson of the teacher or the teaching machine.

Levels of cognitive activity

First level - reproductive activity.

It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, the absence of questions like: "Why?"

Second level - interpretive activity.

It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.

Third level - creative.

It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

Feature- manifestation of high-willed qualities of the student, perseverance and perseverance in achieving the goal, broad and persistent cognitive interests. This level of activity is provided by the excitation of a high degree of mismatch between what the student knew, what has already been encountered in his experience and new information, a new phenomenon. Activity, as the quality of an individual's activity, is an essential condition and indicator of the implementation of any learning principle.

The principle of consciousness and activity in learning requires the conscious assimilation of knowledge in the process of active cognitive and practical activity. Consciousness in learning is a positive attitude of students to learning, their understanding of the essence of the problems being studied, their conviction in the significance of the knowledge gained. The conscious assimilation of knowledge by students depends on a number of conditions and factors: learning motives, the level and nature of cognitive activity, the organization of the educational process, the methods and means of teaching used, etc. The activity of students is their intense mental and practical activity in the learning process. Activity acts as a prerequisite, condition and result of the conscious assimilation of knowledge, skills and abilities.

This principle is based on regularities: the value of human education is deeply and independently meaningful knowledge acquired through intensive stress of one's own mental activity; students' own cognitive activity has a decisive influence on the strength, depth and pace of mastering the educational material, and is an important factor in learning.

To put into practice the principle of consciousness and activity, a number of rules must be observed:

To achieve a clear understanding by the trainees of the goals and objectives of the upcoming work;

Use fascinating facts, information, examples;

Apply visual aids, use technical means;

Involve students in practical activities for the application of theoretical knowledge;

Use active and intensive teaching methods;

Logically link the unknown with the known;

Teach students to find cause and effect relationships;

Maintain student optimism and confidence in success.

The principle of visibility

One of the first in the history of pedagogy began to take shape the principle of visibility. It has been established that the effectiveness of training depends on the degree of involvement in the perception of all human senses. The more diverse the sensory perceptions of the educational material, the more firmly it is assimilated. This pattern has long been expressed in the didactic principle of visualization.

Visualization in didactics is understood more broadly than direct visual perception. It also includes perception through motor, tactile, auditory, taste sensations.

A significant contribution to the justification of this principle was made by Ya. A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. V. Zankov and others.

Ways to implement this principle are formulated by Ya. A. Comenius in the “Golden Rule of Didactics”: “To provide everything that is possible for perception by the senses, namely: the visible - for perception by sight; audible - by hearing; odors - by smell; subject to taste - taste; accessible to touch - by touch. If any objects and phenomena can be perceived by several senses at once, leave it to several senses.

IG Pestalozzi showed that it is necessary to combine the use of visualization with a special mental formation of concepts. K. D. Ushinsky revealed the importance of "visual sensations for the development of students' speech. L. V. Zankov revealed possible options for combining words and visualization. If the efficiency of auditory perception of information is 15%, and visual - 25%, then their simultaneous inclusion in the learning process increases perception efficiency up to 65%.

The principle of visibility in teaching is implemented by demonstrating the objects under study, illustrating processes and phenomena, observing phenomena and processes occurring in classrooms and laboratories, in natural conditions, in labor and production activities.

The visual aids are:

natural objects: plants, animals, natural and industrial objects, labor of people and students themselves;

voluminous visual aids: models, models, models, herbariums, etc.;

visual teaching aids: paintings, photographs, filmstrips, drawings;

symbolic visual aids: maps, diagrams, tables, drawings, etc.;

audiovisual means: movies, tape recordings, television programs, computer equipment;

self-made "reference signals" in the form of abstracts, diagrams, drawings, tables, sketches, etc.

Through the use of visual aids, students develop an interest in learning, develop observation, attention, thinking, knowledge acquire personal meaning.

The practice of teaching has developed a large number of rules that reveal the application of the principle of visibility:

Visualization should reflect the essence of the objects and phenomena being studied, clearly and figuratively show what needs to be learned;

It is better to see once than hear a hundred times;

What children see awakens thought and is better remembered;

Visualization should not be used as a goal, but as a means of learning;

"do not overload students with a concrete-figurative perception of the patterns being studied, so as not to delay abstract-logical thinking;

Use visualization not only to confirm the reliability of the studied objects and phenomena, but also as a source of knowledge;

As children grow older, it is necessary to use more symbolic visualization instead of objective;

Use various types of visualization in moderation, since their excessive amount scatters attention and interferes with the perception of the main thing;

Visibility should aesthetically educate;

Take into account the age of students in the process of using a variety of visual aids.

The principle of systematic and consistent

The principle of systematic and consistent learning involves teaching and mastering knowledge in a certain order, system. It requires a logical construction of both the content and the learning process.

The principle of systematicity and consistency is based on a number of regularities: a person only has effective knowledge when a clear picture of the existing world is reflected in his mind; the process of development of trainees slows down if there is no system and consistency in learning; only in a certain way organized training is a universal means of forming a system of scientific knowledge.

The principle of systematic and consistent learning requires
compliance with a number of didactic rules: )

Formation of a knowledge system based on understanding their relationship;

The division of the studied material into logically connected sections and blocks;

The use of diagrams, plans, tables, reference notes, modules and other forms of logical presentation of educational material;

Implementation of interdisciplinary communications;

Conducting lessons of generalization and systematization;

Coordination of the activities of all subjects of the pedagogical process on the basis of the unity of requirements, ensuring continuity in their activities.

Strength principle

The principle of the strength of the assimilation of knowledge implies their stable consolidation in the memory of students. This principle is based on the natural provisions established by science: the strength of mastering educational material depends on objective factors (the content of the material, its structure, teaching methods, etc.) and the subjective attitude of students to this knowledge, learning, teacher; memory is selective, therefore, important and interesting educational material for students is more firmly fixed and retained longer.

The strength of the assimilation of knowledge is achieved by observing the following rules:

* the student shows intellectual cognitive activity;

The educational material to be mastered is structured taking into account
individual differences of students;

New educational material is associated with previous knowledge, based on established ideas (in the structure of old knowledge, new ones are perceived more clearly, become more understandable, and old knowledge is enriched and deepened due to new ones);

A variety of approaches, methods, forms, teaching aids are used. Uniformity extinguishes students' interest in learning, reduces the efficiency of assimilation;

The thought of students is activated, questions are posed for comparison, comparison, generalization, analysis of the material, the establishment of causal and associative relationships, the allocation of the main, essential, etc .;

The process of assimilation is accompanied by systematic control over its quality.