Review of modern methods of teaching students

2.1.2 Debate methods
Debating Methods - a type of group teaching methods based on organizational communication in the process of solving educational and professional problems.
These methods have been known since antiquity and were especially popular in the Middle Ages (dispute as a form of searching for truth). Elements of discussion (argument, clash of positions, deliberate sharpening and even exaggeration of contradictions in the content material under discussion) can be used in almost any organizational form of education, including lectures. In lectures-discussions, two teachers usually speak, defending fundamentally different points of view on the problem, or one teacher who has the artistic gift of reincarnation (in this case, masks, voice changing techniques, etc. are sometimes used). But more often it is not teachers who discuss among themselves, but teachers and students or students with each other. In the latter case, it is desirable that the participants in the discussion represent certain groups, which activates the socio-psychological mechanisms for the formation of value-oriented unity, collectivistic identification, etc., which enhance or even generate new motives for activity [12].
There is quite a lot of empirical evidence of a significant ­increase in the effectiveness of learning when using group discussion. So, in one of the first experiments, an attempt was made to change some patterns of behavior of housewives. After a very persuasive lecture, only three percent attempted to follow up with expert advice. In another group, after a discussion on the same topic, the percentage of those who implemented the expert's advice increased to 32. It is important that discussions usually have stronger aftereffects in the form of search or cognitive activity due to the emotional impulse received during the discussion.
The subject of discussion can be not only substantive ­problems, but also moral and interpersonal relations of the group members themselves. The results of such discussions (especially when specific situations of moral choice are created) modify a person's behavior much more than the simple assimilation of certain moral norms at the level of knowledge. Thus, discussion methods act as a means of not only teaching, but and education which is especially important, since the inventory of educational methods is even more scarce. The principle of the unity of education and upbringing, it would seem, predetermines the close relationship between the levels of moral and intellectual development. But it turned out that the parallel or direct connection of these lines of development takes place only for the average (and lower) level of intelligence. people with high IQ may have both high and low levels of moral maturity.