Plan: Modern teaching methods

TOPIC. Modern teaching methods. The method of mental attack is problematic

teaching technology, small group teaching, etc. q.

Plan:

1. Modern teaching methods.

2. Mental attack method.

3. Problem-based learning

4. Teach in small groups

Basic concepts: modern teaching, small groups, brainstorming, problem solving

teaching

In many respects, the training of low-skilled specialists in the system of vocational education

The specialization depends on the abilities of science teachers and pedagogical engineers. Developers -

A system of professional and pedagogical skills and competencies will be created in the process of graduate education.

students will have the necessary work experience and professional skills. Therefore

Professional colleges for teachers of science and engineering-pedagogues

must have a clear idea of ​​the content of the production process and their work.

Currently, the system of vocational education annually specializes in pedagogical education and

new engineers-pedagogues without educational work experience, ie

Skilled workers of enterprises, higher and secondary vocational education

graduates of educational institutions are joining. Activities in the system of vocational education

Engineering-pedagogical teachers are qualified and pedagogical

The qualification must be Qualified as Qualification, Specialization Science Teachers

and skills and competencies of the engineer-pedagogue in the field of specialization

is kept. The second part of their qualifications is in the field of "Professional Pedagogy"

relevant and include pedagogical skills. Because the learning process is just that

not only based on knowledge, but also integral to the psychology of education and upbringing

connected.

These include psychology, labor pedagogy, vocational pedagogy, economics

basics, as well as the basics of organization and management of production

requires skills. In addition to specialization and pedagogical skills, teachers of engineering specialties and engineering-pedagogical personal and social

skills are also required (Figure 2).

Personal abilities include: behavior, personal creativity,

responsibility and so on. Organizational skills for social skills, students

relationship with the community. In addition, the teacher and

Teachers-engineers must also have leadership skills. Because

Teachers of specialty sciences and engineers-pedagogues only educational production

not only carry out their activities, but also lead groups.

Approved by the Ministry of Higher and Secondary Special Education on November 16, 2001

In the Regulation "On qualification requirements for managers, teachers and engineering-pedagogical staff of secondary special, vocational education institutions"

and the job responsibilities of a vocational education teacher are clearly stated.

BY THE ROLE OF THE STUDENT IN THE EDUCATIONAL PROCESS

TYPES OF EDUCATIONAL METHODS

Passive methods. The teacher will be at the center of the learning process. Bunda

the teacher becomes an active participant and the student a passive participant. These techniques

when used, the teacher speaks on the topic, explains, teaching aids

presents and displays information through The student is the only one in this situation

participates as a listener and observer. Such methods include lectures, demonstrations,

presentation, illustration, etc.

Active methods. Using these methods is at the heart of the learning process

will be a student. In this case, the teacher is passive and the student is active.

The teacher participates as the group leader, and the students are given

activity to the extent that you can think independently of tasks and solve problems

they Mental attack on such techniques, working in small groups, is problematic

situation, role-playing games, and more.

TEACHING METHODS BY SOURCES OF KNOWLEDGE

TYPES Oral methods. If students have basic instructional information the teacher’s reading

such as if they receive feedback and evidence in the process or on the basis of textbook topics

methods include oral methods (explanation, story, conversation, etc.).

Use of visual aids in the use of oral methods

possible. But they play a supporting role.

The statement depends on whether or not you use visual aids in class

will be created without. For example, when explaining the structure of a cutting machine

a kinematic scheme can be used. But the kinematic scheme of proof logic

it does not define, but only helps to master the concept.

Key Indicators of Success in Using Oral Methods

that students can remember and share new knowledge. Orally

In the methods, students repeat and imitate the teacher's comments.

The closer the student gets to the teacher's explanatory logic, the better the material

so successful

M a ’r u z a m e t o d i

The lecture is a monologue for a relatively long time with a large amount of study material

is to explain.

This method is a teaching method that is carried out entirely through "speaking"

calculated. It lasts 40 minutes or longer and is usually student-centered

leaves no room for participation.

Aspects that increase the comprehensibility of the report:

 Express the idea in simple language

 Logical structure of the report

 Concise and concise

 Incentives

 Speech, fluency and pronunciation

Express the idea in simple language. Simply put, a good teacher

is one of the most stable qualities. Expressing one's opinion in complex language is intelligence and

is not a sign of professionalism. Expressing yourself in simple language is good for the listener

means to speak.

Simple language is achieved through:

 Demonstrate the idea

 Expressing an idea in short sentences

 Use simple words

 Explain the meaning of terms  Use foreign words as much as possible

give an explanation

 Use sentences with simple structure

 Use of active verbs

Logical structure of the report.

This feature of the report corrects the external structure and internal order of the report

indicates that it is configured. The structure of the lecture is as follows

expresses the following actions:

 Introduction to the topic of the lecture

 Substantiate the topic

 Conduct a lecture based on a logical structure

 Concluding the lecture

The internal order of the lecture is the logical sequence that is followed in reading it

indicates:

 Data are presented in a logically correct sequence

 Interactions between the relevant parts of the report

install

Follow logical sequence

 Not to jump from one idea to another

 Distinguish between stable and less stable

 The "thread of ideas" is clearly visible

Concise and concise. When it comes to summarizing ideas,

concise, clear and concise presentation of the content of the report without wasting time

understood:

 Fully learning-oriented

 Focuses on the main content

 consists of correct (incorrect) expressions

 Limited to stable and desired traces

Incentives (stimuli). Incentives (stimuli) as part of the report

the additions are understood to be more vivid to the listener of the content of the lecture

and thus provides their attention and interest. To encourage

is achieved by:

 The content of the lecture is based on various interesting facts, such as tradition, story or

identification using examples

 Impressive speech

 Demonstration (visualization) of the ideas expressed

 Express personal opinion  Use students' feedback

The structure of the report. The report usually consists of three parts: introduction, main and

will be the final part.

Use of interactive methods in teaching

There is a wide range of modern teaching methods in vocational colleges today

in use. The use of modern teaching methods is high in the teaching process

leads to efficiency. Each lesson in the choice of teaching methods

the choice based on the didactic task is considered expedient.

While maintaining the traditional form of teaching, it has a diverse student body

Enrichment with activities that activate students ’mastery

leads to an increase in the level. To do this, the lesson process should be organized rationally,

by engaging students in the learning process by the teacher

constant encouragement of activity, breaking the learning material into small pieces

brainstorming, small group work, research,

problem situation, Reference text, project, application of role-playing techniques,

encourage students to do practical exercises independently, using a variety of assessment methods

use, on-site and on-time use of educational tools.

These methods are also called interactive or interactive methods. These methods

when used, the teacher encourages the student to actively participate. The student is in the center

The benefits of this approach are as follows:

- more effective learning;

- high level of student motivation;

- taking into account previously acquired knowledge;

- adapting the intensity of reading to the needs of the student;

- support for student initiative and responsibility; Small

Subject

Exactly

- practical study;

- creation of conditions for bilateral discussions;

- maintaining a healthy learning environment;

- The teacher is a facilitator.

The student participates throughout the process. Therefore, the student's knowledge

and adequate student participation and practice to develop skills

will be available.

These methods are mainly implemented through various forms of teacher activity.

Working in small groups is a specific task given by a teacher

students are divided into small groups to work together

is a method that requires the development of ways to solve a task.

When this method is used, the student works in small groups and actively participates in the lesson

have the right to participate, to take the lead, to learn from each other, and to appreciate different perspectives.

The teacher is different when it comes to working in small groups

will save more time than methods. Because the teacher is one

can engage and evaluate all students in the topic at the same time.

Steps to apply the method of working in small groups

1. The direction of activity is determined. Related issues

determined.

2. Small groups are marked. Students are divided into groups of 3-5 people

possible.

3. Small groups begin to complete the task.

4. Clear instructions are given by the teacher and by the teacher

will be displayed.

5. Small groups make a presentation.

6. Completed assignments are discussed and analyzed.

7. Small groups are evaluated.