Review of modern methods of teaching students

Introduction.
Chapter I. Theoretical aspects of teaching methods
1.1. General concept of teaching methods.
1.2. Review of modern methods of teaching students.
Chapter II. Verbal method.
2.1. Lecture.
2.2. Illustration and demonstration method, video method
Conclusion
References

Theoretical aspects of teaching methods
1.1 General concept of teaching methods
The problem of teaching methods remains very relevant in pedagogical practice. Scientists-teachers, observing the learning process, drew attention to the huge variety of activities of teachers and students. These types of activities became known as teaching methods. The term "method" comes from the Greek word " methodos ", which means a way, a way to move towards the truth.
In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process”; “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy ); “a teaching method is a tested and systematically functioning structure of the activities of teachers and students, consciously implemented in order to implement programmed changes in the personality of students” (V. Okon ). The teaching method can also be given the following definition: it is a way of orderly activity of the subject and object of the educational process, aimed at achieving the goals of training, development, and education. Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. It acts as a mechanism for the implementation of the goals set, and largely determines the final results of the educational process.
The teaching method is a complex, multidimensional, multi- qualitative education. If we managed to build its spatial model, then we would see a bizarre crystal, sparkling with many facets and constantly changing its color.
In the structure of teaching methods , first of all, the objective and subjective parts are distinguished . The objective part of the method is determined by those constant, unshakable provisions that are necessarily present in any method, regardless of its use by various teachers. It reflects the didactic provisions common to all, the requirements of laws and regularities, principles and rules, as well as the constant components of the goals, content, forms of educational activity. The subjective part of the teaching method is determined by the personality of the teacher, the characteristics of the students, and specific conditions. The question of the relationship between the objective and the subjective in the method is very complex and not yet fully resolved . The range of opinions on this issue is very wide: from the recognition of the method as a purely objective education to the complete denial of objective principles and the recognition of the method as a personal, and therefore unique work of the teacher. The truth, as always, lies between the extremes. It is the presence in the method of a constant, common to all, objective part that allows didacticists to develop a theory of methods, recommend to practice the ways that are best in most cases, and also successfully solve the problems of logical choice, optimization of methods. It is also true that in the field of methods, one's own creativity, the individual skills of teachers are most manifested, and therefore teaching methods have always been and will always remain a sphere of high pedagogical art.
A learning technique is an integral part of the method, a single action, a specific method, a particular concept in relation to the general concept of "method". The same techniques can be part of different teaching methods. Or one and the same method to include different techniques, based on the level of skill of the teacher. These include: showing the teacher, reporting the work plan, receiving students' knowledge of basic concepts, comparing, etc. Techniques are used to enhance the perception of educational material by children, deepen knowledge, and stimulate cognitive activity.
Techniques provide a solution to the problem performed by one method or another. In training, there are possible transitions of methods into techniques and vice versa, caused by the specifics of training.
The history of the development of teaching methods originated in antiquity, in primitive society. Children's education took place in the process of practical life of adults. It was accomplished through practice, visualization, the word. This is how the children gained their experience of life. So, the first among the historically determined methods can be called the method of imitation. The further development of human society and the need to improve learning became the cause and conditions for the development of verbal methods. The complication of transmitted information has brought to life visual methods and methods that ensure the practical assimilation of knowledge. In the simplest versions, these methods were used by primitive hunters.
Despite their capabilities, individual groups of methods could not ensure the achievement of ever higher learning goals. There were needs for their complex application, which led to the need, both in theory and in pedagogical practice, to analyze, group, systematize and classify them.
In subsequent periods of social development, the book became the greatest invention of mankind, and today video equipment and computer systems. They are also independent and multidimensional teaching methods.
Thus, in the method of teaching, they find the embodiment of the features of work to achieve the goal in accordance with didactic patterns, principles and rules, the content and forms of educational work, as well as the methods of the teacher's teaching work and educational work, as well as the methods of the teacher's teaching work and educational work. the work of children, due to the personal and professional properties and qualities of the teacher, a combination of various characteristics of students and the conditions for the course of the educational process.