Review of modern methods of teaching students

Learning objectives and principles of building education in higher education
The goals of education perform a system- forming function in pedagogical activity. It is on the choice of goals that the choice of content, methods and means of training and education to the greatest extent depends. By dwelling on certain teaching methods, we actually answer the question “how to teach?”; building the content of the curriculum, subject or individual ­lesson, we answer the question "what to teach?". The formulation ­of pedagogical goals answers the question “why to teach?”; what tasks (professional, life, subject, ethical, aesthetic) a student should be able to solve with the help of the acquired knowledge, skills, beliefs, attitudes, etc.
In real pedagogical practice, goals are often not reflected at all and are not described. In other cases, the goals are too general and vague - to provide fundamental ­training in such and such an area, to teach creative application ­of knowledge in practice, etc. But most often, the description of goals is replaced by a simple indication of the content of education and upbringing, a list of knowledge, skills, and beliefs that the student must acquire. Of course, mastering a specific knowledge or skill can act as an intermediate pedagogical goal, but only if methods for assessing the actual achievement of this goal are set, i.e. ways to determine whether the student has really mastered this knowledge and skills.
V. P. Bespalko calls the method of describing pedagogical goals that meets this requirement a diagnostic task of the goal . He also proposed a qualitative scale for assessing the level of assimilation of knowledge and skills, depending on what type of ­activity they can provide with information: 1) recognition of information; 2) reproduction of information; 3) performance of projective activity according to the learned algorithm (reproductive activity); 4) the implementation of productive activities on the basis of an independently constructed program (creative efficiency) [12].
The totality of pedagogical goals, the way they are interconnected and the ratio of educational and educational components in them constitutes what can be called a pedagogical system.
The starting point for building a system of pedagogical goals ­in relation to higher education is the model (profile) of a specialist. At the heart of its content is, as a rule, a qualification characteristic , which fixes the system of requirements for an employee holding ­a given job post in the system of social production. In particular, it describes the purpose of this work post, the main nature of the employee's activity, lists what he must know, be able to, what personal qualities to possess. The model of a specialist becomes a tool for solving psychological and pedagogical problems, when a model for preparing a future specialist is built on its basis, in which the projection of requirements for a specialist is carried out on the requirements for organizing the educational process, for the content of curricula, programs, teaching methods, etc.
According to N.F. Talyzina, the first step in the transition from the model of a specialist to the model of his training is the selection and full description of typical tasks , which he will have to solve in his future professional activity.
When determining the program content of courses and methods of teaching them, one more thing must be taken into account. important factor. In every ­house of knowledge or the ability that a student needs to develop ­in order to successfully solve an intermediate level problem is , how minimum , three layer, three relatively independent components ­: subject, logical and psychological . Thus , when solving ­a problem to determine the chemical composition of a substance, it is necessary to know the characteristics of the identified substance (subject knowledge); be able to solve the problem of recognizing an object that has a specific logical ­structure of features (a logical component of knowledge); be able to plan and implement activities, monitor the progress its ­implementation, if necessary, adjust the activity and fix the achievement of the planned result (the psychological component of knowledge, which consists in the ability to search for information, remember it, update in time, compare incoming information with that stored in memory, etc.).
Let us single out the basic principles for constructing the content of training:
- the principle of science;
- the principle of succession;
- the principle of consistency and consistency;
- the principle of visibility;
- the principle of accessibility;
- the principle of developing education (the contradiction between this principle and the principle of accessibility is solved by choosing material ­from the zone of proximal development).

2.