Review of modern methods of teaching students

Classification of teaching methods

In world and domestic practice, many efforts have been made to classify teaching methods. Since the category method is universal, “multidimensional education”, has many features, they act as the basis for classifications. Different authors use different bases for classifying teaching methods.
Many classifications have been proposed, based on one or more features. Each of the authors gives arguments to substantiate his classification model. Let's consider some of them.
1. Classification of methods according to the source of transmission and the nature of the perception of information (E.Ya. Golant , E.I. Perovsky). The following signs and methods are distinguished:
a) passive perception - they listen and watch (story, lecture, explanations; demonstration);
b) active perception - work with a book, visual sources; laboratory method. 2. Classification of methods based on didactic tasks (M.A. Danilov, B.P. Esipov.). The classification is based on the sequence of acquiring knowledge at a particular stage (lesson):
a) acquiring knowledge;
b) formation of skills and abilities;
c) application of acquired knowledge;
d) creative activity;
e ) fastening;
f) testing knowledge, skills and abilities.
3. Classification of methods by sources of information transfer and knowledge acquisition (N.M. Verzilin, D.O. Lordkinanidze , I.T. Ogorodnikov, etc.). The methods of this classification are:
a) verbal - the living word of the teacher, work with the book; b) practical - the study of the surrounding reality (observation, experiment, exercises).
4. Classification of methods according to the type (nature) of cognitive activity (M.N. Skatkin , I.Ya. Lerner ). The nature of cognitive
activity reflects the level of independent activity of students. This classification has the following methods:
a) explanatory-illustrative (information-reproductive);
b) reproductive (boundaries of skill and creativity);
c) problematic presentation of knowledge;
d) partial search (heuristic);
e) research.
5. Classification of methods, combining teaching methods and their corresponding teaching methods or binary (M.I. Makhmutov ). This classification is represented by the following methods:
a) teaching methods: information-reporting, explanatory, instructive-practical, explanatory-motivating, encouraging; b) teaching methods: executive, reproductive, productive and practical, partially exploratory, exploratory. 6. Classification of methods for organizing and implementing educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control (Yu.K. Babansky ). This classification is represented by three groups of methods:
a) methods of organization and implementation of educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor activities, etc.); reproductive and problem-search (from particular to general, from general to particular), methods of independent work and work under the guidance of a teacher;
b) methods of stimulation and motivation of educational and cognitive activity: methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in learning; c) methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.
7. Classification of teaching methods, which combines the sources of knowledge, the level of cognitive activity and independence of students, as well as the logical path of educational modeling (V.F. Palamarchuk and V.I. Palamarchuk). 8. The classification of methods in combination with forms of cooperation in teaching is proposed by the German didactic L. Klinberg.
a) Monological methods: - lecture; - story; - demonstration.
b) Forms of cooperation:
- individual;
- group;
- frontal;
- collective.
c) Dialogue methods: - conversations.
9. The classification of methods by K. Sosnitsky (Poland) suggests the existence of two teaching methods:
a) artificial (school);
b) natural ( occasional ).
These methods correspond to two teaching methods: a) presenting; b) search. 10. The classification (typology) of teaching methods, set out in the “Introduction to General Didactics” by V. Okon (Poland), is represented by four groups:
with a book); b) methods of self-acquisition of knowledge, called problem methods, based on creative cognitive activity in the course of problem solving:
- the classical problem method (according to Dewey ), modified for the Polish education system, it contains four important points: creating a problem situation; formation of problems and hypotheses for their solution; ordering and application of the results obtained in new problems of a theoretical and practical nature;
- the method of chance (England and the USA) is relatively simple and is based on a small group of students considering a description of a case: students formulating questions to explain this case, searching for an answer, a number of possible solutions, comparing solutions, detecting errors in reasoning, etc.;
- the situational method is based on introducing students to a difficult situation, the task is to understand and make the right decision, to foresee the consequences of this decision, to find other possible solutions ;
- idea bank is a brainstorming method; based on the group formation of ideas for solving a problem, testing, evaluating and choosing the right ideas; - micro-teaching - a method of creative teaching of complex practical activities, used mainly in pedagogical universities; for example, a fragment of a school lesson is recorded on a video recorder, and then a group analysis and evaluation of this fragment is carried out; - didactic games - the use of game moments in the educational process serves the process of cognition, teaches respect for accepted norms, promotes cooperation, accustoms both to win and to lose. These include: staged fun, i.e. games, simulation games, business games (they are not widely used in Polish schools);
c) evaluative methods, also called exhibiting with the dominance of emotional and artistic activity:
- impressive methods;
- expressive methods; — practical methods; — teaching methods;
d) practical methods (methods for the implementation of creative tasks), characterized by the predominance of practical and technical activities that change the world around us and create new forms of it: they are associated with the performance of various types of work (for example, wood, glass, growing plants and animals, making fabrics and etc.), the development of work models (drawing), the formation of approaches to the solution and the choice of the best options, the construction of the model and verification of its functioning, the design of the specified parameters , individual and group assessment of the task.
Thus, a kind of hierarchy is formed in the student's mind - from the simplest structures of the most general nature to complex ones.
Understanding the basic structures that take place in animate and inanimate nature, in society, in technology and art, can contribute to creative activity based on the knowledge of new structures, the selection of elements and the establishment of connections between them. 11. Based on the fact that a holistic pedagogical process is provided by a single classification of methods, which in a generalized form includes all other classification characteristics of B.T. Likhachev calls a number of classifications, as it were, constituting a classification as a classification. He takes the following as its basis:
- Classification according to the correspondence of teaching methods to the logic of socio-historical development. - Classification according to the correspondence of teaching methods to the specifics of the studied material and forms of thinking. - Classification of teaching methods according to their role and significance in the development of essential forces, mental processes, spiritual and creative activity.
- Classification of teaching methods according to their compliance with the age characteristics of children.
- Classification of teaching methods according to the methods of transmitting and receiving information.
- Classification of teaching methods according to the degree of effectiveness of their ideological and educational impact, "influence on the formation of children's consciousness, internal motives" and incentives for behavior.
- Classification of teaching methods according to the main stages of the educational and cognitive process (methods of the stage of perception - primary assimilation; methods of the stage of assimilation - reproduction; methods of the stage of educational and creative expression).
In the classifications identified by B.T. Likhachev, preference is given to the latter as scientific and practical, synthesizing in a generalized form the characteristics of teaching methods of all other classifications.
Two or three dozen more could be added to the series of named classifications of teaching methods. All of them are not without flaws, and at the same time have many positive aspects. There are no universal classifications and cannot be. The learning process is a dynamic construction, this should be understood. In a living pedagogical process, methods also develop and take on new properties. Combining them into groups according to a rigid scheme is not justified, as this hinders the improvement of the educational process. The methods used in the educational process also perform their functions. These include: teaching, developing, educating, encouraging (motivational), control and correctional functions. Knowing the functionality of certain methods allows you to consciously apply them.
The search for an answer to the traditional didactic question - how to teach - brings us to the category of teaching methods. Without methods, it is impossible to achieve the goal, to realize the intended content, to fill learning with cognitive activity. The method is the core of the educational process, the link between the projected goal and the end result. Its role in the system "goals - content - methods - forms - teaching aids" is decisive.
Teaching method (from the Greek metodos - literally: the path to something) is an ordered activity of the teacher and students aimed at achieving a given learning goal. Teaching methods (didactic methods) are often understood as a set of ways, methods for achieving goals, solving educational problems. Techniques are distinguished in the structure of teaching methods. A technique is an element of a method, its constituent part, a one-time action, a separate step in the implementation of a method, or a modification of a method in the case when the method is small in size or simple in structure.
The teaching method is a complex, multidimensional, multi- qualitative education. The classification of teaching methods is their system ordered according to a certain attribute. Currently, dozens of classifications of teaching methods are known. However, the current didactic thought has matured to the understanding that one should not strive to establish a single and unchanging nomenclature of methods. Learning is an extremely mobile, dialectical process. The system of methods must be dynamic in order to reflect this mobility, taking into account the changes that are constantly taking place in the practice of applying methods.

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