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Review of modern methods of teaching students
2.1 Verbal method
2.1.1 Lecture
Lecture (from Latin lectio - reading) - a systematic, consistent, monologue presentation by a teacher (teacher, lecturer) of educational material, as a rule, of a theoretical nature. As one of the organizational forms of education and one of the teaching methods, it is traditional for higher education, where courses are formed on its basis in many subjects of the curriculum. Since ancient times, since the 13th-14th centuries, when the first universities arose in Europe, the lecture has been and remains one of the leading forms of education in higher education. Despite the ongoing criticism and controversy, she is tenacious.
Time gives both opponents and supporters of the lecture new arguments. Some believe that the abundance of sources of information, the focus of education on the development of independence and creativity push the lecture as a way of acquiring knowledge into the background. Others, on the contrary, believe that it is the lecture that should give the student a creative charge, a guiding thread in order not to let him drown in the flow of information, to help him find guidelines, life values and meanings, to select the most useful and necessary.
In Russian higher education, as before, the lecturer is the central figure in teaching, and from 1/3 to 1/2 of the entire study time is allocated for lecture teaching. At the same time, as you know, the quality of domestic education is not lower, and in a number of areas is significantly higher than foreign.
In modern pedagogy, lectures as an active method of teaching are devoted to the works of I.P. Podlasy , L.D. Stolyarenko, N.V. Basova, V.A. Slastenin , A.S. Smirnov and others.
In the light of the requirements imposed by society on a modern specialist, it is quite clear that a lecture should not only provide knowledge, but also contribute to the formation of a specialist citizen, the versatile development of a young person. And this should be done in specific ways that are inherent in lecture teaching, because now lectures are competing with other teaching forms and sources of information that have many advantages: video and film technology, television, multimedia , debate, conversation, conference , round table, oral magazine, business game and other active forms and means of education.
What is the specificity of the lecture, its special opportunities in vocational training?
Lecture is a very effective form of systematic, lively , direct contact of consciousness, feelings, will, intuition, conviction, all the richness of the teacher's personality with the inner world of the listener. Thinking aloud, the lecturer can and should infect the audience with the pathos of affirming the new, with the poetry of penetrating into the depths of the unknown, with the power and beauty of the combination of logic and intuitive “grasping”. Refracting the public through his personal, individual, he is more convincing, more emotional than a textbook or manual does, he will convey to the audience the ideas of humanism, the joy of self-affirmation and self-giving, serving people, a sense of high responsibility to them.
A teacher giving a lecture carries living knowledge that has values, meanings, and not just information, he acts both as a scientist who obtains this knowledge, and as a speaker who propagates it, and as an educator who feels the audience and stimulates the development of the individual.
Modern media and mass communications cannot replace a lecture, but it should become even more flexible, differentiated, taking into account the peculiarities of the scientific discipline being studied, the specifics of the audience, and the psychological laws of cognition, processing what is heard, its impact on the formation of assessments, attitudes, and views. , feelings and beliefs of a person, and the possibilities of new information technologies.
If we take into account the significantly increased awareness of young people on many issues, the abundance of sources and channels of information, it is clear that the information function of a modern lecture is an important, but by no means the only and not its leading function.
of such lecture functions as motivational (development of interest in science, cognitive needs, belief in the theoretical and practical significance of what is being studied), organizational and orientational (orientation in sources, literature, advice on organizing work) is not lost, but increases . professional and educational (education of professional vocation, professional ethics, development of special abilities), methodological (examples of scientific methods of explanation, analysis, interpretation, forecast), evaluative and developing (formation of thinking skills, feelings, attitudes , assessments). The implementation of these functions makes it possible to carry out a versatile education of students at a lecture, so the educational function is considered not to be parallel to the rest, but integrating.
There are different types of lectures:
Introductory lectures. This lecture is given in the first lesson of this section, where students are explained what they will learn in this section. At the end of the study of topics, practical exercises will be held. The textbooks that you need to use in the process of studying the section are called.
Thematic lectures focus on specific topics.
At the final lectures are summarized by section: what students have learned, as a result of which, they now know this topic.
Most of the lectures are informational, especially when the material is not sufficiently systematized.
So, in modern conditions, the role of the lecture is not at all reduced, but even increases, but the requirements for it are also increasing. It should become more flexible, differentiated, multifunctional, more fully fulfill the orienting, stimulating, methodological, developing and educating functions of education. Of particular importance are the issues of organizing students' independent activities during the lecture, after the lecture, and in preparation for it.
Depending on the specifics of the subject, the nature of the material being studied, the level of students' preparation, it is necessary to use various methods of managing their activities in lectures, stimulating activity, forming the independence and self-control of students. In all cases, the lecture remains a form of live active communication between the lecturer and the audience, their joint productive activity.
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