The success of the educational process largely depends on the teaching methods used.

Teaching methods are ways of joint activities of the teacher and students, aimed at achieving their educational goals.There are other definitions of teaching methods.

Teaching methods are the methods of work of teachers and students, with the help of which the assimilation of knowledge, skills and abilities is achieved, as well as the formation of their worldview and the development of cognitive forces (M. A. Danilov, B. P. Esipov).

Teaching methods are ways of interrelated activities of teachers and students to implement the tasks of education, upbringing and development (Yu. K. Babansky).

Teaching methods are ways of teaching a teacher and organizing educational and cognitive activities of students to solve various didactic problems aimed at mastering the material being studied (I.F. Kharlamov).

Teaching methods are a system of sequential, interrelated actions of the teacher and students, ensuring the assimilation of the content of education, the development of mental powers and abilities of students, their mastery of the means of self-education and self-study (G.M. Kodzhaspirova).

Despite the various definitions given to this concept by didactics, it is common that most authors tend to consider the teaching method as a way of joint work of the teacher and students in organizing educational activities. If we are talking only about the activities of the teacher, then it is appropriate to talk about teaching methods,if only about the activities of students - then about teaching methods.

Reflecting the twofold nature of the learning process, methods are one of the mechanisms, ways of implementing pedagogically expedient interaction between the teacher and students. The essence of teaching methods is considered as an integral system of methods, in a complex providing a pedagogically expedient organization of educational and cognitive activities of students.

Thus, the concept of a teaching method reflects, in interrelation, the ways and specifics of the teaching work of the teacher and the educational activities of students to achieve the learning goals.

Widespread concepts in didactics are also the concepts of "teaching method" and "teaching rule".

Admission training- this is an integral part or a separate side of the teaching method,that is, a particular concept in relation to the general concept of "method". The boundaries between the concepts of "method" and "reception" are very fluid and changeable. Each teaching method consists of separate elements (parts, techniques). With the help of the technique, a pedagogical or educational task is not completely solved, but only only its stage, some part of it. Metho-

training and methodological techniques can be changed places, replace each other in specific pedagogical situations. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

In some situations, the method acts as an independent way of solving a pedagogical problem, in others - as a technique that has a particular purpose. For example, if a teacher communicates new knowledge by a verbal method (explanation, story, conversation), during which he sometimes demonstrates visual aids, then their demonstration acts as a technique. If a visual aid is an object of study, students receive basic knowledge based on its consideration, then verbal explanations act as a technique, and demonstration as a teaching method.

Thus, the method includes a number of techniques, but it itself is not a simple sum of them. Techniques determine the originality of the methods of work of the teacher and students, give an individual character to their activities.

The rule learning - this is a normative prescription or indication of how best to act in order to carry out the appropriate method of action.In other words, teaching rule (didactic rule) - it is a specific indication of how to act in a typical pedagogical situation of the learning process.

The rule acts as a descriptive, normative model of admission, and the system of rules for solving a certain problem is already a normative-descriptive model of the method.

Plan

Download:

Preview:

REPORT

USE OF MODERN FORMS AND METHODS OF WORK AS A CONDITION FOR INCREASING THE QUALITY OF EDUCATION

Prepared

Russian language teacher and

Literature Novikova E.B.

GBOU Secondary School No. 810 of Moscow

Plan

1. The need of society for quality education.

2. Determination of the quality of education. Components of “quality education”.

3. Distinctive features and methodological requirements for a modern lesson.

4. Determination of forms and methods of work in the lesson.

5. Non-standard forms of lessons.

The goal of a child's education is
to make him able to develop
further without the help of a teacher.

Elbert Hubbard

1. The need of society for quality education.

Currently, our country is undergoing significant changes in the national education policy. This is due to the adoption of the State standard for basic and primary education and the transition to the position of personality-oriented pedagogy. One of the tasks of the modern school is to reveal the potential of all participants in the pedagogical process, to provide them with opportunities for high-quality learning, and to manifest creative abilities. The modern school is the result of tremendous changes that have taken place in the national education system in recent years. In this sense, education is not just a part of the social life of society, but its vanguard: hardly any other subsystem of it can to the same extent confirm the fact of its progressive development with such an abundance of innovations and experiments. The main and paramount task is the need to improve the efficiency of assimilation of educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the assimilation of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of educational content.

Improving the quality of education should be carried out not at the expense of an additional load on students, but through the improvement of forms and methods of teaching, the selection of educational content, through the introduction of educational technologies, focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

A system of effective planning of educational material, a clear organization of the educational process, and control of all student activities also help the teacher to achieve the quality of teaching.

Focusing efforts on improving the quality and effectiveness of educational and educational work, it is necessary to ensure that each lesson contributes to the development of students' cognitive interests, activity and creativity.

The purpose of this report is to reveal the system of teachers' work to improve the quality of education through the use of modern methods, techniques and effective pedagogical technologies in the classroom.

2. The quality of education. Components of quality education.

What is this concept - the quality of education?

The main task of educational policy is to ensuremodern quality of education based on conservation its fundamental nature andconformity actual and prospective needs of the individual, society and state.

The quality of education - this is a set of properties of education that determine its ability to meet certain needs of a citizen, society, state in accordance with the purpose of this education.This is a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society in the development and formation of civil and domestic professional competencies of the individual.

The components of a quality education are:

Teacher's activities aimed at improving the quality of knowledge.
Rational organization of schoolchildren's educational work as a means of improving the quality of knowledge.
Use of information and new educational technologies.
Using modern teaching methods and techniques.
Formation of motivation.
Person-centered approach.
High level of teacher professionalism.
Creating a comfortable learning environment.
Providing a material and technical base.
Stimulating teacher labor.
Carrying out work in the community with the aim of respecting the work of the teacher.

3. Distinctive features and methodological requirements for a modern lesson.

Lesson is a form of organization of training, a lively and harmonious part of the pedagogical process. Any lesson should organically fit into the teacher's work system. Each lesson should implement some specific part of the general learning objectives. At the same time, the lesson should be complete and complete, perform specific tasks and give real results. Both traditional, classical and non-traditional lessons must be specificincarnation and expression a particular methodological concept, a practical test that determines its legitimacy and effectiveness. And at the same time, a lesson is an indicator of the productivity of teachers and students. Of course, the degree of activity in the lesson largely depends on the student himself.The search for new methods and forms of organizing education, which are conditioned by the requirements of modern society to school, gave rise to a new term in teaching methods - "modern lesson", which is opposed to the traditional lesson.
A modern lesson is an integral part of the entire life of schoolchildren, since it is in the lesson that the student learns most of all, in the lesson his upbringing, development takes place, his individuality is revealed,interests are formed, personality is formed.
No lesson considered only as a form of transmission of the content of education, it must be assessed as a sourcedevelopment of schoolchildren, disclosure their cognitive powers and capabilities, which are manifested in the rational organization of joint activities of the teacher and students.

The level of social development determines the assimilation of large amounts of knowledge, the complication of independent educational and cognitive activities of students, revision of the content, enrichment of forms and methods of teaching.

Currently, teachers and scientists agree on:traditional forms of education are outdated, in order to capture the attention of modern students, they must, first of all,, surprise, interest. Modern education shouldto make a conditions, when each student could receive the personally significant information he needs, should help in revealing the inner potential of each student, in his movement along the path of self-realization.

The main thing in the lesson (and the hardest part) is to strike a reasonable balance between "fun elements" and painstaking work. Applying information technologies, one must not forget that they must all be together with the teacher, andnot instead of him. For no modern electronic educational resources can replaceliving word of the teacher.

By creating conditions for each person to receive information, one should not allow the indiscriminate absorption of information. It is necessary to develop the ability of schoolchildren to critically analyze and use this information productively, to teach them to understand what information enriches a person's capabilities, and which distracts more from work than helps.

Informatization of society and education, the development of new information technologies is an objective and natural process. The concept of "new literacy" includes, among other things, the ability to navigate in a variety of information flows, independently create media objects for the Internet.

Consequently, it is necessary to rebuild the traditional lesson, focusing on the educational requirements of modern society and man.

What distinguishes a modern lesson?

1. Learning occurs through the discovery of something new.

2. There is self-determination of the student to perform this or that educational activity.

3. The presence of discussions, different points of view, the search for truth.

4. Democracy.

5. Personal development.

6. The ability of the student to design the upcoming activity.

7. Awareness by the students of the activity, how, in what way the result was obtained, what difficulties were, how they were eliminated.

8. Search for new solutions.

9. The teacher does not dominate, but manages the problem-search activity, research.

10. Use of advanced techniques and technologies.

Methodological requirements for a modern lesson:

Reliance on interdisciplinary connections to form a holistic view of the knowledge system.
Providing a practical orientation of the educational process.
Incorporation of creative exercises.
The optimal combination and ratio of teaching methods.
Knowledge of various technologies of developmental education and their differentiated application.
Individual approach.
Motivation for learning activities.
Creation of conditions for independent work of schoolchildren.
Use of ICT.
Knowledge and use of the basic principles of health preservation.
Providing aesthetic and hygienic conditions.

4. Determination of forms and methods of work.

Spending your own or attending open lessons, sometimes you have to catch yourself thinking: “Boring. Not interesting ... ”Five people work, the rest are passive, sit for 45 minutes. The density of the lesson is high. The content is developing. But who does it develop? These five people who, like robots, give the right answers? Form of workmore often frontal. The teacher is in a hurry to present the material in order to catch everything.

What to teach? We know. Why teach? We know. How to teach effectively? We don't always know. Together, the answer to this question in pedagogy was found long ago - to teach using interactive forms and methods of organizing the educational process.

The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and question all of his activities.

The research described in A. Zverev's article "10 and 90 - New Statistics of Intelligence" began with an ordinary experiment conducted by American sociologists. They asked young people from different countries who had recently graduated from high school with a number of questions from various training courses. And it turned out that only on average 10% of the respondents answered all the questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion, which perplexes teachers: a school, regardless of the country in which it is located, successfully teaches only one out of ten of its students.

K. Rogers, reflecting on the effectiveness of teaching at school, writes: "When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that learning is successful."

The effectiveness of the pedagogical activity of a secondary school teacher is characterized by the same 10% of students. The explanation is very simple: "only 10% of people are able to study with a book in their hands." In other words, the methods used in the traditional school are acceptable only for 10% of students. The remaining 90% of students are also able to study, but not with a book in their hands, but in another way: "by their actions, real deeds, with all the senses."

The results of this study led to the conclusion that learning should be structured differently, differently, so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities.

Teaching methods Is a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. In the modern sense, the learning process is considered as a process of interaction between a teacher and students (lesson) in order to familiarize students with certain knowledge, skills, abilities and values.

Teaching methods can be classified into three general groups:passive methods, active methods, interactive methods... Each of them has its own characteristics. Let's consider them in more detail.

Passive method (diagram 1) is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and the students act as passive listeners, subordinate to the teacher's directives. The teacher's connection with students in passive lessons is carried out through surveys, independent, control works, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students' assimilation of educational material, the passive method is consideredmost ineffective,

Active method (diagram 2) is a form of interaction between students and teachers, in which the teacher and students interact with each other during the lesson and the students are not passive listeners, but activethe participants lesson. If in a passive lesson the main actor and lesson manager was the teacher, then here the teacher and the students areon an equal footing... Many people put between active and interactive methodsequal sign however, despite their commonality, they differ.Interactive methods can be considered as the most modern form of active methods.

Interactive method (diagram 3). Interactive ("Inter" is mutual, "act" - to act) - means to interact, is in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive methods are focused onbroader interaction students not only with a teacher, but also with each other and on the dominance of student activity in the learning process. The place of the teacher in interactive lessons is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually,this is interactive exercises and tasks , during which the student studies the material).
Consequently, the main components of interactive lessons are interactive exercises and assignments that are completed by students. An important difference between interactive exercises and assignments from ordinary ones is that by completing them, students not only and not so much consolidate the material already studied, but learn new one.

Scheme 3

From the above it follows that the use of interactive teaching methods allows the student to become an active participant in the pedagogical process, to form and develop the student's cognitive activity. The use of interactive methods contributes to the formation of a creative, active personality.

To ensure each full-fledged high-quality education in the classroom and after school hours, students are providedthe scope of their own mental initiative as a manifestation of the activity of the educational position and the expression of individual uniqueness, conditions are created for a trusting relationship between teacher and students and change the position of the student in educational and cognitive activities.Support not on the average, butfor a specific student, careful selection content of work focused onpersonal development every child, makes the work of introducing innovative teaching in the school successful. Using interactive methods relevant in that they:

Promotes increased interest in the subject
Accelerate the learning process
Improve the quality of assimilation of the material
Provide personalization and differentiation
Promote teacher-student cooperation
Develop communicative competence

According to the results of diagnostic studies by American scientists R. Karnikau and F. McElrow, a person remembers 10% of what he read, 20% of what he heard, 30% of what he sees, 50% of what he sees and heard, 80% of what he says himself, and 90% of what he has reached. independently in their practice.

Summary of the method	Educational activities	Student activities
1. Explanatory-illustrative method (information-receptive). The main purpose of the method is to organize the assimilation of information by trainees by communicating educational material to them and ensuring its successful perception. Explanatory- the illustrative method is one of the most economical ways of transferring to the learners the generalized and systematized experience of mankind	1. Communication of educational information using various didactic means: words, various manuals, including films and film strips, etc. The teacher makes extensive use of conversation, demonstration of experiments, etc.	1. The activity of trainees is to perceive, comprehend and memorize the information communicated
2. Reproductive method.The main purpose of the method is the formation of skills and abilities to use and apply the knowledge gained	2. Development and application of various exercises and tasks, the use of various instructions (algorithms) and programmed learning	2. The activity of the trainees is to master the techniques of performing individual exercises in solving various types of tasks, mastering the algorithm of practical actions
3. Problem method (problem statement).The main purpose of the method is to reveal various problems in the studied educational material and show ways to solve them	3. Identification and classification of problems that can be posed to the learner, formulation of hypotheses and showing ways to test them. Statement of problems in the process of conducting an experiment, observations in nature, logical inference. In this case, the learner can use words, logical reasoning, demonstration of experience, analysis of observations, etc.	3. The activity of trainees is not only in the perception, comprehension and memorization of ready-made scientific conclusions, but also in following the logic of evidence, the movement of the trainer's thoughts (problem, hypothesis, proof of the validity or falsehood of the proposals put forward, etc.)
4. Partial search method, or heuristic method.The main purpose of the method is the gradual preparation of trainees to independently formulate and solve problems.	4. Leading the trainees to the problem statement, showing them how to find evidence, draw conclusions from the given facts, build a fact-checking plan, etc. The teacher widely uses heuristic conversation, in the process of which he raises a system of interrelated questions, each of which is a step towards solving the problem	4. The activity of the trainee consists in active participation in heuristic conversations, in mastering the techniques of analyzing educational material in order to formulate a problem and find ways to solve it, etc.
5. Research method.The main content of the method is to ensure the mastery of the taught methods of scientific knowledge, to develop and form in them the features of creative activity, to provide conditions for the successful formation of motives for creative activity, to promote the formation of conscious, operatively and flexibly used knowledge. The essence of the method is to provide organizations with creative search activities of trainees to solve new problems for them	5. Presenting new problems to students, setting and developing research tasks, etc.	5. The activity of the trainees is to master the techniques of self-posing problems, finding ways to solve them, etc.

Yu.K. Babanskiy proposed an interesting model for choosing teaching methods, which includes six successive steps of the teacher:

- decide whether the material will be studied independently or under the guidance of a teacher;

- to determine the ratio of reproductive and productive methods. If conditions are met, productive methods should be preferred;

- to determine the ratio of inductive and deductive logics, analytical and synthetic ways of cognition, the measure and methods of combining verbal, visual, practical methods;

- identify ways and means of stimulating the activities of students5 ;

- to define “points”, intervals and methods of control and self-control;

- think over backup options in case the real learning process deviates from the planned one.

Taking into account the complex of the named circumstances and conditions, the teacher decides on the choice of a specific method or their combination for conducting a training lesson.

"Changing pedagogical guidelines is the most difficult and most necessary thing to do today." V.A. Karakovsky .

The traveler saw three workers who

pushed heavily loaded cars, and asked

everyone that he does.

The first one answered: “I push this heavy wheelbarrow,

damn her. "

The second said: “I earn bread for my

families".

And the third proudly said: “I BUILD

BEAUTIFUL TEMPLE.

5. Non-standard forms of lessonsThere are two main approaches to understanding non-standard forms of the lesson. The first approach interprets this type of lesson as a departure from the clear structure of a combined lesson and a combination of various methodological techniques. In the second approach, non-standard lesson forms mean lesson forms that have appeared recently and are gaining more and more solid positions in the modern school.

Non-standard lessons are one of the most important learning tools, because they form students' sustained interest in learning, relieve stress, help form learning skills, have an emotional impact on children, thanks to which they develop stronger, deeper knowledge.

The modern lesson requires the use of new forms of conduct, organization. This is due to the development of society, wide access to obtaining various information, a variety of sources of information. The peculiarities of non-standard forms of lessons are the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in the school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process out of such lessons: by their very nature, they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the various construction of the methodological structure of the lesson.

The main distinguishing feature of non-standard tasks is their connection "with activities that psychology calls productive"creative. There are other signs:
students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution);
unusual working conditions;

In non-standard lessons, students should receive non-standard assignments.Non-standard task - the concept is very broad. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks- their connection "with the activity that is called productive in psychology", creative. There are other signs:

Students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions;

Non-standard tasks can be presented in the form of problem situations (difficult situations, from which it is necessary to find a way out using the knowledge gained), role-playing and business games, contests and competitions (according to the principle "who is faster? More? Better?") And other tasks with elements entertaining (everyday and fantastic situations, dramatizations, linguistic tales, riddles, "investigations").

Of course, non-standard lessons, unusual in design, organization, and methodology, are more popular with students than traditional training sessions with a strict structure and established work schedule.But to turn non-standard lessons into the main form of work, to introduce them into the systemimpracticaldue to the large loss of time, lack of serious cognitive work, low productivity and others.

Application of non-traditional forms of lessons, in particularlesson-games, lesson-discussion- it is a powerful stimulus in learning, it is a varied and strong motivation. Through such lessons, cognitive interest is aroused much more actively and faster, partly because a person by nature likes to play, another reason is that there are much more motives in play than in ordinary learning activities. Many students participate with interest in games in order to realize their abilities and potentialities that cannot be found in other types of educational activities, others - in order to get high marks, still others - to show themselves in front of the collective, the fourth solve their communication problems, etc.

Non-traditional forms of lessonsemotional n about their nature and therefore are capable of even the most dry informationrevive and make it bright and memorable. In such lessons it is possibleinvolving everyone in active work, these lessons are opposed to passive listening or reading.

Analysis of the pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of \u200b\u200bthe goals, objectives, methods of conducting such classes. Let's list the most common types of non-standard lessons.

The teachers have developed many methodological techniques, innovations, innovative approaches to conducting various forms of classes.

By the form of holding the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on the forms, genres and methods of work known in public practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reporting, review.

3. Lessons based on non-traditional organization of educational material: lesson of wisdom, revelation, lesson - block, lesson - "understudy" begins to act. "

4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, meeting, regulated discussion, panorama, telecast, teleconference, report, dialogue, "live newspaper", oral journal.

5. Lessons based on fantasy: a fairy tale lesson, a surprise lesson.

6. Lessons based on imitating the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. The traditional forms of extracurricular work carried over within the framework of the lesson: KVN, "the investigation is carried out by experts", a matinee, a play, a concert, staging of a work of art, a dispute, "gatherings", "a club of experts".

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (defense of assessment), lesson-consultation, defense of the reader's form, TV lessons without television.

Unconventional lesson forms:

role-playing games;	travel lesson;
performance lesson;	round table or conference;
execution of a fairy tale plot;	competition lesson;
review of knowledge;	press conference;
fantasy lesson;	peer learning lesson;
game lesson;	a lesson in open thoughts;
business game;	climbing lesson;
test lesson;	competition lesson;
peer learning lesson;	dialogue lesson;
lesson-KVN;	brain attack;
quiz lesson;	briefing lesson;
the game "Experts lead the investigation";	actual interview;
knowledge auction;	simulation and role modeling;
debate lesson;	modeling the thinking of students;
tournament lesson;	role-playing business game;
eureka lesson;	lesson-lecture:
the game "Magic Envelope";	interdisciplinary integrated lesson;
lesson-competition;	a lecture for two;
creativity lesson;	mathematical hockey;
lecture-provocation;	lecture-dialogue
lecture-conference;

Using the video tutorial

Mastering communicative competence in English without being in the country of the target language is very difficult. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using various methods of work.

No less important is the introduction of students to the cultural values \u200b\u200bof the native speaker of the language. For this purpose, authentic materials, including videos, are essential.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as comprehension of a living foreign language culture; individualization of training and the development and motivation of the speech activity of students.

Another virtue of the video is its emotional impact on students. Therefore, attention should be directed to the formation of students' personal attitude to what they see. The use of the video also helps the development of various aspects of the mental activity of students, first of all, attention and memory. While watching in the classroom there is an atmosphere of joint cognitive activity. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some effort. So, involuntary attention turns into voluntary, its intensity affects the memorization process. The use of various channels of information flow (auditory, visual, motor perception) has a positive effect on the strength of capturing regional and linguistic material.
Thus, the psychological characteristics of the impact of educational videos on students contributes to the intensification of the educational process and creates favorable conditions for the formation of students' communicative competence.
Practice shows that video tutorials are an effective form of teaching.
Application of the performance lesson.

An effective and productive form of teaching is a performance lesson. The use of fictional works of foreign literature in foreign language lessons improves the pronunciation skills of students, ensures the creation of communicative, cognitive and aesthetic motivation. Preparing a play is a creative work that contributes to the development of children's language communication skills and the disclosure of their individual creative abilities.

This type of work activates the thinking and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the target language, and also deepens the knowledge of the language, since this is the process of memorizing vocabulary. Along with the formation of an active vocabulary for schoolchildren, a so-called passive-potential vocabulary is being formed. It is also important that students get satisfaction from this type of work.

Information and communication technologies.

A modern lesson cannot be taught without the involvement of information and communication technologies. One of the advantages of non-traditional lessons with the use of IT tools is its emotional impact on students, which is aimed at shaping students 'personal attitude to what they have learned, at developing various aspects of students' mental activity. At such lessons, children of primary school age form the skills and desire to learn, develop an algorithmic style of thinking, lay the knowledge and skills not only of a specific academic subject, but also possession of IT tools, without which further successful learning is impossible.

Presentation - a powerful means of visualization, the development of cognitive interest. The use of multimedia presentations allows you to make the lessons more interesting, includes not only vision, but also hearing, emotions, imagination in the perception process, helps children to immerse themselves deeper into the material being studied, and make the learning process less tiring. One of the types of non-traditional forms of work can be called- method of creating a situation of success - a method of stimulating interest in learning and students with learning difficulties. Without experiencing the joy of success, it is impossible to truly count on success in overcoming learning difficulties. That is why it is necessary to select tasks that are available to students, and then move on to more difficult ones. The situation of success is created by differentiated assistance to students in completing an assignment of the same difficulty. Students with low educational opportunities are given an assignment that allows them to cope with it at a given level, and then complete it on their own. The situation of success is already being organized by encouraging intermediate actions of the student. At the same time, the state of anxiety is replaced by a state of self-confidence, without which further educational success is impossible. weary.The purpose of non-traditional (non-standard) lessons: working out new methods, techniques, forms and means of teaching for the implementation of the main law of pedagogy - the law of learning activity.

Turning to non-traditional forms of the lesson presupposes that the teacher has pedagogical professional literacy, the ability to creative activity, as well as the teacher's knowledge of the laws of developmental psychology. Otherwise, non-traditional lessons can become an end in itself, useless form creation.In the educational process, school teachers widely and effectively usemodern educational technologies, who most fully embodied the ideology of student-centered education and are a key condition for improving the quality of education, reducing the workload of students, more efficient use of study time: research and project teaching methods, information and communication and health-saving technologies, modular learning technology, organizational-activity and game technologies , collective learning system, learning in collaboration, innovative portfolio assessment system, multilevel learning, etc.

Small group work - This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation skills, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve emerging disagreements). All this is often impossible in a large team. Small group work is an integral part of many interactive methods, such as mosaics, debates, public hearings, almost all typesRole-playing game - this is the performance by the group members of a scene with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations.
Role play is carried out in small groups (3-5 participants). Participants receive an assignment on cards (on a board, sheets of paper, etc.), assign roles, play out the situation and present (show) the whole group. The teacher can assign roles himself, taking into account the characters of the children.
The advantage of this method is that each of the participants can imagine himself in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.
This form of work is used to model the behavior and emotional reactions of people in certain situations by constructing a game situation in which such behavior is predetermined by given conditions.
Warm up with the purpose of relieving psychological and physical stress. Warm-ups also help develop communication skills. They must be appropriate in content, type of activity and duration. So, for example, before exercises that require focused attention, one should not carry out too active warm-up games.
"Brainstorm ", Brainstorming (Delphi Method) is a method in which any answer from students to a question is accepted. It is important not to evaluate the points of view expressed at once, but to accept everything and write down everyone's opinion on a board or piece of paper. Participants should be aware that they are not required to justify or explain their answers.
"Brainstorming" is used when you need to find out the awareness of the issue. You can use this form of work to get feedback and / or the attitude of participants to a particular connection.

Methods of motivating learning activities
Creation of a problem situation (surprise, doubt, difficulty in performing actions, difficulty in interpreting facts), creating situations of amusement, creating a situation of uncertainty, etc.

Methods of organizing and implementing educational and cognitive activities
Storytelling, heuristic conversation, lecture (informational and problematic), text study, demonstration, illustration, cognitive (role-playing and imitation) play, research, discussion, etc.

Methods for the formation of new skills
Exercises, laboratory work, workshop, game (didactic, business, role-playing, imitation), project method, case method (solving situational problems), brainstorming (solving non-standard problems), etc.

Methods of generalization and systematization of the studied
Information coding: creation of diagrams, tables, graphs, supporting notes, filling out contour maps; Methods to stimulate learning activities
Presentation of demands, encouragement and instruction: verbal (praise, recognition, gratitude, censure), visual (token, conventional sign or symbol), formal assessment (points, mark); creating a situation of success, creating an atmosphere of emotional comfort, etc. Teaching techniques in the technology of developing critical thinking

Motivation and goal-setting techniques at the challenge stage:

Making assumptions on the topic of the lesson and predicting its content:
Forecast by title (by illustrations, diagrams, text keywords)
Prediction tree
Keywords
Confused logical chains
True and False Statements
Introductory question

Asking questions as a result of understanding the incompleteness of knowledge:
Question words
Thin and fat questions
I know - I want to know - I found out (ZHU)
RISK (problem phrase and questions to it)
Cluster creation
Fact Basket

Techniques for working with text at the Content stage

Reading with notes in the margins of the book and in the workbook:
INSERT ("V" - knew before, "+" - new, "?" - there is a question, it is not clear, "!" - this is interesting, "-" - contradicts what I thought before)
Question-answer (the number of the question to which the answer is contained in the text; an oval around the question number in the individual list of questions)

Organizing information with diagrams:
Cluster
Fishbone
Concept wheel
Graph
Denotate graph
Pyramid
Stairs
Chain
Lecture-visualization

Organizing and making sense of information using tables:
Pivot table
T - table
Plot table
Cross-talk table
PMI (Plus - Minus - Interesting)
Synthesis table
Thinking right angles
Logbook

Stops in reading a text or in an oral story to comprehend what was read (heard) and predict the further content of the text:
Reading Stops (Predictive)
Advanced lecture

Methods of organizing reflection at the stage of Reflection

Oral forms of reflection:
Conversation over notes
Conversation on questions
Event participant interview

Written forms of reflection (creating reflective text):
Summary
Essay
Sinkwine
Diamond
Haiku

Telegram
Thanks

OUTPUT:

A modern lesson can be distinguished by any features, the main thing is that both teachers and students come to it with a great desire to work... Summing up the above, it should be noted that the use of modern means, methods and forms of education is a necessary condition for improving the quality of education.

The main features of techniques and teaching methods

One of the main features of the educational process is bilateral activity, which manifests itself both on the part of the teacher and on the part of students. The development of this process in many aspects is influenced by techniques and teaching methods.

Such methods of interaction between the teacher and the learners, which are aimed at jointly solving educational problems, are called teaching methods. Reception is one of the separate aspects of the method or one of its components. therefore techniques and teaching methods are in constant interaction, influencing one another. As an example, you can consider the method of students working with educational literature. It provides for the use of such techniques as note-taking, writing abstracts, plan and thematic vocabulary, quoting, writing a review.

How techniques and teaching methods can have mutual influence, evidenced by the fact that the methods include separate techniques. For example, the construction of a schematic model is an element of the method of working with educational literature and at the same time an integral part of the presentation of the material by the teacher, when the students are asked to create a basic outline based on the new material being studied.

In some cases, the method of teaching used can be either a separate method or a technique. So, the explanation of the material is a teaching method, but if in the process of analyzing errors or practical work, the teacher resorts to explanation, then this is already a technique that makes up the method of practical work.

However, techniques and teaching methods can sometimes be used interchangeably. So, if during the lesson the teacher uses the method of presenting new material and refers to the drawings, graphs, pictures in the textbook for greater clarity and better assimilation of the studied, this will be a technique. If, during the lesson, the method of working with educational literature is used, and the teacher needs to be given an explanation of a particular concept or term, then this method will already act as an additional technique.

Thus, the methods used during teaching consist of two types of methods - teaching and learning.

Types of pedagogical techniques in teaching

In the context of the implementation of the national projects "Education", "Health", the improvement of the medical education system, the problem of using methods, modern teaching methods and their interconnection is becoming increasingly important. The labor market requirements for the quality of training of medical specialists are increasing. Therefore, educational institutions, analyzing the training process as a whole, suggest taking into account the following aspects:

the student, acquiring knowledge and skills, must process them into his own method of mastering a new area of \u200b\u200bprofessional activity and formulate the methods of future medical activity corresponding to this area. Then he develops not only new knowledge and skills, but also personal qualities, the need for self-study;
an integrated approach to the process of teaching a personality determines the relationship between the content and methods of student learning activities. It is necessary to search for regular combinations of teaching methods and techniques that ensure the student's high-quality performance of the necessary manipulations. The structure of natural combinations of methods and techniques can be determined by building a model of the learning process and establishing criteria for its improvement;
consideration of the methods and techniques of teaching themselves must be correlated with a certain level of methodological support of the educational process. Since each teaching method performs the functions of organization and self-organization; stimulation and motivation; control and self-control.

Each method can act in a perceptual, logical, gnostic and managerial aspect. And, according to many teachers, researchers, scientists, the method can be represented as a structure consisting of two parts. Its basis is a kind of core - a constant combination of techniques, united by the activities of the teacher and student. The second part of the method is its content, which, by changing the composition of the techniques, the sequence of their application, makes any method dynamic, ensuring the inclusion of the student in the learning process.

Of course, the nature of the method is determined, first of all, by its core, and its specific variations in manifestation depend on the content and structure of its second part. Therefore, the same method can be applied through the appropriate composition and structure of techniques to include the student in the learning and self-study process.

In this regard, the technique reflects the peculiarity of the method as a method and as a plan for the implementation of educational actions, activities in the learning process. Obviously, it is necessary to take into account this relationship and pay attention to the combination of methods and techniques of training in the process of training future health workers.

At the Omsk Medical College of Roszdrav, the methodological service pays attention to the use of methods and techniques of teaching with an emphasis on strengthening the independent work of students and increasing professional interests. In the classroom, teachers use a heuristic method (problem learning) with the implementation of such techniques as - heuristic conversation, tasks for independent work in the classroom and at home, a system of questions and problematic tasks. Particular attention is paid to the variability of the methods and techniques used.

At the same time, when choosing methods, the team strives for a productive result, i.e. students are required not only to understand, remember and reproduce the knowledge gained (reproductive result), but also the ability to operate with it, apply it in practice, develop, and also creatively approach the solution of various production problems.

Taking into account the specifics of the medical orientation of college education, as well as the peculiarities of the regional component associated with the unfavorable environmental situation in the Omsk region, the growth of allergic and oncological diseases, increased infant mortality, the team is looking for ways to improve medical education, i.e. bringing the education system to a level that can provide each student with stable, maximum learning and upbringing results.

This is facilitated by active teaching methods with the analysis of specific situations, solving practical problems, staging, analyzing incidents, studying correspondence using business games. Active methods allow students to gain the necessary knowledge by studying various sources of information that characterize practical activities.

Future specialists acquire the ability to search, the ability to effectively implement the assigned tasks, work in a group, step by step going through the stages of creativity.

The college has accumulated a variety of experience in the use of game learning, so business games are very successfully held at the Department of Nursing:

"Lucky case"

"Intelligent Metro"

"Tuberculosis Crimes Trial" and many others.

The interrelation of the used methods and techniques of teaching, aimed at mastering the subject socio-cultural experience as the basis and conditions for the development of students, makes it possible to increase the productivity of teaching. Various teaching methods (explanation, demonstration-illustration, joint work, trainings) can form the individual experience of students, which they need in their future medical activities.

The construction of pedagogical techniques is at the same time a condition for optimizing the educational process. At the same time, the indicators of optimality at the methodological level can be: an increase in the elements of creativity, search in work, the absence of overloading students when studying new material, rhythm in educational activity.

Thus, with the appropriate use of teaching methods and techniques and their interconnection, it is possible to develop a student's ability to transform knowledge into a method of acquiring new knowledge, the ability to self-development, self-improvement.

Bibliographic reference

Shabarova M.N. INTERRELATION OF METHODS AND METHODS OF TRAINING IN THE SYSTEM OF SECONDARY MEDICAL EDUCATION // Successes of modern natural science. - 2007. - No. 5. - S. 79-80;
URL: http://natural-sciences.ru/ru/article/view?id\u003d11120 (date accessed: 09.06.2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

“The easier it is for a teacher to teach, the more difficult it is for students to learn. The harder it is for the teacher, the easier it is for the student. "

L.N. Tolstoy

Slide 1.

The concept of modernizing Russian education puts forward new social requirements for the school system. The main and paramount task is the need to improve the efficiency of assimilation of educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the assimilation of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative abilities.

Improving the quality of education should be carried out not at the expense of an additional load on students, but through the improvement of forms and methods of teaching, the selection of educational content, through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

The system of effective planning of educational material, a clear organization of the educational process, and control of all student activities also help the teacher to achieve the quality of teaching.

The quality of education. Components of quality education.

Slide 2.

What is this concept - the quality of education?

The quality of education is a set of properties of education that determine its ability to satisfy certain needs of a citizen, society, and the state in accordance with the purpose of this education.

Slide 3.

The components of a quality education are:

1. Teacher activities aimed at improving the quality of knowledge.

2. Rational organization of schoolchildren's educational work as a means of improving the quality of knowledge.

3. Use of information and new educational technologies.

4. Use of modern teaching methods and techniques.

5. Formation of motivation.

6. Person-centered approach.

7. High level of teacher professionalism.

8. Creating a comfortable learning environment.

9. Provision of material and technical base.

10. Stimulating the work of the teacher.

11. Carrying out work in society with the aim of respectful attitude to the work of the teacher.

Slide 4.

Distinctive features and methodological requirements for a modern lesson.

Psychologists argue that the cognitive activity of a student is a non-innate and unstable quality, it develops dynamically, can progress and regress under the influence of family, school, work and other social factors. Teacher actions that encourage students to learn diligently contribute to a positive attitude towards learning. Lesson is the only form of education in school. A lesson is a form of teaching organization, a lively and harmonious part of the pedagogical process. Any lesson should organically fit into the teacher's work system. Each lesson should implement some specific part of the general learning objectives. At the same time, the lesson should be complete and complete, perform specific tasks and give real results. Both traditional, classical and non-traditional lessons should be a concrete embodiment and expression of a particular methodological concept, a practical test that determines its legitimacy and effectiveness. And at the same time a lesson is an indicator of the productivity of teachers and students ... Of course, the degree of activity in the lesson largely depends on the student himself. The search for new methods and forms of organizing education, which are due to the requirements of modern society to school, gave rise to a new term in teaching methods - "modern lesson". Modern education should create conditions when each student could receive the personally significant information he needs, should help in revealing the inner potential of each student, in his movement along the path of self-realization. The main thing in the lesson (and the most difficult one) is to maintain a reasonable balance between "exciting elements" and painstaking work. Applying information technologies, we must not forget that they should all be together with the teacher, and not instead of him. For no modern electronic educational resources can replace the living word of the teacher. The concept of "new literacy" includes, among other things, the ability to navigate a variety of information flows. Consequently, it is necessary to rebuild the traditional lesson, focusing on the educational requirements of modern society and man.

Slide 5.

What makes a modern lesson different?

1. Learning occurs through the discovery of something new.

2. There is self-determination of the student to perform this or that educational activity.

3. The presence of discussions, different points of view, the search for truth.

4. Democracy.

5. Personal development.

6. The ability of the student to design the upcoming activity.

7. Awareness by the students of the activity, how, in what way the result was obtained, what were the difficulties, how they were eliminated.

8. Search for new solutions.

9. The teacher does not dominate, but manages the problem-search activity, research.

10. Use of advanced techniques and technologies.

Determination of forms and methods of work.

What to teach? We know. Why teach? We know. How to teach effectively? We don't always know. The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and question all of his activities. The research described in A. Zverev's article "10 and 90 - New Statistics of Intelligence" began with an ordinary experiment conducted by American sociologists. They asked young people from different countries who had recently graduated from high school with a number of questions from various training courses. And it turned out that only on average 10% of the respondents answered all the questions correctly. The conclusion, which perplexes teachers: a school, regardless of which country it is in, teaches successfully only one out of ten of its students. The effectiveness of the pedagogical activity of a school teacher is characterized by the same 10% of students. The explanation is very simple: "only 10% of people are able to study with a book in their hands." In other words, the methods used in the traditional school are acceptable only for 10% of students. The remaining 90% of students are also able to learn, but not with a book in their hands, but in another way: "by their actions, real deeds, with all the senses." The results of this study led to the conclusion that learning should be structured differently, differently, so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities.

Slide 6.

Teaching methods are a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. Teaching methods can be divided into three generalized groups: passive methods, active methods, interactive methods. Each of them has its own characteristics. Let's consider them in more detail.

Slide 7.

Passive method (scheme 1) - This is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and the students act as passive listeners, subordinate to the teacher's directives. The connection of the teacher with the students in passive lessons is carried out through surveys, independent, control works, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of the assimilation of educational material by students, the passive method is considered the most ineffective.

Slide 8.

Active method (scheme 2) - this is a form of interaction between students and teachers, in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants in the lesson. Many people put an equal sign between active and interactive methods, however, despite the generality, they have differences. Interactivemethods can be considered as the most modern form of active methods.

From the above, it follows that the use of interactive teaching methods allows the student to become an active participant in the pedagogical process, to form and develop the student's cognitive activity.

Slide 10.

According to the results of diagnostic studies by American scientists, a person remembers 10% of what he read, 20% of what he heard, 30% of what he saw, 50% of what he sees and heard, 80% of what he says himself, and 90% of what he has reached independently in his practice.

Slide 11.

Non-standard forms of lessons

Non-standard lessons are one of the most important learning tools, because they form students' sustained interest in learning, relieve stress, help to form learning skills, have an emotional impact, thanks to which stronger, deeper knowledge is formed.

But it is impossible to build the entire learning process out of such lessons: by their very nature, they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the various construction of the methodological structure of the lesson.

Slide 12.

In non-standard lessons, students should receive non-standard assignments that involve

Students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution);

Unusual working conditions;

Active reproduction of previously acquired knowledge in unfamiliar conditions;

Non-traditional forms of lessons emotional nabout their nature and therefore are capable of even the most dry information reviveand make it bright and memorable. In such lessons it is possible involving everyone in active work, these lessons are opposed to passive listening or reading.

Slide 13.

Let's list the most common types of non-standard lessons.

Using the video tutorial

While watching in the classroom there is an atmosphere of joint cognitive activity. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some effort. The use of various channels of information flow (auditory, visual, motor perception) has a positive effect on the strength of the material imprinting.
Thus, the psychological characteristics of the impact of educational videos on students contributes to the intensification of the educational process and creates favorable conditions for the formation of students' communicative competence.
Practice shows that video tutorials are an effective form of teaching.

Information and communication technologies .

A modern lesson cannot be taught without the involvement of information and communication technologies.

Presentation - a powerful means of visualization, the development of cognitive interest. The use of multimedia presentations allows you to make the lessons more interesting, includes not only vision, but also hearing, emotions, imagination in the perception process, helps to immerse yourself deeper into the material being studied, and make the learning process less tiring.

One of the types of non-traditional forms of work can be called- method of creating a situation of success - a method of stimulating interest in learning and students with learning difficulties. Without experiencing the joy of success, it is impossible to truly count on success in overcoming learning difficulties. That is why it is necessary to select such tasks thatavailable to students, and then move on to more complex ones.The situation of success is created by differentiated assistance to students in completing an assignment of the same difficulty. Students with low educational opportunities are given an assignment that allows them to cope with it at a given level, and then complete it on their own. The situation of success is already being organized by encouraging intermediate actions of the student. At the same time, the state of anxiety is replaced by a state of self-confidence, without which further educational success is impossible.

Small group work - This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation skills, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve emerging disagreements). All this is often impossible in a large team.

"Brainstorm », Brainstorming (Delphi Method) is a method in which any answer from students to a question is accepted. It is important not to evaluate the points of view expressed at once, but to accept everything and write down everyone's opinion on a board or piece of paper. Participants should be aware that they are not required to justify or explain their answers.
"Brainstorming" is used when you need to find out the awareness of a given issue.

The purpose of non-traditional (non-standard) lessons: working out new methods, techniques, forms and means of teaching for the implementation of the main law of pedagogy - the law of learning activity .

Turning to non-traditional forms of the lesson presupposes that the teacher has pedagogical professional literacy and the ability to be creative.

Slide 14.

OUTPUT:

A modern lesson can be distinguished by any features, the main thing is that both teachers and students come to it with a great desire to work ... Summarizing what has been said, it should be noted that the use of modern means, methods and forms of education is a necessary condition for improving the quality of education. .