Active learning. Theoretical foundations of the problem of personality activity in learning and active teaching methods. On the topic: "active learning methods"

Activation cognitive activity students.

Ways, methods and techniques for enhancing the cognitive activity of students

Principles of enhancing students' cognitive activity. Factors that encourage students to be active

Activation of cognitive activity of students. Levels of cognitive activity of students

Activation of cognitive activity of students

Education is the most important and reliable way to obtain systematic education. Reflecting all essential properties pedagogical process(two-sidedness, focus on the comprehensive development of the individual, unity of content and procedural aspects), training at the same time has specific qualitative differences.

Being a complex and multifaceted, specially organized process of reflecting real reality in the student’s mind, learning is nothing more than a specific process of cognition, controlled by a teacher. It is the guiding role of the teacher that ensures that students fully acquire knowledge, skills and abilities, and develop their mental strength and creativity.

Cognitive activity is unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic-aesthetic activities, communication), as well as by performing various subject-related practical actions in the educational process (experimentation, design , solution research problems etc.). But only in the process of learning does cognition acquire a clear design in a special educational-cognitive activity or teaching inherent only to a person.

Learning always takes place through communication and is based on a verbal-activity approach. The word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of practical cognitive activity of students.

Learning, like any other process, is associated with movement. It, like the entire pedagogical process, has a task structure, and, consequently, movement in the process training is underway from the decision of one educational task to another, advancing the student along the path of knowledge: from ignorance to knowledge, then incomplete knowledge to more complete and accurate knowledge. Training is not reduced to a mechanical “transfer” of knowledge, skills and abilities, because Learning is a two-way process in which teachers and students closely interact: teaching and learning.

The attitude of students to the teaching of the teacher is usually characterized by activity .

Activity(learning, mastering, content, etc.) determines the degree (intensity, strength) of “contact” of the student with the subject of his activity.

The structure of activity includes the following components:

· willingness to perform educational assignments;

· desire for independent activity;

Consciousness of completing tasks;

· systematic training;

· desire to improve your personal level and others.

Directly associated with activity Another important aspect of student learning motivation is independence, which is associated with determining the object, means of activity, and its implementation by the student himself without the help of adults and teachers. Cognitive activity and independence are inseparable from each other: more active schoolchildren, as a rule, are also more independent; Insufficient student activity makes him dependent on others and deprives him of independence.

Managing student activity is traditionally called activation.

Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotypical activity, decline and stagnation in mental work.

The main goal of activation - formation of student activity, improving the quality of the educational process.

IN pedagogical practice Various ways of activating cognitive activity are used, the main ones being a variety of forms, methods, teaching aids, and the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

The greatest activating effect in the classroom comes from situations in which students themselves must:

· defend your opinion;

· take part in discussions and debates;

· ask questions to your friends and teachers;

· review the answers of your comrades;

· evaluate the answers and written work of your comrades;

· engage in training for those who are lagging behind;

· explain incomprehensible passages to weaker students;

· independently choose a feasible task;

· find several options for a possible solution to a cognitive task (problem);

· create situations of self-examination, analysis of personal cognitive and practical actions;

· solve cognitive problems through the complex application of solution methods known to them.

It can be argued that new technologies self-study They mean, first of all, increasing the activity of students: the truth, obtained through one’s own efforts, has enormous cognitive value.

From this we can conclude that the success of learning is ultimately determined by the attitude of students to learning, their desire for knowledge, conscious and independent acquisition of knowledge, skills and abilities, and their activity.

Modern requirements for higher school determine the need to create a unified comprehensive program for improving teaching methods. Under these conditions, special attention is paid to methods that activate the cognitive process.

The central concept in solving this issue is the concept activation educational activities , which is understood as the purposeful activity of the teacher, aimed at developing and using such content, forms, methods, techniques and teaching aids that help increase interest, activity, creative independence students in acquiring knowledge, developing skills and abilities, and applying them in practice.

Student activity in learning - this is a volitional action, an active state that characterizes the enhanced cognitive activity of the individual.

Activity manifests itself in various types of activities and can be external and internal.

External (motor) activity easily determined by the teacher, since its signs are clearly expressed - the student is active - takes notes at lectures, practical exercises- answers and decides; in laboratory tests - performs experiments.

Internal (mental) activity characterized by the fact that it presupposes the presence of external activity. But, in addition, it is characterized by specific characteristics - tension of mental forces, mental actions and operations - analysis, synthesis, comparisons, generalization.

Highest level of activity - creative activity - this is the desire to penetrate into the essence of the things and phenomena being studied, the ability to introduce elements of novelty into the ways of performing an educational task.

The development of creative activity is associated with the intensification of the student’s educational activity, which is carried out by the teacher.

Activation of cognitive activity requires the teacher skillful management of cognitive activity, understanding the appropriateness of the forms, methods and means of teaching used.

Solving the problem of enhancing cognitive activity requires:

— development of techniques and methods that promote the activation of cognitive activity,

— equipping teachers with these methods and techniques, i.e. intensifying the activities of the teacher himself,

— creating conditions for active academic work, scientific research of students, equipping them with methods and techniques of active thinking.

Related to the concept of activation of cognitive activity is the concept intensification of training — finding opportunities to transfer to students an increasing amount of information while maintaining the same duration of training.

Intensification of learning is considered today as one of the cardinal tasks of the development of the entire education system. There is a search for ways that would increase the pace of learning without reducing the requirements for the quality of students’ classes. Solving this problem requires the introduction of more advanced, scientifically sound methods management of educational and cognitive activities that mobilize creativity personality.

According to the method of organizing training, they are distinguished :

- active teaching methods,

- traditional - informational, informative, which we discussed in the previous lecture.

Under methods active learning is understood as a set of methods for organizing and managing educational and cognitive activities, which have the following main features in comparison with traditional methods.

1. Forced activation of thinking and student behavior, i.e. their forced activity.

The essence of this feature is that every student is constantly encouraged to be active and cannot help but be active, regardless of whether he wants it or not.

2. Quite a long time involving all students in active learning (almost throughout the entire lesson).

Thus, the student’s activity is not short-term, it is not episodic in nature. Therefore, we can talk about comparing the period of active work in a student’s lesson with the period of active work in the same lesson of a teacher or teaching machine.

Levels of cognitive activity

First level - reproductive activity.

It is characterized by the student’s desire to understand, remember and reproduce knowledge, and master the method of applying it according to a model. This level is unstable volitional efforts schoolchildren, lack of interest among students in deepening their knowledge, lack of questions like: “Why?”

Second level - interpretive activity.

It is characterized by the student’s desire to identify the meaning of the content being studied, the desire to learn the connections between phenomena and processes, and master ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which manifests itself in the fact that the student strives to complete the work he has begun; if there is difficulty, he does not refuse to complete the task, but looks for ways to solve it.

Third level - creative.

Characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

Feature- manifestation of high strong-willed qualities student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is ensured by the excitement of a high degree of discrepancy between what the student knew, what had already been encountered in his experience and new information, a new phenomenon. Activity, as a quality of individual activity, is an essential condition and indicator of the implementation of any learning principle.

11. The principle of consciousness and activity in learning

The principle of conscious and active learning implies the relationship of pedagogical leadership with conscious, active, creative activity students.

Consciousness manifests itself in understanding the purpose and objectives of learning, in full knowledge of the facts, a deep understanding of the material, penetration into the essence of what is being studied, and the ability to consciously apply it in practice.The basis of consciousness learning is the mental, mental or verbal activity of students. However, we must not forget about the role of volitional and physical activity.Activity is closely related to independence of thought and action, plays a big role in decision making, the ability to defend one’s views, etc.

Practical implementation the principle of consciousness and activity is carried out by observing the followingrules of training .

1. A clear understanding of the goals and objectives of the work ahead is a necessary condition for conscious learning: show them to students, explain their importance and significance, and reveal perspectives.

2. Teach so that the student understands what, why and how to do and never does it mechanically educational activities without first and deeply understanding them.

3. Ensure that students understand the meaning of each word, sentence, concept, reveal them based on the knowledge and experience of students, use figurative comparisons. Do not introduce concepts that you do not expect to be explained in detail.

4. Harness the power of student peer learning. Provide appropriate conditions for the development of collective forms of searching for the right answer. What a friend says is often perceived by students better and easier than the teacher’s explanation, and therefore there is no need to explain what the best students can explain.

5. Logically link what is unknown to students with what is known: where there is no logical connection between acquired and assimilated knowledge, there is no conscious learning.

6. Learning will be more successful if each rule is accompanied by an optimal number of examples so that it becomes clear enough how varied its application is.

7. Nothing should be taught based on authority alone, but everything should be taught with the help of evidence based on feeling and reason.

8. The “why” question should be used as often as possible to teach students to think causally: understanding cause-and-effect relationships is an indispensable condition for developmental learning.

9. Remember that it is not the one who retells it who truly knows, but the one who puts it into practice.

10. Continuously explore and exploit the individual interests of students, develop and guide them in ways that are consistent with personal and social needs.

11. Teach students to think and act independently. Avoid hinting, retelling and copying.

12. Develop creative thinking through a comprehensive analysis of problems, solve cognitive problems in several logically different ways, and practice creative tasks more often.

13. The skill of asking questions and listening to answers is one of the important conditions for stimulating and maintaining activity. What question is the answer, just as a teacher listens to a student, so a student listens to a teacher.

~~B.F. Akhanov, G. B. Kunzhigitova
South Kazakhstan state university named after M.O. Auezov, Shymkent, Kazakhstan.

Summary
The article presents the law about the problem of activity of the person in education and use of active methods of training in teaching. The law about preservation of information is presented in three characteristics: novelty, succession and heaviness.

The problem of individual activity in learning is one of the most pressing in psychological, pedagogical science and educational practice.
The problem of individual activity in learning as a leading factor in achieving learning goals, general development personality, its professional preparation requires a fundamental understanding of the most important elements of training (content, forms, methods) and affirms in thought that the strategic direction of intensifying training is not increasing the volume of transmitted information, not strengthening and increasing the number of control activities , but the creation of didactic and psychological conditions for the meaningfulness of learning, the inclusion of students in it at the level of not only intellectual, but personal and social activity.
There are three levels of activity:
. Reproduction activity is characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.
. Interpretation activity is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.
. Creative activity presupposes the student’s striving for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.
Active teaching methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.
Peculiarities active methods training is that they are based on an incentive to practical and mental activity, without which there is no movement forward in mastering knowledge.
Forms of work that increase the level of learning activity:
1. Application non-traditional forms conducting lessons (lesson- business game, lesson-competition, lesson-seminar, lesson-excursion, integrated lesson, etc.);
2. Use of non-traditional forms training sessions(integrated classes, combined a single theme, problem; combined, project classes, creative workshops, etc.);
3. Use of game forms;
4. Dialogical interaction;
5. Problem-task approach (problematic questions, problematic situations, etc.);
6.Usage various forms work (group, team, pair, individual, frontal, etc.);
7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);
8. Use of didactic tools (tests, terminological crosswords, etc.);
9. Introduction of developmental didactic techniques (speech figures such as “I want to ask...”, “Today’s lesson for me...”, “I would do this...”, etc.; artistic image using diagrams, symbols, drawings, etc.);
10. Use of all methods of motivation (emotional, cognitive, social, etc.);
11. Various types homework(group, creative, differentiated, etc.);
12. Activity approach to learning.
A method is a combination of methods and forms of teaching aimed at achieving a specific learning goal. Thus, the method contains the method and nature of organizing the cognitive activity of students.
The form of teaching is an organized interaction between teacher and student. Forms of education can be: full-time, part-time, evening, independent work of students (under the supervision of a teacher and without), individual, frontal, etc.
Learning is a historically changing process. It changes primarily depending on the level of production and production relations, depending on the needs of society, as well as social conditions, the spiritual wealth of society, its cultural traditions and level of education.
Learning is purposeful, pre-designed communication, during which certain aspects of human experience, experience of activity and cognition are carried out. Education is the most important means of personality formation and, first of all, mental development and general education. The learning process is aimed at developing knowledge, abilities, skills, and experience in creative activities.
The activity of students is their intensive activity and practical preparation in the learning process and the application of knowledge, developed skills and abilities. Activity in learning is a condition for the conscious acquisition of knowledge, skills and abilities.
Cognitive activity is the desire to think independently, find your own approach to solving a task (problem), the desire to independently gain knowledge, form a critical approach to the judgment of others and the independence of your own judgments. Student activity disappears if the necessary conditions for this are not available.
Thus, the direct involvement of students in active educational and cognitive activity during the educational process is associated with the use of techniques and methods that have received the general name of active learning methods.
A.M. Smolkin gives the following definition:
Active teaching methods are ways to intensify the educational and cognitive activity of students, which encourage them to active mental and practical activity in the process of mastering the material, when not only the teacher is active, but the students are also active.
Active teaching methods involve the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge and its reproduction, but at students’ independent acquisition of knowledge in the process of active cognitive activity.
Thus, active learning methods are learning by doing. For example, L.S. Vygotsky formulated a law that says that learning entails development, since the personality develops in the process of activity. It is through active activity, directed by the teacher, that students master necessary knowledge, abilities, skills for them professional activities, creative abilities develop. Active methods are based on dialogical communication, both between the teacher and students, and between the students themselves. And in the process of dialogue they develop communication skills, the ability to solve problems collectively, and most importantly, students’ speech develops. Active teaching methods are aimed at attracting students to independent cognitive activity, arousing personal interest in solving any cognitive problems, and allowing students to apply the acquired knowledge. The goal of active methods is that all mental processes (speech, memory, imagination, etc.) participate in the assimilation of knowledge, skills, and habits.
The teacher in his professional activities uses the classification and group of methods that most fully help to implement the didactic tasks that he sets for the lesson. And active learning methods are one of the most effective means involving students in educational and cognitive activities.
Active learning methods include:
Brainstorm (brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.
A business game is a method of simulating situations that simulate professional or other activities through play, according to given rules.
“Round table” is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion.
Analysis of specific situations (case-study) is one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.
Problem-based learning is a form in which the process of student cognition approaches search, research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions of development scientific knowledge and ways to resolve them. In collaboration with the teacher, students “discover” new knowledge and comprehend the theoretical features of a particular science.
All methods of active socio-psychological training (MASPE) have a number of distinctive features or signs. Most often, the following symptoms are identified:
Problematic. The main task in this case is to introduce the student into a problem situation, in order to get out of which (to make a decision or find an answer) he does not have enough existing knowledge, and he is forced to actively form new knowledge himself with the help of the leader (teacher) and with the participation other listeners, based on what others know and his own professional and life experience, logic and common sense.
The adequacy of educational and cognitive activity to the nature of future practical (professional or role) tasks and functions of the student. This especially applies to issues of personal communication, service and official relationships. Thanks to its implementation, it is possible to form students’ emotional and personal perception of professional activity.
Peer education. The core point of many forms of conducting classes using AMO training is collective activity and a discussion form of discussion. Numerous experiments on the development of students' intellectual capabilities have shown that the use of collective forms of learning had an even greater impact on their development than factors of a purely intellectual nature.
Personalization. The requirement to organize educational and cognitive activities taking into account the individual abilities and capabilities of the student. The sign also implies the development of self-control, self-regulation, and self-learning mechanisms in students.
Research into the problems and phenomena being studied. The implementation of the trait allows us to ensure the formation of the starting points of the skills necessary for successful self-education, based on the ability to analyze, generalize, and take a creative approach to the use of knowledge and experience.
Spontaneity and independence of students’ interaction with educational information. At traditional education the teacher (as well as the entire complex of didactic means he uses) plays the role of a “filter”, allowing educational information. When learning is activated, the teacher moves to the level of the students and, as an assistant, participates in the process of their interaction with the educational material; ideally, the teacher becomes their leader independent work, implementing the principles of collaborative pedagogy.
Motivations. Activity as an individual and collective independent and specially organized educational and cognitive activity of students is developed and supported by a motivation system. At the same time, the motives used by the teacher for students include: professional interest, creative nature of educational and cognitive activity, competitiveness, playful nature of classes, emotional involvement.
When designing and predicting interactive teaching methods in educational process It is necessary to highlight the following types of interdisciplinary connections:
* methodological, conceptual, helping to develop the teacher’s worldview and civic position;
* cognitive, ensuring the updating of basic knowledge and skills acquired in the study of related academic subjects, in order to form a knowledge system in the process of studying patterns, phenomena, facts and deepening education in specialized training in the context of the socio-economic and cultural-historical specifics of the region;
* specific, indicating the connection of the subject being studied with the content of education in order to analyze existing or develop and introduce new methodological techniques of education on the content and procedural basis of the subject being studied.
The main idea of ​​the update senior level general education is that education here should become more individualized, functional and effective.
Many years of practice have convincingly shown that at least starting from late adolescence, from about 15 years old, the education system must create conditions for students to realize their interests, abilities and further (post-school) life plans. Sociological research prove that the majority of high school students (more than 70%) prefer to “know the basics of the main subjects, and study in depth only those that are chosen in order to specialize in them.”
Methods such as:
- self-study basic and additional educational
literature, as well as other sources of information;
- overview and orientation lectures;
- laboratory and laboratory-practical work;
- seminars, interviews, colloquiums, discussions, creative
meetings, etc.;
- information support self-education through educational
videos, electronic texts, Internet, etc.;
- holding creative competitions, public defenses of projects;
- carrying out heuristic control work;
- use of rating assessments of the success of the profile
training;
- excursions to enterprises, specialized exhibitions;
- practice in paid and educational workplaces;
self-employment and paid work.
Focusing on students does not mean weakening the functions of the teacher; on the contrary, preparing an active lesson (preparing work assignments, materials) often requires a lot of effort, and during the lesson the teacher must be ready to provide consulting assistance.
From this it follows that training, which is focused mainly on memorizing and preserving material in memory, will only partly be able to satisfy modern requirements. This means that the problem arises of the formation of such qualities of thinking that would allow the student to independently assimilate constantly renewed information, the development of such abilities that, preserved after completion of education, provide a person with the opportunity to keep up with accelerating scientific and technological progress. IN modern conditions quality of education is one of the most important characteristics of competitiveness educational institution. That is why the organization of the educational process should be given paramount importance.

References:

~~Literature used:
1. Basova N.V. Pedagogy and practical psychology. Rostov-on-Don, 2000.p.58
2. Psychology and pedagogy. / Ed. Nikolaenko V.N., Zalesov G.N., Andryushina T.V. and others. Moscow - Novosibirsk, 2000
3. Psychology and pedagogy / Ed. Abulkhamova K.A., Vasina N.V., Lapteva L.G., Slastenina V.A. M.: “Perfection”, 1998. P.173-178
4. Smolkin A.M. Active learning methods. M., 1991. P.30
5. Active forms and methods of teaching. http://k67.mskcollege.ru.
6. Korneeva E.N. Active methods of socio-psychological training. Tutorial. GOU VPO "Yaroslavl State pedagogical university named after K.D. Ushinsky." YAGPU. Educational Department information technology. http://cito-web.yspu.org/link1/metod/met110/node3.html. 2009.
7. Teacher preparation for specialized training of high school students. http://portalus.ru (c). p.51
8. Appendix to the order of the Ministry of Education of Russia dated July 18, 2002 No. 2783. Concept specialized training at the senior level of general education. 2002
9. Petrovsky A.V., Yaroshevsky M.V. Psychology. M., 2000

The principle of consciousness and activity in learning requires the conscious assimilation of knowledge in the process of active cognitive and practical activity. Consciousness in learning is a positive attitude of students towards learning, their understanding of the essence of the problems being studied, and their conviction in the significance of the knowledge acquired. The conscious assimilation of knowledge by students depends on a number of conditions and factors: motives for learning, the level and nature of cognitive activity, the organization of the educational process, the methods and means of teaching used, etc. The activity of students is their intensive mental and practical activity in the learning process. Activity acts as a prerequisite, condition and result of the conscious acquisition of knowledge, skills and abilities.

This principle is based on the following laws: the value of human education consists of deeply and independently meaningful knowledge acquired through intense effort of one’s own mental activity; Students’ own cognitive activity has a decisive influence on the strength, depth and pace of mastery of educational material and is an important factor in learning ability.

To implement the principle of consciousness and activity in practice, a number of rules must be observed:

To achieve a clear understanding by trainees of the goals and objectives of the upcoming work;

Use fascinating facts, information, examples;

Use visual aids, use technical means;

Involve students in practical activities by application theoretical knowledge;

Use active and intensive learning methods;

Logically link the unknown with the known;

Teach students to find cause-and-effect relationships;

Maintain student optimism and confidence in success.

The principle of visibility

One of the first in the history of pedagogy was the principle of visibility. It has been established that the effectiveness of learning depends on the degree to which all human senses are involved in perception. The more diverse the sensory perceptions of educational material, the more firmly it is assimilated. This pattern has long found its expression in the didactic principle of visibility.

Visibility in didactics is understood more broadly than direct visual perception. It also includes perception through motor, tactile, auditory, and taste sensations.

A significant contribution to the substantiation of this principle was made by Ya. A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. V. Zankov and others.

The ways to implement this principle are formulated by Ya. A. Komensky in the “Golden Rule of Didactics”: “Everything that is possible should be provided for perception by the senses, namely: what is visible - for perception by sight; audible - by hearing; smells - by smell; subject to taste - taste; accessible to touch - by touching. If any objects and phenomena can be immediately perceived by several senses, leave them to several senses.”

I. G. Pestalozzi showed that it is necessary to combine the use of visualization with the special mental formation of concepts. K. D. Ushinsky revealed the importance of visual sensations for the development of students’ speech. L. V. Zankov revealed possible combinations of words and visualization. If the effectiveness of auditory perception of information is 15%, and visual perception is 25%, then their simultaneous inclusion in the learning process increases perception efficiency up to 65%.

The principle of visibility in teaching is implemented by demonstrating the objects being studied, illustrating processes and phenomena, observing ongoing phenomena and processes in classrooms and laboratories, in natural conditions, in labor and production activities.

Visual aids include:

natural objects: plants, animals, natural and industrial objects, the work of people and students themselves;

voluminous visual aids: models, mock-ups, dummies, herbariums, etc.;

visual arts training: paintings, photographs, filmstrips, drawings;

symbolic visual aids: maps, diagrams, tables, drawings, etc.;

audiovisual media: films, tape recordings, television programs, computer equipment;

self-made “reference signals” in the form of notes, diagrams, drawings, tables, sketches, etc.

Thanks to the use of visual aids, students develop an interest in learning, develop observation skills, attention, thinking, and knowledge acquires personal meaning.

Teaching practice has developed large number rules revealing the application of the principle of clarity:

Visualization should reflect the essence of the objects and phenomena being studied, clearly and figuratively show what needs to be learned;

It is better to see once than to hear a hundred times;

What children see awakens thoughts and is better remembered;

Use visibility not as a goal, but as a means of learning;

“do not overload students with concrete-figurative perception of the patterns being studied, so as not to delay abstract-logical thinking;

Use visualization not only to confirm the reliability of the objects and phenomena being studied, but also as a source of knowledge;

As children grow older, it is necessary to use more symbolic visualization instead of objective ones;

Use various types of visuals in moderation, since an excessive amount of them distracts attention and interferes with the perception of the main thing;

Visibility should educate aesthetically;

Consider the age of students when using a variety of visual aids.

The principle of systematicity and consistency

The principle of systematicity and consistency in teaching involves teaching and learning knowledge in a certain order, system. It requires a logical structure of both the content and the learning process.

The principle of systematicity and consistency is based on a number of laws: a person only has effective knowledge when a clear picture is reflected in his consciousness existing world; the development process of students slows down if there is no system and consistency in training; Only a certain way of organized training is a universal means of forming a system of scientific knowledge.

The principle of systematic and consistent teaching requires
compliance with a number of didactic rules: )

Formation of a knowledge system based on an understanding of their relationship;

Dividing the material being studied into logically related sections and blocks;

Use of diagrams, plans, tables, supporting notes, modules and other forms of logical presentation of educational material;

Implementation of interdisciplinary connections;

Conducting generalization and systematization lessons;

Coordination of the activities of all subjects of the pedagogical process based on the unity of requirements, ensuring continuity in their activities.

Strength principle

The principle of the strength of knowledge assimilation presupposes its stable consolidation in the memory of students. This principle is based on the natural principles established by science: the strength of assimilation of educational material depends on objective factors(content of the material, its structure, teaching methods, etc.) and the subjective attitude of students to this knowledge, training, and teacher; memory is selective in nature, therefore it is more firmly fixed and remains longer; it is important and interesting for students educational material.

The strength of knowledge assimilation is achieved by observing the following rules:

* the student exhibits intellectual cognitive activity;

The educational material to be mastered is structured taking into account
individual differences of students;

New educational material is connected with previous knowledge, based on established ideas (in the structure of old knowledge, new ones are perceived more clearly, become more understandable, and previous knowledge is enriched and deepened at the expense of new ones);

A variety of approaches, methods, forms, and teaching aids are used. Monotony extinguishes students’ interest in learning and reduces the effectiveness of learning;

Students’ thoughts are activated, questions are asked for comparison, comparison, generalization, analysis of the material, establishment of cause-and-effect and associative relationships, highlighting the main, essential, etc.;

The assimilation process is accompanied by systematic monitoring of its quality.

The term “active teaching methods” or “active learning methods” (AMO or MAO) appeared in the literature in the early 60s of the twentieth century. Yu.N. Emelyanov uses it to characterize a special group of methods used in the system of socio-psychological training and built on the use of a number of socio-psychological effects and phenomena (group effect, presence effect and a number of others). At the same time, it is not the methods that are active, it is the teaching that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.

Ideas for intensifying learning were expressed by scientists throughout the entire period of formation and development of pedagogy long before it was formalized as an independent scientific discipline. The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be viewed as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should be active. Supporters of the second position considered the student an equal participant in the learning process, who works under the supervision of a teacher and actively absorbs socio-cultural experience, which has the form of theoretical knowledge. From among domestic psychologists to the idea of ​​activity in different times contacted B.G. Ananyev, L.S. Vygotsky, A.N. Leontyev, B.F. Lomov, S.L. Rubinstein and others.

The epithet “active” is used to contrast AMT with traditional teaching methods that implement the first point of view, where participants in the educational process are polarized in their roles as a student and a teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The student’s activity comes down to the assimilation of this knowledge and its subsequent reproduction, thus, the level of development and efficiency of the functioning of their memory largely determines the effectiveness of their educational work as a whole. The student’s position in the classical education system can be assessed as passive-consumer, since knowledge is acquired as if in reserve, its use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own experience in research work. The teacher’s task is to make the students’ work easier, make the material more interesting and understandable, ensure its accurate and lasting assimilation, and control the final result. Therefore, the teacher’s teachings, his continuous adaptive and transformative activity are the second, and not uncommon the most important condition student’s work efficiency, the key to the ultimate success of his educational activities.

Active learning represents such an organization and conduct of the educational process that is aimed at fully enhancing the educational and cognitive activity of students through the broad, preferably complex, use of both pedagogical (didactic) and organizational and managerial means (V.N. Kruglikov, 1998). Activation of learning can occur both through improving the forms and methods of teaching, and through improving organization and management educational process generally.

The use of AMO literally turns the established situation upside down. Students are initially interested in obtaining the information they need, which they use directly and immediately. Therefore, the lack, inaccuracy or fundamental incorrectness of information creates an incentive to replenish, correct, and adjust it. The assimilation of information is a by-product of the student’s activities, in which he is involved by the leader.

There are 3 levels of activity:

Reproduction activity is characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.

Interpretation activity is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.

Creative activity presupposes the student’s desire for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.

Forms of work that increase the level of learning activity

1. The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);

2. The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; combined, project classes, creative workshops, etc.);

3. Use of game forms;

4. Dialogical interaction;

5. Problem-task approach (problematic questions, problematic situations, etc.)

6. Use of various forms of work (group, team, pair, individual, frontal, etc.);

7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);

8. Use of didactic tools (tests, terminological crosswords, etc.);

9. Introduction of developmental didactic techniques (turns of speech such as “I want to ask...”, “Today’s lesson for me...”, “I would do this...”, etc.; artistic expression using diagrams, symbols, drawings, etc.) ;

10. Use of all methods of motivation (emotional, cognitive, social, etc.);

11. Various types of homework (group, creative, differentiated, for a neighbor, etc.);

12. Activity approach to learning.

ACTIVE LEARNING METHODS INCLUDE:

Brainstorm(brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

Business game - a method of simulating situations that simulate professional or other activities through a game, according to given rules.

"Round table" - This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion.

Analysis of specific situations (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The case study method develops the ability to analyze unrefined life and production problems. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.

Problem-based learning- a form in which the process of student cognition approaches search and research activity. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions in the development of scientific knowledge and ways to resolve them. In collaboration with the teacher, students “discover” new knowledge and comprehend the theoretical features of a particular science.