What is the productive and reproductive method? Reproductive methods

Reproductive method. This includes the application of what has been learned based on a sample or rule. The activities of students are algorithmic in nature, i.e. is carried out according to instructions, regulations, rules in situations similar to those shown in the example.

In pedagogy, there are two traditional teaching methods - reproductive and explanatory-illustrative.

The reproductive method comes down to the provision by the teacher of typical assignments and tasks, the reproduction of accumulated experience, as a result of which knowledge and skills are formed in the form of certain copies.

The explanatory and illustrative method is a demonstration of experiments associated with a teacher’s story, a lecture, a conversation, as well as in the form of webinars and trainings. The student’s activities are aimed at obtaining information and forming knowledge-acquaintances.

Thus, both traditional methods involve the transfer of knowledge to students in a ready-made form.

These methods have many disadvantages:

1. Memory load. Educational material at school should be memorized in large quantities. As a result, good results are shown by the student whose memory is better developed. However, in professional activity memorization methods will not be useful.

2. Low independence of students. When children receive knowledge in a ready-made form, they work less with textbooks.

3. Dissipation of attention. When listening predominates in educational activities, attention is always dulled.

4. Incomplete assimilation of the material. The teacher cannot control the amount of information learned and the presence of gaps in knowledge.

5. Inability to “think” and make decisions independently. Acceptance of ready-made knowledge with a high specific weight leads to low independence.

6. Average amount of knowledge.

7. Average pace in studying the material.

36, SRSP - independent work of a student under the guidance of a teacher?

Independent work students (SRS and SRSP) – independent

student mastery educational material and skills scientific work By

the corresponding direction (specialty). The goal is independent

students' work is to master fundamental knowledge,

professional skills and skills in the profile,

experience in creative and research activities.

Independent work of students contributes to the development

independence, responsibility and organization, creativity

approach to solving problems at the educational professional level. Monitoring the SRS and SRSP includes: checking

any tasks for SRS and SRSP (solving problems and examples, preparing

abstracts, speeches - reports, coursework and thesis etc.):

carrying out inspections and testing; checking the source and

residual classes, receiving detentions, individual work with those lagging behind

students, additional individual and group consultations and

classes; thematic debates and educational games, etc.

SRS and SRSP control materials must be stored for a year.

Control of SRS and SRSP is carried out taking into account the specifics of teaching

disciplines.

37, Management of the higher education system?

Strategic management of the higher education system is a complex, multifaceted process. It is based on the mission of the education system in society, which is triune in nature: the transfer of knowledge, the formation of the necessary skills, as well as the education of citizenship. The harmonious interaction of the triune structure of elements contributes to the implementation of the super mission of education in modern world, namely, the development and improvement of man and society. The fundamental importance of the mission in this area of strategic management lies in the fact that in the process of developing a strategy, the basic mission of the higher education system in society cannot be lost under any circumstances. Modernization of the education system directly relates to the area of strategic management, and modernization is impossible without developing the correct development strategies. Since the strategy of catching-up development did not justify itself, it became obvious that a search for new strategic courses was necessary, and partial modernization alone would not do. As a result, the idea of deep modernization was formulated, i.e. radical innovative restructuring of the entire higher education system. The concept of deep modernization is reflected in all modern documents of Russian education, which are of a strategic nature.

The new concept involves the formation of new innovative strategies. To determine the innovation strategy, it was necessary to comprehend the stages of the path traveled, analyze the current situation and study world experience in the field of strategic management in the field of higher education. This study revealed basic principles, on which it should be built new strategy; the main guidelines that she should adhere to; and theoretical provisions that can help with this. The theoretical heritage of strategic management is extensive, but only a few theories have found their application in the field of educational management (contextual planning, resource dependence theory, teaching school theory, open systems" and etc.).

Modernization can take place according to two main directions, the presence of which is determined by the essence of the education system itself. The higher education system is a unity of process and structure, so we can talk about two sides of modernization - modernization of the education process and modernization of the structure. In accordance with the dualistic nature of the higher education system, we can distinguish such main directions in the strategic sphere as procedural management and structural management. It is also advisable to make a clear division into strategic management of the external environment and strategic management of the internal environment. In general, the process of strategic management represents a constant transition from analysis of the external environment to structural changes in the internal environment.

38, Teacher model by type of pedagogical communication?

Communication between a teacher and a student is one of the main forms in which the thousand-year wisdom accumulated by humanity has reached us. Pedagogical communication is usually understood as professional communication teacher with students.

Model I - "Socrates"". This is a teacher with a reputation as a lover of controversy and discussion, deliberately provoking them in the classroom. He is characterized by individualism, unsystematicism in the educational process due to constant confrontation; students strengthen their defense own positions, learn to defend them.

Model II - "Group Discussion Leader""The main thing in the educational process is the achievement of agreement and the establishment of cooperation between students, assigning himself the role of a mediator, for whom the search for democratic agreement is more important than the result of the discussion.

Model III - "Master". The teacher acts as a role model, subject to unconditional copying, and above all, not so much in the educational process, but in relation to life in general.

Model IV - "General". He avoids any ambiguity, is emphatically demanding, strictly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. According to the author of the typology, this style is more common than all of them combined in teaching practice.

Model V - "Manager"". A style that has become widespread in radically oriented schools and is associated with an atmosphere of effective class activity, encouraging their initiative and independence. The teacher strives to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.

Model VI - "Coach"". The atmosphere of communication in the classroom is permeated with the spirit of corporate spirit. Students in this case are like players of one team, where each individual is not important as an individual, but together they can do a lot. The teacher is assigned the role of inspirer of group efforts, for whom the main thing is the final result, a brilliant success, victory.

Model VII - "Guide"". The embodied image of a walking encyclopedia. Laconic, precise, restrained. The answers to all questions are known to him in advance, as well as the questions themselves. Technically impeccable and that is why he is often downright boring.

39, Technology for conducting current and intermediate certification with credit technology of education?

. Certification – This is an assessment of the quality of a student’s mastery of the content of a specific academic discipline, subject in the process or at the end of their study based on the results of the test(s).

Current certification- this is an assessment of the quality of assimilation of the content of the components of any part (topic) of a specific academic discipline or subject in the process of studying it by the student based on the results of the test(s). Conducted by a teacher of a given academic discipline or subject.

. Interim certification – this is an assessment of the quality of a student’s mastery of the content of any part (parts), topic (topics) of a specific academic discipline, subject at the end of their study based on the results of the educational period (quarter, half-year, year) based on the results of the test (checks). Conducted by the teacher of a given academic discipline or subject as an integral result of current and thematic certifications or by a commission (in the case of the introduction of end-of-year transfer exams in a given subject or discipline).

. Certification method : verification by a teacher or a group of teachers (commission) of the quality of assimilation of program material by students, both on the basis of directly carried out activities (exam, test, test etc.), and based on the results of current and thematic certifications.

Interim certification of trainees is carried out within the time frame determined by the lyceum. Grades for subjects and disciplines for the academic period are issued 2 days before its end. If the intermediate certification ends with a transfer exam in a subject or discipline, then the mark is given at the end of the exam. The issue of the need to conduct transfer exams, the list of classes, subjects, disciplines, forms and deadlines is decided at the meeting pedagogical council school no later than March of the current school year.

40, The concept of forms of organization of the educational process?

form is special design of the learning process. The nature of this design is determined by the content of the learning process, methods, techniques, means, and types of activities of students. This learning design is internal organization content, which in real pedagogical reality is the process of interaction, communication between teacher and students when working on certain educational material.

Forms of organizing training sessions.

Various types training sessions involve the use of various forms of its implementation, which determine the internal content and content of the training session.

In modern didactics, a diverse set of them have been developed:

Lecture and seminar session.

Laboratory-practical lesson.

Educational practice.

Demonstration of video materials.

Thematic excursion.

Business game.

Consultation.

Conference.

Discussion.

Independent work of students.

Protection of student work.

Undoubtedly, this list can be continued, but conditionally they can be divided into three main groups:

Passive /lecture, message, report/.

Active /conversation, seminar, discussion, conference, business game/.

Interactive /project, research, debate/.

1Organizational meeting. Issuing assignments for practice. Induction training.

2. Study of production. Excursions to the main and auxiliary workshops.

3. Study of basic technological processes at work sites.

4Complete an individual task.

5Summarization of the material and design of the practice report. Getting feedback.

6Submitting an internship report

1History of the enterprise.

2Products manufactured by the enterprise, their significance.

3Draw up a diagram of the production structure of the enterprise.

4Describe the main, auxiliary and service departments of the enterprise.

5Functions of workshops, their relationship with each other and workshops.

6Types of technological processes used in the workshop.

7Passport details and specifications machine tools

8Select a part from among the parts manufactured in the workshop.

9Draw a drawing of this part.

10Describe the part

11Determine the method of obtaining the workpiece.

12Develop a route map for processing the part.

13Draw a sketch of a device for one operation. Describe its design and operating principle.

14Draw up a report. Attach all the material for your individual assignment.

42. Formation of the foundations of pedagogical skills in a university environment and in the process pedagogical activity?

The research hypothesis is based on the assumption that the formation of pedagogical skills of teachers of technical universities in the process of improving their qualifications can be ensured if the most important organizational and pedagogical conditions for this process are:

Reliance on the traditions of higher technical education, its staffing and taking into account development trends in modern conditions;

Implementation of an individual developmental approach at all stages of the formation of pedagogical skills of technical university teachers;

Variable choice of content and means in the development of professional and pedagogical orientation individual activities teachers;

Providing continuous scientific and methodological support for the process of developing the pedagogical skills of teachers of technical universities.

Research objectives:

1. Determine the essence, content and structure of the categories “pedagogical skills of teachers of technical universities” and “individual developmental approach to training teachers of technical universities”.

2. Carry out a diagnostic analysis of the state and problems of higher technical education and its staffing.

3. To identify organizational and pedagogical conditions that contribute to the implementation of an individual developmental approach in the formation of pedagogical skills of teachers of technical universities in the system of advanced training.

4. To develop and experimentally test a model for the formation of pedagogical skills of teachers of technical universities in the process of their advanced training.

43. Pedagogical principles organizing creative activities?

organizing creative activities of younger schoolchildren in the learning process.

Object of study: the process of teaching primary schoolchildren.

Subject of research: organization of creative activities of junior schoolchildren.

Research hypothesis: Creative activities of junior schoolchildren, enriching learning, can be organized as part of the educational process under certain conditions. These conditions are:

Modeling situations that give rise to meaning-forming experiences in children and allow them to translate learning task into a plan that is personally significant for the student;

The demand for children's creative activity during training;

Building an educational process based on psycho-saving technology;

The first stage - search and theoretical (1989 - 1995) - included comprehension of the problem, its elaboration at the theoretical level, as well as analysis teaching experience the author and the results of his participation in a school-wide experiment to create an adaptive model of the Russian school.

At the second stage - experimental (1996 - 2000) - an experimental test of the hypothesis was carried out. The work consisted of implementing a teaching model operating on the basis of psycho-saving technology and testing its effectiveness for organizing the creative activity of students.

At the third stage - the final and generalizing stage (2001 - 2003) - the material was processed and systematized, the research results were generalized and formalized.

Research objectives:

Theoretically substantiate the conditions for organizing the creative activity of junior schoolchildren in the learning process and present their totality in the form of a model;

* - formulate the essential characteristics of psycho-saving technology as the basis for the implementation of a teaching model focused on the creative activity of children;

Experimentally test the effectiveness of the theoretically developed model;

Analyze the possibilities of implementing the figurative teaching method in primary school;

Develop and test some forms and techniques of figurative teaching.

44 Diagnostics how component high school teacher?

IN lately diagnostics is increasingly becoming the subject of special research by teachers and psychologists who consider the functions and types of diagnostics in the context of development educational systems. These studies establish the need for a diagnostic support system, the relationship between pedagogical, social, psychological diagnostics. The most studied is pedagogical diagnostics.

The concept of “pedagogical diagnostics” was proposed by K. Ingenkamp by analogy with medical and psychological diagnostics in 1968. In terms of its tasks, goals and scope of application, pedagogical diagnostics is independent. She borrowed her methods and largely her way of thinking from psychological diagnostics

Diagnostics (from the Greek diaqnosis - recognition) - the process of recognition; the doctrine of the principles and methods of diagnosis. The term “diagnosis” came to pedagogy from medicine, where it means establishing the essence and nature of the disease. However, all phenomena and processes need diagnosis and diagnostics, establishing a qualitative state public life, production, objects of operation. Therefore, the concept of diagnosis has become widespread in science, technology, and industrial practice. Diagnostics has become an integral, organic component of all managed social, industrial, technological systems and processes, a way of obtaining feedback on actions and the quality of results.

Likhachev B.T. Diagnostics means the process of obtaining information about the state of an observed or studied object using a set of methods, methods, and techniques. Diagnostic information includes information about the condition of the object, the degree of its compliance with the norm, trends in its movement and development. Podlasy I.P. defines diagnostics as clarification of all the circumstances of the didactic process, precise definition its results. Khutorsky A.V. considers diagnostics as an obligatory component of the educational process, with the help of which the achievement of set goals is determined. Ushakova L.S. considers diagnostics as a way to identify the quality, productivity of the educational process, its condition and results as a means of analyzing cause-and-effect relationships and assessing according to certain criteria and indicators of the degree of achievement of the goals and objectives of training and education of students.

Thus, to summarize existing concepts, by pedagogical diagnostics we will understand a set of methods that allow us to obtain the most reliable information about the progress of the educational process in order to identify, analyze, evaluate and adjust learning. The subject of diagnostics at a university is various aspects of educational and social activities students, the purpose of diagnostics is to obtain scientifically based information to improve the quality management system for training specialists.

To main functions pedagogical diagnostics include: strategic-informational, tactical-corrective and prognostic.

The strategic-information function consists of providing diagnostic support for pedagogical management of the educational process with general knowledge about students and the course of the pedagogical process. This information makes pedagogical process viewed, controlled, practically directed.

Corrective diagnostics is designed to provide information that allows you to constantly monitor and adjust the pedagogical process. Broad and deep awareness gives the teacher a real opportunity to reach each student, make adjustments to teaching methods, change the course of the pedagogical process, the structure and content of individual forms, methods and means of education and training.

The prognostic function of diagnostics is to detect, capture, identify trends in the development of pedagogical and educational teams, groups, associations and individual students.

The main components of pedagogical diagnostics are control, testing and assessment of the knowledge and skills of students. Many teachers consider these concepts to be identical, but it is necessary to emphasize the essence and specificity of each of the concepts in order to more effectively organize the pedagogical learning process.

Control is understood as a system for checking the results of students’ education and upbringing. Control is a set of actions that make it possible to identify qualitative and quantitative characteristics of learning outcomes and to evaluate how students have mastered the material of the curriculum. Pedagogical control at a university is a means of establishing direct and feedback between teacher and students.

45 Professional and pedagogical culture of a higher school teacher?

One of the central problems in the higher education system is the problem of increasing the level professional culture university teacher. Its relevance is due to the need to resolve the existing contradiction between the new requirements for professional activity, the teacher himself as a subject of the educational process, capable of professional and personal self-development, and the real level of professional culture of the teacher, his readiness to solve modern problems of higher education.

Research on this issue indicates the presence of the following contradictions: firstly, there is a contradiction between the real level of professional culture of a university teacher and modern requirements for his personality. Thus, many teachers are characterized by an insufficiently high level of theoretical training, underdevelopment of professionally significant qualities of a teacher’s personality, lack of development of general pedagogical skills, lack of experience in creative activity, lack of skills in analyzing the pedagogical situation from the student’s perspective and the ability to make decisions in his favor, passive pedagogical position, lack of need for self-education , self-education, self-development, etc. This indicates that the foundations of the professional culture of a university teacher are not sufficiently formed, which exacerbates the need to find ways to form it.

Secondly, the need to improve the professional culture of a university teacher is objectively determined by modern requirements for the level of general education and special training of university graduates, a change in general educational paradigms, which involve a transition from traditional mass reproductive forms and teaching methods to individual creative ones; training future specialists who would be in demand on the labor market and would have a relatively short adaptation period for entering professional activity.

The current situation in higher school, the insufficient level of professionalism of a university teacher has led to the emergence of a contradiction between the requirements imposed by society on the level of training of specialists in new socio-economic conditions, and the level of professional culture of teachers training specialists of a new type. The solution to this problem should also be aimed at overcoming the observed gap between the human teacher, citizen and specialist teacher, in which the personal position (motivational-value attitude towards teaching activity) and his professional knowledge, skills and abilities.

Third, in the current conditions, an important task is not only to preserve the scientific and pedagogical potential of universities, but also to increase the level of professional culture, which is a complex systemic education, representing an ordered set universal human values, professional and value orientations and personality traits, universal ways of knowing and humanistic technology of pedagogical activity.

These contradictions determined a set of tasks related to identifying opportunities for intra-university improvement of professional culture, the need to develop theoretical foundations, conditions and mechanisms for the development of professional culture of a university teacher, since to more effectively solve these problems socio-cultural, general pedagogical, personal, creative and economic mechanisms must be used, which would strengthen and stimulate the development of professional activities and professional culture of the teacher.

Unfortunately, it should be noted that the currently available approaches to solving the problems we have identified lead only to some changes and improvements in professional culture; at its core, it remains unchanged. This is explained, in our opinion, by insufficient awareness and theoretical underdevelopment of the very category of professional culture of a university teacher and its content from the standpoint of a competency-based approach. As well as socio-economic difficulties in modern society, which undoubtedly affected general atmosphere and the moral and psychological climate of universities.

Pedagogy is a very subtle and multifaceted scientific field. In her working arsenal there are more than a dozen teaching methods. Their use is aimed at the comprehensive development of a person, the education of a specialist with the necessary knowledge, skills and personal qualities. In this article we will talk about what a reproductive method is. What are its features, advantages and disadvantages?

Description

The boring and monotonous flow of lectures has long ceased to justify itself. Experts have found that using only the information-receptive method helps to assimilate theoretical material by only 30%. The rest either passes by the students or is made up in time and tests. However, without the theory being supported by practice, it turns out to be a by-product, unnecessary information. It is impossible to completely abandon lectures, because they carry the basis of scientific knowledge. But they can be alternated with conversations and practical exercises.

The reproductive method is a way of organizing educational activities that take place according to specific instructions using (or reproducing) previously acquired knowledge and a sequence of practical actions. Since it always happens according to a certain algorithm (or instructions), it is often called instructive-reproductive.

Peculiarities

This type of thinking presupposes students’ quick, active memorization of new information provided by a teacher or other educational source and the transfer of knowledge to practical use. There are several conditions or means for implementing the reproductive method:

Verbal, visual and practical These can be numbers, words, sketches.
By analogy with the method, lectures are constructed that contain scientific information and short abstracts for students to write down.
Conversations are conducted according to a certain pattern. The teacher relies strictly on facts known to the students. Discussions of hypotheses and expression of independent opinions are not provided.
Reproductive exercises should facilitate the effective development of practical skills, since any experience requires repeated actions according to a model.

The method can also be used to consolidate studied material.

Difference from the productive method

There is a fairly broad classification pedagogical methods. Their choice largely depends on the age of the students and the discipline. By nature, the method is distinguished between reproductive and productive. Let's figure out what their differences are in terms of the method and purpose of organization.

The reproductive method of teaching is the repeated reproduction of knowledge and actions already received from the teacher to obtain results. The teacher gives a specific task, and the student completes it according to a certain pattern. This method is very effective in the following disciplines: mathematics, chemistry, physics, computer science, etc. That is, programmed training is carried out. Each task and operation has a specific algorithm of actions.

The acquisition of knowledge is based on lectures that accumulate authoritative opinions. It is they who form the instructions, which students then use. These can be rules, laws, axioms, formulas, etc.

The productive method focuses on a specific problem. It invites students to independently (freely) search for answers to questions. Unlike reproductive, it does not have clear algorithms or formulas. And the teacher’s task is to create serious motivation for students to acquire new knowledge.

Examples

As already mentioned, the exact sciences are suitable soil for a teacher, where the reproductive method of teaching works effectively. Examples of it can be successfully observed in solving mathematical, chemical problems or repeating experiments.

Let's consider, for example, an ordinary mathematical formula. There is a specific model-formula, following which the student gradually comes to the correct answer - finding the unknown (or unknowns).

Another example would be a lesson to consolidate knowledge on the topic “improper fraction.” To do this, you can use definition questions or visual aids. For example, write down some numbers on a presentation slide or on the board and ask students to choose improper fractions from them. The choice must be justified. All actions occur according to the principle of choice (example) - justification (reason).

In this case, it is important for the teacher to provide clear instructions. Using it in the future, students will be able to successfully complete tasks of varying complexity, learn necessary knowledge and develop skills. The reproductive method will also help to form a certain way of thinking, which will be useful for performing operations in everyday life.

Efficiency

In Russian education the use this method has been known for a long time. It can be called "classic". However, we should not forget that every technology tends to constantly improve. Thus, today the reproductive method of teaching does not simply mean taking notes of lectures and applying the resulting formulas. The changes affected the simplification of some algorithms for quick assimilation, correlation of scientific facts with visual aids, use in conversations and practical teaching aids (audio, video, animation). All this, of course, has a positive effect on the efficiency of cognitive activity, which the reproductive method is designed to increase. This is an excellent alternative to dry reading of lectures and conducting monotonous seminars based on a simple survey.

pros

The main and important advantage of this technology is economy. What does it mean? Reproductive assumes that the teacher is behind a short time and effortlessly conveys an impressive amount of knowledge and skills. At the same time, students quickly perceive new information, while working it out in practice. This method guarantees a solid assimilation of knowledge.

The reproductive method is perfectly implemented where the educational material is more informative. At the same time, students’ independent, creative thinking is blocked and the ability to memorize and process ready-made theoretical knowledge is expanded.

Minuses

Experts note that the reproductive method of teaching is an example of a strict algorithmization of actions that does not allow creative liberties, assumptions and doubts. Because of this, flexibility and independent thinking can significantly suffer. This technology categorically denies search activity, which is no less important than the application of previously communicated theoretical knowledge. With frequent use of the reproductive method, learning can turn into pure formalization, and the assimilation of knowledge can simply become mindless cramming.

Combination with other methods

The reproductive method is effective in the information-receptive activity of students. It is a fact. However, it cannot be the only tool in the teacher’s arsenal. As experience shows, monologue practice has long outlived its usefulness, and it is required A complex approach. Indeed, in addition to rapid absorption theoretical material and the formation of the implementation of actions according to instructions, it is necessary to develop personal qualities, a creative approach to business, and independence in acquiring new knowledge.

Thus, along with reproductive methods, creative, illustrative, research and productive methods are often used to search for information and use it to solve new problems. Lessons in the form of a quiz, discussions about a discovery or law, or preparing a report are suitable alternatives. The choice will depend on several factors: the purpose, the stage of the lesson, local conditions, the content of theoretical material and the personality of the teacher. In any case, the variety of teaching methods greatly enlivens educational process and promotes comprehensive development student's personality.

Reproductive learning includes the perception of facts, phenomena and their comprehension (establishing connections, highlighting the main thing, etc.), which leads to understanding. The reproductive nature of thinking involves the active perception and memorization of information communicated by a teacher or other source.

The use of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods.
A lecture is structured in a similar way, in which certain scientific information is presented to the listeners, and appropriate notes are made, recorded by the listeners in the form of short notes.
Visualization in the reproductive method of teaching is also used for the purpose of better and more active assimilation and memorization of information. An example of clarity, for example, is used in the experience of teacher V.F. Shatalova supporting notes. They consistently display especially bright numbers, words and sketches that activate the memorization of the material.
Practical work of a reproductive nature is distinguished by the fact that during the course of it, students apply previously or just acquired knowledge according to a model. At the same time, during practical work Students do not independently increase their knowledge.
Reproductive exercises are especially effective in facilitating the development of practical skills and abilities, since turning into a skill requires repeated actions according to a model.
A reproductively organized conversation is conducted in such a way that the teacher during it relies on facts known to the students, on previously acquired knowledge. The purpose of discussing any hypotheses or assumptions is not set.
Programmed training is most often carried out on the basis of reproductive methods.

Thus, the main feature reproductive education is to convey to students a range of obvious knowledge. The student must memorize educational material, overload the memory, while other mental processes - alternative and independent thinking - are blocked.

The main advantage of this method is economy. It provides the opportunity to transfer a significant amount of knowledge and skills in a minimally short time and with little effort. With repeated repetition, the strength of knowledge can be strong. Reproductive methods are used especially effectively in cases where the content of educational material is primarily informative in nature, is a description of methods of practical action, is very complex and fundamentally new so that students can search for knowledge.

In general, reproductive teaching methods do not allow adequate development of thinking, and especially independence and flexibility of thinking; to develop search skills in students. When used excessively, these methods lead to formalization of the process of acquiring knowledge, and sometimes simply to cramming. It is impossible to successfully develop personality traits using reproductive methods alone, just as it is impossible to develop personality traits such as a creative approach to business and independence. All this requires the use, along with them, of teaching methods that ensure active search activity of students.

4. Reproductive teaching methods

The reproductive nature of thinking involves the active perception and memorization of what is communicated by a teacher or other source educational information. The use of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods. These methods are mainly based on transmitting information using words, demonstrating natural objects, drawings, paintings, graphic images.

To achieve more high level knowledge, the teacher organizes children’s activities to reproduce not only knowledge, but also methods of action.

In this case, much attention should be paid to instruction with demonstration (in lessons artistic work) and an explanation of the sequence and techniques for working with display (in lessons visual arts). By doing practical tasks reproductive, i.e. Children's reproductive activity is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity of the educational material. It is known that in elementary grades children cannot perform the same training exercises. Therefore, you should constantly introduce elements of novelty into the exercises.

When constructing a story reproductively, the teacher formulates facts, evidence, definitions of concepts in a ready-made form, and focuses on the main thing that needs to be learned especially firmly.

A reproductively organized conversation is conducted in such a way that the teacher during it relies on facts already known to the students, on previously acquired knowledge and does not set the task of discussing any hypotheses or assumptions.

Practical work of a reproductive nature is distinguished by the fact that during the course of it, students apply previously or just acquired knowledge according to a model.

At the same time, during practical work, students do not independently increase their knowledge. Reproductive exercises are especially effective in facilitating the development of practical skills, since the transformation of a skill into a skill requires repeated actions according to a model.

Reproductive methods are used especially effectively in cases where the content of educational material is primarily informative, represents a description of methods of practical action, is very complex or fundamentally new so that students can carry out an independent search for knowledge.

In general, reproductive teaching methods do not allow adequate development of schoolchildren’s thinking, and especially independence and flexibility of thinking; to develop students' search skills. When used excessively, these methods contribute to the formalization of the process of acquiring knowledge, and sometimes simply to cramming. Reproductive methods alone cannot successfully develop such personality qualities as a creative approach to work and independence. All this does not allow them to be actively used in technology lessons, but requires the use, along with them, of teaching methods that ensure the active search activity of schoolchildren.

5. Problem-based teaching methods.

The problem-based teaching method involves the formulation of certain problems that are solved as a result of the creative and mental activity of students. This method reveals logic to students scientific knowledge; By creating problematic situations, the teacher encourages students to build hypotheses and reasoning; By conducting experiments and observations, it makes it possible to refute or confirm the assumptions made, and independently draw informed conclusions. In this case, the teacher uses explanations, conversations, demonstrations, observations and experiments. All this creates a problematic situation for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. But it is necessary to take into account age characteristics children.

The presentation of educational material by the method of a problem story assumes that the teacher, in the course of presentation, reflects, proves, generalizes, analyzes facts and leads the thinking of students, making it more active and creative.

One of the methods problem-based learning is a heuristic and problem-search conversation. During the course, the teacher poses a series of consistent and interrelated questions to the students, answering which they must make some assumptions and then try to independently prove their validity, thereby making some independent progress in mastering new knowledge. If during a heuristic conversation such assumptions usually concern only one of the main elements new topic, then during a problem-solving conversation, students resolve a whole series problem situations.

Visual aids for problem-based teaching methods are no longer used only to enhance memorization, but also to set experimental tasks that create problematic situations in the classroom.

Problem-based methods are used primarily for the purpose of developing educational and cognitive skills creative activity, they contribute to a more meaningful and independent acquisition of knowledge.

This method reveals to students the logic of scientific knowledge. Elements of problem-based methodology can be introduced in art lessons in 3rd grade.

Thus, when modeling boats, the teacher demonstrates experiments that pose certain problems for the students. Place a piece of foil in a glass filled with water. Children observe that the foil sinks to the bottom.

Why does foil sink? Children hypothesize that foil is a heavy material, which is why it sinks. Then the teacher makes a box out of foil and carefully lowers it into the glass upside down. Children observe that in this case the same foil is held on the surface of the water. This creates a problematic situation. And the first assumption that heavy materials always sink is not confirmed. This means that the problem is not in the material itself (foil), but in something else. The teacher suggests carefully looking again at the piece of foil and the foil box and establishing how they differ. Students establish that these materials differ only in shape: a piece of foil has a flat shape, and a foil box has a three-dimensional hollow shape. What are hollow objects filled with? (By air). And air has little weight.

It's light. What can be concluded? (Hollow objects, even made from heavy materials like metal, filled with (light (air) do not sink.) Why don’t large sea ships made of metal sink? (Because they are hollow) what happens if a foil box is pierced with an awl? (She will sink.) Why? (Because it will fill with water.) What will happen to the ship if its hull gets a hole and fills with water (The ship will sink.)

Thus, the teacher, creating problem situations, encourages students to build hypotheses, conducting experiments and observations, gives students the opportunity to refute or confirm the assumptions made, and independently draw informed conclusions. In this case, the teacher uses explanations, conversations, demonstrations of objects, observations and experiments.

All this creates problematic situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process closer to secondary school to scientific research.

The use of problem-based methods in art and fine arts lessons is most effective for intensifying activities to resolve problem situations and educational and cognitive activities of students.

The reproductive nature of thinking involves the active perception and memorization of educational information communicated by a teacher or other source. The use of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods. These methods are mainly based on transmitting information using words, demonstrating natural objects, drawings, paintings, and graphic images.

To achieve a higher level of knowledge, the teacher organizes children’s activities to reproduce not only knowledge, but also methods of action.

In this case, much attention should be paid to instruction with demonstration (in art lessons) and an explanation of the sequence and techniques for working with demonstration (in fine arts lessons). When performing practical tasks, reproductive, i.e. Children's reproductive activity is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity of the educational material. It is known that in elementary grades children cannot perform the same training exercises. Therefore, you should constantly introduce elements of novelty into the exercises.

Practical work of a reproductive nature is distinguished by the fact that during the course of it, students apply previously or just acquired knowledge according to a model.

5. Problem-based teaching methods.

The problem-based teaching method involves the formulation of certain problems that are solved as a result of the creative and mental activity of students. This method reveals to students the logic of scientific knowledge; By creating problematic situations, the teacher encourages students to build hypotheses and reasoning; By conducting experiments and observations, it makes it possible to refute or confirm the assumptions made, and independently draw informed conclusions. In this case, the teacher uses explanations, conversations, demonstrations, observations and experiments. All this creates a problematic situation for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. But it is necessary to take into account the age characteristics of children.

One of the methods of problem-based learning is heuristic and problem-search conversation. During the course, the teacher poses a series of consistent and interrelated questions to the students, answering which they must make some assumptions and then try to independently prove their validity, thereby making some independent progress in mastering new knowledge. If during a heuristic conversation such assumptions usually concern only one of the main elements of a new topic, then during a problem-search conversation students resolve a whole series of problematic situations.

Visual aids for problem-based teaching methods are no longer used only to enhance memorization, but also to set experimental tasks that create problematic situations in the classroom.

Problem-based methods are used primarily for the purpose of developing skills through educational and cognitive creative activities; they contribute to a more meaningful and independent acquisition of knowledge.

This method reveals to students the logic of scientific knowledge. Elements of problem-based methodology can be introduced in art lessons in 3rd grade.

The use of problem-based methods in art and fine arts lessons is most effective for intensifying activities to resolve problem situations and educational and cognitive activities of students.