The reproductive method of teaching is a method in which the application of what has been previously learned is carried out based on a pattern or rule. When using this method, students’ activities have the character of an algorithm.
The reproductive method of teaching is used mainly for the successful formation of skills in school-age children, promotes the accurate reproduction of acquired knowledge, their use according to the established model or in altered, but sufficiently identifiable situations. The teacher, using a system of tasks, competently organizes the educational activities of schoolchildren to repeatedly reproduce the knowledge given to them or the specified methods of school activities demonstrated. Even the name of this method outlines only the activity of the student, but from the full description of the method it is clear that it allows for the organizational activity of the teacher that encourages action. A qualified teacher practices the printed and spoken word, subject teaching aids, and his students use these same means to correctly complete tasks, as if having a model that the teacher told them or demonstrated. The reproductive method emerges during the oral reproduction of knowledge communicated to students, during a reproductive conversation, and during the solution of complex physical problems. This method is also used when organizing work of a laboratory and practical nature, the execution of which requires the presence of fairly accurate and detailed instructions.
In order to increase the effectiveness of the reproductive method, teachers and methodologists are developing a special structure of reproductive teaching methods, it includes exercises and tasks (called “didactic materials”), programmed materials that can establish feedback and complete self-control. However, it is necessary to remember the long-known truth that the number of repetitions is not always directly proportional to the quality of the acquired knowledge. Given the general importance of reproduction, the use of a large volume of assignments, tasks, and exercises of the same type reduces students’ interest in the material being learned. Therefore, it is necessary to strictly measure measures for the use of the reproductive method of education, while keeping records of the individual capabilities of schoolchildren. During teaching in schools, the reproductive method is usually used in smooth combination with explanatory and illustrative ones. Over the course of one standard lesson, an experienced teacher is able to explain new material to students using the explanatory and illustrative method, consolidate what has been newly learned by organizing its reproduction, and can also continue to explain new information again. Such an approximate change in teaching methods contributes to a change in the type and form of students’ activities, makes the school lesson more dynamic, and in this way increases the students’ interest in the subject being studied.
To acquire skills, abilities and knowledge through a system of special tasks, the activities of the students being trained are organized to reproduce the knowledge of their activities given to them more than once. The teacher must know what the reproductive method of teaching is - he presents tasks, and the student, in turn, carries them out - solves problems, actively makes plans, and so on. How difficult the task is and the mental abilities of the student directly determine how long, how many times and at what time intervals he must repeat this work. Scientists have found that the assimilation of new words during careful study of a foreign language requires that these words occur approximately 20 times over a certain period of time. In a word, we can say that reproduction and repetition of the method of activity according to a model are the main features of the reproductive method of teaching. This teaching method enriches schoolchildren with knowledge, skills and abilities, forms their main mental operations, such as comparison and generalization, analysis and synthesis, but cannot guarantee the development of creative abilities.
Reproductive education of schoolchildren usually includes a full perception of facts and phenomena, the process of understanding them (establishing the necessary connections, highlighting the main and main point, and so on), which accordingly leads to its understanding. The main feature of reproductive education is to correctly convey some obvious knowledge to students. The student must memorize new educational material, overload his memory, while other mental processes, such as alternative and independent thinking, in turn must be blocked. The reproductive nature of thinking characterizes the active acceptance and memorization of new information presented by teachers and other sources. The use of this method is not possible without the use of verbal, practical and visual methods and teaching techniques, which are the material basis of such methods. The following main features are distinguished in reproductive technologies. The main and significant advantage of this method is its economy. Due to this, it is possible to transfer a considerable amount of knowledge in a minimum period of time with very little personal effort. With repeated repetition, the strength of the acquired knowledge can be strong.
During the reproductive construction of the story, the teacher in a ready-made form presents facts, important definitions of certain concepts, smoothly focuses the attention of schoolchildren on the main things that should be learned first, and most importantly, so that the assimilation takes place in a lasting way. With reproductive methods, the clarity of school education is used for the purpose of more active and accurate memorization of the information received. Special reproductive exercises most effectively promote the development of practical skills and computer skills, since the transformation of skills into skills also requires repeated actions according to the established pattern. Reproductive methods are used to a particular extent in cases where the content of school educational material is informative in nature, is an accurate and detailed description of the methods of all practical actions on computers, and is the most difficult for schoolchildren to carry out independent search and processing of knowledge. Programmed learning most often occurs on the basis of the reproductive method. The method of reproductive direction in a computer science lesson is used when working using simulator programs, for example, such as a keyboard simulator, training and control programs, for example, the principle of computer operation, monitoring knowledge of practical and theoretical material, performing all kinds of introductory and training tasks, exercises with further commenting.
Introductory exercises are used when first getting acquainted with software tools and are usually performed under the strict guidance of your teacher. Tasks with commenting are used to develop in students the ability to correctly work with operations that are difficult to master normally. Thus, commenting will be useful during activities on formatting, as well as copying the taken text. Commenting leads the student to a clear understanding of each of his actions, allows teachers to make significant amendments to various student actions, and competently eliminate incorrect actions and interpretations. Training tasks are aimed at repeated repetition of necessary actions and operations in order to develop skills and abilities. Such exercises combine into one system of presented tasks, which involve a gradual increase in the degree of complexity, as well as creative independence in the activities of students.
In order to increase the effectiveness of the reproductive method, methodologists and didactics, together with psychologists, are developing systems of tasks, exercises, and programmed materials that provide proper self-control, in other words, feedback. Great attention is paid to improving the methods of instructing all students. In addition to oral explanations and demonstrations of work techniques, it is for these purposes that written instructions and detailed diagrams and designs are used, showing film clips and others, in labor lessons - such simulators that will provide full opportunity to quickly master the necessary skills and abilities. In general, the reproductive method of teaching does not provide the opportunity to adequately develop the mental thinking of schoolchildren, and this is especially true with regard to independence and flexibility of thinking, and the development of research skills in students. With the intensive use of these methods, there are often cases when this leads to the formalization of the educational process of acquiring new knowledge, and sometimes simply to ordinary cramming.
Therefore, along with the teaching method discussed above, it is also necessary to use teaching methods that organize the active search activity of students.
The beginning of the twentieth century was a period of active introduction of research teaching methods into mass educational practice. Experts of that time interpreted the concept of “research method of teaching” (“search method”) as broadly as possible. They viewed it as the main and universal way of learning. At the same time, it was interpreted very widely. As a result, it dissolved the reproductive teaching methods necessary in education and lost its specificity. At present, when solving the problem of introducing the research method into educational practice, it is necessary to more strictly delineate its boundaries, and this can only be done by considering it in comparison with the opposite methods - reproductive ones.
It is known that teaching methods have been and are classified on different grounds. From the point of view of the problem we are discussing, the most productive dichotomy is: productive and reproductive methods of teaching. Such approaches to classification significantly simplify the overall picture of the phenomenon, and therefore are very vulnerable and are often criticized, because they, in fact, consider the phenomenon in black and white, and life, as we know, is many times richer. But at this stage of consideration we need this simplification; it will allow us to understand the essence of the problem more clearly.
Let us recall that well-known experts in the field of learning theory M.N. Skatkin and I.Ya. Lerner identified five main general didactic teaching methods:
· explanatory-illustrative (or information-receptive);
· reproductive;
· problematic presentation;
· partially search (heuristic);
· research.
The authors divided these methods, in accordance with the above dichotomy, into two larger groups: reproductive (first and second methods) and productive (fourth and fifth methods). The first group includes methods through which the student assimilates ready-made knowledge and reproduces or reproduces methods of activity already known to him. The second group of methods is characterized by the fact that through them the student independently discovers subjectively and objectively new knowledge as a result of his own research creative activity. Problem presentation - intermediate group. It equally involves both the assimilation of ready-made information and elements of research search.
Reproductive methods
The reproductive group includes two methods: explanatory-illustrative and reproductive.
The explanatory-illustrative method assumes that the teacher communicates ready-made information to children through various means. This method is economical, but it does not allow one to develop practical skills.
The reproductive method assumes that the child not only assimilates information, but also learns to act according to a model. Thus, conditions are created for the formation of skills and abilities through exercises. By acting according to the proposed model, children acquire skills in using knowledge.
Productive methods
There are two of them: partial search and research.
The partial search method assumes that the child takes on part of the work of acquiring knowledge. Research method - that a child’s path to knowledge runs through his own creative, exploratory search.
The research method should be considered as one of the main ways of knowledge, most fully consistent with the nature of the child and modern learning tasks. Its main components are the identification of problems, the development and formulation of hypotheses, observations, experiences, experiments, as well as judgments and conclusions made on their basis.
The real predominance of reproductive methods in modern education, sometimes called traditional, causes many protests from specialists. This criticism is largely fair, but while noting the importance of introducing productive teaching methods into educational practice, we should not forget that reproductive methods should not be viewed as something unnecessary.
Firstly, it must be taken into account that these are the most economical ways of transmitting the generalized and systematized experience of humanity to younger generations. In educational practice, it is not only unnecessary, but even stupid, to ensure that every child discovers everything on his own. There is no need to rediscover all the laws of development of nature and society.
Secondly, the research method gives a greater educational effect only when skillfully combined with reproductive methods. The range of problems studied by children can be significantly expanded, their depth will become much greater, provided that reproductive methods and teaching techniques are skillfully used at the initial stages of children's research.
The third and not the least circumstance is that the use of research methods for obtaining knowledge, even in the situation of discovering “subjectively new”, often requires extraordinary creative abilities from the child, which objectively cannot be so developed.
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4. Reproductive teaching methods
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.
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 business 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 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.
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 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.
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 in a secondary school closer 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.
from French reproduction - reproduction) is a way of organizing students' activities to repeatedly reproduce the knowledge communicated to them and the methods of action shown. R.m. also called instructive-reproductive, because An indispensable feature of this method is instruction. R.m. presupposes the organizing, stimulating activity of the teacher. As the volume of knowledge increases, the frequency of application of R.m. increases. in combination with the information-receptive method, which precedes R.m. for any type of training. A certain role in the implementation of R.m. algorithmic learning may play a role. One of the remedies R.m. - programmed training. R.m. enriches students with knowledge, skills and abilities, forms their foundation. mental operations, but does not guarantee creative development. This goal is achieved by other teaching methods, for example, the research method. See also Complete Absorption System
Excellent definition
Incomplete definition ↓
REPRODUCTIVE METHOD OF TEACHING
from the French reproducuon - reproduction), the method of organizing students' activities to repeatedly reproduce the knowledge communicated to them and the methods of action shown P m is also called instructive-reproductive, because an indispensable feature of this method is the organization of students' activities to reproduce actions with the help of instructions and presentation of tasks By P m, students develop skills and abilities to use acquired knowledge. The need to repeat this educational work depends on the difficulty of the task and on the student’s abilities.
P m involves organizing, stimulating the activities of teachers. Didactics, methodologists, together with psychologists, develop systems of exercises, as well as programmed materials that provide feedback and self-control. Much attention is paid to improving the methods of instructing students. In addition to oral explanations and demonstration of work techniques, written instructions, diagrams, and demonstration of film clips are used , and in labor lessons - simulators that allow you to quickly master the actions
As the volume of knowledge increases, the frequency of use of P m in combination with information-receptive increases. But with any combination of these methods, information-receptive fundamentally precedes P m
Algorithmization of training can play a certain role in the implementation of P m. One of the means of implementing P m is programmed training. P.m. enriches students with knowledge, skills and abilities, forms their basic mental operations (analysis, synthesis, abstraction, etc.), but does not guarantee the creative development of abilities. This goal is achieved by other teaching methods, for example. research method
The thesis about the unity of the content of education and teaching methods is beyond doubt; in this regard, the question of the fundamental principles of the use of productive and reproductive teaching methods becomes particularly relevant. Methodological issues will be covered in detail in subsequent chapters; in this text we will touch upon the problem of methods only to the extent required by the task of clarifying general issues of the theory of learning. Moreover, in some theoretical works of previous years there was a tendency to interpret the concept of “method” as broadly as possible, including content, forms, ways, and means of teaching.
The first stages of the active introduction of a research approach to learning into mass educational practice, for example, noted at the beginning of the 20th century, were characterized by the widest possible range of opinions regarding its content. Teachers of that time considered the research method of teaching (which they also called the “search method”, “experimental-research”, “active-research”, “active-labor”, “research-labor”, “laboratory-research”, “laboratory” and etc.) as the main and at the same time universal method of teaching.
Its interpretation was so broad that it eventually dissolved even traditionally opposed reproductive methods of education. Of course, reproductive methods are also necessary in education, but this is not a reason for their dissolution in research methods. This merger gave rise to confusion, as a result of which the research method simply lost its specificity. At present, when solving the problem of introducing research teaching methods into educational practice, it is necessary to more strictly delineate their boundaries, and this can only be done by considering them in comparison with the opposite methods - reproductive ones.
Teaching methods have always been classified and are classified on different grounds. This is the inalienable right of any researcher, but from the point of view of the problem we are discussing, the most productive dichotomy is: productive and reproductive methods of teaching. Such approaches to classification significantly simplify the overall picture of the phenomenon, and are therefore very vulnerable and often subject to criticism. After all, they, in fact, consider the phenomenon in a “black and white” version, and life, as we know, is many times richer. But at this stage of consideration, we need this simplification; it will allow us to more clearly understand the essence of the problem.
Let us recall that well-known experts in the field of learning theory M. N. Skatkin and I. Ya. Lerner identified five main general didactic teaching methods:
- explanatory-illustrative (or information-receptive);
- reproductive;
- problematic presentation;
- partially search (heuristic);
- research.
The authors divided these methods, in accordance with the above dichotomy, into two larger groups: reproductive (first and second methods) and productive (fourth and fifth methods). The first group includes methods through which the student assimilates ready-made knowledge and reproduces or reproduces methods of activity already known to him. The second group of methods is characterized by the fact that through them the student independently discovers subjectively and objectively new knowledge as a result of his own research and creative activity. Problem presentation - intermediate group. It equally involves both the assimilation of ready-made information and elements of research search.
Reproductive methods. The “explanatory-illustrative” method assumes that the teacher communicates ready-made information through various means. But this method does not allow one to develop practical skills and abilities. Only another method of this group - “reproductive” - makes it possible to take the next step. It provides an opportunity to develop skills and abilities through exercise. By acting according to the proposed model, students acquire skills and abilities to use knowledge.
The real predominance of reproductive methods in modern education, sometimes called traditional, causes many protests from many scientists and practitioners. This criticism is largely fair, but while noting the importance of introducing productive teaching methods into the practice of a modern school, we should not forget that reproductive methods should not be considered as something unnecessary.
Firstly, it must be taken into account that these are the most economical ways of transmitting the generalized and systematized experience of humanity to younger generations. In educational practice, it is not only unnecessary, but even stupid, to ensure that every child discovers everything on his own. There is no need to rediscover all the laws of social development or physics, chemistry, biology, etc.
Secondly, the research method gives a greater educational effect only when skillfully combined with reproductive methods. The range of problems studied by children can be significantly expanded, their depth will become much greater, provided that reproductive methods and teaching techniques are skillfully used at the initial stages of children's research.
The third, and not the last, circumstance is that the use of research methods for obtaining knowledge, even in a situation of discovering something subjectively new, often requires extraordinary creative abilities from the student. In a child, they objectively cannot be formed at such a high level as they can be in an outstanding creator. How many people managed to get hit on the head with an apple, but only Isaac Newton transformed this simple experience into a new physical law. In these conditions, reproductive methods of education can provide significant assistance.
Productive methods. In learning theory, it is customary to consider the “partial search” or “heuristic” method as a certain primary stage that precedes the use of the “research” method. From a formal point of view, this is true, but one should not think that in real educational practice the sequence should be observed: first, a “partial search” method is used, and then a “research” method. In teaching situations, using the "partial search" method can involve significantly higher mental load than many learning options based on the research method.
For example, the “partial search” method involves such complex tasks as: developing the skills to see problems and pose questions, build your own evidence, draw conclusions from the presented facts, make assumptions and make plans for testing them. As one of the options for the “partial search” method, they also consider the way of fragmenting a large task into a set of smaller subtasks, as well as constructing a heuristic conversation consisting of a series of interrelated questions, each of which is a step towards solving a common problem and requires not only activation existing knowledge, but also the search for new ones.
Of course, the elements of research search are presented more fully in the “research” method. At present, the “research” method of teaching should be considered as one of the main ways of cognition, most fully consistent with the nature of the child and modern learning tasks. It is based on the child’s own research search, and not on his assimilation of ready-made knowledge presented by a teacher or teacher.
It is noteworthy that at the beginning of the 20th century, the famous teacher B.V. Vsesvyatsky suggested carefully reading the words “teaching”, “teacher”, and thinking about whether these terms envisage independent actions of children, their activity in learning. To teach means to present something ready-made.
Being a consistent supporter of the research approach to learning, B.V. Vsesvyatsky wrote that research attracts the child to observations and experiments on the properties of individual objects. Both of these, when compared and generalized, ultimately provide a solid foundation of facts, not words, for children’s gradual orientation in their surroundings, for building a solid edifice of knowledge and creating a scientific picture of the world in their own minds. It is also important that this process most fully meets the needs of an active child’s nature; it is certainly colored by positive emotions.
The research method is the path to knowledge through one’s own creative, exploratory search. Its main components are the identification of problems, the development and formulation of hypotheses, observations, experiences, experiments, as well as judgments and conclusions made on their basis. The center of gravity in teaching when using the “research” method is transferred to the facts of reality and their analysis. At the same time, the word, which reigns supreme in traditional teaching, is relegated to the background.
