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Ministry of Education Science
Republic of Kazakhstan
On the topic of: “ACTIVIZATION OF COGNITIVE ACTIVITY THROUGH INTERACTIVE FORMS OF TEACHING IN GEOGRAPHY LESSONS”
Geography teacher
secondary school No. 6
Osadchuk L. A.
Introduction
Society, in the apt expression of the head of our state N.A. Nazarbayev plunged into a state of anemia. Education was faced with a difficult task - to determine a system of values and ideals that corresponded to the new historical era.
Since September 2001, we have been working on new Kazakhstani programs and textbooks. The state education standard requires improving the quality of knowledge. How to achieve high results? It is not easy to answer this question. First of all, the lesson plays an essential role. I completely share the point of view of teacher M.N. Skatkin, who says: “The lesson is a cell of the pedagogical process. It is like the sun in a drop of water, all its sides are reflected. If not all, then a significant part of pedagogy is concentrated in the lesson.”
It is during the lesson that the teacher and student demonstrate joint active cognitive activity in relation to the subject and each other. Geography is a rich science among the school curriculum subjects. When it comes to the information that we have, then no other discipline is our competitor. How much it means when preparing to select the main, essential! How important is knowledge of pedagogy, methodology, and psychology! My pedagogical credo is to see in my student a personality - individual, unique with all the advantages and disadvantages. A person, as a rule, is designed in such a way that he first creates problems and then successfully overcomes them. It is no coincidence that many of us teachers are supporters of developmental education (D.B. Elkonina-V.V. Davydav) After all, this approach arouses in children a contradiction between knowledge and ignorance and creates a need for active perception and comprehension of new educational material. To successfully implement the main provisions of new educational technologies, I deeply studied the theory of developmental learning by L.S. Vygotsky, as well as the educational system of D.B. Elkonina - V.V. Davydova. and personality-oriented developmental education (I.S. Yakimanskaya) Having revised the stereotypes of thinking, I am self-critically, with self-esteem, mastering new pedagogical technologies, trying to skillfully use them in everyday teaching practice.
In order to activate the cognitive activity of students, I try to implement the methodological problem in joint activities with students: “Activation of cognitive activity through interactive forms of learning in geography lessons.” To achieve this, I use an innovative approach to teaching. In everyday teaching practice I use various methods: “person-centered learning”, “elements of critical thinking through the use of debate technology”, interactive methods.
The theory of developmental education allows not only to form knowledge of the fundamentals of science, but, first of all, to carry out an individual approach to each student, to build for each his own trajectory of “advancement” through the material that meets his needs and psychological characteristics. Based on the basic principles of the theory of developmental education, it follows that it is not the knowledge itself that develops the student, but its special construction. The better the learning conditions, the more optimally the student develops, and his subjective experience is revealed. The teacher is the bearer of ways to study scientific material. One of these ways is to design lessons using new technologies.I am firmly convinced that the search for technology for creating success will lead us to very simple pedagogical rules:
- maintain a friendly attitude towards the child during his activities;
- advance, encourage, publicize his advantages, which allow him to achieve success;
- emphasize the exceptional personal qualities of the individual;
- set a high level of motivation;
- relieve fear of upcoming work;
- offer hidden instructions to facilitate the first steps of the upcoming efforts;
- express your confidence that success will be a mandatory outcome of the plan;
- upon completion of the activity, positively evaluate individual aspects of performance. Describe their features.
Such step-by-step formation usually always gives high results in work.
Unfortunately, today many people consider geography in school to be a secondary subject. So maybe this is partly the fault of the geography teachers themselves, who teach uninteresting lessons according to the same boring scheme for everyone: a survey, a boring story and a homework assignment.
But we all must understand that geography is one of the most interesting, necessary and important school subjects; surveys conducted among school students also confirm this.
How should learning be structured so that the learning process becomes interesting and meaningful for both the teacher and the students? I offer interactive forms of training. It helps me maintain good student results in academic and extracurricular activities, the child’s personal development by reducing the share of reproductive activity, ensuring a reduction in student workload and improving the quality of knowledge.
For 5 years now, I have been using innovative technologies in my practice, which allow students to intensify their acquisition of knowledge and skills, develop each student as a creative person with their own contemplation and sense of the world around them.
The experience of conducting non-standard lessons has dramatically increased the effectiveness and quality of training. These include the good grades that graduates receive at the UNT, the participation of schoolchildren in geographical Olympiads, scientific and practical conferences, school certification, in extracurricular activities, and in everyday educational activities. New information technologies, which are widely entering the life of society, on the one hand, require the secondary school to quickly introduce them into the learning process, including in the course of geography, on the other hand, they can significantly expand the scope of educational progress, intensively influencing all aspects student’s personality, including emotional and value components of the psyche
Analytical part
Teaching methods, like all didactics, are going through a difficult period. The goals of general higher education have changed, new curricula are being developed, new approaches to reflecting content through not separate isolated disciplines, but through integrated educational areas. New concepts of education and standards are being created that describe not only the content, but also the requirements for learning outcomes, based on an activity-based approach. It is known that the quality of knowledge is determined by what the learner can do with it.
A sufficient number of problems have accumulated in the methodology of geography that require special research. Among them are such as determining the relationship between facts and theoretical principles in the content of the subject, the problem of integrating an extensive system of geographical knowledge, implementing a regional studies approach in the content of the subject, updating methods, means and forms of organizing training.
The last problem is closely related to the development and implementation of new pedagogical technologies in the educational process. Renewing the education of the younger generation requires the use of non-traditional methods and forms of educational organization. You cannot rely only on explanatory, illustrative and reproductive methods that are widespread in teaching practice.
The modern didactic principle of person-centered learning requires taking into account the psychophysiological characteristics of students, the use of a system-activity approach, special work on organizing the interrelated activities of the teacher and students, which ensures the achievement of clearly planned results
In the Law of the Republic of Kazakhstan “On Education”, in the “Concept for the Development of Education of the Republic of Kazakhstan until 2015”, in the Message of the President of the Republic of Kazakhstan dated 02.18.05. “Kazakhstan must become one of the effectively developing countries in the world. By creating the highest standards for its citizens. A country that does not know how to develop knowledge is doomed to failure in the 21st century. We must create a personnel reserve for the high-tech and lifting industries of the future.” Therefore, today, more than ever, the role and importance of the modern education system is increasing, in which there should be a competent approach to quality, result-oriented learning.
Modern pedagogy is rich in a large number of advanced teaching methods and technologies, but not a single method, no matter how good and unusual it is, produces results until the children themselves need the training. Therefore, analyzing my work over the past years, I came to the conclusion that before giving knowledge, it is necessary to create in children the need for this knowledge and for learning in general. Everyone will probably agree that the educational aspect of the lesson is no less important than the educational one; and also with the fact that these two aspects are interconnected. How will a child get used to doing his job, which is teaching? Will she be attracted to him? Make you think, critically rethink? All this and much more depends on what conditions are created for children in the lesson. The dynamics of development of the domestic educational system dictates a revision of the usual forms and content of education. Many major methodological innovations today are associated with the use of interactive forms. Interactive is the ability to interact or be in a conversation mode, dialogue with something (computer) or someone (person). Consequently, interactive learning is, first of all, dialogue learning, during which interaction between the teacher and the student takes place; the technology of communicative and dialogue activities (V.S. Bibler, S.Yu. Kurganov “Dialogue of Cultures”) requires the teacher to have a creative approach to organizing the educational process, mastery of heuristic conversation techniques, skills to conduct a discussion with students and create conditions for a discussion to arise between students. School geography has great opportunities for the use of communication and dialogue technology. The topics of each course contain many problems and questions for organizing educational disputes: “Is a map a correct or crooked mirror?”, “Is the wind an enemy or a friend of man?”, “Is it necessary to drain the swamps of Western Siberia?”, “Are there prospects for the development of nuclear energy?” ? etc. The rich methodological apparatus of many geography textbooks helps me apply this type of technology. Therefore, as a teacher, I only need to pay attention to the rich possibilities for organizing students’ special work with various components of the textbook. Naturally, it is necessary to specifically train students in the rules of discussion in class.
Even in Athens and Roman schools, teenagers were taught to persuade, debate, and engage in dialogue. Dialogue meant negotiations and free exchange of opinions. When entering into polemics with elders, the young man had to not only master the rules of rhetoric, but also have communication skills, combining a sense of self-respect and self-control with the ability to listen to others, and find the right solution and a convincing thesis in each situation.
During interactive learning in the classroom, students learn to think critically, solve complex problems based on analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other people. To do this, in my lessons I organize individual, pair and group work, use research projects, role-playing games, work with documents and various sources of information, and use creative work. In this case, students become active subjects of the educational process of mutual support, which allows not only to gain new knowledge, but also to develop the cognitive activity itself, transferring it to higher forms of cooperation and cooperation. The teacher ensures dialogical communication in the process of acquiring new knowledge between the teacher and students, between students (for example, continuing the work begun in the lesson in the form of preparing scientific projects, defending which, the student learns to defend his point of view, shows the level of research culture, the ability to speak in front of a group, reasoned defend the idea of the project, etc.).
Interactive learning is a special form of organizing cognitive activity with very specific and predictable goals.
One of these goals is to create comfortable learning conditions in which the student feels successful and intellectually competent, which makes the learning process itself productive.
One of the forms of interactive learning that I use in my lessons is a workshop, which I use in 10th grade lessons when studying the G7 countries. The essence of it is that some of the students in the lesson are combined into groups, and each group receives a task for a limited time. After which the group reports on its work in one form or another. The most effective is “public defense”: one representative of the group goes to the board, tells the class (the part that is not occupied in other groups) about the problem and how the group solved it, and answers questions. My task is to organize an informal defense so that the questions asked are meaningful and interesting.
Project-based learning is indirect, and it is not only the results that are valuable here, but rather the process itself. The project can be individual, but usually each project is the result of coordinated joint actions of a group of students. In its full form, work on the project goes through 5 stages, where I myself:
1) I help students find sources;
2) I am a source of information;
3) I coordinate the entire process;
4) I support and encourage students;
5) I support continuous feedback.
Project-based learning activates true student skill because it:
A) personally oriented;
B) self-motivated, which means an increase in interest and involvement in the work as it is completed;
B) supports pedagogical goals at all levels;
D) brings satisfaction to students who see the product of their own labor.
My students really like the project method and their work becomes more and more perfect each time, not only creative work is observed in them. But also the growth of independently acquired knowledge, an example of the use of project methods can be the work of my students Georgy Oreshkin and Daniyar Kapezov “Ecological state of Lake Shortankol”. This project in 2007 took 1st place in the regional competition of the NOU “Ecology and Children” and 3rd place in the regional republican scientific conference
In my lessons I use elements of advanced learning technology. It is one of the developmental technologies that can be used in middle and high schools in teaching various disciplines. The level of knowledge increases the criteria of the standard and program, allows the teacher to more fully take into account the characteristics of students, and students have the opportunity to study at a higher level of complexity if they are interested. A child may not be a great scientist, but he needs to learn to be an independent person, capable of analyzing his actions, behavior, self-improvement, and realizing himself in the world around him.”
A child may not be a great scientist, but he needs to learn to be an independent person, capable of analyzing his actions, behavior, self-improvement, and realizing himself in the world around him.”
The subject of geography is studied in the school course from grades 6 to 11. The volume of material is enormous, but every year the material becomes denser and the clock grid changes. Much of what students need to know is left out of the curriculum or learned in passing. This is why the theory of advanced learning is very useful. Starting from grade 6, students study additional literature on the subject to expand and deepen their knowledge. Schoolchildren take part with interest in searching for new data on a given topic, and an interest in the subject is instilled. This independently acquired knowledge of students can be very clearly seen during extracurricular activities in the subject. Based on elements of this technology, I conduct lessons on learning new material with the help of consultants and group work. I practice this type of work in grades 7-11.
For example, when studying the topic “Natural zones of Eurasia” in 7th grade, I divided the class into separate groups, each group had an advanced task. The tasks and response schedule were agreed upon with the consultants in advance. The consultants acted as group leaders, distributed responsibilities within the group, and assessed the work of their comrades. As a result of lengthy preparation and study of additional literature, the lesson was very interesting. In a short period of time, the lesson was analyzed and summarized by the students themselves, and good grades were obtained.
I also use elements of advanced learning in lessons of generalization and consolidation through games when completing individual blocks or sections.
Play is one of the oldest means of raising and teaching children. It has long been established that games in combination with other methodological techniques and forms of teaching can increase the effectiveness of teaching. In geography lessons I use role-playing games, when in the process the participants act out certain life situations, and at the same time play real participants in these situations.
For example, travel lessons to a studied continent or country, conference lessons. In a 7th grade lesson, while studying the topic “The Population of North America,” several students played the roles of indigenous people of the mainland. During the lesson, the class interacted with the “local population” and learned a lot about their way of life, traditions, customs, and historical past. Naturally, students playing the role of indigenous people were given an advanced task. The lesson was very interesting and exciting.
Operational games are also effective, where additional rules are introduced that the participants have to take into account, for example: the game “Lucky Chance”, “What? Where? When?", "The most, the most...", "Duel", "Field of Miracles", "Brainstorm or blitz survey" For example, I conduct the game "Field of Miracles" in 7th grade when studying the topic: "Natural areas", where students The task is given in advance to create a crossword puzzle on the topic “Animals of the continent...” The authors of the best crossword puzzles are invited to the game. The rules are the same as in the television program “Field of Miracles”. Crossword puzzles compiled by students can be used in further work “Geographical KVN”,
For example, a KVN lesson on the topic: “Natural areas of Kazakhstan”
I split the class into two teams. Within 5 minutes, each team comes up with a motto, a name and chooses a captain. Then I carry out a breakdown of “what zone is this?” I read passages about the zones (if spring is rainy, and this entire natural zone will be covered with tall, lush grass, and the ravines and beams will be overgrown with feather grass that is thick up to a person’s waist) The teams answer in chorus (2 natural zones for each team).
1 point for each answer
3 main task (up to 15 points) teams receive a list of questions. 5 minutes are given for discussion. Both teams receive the same questions, but the illustrations are different.
Questions: a) In what natural zone do these plants grow? What do you know about them?
B) In what natural area do these animals live? What do you know about them?
Q) What natural area is shown in the illustration? Why do you think so?
Task 4 captain competition:
1Write the names of all natural zones of the country at speed, and opposite each zone - the name of the soil. (6 points)
2How does a semi-desert differ from a desert? (1 point)
3What do the forest-steppe zone and the steppe zone have in common? (2 points)
Task 5 “Who is faster?” (5 points)
You need to write on the board as many names of plants and animals of the natural area as possible. All team members take part in turn. For one exit, you can only write one name.
5Summing up (The winning team gets 5)
Such lessons allow you to repeat the studied material in a playful way and develop the ability to identify various signs of natural phenomena. Reinforce students' knowledge of concepts.
If I turned to you now with the question: “How to make a lesson interesting, visual, dynamic?”, I think each of you would give more than one recommendation. There are many ways. I would like to focus on the one that can be used by a teacher who has a computer at his disposal.
Interactivity (or openness to communication) takes on special significance these days. Interactive today are the means and devices that provide continuous interactive interaction between the computer and the user. Now, in the conditions of informatization of the educational process and the gigantic growth of information flows, the task for secondary schools is to teach students to independently and quickly obtain the necessary information, to be able to quickly analyze and model it. New means are being introduced into the school learning process: video programs, audio courses, electronic training programs. It is especially necessary to highlight the idea of creating an electronic textbook. This textbook is created on the basis of special software for PCs. The possibilities of the electronic textbook are almost limitless. Along with the text, all kinds of graphs, tables, tasks for practical work, the electronic textbook includes an expert system that automatically, unnoticed by the student, customizes the curriculum to the individual characteristics of each student. In addition, the student himself can choose the most appropriate path for mastering the material, up to completely refusing the services of an “electronic teacher”, using the machine only as a testing tool.
Information and communication technologies have a more noticeable impact on the content, forms and methods of teaching that I use at the present stage
Thus, the appearance of the computer in educational activities was a catalyst for those trends that showed the informational essence of the learning process. The opportunity to actively use computer technology appears more and more every year. Our school has an excellent computer room (13 computers connected to a local network); students also have more and more computers at home, which allows them to manage students’ independent activities. According to my instructions and with my help, students complete quite complex tasks in preparing research papers, drawing up prospectuses, travel presentations, slide projects. In my teaching activities, I have been using electronic textbooks on geography for grades 6, 7, 8, 9, 10 for three years now. , developed by the Republican Multimedia Center, which are available in the geography classroom.
The use of electronic teaching aids allows you to improve the quality of training, make it dynamic, and solve several problems - visibility, accessibility, individuality, control, independence. The electronic textbook activates educational and cognitive activity and allows for a differentiated approach to each student, which makes it possible to independently study the proposed material without the help of a teacher and expand their horizons. The introduction of modern information computer technologies into the educational process ensures the unity of educational, developmental and educational functions of training.
I developed and taught lessons using electronic textbooks in the 10th grade on the topics “World Population”, “Natural Resources of the World”, “World Economy”, “Geography of World Economy Industries”
Multimedia technologies have transformed educational visualization from statistical to dynamic, since it has become possible to track the processes being studied over time.
Realizing that the use of multimedia tools in the lesson will not be able to solve all the problems of education (an effective tool in inept hands acquires the opposite properties, begins to interfere, burden and confuse), I clearly think through the purpose of each lesson, and what means for its implementation will be more effective. In my work I conduct lessons, fully using information capabilities. Why did I master the program and, together with a computer science teacher, teach it to my students. Microsoft programs are used in lessons: Word; Power Point applications; Excel; Adobe PhotoShop.
Creating a presentation using the Microsoft Power Point computer program on the topic “Soils of Kazakhstan” made it possible to increase motivational activity in lessons on this topic and study it, as well as a number of other topics in the form of block lessons. A presentation created using this program can be changed, supplemented or redone if necessary.
The use of such programs allows me to expand the horizons of students, intensify their cognitive activity, get as much information as possible in less time, and most importantly, be able to independently find the necessary information.
Creative work occupies a special place in geography lessons. Every cultured and educated person needs geographical knowledge, especially knowledge about his country, his region. Currently, along with the implementation of program work in geography, I began to use students’ creative works in teaching practice. Trainees increasingly perform this work electronically. With the help of computer technology, students completed creative work in the 8th grade on the topics: “Description of one of the peoples inhabiting the Republic of Kazakhstan, its traditions, customs, modern problems”, “My geographical discovery”, “Natural disasters of the planet Earth”, etc., design work on the topic “Economy of the Troitsky village today and tomorrow”, “Demographic problems and ways to solve them”. The creative works of students make it possible to judge their horizons on various topics, orienting students to work with additional sources of geographical knowledge. And again, an information resource comes to the rescue. Research work allows me to develop a sustainable interest in geography to create an orientation and motivational basis for an informed choice of profession. More and more often I turn to the project method.
I assign tasks in a differentiated manner depending on the inclinations and interests of the students. When explaining new material in class, I comment on the information appearing on the screen, accompanying it with additional explanations and examples if necessary. And when consolidating the material they have covered, I often offer students work with the text of an electronic textbook, workshops, and interactive tests. At the same time, group, individual and differentiated forms of organizing educational activities are used. I use ICT in preparing and conducting non-traditional forms of lessons. For example, a multimedia school lecture on the topic “Africa Beyond the Sea.”
I give a special place in my educational activities to travel lessons. Can geography be geography without travel? Every person is born a dreamer traveler; in childhood, reading the books of J. Verne, we strive to set foot on an unknown, but alluring shore with secrets. The world of distant countries calls for itself, but in real life not everyone manages to become a participant in discoveries and then their hearts respond with sadness to the lines of R. Rozhdestvensky read:
“I regret that I did not see the face of the whole Earth...”
And then telecommunications and information technologies help, we will go even to the ends of the earth. And the students turn into inquisitive seekers of knowledge.
The language of geography is the map. Geography without nomenclature is not geography. And again the computer comes to our aid, from where you can always project any map onto the screen.
Among them, a special role is played by the use of interactive maps in geography lessons. They effectively complement existing sets of educational materials and sometimes successfully compete with them due to their technical capabilities.
An image is just one of the tools for conveying information. While working with an interactive map, the student perceives information simultaneously both visually and auditorily. This combination of information received creates favorable conditions for understanding and mastering the material being studied.
My experience of using interactive maps in the educational process emphasized the undoubted advantages of this type of teaching, especially when studying material that requires a large number of visual aids.
I use maps in geography lessons more effectively than existing practice if the following conditions are met:
students are involved in the selection and structuring of educational information;
Students are given the opportunity to act as lecturers in class.
While teaching a lesson, I do not remove the student from the educational process. Interactive dialogue as I answer student questions is an important part of success.
I carry out three main types of work with an electronic card:
working with map layers;
work with additional material;
use of additional program features (making drawings, inscriptions, etc.).
Working with map layers
The most useful feature of electronic maps is the ability to combine their layers. This allows us to identify cause-and-effect relationships and patterns. For example, a layer with relief can be superimposed on a map of the structure of the earth's crust and a conclusion can be drawn about the correspondence of large landforms to certain structures of the earth's crust. The technique of overlaying maps is also relevant when studying economic sectors. By comparing the maps “Electric power industry of Kazakhstan”, “Fuel resources” and “Population density”, students identify patterns in the location of power plants of different types throughout the territory of our country.
By combining map layers, firstly, you can remove information from it that is not relevant for this lesson. Secondly, using a different combination of layers based on a base map, you can create a whole set of specialized maps, for example, maps without names (for organizing individual answers at the board and conducting geographic dictations); partially labeled maps (for example, with the names of only land features); contour maps.
Working with additional material
Another important characteristic of electronic cards is the presence of an information block. This block reflects the specifics of the map, focusing attention on the most significant features of geographical objects and territories. For example, an information block for a physical map of the hemispheres contains information about the largest rivers, lakes, landforms of the Earth, etc.
Most additional materials are provided with illustrations. This increases the visibility of the manual and also makes it possible to diversify the forms of work in the lesson. For example, based on photographs of geographical objects and legend points, you can discuss the meaning of each symbol on the map, give a detailed description of the object, and compare objects.
Comparison of map fragments and satellite images allows students to better understand what a map is, and also well illustrates the distortions that occur when the surface of a spherical Earth is transferred to a plane (a discussion of this problem can be based on a comparison of the shape of Australia on a map and on a satellite photograph).
Using additional program features
The drawing function significantly expands the scope of electronic maps in the classroom and increases their visibility. It becomes possible to highlight an object or group of objects that need attention, add information to the map (for example, about wind directions to explain the pattern of ocean currents), etc.
The drawing function can be used when performing creative tasks (for example, restoring the shape of objects belonging to layers removed from the map).
The ability to put signatures on a map facilitates the procedure for organizing geographic dictations (work devoted to testing knowledge of nomenclature), and allows students to assign tasks to classify or sort objects (for example, arrange mountains in decreasing order of their predominant height). .
Another form of training is “Debate”
M. Monakhov gives the following definition of debate as “... pedagogical technology - a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of conditions for students and teachers.” If you follow this definition, debate is certainly a technology, both educational and pedagogical technology, since it contains a large educational component. Using debate technology in lessons, I observe an increase in the level of academic performance, positive changes in the personal qualities and behavior of those participating in this program. I note the broadening of the general horizons of the children. During the lessons, students' answers are distinguished by a comprehensive approach, deep analysis, and do not consist only of reproducing read and memorized material; there is a more creative approach when preparing homework. All this, of course, contributes to a deeper understanding of the topic, the entire subject being studied. I also note confidence when speaking in public; demonstration of leadership abilities; students occupy a higher status in the group.
The Debate program helps students realize their intellectual abilities, teaches them to think more freely and live actively. This will help them in the future to take their rightful place in society. The introduction of the “Debate” program into the variable part of the school curriculum will contribute to the qualitative improvement of the student’s personality, the formation of new dialogical, humanistic and analytical thinking; increasing the integrity of the pedagogical process; the use of debate technology corresponds to the ideas of updating secondary education based on the education of a dynamically developing and socially active personality.
In school practice, debate technology is used, as a rule, by teacher-coaches. The possibilities for using debate technology are much wider. The fundamental difference between debate technology is its focus not on knowledge, but on the student acquiring positive experience of independent work. Possession and operation of various techniques and methods of debating techniques allows you to navigate more freely in any situation and find effective solutions and exits. Flexibility of thinking allows you to avoid stereotyping in thoughts and actions. Meanwhile, it is openness and flexibility of ideas that are an integral feature of the intelligence of our time. In addition, when using debate pedagogical technology, a large amount of material is covered. In this regard, teachers are increasingly using debate technologies when constructing a lesson.
“Debates” are an effective teaching tool, a new pedagogical technology that is used
In class, as an element of the lesson
Student certification and testing form
In students' research activities to develop skills in working with information
In educational work
To develop leadership qualities, the ability to work individually and in a team. Basic Elements of Debate
The essence of the debate is that two teams put forward their arguments and counter-arguments regarding the proposed thesis in order to convince a neutral third party and judges of their correctness.
Subject. The topic must be relevant, address significant issues, be suitable for debate, that is, have alternative options. The topic of debate should be formulated in the form of a statement (for example, “The negative impact of human activity on nature” when studying the topic in 7th grade: “The relationship between nature and society”)
The approver tries to convince the judges of the correctness
their positions regarding the formulation of the topic.
The denying party tries to convince the judge that the affirming party's position is incorrect because its argument is flawed.
Arguments.
Each team, for the purpose of proof, creates a system of arguments with the help of which it tries to convince the judge that its position is the most correct.
Support and evidence.
Along with their arguments, debaters must provide supporting evidence (quotes, facts, etc.) to prove their position.
Cross questions.
The largest number of types of debates provide each participant with the opportunity to answer the opponent’s questions.
I also use certain elements of debate technology, while changing some of the debate rules.
For example:
The time limit for speeches is being reduced;
the number of players in teams increases;
questions from the class are allowed;
“Support groups” are organized that teams can turn to for help during timeouts;
role-playing is carried out, that is, students play a role;
a “group of experts” is created, which can either perform the functions of refereeing, or summarize the game, demonstrating clashes of positions, or develop a compromise solution, which is often necessary to achieve educational goals;
A round table is one of the most common forms of debate, in which up to 10-20 participants participate “as equals”, and during it an exchange of opinions occurs between the participants.
“Aquarium” stands out among debate models in that its content is closely determined by contradictions, disagreements, and sometimes conflicts in a team of students and teachers on a certain issue. The mechanism for carrying out the “aquarium technique”:
The discussion participants are divided into two groups (or maybe three), which are located in a circle in the classroom.
Members of each group select a representative or chairman who will defend its position during the discussion.
All participants are familiar with the topic being discussed in advance, so they have the opportunity to exchange opinions before the discussion begins. (You can propose a topic at the beginning of the discussion, then the members of the “aquarium” should discuss it for 15-20 minutes and develop a common point of view.)
Representatives of the groups gather in the center of the circles and have the opportunity to express the opinion of the group, defending its positions. The remaining participants in the “aquarium”, without expressing their opinions, can only pass notes during the discussion, where they express their thoughts.
Group representatives may take a break to consult with other group members.
The fishbowl discussion ends when the allotted time has elapsed or a decision has been made.
An example would be debate
Dialogue is a confirmation for an individual of his value and, as a result, the birth of a desire to become even better. Consequently, the subject of dialogue always lies in the context of the personal goals, interests, and meanings of the interlocutors. The more this is true for both the teacher and the student, the more natural and productive their dialogue is. Dialogue is never limited to mastering the subject. It is always supra-subjective, expanding the boundaries of the knowable through the exchange of not only information, but also assessments, meanings, and hypotheses.
Dialogue touches the emotional sphere of the student. He worries, is indignant when he is convinced of the wrongness, of the inconsistency of his position in the dispute, and, on the contrary, rejoices when his arguments are accepted. The emotional and aesthetic aspect of dialogue cannot be entirely attributed only to the external form of the educational lesson. It is organically connected with the content, but goes beyond the logical subjectivity, naturally turning to the personal sphere of the participants in the dialogue. Knowledge acquired in dialogue interaction is decorated with a special emotional connotation.
Dialogue is not just talking. This is a joint “business”, cooperation. Dialogue also acts as a unique technology for assimilating emotional and value experience, the experience of meaning-seeking activity when studying various subjects, including history and geography.
Thus, many researchers pay attention to the interaction of participants in dialogic communication, their speech activity, and their impact on each other in the process of joint learning activities. It is dialogue, as a special level of the communicative process, that meets the human need for deep personal contact. Only through dialogue does the ability to think critically develop. In conversation, in asking, conditions are created for the interaction of understanding consciousnesses. Dialogue today is not just a pedagogical method and form, but is becoming a priority principle of education.
Most researchers identify mental tasks as part of a dialogue, which are also called educational-cognitive tasks, implying a question, a hypothesis, argumentation, and the correct answer. Dialogue is a form of thinking that allows you to participate in the creation of another’s hypothesis, and its structure includes: generating a problem and forming a search for a solution to the problem; explaining to the partner the solution found; comparison of hypotheses; statement of conclusion; correct answer.
Mercer and Littleton showed in their work that dialogue in the classroom can contribute to students' intellectual development and their learning performance. Based on all this, I develop my lessons, where dialogue plays a leading role. With this approach, the interaction between me and the students is interactive, spiritual, productive, eventful, and therefore dialogical. Throughout the lessons, when working in pairs and groups, children actively engaged in dialogue, made up questions, and asked questions to each other.
In the process, dialogue is a complex teaching method that implements the hierarchy of goals of student-centered learning:
- At the didactic level, it ensures mastery of various methods, ways of solving problems, their generalization and systematization, integration of knowledge and skills; at the developmental level, dialogue ensures the development of divergent thinking, the development of cognitive and research skills, and provides a true understanding of the subject being studied; at the personal level, dialogue awakens thought, provides an opportunity to experience the surprise of decisions, their originality, causing surprise, shock and delight.
In class, I switched to active use of exploratory conversations during class. Since the subject of history and geography is a subject on which it is necessary to conduct research, I think this type of conversation is very important in the lesson. Exploratory conversation allows you to:
- Offer relevant information to everyone; everyone's ideas are regarded as useful, but these ideas are carefully evaluated; participants ask each other questions; Participants write questions based on Bloom's taxonomy.
During research in the classroom, we, together with the children, create a situation that requires permission from the students themselves. Thus, motivation arises to solve this problem. Students, under my guidance, form a hypothesis. To make the result more effective, I divide the class into groups. During the lesson, each group is given the opportunity, within the allotted time, to discuss possible ways of obtaining information, indicating what kind of information is required in this case, from what sources and how this information should be obtained and processed in order to prove the hypothesis. At this time, I provide the necessary consulting support to the groups.
I use group work and active dialogue in all my lessons. Together with the students, I actively participate in the discussion and, if necessary, correct and guide the students’ thoughts. At the same time, I make notes for myself about what kind of help this group needs and where they can get information. This work, as I noted for myself, allows me to get to know children better, understand what kind of help they need, and teaches me to direct students’ thoughts in the right direction. I came to the conclusion that from lesson to lesson children are increasingly able to express their thoughts and are gradually mastering more information on the subject. Questions during the lesson increase the mental activity of students and allow everyone to speak out. Questions stimulate the child to think, analyze, select answer options, prove, and also provide an opportunity for other students to participate in the discussion. Teaching through problematic questions (elements of dialogue) that I used during lessons allowed students to comprehend the material being studied and master it on a deeper semantic level. Schoolchildren's life ideas do not always coincide with scientific facts. I offer the children practical tasks, during which they are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.
Analyzing my lessons, I noted that the following achievements of students can be traced:
- The students’ special speech in a monologue began to improve, they began to competently use terms, name dates and events, etc., in dialogues they developed the ability to reproduce educational material for a partner, listen to him, explain to him, a tendency appeared to give their own, rather than book examples. students began to calmly enter into dialogues with adults, not being afraid to ask questions, formulating them correctly, not only in geography, but also from other areas of knowledge, value orientations in the study group changed towards the priority of education and culture of communication, the word “ control". Now for children this is not a grade, but a constant and continuous correction of written and oral speech and practical skills.
The 19th century German educator Adolf Diesterweg argued that a bad teacher teaches the truth, a good teacher teaches to find it. Therefore, in the dialogue, my role as a teacher in no way comes down to the role of a “transmitter” of knowledge, imposing my way of thinking, my vision of the problem, my way of solving problems, my task comes down to directing the students’ activities to achieve the goals of the lesson. Students not only and not so much consolidate the material they have already learned, but rather learn new ones.
Lessons conducted using this method increase students’ interest in the subject, broaden their horizons, improve their general culture and, most importantly, deepen their understanding of the material being studied. Dialogue helps students learn to listen and hear each other, complement information and analyze it.
Literature:
“The use of dialogue learning in geography lessons”, Vasko O. V. “Creation of problem situations as one of the conditions for enhancing the mental activity of students in geography lessons.” Kanishcheva O. V.
15240-666115 Loktionova Svetlana Vladimirovna,
Level 1 certified teacher
history and social science,
School No. 10 named after Chokan Valikhanov, Taldykorgan Development of students’ cognitive interest in the study of history through the use of new approaches to teaching
The problem of activating the cognitive interest of adolescent students is “as old as the hills,” but still remains relevant. After all, no matter how lofty a teacher’s plans may be, they all turn to dust if children have no desire to learn. That is why “nurturing or arousing interest in a subject” (M.M. Potashnik) is the key to learning and knowledge, in our opinion. If in elementary school children study, as a rule, with desire, then around the 5th grade this flame gradually fades away. Practical teachers consider adolescence to be the most difficult period from the point of view of training and education. The famous publicist Soloveichik S. expressed his attitude towards him very clearly: “In grades 6–7, the teacher needs to be patient and wait for this time to pass.” Is everything really so hopeless?
While studying at advanced training courses, I became acquainted with the Cambridge University course program, which is based on studying the idea of 7 modules. I received theoretical and practical knowledge on the implementation of seven modules in the learning process. The main task is to understand the essence of this program, aimed at improving education, which does not stand still and is constantly being improved. Currently, traditional methods are being replaced by innovative technologies, where the main role in the educational process is already given to the student, and the teacher only directs his actions for independent successful learning. The main role is given to cooperation between teacher and student, student - student. You can’t assume that students’ cognitive interest will be high; you just have to teach an interesting lesson “from time to time.” Here, as in everything else, an integrated approach is needed. Group work promotes team unity. I took a lot of interesting things for myself: greetings, trainings that had a positive impact on my attitude and rethinking of my teaching activities. This work helped me understand that “a collaborative environment, which is a philosophy of interaction” (Teacher's Guide, p. 228) produces results.
Cognitive interest is one of the components of educational motivation, and it, in turn, in our understanding, is ensured through an activity-based approach, active forms of learning, organizing the educational process through a system of educational tasks, and implementing the principles of developmental education Elkonina D.B., Davydova V. IN. within the framework of historical education. In the process of pedagogical activity, the following factors are taken into account in order to increase cognitive interest and create conditions for the formation of educational motivation:
active teaching methods: a necessary condition for creating interest among students in the content of learning and in the learning activity itself is the opportunity to demonstrate mental independence and initiative in learning. The more active the teaching methods, the easier it is to get students interested in them. The main means of cultivating a sustainable interest in learning is the use of questions and tasks, the solution of which requires students to actively search;
creating a problem situation, combining the difficulty of the educational material and the learning task with feasibility: the creation of a problem situation, the confrontation of students with a difficulty that they cannot solve with the help of existing knowledge, plays a large role in the formation of interest in learning; When faced with a difficulty, they become convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only work that requires constant tension is interesting. Light material does not cause interest. The difficulty of educational material and a learning task leads to an increase in interest only when this difficulty is feasible and surmountable, otherwise interest quickly falls;
emotional coloring, the living word of the teacher.
We will talk about some forms of organizing training (upbringing), including different types of cognitive activity of students, which have been successfully tested. When preparing and conducting them, a variety of means and methods were used to organize active cognitive activity of students, for example: role-playing, staging, acting out scenes “Bring the Picture to Life”, etc.; group work on creating a project; production of crafts, business cards, their protection; performing creative work (historical essay, argumentative essay, historical portrait); work in a creative group to complete various tasks; discussion of problematic issues; solving crossword puzzles; answering questions in competitive mode; work with additional literature; determining and presenting one’s own position on any issue.
Solving any problems relating to the development, education and upbringing of a child cannot be successful without a careful analysis of them from the point of view of the content and conditions of a particular age stage. The outstanding scientist of the first half of the 20th century, L.S. Vygotsky, dealt with the problems of developmental and educational psychology. He owns a fundamental theory of human mental development, which still has serious practical significance. Vygotsky is the creator of the cultural-historical theory of mental development. According to this concept, at each stage of a person’s life, among many other types of activities performed by him, there is some main activity that determines the emergence and formation of the main psychological new formations of this stage. Elkonin D.B. completed Vygotsky's work on the periodization of needs. According to this theory, in adolescence (10/12 – 15 years) the leading activity is “socially useful”, intimate and personal communication with peers. A person begins to focus his behavior not on adults (parents, teachers), but on people like him (friends, classmates). During this period, “personality” is formed. The main thing for teenagers is self-identification, self-expression, self-realization, and successful socialization. How to find a way out of this situation? How to organize the activities of teenagers so that they, while realizing themselves in meaningful communication with peers, do not at the same time lose interest in educational work? The search for answers to the questions posed formed the basis of our pedagogical activities aimed at increasing the cognitive interest of second-level students.
At middle school age (10 – 15 years), the task of generalizing and systematizing material, eliminating gaps in students’ knowledge can be successfully solved by competitive methods and gaming activities (quizzes, various games, competitions). The playful nature of such activities creates creative freedom and allows students with different individual abilities to express themselves. When conducting such events, active cognitive activity of students develops. Competitiveness contributes to the formation of cognitive interests and the development of positive emotions. Often, what is much more important is not the result, the event itself, but the process of preparing for it, when students unite, negotiate, distribute roles and responsibilities, and show independence, initiative and creativity.
When preparing for an intellectual-cognitive game, students repeat dates, concepts, basic information about events, phenomena, and historical figures of the era. There is a division into groups based on interests: some are preparing a performance, a coat of arms with a motto, others, having turned into “participants in a medieval workshop,” are making a masterpiece (product), and others are preparing for the competition “Bring the Picture to Life.” Of course, it is very important that the teacher gets the children interested, gives clear instructions, and helps in the preparation process. And the main result of such work will not be long in coming - satisfaction and joy in the eyes of children, as well as the question: “When will we have such a game again?”
Adolescence is characterized by the desire to participate in discussions and disputes. It is well known that in history to this day there remains a certain range of questions, the “correct” answers to which do not exist. All this can be used very successfully during a dispute. Such a debate was held among 8th grade students as part of the study of the new history of the 19th century “Who is he - a genius or a villain? (about Napoleon Bonaparte).” In preparation for a similar debate “In politics, whoever is a genius is a villain” (about Peter I), a detailed plan was offered to students in advance. In the process of preparation, they studied the recommended literature on the topic, wrote creative works, became acquainted with different points of view on the personality and activities of Peter I. During the discussion of issues, students demonstrated knowledge of the historical era, the ability to argue and generalize, speak and listen to each other, and respect different opinions . It is very important that in the process of preparing and participating in the debate, the children create an objective idea of the essence of the scientific dispute about the personality of Peter I, and they are determined in their attitude towards this extraordinary ruler. Based on the results of the preparation and conduct of the debate, a booklet was created, which included: fragments of works by famous historians about Peter I; excerpts from fiction devoted to the personality and activities of Peter; a comparative table of historians’ views on the personality and activities of Peter I; the best creative works (essays) of students about Peter the Great and his reforms; diagrams, tables, diagrams. One of the means of activating students’ cognitive activity, developing creativity and at the same time forming certain personal qualities is the project method, which we have successfully tested. Based on this experience, it can be noted that the introduction of elements of students’ research activities allows the teacher not only and not so much to teach, but to help the student learn and direct his cognitive activity. Three “pillars” on which this technology rests: independence, activity, effectiveness. When completing a project, students find themselves in an environment of uncertainty, but this is precisely what activates their cognitive activity. The teacher’s task is to ensure that in the process of implementing projects a logical chain is implemented: interest, choice – success (failure) – reflection – adequate assessment (self-esteem) – reflection (according to I. Chechel).
Of course, we cannot say that only the presented approach allows us to achieve high results, since it is not a reflection of the entire system of work. But, in my opinion, its use can certainly help to intensify the cognitive interest of second-level students in the study of history.
List of used literature:
Andreev V.I. Pedagogy of creative self-development. Book 1. Ed. Kazan University, 1996. P.152–197.
Vygotsky L.S. Questions of child psychology. S-P., 1997.
Goldenberg M.L. Technology of the project method in teaching history // Teaching history at school. 2001. No. 4. pp.71–72.
Goncharova A.I. Debate in a history lesson. // Teaching history at school. 1998. No. 5. P. 36–38
Zimnyaya I.A. Pedagogical psychology. M., 1999. pp. 217–233.
Kochetov N.S. Non-standard lessons at school. History (grades 8–11). Volgograd, 2002. P.3–6.
Geography teacher, Municipal Budgetary Educational Institution Secondary School No. 7, Mineralnye Vody Sidyuk Lyubov Afanasyevna.
As part of the implementation of the new generation Federal State Educational Standards, the use of modern educational
technology in geography lessons has become a necessary phenomenon. During implementation
school curriculum studied in detail and began to use in her pedagogical
work technology of dialogue training. Dialogue is a component of the problem
training.
The technology of problem dialogue is a technology that ensures creative assimilation
knowledge by students through a dialogue specially organized by the teacher.
There are two types of dialogue: motivating and leading.
Incentive dialogue consists of individual stimulating remarks that help
the student to work truly creatively.
Leading dialogue is a system of questions and tasks that
activates and, accordingly, develops the logical thinking of students. In class, in
In dialogue, I help schoolchildren pose a learning problem, i.e. formulate a topic
lesson or research question, thereby arousing students' interest in new
material, forming cognitive motivation. Then, using one of the dialogs
I organize a search for a solution, or the “discovery” of new knowledge. In this case, complete
students’ understanding of the material. Using problem presentation (lecture, story)
I present information in an unusual form so as to activate the students’ process
thinking. When studying topics related to the climate of a particular country, I suggest
compare the average June temperatures in different climate zones. When working with
map of the atlas and determination of the average summer temperature of two climatic zones before
students have a problem. The guys know that the amount of solar heat depends on
latitude: the lower the latitude, the more heat and vice versa. There is a contradiction between
existing knowledge and new facts. When using partially – search
method (heuristic conversation), cognitive activity is activated and
student independence. I start the lesson with a problematic situation that can
face every “Imagine that you want to buy yourself a house in a village on
riverbank. There is information that during floods the water rises to 3m.
Is the house you want to buy flooded with water?” You can organize the work as follows:
in a group, in pairs, and individually, it all depends on the class. Working with
research method, provides experience in creative activity. My function
consists, first of all, in creating and presenting problematic problems to students
tasks, and students’ activities consist of understanding, comprehending and solving problems in
in general. Students can use various sources of knowledge (dictionaries, reference books,
encyclopedias). In geography, a map is very important if a student masters the skills
working with her can get a lot of information. Starting to study the topic “Climate
Russia”, began planning a lesson with the formation of algorithms for reading climate
cards. The main one is to map the climate characteristics of any territory:
climatic zone, region, part of the continent. This complex technique consists of a number of
more specific: determination of the average temperature in January and July from isotherms, annual
amount of precipitation - by color. Ability to work with climate maps at first level
lesson are reinforced when studying the climate of other continents. After purchasing these
skills, you can offer problematic questions and situations to the children. Center for Scientific
cooperation "Interactive Plus" In the process of solving problematic issues and tasks
Students' knowledge becomes deeper, more conscious, and stronger. Main
forms of organizing problem-based learning are: frontal, individual and
collective. The essence of the frontal form of work is that different
forms of presentation - story, explanation, conversation. Among the promising directions in
the implementation of this form of organization of educational activities includes a broader
the use of problem presentation and heuristic conversation. Disclosure of the question in class
in grade 7 “Natural zones of Eurasia” using a heuristic conversation: “U
woody plants of forests form one annual ring per year, and on saxaul in one year
Several annual rings are formed. Explain this phenomenon." A collision occurs
already existing knowledge with a new fact and schoolchildren have an intellectual
difficulty, i.e. a problematic situation arises. System of logically related questions
among themselves, helps students find the correct answer, i.e. solve the problem. Teacher: - B
What season of the year does intensive tree growth occur? (in summer; in the warm season of the year,
favorable for tree growth). − When does intensive growth occur in saxaul?
(also at a time favorable for plant growth). − What time is it in the deserts?
good for tree growth? (rainy time). − Why does saxaul develop
several rings? (after each prolonged rain the saxaul trunk becomes
one ring). Teamwork is most successfully carried out when working in groups,
when identical problem tasks are offered that allow ambiguous
solutions. The work ends with a discussion. An example of a problem task for groups would be
be the choice of optimal location of the enterprise (chemical, metallurgical,
pulp and paper) or thermal power plant. Each pedagogical technology can
consider this problem from different points of view: ecologist, urban planner,
production worker, doctor. One of the tasks is: to teach students independently
find a problem in the textbook text and formulate it yourself. Of course not all
questions generated by students are equivalent. And not all of them have a problem
character. To compose such questions, the student must have in-depth knowledge of the topic.
topic with which he works, as well as master the methodology for composing problematic questions
and situations. Therefore, only a few students master these skills. Yes, when
studying the topic “Metallurgical Complex” in 9th grade, I explain to the children what it is
"dirty industry" After studying the topic, I propose to create a problem situation,
using the following textbook text: “An important direction in the development of ferrous metallurgy
– construction of automated mini-factories. They work on scrap metal
They are relatively environmentally friendly and quickly respond to changes in demand.” In this text
students should see a phrase that contradicts their existing knowledge, and
create a problem situation with approximately the following content: “It is known that
metallurgical enterprises are strong polluters of the environment.
Ferrous metallurgy enterprises emit up to 15% of harmful substances into the atmosphere, and
color – up to 22%. Why are some of the enterprises in this complex considered environmentally friendly?
clean. What do they specialize in? I help in my lessons
students interpret information and evaluate it using tasks such as
“Write how you understand the meaning of the expression “Water wears away a stone”; or translate
text information into graphic information using symbolic means –
“Using the text, make a plan for studying the East Siberian economic region”
in 9th grade When preparing for a lesson and then during the lesson, I make sure to highlight the UUD for
I focus the students’ attention on this educational activity. For example, something like this
educational UUD, how to “create schematic models with the Center for Scientific
cooperation "Interactive Plus" by highlighting the essential characteristics of the object",
used to create a model of the Earth. In this case, an essential characteristic
the object will be the presence of a core, and the model will be a drawing (plasticine model, applique,
drawing using computer animation) of the Earth. 5th grade students
create such drawings beautifully, and the teacher’s task is to draw the children’s attention to the fact that
this drawing is the “model”. In the next lessons, the guys create models of planets
Solar system, they find a significant difference and fix the UUD. Analyzing
the work of the children, I concluded that the quality of the work performed is much lower in the classes,
where “weak” students predominate. The result could have been higher if the majority
subjects, students developed the skill of solving problematic issues and situations.
Developing in children a taste for creative search, overcoming obstacles on the way to
problem solving, determination, independence is possible only with
condition of the creative activity of the teacher himself. Study and application of methods
problem-based learning allows you to master the methodology of this issue and improve your
professional level.
desire to become even better. Consequently, the subject of dialogue always lies in the context
personal goals, interests, meanings of interlocutors. The more this is true
for both the teacher and the student, the more natural and productive their dialogue is. Dialogue never
does not come down to mastering the subject. He is always transcendental, expands boundaries
cognizable through the exchange of not only information, but also assessments, meanings,
hypotheses.
Dialogue is a confirmation for a person of his value and, as a consequence, the birth
desire to become even better. The subject of dialogue always lies in the context of personal goals,
interests, meanings of interlocutors. The more this is true for the teacher,
and for the student, the more natural and productive their dialogue is. The dialogue touches
emotional sphere of the student. He worries and is indignant when he is convinced that he is wrong,
in the inconsistency of his position in the dispute, and, on the contrary, rejoices when he is accepted
arguments. The emotional-aesthetic aspect of the dialogue cannot be entirely attributed only to
to the external form of the training session. It is organically connected with the content, but it comes out
beyond the scope of logical subjectivity, naturally turning to the personal sphere of the participants
dialogue. Knowledge acquired in dialogue interaction is decorated with special
emotional tone.
Dialogue is not just talking. This is a joint “business”, cooperation. Dialogue
also acts as a unique technology for assimilation of emotional and value experience,
experience of semantic search activity when studying various subjects, including
including history and geography.
Thus, many researchers pay attention to the interaction of participants
dialogic communication, their speech activity, their impact on each other in the process
joint learning activities. It is dialogue as a special level of communicative
process meets the human need for deep personal contact. Only
dialogue develops the ability to think critically. In conversation, conditions are created for
interaction of understanding consciousnesses. Dialogue today is not just
pedagogical method and form, but becomes a priority principle of education.
Most researchers identify mental tasks as part of a dialogue, which
also called educational-cognitive tasks that imply a question, a hypothesis,
argumentation, correct answer. Dialogue is a form of thinking,
allowing one to participate in the creation of another’s hypothesis, and its structure includes:
generating a problem and forming a search for a solution to the problem; explanation to partner
the solution found; comparison of hypotheses; statement of conclusion; correct answer.
Dialogue in the classroom can promote students' intellectual development
and their effectiveness in learning. Based on all this, I develop my lessons, where
dialogue plays a leading role. With this approach, the interaction between me
and students is interactive, spiritual, productive, eventful, and therefore -
conversational. Throughout the lessons, when working in pairs and groups, children were actively involved
into a dialogue, made up questions, asked questions to each other.
In the process, dialogue is a complex teaching method that implements a hierarchy
goals of student-centered learning:
at the didactic level it provides mastery of various methods,
ways to solve problems, their generalization and systematization, integration of knowledge
and skills;
at the developmental level, dialogue ensures the development of divergent thinking,
development of cognitive, research skills, provides true
idea about the subject being studied;
at the personal level, dialogue awakens thought, provides an opportunity to experience
surprise of decisions, their originality, causing surprise, shock and delight.
During the lessons, I switched to active use of research
conversations. Since the subject of history and geography is a subject on which it is necessary to conduct
research, then this type of conversation, I think, is very important in the classroom. Research
conversation allows you to:
offer relevant information to everyone;
everyone's ideas are regarded as useful, but these ideas are carefully evaluated;
participants ask each other questions;
During research in class, together with the children, we create a situation that
requires permission from the students themselves. Thus, motivation arises
to resolve this problem. Students, under my guidance, form a hypothesis. For
To make the result more effective, I divide the class into groups. In every lesson
The group is given the opportunity to discuss possible
ways to obtain information, indicating exactly what information is required
in this case, from what sources and how should this information be obtained
and processed to prove the hypothesis. At this time I am providing the necessary
consulting support for groups.
I use group work and active dialogue in all my lessons. I'm together
I actively participate in discussions with students and, if necessary, correct
and guide students' thoughts. At the same time, I make notes for myself about what kind of help I need.
This group needs where to get information. This work, as I noted for
myself, allows me to get to know children better, understand what help they need, teaches me
guide students' thoughts in the right direction. I came to the conclusion that children from lesson to lesson
everyone can express their thoughts better and gradually acquire more information
by subject. Questions during the lesson increase students' thinking activity,
allow everyone to speak. Questions stimulate the child to think, analyze,
choice of answer options, proof, and also give other students the opportunity
participate in the discussion. Teaching using problematic questions (elements of dialogue),
used by me during lessons, allowed students to comprehend the material being studied
and master it on a deeper semantic level. Life ideas
schoolchildren do not always coincide with scientific facts. I offer the guys practical
tasks during which they inevitably make mistakes. This allows
cause surprise, sharpen the contradiction in the minds of students and mobilize
them to solve the problem.
Analyzing my lessons, I noted that the following achievements can be seen:
students:
The students’ special speech in a monologue began to improve, they began to competently
apply terms, name dates and events, etc.,
dialogues developed the ability to reproduce educational material for
partner, listen to him, explain to him,
There is a tendency to cite your own examples rather than books.
students began to calmly enter into dialogues with adults, not being afraid to ask
questions, correctly formulating them, not only from geography, but also from other
areas of knowledge,
value orientations in the study group changed towards priority
education and culture of communication,
The word “control” has acquired a new meaning. Now this is not an exhibition for children
assessments, and constant and continuous correction of written and oral speech, practical
skills.
The 19th century German educator Adolf Diesterweg argued that a bad teacher
presents the truth, a good one teaches to find it. Therefore, in the dialogue my role is as a teacher
in no way reduced to the role of a “transmitter” of knowledge, imposing its image
thoughts, my vision of the problem, my way of solving problems, my task boils down to
to direct students’ activities to achieve lesson goals. Students not only
and they do not so much consolidate already learned material as learn new ones.
Lessons conducted using this method increase students’ interest in the subject,
broaden their horizons, improve their general culture and, most importantly, deepen their understanding
the material being studied. Dialogue helps students learn to listen and hear each other
friend, supplement the information and analyze it.
Literature:
1. Blazhenov V.A. Techniques for developmental teaching of geography. – M.: Bustard, 2006
2 “Use of dialogue learning in geography lessons”, Vasko O.V.
3. Lerner G.I. Teaching methods and their specificity / G.I. Lerner // First of September.
Biology. – 2004. – No. 37. – pp. 22–27.
4. Selevko G.K. Modern educational technologies / G.K. Selevko. – M.: Narodnoe
education, 1998. – 256 p.
5. “Creating problematic situations as one of the conditions for activating the thinking
student activities in geography lessons." Kanishcheva O.V.
