Demonstration as a teaching method - organization of the educational process - Sergey Vladimirovich Sidorov. Visual teaching methods and their techniques

Visualization is a deliberately arranged display of an object or its principle of operation in order to help students understand and apply it. Visual teaching methods make it possible to show the simplicity and clarity of the image that the student created in the process of imagination, perception and thinking. When teaching it is customary to use:

• sign models (equations, mathematical or chemical formulas);
• natural material models (dummies, real objects, geometric bodies);
• conventional graphic images (diagrams, geographical maps, sketches, drawings);
• dynamic models (TV films, slides).

Visibility is considered the source of knowledge acquisition.

Classification of visual teaching methods

Visual methods are those in which the assimilation of the necessary material significantly depends on the use of visual aids, as well as technical means used in this process. They are usually used in conjunction with other teaching methods, such as verbal or hands-on. All visual teaching can be divided into two groups:

1. Demonstration. Involves showing experiments, video materials, instruments, and presentations.
2. Illustration. They involve displaying tables, paintings, and posters.

This division into groups of visual teaching methods is considered conditional, as it has developed historically in teaching practice. It does not exclude the possibility of using other visual aids: computers, interactive whiteboards, television. Using visual methods, the following should be observed:

• correspondence of clarity to the age of children;
• Show only at the right moments and do not overload the educational process with them;
• ensure good visibility for all students;
• clearly highlight the main thing by showing illustrations;
• accompany the display with clear explanations;
• coordinate display and content;
• involve students in participation in the process;
• combine forms and methods of presenting educational material, taking into account the specifics of visual aids.

The role of visual methods

The circumstances of using visual teaching methods are contradictory. Their main task is to form the thinking of students based on sensory-visual sensations and bring the school closer to life. On the other hand, children are taught at school, not in real life. Until now, the area of ​​​​use of visualization in school teaching has not yet been determined.

Conducted research shows that not all teachers have a clear understanding of the use of visuals, when to use it and how much to make it useful, and in which cases it is better to abandon it completely so as not to cause harm. Pedagogical textbooks say that despite all the advantages of visualization, if it is used ineptly, one can not achieve the main goal of education, but replace it with a bright means. Visual aids, as a rule, are in accordance with the programs and content of textbooks, teaching methods and techniques. They must satisfy scientific and aesthetic requirements and be appropriate for the age of the students.

The connection between visual and verbal methods

Visual teaching methods are always, to one degree or another, related to verbal ones. Such a close unity of visibility, as well as words, is explained by a dialectical understanding of reality and presupposes the use of living contemplation, practice and abstract thinking in unity. The main forms of combining words and visuals are as follows:

• using the word, under the guidance of the teacher, students observe an object, they gain knowledge in the process of observation from the object itself;
• with the help of words, acquired observations and knowledge of students, the teacher leads them to understand phenomena and connections that cannot be seen in the process of perception;
• Students receive all information about an object from the teacher’s verbal explanations, and visual aids concretize and confirm verbal messages.

Based on the observations of schoolchildren, the teacher combines the information they received, makes generalizations and appropriate conclusions. There are different forms of learning that link visuals to words. Depending on the content of the topic, the students’ existing knowledge, and the availability of visual aids, verbal and visual teaching methods should be rationally combined in each specific case.

Visual and practical teaching methods

As stated earlier, there are two groups of visual methods:

• illustrations - showing students illustrated aids (portraits of scientists or sketches on the board, including those made by the students themselves, maps that promote awareness of the material being studied);
• demonstrations - the use of experiments, technical installations, drugs, educational television programs and films.

In addition, along with visual ones, practical teaching methods are also widely used. These include:

1. Conversation is learning in the form of questions and answers. It is applied at any stage of training and is used for:

• obtaining new information;
• consolidation of received information;
• control and assessment of knowledge;
• repetition of previously studied material.

When conducting interviews, the following requirements must be met:

• the teacher must formulate questions clearly and concisely, asking them in a logical sequence, force the student to think, but not overload them with quantity;
• the student is obliged to give complete, reasoned answers, reflecting independent thinking, present them in literary form, specifically and clearly;
• address the whole class with a question and only after a short pause say the name of the student answering.

If questions are posed correctly, it can be heuristic in nature and students will be able to find a solution to the problem on their own.

1. Dispute - mainly used during extracurricular activities when discussing topics that touch on topical issues.
2. An excursion is an educational event. It is carried out both before studying new material and after completion to consolidate it.
3. Experiment and laboratory work - during the lesson, students practically apply the acquired knowledge. For successful implementation, you need high-quality equipment, clear instructions from the teacher and the vital importance of the experiment.
4. Working with a textbook - independent study of the material using teaching aids.
5. Game - used for leisure time with elements of cognitive activity.
6. Exercises are a method for repeating acquired knowledge. Develops skills and develops children's mental abilities.

In all of the listed practical teaching methods in pedagogy, it is possible to use various visual aids. And the combined use of visual and practical teaching methods gives excellent results.

Techniques and visual method

Showing pictures, illustrations, tables, demonstrating videos, slides, filmstrips - all these visual aids are an important method of teaching children, which allow them to solve many didactic problems. The illustration method creates visual images of a static nature, and the demonstration method is used to create dynamic visual examples. Visual methods help children develop clear ideas about the world around them and influence the development of thinking.

When teaching the younger generation, visual teaching methods are used - showing a model and showing methods of action. These techniques are based on imitation and enable the child to acquire new knowledge and skills. Demonstration of performing actions in a certain order is used in music and sports classes, in visual arts lessons and labor training. This technique challenges children to complete the work ahead and concentrates their memory and attention. It must be shown clearly and accurately so that children can understand each movement and the features of its implementation. Actions must be accompanied by words.

Visual teaching methods in Russian language lessons

Visual aids in the Russian language allow you to base your knowledge on the visual and auditory perception of students. The use of visuals helps to activate students' attention, which helps them learn the material faster and more thoroughly. When studying the Russian language, the following types of visual aids are used:

• Tables are records in the form of text or numbers, arranged in a prescribed order. Data is often arranged in columns or grouped together in pictures and diagrams with text. According to their purpose, they are divided into educational, training and instructional.
• Illustrations - drawings and diagrams of various objects found in the textbook. For individual exercises, illustrations are made on sheets of paper or transparencies are used.
• Didactic material - specially designed manuals for independent work by students. They are designed to develop writing skills.

Visual teaching methods are used both when explaining new information and when consolidating it. Didactic material using flashcards sometimes frees students from rewriting exercises, which allows them to complete more assignments. Students are able to make some of the visual aids themselves. This helps them better understand the material being studied, and sometimes arouses interest.

Visual methods in physical education lessons

Visual teaching methods in physical education lessons contribute to quick and correct learning of the material and increase interest in the activities being studied. The effectiveness of methods largely depends on their suitability for the age of students. Visualization is especially effective for elementary school students. They have a developed sense of imitation, a tendency to follow living example. In addition, at the initial stages of training, visual methods are used more often than during consolidation and improvement. In the latter case, they are used to eliminate errors. In physical education lessons they use: diagrams, posters, film demonstrations, sketches. By demonstrating visual aids, the teacher makes it easier for students to perceive motor actions.

Visualization in reading lessons

One of the important principles of didactics is visibility. Learning to read makes it possible to use visualization in all its diversity:

• observations of the surrounding world during excursions;
• acquaintance with herbariums, collections, models;
• screening of films;
• viewing reproductions, paintings and illustrations;
• listening to recordings of texts.

The use of filmstrips and films is used in lessons in the form of viewing small fragments for illustration or preparation for retelling the text. Such use is also possible during general conversations for the purpose of explanation when analyzing the text. When reading and studying popular science articles, the filmstrip can be viewed before reading or in parts while working. When preparing for reading, reproductions and illustrations are used to familiarize yourself with new phenomena and historical events. When analyzing and summarizing the material, a visual aid makes it easier to understand and then reproduce the text. When teaching reading, there is no need to overload classes with illustrations, so as not to reduce the role of the text being studied.

Interactive whiteboard - visual aid

The use of a personal computer in school significantly expands the potential of visual methods. The video method is used to present new knowledge, consolidate, control, generalize, systematize, and repeat, i.e., it performs all the functions of the learning process. The interactive whiteboard allows the teacher to control the computer demonstration by displaying reproductions, diagrams, various objects on the screen, create, move and change objects. Using it throughout the lesson, the teacher does not waste time changing visual aids, cleaning the board, or writing exercises and assignments. In fine arts lessons, the teacher can demonstrate any work, zoom in on the image and pay attention to small details. When preparing for a lesson, the teacher finds a lot of visual aids, which can then be used many times without worrying about their safety. When using such visibility, the quality of education improves, students are involved in active work. The use of an interactive whiteboard is a worthy example of a visual teaching method in school.

The use of visual methods in primary school

To perceive clarity, children use auditory, tactile and visual receptors. All types of visual aids do not have any advantages over each other when used. In natural history lessons, natural or close to nature objects and images are most often used, and when studying grammar, conventional ones predominate, in the form of arcs and arrows - for connections between words. Often several different types of visualization are used to study one object. In elementary school, almost no lesson is complete without visual methods of teaching children. This is due to the psychological characteristics of primary school students.

Visual methods help develop imagination, memory and thinking. An important point is the targeted use of visual aids. You should not clutter the learning process with a large number of visual aids, so as not to distract children from understanding the material and not prevent them from focusing on the main thing. When teaching, visualization is always combined with verbal explanations. The teacher directs the observation carried out by the students. They gain knowledge by examining the appearance of an object, its structure and the processes occurring in it. Another form of using visualization is possible, when the teacher tells everything about the object, and then shows it to confirm and clarify the material presented. In the first case, students are fully involved in the learning process and make their own discoveries, which leads to better learning. In the second, they are passive observers. The features of the visual teaching method lie precisely in the possibility of its use in various forms of combining words and visuals.

Excursions - a visual teaching method

The information society in which schoolchildren live requires them to be able to select the necessary information and learn to work with it. The same problems face the teacher. He must be ready to answer any question from students. To do this, he can use various teaching methods: verbal, practical and visual. Among them is an excursion, which refers to visual teaching methods. During this event, the teacher, guide and students work together for educational purposes. They study reality by observing it in natural conditions - a factory, an agricultural enterprise, monuments - or use specially created storage facilities for collections: exhibitions and museums. During the excursions, the assimilation of concepts, theoretical knowledge, skills and abilities is achieved. The excursion method develops visual-figurative thinking, curiosity, and imagination.

Learning English using visuals

English lessons without the use of visual aids do not give the corresponding effect. The most important point for a teacher is to correctly combine visual and verbal teaching methods for the effective acquisition of a system of skills, abilities and knowledge. The training program may contain game elements when performing exercises using computers:

• when filling out a crossword puzzle, the wrong letter is highlighted in a different color;
• composing sentences when, when you press the cursor, the word appears in a certain place;
• the “hunter” game, when a shot (cursor click) is made after correctly listening to the word from the desired picture;
• connecting a word with its corresponding image.

To create effective motivation for students to acquire knowledge, one should wisely combine visual aids and verbal teaching methods.

Conclusion

Visualization helps to increase the effectiveness of learning; the student learns the material much more meaningfully and with more interest. It influences the student’s psyche, mobilizing and activating it, increases the assimilation of material, reduces fatigue, trains the imagination and simplifies the entire learning process.

Visual aids are used when presenting new educational material, students’ independent work to acquire new knowledge and skills, and during testing and control classes. It should be noted that the use of visual teaching methods is inextricably linked with verbal and practical techniques.

Under visual teaching methods refers to methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended to visually and sensually familiarize students with phenomena, processes, objects in their natural form or in a symbolic representation using all kinds of drawings, reproductions, diagrams and etc. In modern schools, screen-based technical means are widely used for this purpose.

Visual teaching methods can be divided into three groups:

- illustration method,

- demonstration method,

- video method.

Illustration method involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc.

Demonstration method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

The goals of the visualization method in elementary school:

Enrichment and expansion of children's direct sensory experience,

Development of observation skills,

Study of specific properties of objects,

Creating conditions for the transition to abstract thinking, support for independent learning and systematization of what has been learned.

In elementary grades, visualization is used:

Natural,

Drawing,

Volumetric,

Sound,

Graphic.

Demonstration serves primarily to reveal the dynamics of the phenomena being studied, but is also widely used to familiarize oneself with the appearance of an object, its internal structure or location in a series of homogeneous objects. When demonstrating natural objects, they usually start with the appearance (size, shape, color, parts and their relationships), and then move on to the internal structure or individual properties that are specially highlighted and emphasized.

The demonstration begins with a holistic perception. This method is truly effective only when an active cognitive process is carried out - children themselves study objects, processes and phenomena, perform the necessary actions, and establish dependencies.

The demonstration process should be structured so that:

All students clearly saw the demonstrated object;

They could perceive it, if possible, with all the senses, and not just with the eyes;

The necessary aspects of the object made the greatest impression on the students and attracted maximum attention.

Illustration involves the display and perception of objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.

Recently, the practice of visualization has been enriched with a number of new means.

Methods of demonstration and illustration are used in close connection, complementing and enhancing the joint action. When students must perceive a process or phenomenon as a whole, a demonstration is used, but when it is necessary to understand the essence of the phenomenon, the relationships between its components, they resort to illustration. The effectiveness of an illustration depends on the presentation method. When choosing visual aids and the form of illustration, the teacher thinks through their didactic purpose, place and role in the cognitive process. He also faces the problem of determining the optimal volume of illustrative material. Experience shows that a large number of illustrations distract students from clarifying the essence of the phenomena being studied; Illustrations are prepared in advance, but are shown only at the moment when they turn out to be necessary during the course of training.

In modern primary schools, screen-based technical means are widely used to provide high-quality illustrations.

Video method is considered as a separate teaching method due to the intensive penetration of new sources of on-screen information presentation into the practice of educational institutions:

Videoscopes,

Projectors,

Cinema cameras,

educational television,

Video players and VCRs,

As well as computers with display information.

The video method successfully performs all didactic functions: it serves not only to present knowledge, but also to control it, consolidate it, repeat it, generalize it, and systematize it. The teaching and educational functions of this method are determined by the high efficiency of the impact of visual images and the ability to control events.

Practical teaching methods based on the practical activities of students. These methods form practical skills.

Practical methods include:

- exercises,

- laboratory and practical work,

Exercises— repeated performance by students of certain actions in order to develop and improve skills in academic work.

The nature and methodology of the exercises depend on the characteristics of the subject, the specific material, the issue being studied and the age of the students.

Didactics formulates a number of general rules for conducting exercises:

Making students aware of the purpose and order of the exercise;

Variety of exercises;

Systematicity of exercises;

After explaining new material, exercises are given more often;

Gradual increase in difficulty of exercises.

Immediately after learning new material, the teacher gives typical exercises in which the signs the students have learned appear most clearly and prominently. When the new material is firmly mastered by students, you can give tasks and exercises for which children use knowledge of other topics in the subject.

The effectiveness of exercises increases if children are accustomed to self-control in educational work. Properly organized exercises have great educational value. The nature of the impact of exercises on students depends on the degree of independence in their implementation. The content of the exercises is no less important.

In the elementary grades, a wide variety of writing exercises are given.

Laboratory works- one of the practical methods of teaching, which consists in students conducting experiments on the instructions of the teacher using instruments, using tools and other technical devices. In the process of laboratory work, observations, analysis and comparison of observational data, and formulation of conclusions take place. Mental operations are combined here with physical actions, with motor acts, since students, with the help of technical means, influence the substances and materials being studied, cause phenomena and processes that interest them, which significantly increases the productivity of the cognitive process.

Laboratory work can be carried out:

- in illustrative terms when students reproduce in their experiments what was previously demonstrated by the teacher;

- in research terms when students themselves solve the cognitive task assigned to them for the first time and, on the basis of experiments, independently come to conclusions that are new to them.

The performance of laboratory work is accompanied by a recording of the data obtained and a graphical representation of the phenomena and processes being studied in the form of a report on the experiment performed.

Educational (didactic) games- these are specially created data of situations that simulate reality, from which students are asked to find a way out.

Modern didactic games in primary schools are mainly games according to the rules.

The games have many features:

Activate cognitive processes;

Cultivate children's interest and attentiveness;

Develop abilities;

Introduce children into life situations;

They are taught to act according to the rules;

Develop curiosity and attentiveness;

Strengthen knowledge and skills.

A properly constructed game enriches the thinking process with individual feelings, develops self-regulation, and strengthens the child’s will. The game leads him to independent discoveries and solutions to problems.

In the educational process, only elements of a didactic game can be used - a game situation, a technique, an exercise.

The general structure of the didactic game contains the following components:

Motivational - needs, motives, interests that determine children’s desires to take part in the game;

Approximate - choice of means of gaming activity;

Executive - actions, operations that allow you to realize the set game goal;

Control and evaluation - correction and stimulation of gaming activity.

Questions and tasks

1. What is the essence of each type of visual methods? Describe their positive and negative aspects.

2. Reveal the essence of each type of practical methods, their positive and negative sides.

Forms of organization of education in primary school: general class, group and individual

Form(from the Latin “forma”) - appearance, external outline, established order.

In philosophy form- this is the structure of some content.

Form of training organization denotes the external side of the learning process, which is associated with the number of students, time and place, as well as the order of its implementation (I.F. Kharlamov).

Scientific pedagogical research examines different points of view on the concept of “organizational forms of learning.”

Thus, I. M. Cheredov considers the form of education as a special construction that characterizes “the external side of the learning process, determined by the content, methods, techniques, means, types of educational activities, features of the relationship between the teacher and students when working on educational material.

Analyzing this pedagogical phenomenon, Yu. K. Babansky believes that the form of organization of training should be understood as the operational-activity component of training and represents the external expression of the coordinated activity of the teacher and students, carried out in an established order and a certain mode.

B. G. Likhachev understands the form of organization of education as a purposeful, clearly organized, content-rich and methodologically equipped system of cognitive and educational interaction, relations between teacher and students.

S. A. Smirnov understands the form of education as the way of organizing the activities of students, which determines the number and nature of the relationships between participants in the learning process.

The form of organization of teaching is an external expression of the coordinated activity of the teacher and students, “packaging” for content” (I. P. Podlasy).

The given definitions of the concept “form of education” indicate its complexity and ambiguity.

In the history of pedagogy there are two main forms of training organization: individual-group And class lesson.

The system of individual education became widespread in the early stages of the development of society, when the teacher taught one student, usually his successor. Gradually, individual-group learning arose, when the teacher taught a group of students of 10-15 people. Training in the group also took place individually, so the group included students of different ages and different levels of training. The duration of training, the beginning and end of classes were also individual.

In the Middle Ages, due to the increase in the number of students, the need arose for the emergence of a new form of educational organization. The group form of training has become widespread. She found her complete solution in classroom-based teaching system, developed and theoretically substantiated by Ya. A. Komensky. It assumes the presence in the group of a constant composition of students of the same age; permanent location and duration of classes, stable class schedule.

The history of school development knows various educational systems in which preference was given to one or another form of organization: individual (in ancient states), individual-group (in schools of the Middle Ages), mutual education (Belle-Lancaster system in England), differentiated education according to student abilities (Mannheim system), team training (which existed in the 20s in the Soviet school), the American “Trump plan”, according to which students spent 40% of the time in large groups (100-150 people), 20% in small groups (10 -15 students) and 40% of the time was spent on independent work.

For primary school teachers, the so-called Dalton Plan is of interest - a form of individualized education (E. Parkhurst, G. Dalton, early 20th century). Children were offered complete freedom to choose the content of their studies, alternate subjects studied, use their own time, etc.

Forms of teaching that have historically developed continue to exist in teaching practice at the present time.

Individual form of training − is used to adapt the degree of complexity of educational tasks, provide assistance taking into account the individual characteristics of the student and optimize the educational process itself.

Pair form − associated with the communicative interaction between a teacher and a pair of students performing a common educational task under his guidance.

Group form- teacher communication is carried out with a group of children of more than three people who interact both with each other and with the teacher in order to implement educational tasks.

Collective form of (general class) education- one of the most complex forms of organizing student activities, considering the training of an entire team. This form is focused on the active interaction of students, their mutual understanding, mutual learning, and cohesion.

Frontal form(“addressed to the audience”) − involves teaching a group of students or an entire class solving similar problems with subsequent monitoring of the results by the teacher.

More advanced organizational design of the pedagogical process found its expression in class-lesson system. Its outlines were proposed by the Dutch teacher D. Seal, the German professor I. Sturm, and the theoretical justification of this system was described in “The Great Didactics” by J. A. Komensky.

Lesson- a unit of the educational process, clearly limited by time frames, age composition of students, plan and curriculum of work.

Lesson is the main form of organizing current educational work. This form presents all components of the educational process: goal, objectives, content, means and methods.

Lesson typology one of the difficult didactic tasks. S. V. Ivanov, M. A. Danilov, B. P. Esipov, G. I. Shchukin distinguishes the following types of lessons depending on the didactic task:

Introductory lessons, lessons for initial familiarization with educational material;

Lessons in the formation of concepts, establishment of laws and rules;

Lessons in applying acquired knowledge in practice;

Skills lessons;

Lessons of repetition and generalization;

Test lessons;

Lessons are mixed or combined.

These types of lessons are widely used in primary schools as well.

I.P. Podlasy separately considers the lesson in understaffed an elementary school where children of different ages are taught in one classroom.

There are three main types of lessons here:

A lesson in which both classes learn new material;

A lesson in which new material is studied in one class, and in another class work is organized to consolidate knowledge and skills, repeat what has been learned, or take into account the knowledge and skills of children;

A lesson in which both classes work on repeating what was learned earlier.

Integrative lesson(from Latin “full”, “holistic”) is a lesson in which the material of several subjects is combined around one topic. This lesson is most productive for younger students, because contributes to the informational enrichment of the content of learning, thinking and feelings of schoolchildren by including interesting material that allows them to understand the phenomenon or subject of study from various angles.

Non-standard lesson is an impromptu training session with an unconventional structure. For example: lessons - competitions, business games, auctions.

Under the structure lesson implies its internal structure and the sequence of individual stages, reflecting the goal, didactic objectives and features of their practical implementation.

Excursion- this is one of the forms of educational work with children transferred in accordance with certain pedagogical tasks to enterprises, museums, exhibitions, in the field, on the farm, etc.

Depending on the didactic tasks being solved, excursions of various types are distinguished: depending on the objects of observation (natural history, local history, literary, geographical, etc.); for educational purposes (overview and thematic); in place and in the structure of the pedagogical process (introductory, or preliminary; current, final).

Recently, in primary schools, they have become widespread complex excursions. Complex excursions not only save time, but also help to combine blocks of knowledge in different subjects, subordinate to one topic. For example, an excursion interestingly combines knowledge of getting to know the world around us, music; visual activities.

Independent work didactics (I.Ya. Lerner, Yu.K. Babansky, I.P. Podlasy, etc.) characterize students as mastering scientific knowledge, practical skills, and skills in all forms of educational organization, both under the guidance of a teacher and without it.

Independent work of students is classified:

According to the didactic purpose of its application - cognitive, practical, generalizing;

By type of problem to be solved - research, creative, educational, etc.

By levels of problem - reproductive, productive-research, research;

According to the nature of the communicative interaction of students - frontal, group, individual; according to the place where it is performed - home, classroom.

Questions and tasks

1. Highlight the main features that characterize the form of organization of training. Give a definition of the concept “form of educational organization”.

2. Determine the factors influencing the choice of organizational forms of training.

3. Describe the features of the classroom-based teaching system, its advantages and disadvantages, its advantages over other systems.

Visual methods

Under visual teaching methods refers to methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical methods and are intended to visually and sensorially familiarize students with phenomena, processes, objects in their natural form or in a symbolic representation using all kinds of drawings, reproductions, diagrams, etc. In modern schools, screen-based technical means are widely used for this purpose.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method. Illustration method involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc. Demonstration method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc. The division of visual aids into illustrative and demonstrative is conditional and does not exclude the possibility of classifying individual visual aids as both illustrative and demonstrative (for example, displaying illustrations through an epidiascope or overhead projector). The introduction of new technical means into the educational process (television, video recorders) expands the possibilities of visual teaching methods.

In modern conditions, special attention is paid to the use of such visual aids as Personal Computer. The use of computers allows students to visually see in dynamics many processes that were previously learned from the text of a textbook. Computers make it possible to simulate certain processes and situations, to choose from a number of possible solutions the most optimal ones according to certain criteria, i.e. significantly expand the possibilities of visual methods in the educational process.

Practical methods

These teaching methods are based on practical activities of students. These include exercises, laboratory and practical work.

Exercises. Under exercises understand the repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depend on the characteristics of the subject, the specific material, the issue being studied and the age of the students. By their nature, exercises are divided into oral, written, graphic And educational and labor. When performing each of them, students perform mental and practical work. According to the degree of independence of students in performing exercises, exercises are distinguished: a) reproducing – exercises to reproduce the known for the purpose of consolidation; b) training – exercises on applying knowledge in new conditions. If, while performing actions, the student speaks to himself or out loud and comments on upcoming operations, then he carries out commented exercises. Commenting on actions helps the teacher detect common mistakes and make adjustments to students’ actions.

Laboratory works. Under laboratory work is understood as students conducting experiments on the instructions of the teacher using instruments, using tools and other technical devices, i.e. students studying any phenomena using special equipment. Laboratory work is carried out in illustrative or research plan. A type of research laboratory work can be long-term observations by students of individual phenomena: plant growth, animal development, weather, wind, cloudiness, etc. In order to carry out laboratory work, it is also practiced to instruct schoolchildren to collect and replenish exhibits of local history, school museums, study the folklore of their region, etc. In any case, the teacher draws up instructions, and students record the results of the work in the form of reports, numerical indicators, graphs, diagrams, tables .

Practical work. They are carried out after studying major topics and sections and are general in nature. A special type of practical teaching methods consists of classes with teaching machines, simulator machines and tutors.

So, we have looked at a brief description of teaching methods from the point of view of sources of knowledge. In the pedagogical literature, this classification has been repeatedly and quite reasonably criticized. Its main disadvantage is that it does not reflect the nature of students’ cognitive activity in learning or the degree of their independence in academic work. Nevertheless, this classification is most popular among practicing teachers and methodological scientists. The nature of the activities of teachers and students when using teaching methods, classified according to sources of knowledge, is presented in Table. 2.

table 2

The merit of the authors of the classification of teaching methods by sources of knowledge lies in the fact that, instead of trying to universalize any one teaching method, they substantiated the need to use a variety of methods in school: systematic presentation of knowledge by the teacher, working with a book, textbook, written work, etc. However, having taken the external forms of activity of the teacher and student as the basis for their classification of teaching methods, they missed the main, essential thing in the educational process - the nature of students’ cognitive activity, on which both the quality of knowledge acquisition and the mental development of the student depend. Data from theoretical studies of teachers and psychologists indicate that the assimilation of knowledge and methods of activity occurs at three levels: 1) the level of conscious perception and memorization (outwardly this is manifested in the accurate and close to the original reproduction of educational material); 2) the level of application of knowledge and methods of activity based on the model or in a similar situation; 3) the level of creative application of knowledge and methods of activity. Teaching methods are designed to ensure all levels of learning. Based on this circumstance, since the middle of the last century, scientists and teachers began to pay more and more attention to the development of a classification of teaching methods, taking into account the named levels of students’ assimilation of knowledge and methods of activity.

Visual teaching methods are understood as those methods in which the assimilation of material is significantly dependent on the visual aids and technical means used in the process. Visual methods are used in conjunction with verbal and practical teaching methods.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method:

• a) The illustration method involves showing children illustrative aids: posters, tables, paintings, illustrations, etc.
• b) The demonstration method is usually associated with the demonstration of instruments, experiments, presentations, videos, etc.

This division of visual aids into illustrative and demonstrative is conditional.

It does not exclude the possibility of classifying certain visual aids as both illustrative and demonstrative. For example, displaying illustrations through a multimedia installation.

The introduction of new technical means into the educational process (television, computers, interactive whiteboards) expands the possibilities of visual teaching methods.

When using visual teaching methods, a number of conditions must be met:

• a) the visualization used must be appropriate for the age of the children;
• b) visibility should be used in moderation and should be shown gradually and only at the appropriate moment;
• c) observation should be organized in such a way that all students can clearly see the object being demonstrated;
• d) it is necessary to clearly highlight the main, essential things when showing illustrations;
• e) think through in detail the explanations given during the demonstration of phenomena;
• f) the clarity demonstrated must be precisely consistent with the content of the material;
• g) involve the students themselves in finding the desired information in a visual aid or demonstration material.

Cognitive and practical activities in the classroom can be organized on the basis of a visual display of relevant objects and phenomena. The group of visual teaching methods includes observation, demonstration of visual aids (objects, pictures, filmstrips, slides, videos, computer programs).

Observation is the ability to peer into the phenomena of the surrounding world, highlight the essential, fundamental in them, notice the changes that occur, establish their causes, and draw conclusions.

Direct observation by children of the objects being studied is important for the formation of full-fledged ideas and the development of cognitive processes - perception, memory, thinking, imagination. In the process of observation, a variety of mental activities of the child are carried out: searching for answers to the questions posed, comparison, comparison. Observations are carried out during special classes (observation of fish, cats and kittens), and on excursions.

However, the teacher must be able to use any unplanned situation to organize observations, if it makes it possible to enrich children with vivid ideas and evoke in them a range of feelings (surprise, admiration, enjoyment of beauty, etc.).

For example, a flock of bullfinches flew to the site, a rainbow appeared in the sky, workers were repairing the roof of the veranda, etc.

In teaching preschoolers, observation develops in two directions. First of all, the circle of observed objects is gradually expanding: observations in the group room, then in other rooms of the preschool institution, on the site and, finally, outside: in a public garden, in a park, at a school stadium, by the river, at a public transport stop. Concentric observation is also observed, when, when becoming familiar with the same objects, children are led from recognizing the object at first acquaintance to identifying significant features, with repeated observations - to comparison with other objects and, finally, to generalization. In teaching preschoolers, different types of observations are used: short-term and long-term observations. Also repeated and comparative. Long-term observations make it possible to acquaint children with the process of development, with changes in the state of a particular object, which seems to be necessary material for the development of mental activity (comparison, discrimination, identification of essential features, establishment of cause-and-effect relationships). Comparative observations are of particular value for the development of children’s mental activity. Children of middle preschool age are offered two directly observable objects for comparison: a sparrow and a crow, a birch and a spruce.

Older preschoolers can compare an observed object with another that is not directly perceived at the moment (comparison by presentation): a bus and a tram, a river and a pond, a newspaper and a letter, a square and a forest. In preschool pedagogy, didactic requirements for observation as a teaching method have been developed (E.A. Flerina, E.I. Radina, P.G. Samorukova, etc.), namely:

• - the object of observation should be interesting for children, since if there is interest, more distinct ideas are formed;
• - the object is observed in such conditions that make it possible to identify its characteristic features. Therefore, whenever possible, observations should be carried out in a natural setting (it is better to observe a rabbit on the lawn of a kindergarten, and not in a group room, etc.);
• - the teacher outlines the purpose of observation, determines the range of new knowledge, and thinks through how to connect it with the experience of children;
• - children are given a target setting for observation, which ensures completeness of perception (we will observe the rabbit, then we will draw it, we will come up with a story about it);
• - the knowledge acquired in the process of observation, the feelings that have arisen and the attitude towards what is observed should be further developed in the activities of children;
• - ensure consistency and orderliness of observation in accordance with the assigned tasks, characteristics of the objects, and the age of the children;
• - observation should be accompanied by an exact specific word: name objects, their signs, actions. As the observation progresses, brief explanations should be given; you can refer to a line of a poem, a proverb, or a folk adage. However, the main content of ideas should be formed on the basis of the active cognitive activity of the children themselves.

Demonstration (examination) of paintings, reproductions, filmstrips, slides, videos and other visual aids is an important method of teaching preschoolers, allowing them to solve a number of didactic problems. Visual aids give the child a visual image of familiar and unfamiliar objects. With the help of paintings, pictures, diagrams, children form static visual images. Technical teaching aids (TTA) are used to create dynamic visual images.

Looking at paintings, pictures and other visual aids helps to develop observation skills, mental processes (comparison, discrimination, generalization, analysis), enrich speech, and influence interests. The picture provides food for the child’s imagination and creative activity.

Different types of paintings are used in preschool. First of all, these are specially created didactic paintings, often combined into special series (about the seasons, the animal world, etc.). Reproductions of paintings by famous artists serve to introduce children to culture and art (for example, “Golden Autumn”, “March” by I.I. Levitan, “Ivan the Tsarevich on the Gray Wolf”, “Alyonushka” by V.M. Vasnetsov, etc.). Book graphics (illustrations in the book) are also used as a visual teaching aid, with the help of which the heroes of the work come to life, the countries and cities where the events take place appear. In addition, the teacher selects subject pictures, classifies them by topic (“Toys”, “Transport”, “Adult Labor”, “Animals”, “Our City”, etc.), designs and uses them for individual lessons with children, as well as as a handout for group and frontal classes.

For educational purposes, slides, filmstrips, and videos are shown in classes; computer programs and content are used.

It must be taken into account that a simple demonstration of an object, phenomenon, or its image does not yet ensure that the child identifies the necessary aspects and properties of these objects. Spontaneously occurring perception does not lead to the formation of correct ideas about objects. A leading role is required for the teacher who organizes the process of children's perception. Organization consists in the fact that an adult, in strict sequence, identifies various aspects and properties of an object, linking individual knowledge into a holistic idea of ​​the object.

In pedagogy, there are many teaching methods that differ, in particular, in the role of students in the process of acquiring new knowledge. Depending on the role, methods can be passive, active and interactive. Within each of these groups, subgroups can be defined. One of the subgroups of methods, which can be included in any of the mentioned large groups of methods, is visual, which includes a variety of ways to present information.

Demonstration is the display of various visual aids, tables, pictures, diagrams, transparencies, as well as objects, conducting experiments, and the like. This method is especially often used when repeating generalizations of previously studied material, as well as when studying new ones. Verbal explanations play a big role in demonstrations. The illustration method is used on all objects - these are various models, models, fragments of films, excerpts of literary and musical works, maps, graphs, etc.

Due to the fact that the technical equipment of many educational institutions has increased, it has become possible to use projectors, video recorders, televisions, computers and other video equipment in lessons, the video method has emerged as an independent method from the large group of “visual teaching methods”. This also includes working with books and other printed sources. The method includes techniques such as note-taking, thesis, quoting, planning, annotating, reviewing, writing references, etc.

Visualization enlivens the lesson and brings lively contemplation into it. Visual teaching methods are very effective, since learning is based not on abstract images, but on specific ones that are understandable to students. Using such methods, it is possible to create in students a specific idea of ​​​​an object or event.

Any teacher knows the situation when children are uninteresting and bored in class. Why is school life often so different from the bright and colorful world of childhood that accompanies a child in everyday life? It would seem that school should captivate the child, leading him along the wonderful road of knowledge into a wonderful new world, but this does not always work out.

Just don’t make hasty conclusions and say that school cannot serve as a source of knowledge, which can sometimes be seen in the media. Although sometimes such statements can be quite justified. The fact is that the school has always been characterized by a certain amount of conservatism, which did not allow the process of transferring knowledge to the younger generation to keep up with the times.

Thus, a kind of contradiction arose between the new rapid time, a characteristic feature of which was the full penetration of modern technologies into the everyday life of a person, and the routine of traditional school education, which is little receptive to any innovations.

However, it is quite possible to overcome this contradiction. Outstanding teachers of our time have been thinking about this for a long time and have made every effort to overcome this situation.

Visual teaching methods are intended to become the first link in the chain of other methods leading to the goal, which can make acquiring new knowledge accessible and exciting for children, and in such a way that boredom is out of the question. In fact, success in learning may depend not only on the methods used - you need to remember that there are simply no single universal methods suitable for all situations in life. Success can directly depend on the personality of the teacher.

Using games you can diversify the learning process and make it fun. In higher and secondary specialized educational institutions, vocational training methods are also often active and interactive, which allows one to assimilate educational material in the best possible way.

The question of methods remains very relevant, and there is simply no single answer to the question “what is best.”