Practical exercises included in. Methodology for conducting a practical lesson. Practice Requirements

The practical lesson consists of three structural parts: the preliminary (preparation for the lesson), the practical lesson itself (discussion of the topic in the group) and the final part (the work of students after the practical lesson to eliminate the revealed knowledge gaps).

Not only the practical lesson itself, but also the preliminary and concluding parts of it are necessary links in a holistic system for mastering the topic brought up for discussion.

Practical classes help students to better understand the educational material, acquire skills creative work over documents and primary sources.

In order to increase the efficiency of the educational process, in creating comfortable learning conditions in practical and equal classes, interactive forms of learning are used, in which students feel their success, their intellectual viability, which makes the learning process itself productive.

The concept of interactive learning provides for several forms/models of learning:

passive - the student acts as an "object" of learning (listens and looks);

active - the student acts as the "subject" of learning (independent work, creative assignments, term papers / projects, etc.);

interactive - interaction, equal partnership.

The use of an interactive learning model involves modeling life (service) situations, the use of role-playing (business) games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. From the object of influence, the student becomes the subject of interaction, he actively participates in the learning process, following his own individual route.

The educational process, based on the use of interactive methods and forms of education, is organized taking into account the inclusion in the process of cognition of all students of the group, without exception. Joint creative activity means that everyone makes their own special individual contribution, in the course of active work there is an exchange of knowledge, ideas, ways, methods of activity. Individual, pair and group work is organized, project work, role-playing (situational) games are used, work is carried out with regulatory documents and various sources of information. Interactive methods are based on the principles of interaction, activity of students, reliance on individual (group) experience, mandatory feedback. An environment of educational communication is being created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, skills, opportunities for mutual evaluation and control.

An important factor in the effectiveness of this type of training, its high efficiency is the preparation process. The speeches of even the most conscientious students without the guiding role of the teacher will not be able to sound at the practical lesson itself.

First of all, students must understand the proposed lesson plan, comprehend the questions brought up for discussion, the place of each of the questions in the disclosure of the topic of the practical lesson. And the teacher plays a big role in this.

Preparation for a practical lesson activates the student's work with a book, requires an appeal to literature, and teaches to reason. In the process of preparing for a practical lesson, already known categories are consolidated and refined and new categories are mastered, the student's "language" becomes richer. Faced in the course of preparation with insufficiently clear points of the topic, students find answers on their own or fix their questions for posing and clarifying them at the practical lesson itself.

The teacher can invite students to think about posing such questions on the topic of the practical lesson that will arouse interest in their ambiguity, inconsistency, and divide the participants in the practical lesson into opposing groups. And this is just what is needed for the discussion, for the activation of practical training, for students to search for the truth, which, as you know, is born in a dispute. It goes without saying that questions should be prepared in the teacher's arsenal to create problem situations, if they are not created by students' performances, by the very logic of the development of a practical lesson.

In the process of preparation, working through the proposed questions, the student determines for himself one or two of them (of course, more are possible), in which he feels most confident and, as a consultant or opponent, intends to set the tone for a practical lesson.

Does the teacher need to specially prepare individual well-performing students for a practical lesson, giving them individual, advanced tasks? Think it should. Tasks may be given to prepare fragments of primary sources, tests on the topic. The teacher should also have “homework” that will be useful in various options for the development of a practical lesson. "Extra" developments will not interfere, even if not all of the plans can be used. The practical lesson, as already noted, has “its own logic”, which can subjugate the teacher to some extent. After all, the practical lesson is, so to speak, "live" - ​​clarifications, amendments to the work plan, its correction has to be done "on the go", i.e., as a result of unexpected speeches, remarks, questions from students.

At a practical lesson, each student has the opportunity to critically evaluate their knowledge, compare it with the knowledge and skills of their presentation of other students, draw conclusions about the need for more in-depth and responsible work on the issues under discussion.

During the practical lesson, each student relies on his lecture notes, his own extracts from textbooks, primary sources, articles, other philosophical literature, on a dictionary on this topic. The practical lesson stimulates the desire to improve the abstract, the desire to make it more informative, of high quality. From a practical lesson to a practical lesson, at all its stages and their correction, the student rises to a higher level of his own maturity, his opinion, to work more effectively on problems directly related to his future profession.

At the practical lesson and after it, the psychological factor "turns on" the motivation of readiness for learning.

A practical lesson as a developing, active form of the educational process contributes to the development of independent thinking of the student, the formation of an information culture. This is largely helped by problem situations that are created spontaneously or created by the teacher and individual students in the course of a practical lesson. It is known that a problem situation is an intellectual-emotional experience that occurs when judgments are inconsistent and prompts one to seek an answer to a question that has arisen, to seek a solution to a contradiction. Get students to act; difficult tasks must be given to strong students, and accessible tasks to weak ones, i.e., to apply leveled education (reproductive, constructive and creative levels). Finding an answer during the discussion, solving the problem becomes the student's own "discovery". Naturally, the result of this discovery is a deeper, firmly remembered knowledge. In training, another, albeit small, but important and solid step forward is being taken. The main thing is not to forget that serious tasks give rise to a serious attitude towards them.

Finding an independent way out of a problem situation gives a good not only educational, but also an educational effect.

The process of thinking, independently found arguments that appeared as a result of resolving problematic situations, circumstances contribute to the search and approval of guidelines, professional values, and awareness of the connection with the future profession.

A practical lesson is an effective form of consolidating the knowledge gained on the problem under discussion, seeing this problem as a whole, realizing its correlation with other topics within the framework of a holistic philosophical concept.

From the point of view of the method of conducting, a practical lesson is a combined, integrative form of a training session. It suggests the possibility of using abstracts, fragments of primary sources, oral and written conceptual dictations, tests, tasks like “finish the sentence”, etc., “your own logic”, which can to some extent subordinate the teacher. If the vast majority of students and the teacher himself come to the practical lesson well prepared, the practical lesson will be successful and will give the expected result.

At the second stage of the practical lesson, students carry out a very voluminous work on in-depth insight into the essence of the problem submitted for discussion. During the practical lesson, the student learns to speak publicly, to see the reaction of the audience, to express his thoughts logically, clearly, clearly, in competent literary language, to draw arguments, to formulate arguments in defense of his position. This is important for everyone, but especially for law students who view a person as a “subject

To stimulate independent thinking, the teacher used various active teaching methods: problem situations, "finish the sentence" tasks, quizzes, and even an interactive survey.

At the preparatory stage of the practical lesson, a number of students may receive a task - to prepare essays and present their theses, and then the teacher determines the questions to be posed to the group.

The revival of a practical lesson, which means its activation, the increase in cognitive and educational potential, is facilitated not only by problem situations, but also by the introduction of game techniques into its macrostructure. For this purpose, it is legitimate to use tests in the practical lesson.

With the help of tests, you can go to the announcement of future topics of the course of the discipline.

An analysis of errors in a practical lesson gives the teacher material for further improvement of both the content and methodological parts of the practical lesson, and the development of their own topics.

A practical lesson allows you to use all the variety of available methodological means to enhance the study of the discipline.

There is no single methodology for conducting practical classes; each educational institution uses its own developments. However, everyone adheres to the basic provisions. Conduct a practical lesson mainly in the following sequence: opening speech teacher, explaining questions that are incomprehensible to students, a practical part is planned, the final word of the teacher.

For each lesson, the introductory part is extremely important. The more dynamic it is, the faster students will tune in to the perception of a new discipline and be ready for creative work. An important reminder of the basic requirements, rules for the lesson, announcement of the task for the next lesson with a short argument. This should be done taking into account the fact that at the beginning of the lesson, students are attentive and concentrated.

The teacher reminds students of the goals and objectives of the lesson, determines the forms of work in the lesson, the time for carrying out certain types of activities, that is, provides the lesson with a constructively pragmatic character, attracts the audience.

Sometimes practical classes begin with a short generalization of the main scientific and theoretical provisions, which should serve as a starting point in the work of students. Most often, this is done by the teacher, since it is not always possible for the student to determine the most important, to accurately formulate scientific and theoretical provisions or to characterize the methods of work. However, sometimes students are instructed to do such a generalization, having warned them about it in advance.

After summarizing, the teacher should give answers to certain theoretical questions that arose among students in the process of preparing for the lesson. It is important that this process is not delayed. In this case, the teacher may also offer students to turn to the textbook, study guide, transfer the explanations to the consultation. The actions of the teacher depend on the complexity of the issue, the availability of literature.

After covering the theory of the issue, they move on to the actual practical lesson. Usually, for each topic of the lecture course, individualized topics of a complex nature are brought to practical classes, which, on the one hand, allow the student to apply the acquired knowledge more widely, and on the other hand, to prepare for independent homework. For the teacher, such complex tasks also serve as a way to check the level of assimilation educational material students.

However, individualizing the tasks, the teacher must establish a certain average level that would correspond to the tasks. high school and continuously from lesson to lesson, as pedagogical expediency grew. At the same time, the student should feel step by step increasing the level of his training. Otherwise, practical exercises will be uninteresting to him. Individualizing the tasks, it is necessary to preserve the integrity of the system of practical classes, their interconnection and sequence, to consider them as a whole, subordinate to the content of the lectures. Each lesson should be a thematically completed link in the curriculum.

Despite the fact that it takes 3-5 minutes to sum up the results of the lesson, the teacher can plan in advance the time for consideration of each issue, problematic tasks, exercises, situations, that is, follow the rules, discipline students, teach them to save time. The absence of regulations destroys the lesson scheme, leads to the loss of logic, relationships.

Practice should be varied. If students realize that all their learning opportunities have been exhausted, then the level of motivation will drop sharply. It is necessary to organize practical classes in such a way that students feel the increase in the complexity of tasks, which would lead to positive emotions from their own success in learning, would contribute to creativity, searches.

An individual approach and productive pedagogical communication are important in the process of practical work. Students should be given the opportunity to discover and show their abilities, their potential. Therefore, when developing tasks and a plan for a practical lesson, one should take into account the level of training and interests of each student in the group, acting as a consultant, not to depress the independence and initiative of students.

In the process of preparing and conducting a practical lesson, there are (V. Litvinyuk) five stages.

On the first stage the teacher answers questions that students have in the process of completing their individual homework assignments. Sometimes specially organized groups of students answer the questions. Therefore, all students hand in their homework. their verification is carried out as follows: two or three students called to the board are asked to write out a certain solved problem or example from their homework. The student characterizes the main points within 5-7 minutes. This teaches students the clarity and consistency of the answer. Mistakes made are corrected immediately. Other students at this time solve the new tasks proposed by the teacher.

Second phase- Testing the theory. Students write a short test duration 8-10 minutes. The assessment will be announced at the next lesson. They also conduct a survey with the formulation of definitions and theorems.

On the third stage the teacher announces the topic of the new lesson, its goals and significance in the course. The first problem that is solved on this topic is typical and is considered as an example. After analyzing the problem, students are called to the board. The purpose of this stage is to teach students the mathematical method of solving problems on the topic, to make sure that the majority of students have mastered the topic. The responses of students who work at the blackboard should be evaluated.

Fourth stage lasts 2-4 minutes. This is a homework announcement: a practice topic with a detailed outline. Individual homework consists of two parts: the first - tasks on the studied topic, the volume of which does not exceed 70% of those solved in the classroom, the second - checking the homework of another student from the previous topic in order to repeat what was learned.

Fifth stage is the end of the practical session. At this stage, the teacher gives independent work on the studied topic. When writing independent work possible conversations between students. The teacher acts as a consultant.

The activity of students in practical classes is growing, provided that their activities are carried out in the process of finding ways for additional assimilation of theoretical knowledge. They form practical skills and abilities in the field of solving applied problems, constructing diagrams, graphs, drawings, performing computational and graphic tasks, strengthening and improving existing skills, developing the ability to independently use all the knowledge to improve certain actions, etc.

In the educational process, two forms of practical work are used:

Frontal, in which, after laying out the theory at the lecture, all students of the group simultaneously perform one practical work on the same equipment; in this case, there is a single plan and the same sequence of actions for all students of the group;

Individual, in which the students of the group are divided into teams that perform different topics, content and plan practical work. This form is resorted to in the absence of an appropriate material base for the implementation of frontal work of students.

Both forms of practical training have advantages and disadvantages. To the advantages of the frontal form of holding

practical exercises, scientists (B. Mokin, V. Papiev, A. Mokin) include:

Direct connection with the studied educational material, contributes to the formation of practical skills; the principle of systematicity and consistency is implemented;

Favorable working conditions for the teacher: frontal briefing before work and in the process of its implementation; preparation of educational and material base, monitoring the progress of work, checking its results, the possibility of discussing the results of the group's work at the current or next lesson.

The disadvantages of the frontal form of practical work, these scientists include:

Simple equipment (the purchase of complex equipment, that is, 25-30 complexes of the same type for one-time use in a group is not economically feasible, and also creates difficulties in placing them in the laboratory)

The possibility of psychological discomfort for students if, for some reason, the theoretical material was not read before practical classes.

The only advantage of an individual practicum is the possibility of using complex modern equipment that the university has in one copy, and the main disadvantage is that students must perform some practical work when they have not yet been given theoretical material on the subject of these works and need to study it on one's own.

So, the frontal form of conducting a lesson can be used for work of an introductory or cognitive nature, and for more complex practical work that requires a significant investment of time and the use of expensive equipment, it is advisable to conduct practical work in the form of an individual workshop of a cyclic nature, in which students work on one and the same equipment by teams on schedule, which allows you to perform all the planned work provided for curriculum.

In practical classes, students should adhere to the principle of maximum independence. They must independently perform the work, draw up a protocol and interpret the results. Of course, if there are significant difficulties in the process of work, students can consult a teacher.

The grades received for individual practical classes, the teacher takes into account when setting the final grade for the discipline. Evaluation of the work of students in the course of the lesson contributes to the control and activation of educational and cognitive activity.

It is advisable to end each lesson with a brief conclusion and recommendations of the teacher regarding further work. In such a case, practical exercises along with lectures help create a perspective in the work of students.

It is important for practical classes to use active teaching methods: non-imitation (discussions, excursions, fieldwork), simulation non-game (analysis of specific situations, solution production tasks, analysis of documentation, actions according to instructions), simulation business, role-playing games, game design.

The effectiveness of a practical lesson largely depends on the teacher’s ability to control the attention of students, introduce elements of competitiveness between them, implement a differentiated approach when selecting groups for joint activities in practical classes, provide direct guidance (planning, special design of tasks, control) and indirect (influence on motives , attitudes, goals of the student).

One of the most common forms of organizing the educational process in higher education is practical classes (workshops).

Practical(Greek Prakticos - active) lessons - a form of instruction in which teacher organizes a detailed consideration by students of individual theoretical provisions of the academic discipline and forms the ability and skills of their practical application from individual performance in accordance with the formulated tasks.

Often practical classes are called classes with solving problems in higher mathematics, theoretical mechanics, physics, strength of materials, descriptive geometry exercises for the construction of diagrams, graphs, diagrams, as well as the performance of settlement and graphic work in special disciplines. The study foreign languages are also held in the form of practical exercises: exercises for reading, translation, listening, speaking. These classes differ from classes in other disciplines only in teaching methods.

The main functions of practical classes (according to I. Kobilyatsky) are:

Deepening and clarifying the knowledge gained in lectures and in the process of independent work;

Formation of intellectual skills and abilities of planning, analysis and generalizations, mastering the existing technology, developing skills to manage and use it;

Accumulation of primary experience in organizing production and managing it;

Mastering the initial skills of managing workers in production;

Formation of the ability to analyze and evaluate the economic efficiency of production;

Mastering the scientific apparatus of working with sources;

Formation of the ability to make sociological assessments and the like. Practical classes are held in an educational institution or in institutions where students have an internship, and are intended to teach them how to solve specific problems in their specialty, as well as in classrooms or in educational laboratories equipped with the necessary technical teaching aids, computers. On the undergraduate practical classes are systematic and are held regularly every 2-3 lectures, logically continuing the work begun at the lectures. However, at the lecture it is only possible to show in general terms the approach to solving the problem, performing calculations, constructing objects.

Full disclosure of scientific and theoretical principles is carried out in practical classes.

Practical exercises (exercises) in the narrow sense are most often used in the first and second years, less often in senior years, since they contain a lot of school elements, from which higher education exempts studying proccess embedding forms academic work that require greater independence (design, research seminars, etc.).

Some teachers of higher education believe that practical classes do not replenish the knowledge of students, but are primarily focused on developing certain skills, on mastering the methodology of work. However, experience shows that properly planned practical exercises have an important educational and educational value. If the teacher has a broad scientific outlook, clearly adheres to certain scientific principles, is able to interest students, reveal the scientific and practical significance of the discipline, show the tasks and prospects for its development, then it is in practical classes that the process of forming specialists takes place.

The number of students in a group in a practical lesson should not exceed half of the academic group. In artistic and creative specialties, practical classes in special academic disciplines are conducted with two or three students or with one student. Quantitative composition study groups in such cases, it is determined by the curriculum of the discipline or by the decision of the head of the higher educational institution.

Practical work that is carried out in a higher educational institution, scientists (B. Mokin, V. Papiev, A. Mokin) are divided into the following groups:

1. Introductory practical (laboratory) work. They are supposed to form the skills and abilities to use instruments, devices necessary to perform various types of practical work.

2. Confirming practical work. Performing them, the student receives confirmation of the correctness of the theoretical knowledge presented in the lectures.

3. Partial-exploratory practical exercises. In such classes, students have more opportunities for creative work. AT guidelines only the purpose is indicated for such work, there is laboratory equipment, the procedure for its interaction, as well as a research plan and an indicative list of questions. Detailing the research plan and determining the full list of questions that need to be investigated is carried out by the student himself.

4. Experienced practical work. In such papers, students are given only the purpose of the study; they plan all other stages of its implementation themselves. This type is entrusted to teams led by students with pronounced creative abilities. With this type of work, students spend a lot of time preparing theoretical and experimental studies, provides for appropriate evaluation.

Practical classes to a large extent provide the development of skills and abilities for making practical decisions in real production conditions, based on theoretical basis, develop logical thinking, the ability to analyze phenomena, summarize facts, contribute to regular and systematic independent work in the process of studying a certain course.

Practical classes (Greek prakticos - active) - a form of training session, in which the teacher organizes a detailed consideration by students of certain theoretical provisions of the academic discipline and forms the skills and abilities of their practical application by fulfilling the tasks in accordance with the tasks. Independent work of students dominates in the structure of the practical lesson. gained popularity in university education in the other half of the 19th century. Through the efforts of MV Lomonosov, the lecture found a combination with practical exercises and research work.

The list of topics of practical classes is determined by the working curriculum of the discipline. Practical classes are called classes from solving problems in higher mathematics, physics, theoretical mechanics, bunks and geometry and other subjects, performing exercises for building diagrams, graphs, diagrams, performing computational and graphic works in special disciplines , performing reading exercises, for example, listening, speaking when learning mov.

Properly organized practical classes are of great educational and practical importance (they implement the didactic principle of connecting theory with practice) and are focused on solving the following tasks:

Deepening, consolidating and concretizing the knowledge gained in lectures and in the process of independent work;

Formation of practical skills and abilities necessary in the future professional activity;

Development of skills to observe and explain the phenomena being studied;

Development of independence, etc.

In terms of didactic essence, practical work is close to laboratory work In some cases, the term \"laboratory-practical work\" is used (for example, in physics, chemistry, geodesy, etc.) , work; laboro - work, work, overcome difficulties, worry) - one of the types of independent educational work of students, which is carried out on the instructions of the teacher using educational devices, tools, materials, installations and other technical means laboratory work is associated with other types of educational experiment (demonstration experiments, solving experimental problems) and scientific observations. research nature Performing laboratory work requires the student to be creative, independent in decision-making, deep knowledge and understanding of the educational material, provides an opportunity to become a "discoverer of the truth", positively affects the development of cognitive interests and abilities.

The combination of theory and practice, which takes place in a laboratory room specially equipped with equipment and materials, maintenance and appearance which should activate cognitive activity students provides a specific character studied in lectures and during independent work, contributes to a detailed and deeper assimilation educational information Laboratories must meet the requirements of technical aesthetics and ergonomics: it is necessary to equip students' workplaces methodically appropriately and ergonomically, to promote the development of a work culture in them, you can use the so-called "methodological coloring" of installations (paint the object of study in red, details in blue, etc. ) It is useful to add a visual methodological poster to each installation, where you can clearly and concisely state the content of the laboratory work, its scope, idea and tasks, methods for their implementation, which should be detailed in the appropriate \"Instructions\" or \"Guidelines\" In this case, laboratory and practical work will organically complement both lectures and seminars, in which the main channel for perceiving information is \"ear-brain\" And this is in conflict with the psychological requirements for the organization of the educational process, because it is known that only % of people are used to receiving information through the viewer ny analyzer \"eye-brain\" and the throughput of which is 100 times higher than the auditory canal ("ear-brain\") This is evidenced by the achievements of folk pedagogy, claims that \"it is better to see once than hear a hundred times \" So, the methodological substantiation of laboratory classes should be one of the important factors that can positively affect the quality of educational and cognitive activity of students and their practical training on the basis of initial and educational activities of students and their practical training.

A variety of laboratory work in higher education is a laboratory workshop - a system of specially designed, meaningfully and methodically combined laboratory and practical classes on a large section, topic or entire course of study. During the workshop, students are usually offered complex and laborious work that should contribute to the formation of a specialist, in in the arsenal of which the researcher's skills in the relevant practical area should take a prominent place.

When conducting laboratory and practical classes, the number of students cannot exceed half of the academic group. In artistic and creative specialties, practical classes in professional academic disciplines can be carried out with one, two or three students It is psychologically important to create such conditions for students in practical classes that make them want to work creatively pedagogical training They must understand when, how and how to help the student, and under what circumstances "help" can only cause harm. tasks of laboratory work, then it will not be a help, but at least a waste of time for the student. Therefore, the teacher must constantly work on the formation of his assistants in a responsible attitude towards the organization of the educational work of students in the laboratory in the laboratory.

The methodology for preparing and conducting laboratory and practical work covers several stages:

Preliminary preparation for laboratory work consists in the study of theoretical material by students in the time allotted for independent work, familiarization with instructional materials in order to understand the tasks of laboratory work, safety precautions when working with electrical appliances, chemicals and explosives.

Advising students by teachers and support staff in order to provide comprehensive information necessary for the independent implementation of the tasks proposed by the teacher, familiarization with safety rules when working in the laboratory

Preliminary control of the level of preparation of students for the performance of a specific work (obtaining the so-called "permit" to perform the work)

Independent completion of assignments by students according to the topics indicated by the curriculum

Processing, summarizing the results of laboratory work and preparing an individual report

Control and evaluation by the teacher of the results of students' work

In the practice of higher educational institutions, various approaches to the methodology of conducting laboratory classes have been formed:

1 According to the place of laboratory work in the structure of the academic discipline: performing laboratory work or a thematic laboratory workshop after a theoretical course (sequential method);

2 For organizational features: frontal laboratory work (when all students perform the same task on the same equipment) and group laboratory work (when students are divided into pilot groups of 2-4 people who perform different topics, plan and content of work) .

Front and group forms laboratory and practical classes have their own disadvantages and advantages, which should be taken into account. The advantages of frontal laboratory work include:

Direct connection with the studied, and assimilated simultaneously by all students;

Implementation of the principles of systematicity and consistency;

Favorable conditions for the teacher: verbal briefing before starting work and in the process of its implementation, preparation of standard equipment, fairly easy control over students' laboratory work and its results.

Discussion of the results, which is carried out in this or the next lesson, allows them to be generalized in the process of collective discussion, to identify typical mistakes of students and correct them.

However, in frontal laboratory work, fairly simple equipment is more often used: 25-30 sets of the same type of equipment, and therefore, to conduct more complex experimental experiments, it is advisable to organize individual-group work using more complex, modern equipment. They have different didactic directions and require a different level of independence. Methodists V.I. Mokin, V.O. Papiev, O.V. Mokin suggest using such types of laboratory work as:

1 Familiarization laboratory and practical work, providing for the formation of skills and abilities to use instruments, devices necessary to perform professional tasks

2 Confirmatory laboratory and practical work, the implementation of which is aimed at confirming the correctness of the theoretical knowledge gained

3 partially exploratory laboratory and practical classes that stimulate the independence and creative thinking of students In the instructions and guidelines for such works, the theme, purpose, tasks are determined overall plan research and a oriented list of questions to be answered. Students independently detail the research plan and choose the trajectory of movement to achieve the goal of the research.

4 Experimental practical work has only the purpose of research, students plan all other stages of work on their own. This type of laboratory work requires a lot of time, high intellectual stress and provides for an appropriate assessment.

Our experience testifies to the possibility and necessity of a differentiated approach to students when performing laboratory and practical work. In this case, a system of multivariate tasks is possible according to the right of the student to choose the level of complexity of the task and the corresponding assessment of its correct performance To perform laboratory and practical work of different levels of complexity, students can be combined into homogeneous groups, taking into account the level of their training (high, medium, low) individualizing tasks, the teacher must determine the level of knowledge and skills that corresponds to the tasks of higher education, and provide unfinished levels of its increase for each group. At the same time, classes should be organized in such a way that in order for each student (strong, medium, weak) to experience an increase in the level of his individualizing training and the tasks of laboratory and practical work, it should be, while maintaining the integrity of the system of theoretical and practical training, their relationship, to consider them as a whole e, in which each lesson is a thematically completed link in the educational process.

17. Innovative forms and methods of teaching and their pedagogical value.

At present, the educational process requires constant improvement, as priorities and social values ​​are changing: scientific and technological progress is increasingly recognized as a means of achieving a level of production that best meets the ever-increasing needs of a person, the development of the spiritual wealth of the individual. Therefore, the current situation in the training of specialists requires a radical change in the strategy and tactics of teaching at the university. The main characteristics of a graduate of any educational institution are his competence and mobility. In this regard, the emphasis in the study of academic disciplines is transferred to the process of cognition itself, the effectiveness of which depends entirely on cognitive activity the student himself. The success of achieving this goal depends not only on what is acquired (the content of training), but also on how it is acquired: individually or collectively, in authoritarian or humanistic conditions, relying on attention, perception, memory, or on the entire personal potential of a person, using reproductive or active learning methods.

The most successful methods in the assimilation of knowledge by students are active teaching methods. The essence of active teaching methods aimed at the formation of skills and abilities is to ensure that students perform those tasks in the process of solving which they independently master skills and abilities.

The manifestation and development of active teaching methods is due to the fact that the training was given the task of not only acquiring knowledge by students and forming professional skills and abilities, but also developing the creative and communicative abilities of the individual, forming a personal approach to the emerging problem.

Thus, the direct involvement of students in active educational and cognitive activity in the course of the educational process is associated with the use of techniques and methods that have received the generalized name "active teaching methods".

The teacher in his professional activity uses the classification and group of methods that most fully help the implementation of those didactic tasks that he sets for the lesson. And active teaching methods are one of the most effective means of involving students in educational and cognitive activities.

There are imitation and non-imitation forms of organizing training using active learning methods. Consider the characteristics of non-imitation methods: lectures, seminars, discussions, collective mental activity.

1. Lectures of non-traditional form of conducting

The problematic lecture begins with questions, with the formulation of a problem that needs to be solved in the course of presenting the material. Problem questions differ from non-problem ones in that the problem hidden in them requires a different solution, that is, there is no ready-made solution scheme in past experience. It takes thinking to answer it, when there is a rule to know to answer a non-problematic question.

Problem lectures provide creative assimilation by future specialists of the principles and laws of the studied science, activate the educational and cognitive activity of students, their independent classroom and extracurricular work, the assimilation of knowledge and their application in practice.

2. Visualization lecture

This type of lecture is the result of a new use of the principle of visibility, the content of this principle changes under the influence of the data of psychological and pedagogical science, forms and methods of active learning.

The visualization lecture teaches students to convert oral and written information into a visual form, which forms their professional thinking by systematizing and highlighting the most significant, essential elements of the learning content.

3. Lecture together

In this lecture, educational material of problematic content is given to students in a live dialogue between two teachers. Real professional discussion situations are simulated here theoretical issues from different positions by two specialists, for example, a theoretician and a practitioner, a supporter or opponent of one or another point of view, etc.

Lecture together makes students actively involved in the thought process. When presenting two sources of information, the task of students is to compare different points of view and make a choice whether to join one or another of them or develop their own.

4. Lecture with pre-planned mistakes

This form of lecture was developed to develop students' skills to quickly analyze professional situations, to act as experts, opponents, reviewers, to isolate incorrect or inaccurate information.

Preparing a teacher for a lecture is to include in its content a certain number of errors of a meaningful, methodological or behavioral nature. The teacher brings a list of such mistakes to the lecture and introduces them to students only at the end of the lecture. The most common mistakes made by both students and teachers during the lecture are selected. The teacher conducts the presentation of the lecture in such a way that the errors are carefully hidden and are not easily noticed by the students. This requires special work of the teacher on the content of the lecture, a high level of knowledge of the material and lecturer's skills.

The task of the students is to note in the course of the lecture the mistakes noticed in the abstract and name them at the end of the lecture. 10-15 minutes are allotted for analysis of errors. During this analysis, the correct answers to questions are given - by the teacher, students or jointly. The number of planned mistakes depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of students' preparedness.

5. Lecture-press conference

The form of the lecture is close to the form of press conferences, with the following changes.

The teacher names the topic of the lecture and asks the students to ask him questions in writing on this topic. Each student must, within 2–3 minutes, formulate the questions that interest him most, write on a piece of paper and hand it over to the teacher. Then the teacher sorts the questions according to their semantic content within 3-5 minutes and starts to give a lecture. The presentation of the material is not built as an answer to each question asked, but in the form of a coherent disclosure of the topic, during which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the listeners.

6. Lecture-conversation

Lecture-conversation, or "dialogue with the audience", is the most common and relatively simple form of active involvement of students in the learning process. This lecture involves direct contact between the teacher and the audience. The advantage of a lecture-conversation is that it allows you to draw students' attention to the most important issues of the topic, determine the content and pace of presentation of educational material, taking into account the characteristics of students.

7. Lecture-discussion

In contrast to the lecture-conversation, here the teacher, when presenting the lecture material, not only uses the students' answers to their questions, but also organizes a free exchange of opinions in the intervals between logical sections.

Discussion is the interaction of a teacher and students, a free exchange of opinions, ideas and views on the issue under study.

This enlivens the learning process, activates the cognitive activity of the audience and, which is very important, allows the teacher to manage the collective opinion of the group, use it to convince, overcome negative attitudes and erroneous opinions of some students. The effect is achieved only with the right selection of questions for discussion and skillful, purposeful management of it.

The choice of questions to activate the listeners and topics for discussion is carried out by the teacher himself, depending on the specific didactic tasks that the teacher sets for himself for this audience.

8. Lecture with case studies

This lecture is similar in form to a lecture-discussion, however, the teacher does not put questions for discussion, but a specific situation. Usually such a situation is presented orally or in a very short video recording, filmstrip. Therefore, its presentation should be very brief, but contain sufficient information for the assessment of a characteristic phenomenon and discussion.

II. round table method

This group of methods includes: different kinds seminars and discussions. This method is based on the principle of collective discussion of problems studied in the education system. The main goal of such classes is to provide students with the opportunity for the practical use of theoretical knowledge in conditions that simulate the form of activity of scientists.

1. Training seminars

Interdisciplinary Seminar. A topic is brought to the lesson, which must be considered in various aspects: political, economic, scientific and technical, legal, moral and psychological. Specialists of relevant professions and teachers of these disciplines can also be invited to it. Tasks are distributed between students to prepare reports on the topic. The method of an interdisciplinary seminar allows students to broaden their horizons, accustom them to a comprehensive assessment of problems, to see interdisciplinary connections.

Problem Seminar. Before studying a section of the course, the teacher suggests discussing problems related to the content of this section, topics. The day before, students are given the task to select, formulate and explain problems. During the seminar, in the conditions of a group discussion, a discussion of problems is held. The method of the problematic seminar allows you to identify the level of knowledge of students in this area and form a strong interest in the section under study training course.

Thematic seminar. This type of seminar is prepared and conducted with the aim of focusing the attention of students on some topical topic or on its most important and significant aspects. Before the start of the seminar, students are given the task to highlight the essential aspects of the topic, or the teacher can do it himself in the event that students find it difficult, to trace their connection with the practice of social or labor activity. The thematic seminar deepens the knowledge of students, orients them to an active search for ways and means of solving the problem.

Orientation Seminar. The subject of these seminars are new aspects of known topics or ways of solving already posed and studied problems, officially published materials, decrees, directives, etc. For example, the law on education of the Republic of Kazakhstan, students are invited to express their thoughts, their opinion, their point of view on this topic, possible options for the implementation of this law. The method of orientation seminars helps to prepare students for the active and productive study of new material, aspect or problem.

System Seminar. Conducted for a deeper acquaintance with various problems to which the topic under study is directly or indirectly related. For example: "The system of management and education of labor and social activity."

The method of systemic seminars pushes the boundaries of students' knowledge, does not allow them to become isolated in a narrow circle of a topic or a training course, helps to discover the cause-and-effect relationships of phenomena, and arouses interest in studying various aspects of socio-economic life.

2. Study discussions

They can be carried out:

- based on lecture materials;

- based on the results of practical training;

- on the problems proposed by the students themselves or the teacher, if the students find it difficult;

- according to events and facts from the practice of the studied field of activity;

- according to publications in the press.

The method of educational discussion improves and consolidates knowledge, increases the amount of new information, develops the ability to argue, prove one's opinion, point of view and listen to the opinions of others.

3. Study meetings at the "round table"

When using this method, you can invite various specialists involved in the study of the problem under consideration or working on a topic studied by students. These can be scientists, economists, artists, representatives of public organizations, government agencies, etc.

Before such a meeting, the teacher invites students to put forward a problem of interest to them on this topic and formulate questions for their discussion. If students find it difficult, the teacher can suggest a number of problems and, together with the students, choose a more interesting one for them. Selected questions are transferred to the invited expert of the round table to prepare for the presentation and answers. At the same time, several specialists involved in the study of this problem can be invited to the "round table". In order for the round table meeting to be active and interested, it is necessary to encourage listeners to exchange views and maintain an atmosphere of free discussion.

When applying all these forms of classes, students get a real practice of formulating their point of view, comprehending the system of argumentation, that is, turning information into knowledge, and knowledge into beliefs and views.

The collective form of interaction and communication teaches students to formulate thoughts in a professional language, to speak orally, to listen, hear and understand others, to argue correctly and reasonably. Joint work requires not only individual responsibility and independence, but also self-organization of the work of the team, exactingness, mutual responsibility and discipline. At such seminars, the subject and social qualities of a professional are formed, the goals of training and educating the personality of a future specialist are achieved.

The features of collective mental activity are that there is a rigid dependence of the activity of a particular student on a fellow student; it helps to solve the psychological problems of the team; there is a “transfer” of action from one participant to another; self-management skills develop.

Available various forms organizing and conducting this type of activity, such as a press conference, intellectual football, "a field of miracles", "lotto", "sea battle", "chamomile", etc.

The main task of a higher educational institution in present stage is the training of specialists capable of non-standard, flexible and timely response to changes that occur in the world. Therefore, to prepare students for professional activities in the future, innovative teaching methods are used at the university.

Such methods include problem learning which provides for the formation of skills for solving problematic tasks that do not have a clear answer, independent work on the material and the development of skills to apply the acquired knowledge in practice.

Also, innovative teaching methods provide for interactive learning. It is aimed at active and deep assimilation of the studied material, development of the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, simulation situations.

One of the modern methods is learning through cooperation. It is used for work in small groups. This method aims to effectively master the educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of joint work.

The innovative teaching methods used at the present stage at the university also provide for a method whose priority is moral values. It contributes to the formation of individual moral attitudes based on professional ethics, the development of critical thinking, the ability to represent and defend one's own opinion.

Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates the creative search for students.

- to help students systematize, consolidate and deepen knowledge of a theoretical nature;

- to teach students how to solve practical problems, to promote the mastery of skills and abilities to perform calculations, graphic and other types of tasks;

- teach them to work with a book, service documentation and diagrams, use reference and scientific literature;

- to strengthen the connections and associations formed at the lecture by repetitive performance of actions characteristic of the study of the discipline (monotonous stereotypical repetitions do not lead to understanding of knowledge);

- to form the ability to learn independently, that is, to master the methods, methods and techniques of self-learning, self-development and self-control;

- ensure development creative activity personality of the student, his scientific thinking and speech; to promote the growth of students as creative workers;

– to test the knowledge of students – a means of sufficiently prompt feedback.

Practice Requirements

1. Scientific, accessible, unity of form and content, organic connection with other species training sessions and practice.

2. It should not only strictly alternate in time with the lecture, but also be methodically connected with it by a problem situation.

3. Must prepare students for the next lecture.

4. It is impossible to limit ourselves to developing only practical skills and problem-solving skills: students should always see the connection between the course and practice; to show students the practical significance of the leading scientific ideas and fundamental scientific concepts and provisions.

5. The closer the lecture information is to the material considered in the practical lesson, the easier it is for the teacher to involve students in a creative search.

6. Clear consistency in the presentation of material in lectures and in practical classes, both in the definition of concepts and in the presentation of the sequence of individual facts, abbreviations, designations, etc.

7. Teach students teamwork, form group thinking.

Preparing a teacher for a practical lesson begins with the study of the original documentation (curriculum, thematic plan, etc.) and ends with the design of the lesson plan. The teacher should have an idea about the goals and objectives of the practical lesson and the amount of work that each student must perform.

The main methodological document of the teacher in the preparation and conduct of a practical lesson are methodical instructions.

Requirements for preparing a teacher for a practical lesson:

- view the text of the lecture;

- highlight concepts, provisions, patterns that need to be illustrated on specific tasks and exercises;

- select questions that control knowledge for students' understanding of theoretical material;

- choose material for examples and exercises;

- when selecting tasks and logical tasks, present a didactic goal: what skills and abilities to develop in relation to which task, what efforts this will require from students, what should be the creativity of students in solving this problem;

- perform or solve selected tasks and tests by the teacher himself (preliminarily solve and methodically process);

- prepare conclusions from the solved problem, prepare a final presentation;

- plan time both for solving the simplest, common examples, and for more complex ones that deserve further study;

- maintain a sense of increasing the complexity of the tasks performed, which leads to the realization of one's own success in learning and positively motivates cognitive activity;

- take into account the preparation and interests of each student, so that students are busy with intense creative work, and everyone gets the opportunity to show their abilities;

- at first, give students easy tasks that are designed for reproductive activity, requiring a simple reproduction of the methods of action given in the lecture for comprehension and consolidation; solving problems according to the model;

- then offer tasks designed for reproductive and transformative activity, which involves the ability to analyze the feasibility of this mode of action, express your thoughts about the conditions of the task, hypotheses, and the results obtained, i.e. develop the skills and abilities to apply the studied methods and control their availability students;

- then offer even more complex tasks, i.e. complex, designed to control the depth of study of the material or course - at first requiring separate elements of productive activity, and then - completely productive (creative);

- select the illustrative material necessary for solving problems, consider the arrangement of drawings and notes on the board, etc .;

- having created a system of practical tasks (logical tasks) on the topic, selecting the necessary tasks for a particular lesson, calculating the time to solve each of them, the teacher proceeds to develop a plan for conducting a practical lesson for each group, taking into account its readiness.

In what form is it appropriate to draw up a plan? In the one, probably, to which the teacher himself is accustomed. It includes general initial data for conducting a practical lesson and a content part. It should be noted in plan following:

How much time do you need to spend on checking homework?

- how much time to spend on a survey of students on theory and what questions to ask;

- what examples and tasks will be solved at the blackboard and in what sequence; what to pay attention to in a particular task;

– how to arrange drawings and calculations for each task (test);

- whom to interview on the theory and who to call to the board to solve problems;

- what tasks to propose for solving on the ground without calling to the board;

- what tasks to offer "strong" students;

- what tasks to set for an independent solution at home.