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30УДК 378.016: 340.
СУТЬ И СОДЕРЖАНИЕ МЕТОДОВ АКТИВНОГО ОБУЧЕНИЯ
Сёмкин А.В., Вайман Г.Н. Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В статье рассматривается сущность и содержание активных методов обучения, современные формы организации обучения и воспитания, а также различные классификации активных методов.
Ключевые слова: содержание и методы обучения, эффективность обучения, образовательный процесс.
THE ESSENCE AND CONTENT OF ACTIVE LEARNING METHODS
Semkin A.V., Waiman G.N. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. This article deals with the topic of the essence and content of active teaching methods, modern forms of organization of training and education, as well as various classifications of active methods.
Key words: content and methods of teaching, effectiveness of teaching, educational process.
Today, there are different classifications of active learning methods. This is due to the fact that there is no generally accepted definition of active learning methods (hereinafter AMO). Therefore, sometimes the concepts of AMO are expanded to include, for example, modern forms of training organization, such as an interactive seminar, training, problem-based learning, collaborative learning, and educational games. Strictly speaking, these are forms of organizing and conducting a whole educational event or even a subject cycle, although, of course, the principles of these forms of training can also be used for conducting individual parts of the lesson.
In other cases, the authors narrow down the concepts of AMO, referring to them as separate methods that solve specific problems, for example:
Active learning methods - methods that stimulate the cognitive activity of students. They are based mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. AMOS are characterized by a high level of student activity. The possibilities of different teaching methods in terms of activating
educational and educational-production activities are different, they depend on the nature and content of the corresponding method, the ways of their use, and the skill of the teacher. Each method is made active by the one who applies it.
Indeed, with the help of active methods, it is possible to effectively solve problems, but the goals and objectives of the AMO are not limited to this, and the possibilities of active methods are different not only in the sense of" activating educational and educational-production activities", but also in the sense of the variety of educational effects achieved, too. In addition to dialogue, active methods are also used by polylogue, providing a multi-level and versatile communication of all participants in the educational process. And, of course, the method remains active regardless of who applies it, another thing is that in order to achieve high-quality results of using AMO, appropriate teacher training is necessary.
Based on the above, active learning methods are a system of methods that ensure the activity and diversity of students ' mental and
practical activities in the process of mastering educational material. AMOS are based on practical orientation, game action and the creative nature of learning, interactivity, various communications, dialogue, the use of students ' knowledge and experience, the group form of organizing their work, the involvement of all the senses in the process, an active approach to learning, movement and reflection.
The effectiveness of the process and results of training using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis. The directly active methods include the methods used within the educational event, in the process of its implementation. Each stage of the lesson uses its own active methods that allow you to effectively solve specific tasks of the stage.
A. Verbitsky interprets the essence of active learning as follows: active learning marks the transition from mainly regulatory, algorithmized, programmed forms and methods of organizing the didactic process to developing, problem-based, research, search, providing the birth of cognitive motives and interests, conditions for creativity in learning.
M. Novik identifies the following distinctive features of active learning:
- forced activation of t thinking, when the student is forced to be active regardless of his desire;
- a sufficiently long time of involvement of students in the learning process, since their activity should not be short-term and episodic, but rather largely stable and long-lasting (i.e., during the entire lesson);
- independent creative decision-making, increased motivation and emotionality of students.
Thus, we can say that active teaching methods are methods that encourage students to actively think and practice in the process of mastering the educational material. Active learning involves the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of students ' knowledge and skills in the process of active thinking and practical activity. The features of active teaching methods are that they are based on the motivation for practical and mental activity, without which there is no progress in mastering knowledge.
The idea of active learning requires "additional thinking" and theoretical refinement. Today in active learning there is no clear theoretical concept, approaches and methods are mixed under one name, there is no generally accepted classification of methods. The most complete classification of the AMO was given by M. Novik, distinguishing the imitative and nonimitative active learning groups. A characteristic feature of non-simulation classes is the absence of a model of the process or activity being studied. Activation of training is carried out through the establishment of direct and feedback links between the teacher and the trainees.
A distinctive feature of simulation classes is the presence of a model of the process being studied (imitation of individual or collective professional activity). The peculiarity of simulation methods is their division into game and non-game ones. The methods in the implementation of which the trainees must play certain roles belong to the game.
Characteristics of active teaching methods in school
Problem-based learning is a form in which the learning process of students approaches the search, research activity. The success of problem-based learning is ensured by the joint efforts of the teacher and the trainees. The main task of the teacher is not so much to convey information, but to introduce students to the objective contradictions of the development of scientific knowledge and ways to resolve them. In cooperation with the teacher, students "discover" new knowledge, comprehend the theoretical features of a particular science.
In problem-based learning, new knowledge is introduced as unknown to students. The function of students is not just to process information, but to actively engage in the discovery of unknown knowledge.
The main didactic method of "including" students ' thinking in problem-based learning is the creation of a problem situation in the form of a cognitive task that fixes a certain contradiction in its conditions and ends with a question (s) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.
Cognitive tasks should be accessible by their difficulty to students, they should take into account the cognitive capabilities of the students,
be in line with the subject being studied and be significant for the assimilation of new material.
The didactic construction of problem-based learning consists in a logically coherent oral presentation that accurately and deeply illuminates the main points of the topic. The educational problem and the system of subordinate problems compiled by the teacher "fit" into the logic of the presentation. With the help of appropriate methodological techniques (setting problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.), the teacher encourages students to think together, search for unknown knowledge. The most important role in problem-based learning belongs to dialogic communication. The higher the degree of dialogic learning, the closer it is to the problem, and vice versa, the monologue presentation brings learning closer to the information form [6].
Thus, in problem-based learning, the following two most important elements are basic:
- a system of cognitive tasks that reflect the main content of the topic;
- dialogical communication, the subject of which is the material introduced by the teacher.
Analysis of specific situations is one of the most effective and widespread methods of
organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine their attitude to the situation.
Bibliographic list
1. The Law of the Republic of Kazakhstan "On Education". Petropavlovsk: Northern Kazakhstan, 2013. No. 5 SAM.
2. Vygotsky L. S. The problem of learning and mental development in school age. -Moscow: Akademiya, 2005. - 419 p.
3. Somina L. E. What are active methods? - M.: Nauka, 2006. - p. 7
4. Davydov V. V. Content and structure of educational activity of junior schoolchildren. -M.: Pedagogika, 1982 - - 310 p.
5. Zankov L. V. Assimilation of knowledge and development of younger schoolchildren. - M.: Akademiya, 1981. - p. 35.
6. Lepeshev DV, Mukat A., Shtiben A., Ishmukhametov A. Modern concepts and models of education // Science and reality. - 2021. - No. 1 (5). - P. 63-65.
Сёмкин Александр Владимирович, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Вайман Галина Николаевна, магистрант, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
e-mail: ivanchenko-v@mail.ru
Дата поступления статьи: 24.03.2021
© Сёмкин А.В., Вайман Г.В., 2021
