CC BY
11Выводы. Таким образом, функции учителей сводятся к тому, чтобы ребенок осознал мотивы, которые незначимы для общества, но приводят к достижению определенного результата.
Например, получить хорошую оценку. Школьнику надо помочь осмыслить неразрывную связь оценки с объемом реально полученных знаний. Это мотивирует ребенка, способствует желанию познавать все больше. И, как следствие, это приводит детей к пониманию того, что это необходимо для успешной реализации в обществе.
Учитель должен понимать, что, прежде всего, нужно акцентировать внимание на мотивах, которые ученик принимает за важные, но не определяется их поведением. Необходимо сконструировать модель учебной мотивации, тесно связав ее с особенностями построения учебного процесса.
Литература:
1. Запорожец А.В. Развитие логического мышления у детей школьного возраста. - М.: Издательство АПН РСФСР, 2010. - 174 с.
2. Заусайлова П.Ю., Лаврентьева Л.В. Основные направления развития подготовки специалистов финансовой сферы. В сборнике: Современные вопросы финансовых и страховых отношений в мировом сообществесборник статей по материалам II Международной научно-практической конференции преподавателей вузов, ученых, специалистов, аспирантов, студентов. Под общ. ред. И.С. Винниковой, Е.А. Кузнецовой; Кафедра страхования, финансов и кредита. 2016. С. 158-161.
3. Кривцова С.Н. Как находить привлекательные моменты в том, что делать нужно / С.Н.Кривцова // Школьный психолог. - 2010. - №6. - 8-19 с.
4. Козырева О.А. Теоретизация в дидактическом и научно-педагогическом знании // Вестник Мининского университета. 2018 том 6, № 2.
5. Леонтьев А.Н. Деятельность. Сознание. Личность. - М., Издательство АПН РСФСР 2013. - 298 с.
6. Леонтьев А.Н. Потребности, мотивы, эмоции: конспект лекций. - Издательство МГУ, 2014. - 144 с.
7. Маркова А.К., Матис, Т.А., Орлова, А.Б. Формирование мотивации учения. Маркова А.К., Матис Т.А., Орлова А.Б. - М.: Просвещение, 2011. - 212 с.
8. Маркова А.К. Пути исследования мотивации учебной деятельности. А.К Маркова. Вопросы психологии. М.: Просвещение - 2013. - № 5. - 47-59 с.
9. Маркова А.К. Формирование мотивации учения в школьном возрасте: пособие для учителя. А.К. Маркова. - М.: Просвещение, 2014. - 96 с.
10. Матюхина М.В. Мотивация учения младших школьников. М. В.Матюхина. Педагогика. - М.: Просвещение, 2015. - 144 с.
11. Матюхина М. В. Особенности мотивации учения младших школьников. М. В. Матюхина. Вопросы психологии. - М.: Просвещение ,2014. - № 3. - С. 43-49
12. Фейербах Л. История философии «Мысль» М, 2011.
13. Якобсон П. М. Психологические проблемы мотивации поведения человека / П. М. Якобсон. - М.: Мысль, 2013. - 250 с.
Pedagogy
UDC:378.147
teacher Lebedeva Natalya Aleekseevna
Federal State Educational Institution of Higher Professional Education "Perm Institute of the Federal Penal Service" (Perm); cadet Ilkaeva Lyasan Vasilevna
Federal State Educational Institution of Higher Professional Education "Perm Institute of the Federal Penal Service" (Perm)
TO THE QUESTION OF APPLICATION OF TRADITIONAL AND INNOVATIVE TEACHING METHODS OF THE DEPARTMENTAL INSTITUTIONS CADETS
Annotation. The work reflects current issues of organizing and conducting studies in higher education through traditional and innovative methods. Combining of such forms of conducting classes makes it possible to adapt the learning process to the individual characteristics of students and to establish some directions in the application of modern educational technologies. There were given thegeneral characteristics, the problems and features of thinking of the new generation.
Keywords: traditional method, lecture, information technology, innovative method, centenials. Аннотация. В работе отражаются актуальные вопросы организации и проведения учебных занятий в высшей школе посредством традиционных и инновационных методов. Комбинирование таких форм проведения занятий дает возможность приспособить учебный процесс к индивидуальным особенностям обучающихся и установить некоторые направления в применении современных образовательных технологий. Приведены основные характеристики, проблемы и особенности мышления нового поколения.
Ключевые слова: традиционный метод, лекция, информационные технологии, инновационный метод, центениалы.
Introduction. People are trained nowadays through such methods as traditional and innovative. The method of training is interpreted as a way of activity of the teacher and the student by working together, aimed at solving various problems of training. The relevance of the study is that training in departmental universities is considered more traditional and includes lectures, seminars, laboratory and independent work, practice, discussions and others. However, teachers, along with traditional teaching methods, often use innovative methods, while using information technologies such as multimedia technology, Internet technology, distance education and case technology.
Main material of the article. Traditional training is a form of information and receptive training, i.e. training, having an explanatory and illustrative way of organizing joint activities of the teacher and the student, in which the teacher tells the information, and the students perceive and remember it in memory.
This method includes lectures, seminars, laboratory and independent work, practice, discussions, work with books, exercises. As a result, the student will only be able to apply the knowledge in typical situations. Traditional
methods give the learners a ready-made solution as an example and addressed primarily to the transfer of specific knowledge and development of skills in practical activities. When training with traditional methods, the main task of the student is to memorize the set and its reproduction during control checks.
Traditional methods have one goal-to provide new knowledge. On the part of the teacher, this method is informative and illustrative, and on the part of the student is based on the activities of reproduction. Firstly, the studentsget acquainted with the providedinformation, while applying new ways of action and judgment. After that, they solve certain problems and uses new knowledge in practice. The traditional method involves communicating knowledge already in finished form, so that students developtheir memory based on associations.
This method hasalso many disadvantages: the load on memory, incomplete development of the material and the slow pace of its study, low level of independence, expressed in the inability to think and make decisions on their own, small amount of knowledge.
Despite the fact that the traditional method has shortcomings, people cannot give it up, because teachers in higher education institutions still use traditional methods and forms of classes in which they transmit knowledge in a ready form, for example, such as lectures,seminars, explanations.
Perhaps the most common traditional method is a lecture. Lecture-a method in which the training material is presented orally, involves the provision of practical and theoretical problems in verbal form and a detailed analysis of complex terminology, patterns and ideas. Only the most knowledgeable, trained and qualified teachers in their field can read and deliver lectures well. He should not only know and possess the information provided to them, but also have a sufficient pedagogical experience and a high level of skill.
Currently, the lecture is one of the standard forms of teaching the theoretical foundations, even though the number of lecture hours is sharply reduced according to the new curricula. Classifying lecture classes by methods of presentation of the material, we can distinguish the following: binary lecture, lecture press conference, lecture provocation, lecture-discussionand lecture-consultation.
Storytelling is one of the traditional forms of employment, which is a form of presentation of factual data in the form of description or narrative. The teacher in the process of the story relies on his personal preparedness and experience of other teachers.
You can use the storytelling method when teaching people of any age. However, this method will be more effective in teaching children of primary school age, because they are more prone to abstract thinking. On the length of the story should not exceed ten minutes, and the story should tell a positive, emotional person, using different intonations. In addition, the effectiveness of the story depends on its use with other teaching methods, for example, with illustrations that are suitable for junior classes, or with discussions that are appropriate in middle and high school, and on the conditions chosen by the teacher for the story, such as time and place.
Conversation - a form of presentation and consolidation of information through dialogue or question and answer system. It is the oldest method of teaching, as ancient Greek philosophers used it. The conversation directs the thoughts of the student and convinces to think as the teacher thinks, animates and stimulates the thought process, improves cognitive ability. With the help of the conversation, you can quickly check the quality of learning new information. Teachers use conversation as a method of learning, as it prepares students for active work in the classroom, introduces them to new material, classifies, fixes, monitors and diagnoses the assimilation of knowledge.
Conversations will be perceived more interesting and easier if the questions given by the teacher will motivate students to compare, think creatively, and analyze their actions and knowledge.
Conducting classes in the form of an explanation is to identify the meaning of any process, fact and phenomenon. It represents the disclosure of the most complex issues. The explanation includes reasoning, evidence, which in turn includes questions: what it is, why, how, why, and the like. The teacher in this form of training should adhere to logic, accuracy, be brief and clear in their stories. Explanations can be used in teaching any age group of students, but teachers recommend resorting to this method of teaching for middle and high school, since starting with such classes of educational material is becoming more complex and intellectual capabilities are increased.
A training discussion is an exchange of ideas and views on a specific problem. My goal of the academic debate raises the motivation of the interest in the learning process. In order to take part in the discussion, the student must carefully prepare both substantively and formally. Content is the collection of information on the selected topic of discussion, and formality is the choice of the form and method of presentation of the accumulated information. Unlike other teaching methods, the training discussion has time limits and requires special training. Speakers present each other their work for one and a half, two minutes, in which the conclusion should correspond to the topic and the chapters of the subject. It is logical to use this method in high school, when the person is already growing up, he begins to be an active search for value orientations, but the educational discussion is partially used in the middle classes. The application of the method of academic debate teaches students to communicate clearly and accurately explain their thoughts, resulting in a compelling evidence, and ask appropriate questions.
Offering students to work with the book, the teacher assumes that he will study the composition and design of educational material, should be able, without delving deeply into the essence, view it quickly, select and study a single element, write it in a notebook or learn, quickly find answers to questions. With the help of the tutorial, you can perform tasks or solve tests and tasks. Most often with the book perform such work as the study of the textbook together or under the supervision of a teacher or study it individually at home, which contributes to the repetition and consolidation of the knowledge gained in the classroom. The productivity of the use of work with the book is the ability to read freely, reveals the ability to understand what is written. Highlight the main and secondary information, the student learns to take notes, choose a certain literature that corresponds to the topic and build logical and developed schemes.
The method, where students themselves carry out experiments and research, called laboratory work. They are divided into individual and group. Usually this method is used in teaching such subjects as physics, biology and chemistry. Laboratory work allows students to gain experience and skills in the use of a set of tools, or a set of tools used in any specialty. To use this method requires special equipment, special training of teachers and studentsand certain resources. Laboratory work contributes to the formation of practical skills, for example, to calculate, self-selection of the method of research, measure, analyze the results.
The method of practical work is based and differs from the method of laboratory work in that the solution of practical tasks uses theoretical knowledge. It is applicable in the training of students of any age category, if each age group will be consistent types of tasks and aimed at deepening knowledge, improving skills and motivation for further knowledge and learning.
In the process of practical work, the student is and works in a group of people in the team. Since the team is the most important factor for human socialization. In addition, socialization involves the process of mastering by the individual patterns of behavior, psychological attitudes, values, knowledge, skills that will allow him to interact safely in society.
Today, conducting classes with the help of traditional teaching methods has lost its importance in the educational process. However, some positive features of this method have survived and are unlikely to disappear in the future: the study and development of vocabulary, grammar, phonetics and all kinds of speech activity, i.e.vocabulary, reading, listening and writing.
Currently, there is a replacement of traditional forms of the latest types of training, which involve the use of modern developing and information technologies. The use of such technologies contributes to the active interaction of the teacher and the student, having a research character and empirical, that is, data obtained through the senses, by observation or experiment. However, the teacher, who goes along with time, should organize the conditions and atmosphere of real interaction and communication, to interest students to enter into the process of active work, which in the future will help them to better learn and master the material. Interactive technologies contain forms of reflection of the subject and social content of professional activity and modeling of events taking place in a certain world at a certain time, called business and role-playing games, respectively, the method of solving the problem based on the stimulation of creative activity, group work. It also includes technical training tools such as interactive whiteboard and table, projector, document camera, laser pointer. They make the learning process entertaining and form students' practicalskills.
Multimedia is on the one hand a subject based on multimedia technology, on the other multimedia programs and complete modern computer equipment, that is, cash: a sound video card, a large amount of memory, a DVD - ROM drive for a computer, a reliable processor that will allow the monitor to work fully.
Multimedia resources differ significantly from non-multimedia by such characteristic features as:
Presentation of information in digital form, as well as in the form of text, video, sound, animation or combining them all in one resource;
Informationis created based on the text pages, which are connected by links and hyperlinks between multimedia documents;
The presented information allows actively interacting with the user and the resource, service or programming on the one hand, to ensure their mutual influence.
The above features are important features of multimedia resources.
The most commonly used in the educational process is a visual tool, which is the most effective of all the others. This type of tool is implemented through such tools and programs as presentations, mind maps, word cloud, multimedia postersand crosswords. We will reveal each type separately.
Multimedia presentation is a convenient, illustrative program for providing information. It is created with the help of text, photos or drawings, video, and has the function of sound. A lesson with the use of even the simplest presentation containing a minimum of text and drawings will be perceived quite differently by the students. This innovation will attract their interest and attention to learning. To create more complex presentations, you need to learn how to correlate the material provided and the special effects associated with it. Otherwise, if you overdo it, the presentation will not be useful, not interesting for students. After all, the purpose of the program is not to alienate students, but rather to attract their interest in learning.
The number of people using the Internet is growing every day, in this regard the use of computers and the involvement of virtual funds in the educational process is growing. With these services, the teacher can easily create tests and exercises.
The next multimedia tool that is used in the educational process is an interactive whiteboard. A system includes a computer, a projector, and a large touchscreen. The projector plays the main role, from which the image of the desktop is reflected on the screen of the interactive whiteboard. With this image you can work, that is, to make changes and make notes. Changes are automatically saved and saved to files on your computer, and can be corrected or sent to a portable storage device. Interactive whiteboard is a great tool that helps to increase the interest of students to the studied material, to involve them in the work, the emergence of Hobbies studied subject, creating the best conditions for learning. And also it improves and diversifies the illustrative presentation of information, thanks to saving time, allows you to study more educational material, introduces new ways of assimilation of information and exercises using animation, highlighting the main color and font, moving elements.
The interactive whiteboard includes work with ready-made texts, images, audio and video materials, as well as work with exercises for training and testing students ' knowledge. One can enter and consolidate new informationwith them, improve reading skills and perception of the text by ear, coordinate the knowledge of students.
Consider another kind of modern virtual reality technology called learning environment Moodle. Itis used in the distance learningmore often, as well as an assistant in the self-training of students. The teacher, using this technology, creates control and verification work, various online tests, in order to test the knowledge of students in a new way.
The electronic platform Moodle has a feature that checks the work automaticallyand puts the appropriate assessment to each student. This system allows the student to know the result and then start working on the errors. The teacher, in turn, analyzes the errors and notes for himself the topics in which a greater number of incorrect answers were made, and then changes the content of the material to the level of understanding of students or sends the appropriate additional material for more detailed study and assimilation of his students.
Despite all the above-mentioned positive aspects, e - learning has disadvantages:
There is no live communication between the teacher and the student;
Fatigue from long-term work at the computer;
Eye strain (fatigue eye);
Low level of computer security;
The need for better planning.
Innovative teaching methods include both the study of modern pedagogical methods, and the creation of a web quest, the final product.
The correctness of the choice of using a web quest to perform a certain educational task is confirmed by analyzing and matching the characteristics of modern students on the one hand, and the advantages of the latest technologies on the other. Work on the web quest requires the student to search for information, selection, systematization and classification of new material. He can contribute to the content of the quest various examples,
confirming hypotheses and conclusions, problems with reasonable and correct solutions, as well as the solution of specific professional problems, the sequence of actions, photos and videos.
Web quest contains the information in the form of a multilateral system, which is carried out by means of hyperlinks, contributes to the formation of logical links, allows you to create an individual learning plan for individual students, to study and understand new material in a meaningful and deeper way, controlling the amount of information on a new topic.
In this context, the above-mentioned qualities, such as visual, expressive, spectacular information and communication technologies play an important role. They are an important component whileworking with the new generation.Generation Z. most of the time the video generation spends using tablets, 3D reality, they are interested in science, technology and art. It centennially grew up, studying, working, living on technology and do not think your training without them. They differ from other generations in that they freely and easily understand and assimilate the information presented through audiovisual communication, one way or another connected with the screen carrier. Historically it was composed of that primitive oral culture changed to manual and that, in turn, printed. In the age of information technology printing gives way to modern computer screen culture. She has and uses for place conventional text, words, more bright and spectacular means, audiovisual images. Training through information technology prepares students for operational work in the information society, promotes the perception and knowledge of the new by displaying information figuratively - visual method.
The emergence of such a generation does not mean that it is necessary to change the educational process in satisfaction of centennials. Traditional education still has the same function - to transfer knowledge to students in a professional, logical and orderly manner. However, the use of tools that can make learning more interesting, motivating and entertaining will not be an obstacle in the way of learning, because learning is the value of the process itself and ways of its implementation, and knowledge of, the outcome, the end result is that, compared with the first occupies a preeminent place.
Traditional and innovative methods have their pros and cons. The advantage of modern information technology is that the teacher in training can use a lot of additional materials and devices, and students on their part show interest, attention, information is better absorbed and recorded in memory. It is worth considering the shortcomings of modern technologies. For example, the high cost of equipment and its complex technological operations and actions to maintain efficiency or serviceability. These technologies can also significantly reduce the level of interaction between the teacher and the student. You cannot just take and abandon the traditional methods, at least for the reason that they are used in the educational process for a long time.
Conclusion. One training with the use of information technology makes it possible to study anywhere and anytime, if there is an Internet. In the learning process, the student chooses the pace of learning, can skip topics that he hadquicklylearned and easily, and incomprehensible sections, on the contrary, to consider and study again. All of the above makes learning understandable and accessible, helps to increase the productivity of independent work of students. In the traditional method of teaching, the teacher can conduct a dialogue with the student, correct it in case of the mistakesand explain the material again, in case of misunderstanding. In turn, e-learning does not provide for communication, counseling the student with the teacher, but he can create a conversation or chat, where both teachers and other students can be invited to discuss complex topics and solve problems together.
Thus, modern innovations require competent, rational and appropriate application in the learning process. Traditional methods should not be abandoned, but rather should be taught by merging traditional and innovative methods.
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Педагогика
УДК 378.22
кандидат педагогических наук, доцент кафедры дошкольного и начального образования Лебединцева Вера Александровна
Северо восточный государственный университет (г. Магадан)
СИСТЕМАТИЗАЦИЯ И ОБОБЩЕНИЕ КАК ДИДАКТИЧЕСКАЯ ЗАДАЧА В ОБУЧЕНИИ СТУДЕНТОВ В КУРСЕ МАТЕМАТИКИ ДЛЯ БАКАЛАВРОВ ДОШКОЛЬНОГО И НАЧАЛЬНОГО
ОБРАЗОВАНИЯ
Аннотация. Повышение эффективности обучения математике бакалавров дошкольного и начального образование возможно разными способами. Автор предлагает на основе обобщения и систематизации повысить уровень математической подготовки бакалавров по профилю дошкольное и начальное образование. В статье уточняются понятия обобщение и систематизация. Предлагаются задания по ключевым вопросам курса математики. Их выполнение способствует более качественному усвоению курса основе обобщения и систематизации.
Ключевые слова: бакалавр дошкольного и начального образования, курс математики, систематизация, обобщение.
Annotation. Improving the efficiency of teaching mathematics bachelors preschool and primary education is possible in different ways. The author proposes to increase the level of mathematical training of bachelors in the profile of preschool and primary education on the basis of generalization and systematization. The article clarifies the concepts of generalization and systematization. Tasks on key questions of a course of mathematics are offered. Their implementation contributes to a better assimilation of the course based on generalization and systematization.
Keywords: bachelor of preschool and primary education, mathematics course, systematization, generalization.
Введение. Систематизация и обобщение знаний студентов в обучении математике является важнейшей дидактической задачей. Я.А Каменский, в своей знаменитой работе «Великая дидактика» высказал мысль: «все знания должны разместиться по следующему, последние должны основываться предыдущими, а предыдущие должны закрепляться последними» [7, с. 303]. Великий русский педагог К. Ушинский отметил что: «Только система, разумеется, умная, она выходит от сущности предмета и дает нашему знанию власть» [1, с. 256-266]. Понятиям систематизация и обобщение, разные авторы дали несколько различающиеся определения. Сначала обратимся к понятию «систематизация». Систематизация знаний — всесторонний сложный процесс. Систематизации знаний в познании рассматривается как целое триединых аспектов: гносеологический — взаимодействие объекта и субъекта в процессе познания; психологический — механизм эвристических действий; логический — его соотношение с мышлением, структура логического процесса [2, с. 40] В педагогическом энциклопедическом словаре понятие «систематизация» характеризуется как мыслительная деятельность, в процессе которой изучаемые объекты организуются в определенную систему на основе выбранного принципа [1-4].
Изложение основного материала статьи. Обобщение — свойство чего-либо, возникшее после общего размышления . Это процесс, указывающий на общие элементы, свойства . явления относящиеся к классу множеств ,имеющих одинаковую природу. Систематизация и обобщение рассматриваются как объединение предметов по общему характеру в процессе познания и результат этого процесса. В обучении математике систематизация и обобщение тесно связаны друг с другом.. Систематизация и обобщение начинается с рассмотрения элементов нескольких математических знаний. Систематизация ведет к созданию связи между элементами, рассматривается функция зависимости друг от друга, на основе выбранного принципа строится система, схема или модель. А обобщение рассматривается процесс извлечения общих элементов. Систематизация и обобщение в процессе в учебно-познавательной деятельности дополняют друг друга. Основная задача обобщения — выделение общности и затем приводит к систематизации. При эффективном обучении математике это становится дидактической задачей. Обобщение создает условия для систематизации. Систематизация приводит к моделированию, к построению моделей в виде таблиц, схем чертежей и т.д . Автор имеет ряд статей об обучении моделированию в процессе обучения решению текстовых задач в курсе математики для бакалавров дошкольного и начального образования.
В процессе систематизации и обобщения следует учитывать тип знаний. Знания по математике бывают операционными и содержательными. Операционные знания это знания о том как выполнить задание (как решить задачу, как решить неравенство, как решить уравнение и др). Обобщение и систематизация этих знаний заканчивается как правило построением схем, таблиц, чертежей. Обобщение и систематизация содержательных знаний (знания о числе, об операциях с числами и т.д. ) как правило проводится с использованием математической символики и ( или ) на вербальной основе.
Рассмотрим некоторые примеры обобщения и систематизации в курсе математики для бакалавров дошкольного и начального образования.
Отметим, что элементарные представления о числе формируются уже в дошкольный период. В начальном курсе математики начинается систематическое изучение чисел. Курс математики содержит элементы арифметики, алгебры, геометрии. Основное содержание начального курса математики составляет арифметический материал. Понятие числа, являясь основным понятием арифметики, является основным понятием курса математики в начальной школе. Данный курс содержит целые неотрицательные числа и понятие о числе расширяется до представлений о положительных дробных (рациональных) числах.
Существуют различные подходы в определении понятия целого неотрицательного числа: теоретико-множественный; аксиоматический, число как результат измерения величины. Числа появились у человека для решения практических задач, связанных с изменением величин, с счетом предметов.
Теоретико-множественный подход в определении целых неотрицательных чисел является ведущим в вузовском курсе математики, т.к. он является ведущим в начальном курсе математики, где необходимо учитывать особенности мышления младших школьников. У них, как известно, преобладает наглядно-образное мышление.
Дается определение целого неотрицательного числа (натурального числа). Рассматриваются операции над числам, их свойства. Действия сложение, вычитание, умножение, деление изучались в школьном курсе.
