Methodology and methods of teaching in higher education. Teaching methods in higher education

Igropraktikum reveals the experience of teaching the course "Fundamentals of Law" at the Department of Theory of Law and Comparative Law, Faculty of Law, National Research University Higher School of Economics. The first section analyzes the user experience various forms educational communication: classroom (lectures, seminars), extracurricular (consultations), as well as modern information technologies and information and learning environment LMS. Each of the thematic chapters of the second section summarizes the experience of teaching specific topics of the course, contains plans for seminars, recommendations for organizing students' independent work, using games and learning technologies, questions for control, for discussion, for testing, problem questions and other headings.

The manual includes collections of games and trainings focused on using the basics of law in teaching, thematic lists, work applications.

For teachers of the discipline "Fundamentals of Law" of higher and secondary educational institutions; can be used by teachers of secondary schools in teaching jurisprudence to high school students, as well as in advanced training courses for teachers of the fundamentals of law.

book chapters

Erokhin V., Yerokhin Yu.V. In: Igropraktikum: Experience in Teaching Fundamentals of Law at the Higher School of Economics: Method. allowance. M.: NORMA, INFRA-M, 2015. S. 233-240.

Teaching this topic aims to orient students in modern, extremely complex and contradictory processes taking place in the legal system of the Russian Federation and in the international arena. It is necessary that students understand the difference between domestic (national) and international law, understand their interaction. Students should pay attention to the acceleration of globalization processes in various fields social life and consider together with them the causes of this phenomenon. It is important that students have a clear understanding of both the positive and negative consequences of globalization. This topic is especially relevant for those who are going to live and work abroad after graduation: in this case, it is very useful to imagine general processes, about outgoing to legal systems ah different countries.

M.: Russian the University of Economics named after G.V. Plekhanov, 2011.

The educational and methodological complex contains a description of the concept of the program, explains its goals and objectives, and also characterizes the content of the courses of the program "History, Theory and Philosophy of Law". It contains programs training courses magistracy, the concept of a methodological seminar, the topics of master's theses are given, a list of electronic resources of the National Research University Higher School of Economics is provided.

Paulson S. L. News of higher educational institutions. Jurisprudence. 2011. No. 4. S. 32-49.

Kelsen's doctrine of the normativity of law is surrounded by a number of mysteries. What does this mean? Some proponents of analytic jurisprudence have attributed to Hans Kelsen the thesis of "justifying" or "substantial" normativity. One of the representatives of this approach is Joseph Raz, who argues that the thesis of "justifying normativity" defended by Kelsen is an expression of traditional natural law theory. In the present work, on the example of Kelsen's texts, the idea is substantiated that in Kelsen's theory there is no place for "justifying" or "substantial" normativity. This thinker defends the thesis of "modal normativity". This thesis is supported by the analogy drawn up in the works of Kelsen between causality in the natural sciences and peripheral imputation in law. This imputation signifies the fundamental legitimacy of law. One of the meanings of this term, explored in this work, refers to neo-Kantian terminology, namely, to the doctrine of methodological forms developed by Heinrich Rickert. The thesis of "modal normativity" reveals the irreducible nature of law without making statements about the content of law.

This book is a comprehensive work, which presents the author's lecture material, intended primarily for students of management and economic specialties. The author tried to move away from the traditional approach to the presentation of legal material for non-lawyer students, therefore, the main emphasis is placed on the consideration of the most important theoretical structures for understanding the legal matter and on the analysis of the industry categories and institutions that are most significant for the practice of doing business.

Edited by: A. M. Ablazhey, N. V. Golovko Novosibirsk: Novosibirsk State University, 2012.

The collection publishes reports of the participants of the X Regional Scientific Conference of Young Scientists of Siberia in the field of humanitarian and social sciences « Actual problems humanitarian and social research”. The book is intended for specialists in the field of social research, philosophy and theoretical problems of law, as well as all those interested in the problems and prospects of social and humanitarian research. The proceedings were published with the financial support of the Council of Scientific Youth of the NSC SB RAS.

The article is devoted to the analysis of the right to conduct counter-demonstrations, which is one of the manifestations of freedom of assembly. Emphasizing the value of this right as an element of a democratic society, the author acknowledges the risk of violent clashes between participants in public events holding opposite ideas. This circumstance dictates the need to establish proportionate restrictions on the right to counter-demonstrations, some types of which are analyzed in this paper.

This article analyzes the usage of legislation as a legal source in the Russian Empire through the phenomenon of the publication of law. The author argues that the absence of separation of executive, legislative and court powers had definite negative effects for lawmaking and enforcement. The legislative politics of Russian emperors could be analyzed using Jürgen Habermas‘ concept of ―representative publicness‖ (representative öffentlichkeit): to a large extent, the tsars considered law as both an assertion of authority and a means of governing. Their actions towards strengthening legality in the state (i.e. the mandatory publication of legislation) were in essence symbolic or theatrical. In fact, since the separation of laws from executive acts did not exist in imperial Russia, the legislation was published (or stayed unpublished) exclusively for state administrators. The conflict in conceptions of legality between state and civil actors in the second half of the nineteenth century was not of a merely political nature. The article demonstrates that there was a public demand for publication of legislation; insufficient accessibility of legal information negatively influenced social and economic development in imperial Russia.

Bely A.V. IVF. 2010. No. 6. S. 97-114.

The article discusses the development of norms of international manageability in the world energy industry, applies an institutional approach to the development of international legal regime Energy Charter. The definition of manageability is developmental international norms dispute resolution, which are widely presented in this document. In the general context of the issue of manageability, Russia's interests are considered - the protection of investments in the EU and the promotion of environmental investments.

The paper examines the cultural aspects and law enforcement practice in the field of human rights in the Caucasus region. Various interpretations of the concept of human rights in the region, the relationship of human rights issues with the socio-cultural characteristics of the region are discussed. Particular attention is paid to the development of the institution of the Commissioner for Human Rights (Ombudsman) and other institutions of state human rights protection in the republics North Caucasus and in the countries of the Caucasus. The specificity of the relationship "man - power" in the region is shown. Sociocultural aspects in the field of human rights in the Caucasus are covered in the context of the problem of combating terrorism, and law enforcement practice - in the context of a combination of four legal systems: adat (customs), sharia, secular law and international law.

Teaching methods, on which the effectiveness depends to a large extent academic work at the university, more than a dozen fundamental studies are devoted to both the general theory of pedagogy and private methods of teaching individual subjects. However, despite the diversity pedagogical research, the problem of teaching methods remains very relevant. To this day, attempts by theorist-educators to create a scientific system of teaching methods and develop technological approaches to their application in high school.

The word method in Greek means research, method, way to achieve the goal. The etymology of this word also affects its interpretation as a scientific category. So, for example, in the philosophical encyclopedic dictionary, the method in the most general sense is understood as a way to achieve a certain goal, a set of techniques or operations for the practical or theoretical development of reality.

In modern pedagogy, there are three main groups of methods: teaching methods, methods of education, methods of pedagogical research. The greatest ambiguity in definitions and, at the same time, practical relevance are teaching methods that act as a complex, multidimensional and multi-qualitative education, inversely related to other categories of didactics (goals, content, means used, forms of organization and results).

The definition of the concept of "teaching method" in the theory of pedagogy reflects, on the one hand, the moments of actual pedagogical practice, and, on the other, the objective laws of pedagogical activity, as a specific area of ​​social labor. Usually, when disclosing this concept, representatives of various schools and directions fix the features characteristic of this pedagogical system: learning objectives, the priority method of assimilation, the nature of the interaction between the teacher and students. Thus, didactic methods reflect the target, psychological and epistemological aspects of learning.

The history of the development and formation of teaching methods is very long. In ancient times, teaching methods based on imitation prevailed. The students watched the teacher and repeated certain actions. Showing the image and repeated reproduction of the shown actions by them can be considered one of the most ancient teaching methods. Since the establishment of schools, verbal teaching methods have been widely introduced into practice. The main method of teaching was the oral, and somewhat later the printed word, which the students had to memorize and, if necessary, mechanically reproduce. So, in the Middle Ages, the dogmatic method of teaching arose and became widespread. Somewhat later, the humanists of the Renaissance (F. Bacon, X. Vives, F. Rabelais, M. Montaigne and others) advocated the development of the human personality on the basis of self-activity and activity, the conscious assimilation of knowledge. Relying on philosophical ideas F. Bacon, Ya.A. Komsnsky developed the theory of teaching methods, in which the great teacher summarized a number of objective laws: training should be carried out in accordance with the strength and age of students, go from the particular to the general, from the simple to the complex, combine the word and visualization. In the 19th century, a variety of teaching methods were also tested in the pedagogical systems of I.G. Pestalozzi, I.F. Herbart, F.A. Distervega. In Russia, K.D. Ushinsky. He achieved the highest results due to the fact that he gave the latter the opportunity to work independently, however, at the same time he imperceptibly and skillfully directed their educational work.

On the turn of XIX-XX For centuries, heuristic methods have gained wide popularity in teaching. One of the options for their use in the course of classes was proposed by the American pragmatic teacher J. Dyoi, who, in the name of overcoming the passive role of students, shifted the center of gravity to their independent work. However, in the pedagogical system he proposed, the role of the teacher was clearly underestimated, and his functions were reduced to conducting random consultations and conversations.

It must be recognized that there are pedagogical schools that remove from didactics that part of it that studies the methods and organizational forms of teaching. For example, representatives of the Göttingen pedagogical school (W. Diltsy, H. Nol, E. Sprangsr, and others), who develop the ideas of “humanitarian” pedagogy, share didactics (the doctrine of the content of education) and methodology (the doctrine of the methods, ways of transmitting this content) .

As the analysis of pedagogical literature shows, even in the 20th century, discussions about how to most effectively organize and methodically build the learning process did not end. So, in the textbooks for pedagogical universities of the 70s, the most often taken as a basis is the position that any pedagogical phenomenon includes 4 components: subject, object, goals of activity, subject of joint activity (things, properties, relationships that exist in objective reality, as well as knowledge about them, which is a product of cultural development).

With this approach, the concept of “method” as a pedagogical category is characterized through the change in time of all 4 components:

• method as a side of the subject's activity;
• method as a side of the activity of the object of pedagogical influence;
• method depending on the intended general and particular goals of the activity;
• method as a characteristic of the structure and form of the subject of their joint activity.

Based on the last aspect, a rather complicated definition is formulated.

The method is a way of managing (on the part of the subject) the process of formation of an individual or group (since pedagogically conscious influence is one of the most common factors of such formation) through giving a certain form and structure to the subject of their joint activity in accordance with the goals pursued. Consequently, the method is a method of control through the choice by the subject of pedagogically expedient forms of fixing the content and ways of deploying this content.

In modern higher education, one-sided control of the process of cognition of students by the teacher becomes ineffective. At the forefront is the task of developing the ability of students to independently acquire knowledge, to creatively navigate the flow of scientific information. The shift in emphasis towards the formation of subject-subject relations in education is also reflected in the definitions of the teaching method as a pedagogical category.

Thus, in the Russian Pedagogical Encyclopedia, published in 1993, the “teaching method” is understood as a system of successive interrelated actions of the teacher and students that ensure the assimilation of the content of education.

In textbooks on pedagogy of recent years, the authors somewhat expand the proposed definition. So, I.P. Podlasy believes that the method of teaching is, first of all, “the ordered activity of the teacher and students, aimed at achieving a given goal.

At the same time, the methods of teaching activity of the teacher (teaching) and the methods of learning activity of students (teaching) are closely interconnected” . I.F. Kharlamov - by teaching methods he proposes to understand ‘‘methods of the teaching work of the teacher and the organization of the management of the cognitive activity of students in solving various didactic tasks aimed at mastering the material being studied’.

Structurally, the method acts as an ordered set of techniques. Reception, in turn, is considered as an element, a link, an elementary act of the pedagogical process. Individual approaches may be part of various methods. For example, recording basic concepts is used both when explaining new material by a teacher and when students work independently. AT teaching practice methodological techniques are used to activate the attention of students when they perceive new material or repeat what they have learned, stimulate cognitive activity. Method and technique may be interchanged. For example, if a teacher communicates new knowledge by the method of explanation, during which he demonstrates visual aids, then this demonstration acts as a technique. If a visual aid is an object of study and students receive basic knowledge on the basis of its consideration, then verbal explanations act as a technique, and a demonstration is a teaching method.

In the educational process, teaching methods perform the following functions: teaching (implement learning goals in practice); developing (set the pace and level of development of students); educative (affect the results of education); encouraging (act as a means of inducing learning); control and corrective (diagnostics and management of the student learning process).

One of the most discussed problems of modern didactics is the representation existing methods learning from system positions. At present, there is no consensus on this issue. Due to the fact that different authors use different features when dividing teaching methods into groups and subgroups, there are a number of classifications. Let us dwell on those that are most often found in the domestic pedagogical literature (see Table 3.1).

Table 3.1.

The main approaches to the classification of teaching methods in _national pedagogical school _

Traditional (E.I. Perovsky, E.Ya. Golant, D.O. Lordkipanidze). The classification criterion is the source of information. There are three groups of methods: verbal (conversation, story, lecture, explanation, work with a book), visual (show, demonstration of models, diagrams), practical (exercises, exercises, problem solving).

By appointment (M.A. Danilov, B.P. Esipov). Criterion - the sequence of stages of the learning process. Teaching methods are classified according to the following stages: 1) knowledge acquisition; 2) formation of skills and abilities; 3) application of knowledge; 4) creative activity; 5) consolidation of knowledge, skills and abilities; 6) testing knowledge, skills and abilities.

For didactic purposes (G.I. Shchukina, I.T. Ogorodnikov). Allocate: methods that contribute to the primary assimilation of educational material; methods that contribute to the consolidation and improvement of acquired knowledge.

The classification of teaching methods proposed by Yu.K. Babansky.

It distinguishes three large groups methods:

• 1. Methods of organization and implementation of educational and cognitive activities:
  • verbal, visual and practical (the aspect of perception and transmission educational information);
  • inductive and deductive (logical aspects);
  • reproductive and problem-search (aspect of thinking);
  • independent work and work under the guidance of a teacher (aspect of learning management).
• 2. Methods of stimulation and motivation of educational and cognitive activity:
  • interest in learning;
  • duty and responsibility in teaching.
• 3. Methods of control and self-control over the effectiveness of educational and cognitive activity:
  • oral, written, laboratory and practical.

By the nature (degree of independence and creativity) of the activities of students (I.Ya. Lerner and M.N. Skatkin). There are five teaching methods, and in each of the following, the degree of activity and independence in the activities of students increases (see Table 3.2).

Table 3.2

Classification of teaching methods(according to I.Ya. Lerner and M.N. Skatkin)

• 1. Explanatory and illustrative method. Students receive knowledge in a “ready-made” form. Perceiving and comprehending facts, assessments, conclusions, they remain within the framework of reproductive (reproducing) thinking. In high school, this method finds the widest application for transferring a large amount of information.
• 2. reproductive method. It includes the application of what has been learned on the basis of a pattern or rule. The activity of students is algorithmic in nature, i.e., it is carried out according to instructions, prescriptions, rules.
• 3. Problem presentation method. Using a variety of sources and means, the teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view, different approaches, shows a way to solve the problem.
• 4. Partial search, or heuristic method. It consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated), either under the guidance of a teacher, or on the basis of heuristic programs and instructions.
• 5. research method. After analyzing the material, setting problems and tasks, and a brief oral or written briefing, students independently study the literature, sources, conduct observations and measurements, and perform search actions.

None of the classifications considered is free from shortcomings. The fact is that there are no “pure” teaching methods. They mutually penetrate each other, characterizing the versatile interaction of the teacher and students. And if you can talk at a certain stage about the use of one method, then this only means that it currently dominates.

In the real educational process, the most important thing is not the assignment of methods to one or another classification, but the teacher's deep knowledge of their didactic essence, the conditions for effective application, the ability to use them to control the cognitive activity of students. The third section of this manual reveals the essence, content and main characteristics of a number of teaching methods that are actively used today in higher education. In this section, we briefly review the essence and pedagogical conditions the effectiveness of the application at the university of teaching methods that are not included in this section.

A story is a narrative-informational method of presenting educational material, the purpose of which is to communicate facts and conclusions, describe events and phenomena. There are several types of stories: descriptive, popular science, fiction, etc. Any story should have a plot and be colorful, specific, and fascinating. Its duration depends on the nature of the material being studied, the location of the lesson, the contingent of students and is usually 20-30 minutes. At the same time, the story can be combined with an explanation and demonstration of various kinds of visual aids.

The pedagogical conditions for the effective use of the story are reliability, scientific character, the presence of vivid, emotional examples, the consistency of presentation, simplicity, accessibility of the language, elements of the teacher's personal assessment of the events described. The pace of presentation should be close to normal conversational speech. It is not recommended to speak too loudly, actively gesticulate with your hands - this weight tires the listeners. However, in order to attract students' attention to a particular situation, it is advisable to move from quiet speech to loud speech, from a normal pace to a slow one, or vice versa (to create a contrast of presentation). The teacher should avoid illiterate phrases, expressions like “so to speak”, “do you understand” and other similar ones. In order for the story to become more meaningful and logical, it is advisable for the teacher to draw up its plan-outline and, if necessary, use it during the lesson.

Explanation - verbal interpretation of patterns, essential properties the object under study, individual concepts and phenomena. This is a monologue form of presentation, the use of which is most effective when studying complex educational material using methods of proof and reasoning. Explanation can be used both in its pure form and as an integral part of a story, conversation or lecture.

Pedagogical conditions for increasing the efficiency of explaining the material are logical reasoning, a well-thought-out system of evidence, clarity of wording, drawing students' attention to the main, main points of presentation.

Conversation is a dialogical teaching method, during which students either come to learn new material themselves, or consolidate and expand what they have learned earlier. According to the number of students, individual and frontal conversations are distinguished; depending on the specific goals and content of the educational material - heuristic, informing, introductory (introductory) and reinforcing.

There are two ways to build a conversation: consideration of a particular issue, followed by a transition to generalizations; discussion of a general issue, and on the basis of it - private. The choice of one or another method depends on the content of the topic, the preparedness of students, pedagogical excellence teacher. At the same time, it is important to remember that an instructive and useful conversation will turn out only with the active participation in it of both students and the teacher himself.

Pedagogical conditions for the effective conduct of the conversation - brevity, clarity and unambiguity of the questions asked, reliance on the knowledge available to students and personal experience. During the conversation, it is necessary to avoid edification and teachings, to listen to any, sometimes erroneous opinions.

The conversation is especially interesting and lively, when disputes flare up, a discussion arises, which is an exchange of views in which students defend their subjective points of view on the issue under study. Educational discussion needs a clear methodological development, as well as in the time limit for the performances of all participants. It is most productive when the participants have a certain amount of knowledge and independent thinking, they are able to argue, prove and substantiate their point of view. If during the discussion the students have questions to the teacher that he cannot answer immediately, then it is necessary, in the future, to find the answers to them and bring them to the students.

The methods of oral presentation, consolidation and discussion of educational material, as a rule, are combined with the use of visual aids, which increase the effectiveness of the learning process. In didactics, there are methods of display (showing posters, diagrams, maps, actions, techniques, etc.) and methods of demonstration (showing films, experiments, samples of equipment, etc.). The essence of this method lies in the fact that with the help of various means (personal demonstration, demonstration with the help of specially trained students, demonstration classes on technology, etc.), students create an image of the subject being studied or form an idea about a particular object or phenomenon.

The main requirements for displaying visual aids are: planning, thoughtfulness and appropriateness of use; moderate dosage of the presented material; the teacher's ability to work with technical teaching aids; focusing students' attention on the most important points demonstrations; ensuring the unity of explanation and visibility. It is important to choose the right display hemi. So, learning some actions (physical exercises, setting up equipment, etc.) is best done at a slow pace at first, so that students see its elements and understand the sequence of execution. You should also not clutter up the display with unnecessary details that obscure the main thing and prevent students from focusing their attention on it.

With the expansion of the scope of new information technologies, the gradation display model is supplemented by video education and multimedia training, which involve immersion in the subject by showing the way to solve the proposed problems with the help of video texts. Multimedia learning is a technology that combines text, sound, graphics in color and dynamic performance in one software product and involves interactive communication through the “human-computer” line.

The practical skills and abilities necessary for students can be formed, consolidated and brought to perfection with the help of the exercise method.

Exercise - repeated performance of mental or practical actions in order to master them or improve the quality of their performance. Exercises can be reproductive, aimed at reproducing and repeating what was previously learned, and creative, related to applying the acquired knowledge in new conditions. Depending on the nature and degree of influence on the formation of skills, exercises are divided into preparatory (initial practice), basic (subsequent practice of the action as a whole), and training (improvement of the level of performance).

The general conditions for the successful application of the exercise method include: active and conscious participation of all students in solving practical problems; systematic, consistent, rhythmic in conducting exercises; their diversity and gradual complication through the introduction of new elements; careful control over the correct implementation of all the details of the exercise; giving them a developing character; the formation of students' skills of self-control and self-assessment of the performance of actions; maximum approximation of the conditions for performing exercises to the real situation; entry into learning activities competitive elements. To maintain students' interest in training, you can complicate the conditions and reduce the time to complete them.

Table 3.3. comparative characteristics of various teaching methods are given according to the degree of solving educational, cognitive, formative and developing tasks with their help.

Table 3.3

Comparative characteristics of various teaching methods

Note:

I- - solves very well;

Solves partially;

Decides poorly.

In the structure of teaching methods, an objective part is distinguished (permanent, unshakable provisions present in the method) and a subjective part (due to the personality of the teacher, specific conditions, the contingent of students - associated with pedagogical skill).

In domestic pedagogy, certain approaches have developed to the choice of teaching methods, depending on the specific circumstances and conditions of the educational process. This guide does not aim to cover them all. Only two options are offered, which can be creatively transformed by the teacher based on the existing pedagogical experience.

The choice of teaching methods can be determined by:

• common goals of education, upbringing and development of students;
• features of the teaching methodology of a particular academic discipline and the specifics of its requirements for the selection of didactic methods;
• goals, objectives and content of the material of a particular lesson;
• the time allotted for the study of a particular material;
• the level of preparedness of students;
• the level of material equipment, the availability of equipment, visual aids, technical means;
• the level of preparedness and personal qualities of the teacher.

Yu. K. Babansky proposed a slightly different approach to the choice of teaching methods, including six consecutive steps of the teacher:

• decide whether the material will be studied independently or under the guidance of a teacher;
• determine the ratio of reproductive and productive methods. Where conditions exist, productive methods should be preferred;
• determine the ratio of inductive and deductive logics, analytical and synthetic ways of cognition, the measure and ways of combining verbal, visual, practical methods;
• determine ways and means of stimulating students' activities;
• determine “points”, intervals and methods of control and self-control;
• consider fallback options in case the real learning process deviates from the planned one.

Taking into account the complex of these circumstances and conditions, the teacher decides on the choice of a specific method or their combination for its implementation.

• Russian Pedagogical Encyclopedia. - M.: Great Russian Encyclopedia, 1993.-V.1 - S. 566.
• Podlasy I.P. Pedagogy. Textbook for students of higher pedagogical educational institutions. - M.: Enlightenment: Ed. Center VLADOS, 1996.
• Kharlamov I. F. Pedagogy. Tutorial. 3rd edition. - M.: Jurist, 1997.
• Pedagogy. Tutorial / Paul ed. Yu.K. Babansky. 2nd ed. - M.: Pedagogy,

pedagogy education high school

The problem of teaching methods in higher education remains relevant both in theoretical and practical terms. Depending on its decision are itself studying proccess, the activities of the teacher and students, and, consequently, the result of education in higher education as a whole.

The term "method" comes from Greek word"methodos", which means a way, a way to move towards the truth.

In the pedagogical literature there is no consensus on the role and definition of the concept of "teaching method". So, I. F. Kharlamov gives the following definition of the essence of this concept: “Teaching methods should be understood as the methods of teaching the teacher’s work and organizing the educational and cognitive activity of students to solve various didactic tasks aimed at mastering the material being studied.”

Yu. K. Babansky believes that "a method of teaching is a method of ordered interconnected activities of a teacher and students, aimed at solving the problems of education."

T. A. Ilyina understands the teaching method as “a way of organizing the cognitive activity of students”.

In the pedagogy of higher education, there are various classifications teaching methods, which are presented in the table.

Classification of teaching methods

Let's look at one more classification - classification of methods according to the nature (degree of independence and creativity) of the students' activities. This very productive classification was proposed back in 1965 by I. Ya. Lerner and M. N. Skatkin. They rightly pointed out that many previous approaches to teaching methods were based on the difference in their external structures or sources. Since the success of education in higher education depends to a decisive extent on the orientation and internal activity of the students, the nature of their activity, then it is the nature of the activity, the degree of independence, and the manifestation of creative abilities that should serve as an important criterion for choosing a method. I. Ya. Lerner and M. N. Skatkin proposed to identify five teaching methods, and in each of the following, the degree of activity and independence in the activities of students increases:

1. Explanatory and illustrative method. Students receive knowledge at a lecture, from educational or methodical literature, through an on-screen manual in a “ready-made” form. Perceiving and. comprehending the facts, assessments, conclusions, students remain within the framework of reproductive (reproducing) thinking. In high school, this method finds the widest application for transferring a large amount of information.

reproductive method . It includes the application of what has been learned on the basis of a pattern or rule. The activity of trainees is algorithmic in nature, i.e., it is carried out according to instructions, prescriptions, rules in situations similar to those shown in the example.

Problem presentation method . Using a variety of sources and means, the teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view, different approaches, shows a way to solve the problem. Students seem to become witnesses and accomplices of scientific research. Both in the past and in the present, this approach is widely used.

Partial search , or heuristic, method . It consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated), either under the guidance of a teacher, or on the basis of heuristic programs and instructions. The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs (including computer programs) and teaching aids. This method, one of the varieties of which is the heuristic conversation, is a proven way of activating thinking, arousing interest in knowledge at seminars and colloquia.

research method . After analyzing the material, setting problems and tasks, and a brief oral or written briefing, students independently study the literature, sources, conduct observations and measurements, and perform other search activities. Initiative, independence, creative search are manifested in research activities most complete. Methods of educational work directly develop into methods of scientific research.

So, in the pedagogical literature wide range teaching methods. But what training methods to use? What to take as a basis? Which of them contain optimal learning opportunities?

There is a well-known approach in which it is successfully generalized in the algorithm " optimal choice teaching method” (Yu. K. Babansky). It consists of seven steps:

Deciding whether the material will be studied independently or under the guidance of a teacher; if the student can study the material in depth without undue effort and time, the help of the teacher will be superfluous. Otherwise, it is necessary in one form or another.

Determination of the ratio of reproductive and productive methods. Where conditions exist, productive methods should be preferred.

Determination of the ratio of inductive and deductive logic, analytical and synthetic ways of cognition. If the empirical base for deduction and analysis is prepared, deductive and synthetic methods are quite within the power of an adult. They are undoubtedly preferable as more rigorous, economical, close to scientific presentation.

Measures and ways of combining verbal, visual, practical methods.

Decision on the need to introduce methods to stimulate students' activities.

Definition of "points", intervals, methods of control and self-control.

Thinking through fallback options in case the real learning process deviates from the planned one.

Modern teaching methods in higher education

Art. teacher Uleeva N.M.

Southern Federal University, Rostov-on-Don, Russia

One of critical issues didactics - the problem of teaching methods - remains relevant both in theoretical and directly in practical terms. Depending on its solution are the educational process itself, the activities of the teacher and students, and, consequently, the result of education in higher education as a whole.

On the present stage In the development of our society, the social need for creative individuals who think outside the box has increased more than ever. The need for the creative activity of a specialist and developed technical thinking, for the ability to design, evaluate, rationalize equipment and technology is growing rapidly. The solution of these problems largely depends on the content and technology of training future specialists. In the pedagogical process innovative teaching methods provide for the introduction of innovations in the goals, methods, content and forms of training and education, in the joint activities of the teacher and the student. These innovations may be specially designed, already developed, or newly introduced through pedagogical initiative.

The main task of higher educational institution at the 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, they are used . One of the central problems in the modern methodology of teaching a foreign language is the problem of increasing the effectiveness of teaching.

The intensification of teaching a foreign language involves the use of modern forms and means of education, the use of new methods of cognition in teaching: the use of computers, audio, video and electronic computing equipment.

An analysis of the methodological literature on this issue shows that there has been an increased interest in the methods of teaching communicative activity, the formation of students' listening and speaking skills. Thus, the communicative technique is by far the most popular and effective in teaching a foreign language.

So, for example, a communicative technique is a combination of traditional and intensive methods, but with a number of its own characteristics. This method helps to overcome the language barrier, relieves a person of the fear of speaking in a foreign language. In the classroomstudents have the opportunity to use the language in real life situations.

The communicative method develops all language skills: from speaking and writing to reading and listening. Grammar is studied in the process of communication in a language: the student first masters and memorizes words, expressions, language formulas, and only then begins to analyze what they are in terms of grammar. Classes are held in a relaxed atmosphere. Communication takes place only in a foreign language.

New rules, words are explained by the teacher only with the help of familiar vocabulary, grammatical constructions, gestures, facial expressions, drawings and other visual aids.

The formation of skills goes through several stages:

1. mastering standard skills;

2. automation of their application;

3. development of skills in free communication situations.

Very relevant today Information Technology. Computers, electronic materials, textbooks, encyclopedias allow raising the educational process to new level. Students receive a learning task, determine the main ways to solve it, find effective methods and means of independent work. Students follow the principles of developmental education: they explore sources, compare them, get acquainted with different points of view, compose their description, systematize reference material. Information technologies contribute to the development of cognitive and cognitive abilities of students: the ability to solve tasks, collect, analyze and synthesize data, extract information from them, think independently, and master communication skills.

Also innovative teaching methods provide interactive learning. It is aimed at active and deep assimilation of the studied material, development of the ability to solve complex problems.

Unlike traditional methods, where the teacher is used to giving and claiming certain knowledge, when using interactive forms of education, the student himself opens the way to knowledge. The student becomes the main acting figure. The teacher in this situation is an active assistant. Assimilation of realities is what interactive forms of education give.

But the main thing is to develop the student's abilities, to prepare a person for society who is able to think and make decisions independently.Interactive activities include simulation and role-playing games, discussions, simulation situations. I would like to clarify the concept itself. The word "interactive" came to us from English from the word "interact". “Inter” is “mutual”, “act” is to act. Interactive - means the ability to interact or is in a conversation mode, a dialogue with something (for example, a computer) or someone (a person). Therefore, interactive learning is, first of all, interactive learning, during which the interaction between the teacher and the student is carried out. What are the main characteristics of "interactive"? It should be recognized that interactive learning is a special form of organizing cognitive activity. She has in mind very specific and predictable goals. One of these goals is to create comfortable learning conditions, such that the student feels his success, his intellectual viability, which makes the learning process itself productive.

essence interactive learning is that the educational process is organized in such a way that almost all students of the study group are involved in the learning process, they have the opportunity to understand and reflect on what they know and think. Team work students in the process of learning, mastering educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, ways of activity. Moreover, this happens in an atmosphere of benevolence and mutual support, which allows not only to receive new knowledge, but also develops cognitive activity itself, translates it into more high forms cooperation and cooperation.

Interactive activities in the classroom English language involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. During interactive learning, students learn to think critically, solve complex problems based on the analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, communicate with other people. To do this, individual, pair and group work is organized in the classroom, research projects, role-playing games are used, work is underway with various sources of information, and creative work is used.

What are forms of interactive learning? Currently, methodologists and practicing teachers have developed many forms of group work for teaching a foreign language. The most famous of them are “design work”, “brainstorming”, “debate”. These forms are effective if the lesson discusses any problem as a whole, about which students have initial ideas received earlier in the classroom or in everyday experience. In addition, the topics discussed should not be closed or very narrow.

One of the modern methods is learning through cooperation. It is used for work in small groups. This method aims at the effective assimilation of educational material, the development of the ability to perceive different points of view, the ability to cooperate and solve various issues in the process of joint work.

One of the effective teaching methods, in my opinion, is the use of tests. The use of tests is promising tool training at a university, since the use of personal computers allows you to automate the process of processing results and reduce the time spent on checking solutions. In the system of training specialists, tests perform the following functions: informational, activity, controlling, updating, diagnosing, developing, educational and creative and training. The direct result of practical training on the developed testing methodology is the formation of skills: to understand the exact meaning of the topic; apply material to specific relationships; correctly determine the nature and structure of the topic.

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

Applied at the present stage innovative teaching methods 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 critical thinking the ability to present and defend one's own opinion.

In conclusion, I would like to note that 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 students' creative searches.

All this dictates the need to find the most effective forms, methods and technologies of teaching.

Literature:

1. Pedagogy and psychology of higher education: textbook. allowance for universities /M.V. Bulanova - Toporkov. Rostov - on the Don; Phoenix, 2002. - 539s.

2. Grudzinskaya E.Yu., Mariko V.V. . Active teaching methods in higher education. Educational - methodological materials for the advanced training program« Modern pedagogical and information technologies". - Nizhny Novgorod, 2007, 182 p.

3. Churakova O.V.Key competencies as a result of general education. Method of projects in the educational process. Didactic materials for teacher training./ Series " Competence- oriented approach to education: educational technologies". Issue 1. - Samara: Publishing house "Profi", 2002.

Didactics of higher education (teaching methods in higher education) Dudina Margarita Nikolaevna, Doctor of Pedagogy, Professor

Didaktikas - teaching (teaching) Didasko - studying (learning) Ya. A. Comenius, "Great didactics"

Jan Amos Comenius (1592-1670) On the paths of education he saw the possibility of establishing fair relations not only between people in one country, but also between peoples. In the work “The General Council for the Correction of Human Affairs,” he wrote about the need for education and upbringing of a person throughout life

From The Great Didactics. . . to teach everyone everything, or a sure and carefully considered way to create such schools in all communities, cities and villages of every Christian state, in which all the youth of both sexes, without any exception anywhere, could be taught the sciences, improve in morals, be filled with piety, and thus, in the years of youth, learn everything that is necessary for the present and future life. teach with sure success, learn quickly, thoroughly. “The foundations are drawn from the very nature of things; The truth is confirmed by parallel examples from the field of mechanical arts; By a series distributed over years, months, days and hours, finally, a sure and easy way is indicated for the successful implementation of this in practice.

Didactics of High School as a Science, Theoretical and Applied Teoretiko methodological foundations: Philosophy of education Sociology Psychology of learning (psychodidactics) Personology (psychology of personality) Developmental psychology Pedagogy (andragogy, acmeology)

Modern didactics of high school General theory of education, which studies the problems of education and training (upbringing) at the highest, including professional level The object of didactics is the learning process as a continuous one, its structure and content, patterns teaching a specific academic discipline (specificity, structure and content, methods of teaching and control)

Functions of didactics Scientific-theoretical (cognitive explanatory) - reveals the patterns of learning and personality development. Normative-applied, worldview - considers learning in diversity and unity, in the totality of values ​​and norms of knowledge and transformation of the world, society and personality. Social - explores the development of a person who is able to adapt and integrate into society in accordance with its needs and development prospects. Personal development for the development of a person's abilities for self-actualization and self-development, self-regulation and self-realization (citizen, patriot, hard worker, family man, employee in the community). Health-saving - physical, mental, social, moral. Cultural-creative - the potential of the subject of culture and creative activity. Social protection - opportunities for social and professional mobility. Predictive - the ability to predict the consequences of changes in learning.

Objectives of didactics of high school identification of patterns of learning and personal development (education) substantiation of the principles of education in high school substantiation of the goals of higher education substantiation of the standard of higher education development of the content of education scientific substantiation of the model of the pedagogical process at the university development of innovative teaching methods, including information communication, computer

Conceptual categorical apparatus (goals, process and results) Training, education, upbringing, development, Pedagogical process, Pedagogical activity, Educational cognitive activity, Personality, personal development by means of teaching, Principles of teaching, forms, methods and means of teaching

Education A purposeful process of training and education in the interests of the individual, society and the state, which involves the achievement of a certain educational level(based on the development of general cultural (OK) and professional (PC) competencies

Learning Purposeful, concretized process involving the cooperation of the student and the teacher to achieve learning objectives, measured by the criteria of knowledge, skills, competencies in general, as the student's ability and willingness to use them in practical activities

Training involves: Goal-setting - who and why to train? Content - what to teach? Technology how to teach? (How to control the dynamics of student achievements? How to evaluate? How to correct?)

The modern didactic concept Implements the ideas (of domestic psychologists and teachers: L. S. Vygotsky, A. N. Leontiev, L. S. Rubinshtein, V. I. Zagvyazinsky, A. V. Morozov, V. A. Popkov, D. V. . Chernilevsky) in the aggregate: personality-oriented, activity-oriented, axiological, systemic, technological competency-based approaches

Paradigm (Greek paradeigma - example, sample) is a set of stable and universally valid norms, theories, methods, schemes of scientific activity, suggesting unity in interpretation, in the organization of empirical research and interpretation scientific research. the concept, relatively recently included in the scientific apparatus of pedagogy, has become widely used and associated with holistic ideas about the system of methodological, theoretical and axiological attitudes adopted by the modern scientific community as a model for solving theoretical and practical problems

Traditional and innovative approaches Traditional cognitive model (“Zunovskaya” - knowledge, skills) The task and mission of the teacher (teacher) is to “transmit” the knowledge and experience of previous generations (“sowing reasonable, kind, eternal”). An integral property is the dominant reproductive activity of trainees. Extensive character educational process, Duration of training Aim - "teach for the rest of your life" . The result of education was assessed mainly by quantitative indicators. The model is more process-oriented than result-oriented. An integral property is the creative activity of students. The intensive nature of the educational process. Aiming- continuing education("throughout life"). The result of education is assessed by qualitative indicators (competencies) The model is more focused on the result achieved by the student's own efforts