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Characteristic of the main active methods of training
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- Бұл бет үшін навигация:
- Lectures - a nonconventional form of carrying out
| 8. Characteristic of the main active methods of training
There are imitating and not imitating forms of the organization of training with use of active methods of training. Let's consider the characteristic of not imitating methods: lectures, seminars, discussions, collective cogitative activity. Lectures - a nonconventional form of carrying out The problem lecture begins with questions, with statement of a problem which during a statement of material needs to be solved. Problematic issues differ from not problem in the fact that the problem hidden in them requires not the same solution, that is, there is no ready scheme of the decision in last experience. The answer to him requires reflection when for not problem there is a rule which needs to be known. By means of a problem lecture achievement of three main didactic objectives is provided: 1) assimilation by students of theoretical knowledge; 2) development of theoretical thinking; 3) formation of cognitive interest to the maintenance of a subject and professional motivation of future expert. During the lecture the thinking of pupils happens to the help of creation by the teacher of a problem situation before they obtain all necessary information making for them new knowledge. In traditional training arrive on the contrary - in the beginning give knowledge, a way or an algorithm of the decision, and then examples on which it is possible to practice in application of this way. Thus, pupils independently try to find the solution of a problem situation. Components of a problem situation are object of knowledge (lecture material) and the subject of knowledge (pupil), process of cogitative interaction of the subject with an object and assimilation new, unknown for the student of knowledge, contained in an educational problem will be cognitive activity. Educational problems have to be available on the difficulty for students, they have to consider informative opportunities of trainees, proceed from the studied subject and to be significant for digestion of new material and development of the personality - the general and professional. So, the lecture becomes problem in that case when in it the principle of problematical character is implemented. At the same time performance of two interconnected conditions is necessary: 1) realization of the principle of problematical character at selection and didactic processing of maintenance of a training course prior to a lecture; 2) realization of the principle of problematical character at expansion of this contents directly at a lecture. Problem lectures provide creative assimilation by future experts of the principles and regularities of the studied science, stirs up educational cognitive activity of pupils, their independent task and after-hour work, assimilation of knowledge and their application in practice. жүктеу/скачать 108,69 Kb. Достарыңызбен бөлісу:
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