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- Lecture with in advance planned mistakes
| Lecture together
In this lecture the training material of problem content is given to pupils in real-life dialogical communication of two teachers among themselves. Here real professional situations of discussion of theoretical questions from different line items are modelled by two specialists, for example the theorist and the practician, the supporter or the opponent of this or that point of view, etc. At the same time it is necessary to aim at that dialogue of teachers among themselves showed culture of joint search of the solution of the played problem situation, with attraction in communication of students who ask questions, state the line item, create the relation to the discussed lecture material, show the emotional response to the events. In the course of the lecture together there is use of the knowledge necessary for understanding of an educational problem and participation in joint operation which are available for pupils, the problem situation or several such situations is created, hypotheses on their permission are made, the system of proofs or confutations is developed, the final version of the joint decision is proved. The lecture together forces pupils to join in thought process actively. A task of students to compare the different points of view to representation of two sources of information and to make a choice, to join this or that of them or to develop the. Lecture with in advance planned mistakes This form of holding a lecture has been developed for development in children of abilities to quickly analyze professional situations, to act as experts, opponents, reviewers, to isolate incorrect or inexact information. Training of the teacher for a lecture consists in putting a certain quantity of errors of substantial, methodical or behavioural character in her contents. The teacher brings the list of such mistakes on a lecture and acquaints with them pupils only at the end of a lecture. The most often made mistakes which are made both students, and teachers during reading a lecture are selected. The teacher carries out a lecture statement so that mistakes have been carefully hidden, and them not so easily students could notice. It the teacher over the content of a lecture, high level of proficiency in material and lecturing skill demands special work. During this analysis the correct answers to questions - the teacher, children or in common are given. The quantity of the planned mistakes depends on specifics of a training material, the didactic and educational purposes of a lecture, level of readiness of children. Experience of use of a lecture with in advance planned mistakes shows that pupils are found, as a rule, by the conceived mistakes (the teacher carries out verification with the list of such mistakes). Quite often it specify also such mistakes which have been involuntarily allowed by the teacher, especially speech and behavioural. The teacher has to recognize honestly it and draw for himself certain conclusions. All this creates the atmosphere of trust between the teacher and students, personal inclusion of both parties in training process. Elements of an intellectual game with the teacher create the raised emotional background, stir up cognitive activity. The lecture with the planned mistakes performs not only the stimulating function, but also control. The teacher can estimate level of training of pupils in a subject, and that in turn to check extent of the orientation in material. The teacher can define defects, analyzing which during discussion with children by system of mistakes gains an impression about structure of a training material and difficulties of mastering by him. The mistakes revealed by the teacher can serve for creation of problem situations which can be permitted on the subsequent occupations. It is the best of all to carry out this type of a lecture to completion of a subject or the section of a subject matter when at pupils the basic concepts and representations are created. Lectures with the planned mistakes cause in children high intellectual and emotional activity since students in practice I use knowledge gained earlier, carrying out study, joint with the teacher. In addition, the final analysis of mistakes develops theoretical thinking at pupils. жүктеу/скачать 108,69 Kb. Достарыңызбен бөлісу:
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