Active and interactive learning methods. Modern problems of science and education

Kursheva Elena Anatolyevna, Deputy Director for UR

The concept of modernization of Russian education formulated social requirements for the Russian education system. In particular, it is said that the developing society needs educated, moral, enterprising people who can independently make responsible decisions, predicting their possible consequences that are able to cooperate, mobiles with a developed sense of responsibility for the destiny of the country.

The changes occurring in our society created real prerequisites for updating the entire education system, which is reflected in the development and introduction of the school's work in the work of the elements of new content, new educational technologies.

Today, many methodical innovations and innovations are associated with the implementation of interactive learning, since it is such training that has great potential to fulfill the social order of modern society.

In Russia, the use of active and interactive methods was widely practiced in the 20s. Xx in. (Design, laboratory and brigade method, production, labor excursions, practices). The further development of these methods is present in the works of Sukhomlinsky (60-Russian), as well as "pedagogy - cooperation" (70-80-RGG) - Shatalova, Amonashvili, Lysenova and others. In recent decades, the twentieth century American colleagues conducted numerous experiments and scientific research in the field of interactive methods, developed detailed guidelines for teachers. All these methods and developments contribute to the active use of interactive funds in the mass school.

At the same time, it should be noted that often teachers believe that to introduce interactive learning to an educational process, you simply need a computer, a projector in the study office, and the best SMART is the board. Moreover, among teachers of mathematics, it is often an opinion that the only condition for the introduction of interactive learning into educational practice is the direct use of computer learning tools. Thus, an understanding of what is precisely worth the term "interactive learning", it has not yet been a positiveness of a wide pedagogical practice.

In pedagogy, there are numerous classifications of learning methods. We are interested, that is the basis, which is the role of students in the learning process; Traditionally, three methods are distinguished in it:

1) passive method

2) active method

3) Interactive.

Let us dwell in more detail on the last two.

Active learning methods - methodsallowing to activate the learning process to encourage the student on creative participation in it.

The task of active learning methods is to ensure the development and self-development of the personality of the student on the basis of the identification of its individual characteristics and abilities.

Active teaching methods allow developing the thinking of students; contribute to their involvement in solving problems; Not only expand and deepen knowledge, but at the same time develop practical skills and skills.

Active learning methods is a totality ways to organize and manage the educational and educational activities of students who possess the following main features:

§ Forced training activity;

§ independent development of decisions learned;

§ a high degree of involvement of trainees in the educational process;

§ a major focus on the development or acquisition of mathematical skills and skills;

§ by constant treatment of students and teachers and teacher, and control over the independent work of learning.

Active learning methods provideand aimed activation of students' mental processes, i.e. stimulate thinking when using specific problematic situations and carry out business games facilitate memorization in the allocation of the main thing in practical activities, they initiate interest in mathematics and produce the need for independent acquisition of knowledge.

For the organization in class actively Cognitive activity of students is crucial to the optimal combination of active learning methods. The selection of these methods can be carried out according to the algorithm that includes: analysis of the content of the educational material, determination of the lesson's goals.

The failure chain can be dismissed from mathematics and capable children, on the other hand, training should go close to the ceiling of the student's capabilities: the feeling of success is created by understanding that it was possible to overcome significant difficulties. Therefore, to each lesson, it is necessary to carefully select individual tasks, cards that take into account individual abilities of students. Differentiated training contributes to the development of the interests and abilities of children. Experience shows that there are many factors forming interest in mathematics: these are the curiosity of the task, the influence of the teacher, parents, ambition, and so on.

The most reliable way to increase the likelihood of waking up interest is to ensure the manifestation of all these factors. Significant influence on the development of mathematical abilities are collective discussions and work.

In view of this, we use all sorts of team competitions such as: a lesson - mutual learning students, a lesson - KVN and others.

I will cite an example of a lesson - mutual learning students in the form of the game "Mathematical banker." The class is divided into teams (better two people), each of which represents the Bank (President of the Bank and his deputy). On the table, the cards are laid out with tasks in an inverted form, each card has a cost from 50 to 300 conventional units, depending on the complexity of the task. These are possible deposits, investments, etc. The starting capital of each bank - 500 conventional units by choosing a card with a task and solving the task, the Bank replenishes its capital to the specified amount, if the task is solved correctly and tolerates losses to the specified amount, if the decision is not true. Irga goes through the lesson or two. In the end, the results are summed up - on the capital of the bank.

This game can be used when working out the skills for solving tasks for any topic. It gives the opportunity to work in their pace and choose their level of complexity of tasks on this topic.

As another example - game Mathematical Brene Ring (it can be used in class and in the class of mathematical circle). The main goal is to create a situation for a schoolboy when he needs to properly and quickly solve the task.

By the beginning of the game, the presenter should have some list of tasks to which the answers are indicated.

Schoolchildren are divided into teams. Each team is issued by a sheet on which it will record the answers. Next, tasks are played. The analysis of each occurs like this:

1. The presenter issues (or simply reads) the condition of the task of commands, after which they proceed to the solution.

2. immediately announced the price of the task according to the "Point" system + "scores for the decision".

3. As soon as the team found the answer of the task, she writes it on the leaflet and gives the lead.

4. The presenter collects answers, taking into account the order of their receipt.

5. The task is terminated when the answers are collected from most of the teams.

6. The teams who gave faithful answers receive "points for the answer." The team, the first responding correctly, gets the right to tell the decision. The decision is estimated according to the principle of "eating or not": the team receives either all "scores for the decision" or nothing.

The total number of tasks used depends on the time spent and is not declared in advance.

When drawing tasks is completed, the result is summarized. The winner is recognized as a team who scores the largest number of points.

Such a game makes schoolchildren work at a very high pace. So, with six-graders in 2 hours you can disassemble about 15-20 tasks.

Brene Ring can be carried out according to a specific topic. At the same time, the very first tasks of the topic of the pupils decide themselves, with their methods. The presenter can show another solution, more convenient. Then the same situation is repeated on the second, third task. With increasing complexity of tasks, participants remains nothing, how to use the new method.

This is a very mobile game. So, in high school, where tasks require not only ideas, but also work with their hands, you can immediately give several tasks. At the same time, the answers are surrendered separately for each task. Once all the commands have given answers, this task is dealing. Tasks can be added during the game.

Thus, active learning methods - These are ways to enhance the educational and cognitive activities of students who encourage them to actively think and practical activities in the process of mastering the material when not only the teacher is active, but are active and students.

One of the effective forms of both urgent and extracurricular activities, to enhance mathematical knowledge of students and increase interest in the subject is the mathematical regatta. (or film)

A description of various ways to solve problems is the most important means of developing creative thinking among students. There are wonderful tasks with which you can perfectly demonstrate various mathematical methods and techniques.

The lesson - the benefits of one task serves as the formation of the guys of interest in the decision process, and not only to find the right answer, the development of mathematical thinking. Such exercises develop mathematical speech of students.

Recently, such a form of group cognitive activity as a public visibility is forgotten. Although this form takes the main place.

So, as part of preparations for the geometry instrument in grade 7, we carry out a knowledge of knowledge on one of those such as "parallelism of direct".

Each group was divided into three teams of 5 people. A list of questions (definitions and theorems) was drawn up in advance, which students should repeat in groups in after-hours. In the last lesson, a dictation was carried out in front of the primary concepts and solving simple tasks that require some time, the results of which are taken into account when summarizing.

At the same time, each student:

§ saw a sample response at the board (answer plan, its completeness, logicality, validity);

§ rated his knowledge and skills with the knowledge and skills of their classmates and parallel class students;

§ was an active participant (as the view plan provides for the participation of each team player).

In the development of interest in the subject, it is impossible to fully rely on the content of the material being studied. If students are not involved in active activity, then any meaningful material will cause only contemplative interest in the subject that will not be informative. Therefore, in the formation of the cognitive interest of schoolchildren, such effective pedagogical means are used as extracurricular activities on the subject.

In our work, we try to use the most common forms of extracurricular work: electives, mugs, mathematics weeks, research work, Olympiad, tournaments.

Mathematical games They have a cognitive value, so in them the challenge is put forward to the forefront, to solve which comparisons, analysis and synthesis, judgment and conclusion should be used in mental activity.

This year we conducted an urban competition for solving puzzles among students of 5 - 8 classes.

1. The main tasks of the competition to solve puzzles- improving the interest of students to the subject; development of logical thinking; Acquisition of schoolchildren experience participation in competitions.

2. Competitors- team numbers of 4 people.

3. All team members of the competition gives the same set of various tasks, on the solution of which is given 30-40 minutes.

4. For the correct solution of the task (answer), its value is charged in points, for the incorrect decision (answer) - half the cost of the task in points is removed.

I will give examples of games that can be used on any subject changing its content.

Sea Battleship is a favorite game of younger and senior schoolchildren. The playing field is a square consisting of 10 columns and 10 lines. The coordinates of the target are determined by the name of the column and string.

Three teams play this game. One field on all commands. All cages of ships are painted. Cells concerning the sides of the ship are indicated by the letter corresponding to the topic of the question.

Participants must be seized by all ships. In turn of the team make shots. The presenter opens the specified box. If one of the decks of the ship turns out under it, then 1 point is immediately accrued and the next turn is given. If the letter will be under it, this means that there is a board of the ship nearby. The team is set to the corresponding question for the thinking of which is given 30 seconds. If the team answered not correctly, the answer can give another team who is faster, the price of a right answer - 2 points, there is no third attempt. If no one was able to give a faithful answer, then the move passes the next team. If the Pure field is the transition.

The team defeats the highest number of points, the rest of the participant is awarded the rest.

Another example is the well-known one's own game. The game participates five teams, which from the screen choose the subject of the question and its value.

The game meet subares:

- "Cat in bag".

- "My own game

- "Super game".

The winner is the team who scores the greatest number.

Traditionally, our school passes holiday dedication to young mathematics in grade 5. The main purpose of which is to increase interest in mathematics, so students themselves are accepted in its conduct.

Given the children to the bright, mysterious and mysterious, every mathematical holiday is accompanied by a presentation.

Mathematical KVN has traditional tours:

I Tour - Historical

II Tour - Captain Competition

III Tour - logical chains

IV Tour - Text Tasks.

But especially our children love mathematical evenings in the form

Open classes of mathematical mug:

§ For example, for students of grades 6 on the topic "Number. Number Systems »

§ For students of 7 classes, "mathematical living room", whose heroes are young gymnasists of Isaac Newton, Nikolai Lobachevsky, Sophia Kovalevskaya, Rain Descartes, Mikhail Lomonosov. All of them managed to discover the beauty of mathematics, began to try their strength in independent work and reports.

The largest an annual event in mathematics in our school is subject week. When holding a "math week" there is a merger of all active forms and methods of extracurricular, extracurricular activities, which is a kind of review of the results of work for the year.

"Mathematics weeks" is held at the beginning of the IV quarter. Events are trying to change, but according to traditions - these are entertaining lessons and extracurricular activities and games on the parallel. Weekly ends with a tournament of mathematical battles among students of 5 - 10 classes with students of physico-mathematical lyceum № 39. (This school year is planned by the XIV tournament in the city of Ozersk.)

Extracurricular work in mathematics provides schoolchildren additional opportunities for the development of abilities, instills interest in mathematics. The main purpose of extracurricular work is not only the expansion and deepening of the theoretical material studied in the lessons, but also the development of the skills to apply knowledge gained in the lessons to the decision - non-standard tasks, education for students of a certain culture of work on the task and development of the intellectual potential of each student.

Interactive method - form of interaction, oriented For wider interaction of students not only with the teacher, but also with each other and on the dominance of students' activity in the learning process.

It follows that the main feature of interactive learning is that the teaching process occurs in joint activities, and all types of group form can be attributed to the forms of interactive learning. This includes a collective way of studying, under which such a form of training activities are understood when one teaches everyone, and everyone is taught.

The main tasks of interactive learning tools:

· Ensure the dialogue nature of training, eliminate the monological preequency of educational material;

· Delete duplication of information that can be obtained by students independently from available sources;

§ Promotion to work in various forms of communicative competencies of students.

In one Chinese parable says: "Tell me - and I will forget; Show me - and I will remember; Give me - and I will understand. " In these words, the essence of interactive learning is reflected.

In interactive learning methods include those that contribute to the involvement of knowledge to the active process:

§ "Brainstorm";

§ mini lecture;

§ Work in groups;

§ Role-playing game;

§ Project development;

§ Solution of situational problems;

§ drawing;

§ Playing situations;

§ Presentation as a training manner;

§ Discussion of plot drawings, etc.

The basis for the implementation of interactive approaches to the content of learning is the development and use of interactive tasks and exercises that will be carried out by students. The main difference between interactive exercises and tasks from ordinary in the fact that they are directed not only and not so much on the fixation of the material already studied, but to study the new.

That is why each interactive task is a creative learning task that requires students not simply reproduction of information, but contains bo / then or less element of the unknown and has several approaches, as a rule.

I will give an example of tasks on the topic "Trigonometric Equations". In the first lessons in solving trigonometric equations in textbooks, tasks are given to the development of the root formulas of the equation. We add questions to these equations:

§ Select roots belonging to the gap;

§ Select roots satisfying condition.

And students should use the previously studied material according to the properties of trigonometric functions.

Creative tasksemotional-volitional and intellectual mental processes are activated, contribute to the formation of the creative possibilities of schoolchildren.

1. Drawing up mathematical tasks.

2. Drawing up mathematical crosswords.

3. Writing fairy tales whose heroes are numbers or geometric shapes.

4. Mathematical writings.

5. Reports and abstracts.

6. Pictures or applications to individual topics of mathematics.

Especially guys like to perform creative tasks that help them actively participate in the development of lesson elements:

ü issuing and protecting the solutions of non-standard tasks, represent historical material;

ü gives various methods of evidence by theorems, a variety of ways to solve tasks;

ü create projects based on repetition materials: "Equations and inequalities with a module", "Graphic method for solving textual tasks", "Application of the derivative when solving tasks."

Interactive work can also be used in the lessons of mastering the material, and in the lessons on the use of knowledge, as well as to make it instead of a survey or generalization.

Group work - as a form of interactive learning, represents many opportunities for individualization, especially if the groups are made up of students similar to any sign, and then special tasks are selected for each group. In the small group, the student is in more favorable conditions than in front work.

Special attention requires the organization of work in small groups, when it is necessary to solve complex problems with collective mind. There are several conditions for an effective organization of such work. First of all, students must possess knowledge and skills to perform the task. In each group, the student plays a certain role that teacher (Speaker, Secretary, Intermediary, Rapporteur) is choosing. The responsibilities of the speaker include: Job tasks to the group, organization of implementation, the introduction of the group to work, summing up the work and the purpose of the Rapporteur. The secretary leads the work record of the Group, at the same time he must be ready to express his thoughts when summing up. The mediator monitors over time and stimulates the work in the group. The speaker expresses the thoughts of the group, showing the results of the group's work.

Each group receives tasks and clear instructions for its execution. At the same time, the teacher must help in the organization of the work of groups, not attracting special attention.

When summing up the work, students offer the results of work. The teacher commented on the work of groups from the point of view of training tasks. At the end of each occupation, students express their opinion on the proposed form of work.

One of the types of group work - the game of mathematical battle -this competition is two teams in solving mathematical tasks. It consists of two parts. First, the teams get the conditions of tasks and a certain time on their solution. After this time, the battle itself begins when the teams in accordance with the rules tell each other solutions to tasks. If one team tells the decision, then the other opposes His, that is, is looking for flaws in it. After the end of the report, the opponent has the right to ask questions to the speaker. Following the report and answers to questions, the opponent has the right to give an assessment report.

Students are happy to work in groups like to consult, exchange opinions. They not only find ways to solve interesting tasks, but also develop mathematical speech, acquire the skill of the science report, the ability to listen and understand the decision of the Rapporteur, ask clear questions on the merits, to work as a team, choose a certain game tactics. Children wakes up the taste for good work.

I want to offer you a fragment of a mathematical battle, graduate grade 6.

Interactive methods in no way replace lecture forms of classes, But they contribute to the best absorption of lecture material and, especially important, form opinions, relationships, behavior skills.

I bring to your attention a fragment of the mathematical evening criminal geometry or a matter of principle. You will become active listeners of a mathematical circle. At the end of which you need to name the principles for solving many tasks and not only geometric. So, the meeting of the Mathematical Club "Criminal Geometry or the Case of Principal" occurs on Sverdlov, 8 MOU SOSH No. 125.

I hope you were attentive and can easily call these principles:

The principle of reverse - solution from the end

The principle of simplification - you first need to move saughty simple and natural ways

task solutions.

Principle of analogy - Similar arguments.

Principle of dynamics - Change in the course of solving the task of its data.

The principle of completeness of the solution - It is necessary to use all the tasks data and all the time remember that they should be somehow used.

What are the positive aspects of the use of interactive learning methods? When using interactive methods, the role of the teacher changes dramatically, ceases to be central, it only regulates the process and is engaged in its general organization, it prepares in advance the necessary tasks and formulates questions or topics for discussion in groups, gives advice, controls the time and procedure for performing a planned plan.

Psychologists have been established that in the context of educational communication there is an increase in the accuracy of perception, the effectiveness of memory is increasing, such intellectual and emotional properties of the individual develop more intensively, as - stability of attention, the ability to distribute it more intensively; observation at perception; The ability to analyze the partner's activities, see its motives, goals. Interactive learning helps the child not only to learn, but also live. Thus, interactive learning is undoubtedly an interesting, creative, promising direction of our pedagogy.

KSU "Secondary school №14 IM.DMKURBYSHEVA" Akimat Rudnaya.

Teacher Kazakh language and literature

Shutaeva L.O.

Interactive learning methods.

"Humanists argue that the learning process proceeds most successfully if a person has interest and desires. Right. But how to make this interest and desire to have it? In this, there is the whole point of matter to which there is still no intelligible answer. "- These words belong to the famous Russian statesman V. Zubkov. And we must admit that in modern society there is a huge number of opportunities in order to ignite the fire of desire to learn in students. One such opportunity is to carry out interactive classes. The concept of "interactive" comes from the English "Interact" ("Inter" - "mutual", "ACT" - "act").
American researchers R. Carnikau and F. Makeproe, revealed a certain pattern of learning during the studies. According to which, a person remembers only 10% read, 20% - heard. Also he remembers 30% - seen, 50% - heard and simultaneously seen. And only 80% is what he says and finally, 90% of what he reached the activity itself. Interactive learning is a special form of organizational activities, thanks to the use of which in educational institutions, boring and monotonous lessons turn into an active, bright and memorable process.

The topic of our article is very relevant at the moment. Since now on the eve of the introduction of 12-year education before school, such a goal is: the preparation of a competitive person, ready to effectively participate in the socio-economic and political life of the Republic of Kazakhstan. One of the tasks of education is now the task of the formation of a socio-adaptive person, ready for successful and effective activities, the education of an active person, capable of interacting with others, the formation of a person who can make their judgments and bear a response for their actions. All these qualities can be formed by students as extracurricular and in the urgent time. Namely through interactive forms of learning. When applying this form, training is carried out under conditions of constant, active interaction of all students. The student and the teacher are equal subjects of learning. The use of an interactive learning model provides for modeling life situations, the use of role-playing games, a joint problem. The dominance of any participant in the educational process is excluded.

When using interactive forms of training, students have such qualities as sociability, the ability to conduct a dialogue, to defend their point of view, the ability to set goals and achieve them. Interactive learning technologies include:

1) work in a pair;

2) rotary troops;

3) carousel;

4) work in small groups;

5) aquarium;

6) unfinished offer;

7) brainstorm;

8) Brownian movement;

9) solutions tree;

10) court on his own behalf;

11) role-playing game;

12) debate;

13) creative letter;

14) Raft et al.

Students really like this type of work as "Carousel".Two rings are formed: "Internal and external". "Internally ring", sitting fixed students, and "external" -thomena every 30 seconds change. Thus, they have time to speak a few minutes. For example, the inner circle sets questions to external. So you can repeat various lexical themes.

Technology "Aquarium" It lies in the fact that several students play the situation in the circle, and the rest are observed and analyzed. For example, improvisation "in the grocery store".

"Brownian motion" It assumes the movement of students throughout the class in order to collect information on the proposed topic. For example: "Education of children in the Kazakh family." In different places of class, sources of information (tasks of a logical, creative nature, presentation, video films, etc.) are located.

"Tree solutions." The class is divided into 3 or 4 groups with the same number of students. Each group discusses the question and makes the records on its "tree" (Watman Sheet), then the groups are changing in places and add their ideas on the trees of neighbors.

One of the forms of interaction "Care position". Considering some statement and students should approach the poster with the word "yes" or "no". It is desirable that they explain their position.

Reception "Candle. In a circle, a lit candle and students are expressed about different aspects of learning.

Interactive learning - it is primarily -Fall-based training, during which the teacher and the student interacts. It should be recognized that interactive learning is a special form of organizational activities. It has in mind quite concrete and predicted goals. One of these goals is to create comfortable learning conditions, such in which students feel their success, their intellectual consistency, which makes the learning process itself.

The essence of interactive learning is that the educational process is organized in such a way that almost all students turn out to be involved in the process of knowledge, they have the opportunity to understand and reflect on what they know and think. Joint activity of students in the process of knowledge, the development of educational material means. That everyone makes a special individual contribution, there is an exchange of knowledge, ideas, ways of activity. And this happens in the atmosphere of goodwill and mutual support. What allows not only to receive new knowledge, but also develops cognitive activity. During the dialogue training, students learn to think critically, solve complex problems based on the analysis of the circumstances and relevant information, weigh alternative opinions, to make well-thought-out solutions, participate in discussions, communicate with other people. For this purpose, the lessons are organized individual, steam room, group work.

"Rotary Troika".

This technology contributes to the active thorough analysis and discussion of a new material in order to understand it, consolidation and assimilation. The issues are being developed that are discussed in the "Troika".

"Troika" should see "Troika2 to the right," Troika "on the left. For all Troots, one question is set. After a short discussion, the participants are calculated from 0 to 2.articles with number 1 go to the next three clockwise, and students with number 2 are moving through two top three counterclockwise. Pupils with number 0 remain on the ground and are permanent members of the troika. The result is a new "Troika". You can move "Troika" as much as you have questions.

"Two or four-all together." The discussion at first occurs in the "twos", come to the general opinion, and then the discussion occurs in the group.

"Training brainstorming."

For brainstorming requires instruction. The group selects the lead, secretary, speaker. But the time is regulated.

1 Stage-creation of a bank of ideas, 2 stage analysis of ideas in a group, 3-set results, sounding.

"I study".

Disassemble the cards to each student with facts regarding the subject of the lesson. Within a few minutes, students get acquainted with information. Then moving around the class, students familiarize themselves with their information from other students and at the same time receive information from them. During a certain time, it is necessary to ensure maximum communication of students with each other. Then it is proposed to tell and reproduce the information received.

"Method Press."

Algorithm actions. Disassemble the material in which 4 methods are indicated.

Starting with words, ... I think that ...

Starting with words, ... because ...

For example…

Consequently, ... so ...

Method "Mosaic".

Participants are combined into small groups. (no more than 6 people) to work on the article by the article, which is previously divided into parts. Each member of the group reads its (6 part) of the material, becoming an expert in its content and getting ready to teach this content to others.

Then the members of different groups that studied the same information are found in the Expert Group to discuss their part. The information is reviewed and they return to their groups and on -osradi teach colleagues to the group to its subject.

"Social projects" And other extracurricular learning methods. This is a visit to performances, exhibitions, watching movies.

"Using public resources."

Invitation of specialists in lesson, holding excursions.

Reception "True. Wrong"

When performing this reception, students carefully consider the statement and decide, they are true or not. As a result, there are many discussions. For example. Sounds in the Kazakh language are divided into 3 groups. To determine the type of non-union complex proposal, you must substitute the Union.

"Snowball".

This technique allows you to learn a large number of new words, develops memory, the ability to listen to each other, correctly pronounce words. A student is offered by a certain lexical theme to say one word then the next student, repeating the predictive word, calls his. And so until the last student. The latter in turn should repeat all the words.

Thus, interactive learning simultaneously solves several tasks:

Develops communicative skills and skills, helps to establish emotional contacts between students;

Solves the information problem, since it provides students with the necessary information, without which real joint activities are impossible.

Develops general training skills and skills, that is, ensures the solution of educational tasks

Provides an educational task,

Interactive learning partly solves another essential task. We are talking about relaxation, removing the nervous load, changing the forms of activity. To create a situation of success on training sessions, you must follow the following rules:

All students are able to assimilate the material, master the skills and skills,

pupils should know that the teacher believes in them,

The teacher should encourage informative activity, focus on understanding, and not to mechanical memorization, in no way give knowledge in the finished form, but to use a problem-search approach in learning. That is, creating a success situation for the guys.

1. Kolechenko A.K. Encyclopedia of pedagogical technology / benefit for teachers. St. Petersburg: Karo, 2002. - 152c.

2. Panina Ts., Vavilova L.N. Modern ways to activate learning. - M.: Publishing Center "Academy", 2007.-176c.

3. Myasoede TA "Interactive learning technologies. Specialist. Seminar for teachers »M., 2004.- 151С.
4. Suvorova N. "Interactive learning: new approaches" M., 2005.- 167С.

In special literature there are different interpretations of terms "Training Method" and "Acceptance of Training". In fact, it is a way of interaction between the teacher and students, with the help of which the transmission of knowledge, skills and skills takes place.

The difference is that reception is a short-term way, which involves working with one, concrete zone. And the method is a long-term process consisting of several steps and includes many receptions.

Thus, the reception of training is only an integral part of this or that method.

Classification of learning methods

Methods are classified by different features:

by the nature of educational activities: reproductive, problem, research, search, explanatory-illustrative, heuristic, etc.;
according to the degree of teacher's activity and students: active and passive;
according to the source of educational material: verbal, practical;
according to the method of organizing educational and educational activities: methods of formation of Zun in practice, methods for obtaining new knowledge of testing and evaluation methods.

Active learning methods: definition, classification, features
What are active learning methods?

Active teaching methods are built under the interaction scheme "Teacher \u003d Student". It is clear from the name that these are methods that suggest the equivalent participation of teachers and students in the educational process. That is, children act as equal participants and creators of the lesson.

The idea of \u200b\u200bactive learning methods in pedagogy is not Nova. The methods of the method are considered to be considered by such famous teachers as J. Komensky, I. Pestalotski, A. Disterveg, G. Hegel, J. Rousseau, D. Dewey. Although the idea that successful training is built, first of all, on self-knowledge, there are still antique philosophers.

Signs of active learning methods

activation of thinking, and the student is forced to be active;
for a long time of activity - the student does not work epizodically, but during the entire educational process;
independence in the development and search for solutions of the tasks;
motivation for learning.

Classification of active learning methods

The most common classification divides active methods into two large groups: individual and group. More detailed includes such groups:

Discussion.
Game.
Training.
Rating.

Methods and techniques of active learning

In the learning process, the teacher can choose as one active method, and use a combination of several. But success depends on the systemism and the ratio of selected methods and the tasks.

Consider the most common methods of active learning:

Presentations - The simplest and most affordable method for use in the lessons. This is demonstrating slides prepared by the students themselves on the topic.
Case technology - Used in pedagogy from the last century. It is built on the analysis of modeled or real situations and finding a solution. Moreover, there are two approaches to the creation of caides. The American school offers the search for one-sole correct solution to the task. The European School, on the contrary, welcomes the multifaceted solutions and their rationale.
Problem lecture - Unlike traditional, the transfer of knowledge during the problem lecture is not in passive form. That is, the teacher does not present ready-made allegations, but only puts questions and refers to the problem. Rules bring students themselves. This method is quite complicated and requires the presence of student a certain experience of logical reasoning.
Didactic games - Unlike business games, didactic games are regulated tightly and do not imply the production of a logical chain to solve the problem. Gaming methods can be attributed to interactive learning methods. It all depends on the choice of the game. So, popular travel games, performances, quizzes, KVN are techniques from an arsenal interactive methods, as they involve the interaction of students with each other.
Basket-method - based on the simulation of the situation. For example, a student must act as a guide and hold a tour of the historical museum. At the same time, its task is to collect and convey information about each exhibit.

Interactive learning methods: Definition, Classification, Features

What are interactive learning methods?

Interactive methods are built on the schemes of interaction "Teacher \u003d student" and "student \u003d student". That is, now not only the teacher attracts children to the learning process, but also students themselves, interacting with each other, affect the motivation of each student. The teacher only acts as an assistant. His task is to create conditions for the initiative of children.

Tasks of interactive learning methods

Teach independent search, analysis of information and developing the right solution to the situation.
Teach work in a team: to respect someone else's opinion, to show tolerance to another point of view.
Teach to shape your own opinion based on certain facts.

Methods and techniques for interactive learning

Brainstorm - The flow of questions and answers, or suggestions and ideas on a given topic, in which the analysis of the correct / incorrectness is made after the assault. Read more about.
, comparative charts, puzzles - Search for keywords and problems according to a certain mini-subject.
Interactive lesson with the use of audio and video materials, ICT. For example, online tests, work with electronic textbooks, educational programs, training sites.
Round table (discussion, debate) - Group species of the method, which involves a collective discussion by students of problems, proposals, ideas, opinions and joint solutions.
Business games (including role-playing, imitation, well) is a fairly popular method that can be used even in elementary school. During the game, students play the role of participants in a situation, trying on different professions.
Aquarium - One of the species of a business game, reminiscent of a reality show. At the same time, 2-3 participants play the specified situation. The rest observe from the side and analyze not only the actions of the participants, but also the options proposed by them, ideas.
Project method - Independent development of students of the project on the topic and its protection.
Barcamp., or anti-conference. The method proposed a webmaster Tim O'Reili. Its essence is that everyone becomes not only a member, but also by the organizer of the conference. All participants perform with new ideas, presentations, suggestions on a given topic. The following is the search for the most interesting ideas and their overall discussion.

Interactive learning methods in the lesson also include master classes, constructing a scale of opinions,

What is interactive learning?

The urgent task of modern school is the implementation of a competence approach in education, namely, the formation of key competencies, generalized and applied subject skills, life skills.

The issues of intensifying the teachings of schoolchildren are among the most significant problems of modern pedagogical science and practice. The implementation of the principle of activity in learning has a certain meaning, because Training and development are an activity and quality of learning, development and education of schoolchildren depends on the quality of the teachings.

Modern textbooks, manuals for teachers make it possible to build a lesson in due preparation to develop thinking, attention and other types of cognitive activities in students. The productive lesson should form not only deep and strong knowledge, but also the ability to use them in various situations, independently produce knowledge, form experience solving problems. In this regard, there is an acute question about targeted work on the development of students - intellectual, physical, emotional-volitional, cognitive skills. The best results in solving this problem can be obtained only if there are an active position of students in the educational process.

The principle of the activity of the child in the learning process was and remains one of the main in didactics. This implies such quality activities that is characterized by a high level of motivation, conscious need for learning knowledge and skills, performance and compliance with social standards. This kind of activity itself occurs infrequently, it is a consequence of targeted interaction and organization of the pedagogical environment, i.e. Applications of pedagogical technology (teacher's work system). In recent years, technologies have been developed that are designed to solve a number of problems arising from the teacher.

These technologies include:

Technology of humane and personal education S.A. Amonashvili;

Intensive educational learning L.V. Zankova;

Problem learning A.M. Matyushkina.

How do you need to build training so that the process of knowledge becomes mutually interesting, meaningful for the teacher and for a student?

Pedagogy offers different ways: upbringing responsibility, development of motivation, adapting educational material to the educational capabilities of a student, etc. The modern educational situation requires the search and development of new forms of educational interactions between the participants of the learning process.

Today, the most generally determined by the mandatory minimum content of social science graduates. Teachers became known list of basic didactic units. Gradually make up ideas about what to do in social studies lessons, to teach. However, still teachers and methodologists are concerned about how to teach and teach how to learn and learn.

The main methodological innovations are associated with the use of active or, as they are also called interactive learning methods. I would like to clarify the very concept. The word "interactive" came to us from English from the word Interact (Inter - Mutual, ACT - act). Interactive means the ability to interact or be in conversation mode, a dialogue with something (for example, a computer) or anyone (person). Consequently, interactive learning is, first of all, the dialogue in which interaction is carried out. This approach was the most realistic way to ensure the positive motivation of students for the study of mathematics, the formation of a sustainable cognitive interest of students for the subject, improving the quality of knowledge, creating pedagogical conditions for the development of students' abilities.

Interactive learning is training immersed in communication. At the same time, "immersed" does not mean "substituted". Interactive training retains the ultimate goal and the main content of the educational process. It modifies forms with broadcasting on dialogue, i.e. Including the exchange of information based on mutual understanding and interaction.

Communication is a complex, multidimensional process of establishing and developing contacts between people, generated by the needs for joint activities and includes the exchange of information, the development of a joint strategy of interaction, perception and understanding of another person.

Traditionally, three sides of communication are distinguished.

- informative (exchange of information);

- Interactive (development of strategy and coordination of joint actions of individuals);

- Perceptive (adequate perception and understanding of each other).

Communication is fully when all three named sides are present.

Communication can be held both at the verbal and non-verbal level.

Psychologists were established that in the context of educational communication there was an increase in the accuracy of perception, the effectiveness of memory work increases, such intellectual and emotional properties of the individual develop more intensively, such as the stability of attention, the ability to distribute it; observation at perception; the ability to analyze the activities of the partner, see its motives, goals; Imagination (in this case, it is meant the ability to put yourself in place of others). Under conditions of communication, self-control processes are actively flowing, "failures" and "dubious places" are more clearly recognized (those parts of the material that is not one of the partners cannot reproduce). In the process of communication, the culture of feelings and emotions is raised, the development of the ability to sympathize, empathy, the ability to manage their behavior, to know itself.

Collaboration is considered by psychology as a special form of human interactions, requiring accounting for many factors (level of cohesion of the collective, the availability of effective feedback, reaction to conflict situations, readiness for interchange, mutual assistance, etc.).

The mental mechanisms of joint activities are based on fundamental identities in self-expression, self-affirmation, self-determination. In the age periodization of children D.B. Elkonin, a special role is assigned to leading activities, which has its own content for each age. In each leading activity, appropriate mental neoplasms arise and form. The importance of communicating with peers is the leading activity for adolescents 10-15 years.

The structure of educational interactions can be considered from different points of view. First of all, the interaction of the teacher and the student is associated with the form of the organization of educational activities of individual, frontal and group.

In the first two cases, the construction of a similar (teacher is a student), the difference in the scale of implementation. Group form The organization of educational activities has a more complex structure. Here, in the process of studying interactions, productiles are established not only between the teacher and students, but also within the student team. Thus, from the point of view of interactivity, the group form is more efficient and saturated, although it may affect the effectiveness of the educational process in different ways.

Group work as a form of collective training activities is a way to organize joint efforts of students to solve the educational and cognitive task set at the lesson.

The group form of training should simultaneously solve three main tasks:

Specifically cognitive, which is associated with the immediate academic situation;

Communicative and developing, in the process of which the main communication skills inside and outside this group are produced;

Socio-orientational, educational civilian qualities necessary for the adequate socialization of the individual in the community.

What are the main characteristics of "interactive"?

Interactive learning is a special form of organization of cognitive activity. It has in mind quite concrete and predicted goals. One of these goals is to create comfortable learning conditions, that is, the conditions under which the student feels its success, its intellectual consistency, which makes the learning process itself. The essence of interactive learning consists in such an organization of the educational process, in which almost all students turn out to be involved in the process of knowledge, they have the opportunity to understand and reflect on what they know and think.

Joint activity of students in the process of knowledge, the development of educational material means that everyone makes a special individual contribution to this process that there is a knowledge exchange, ideas, ways of activity. Moreover, it happens in the atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops the cognitive activity itself, translates it to higher forms of cooperation and cooperation.

Interactive activity in the lessons involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to a joint solution of common, but significant tasks for each participant. Interactive eliminates the dominance of both one speaker and one opinion over others. During the dialogue training, students learn to think critically, solve complex problems based on the analysis of the circumstances and relevant information, weigh alternative opinions, to make well-thought-out solutions, participate in discussions, communicate with other people. For this purpose, individual, steaming and group work, research projects, role-playing, work with documents and various sources of information, creative work, drawings, etc. are organized.

Interactive learning simultaneously solves several tasks:

Develops communicative skills and skills, helps to establish emotional contacts between students;

Solves the information task because it provides students with the necessary information, without which it is impossible to implement joint activities;

Develops general training skills and skills (analysis, synthesis, setting goals, etc.), that is, ensures the solution of educational tasks;

Provides an educational task because it teaches to work in a team, listen to someone else's opinion.

Interactive learning partly solves another essential task. We are talking about relaxation, removing the nervous load, switching attention, changing the forms of activity, etc.

What are the forms of interactive learning?

Interactive learning technologies.

1) work in pairs.

2) Rotary (replaceable) Troika.

3) Carousel.

4) work in small groups.

5) Aquarium.

6) unfinished offer.

7) Brainstorm.

8) Brownian movement.

9) Tree solutions.

10) Court of its name.

11) Civil hearings.

12) Role (business) game.

13) Method press.

14) loan position.

15) Discussion.

16) Debate.

Currently, Methodists and teachers practitioners have developed a lot of form of group work. The most famous of them are "big circle", "turntable", "Aquarium", "brainstorming", "debate".

These forms are effective if the lesson discusses any problem in general, which students have initial ideas received earlier in the lessons or in everyday experience. In addition, the topics discussed should not be closed or very narrow. So, for example, there is no point in the group discussion of the question of how punishment should be for theft or what a tax rate should be. It is also important that the level of the problem is discussed allows to move from narrow economic (legal, political, etc.) of issues to a wide formulation of the problem. This problem must be relevant, interesting and significant for students. Thus, when discussing the legal aspects of social studies, the subject of a group discussion may be a disputed legislative norm (for example, on alternative military service), a court decision or document (fragment from civilian, family, labor, Criminal Code of Code of Code). In this case, the subject of the group discussion will be the question of the compliance of legal norms or court decisions to international standards in the protection of human rights and freedoms.

When working with students of 6-8 classes, it is more appropriate to start with the simplest form of group work ("turntable", "big circle", "Aquarium"). These are forms of joint discussion of the problem and developing a general solution. They allow the child not only to express their opinion, look and evaluate, but also to hear the arguments of the game partner, sometimes abandon their point of view or significantly change it. In social scientific education, this is especially true, for the issues of cultural studies, politics, rights are always ambiguous and demand from man not only logical thinking, but tolerance, respect for someone else's opinion.

The most simple form of group interaction is the "big circle". Work takes place in three stages.

First stage. The group is searched on chairs in a large circle. The teacher formulates the problem.

Second phase. For a certain time (approximately 10 minutes), each student individually, on its sheet records the proposed measures to solve the problem.

Third stage. In a circle, each student reads his suggestions, the group silently listens (does not criticize) and conducts voting for each item - whether to include it in the general decision, which as a conversation is fixed on the board.

The reception of the "big circle" is optimal in cases where it is possible to quickly determine the way to solve the issue or the components of this solution. With this form, you can, for example, develop draft laws or instructions, local regulatory acts.

"Aquarium" - a form of a dialogue when the guys suggest discuss the problem "in the person of the public." A small group chooses who she can entrust enter a particular dialogue on the problem. Sometimes it can be somewhat wishing. You and all other students act as the audience. Hence the name of the reception - "Aquarium".

What gives this organizational reception to schoolchildren?

He gives the opportunity to schoolchildren to see their peers from the side, that is, see:

How do they communicate

How to react to someone else's thought

How to settle the brewing conflict,

As argue your thought, etc. How does interactive learning in practice? We list some rules that are useful to take into account, starting to organize interactive learning in social studies.

The rule is first. All participants should be involved in the work (students). To this end, it is useful to use technologies that allow you to include all seminar participants in the discussion process.

On the other hand, the development of active learning methods is simply impossible without directly incorporing teachers in certain forms. You can read the mountains of literature on active learning methods, but you can only learn them only by trying them directly, only by personal participation in the game, brainstorm or discussion.

Rule second. We must take care of the psychological training of participants. It is about the fact that not everyone who came to the lesson psychologically ready to "directly inclusion in certain forms of work. The well-known assault, stiffness, traditional of behavior. In this regard, warm-ups are useful, continuously promoting students for active participation in the work, providing the possibility For self-realization of the student.

Rule third. Interactive in the technology of an interactive should not be much, no more than 30 people. Only under this condition is possible productive work in small groups. After all, it is important that everyone is heard that each group will be given the opportunity to perform on the problem.

Rule fourth. The work room should be prepared with such a calculation so that all participants in the interactive are easy to transplant to work in large and small groups. In other words, maximum physical comfort should be created for students. Tables are better to put the "christmas tree" so that each student sat in the incentiveness to the leading occupation and had the opportunity to communicate in a small group. Well, if there will be pre-prepared benefits or handouts necessary for creative work.

Rule fifth. Questions of procedure and regulations should be discussed at the very beginning of the classes and try not to violate them. For example, it is important to agree that all participants will be tolerated towards any expressed point of view, will respect the right of everyone to freedom of speech, etc.

Rule sixth. The division of the participants of the seminar on the group is better to build on the basis of volunteering. Then it is appropriate to use the principle of accidental choice.

During group work, the teacher performs a variety of functions:

Controls the course of work in groups;

Answers the questions;

Regulates disputes, work order;

In case of extreme necessity, assists separate students or a group.

The joint activity of students is effective not only for the lessons for the formation of knowledge or skills, no less effective is the use of group forms for repeating - generalizing lessons. The material studied provides extensive information for re-analyzing, clarifications, systematization, conclusions on the topic. Group work forms are used: conference lessons, mathematical battle, consulting lessons. The most difficult, but also the most effective form at this stage of studying the topic is a discussion.

At the end of work in groups, in many cases, the organization of intergroup communication is necessary (in order to clarify the overall picture, building a system, generalization, ensuring opportunities for reflection and relaxation). This is an additional opportunity to organize training to communicate (speech culture, logic, art of dispute, etc.).

As experience shows, group work is a form of organization of activity, and the main thing remains the content of the Group's activities. Therefore, it is necessary to solve the problem of the most efficient use of this form of work, i.e. It is necessary to create conditions for the development of thinking, the material is selected according to the principle "from simple to complex". To work in the group after the development of primary skills, it is necessary to provide assignments of a constructive, creative nature.

Use in the work of the technology of interactive learning gives

student:

Development of personal reflection;

Awareness of the inclusion in the overall work;

The formation of an active subject position in educational activities;

Development of communication skills;

The adoption of the morality of the norms and rules of joint activities;

Enhance cognitive activity

The formation of a class as a group community;

An increase in cognitive interest;

Development of analyzing skills and self-analysis in the process of group reflection;

Non-standard attitude to the organization of the educational process;

Formation of motivational readiness for interpersonal interaction not only in educational, but other situations.

Active learning methods- Methods that allow you to intensify the learning process to encourage the student for creative participation in it.

Active learning implies the use of such a system of methods, which is mainly directed not at the presentation by the teacher of finished knowledge, their memorization and reproduction, and on independently mastering students in knowledge and skills in the process of active mental and practical activity

Methods of active learning - This is a set of ways to organize and manage the educational and educational activities of students who possess the following main features:

· Forced learning activity;

· Independent development of decisions learned;

· High degree of involvement of trainees in the educational process;

· The predominant focus on the development or acquisition of mathematical skills and skills;

· Constant treatment of students and teachers, and controlling independent training.

Methods of active learning provide aimed intensification of students' mental processes, i.e., stimulate thinking when using specific problematic situations and business games facilitate memorization in the allocation of the main thing in practical classes, they initiate interest in mathematics and produce the need for independent acquisition of knowledge.

For the organization, the optimal combination of active learning methods has an optimal combination of active learning methods is crucial. The selection of these methods can be carried out according to the algorithm that includes: analysis of the content of the educational material, determination of the lesson's goals.

Along with active learning methods, interactive methods are used in the educational process. Many between active and interactive methods put a sign of equality, however, despite the community, they have differences. Interactive methods can be considered as the most modern form of active methods.

Currently, many teachers and teachers believe that the only condition for the introduction of interactive learning into educational practice is the immediate use of computer learning tools. Thus, an understanding of what is precisely worth the term "interactive learning", it has not yet been a positiveness of a wide pedagogical practice.

Interactive method -the form of interaction, focused on wider interaction of students not only with the teacher, but also with each other and on the dominance of students' activity in the learning process. To achieve the goals set at the lesson, the teacher and the student must understand each other, move in one direction. The teacher is also developing a plan, the course of the lesson.

When using interactive forms, the teacher ceases to be the main information of the information, it only regulates the process and is engaged in its common organization, gives advice and formulates topics or questions to discuss in groups, controls the procedure and time of the planned plan, prepares in advance the necessary tasks. If someone from the students have at least a little experience with the task, he shares his knowledge with the rest, while the relationship between all students with each other occurs. They begin to jointly solve the tasks set, overcome all conflicts, to give up, find something in common.

The main tasks of interactive learning tools:

§ to ensure the dialogue nature of training, eliminate the monologue premium of educational material;

§ eliminate duplication of information that can be obtained by students independently from available sources;

§ Promotion to work in various forms of communicative competencies of students.

In solving educational and educational tasks, the following interactive forms can be used by the teacher:

· Round table (debate, discussion) is a method of active learning, one of the organizational forms of cognitive activity of students, to fill the missing information to consolidate the knowledge gained earlier, to teach the culture of discussion, strengthen positions, form the ability to solve problems.

· Brainstorming (brainstorm, brain attack) - the operational method of solving a problem based on stimulating creative activity, in which the discussion participants suggest expressing as many solutions as possible, even the most fantastic. Then, from the total number of ideas expressed the most successful, which can be used in practice.

· Business and role-playing games are a form of reconstitution of the subject and social content of professional activities, modeling systems of relations, a variety of conditions for professional activities characteristic of this type of practice.

· Case-Study (Situational analysis, analysis of specific situations) is a pedagogical technology based on the use of a real situation in order to analyze this case or modeling the situation, problems are detected, there is an alternative solution and then the optimal solution is made.

· Master class is the main means of transferring the conceptual new idea of \u200b\u200bits (author) pedagogical system. The teacher has been developing an individual (copyright) methodological system for many years, including design, goaling, using a sequence of a number of well-known educational and didactic techniques, classes, own "know-how", events, takes into account the real working conditions with various categories of students, etc. .

There are other types of interactive learning that can be used in the educational process. These include trainings, short-circuit dialogue, group discussion, interactive tour, video conference, focus - group, mini lecture, project development, solution of situational problems, playing situations, performance in the role of training, methods "Zashimi position", "Decision Tree", "Pops formula" and D.R.

Principles of work at an interactive lesson:

· The lesson should not be a lecture, everyone should work together;

· All participants are equal to each other, despite age, experience, social status, place of work;

· Each participant has the right to navigate his own opinion on any issue;

· None of the students is criticized (you can only criticize the idea);

· All that is said to occupy this information for reflection.

Thanks to interactive learning:

ü students are better understood and assimilate the topic, creatively apply knowledge, solving practical tasks;

ü enhances the motivation and involvement of students in solving the problems discussed, while they become more active;

ü grow skills, knowledge, skills, activities, students reveal new opportunities, accumulate experience, realize all values;

ü changes experience, installations, students, their understanding of the surrounding reality is changing, since interactive learning methods are a simulation of interactive activities.

Game as a method

1. The main tasks of the competition for solving puzzles- increase the interest of students to the subject; development of logical thinking; Acquisition of schoolchildren experience participation in competitions.

2. Participants of the Competition team of 4 people.

3. All team members of the competition gives the same set of various tasks, on the solution of which is given 30-40 minutes.

4. For the correct solution of the task (answer), its value is charged in points, for the incorrect decision (answer) - half the cost of the task in points is removed.

Games that are usually used in mathematics lessons:

· "Sea battle" - The favorite game of younger and senior schoolchildren. The playing field is a square consisting of 10 columns and 10 lines. The coordinates of the target are determined by the name of the column and string.

Three teams play this game. One field on all commands. All cages of ships are painted. Cells concerning the sides of the ship are indicated by the letter corresponding to the topic of the question.

· "My own game". The game involves 3-5 teams, which from the screen choose the subject of the question and its cost. The winner is the team who scores the largest number of points.

· "Mathematical banker."The class is divided into teams (better two people), each of which represents the Bank (President of the Bank and his deputy). On the table, the cards are laid out with tasks in an inverted form, each card has a cost from 50 to 300 conventional units, depending on the complexity of the task. These are possible deposits, investments, etc. The starting capital of each bank - 500 conventional units by choosing a card with a task and solving the task, the Bank replenishes its capital to the specified amount, if the task is solved correctly and tolerates losses to the specified amount, if the decision is not true. Irga goes through the lesson or two. In the end, the results are summed up - on the capital of the bank.

This game can be used when working out the skills for solving tasks for any topic. It gives the opportunity to work in their pace and choose their level of complexity of tasks on this topic.

· Mathematical Breun Ring.The main purpose of this game is to create a situation for a schoolboy when he needs to properly and quickly solve the task.