What is a learning discussion? Technologies for conducting educational discussions Basic principles of group work

Discussion in the educational process

Discussion is a method of discussing and resolving contentious issues. At present, it is one of the most important forms of educational activity, stimulating the initiative of students, the development of reflective thinking. Unlike a discussion as an exchange of opinions, a discussion is a discussion-argument, a clash of points of view, positions, etc. But it is a mistake to think that a discussion is a purposeful, emotional, obviously biased upholding of an already existing, formed and unchanging position. Discussion is an equal discussion by teachers and students of cases planned at school and class and problems of a very different nature. It arises when people are faced with a question to which there is no single answer. In the course of it, people formulate a new answer to the question that is more satisfying to all parties. The result of it can be a common agreement, a better understanding, a new look at the problem, a joint solution.

The importance of regular use of discussion in the classroom is currently not disputed by anyone. For a solid assimilation of knowledge and understanding of the possibility of their use in practical activities, it is necessary not only to read and learn the material, but also to discuss it with another person. L.S. Vygotsky, S.L. Rubinstein and many other researchers argued that intellectual growth is a product of both internal and external, i.e. social processes. They talked about the fact that a higher level of thinking arises from relationships or, more simply, a dialogue between people. Costa, analyzing their research, adds: “When people generate and discuss ideas together, people reach a level of thinking that far exceeds the capabilities of individuals. Collectively and in private conversations, they look at problems from different angles, agree or argue, track disagreements, resolve them, and weigh alternatives” [cit. By].

Discussion - a purposeful and orderly exchange of ideas, judgments, opinions in a group for the formation of an opinion by each participant or the search for truth.

Discussion signs:

• the work of a group of persons, usually acting in the roles of a leader and participants;
• appropriate organization of the place and time of work;
• the process of communication proceeds as the interaction of participants;
• interaction includes utterances, listening, and the use of non-verbal expressive means;
• focus on achieving learning goals.

Interaction in an educational discussion is built not just on successive statements, questions and answers, but on a meaningfully directed self-organization of participants - i.e. addressing students to each other and to the teacher for an in-depth and versatile discussion of the ideas themselves, points of view, problems. Communication during the discussion encourages students to look for different ways to express their thoughts, increases susceptibility to new information, a new point of view; these personally developing results of the discussion are directly implemented on the educational material discussed in groups. The essential feature of the educational discussion is the dialogical position of the teacher, which is realized in the special organizational efforts undertaken by him, sets the tone for the discussion, and the observance of its rules by all participants.

It would be unrealistic for a teacher to expect that when organizing a discussion, everything will work out by itself. Experience suggests that educators slip into the familiar picture of classroom management, fearing that a lively, disorganized discussion can spin the learning process out of control. Many teachers replace children's self-organization with direct management. The desire to “compress” the discussion, to make it more compact often leads to the transformation of the discussion into an exchange of questions and answers between the teacher and students. If the teacher wants to change the relationship with the class and achieve better understanding, the only recommendation is to try to have discussions and not stop when you fail. This is how teachers and students reach an understanding of how they think and act, gain mutual disposition.

The educational discussion is aimed at the implementation of two groups tasks having the same importance:

1. Specific tasks:

• children's awareness of the contradictions and difficulties associated with the problem under discussion;
• updating previously acquired knowledge;
• creative rethinking of the possibilities of applying knowledge, etc.

1. Organizational tasks:

• distribution of roles in groups;
• compliance with the rules and procedures for joint discussion, fulfillment of the accepted role;
• fulfillment of a collective task;
• consistency in the discussion of the problem and the development of a common, group approach, etc.

Studies on the use of discussion in various learning conditions indicate that it is inferior to direct presentation in terms of the effectiveness of information transfer, but is highly effective for consolidating information, creative understanding of the studied material and the formation of value orientations.

There are three stages in the discussion: preparatory, main and the stage of summing up and analysis.

1. Preparatory stage.

The preparatory stage, as a rule, begins 7-10 days before the discussion. Educational discussions, especially at the beginning, when teaching the class how to conduct them, should be well prepared. To prepare and conduct a discussion, the teacher forms a temporary group (up to five people), whose tasks are:

Unlike a discussion in the educational process, an educational discussion is held when all students have complete information or a sum of knowledge on the topic of discussion, otherwise its effectiveness will be low.

1. Main stage.

Three points are important for the teacher during the discussion: time, goal, outcome. The discussion begins with the introduction of the host, which should not last more than 5-10 minutes. In the introduction, the facilitator should reveal the main points of the topic and outline issues for discussion.

Stages of the discussion:

1. Formulation of the problem
2. Breakdown of participants into groups
3. Discussion of the problem in groups
4. Presenting results in front of the whole class
5. Continuation of the discussion and summing up

Techniques for introducing the discussion:a statement of the problem or a description of a particular case; film demonstration; demonstration of material (objects, illustrative material, archival materials, etc.); invitation of experts (people who are sufficiently knowledgeable in the issues under discussion act as experts); use of current news; tape recordings; dramatization, role-playing of any episode; stimulating questions – especially questions like “what?”, “how?”, “why?”, etc.

When planning work at the preparatory stage, the form of the discussion is selected, and after the introductory speech of the moderator, the discussion continues in the chosen form.

Discussion Forms:

Round table - a conversation in which small groups of students (5 people) participate on an equal footing, who consistently discuss the questions posed;

Expert group meeting, first option. Usually 4-6 participants, with a pre-appointed chairperson, who discuss the proposed problem and then state their positions to the whole class. During the discussion, the rest of the class is a silent participant, not having the right to join the discussion. This form is reminiscent of television talk shows and is effective only if a topic that is relevant to everyone is chosen;

Expert group meeting, the second option. The class is divided into microgroups at the preparatory stage, each microgroup independently discusses the problem posed and selects an expert who will represent the opinion of the group. At the main stage, the discussion takes place between experts - representatives of the groups. The groups do not have the right to intervene in the discussion, but may, if necessary, take a "time out" and withdraw the expert for consultations.

Forum - a discussion similar to the first version of the "expert group meeting", during which this group enters into an exchange of views with the "audience" (class);

Brainstorm is carried out in two stages. At the first stage, the class, divided into microgroups, puts forward ideas for solving the problem. The stage lasts from 15 minutes to 1 hour. There is a strict rule: "Ideas are expressed, recorded, but not discussed." At the second stage, the proposed ideas are discussed. At the same time, the group that expressed the ideas does not discuss them itself. To do this, either each group sends a representative with a list of ideas to the neighboring group, or a group of experts is formed in advance, which does not work at the first stage.

Symposium - a more formalized discussion than the previous one, during which participants make reports (abstracts) representing their points of view, after which they answer questions from the “audience” (class). The symposium is effective for a generalizing lesson. In order for all students to speak, there are usually several symposiums throughout the year;

Debate - a clearly formalized discussion, built on the basis of pre-fixed speeches of the participants - representatives of two opposing, rival teams (groups) - and rebuttals. A variant of this type of discussion is the so-called "parliamentary debate", which reproduces the procedure for discussing issues in the British Parliament. In them, the discussion begins with a speech by representatives from each of the parties, after which the rostrum is provided for questions and comments from the participants in turn from each side;

Court hearing- a discussion imitating a trial (hearing).

Cross discussionis one of the methods of technology for the development of critical thinking of the RKCHP. To organize a cross-discussion, a topic is needed that unites two opposing points of view. At the first stage, each of the students individually writes three to five arguments in support of each of the points of view. Arguments are summarized in microgroups, and each microgroup presents a list of five arguments in favor of one point of view and five arguments in favor of the second point of view. A common list of arguments is compiled. After that, the class is divided into two groups - the first group includes those students who are closer to the first point of view, the second - those who are closer to the second point of view. Each group ranks their arguments in order of importance. The discussion between groups takes place in a cross mode: the first group expresses its first argument - the second group refutes it - the second group expresses its first argument - the first group refutes it, etc.

Educational dispute-dialogue.This form also requires a theme with two opposing points of view. At the preparatory stage, the class is divided into fours, in each four pairs are determined: one will defend the first point of view, the other - the second. After that, the class prepares for a discussion - reading literature on the topic, selecting examples, etc. At the main stage, the class immediately sits down in fours and at the same time there are discussions between pairs in fours. When the discussions are almost over, the teacher instructs the pairs to switch roles - those who defended the first point of view should defend the second and vice versa. At the same time, the arguments that have already been expressed by the opposite pair should not be repeated. The discussion continues.

In the process of discussion, each of the participants performs a certain role and strictly follows the duties assumed along with the role. To increase efficiency, the distribution of roles should take place in advance and the same exercise throughout the year should try out all the roles. The roles should be:

1. Leading - solves all the problems of organizing the discussion of the issue, involves all members of the group in the discussion,
2. Analyst (critic) - asks questions to the participants in the course of the discussion of the problem, questions the suggestions, ideas and thoughts expressed.
3. Recorder (secretary) - fixes everything that relates to solving the problem, usually represents the opinion of the group for the whole class.
4. Observer - evaluates the participation of each member of the group in the discussion based on criteria identified in advance (by the teacher).
5. Time Keeper - Keeps the time frame of the discussion. Depending on the form and goals of the discussion, other roles are possible. In the course of the discussion, the teacher is required that his participation should not be limited to directive remarks or expressing his own judgments.

Productivity in idea generation is enhanced when the teacher:

• Gives time for students to think about answers.
• avoids vague, ambiguous questions;
• pays attention to each answer (does not ignore any answer);
• changes the course of the student's reasoning - expands the thought or changes its direction;
• clarifies, clarifies the statements of children by asking clarifying questions;
• warns against overgeneralization;
• encourages students to think deeper.

In conducting educational discussions, a significant place belongs to the creation of an atmosphere of goodwill and attention to everyone. So, the unconditional rule is a general interested attitude towards students, when they feel that the teacher listens to each of them with equal attention and respect - both to the individual and to the expressed point of view. In detailsterms and conditionsdiscussions are given in the Appendix.

Summing up the current discussion, the teacher usually stops at one of the following points in the discussion: a summary of what was said on the main topic; review of the presented data, factual information; summarizing, reviewing what has already been discussed and issues to be discussed further; reformulation, retelling of all the conclusions made so far; analysis of the course of the discussion up to the present moment.

1. The stage of summing up and analyzing the discussion.

The overall result at the end of the discussion is not so much the end of reflection on this problem as a guideline for further reflection, a possible starting point for moving on to the study of the next topic. It is important to think in advance of the form of summing up, which corresponds to the course and content of the discussion. The outcome can be summed up in a simple form of a brief repetition of the discussion and the main conclusions reached by the groups, and definition of perspectives, or in a creative form - the creation of a poster or issue of a wall newspaper, a collage, an essay, a poem, a miniature, etc. An outcome in the form of a diagram is possible (for example , cluster), etc.

Analysis and evaluation of the discussion increase its pedagogical value and develop the communication skills of students. The performance of both substantive and organizational tasks should be analyzed. During the analysis, it is advisable to discuss the following questions together with the guys:

• Did the group discussion achieve its intended objectives?
• In what respect have we failed?
• Have we gone off topic?
• Did everyone participate in the discussion?
• Have there been cases of monopolization of the discussion?

In order to save time, questions can be offered as a questionnaire. Depending on the purpose of the analysis, the teacher may generalize or not generalize the statements of the children. A deeper analysis can be carried out by recording the discussion on a video or tape recorder.

To analyze his behavior during the discussion, it is advisable for the teacher to answer the following questions (M. Klarin):

• Have I set a reasonable goal?
• Was the chosen topic appropriate to the form of the discussion?
• Did I manage to get the guys active participation in the discussion?
• Did you encourage (a) to participate or, conversely, did you stop those who wanted to speak out?
• Have I been able to keep the discussion from monopolizing?
• Did I support timid students?
• Did I use open-ended questions to encourage discussion?
• Did I encourage students to ask research questions, look for hypothetical solutions?
• Did I keep the class's attention on the topic of discussion?
• Did I have a dominant position?
• Did I sum up the subtotals, sum up the points of view in order to strengthen the internal coherence of the discussion?
• What did I do best?
• What did I do the worst?
• What techniques (list) did I use to make the discussion more effective?
• What techniques (list) reduced the effect of the discussion?

The main features of the educational discussion is that it is a purposeful and orderly exchange of ideas, judgments, opinions in a group for the sake of searching for truth (more precisely, truths), and all participants - each in their own way - participate in organizing this exchange. The purposefulness of the discussion is not its subordination to didactic tasks that are important only to the teacher, but a clear desire for each student to search for new knowledge - a guideline for subsequent independent work, knowledge of assessment (facts, phenomena). Interaction and self-organization of participants - that is, not alternate answers to students' questions to each other, not statements in anticipation of his assessment, but the appeal of students to each other, discussion of the ideas themselves, points of view, problems; organizational efforts, observance of the rules of discussion by the students themselves.

Review studies on the use of discussion in various learning conditions indicate that it is inferior to the presentation in terms of the effectiveness of information transfer, but is highly effective for consolidating information, creative understanding of the studied material and the formation of value orientations.

Among factors of in-depth assimilation of the material during the discussion foreign researchers call the following:

– familiarization of each participant during the discussion with the information that other participants have (exchange of information);

-admission of different, dissenting opinions and assumptions about the subject under discussion;

– the ability to criticize and reject any of the expressed opinions;

- encouraging participants to seek a group agreement in the form of a common opinion or decision.

Difficulties in discussion.

The purposefulness of the discussion is most clearly manifested in the achievement of conclusions. However, here, as the experience of Western teachers shows, there is a certain contradiction. A real discussion should not turn into a didactic illustration, a means of formulating a predetermined thesis (although it often happens that a discussion becomes an effective means of persuading one or another point of view). In the course of this discussion, each participant freely thinks and expresses his point of view, no matter how popular and unacceptable for the rest it may turn out to be.

Difficulties that are often emphasized in recommendations for teachers, a combination of an orderly course of discussion with a lack of regulation, politeness without hierarchical subordination in the classroom, lightness and ease, humor without swagger, etc. Special tasks face the leader of the discussion: he should not so much direct as stimulate, encourage participants to exchange points of view. The exchange of opinions between the participants should take place freely, so that to an outsider's eye the course of the discussion may even seem chaotic. Of course, the chaotic scatter of replicas is an extreme that must be avoided. However, usually Western educators are more concerned about the other extreme: reducing the discussion to a consistent exchange of questions and answers between the teacher and students. This kind of work in the classroom, according to, for example, authoritative American didactic L. Clark and I. Starr, is no longer a real discussion. Experience and research data show that in practice, the moment of self-organization is sometimes pushed aside by the teacher's concern for orderliness. In other words, many teachers, with their remarks, statements, monologues, actually replace the self-organization of children with direct control. Accordingly, the interaction changes: students turn to the teacher as an arbiter. This also reduces the degree of independence of their cognitive search.

Intergroup dialogue. One of the most common effective ways in practice to organize an educational discussion that increases the independence of children is to divide the class into small groups (five to seven people each) and then organize a kind of intergroup dialogue. In each of the small groups, the main roles of the function are distributed among the participants:

- "leader (organizer)" - his task is to organize a discussion of the issue, problem, involve all members of the group in it;

– "analyst" - asks questions to the participants during the discussion of the problem, questioning the expressed ideas, formulations;

- "protocolist" - fixes everything that relates to the solution of the problem; after the end of the initial discussion, it is he who usually speaks to the class to present the opinion, the position of his group;

- "observer" - his task is to evaluate the participation of each member of the group based on the criteria set by the teacher.

The order of the class in this way of organizing the discussion is as follows:

1. Statement of the problem.

2. The breakdown of participants into groups, the distribution of roles in small groups, the teacher's explanation of what the expected participation of students in the discussion is.

3. Discussion of the problem in small groups.

4.Presentation of the results of the discussion in front of the whole class.

5. Continued discussion and summing up.

The beginning of the discussion. The teacher needs to make sure that the students are clear about the subject and the general framework of the discussion, as well as the order of its conduct. When organizing a discussion, Western teachers pay attention to creating a favorable, psychologically comfortable environment, seeing it as a guarantee of success. For example, the placement of participants should be such that everyone can see everyone's face - this is usually achieved by arranging the students in a circle. In terms of content, a preliminary clarification of the topic or issue is important. The introductory part is constructed in such a way as to update the information available to students, enter the necessary information, and create interest in the problem.

Introduction Emotional and intellectual mood for the upcoming discussion. In the experience of conducting educational discussions, various options for organizing the introductory part have been accumulated. For example: a preliminary brief discussion of the issue in small groups (four to six students each). You can also use the task set in advance for one or more students to speak to the class with an introductory problem message that reveals the problem statement. Sometimes the teacher may use a short pre-survey. In general, it is possible to identify and list a number of specific methods of introducing into the discussion that are used in the experience of a foreign school:

- statement of the problem;

-role-playing game;

– demonstration of a filmstrip or film;

– demonstration of material (objects, illustrative material, etc.);

–invitation of experts (people who are sufficiently well and widely aware of the issues under discussion act as experts);

– use of news;

- tape recordings;

- dramatization, role-playing of any episode;

– stimulating questions, especially questions like “what?”, “how?”, “why?”, and “what happened if...?”, etc.

The experience of conducting discussions shows that the use of any of the introductory techniques should be associated with a small investment of time, so as to bring students to the discussion itself as soon as possible. You should by all means avoid "getting stuck" at any of the introductory points, otherwise the discussion itself will be very difficult, if not impossible to truly "start".

Leading the discussion: use In the course of the discussion, considerable skill is required from the teacher so that his participation is not limited to directive remarks or expressing his own opinions. In terms of content, the main tool in the hands of the teacher is questions. Skillful use of questions, a brief recording of the key points of the current discussion on the board - these are the superficially simple techniques that an experienced teacher uses. What is important, however, is the type of questions, their nature. Many years of research and practice show the high efficiency of open-ended questions that stimulate thinking - "divergent" or "evaluative" in their content. “Open” questions, unlike “closed” ones, do not require a short, unambiguous answer (usually these are questions like “how?”, “why?”, “under what conditions?”, “what can happen if ...?” and. d.). "Divergent" questions (unlike "convergent") do not imply the existence of a single correct answer, they encourage search, creative thinking. "Evaluative" questions are connected with the development by the student of his own assessment of a particular phenomenon, his own judgment on this issue. In the experience of foreign teachers, a number of techniques can be distinguished that help such a transition. All of them are connected with the direct appeal of the teacher to the children with questions that encourage search thinking, active formation and critical reflection of their own point of view.

Techniques that stimulate cognitive activity and creative initiative. Productivity in idea generation is enhanced when the teacher:

Gives time for students to think about answers.

-avoids vague, ambiguous questions;

pays attention to each answer (does not ignore any answer);

- changes the course of the student’s reasoning, expands the thought or changes its direction (for example, asks questions like: “What other information can be used?”, “What other factors can influence?”, “What alternatives are possible here?” etc.);

- complements, clarifies the statements of children, asking clarifying questions (for example, “You said that there is a similarity; what is the similarity?”, “What do you mean when you say ...?” etc.);

– warns against excessive generalizations (for example: “On the basis of what data can one prove that this is true under any conditions?”, “When, under what conditions will this statement be true?” etc.);

- encourages students to deepen their thoughts (for example: “So, you have an answer; how did you come to it? How can you show that this is true?”).

The course of the discussion.

In the experience of conducting educational discussions, a significant place belongs to the creation of an atmosphere of goodwill and attention to everyone. So, the unconditional rule is a general interested attitude towards students, when they feel that the teacher listens to each of them with equal attention and respect, both for the individual and for the expressed point of view. But what about mistakes? This is one of the most difficult questions facing the facilitator. After all, one more of the unconditional rules for conducting a discussion is to refrain from any kind of secret or, even more so, open expression of approval or disapproval. At the same time, of course, one should not ignore the illogicality of reasoning, obvious contradictions, unfounded, unsubstantiated statements. The general approach is usually to use tactful remarks (usually through questions) to clarify the basis of the statements, the factual data supporting the opinion expressed, to encourage reflection on the logical consequences of the ideas expressed.

It is quite appropriate to ask the speaker to confirm or prove his statement, to refer to any information or sources, to clarify the uncertainty. For example, ask: “What does this term mean?” or: “What exactly is the question we are trying to solve in this case?” i.d. An important element in leading the discussion is the focus of the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues under discussion. Sometimes, when deviating from the topic, it is enough

EDUCATIONAL DISCUSSION AS A WAY TO TRANSLATE KNOWLEDGE INTO SKILLS

Efimova S. V.

Candidate of Philosophical Sciences., Associate Professor, Omsk Institute (branch) FGBOUVPO, Russian University of Economics. G.V. Plekhanov"

Disciplines that form the idea of ​​morally acceptable actions and behavior both in general human and business relations require students to clearly understand the situation, to distinguish between such moral and ethical categories as good, evil, justice, necessity, freedom.

It should be noted that only obtaining knowledge about the need to follow certain norms does not lead to the formation of the ability to use this knowledge to the fullest, only in “trying on” the situation, applying to it one’s own moral assessments formed by the time of studying at the university, shows the degree mastering the acquired knowledge. It is possible to assess this degree by using such a form of training as an educational discussion.

A discussion is often called a discussion-dispute, a clash of points of view, positions, approaches, etc. The discussion differs from the polemic, which is a purposeful, emotional, deliberately biased defense of an already existing, formed and unchanged position. An educational discussion as a way of learning, along with a discussion-dialogue, includes the following features: the work of a group of people who usually act as leaders and participants; appropriate organization of the place and time of work; the process of communication, proceeding as the interaction of participants; focus on achieving learning goals. The main features of the educational discussion is that it is a purposeful and orderly exchange of ideas, judgments, opinions in a group for the search for truth, and each of those present in their own way participates in organizing this exchange of ideas.

The discussion is inferior to the presentation in terms of the efficiency of information transfer, but is successful for consolidating information, creative understanding of the studied material and the formation of value orientations. This is facilitated by the exchange of information, the encouragement of different approaches to the same subject or phenomenon, the coexistence of different, dissenting opinions and assumptions, the ability to criticize and reject any of the opinions expressed, the motivation of participants to search for a group agreement. The experience of conducting educational discussions shows that search activity is associated with a lively educational dialogue, during which participants exchange views with each other, and not just with the lead teacher. The discussion is not an end in itself, its subject is really controversial, controversial topics, so not every topic can

become controversial.

Since in the course of the discussion creativity is activated, creative thinking is developing, it is recommended to build an educational discussion in such a way as to give students the opportunity to make their own decisions, analyze the various ideas and approaches that arise, and build actions in accordance with their decisions.

The following sequence of development of participants' initiative is possible:

Discussion with the teacher as a leader ("evolving" discussion);

Discussion with students as a moderator;

Discussion without a leader (self-organizing).

The form of discussion we propose is a discussion with students as moderators. However, at the final stage, the role of the teacher as a coordinator of debriefing must be manifested. In the modern context, the teacher acts as a moderator of the action. Using the format of small groups in the work, the teacher keeps three main points in the field of attention: goal, time, results. The groups should receive clear guidance from the instructor as to what is expected from their discussion. A leader is appointed within the group. As a rule, each group allocates one representative-rapporteur. Representatives can form a temporary expert council that will discuss all proposals. In many cases, simply writing down a list of suggestions or main ideas is sufficient. In each of the small groups, the main roles-functions are distributed among the participants. The facilitator organizes the discussion of the issue, involves all members of the group in it. The “analyst” asks questions to the participant during the discussion, questioning the expressed ideas and formulations. The "Protocolist" records everything related to the solution of the problem; after the end of the initial discussion, it is he who usually speaks to the class to present the opinion, the position of his group. The "observer" evaluates the participation of each member of the group based on the criteria set by the teacher.

The order of the group in organizing the discussion:

1. Statement of the problem.

2. Dividing participants into groups, distribution of roles in small groups, explanations of the teacher about the expected participation of students in the discussion.

3. Discussion of the problem in small groups (it is possible to submit it for discussion without this stage);

4. presenting the results of the discussion to the group.

5. continuation of the discussion and summing up.

At the time of the discussion, it is important to seat the participants so that everyone can see the faces of others. Various options for organizing the introductory part are known, for example, a preliminary brief discussion of the issue in small groups. Give the task to one or more students to speak to the group with an introductory message that reveals the problem statement. Beforehand, a short pre-survey can be used to lead students into a discussion.

Techniques for introducing the discussion:

A statement of the problem or a description of a particular case;

Role-playing game;

Demonstration of a film or movie;

Demonstration of material (objects, illustrative material, etc.);

Invitation of experts (people who are sufficiently well and widely aware of the issues under discussion act as experts);

Use of current news;

Audio recordings;

Stimulating questions: “what?”, “how?”, why?” and “what would happen if..?” etc.

In the course of the discussion, the teacher is required not to reduce his participation to directive remarks or the expression of his own judgments. The main tool in the hands of the teacher is questions. Many years of research and practice show the high efficiency of open-ended questions that stimulate thinking, "divergent" or "evaluative" in their content. “Open” questions, unlike “closed” ones, do not imply a short, unambiguous answer (usually these are questions that begin with the words “how?”, “why?”, “under what conditions?”, “what can happen if ..?” etc.). "Divergent" questions (as opposed to "convergent") do not imply a single correct answer, they encourage searching, creative thinking. "Evaluative" questions are connected with the development by the student of his own assessment of a particular phenomenon, his own judgment.

The productivity of idea generation is enhanced when the instructor allows time for students to think about answers; avoids vague, ambiguous questions; pays attention to each answer (does not ignore any answer); changes the course of the student’s reasoning, expands the thought or changes its direction (for example, asks questions like: “What other information can be used?”, “What other factors can influence?”, “What alternatives are possible here? Etc.); clarifies, clarifies the statements of students by asking clarifying questions (for example: “You said that there is a similarity; in what?”, “What do you mean when you say ..?”; warns against excessive generalizations (for example: “Based on what data can be shown that this is true under any conditions?”, “When, under what

conditions, would this statement be true? etc.); encourages students to deepen their thoughts (for example: “So you have an answer; how did you come to it? How can you show that this is true?”).

Questions are not the only means of guiding discussion. Often a question, instead of stimulating discussion, can stop it; on the contrary, the silence of the teacher, the pause gives students the opportunity to think. Questions in moments of ambiguity, confusion in the original concepts or factual information can lead to even greater confusion. During training discussions, an explanatory, informative (but brief) statement by the instructor is usually recommended. A paraphrase (a brief retelling) is often used to clarify the statement of the participant in the discussion; it is especially effective; when the thought is not formulated clearly enough. When the student’s statements are unclear, it is necessary to say this directly, but tactfully (for example: “It seems that I don’t really understand what you mean”, “I’m not sure (a) that I understand you correctly”, “I don’t quite understand in what way, what you say is related to this case (question), etc.), or to draw the attention of the audience to the need for additional information or clarifications by the speakers. Since the discussion is held with students who are mastering various forms of work in the classroom, before the start of the discussion it is worth setting them the task of asking the speakers questions, including clarifying ones.

In conducting educational discussions, a significant place belongs to the creation of an atmosphere of goodwill and attention to each speaker. The unconditional rule is the general interested attitude of all participants who feel that they will listen to each of them with equal attention and respect.

One of the most difficult questions facing the leader of the discussion is the reaction to mistakes. The unconditional rule of discussion is to refrain from approving or disapproving. At the same time, the teacher does not disregard the illogicality of reasoning, obvious contradictions, unfounded, unreasonable statements. The general approach is usually to use tactful remarks to clarify statements, factual data that support the opinion expressed, to encourage reflection on the logical consequences of the ideas expressed. The teacher can ask the speaker to confirm or prove his statement, refer to any information or sources.

For example, ask: "What does this term mean?" or “What exactly are we trying to solve right now?” etc.

An important element of leading the discussion is the focus of the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues under discussion. Sometimes, in cases of deviation from the topic, it is enough to notice: “It seems that we have moved away from the topic of discussion ...” In some cases, it is necessary to make a special stop, a pause. With a long discussion, an intermediate summing up of the results of the discussion is carried out. To do this, the facilitator asks a specially assigned "minutes-list" to sum up the discussion so far so that the class can better orient themselves in the direction of further discussion.

Summing up the current results of the discussion by the teacher:

A summary of what has been said on the main topic;

Review of presented data, factual information;

Summarizing, reviewing what has already been discussed and issues to be further condemned;

Reformulation, retelling of all the conclusions made so far;

Analysis of the course of the discussion up to the present moment.

Requirement for summing up: brevity, meaningfulness, reflection of the entire spectrum of reasoned opinions. At the end of the discussion, the overall result is not only and not so much the end of reflection on this problem, but a guideline for further reflection, a possible starting point for moving on to the study of the next topic, or the result of the presented section, the formation of interdisciplinary connections.

In the disciplines "Ethics and Etiquette", "Ethics of Business Communication", "Ethics of Business Relations", "Business Communications" discussions have a significant practical effect, since initially these disciplines are associated with the choice of position, assessment and the need to follow standards, however, the experience of the students themselves is not large enough.

As an example, a detailed plan for an extended discussion on the need to comply with the dress code is offered. The purpose of the discussion is not only to consolidate ideas about the need to comply with the dress code, but also to develop recommendations for the appearance of the student at the university.

As a preliminary preparation, students get acquainted with the concepts and principles of forming a dress code at a lecture, they are invited to prepare presentations on such topics as: office style, professional dress code, etc.

To conduct a practical lesson that includes this topic, several participants are selected in the student group who will represent two competing positions: the dress code “FOR” and “AGAINST”. These groups are given the same case (Appendix 1), but they receive different tasks for working out the case. One group is on the side of the author, the second - on the side of the need to comply with the dress code.

The first group collects material on the refusal of the dress code (hot or frosty weather, ethnic characteristics, creative creative environment, etc.).

The second group is searching in the opposite direction, defending the position "FOR" the dress code.

This case is distributed to all participants of the discussion directly at the lesson.

After reviewing the case, a problem is posed.

Participants of both prepared groups perform alternately.

The next step is to discuss the problem.

Questions that the teacher poses during the discussion: “Dress code and work uniform (overalls), professional uniform, what is the difference?”; “Should the visitor know the requirements for the appearance of the place of business to which he is heading?” “Is the Legislative Assembly a place for receiving citizens?”, “Was there a preliminary agreement with the head of the Press Service?” “Are there prescriptive documents?” and others. In the course of solving these issues, students also evaluate the style of presentation used by the correspondent, his illiteracy, unprofessionalism, deliberate aggressiveness and provocativeness are revealed.

During the discussion, students assess the situation, propose a solution to the problem in the correct forms that comply with business ethics: calling the head of the Press Service to go to the journalist, presenting relevant invitation documents, if any, etc.

At the end it is fixed:

1. The specifics of the concepts of dress code, professional uniform, overalls.

2. Styles of business attire and their use are determined in accordance with the requirements of etiquette and business standards.

3. The style of clothing of the student group is discussed and evaluated, recommendations are made for the appearance of a university student. Appendix 2

Thus, students independently, without edification, come to the need for a more thoughtful attitude to their appearance, responsibility for their actions and compliance with the rules of business and civil etiquette.

At the same time, the concepts of professionalism are clarified, possible failures in career building are analyzed, etc. That is, on the material of only one discussion during the discussion, students independently come to conclusions on the discipline as a whole.

Literature:

1. Zaretskaya E.H. Rhetoric: theory and practice of speech communication. - 4th ed. - M.: Delo, 2008.

2. Ivin A.A. Theory of argumentation. - M., 2009.

3. Panasyuk A.Yu. Psychology of rhetoric. Theory and practice of persuasive influence. - M., 2010.

4. Rhodes V. Rules of discussion and tricks of the dispute. -M., 2008

5. Shadrin D.A. Logic: lecture notes. - M., 2008.

BUSINESS GAME IN THE EDUCATIONAL PROCESS AND THE EXPECTABILITY OF ITS USE IN MODERN CONDITIONS

KURYAKOV I.A.,

Candidate of Economic Sciences, Associate Professor, Omsk Institute (branch) of FGBOU VPO, Russian University of Economics. G.V. Plekhanov"

SHAMIS V.A.,

candidate of psychological sciences., SIBADI, Omsk SHARIPOVA N.A.,

Head of the Scientific Department, Omsk Institute (branch) of the Russian Economic University named after G.V. Plekhanov"

Resume: The study is devoted to the problem of training personnel in higher educational institutions that meet the requirements of the modern period for specialists and their competitiveness. Proceeding from this, the possibilities and expediency of using a business game in the educational process are considered.

Key words: Business game, active teaching methods, student activity, market relations, globalization, knowledge acquisition, specialist competitiveness.

Modern conditions for training personnel in educational institutions place increased demands on specialists, who should focus primarily on the formation of a personality characterized by a creative type of thinking, initiative, independence and responsibility in decision-making. All this requires new approaches in teaching and in the educational process in general, and in specific educational institutions, in particular. That is, training should not be based on the transfer of ready-made knowledge, but on creating conditions for the creative activity of each individual.

As a means of implementing this approach, active learning methods, in particular business games, are increasingly recognized. The fact is that they not only reflect the logic of practical activity and are an effective means of mastering knowledge and developing skills, but also play an important role in the training of future highly qualified and competitive specialists who can certainly be in demand in the conditions of market relations and the globalization of the economy.

Therefore, the focus on active learning has become one of the significant components of the strategy for restructuring vocational education in higher education institutions. Of great importance in the activation of learning processes is the integrated and purposeful use of technical means. But the main direction in the educational process should still belong to the awakening of the active position of the student himself.

Thus, the most effective form of increasing the student's activity, as practice convinces, are business games. It is the game simulation of management processes with the inclusion of the functions of planning, organization, regulation, control and accounting that make it possible to comprehensively cover a number of disciplines. And as a result of their interconnection, put the student in an environment of such conditional reality, which without fail

requires from him not only serious knowledge, but also certain skills.

This suggests that in the preparation of a new generation of specialists who meet the requirements of market relations, a special approach is needed, which is associated with the development of scientific and technological progress and the innovation process. Innovations (from the English Innovation - innovation, innovation) are changes that occur within the system. Therefore, if we want to obtain high-level and quality learning outcomes, we must first of all take care of the appropriate system, the functioning of which will provide the necessary direction and intensity of the learning process.

Therefore, one of the elements that increase the efficiency of training specialists in the new conditions is a business game. The complexity of the concept of "business game" has led to inconsistency in numerous attempts to define it. At present, a business game can be considered both as a field of activity, and scientific and technical knowledge, and as a simulation experiment, and as a method of teaching, research, and solving practical problems.

To identify the essence of the concept itself, it is necessary to consider first of all the theoretical foundations. The main attributes of business games are as follows:

The game imitates this or that aspect of purposeful human activity;

Game participants receive roles that determine the difference in their interests and incentives in the game;

Game actions are regulated by a system of rules;

In a business game, the spatio-temporal characteristics of the simulated activity are transformed;

The game is conditional;

The game regulation circuit consists of the following blocks: conceptual, scenario, staging, stage, criticism and reflection block,

Methods of conducting a discussion in the classroom for high school students. interaction-based methods of teaching the discussion of the performance of the roles of the simulation game. Consider the features of the discussion in the educational process of high school students. To reveal the essence of the main forms of discussion.

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Introduction

1.2 History of the development of organizational forms of education

Conclusion

Introduction

Over the centuries, the school has accumulated quite a lot of experience in teaching children. I. M. Cheredov, V. K. Dyachenko, V. A. Slastyonin and others.studied the forms of learning and developed different points of view on the concept, the effectiveness of the application of various forms of the learning process. There is still no consensus on this issue. Searches are being made for new forms of education and traditional ones are analyzed in order to create a high level of education for students.

The modern learning process involves, among one of the important tasks, a significant expansion of the forms of educational activity of students. This topic is particularly relevant today, since the educational process should be built as communication, interaction, exchange of initiatives of its participants - a teacher and students, students among themselves.

This is how the educational process is built when using group, interactive (i.e., based on interaction) teaching methods - discussions, role-playing, imitation games. Among them, educational discussion is the most common method. Its main task is to identify the existing diversity of participants' points of view on any problem and, if necessary, a comprehensive analysis of each of them.

The Decree of the President of the Republic of Kazakhstan "On Approval of the State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020" states how important it is today for our economy and the republic as a whole to form competitive specialists who need to be trained in high quality. This means that education needs to be improved.

The main goal of the program is to increase the competitiveness of education, the development of human capital by ensuring the availability of quality education for sustainable economic growth.

Knowledge and professional skills are the key guidelines for the modern system of education, training and retraining of personnel. From the Message of the President of Kazakhstan N.A. Nazarbayev “Kazakhstan's way 2050”, in order to become a developed competitive state, we must become a highly educated nation.

In the modern world, simple universal literacy is clearly not enough. Our citizens must be ready to constantly master the skills of working on the most advanced equipment and the most modern production.

Discussion should take a significant place in the learning process in those subjects where there is ambiguity in the explanation of phenomena.

Debate is a method of discussing and resolving contentious issues. At present, it is one of the most important forms of educational activity, stimulating the initiative of students, the development of reflective thinking. Unlike a discussion as an exchange of opinions, a discussion is a discussion-argument, a clash of points of view, positions, etc. But it is a mistake to think that a discussion is a purposeful, emotional, deliberately biased defense of an already existing, formed and unchanging position.

Discussion Equal discussion by teachers and students of cases planned at school and class and problems of a very different nature. It arises when people are faced with a question to which there is no single answer. In the course of it, people formulate a new answer to the question that is more satisfying to all parties. The result of it can be a common agreement, a better understanding, a new look at the problem, a joint solution.

Discussion purposeful and orderly exchange of ideas, judgments, opinions in a group for the sake of forming an opinion by each participant or searching for truth.

The purpose of the work: to consider the features of the discussion in the educational process of high school students.

To achieve this goal, it is necessary to solve the following tasks:

1. Analyze the scientific literature on this topic.

2. To reveal the essence of the main forms of discussion.

3. Analyze the activities of students and the teacher in the context of discussion sessions.

Object of study: form of organization of the educational process.

Subject of study: discussionas one of the forms of organization of the educational process of high school students.

Hypothesis: holding a discussion in the educational process contributes to the development of students' creative abilities, logic of thinking and professional competence.

Methodological basis: study of scientific literature on the research problem; observation of the lesson: conversation, questioning; work aimed at organizing discussion sessions.

Theoretical significance: lies in the fact that a system for organizing discussion classes has been developed, including effective methodological methods for the formation ofdevelopment of thinking, acquisition of new knowledge, formation of skills and abilities,the sequence and content of work on the means of educating high school students is determinedsuch valuable personality traits as perseverance in achieving a goal, the ability to correctly navigate in the conditions of professional communication,which allows you to purposefully and productively carry out the learning process, and makes it possible to widely use this developed system in the education of modern schools.

The course work consists of an introduction, two chapters, a conclusion and a list of references.

The introduction reveals the relevance and apparatus of the study. The first section "Theoretical foundations for studying the development of forms of organization of the learning process" reveals the theoretical foundations of the organization of education, compares the forms of educational work, the essence of the development of organizational forms of education, and the classification of lesson types. The second section "Discussion as one of the forms of organizing the educational process of high school students" reveals the factors of the importance of discussion in the development of children of senior school age; methodology for conducting a discussion in a lesson with high school students; discussion as a form of dialogue. In conclusion, the conclusions about the importance of discussion in the process of development of children of senior school age, the wide possibilities of using discussion for educational purposes are revealed.

1 Theoretical foundations for studying the development of forms of organization of the learning process

1.1 The concept of the forms of organization of training

Organized training and education is carried out within the framework of a particular pedagogical system, has a certain organizational design. In didactics, there are three main systems of organizational design of the pedagogical process, which differ from one another in the quantitative coverage of students, the ratio of collective and individual forms of organizing the activities of pupils, the degree of their independence and the specifics of the management of the educational process by the teacher. These include:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system.

The system of individual education and upbringing took shape in primitive society as a transfer of experience from one person to another, from older to younger. With the advent of writing, the elder of the clan or the priest passed on this wisdom of communication through speaking signs to his potential successor, studying with him individually. Having presented the material to one, he gave him a task for independent work and moved on to another, third, etc.

Having finished working with the latter, the teacher returned to the first, checked the completion of the task, presented a new portion of the material, gave the task - and so on until the student, according to the teacher, mastered science, craft or art. The content of training and education was strictly individualized, so the group could have students of different ages, different degrees of preparedness.

The beginning and end of classes for each student, as well as the terms of training, were also individualized. Rarely did a teacher gather all the students in his group for group talks, instruction, or memorization of scriptures and poems.

When in the Middle Ages, with an increase in the number of students, children of approximately the same age began to be selected into groups, a need arose for a more perfect organizational design of the pedagogical process.

The class-lesson system, in contrast to individual learning and its individual-group version, establishes a strictly regulated mode of educational work: a permanent place and duration of classes, a stable composition of students of the same level of preparedness, and later of the same age, a stable schedule.

The main form of organizing classes within the framework of the class-lesson system, according to Ya.A. Komensky, should be a lesson. The task of the lesson should be commensurate with the hourly period of time, the development of students. The lesson begins with a message from the teacher, ends with a test of mastery of the material. It has an unchanged structure: a survey, a teacher's message, an exercise, a test.

Most of the time was devoted to exercise. Further development of the classical teaching of Ya.A. Komensky about the lesson in domestic pedagogy was carried out by K.D. Ushinsky. The third part is aimed at summarizing the work done and at consolidating knowledge and skills. A. Diesterweg made a great contribution to the development of the scientific foundations of the organization of the lesson. He developed a system of principles and rules of teaching relating to the activities of a teacher and a student, substantiated the need to take into account the age capabilities of students.

There are various classifications of forms of organization of the educational process, but they all come down to the structure of educational communication or didactic goals and objectives. All forms can be divided into general and specific.

For a long time in the pedagogical literature it was generally accepted to divide all organizational forms into:

1. General class or frontal training sessions;

2. Group (brigade or link);

3. Customized.

In the first case, the teacher simultaneously works with all the students in the class, in the second several groups of students work in the class and each small group is taught by one of the students, in the third each student does the work individually, without anyone's help. This classification is incomplete.

First, there are no paired and collective training sessions. Secondly, in the classification, the members of the division do not exclude each other, since frontal exercises are a special case of group ones. It remains unclear the sign on which such a division is made, usually it is a sign of the sameness or dissimilarities of tasks.

If all students in the class do the same work, then such classes should be considered frontal, but in reality each student in these classes works individually, apart from each other, even without the help of a teacher.

The same can be said about the classes in which control work is carried out. And if in the lesson there is independent work on cards some students have the same tasks, while others are different? It turns out that group work is carried out in the class, in fact, all students work individually (students are isolated from each other). What if students work in groups, but all groups have the same tasks? This is not frontal work, but group work.

Consequently, such a division of the forms of education is incorrect and incomplete. We will adhere to the classification of V.K. Dyachenko, it eliminates these shortcomings. Comparison of general forms of education is given in Table 3.

Table 1 presents the general forms of educational work according to V.K. Dyachenko.

Table 1

Forms of educational work according to V.K. Dyachenko

Individual	steam room	group	Collective
Separate educational work, without contact with other people. (student-book, student-notebook).	Work within one isolated pair, the participants of the pair are permanent, one speaks, one listens. (student-student, teacher-student).	One speaker is listened to either by several people (brigade, link classes), or by the whole class (General classes). (student-student).	Each student takes turns working with different members of the team and vice versa, everyone works with each student. (student-student, student-student).

Based on this, we can notice that the forms of organization of the learning process are divided into general and specific. General forms do not depend on specific didactic tasks and are determined only by the structure of communication between students and students. There are 4 such forms: individual, pair, group, collective.

Table 2 presents the general forms of students' educational work according to I.M. Cheredov.

table 2

Forms of educational work of students according to I.M. Cheredov

Frontal	group	Individual
Management of the educational activities of the entire class during its work on a single task with a fairly strict control of the teacher.	Cooperation in small groups on the principles of self-management with less strict teacher control: Linked brigade Cooperative-group Differentiated-group	The independence of the student with the maximum manifestation of his initiative, taking into account the degree of purposefulness, efficiency, interests, inclinations: Individualized Individualized-group.

Looking at this table, we can see that I.M. Cheredov distinguishes 3 forms of educational work: frontal, group and individual.

Table 3 compares the general forms of education according to V.K. Dyachenko and I.M. Cheredov.

Table 3

Comparative analysis of forms of education

Form name	Advantages	Flaws
Individual	Independent assimilation of knowledge, the formation of skills and abilities, the development of self-esteem of students, cognitive independence, good control is exercised.	Slows down the development of children with a low level of learning opportunities, leads to cheating, tips, lack of social activity of schoolchildren
group	Mutual assistance, distribution of responsibilities, development of a sense of responsibility for the result of joint activities, an incentive for creative competition	A weak student can be put in a passive position, only leaders can work, and the rest can be written off
steam room	Students give a mutual assessment of each other's actions and deeds, this work is effective for a short time (5-7 minutes), the quality of the work performed increases, the fear of mistakes in front of the teacher disappears.	There is a danger of false partnership, it is impossible to objectively assess the level of knowledge of students, the normal course of individual learning activities is disrupted
Collective	Each student is alternately a student, then a teacher, the responsibility for their knowledge to the team increases, the cognitive activity of students is activated, initiative, sociability, diligence of students develop.	The inability of some teachers to professionally organize this form, the lack of time in the classroom, the lack of formation of the team will lead to an undesirable result: those who ask for help are told, “Teach yourself what is difficult here.”

Thus, we were able to highlight the advantages and disadvantages of general forms of education.

If the material being studied is based on what was previously well learned, is not difficult and is well presented in the textbook, teaching aids, the teacher can hold a conference on the relevant topic, organize a discussion of students.

A discussion session should be prepared in advance, for which the teacher determines the topics of reports for students, the main directions of independent work.

The role of the teacher is to comment on the controversy of schoolchildren, summing up the discussion. This form of organization of education is designed for students who have developed skills and abilities to work with literature.

1.2 The history of the development of organizational forms of learning

In 1905, a system of individualized education appeared, the author of which was the American teacher Helena Parkhurst. A new way of planning and organizing the educational process was called the Dalton Plan, as it was first used in schools in Dalton (Massachusetts). Other names for the Dalton Plan: laboratory system, workshop system speak for themselves. In the organization of the educational process proposed by E. Parkhurst, the main difference from the class-lesson system was immediately evident: the main educational work was carried out not in the classroom at the lesson, but individually in laboratories, workshops, classrooms, libraries.

The purpose of training according to the Dalton plan was the organization of individual educational work with the maximum consideration of the characteristics of each student.

The Dalton plan was missing the teacher's explanation of the new material. The role of the teacher was to organize the work of students and provide them with the necessary assistance.

The class as a group of students was preserved, but there were no lessons in the usual sense. Collective work with the participation of the whole class was given only one hour a day, the rest of the time the children had to study individually, completing tasks developed by the teacher. To do this, students' workplaces were equipped with the necessary teaching aids, instructions for studying theoretical material and completing educational tasks.

There was also no general lesson plan. The training programs were divided into a number of tasks by months with an indication of the deadlines for their implementation.

Accounting for the performance of educational tasks was carried out in individual cards of students and a summary table of the class.

The desire to individualize the educational process, of course, is one of the main advantages of studying according to the Dalton Plan. This made the new training system very popular all over the world. For its implementation, many methodological techniques have been developed, which are still used today to individualize the educational process and enhance educational and cognitive activity. The Dalton Plan became the basis for the development of a number of other training systems, such as the team-laboratory method.

However, the training according to the Dalton plan also revealed shortcomings, which were due to a decrease in the role of the teacher and the student team in the educational process and led to a decrease in the level of training. This caused the popularity of the Dalton plan to decline after two decades of its active distribution.

From the standpoint of the integrity of the pedagogical process, the lesson must be considered as the main form of its organization. It is in the lesson that all the advantages of the class-lesson system are displayed. In the form of a lesson, it is possible to effectively organize not only instructive and cognitive, but also other developing activities for children and adolescents. It is no coincidence that in recent years the lessons of culture, work, poetry, etc. have become widespread.

Communication occurs between the teacher and students who interact. Depending on the structure of educational communication, V. K. Dyachenko classifies general forms as individual, pair, group, collective. The concept of "organization" in the "Philosophical Encyclopedia" is interpreted as "ordering, establishing, a ghost in the system of some material or spiritual object, the arrangement of the ratio of the parts of the object." Learning can only happen when it is organized in some way.

It occurs and exists, first of all, in certain forms of its organization. Organizational forms of education constitute the material basis of education. So, the form of education is a purposeful, content-rich and methodically equipped system of cognitive and educational communication, interaction, relations between the teacher and students.

The form of education is realized as an organic unity of purposeful organization of the studied content, means and methods. A single and isolated form of education (lesson, lecture, laboratory work, seminar, excursion, etc.) has its own educational value.

It provides children with the assimilation of specific facts, generalizations, conclusions, the development of individual skills and habits. The system of different forms of education, which allows you to reveal integral sections, topics, theories, concepts, apply interdependent skills and habits, has a general educational value, forms systemic knowledge and personal qualities in schoolchildren.

The need for system dependence and a variety of forms of education is due to the originality of the content of education, as well as the peculiarities of the perception and assimilation of educational material by children of different age groups.

The content of science and the age characteristics of schoolchildren require an appropriate, adequate form of education, determine its nature: place in the learning process, shift duration, mobile structure, organization image, methodological equipment. Various combinations of these components make it possible to create a variety and variety of educational forms.

Each lesson is a part of the curriculum on a particular subject and has a specific didactic goal, which is determined by the place of this lesson in the course, section, topic on a particular subject. With the class-lesson system of education, educational work is carried out with all students at the same time. It can be general, group or individual.

The class-lesson system adopted at the school allows you to:

1) evenly distribute the study of a training course on a particular subject into certain parts - lessons that follow in a strict logical sequence, one after another according to the schedule within the precisely allotted study time;

2) systematically exercise the leading role of the teacher in the education, upbringing and development of students;

3) organize educational work, taking into account the psychological characteristics of mastering knowledge, skills, skills in their unity with the formation of personality;

4) to alternate work and rest of students and thereby contribute to the introduction of a certain clarity in the work of the school;

5) to form collectivist relations. Types and structure of lessons.

The term structure of Latin origin, it means the relative position and connection of the constituent parts of something, the structure. The structure of the lesson, i.e., the relative position of its constituent parts, depends on what place it occupies in the overall system of lessons on the topic of the course. Each lesson is an organizational, logically and psychologically complete whole.

The organizational integrity and completeness of the lesson lies in the fact that the lesson begins and ends at a strictly defined time, the students and the teacher are ready for the lesson, throughout its entire duration the students are skillfully organized to work, the time is distributed clearly and rationally. Logical integrity finds its expression in the specific content of the lesson, divided into separate questions that reveal the plan of the topic, its logical structure.

Psychological integrity is characterized by the need to achieve a goal, a sense of satisfaction from successful results, the desire and desire for further advancement. In other words, in the classroom, the intellectual, emotional and volitional forces of students are put into action.

In a good lesson, the organizational, logical and psychological aspects are interconnected. However, in practice, there are facts when the lesson is organizationally finished, but logically and psychologically not finished (no conclusion was drawn, no rule was formulated; the students were not active in the lesson, they had no questions, no interest in what was being studied, no feeling of learning satisfaction) . Such a lesson, of course, cannot be considered good.

Representing a complete whole, each lesson at the same time is a link in a single chain of lessons on the topic of the subject. Therefore, for the correct construction of any lesson, it is necessary to realize the entire system of lessons on a given topic and the place of a separate lesson in this system.

This is necessary in order to see the perspective of one's activity, to clearly present the logical content, the educational and educational significance of the topic as a whole, and on this basis to determine the main didactic goal of each lesson, how the educational and educational tasks of the topic will be specified in each lesson.

To determine the main didactic goal of the lesson means to establish what it will be mainly devoted to - whether studying new material, consolidating, repeating, systematizing educational material, or checking and recording the assimilation of educational material. A lesson can have several didactic purposes.

Depending on what the main didactic goal is solved in a particular lesson, the structure of the lessons, and, consequently, the types of lessons will be different. In the pedagogical literature, various classifications of lesson types are offered, but there is no generally accepted classification, but most didactic teachers believe that it is necessary to classify the types of lessons according to the main didactic purpose of the lesson.

Based on the main didactic purpose of the lesson, you can specify the following types of lessons: a combined or combined lesson; a lesson in learning new things; consolidation lesson; repetition lesson, or iteratively - generalizing lesson; a lesson in testing knowledge, skills, skills - a control, or accounting, lesson.

1. United, or combined, lesson. In the lessons of this type, several didactic tasks are solved: repetition of what has been passed and checking homework, studying and consolidating new knowledge. Combined lessons are especially widespread in the lower grades of the school.

This is explained both by the age characteristics of younger schoolchildren (instability of attention, increased emotional excitability), and by the peculiarity of the construction of new curricula and textbooks. In particular, the originality of mathematics textbooks lies in the fact that they are built by lesson, and most importantly, each lesson provides for work on several lines: work on previously acquired knowledge in order to repeat and consolidate them, work on learning new knowledge and consolidating it, work on preparation for the assimilation of new knowledge.

The structure of the lessons of the combined type can be as follows: 1) checking homework, 2) preparing for the assimilation of new knowledge, 3) explaining new material, 4) consolidating the studied material, 5) homework.

A slightly different arrangement of the components of the combined lesson is also possible. For example:

1) learning new material,

2) consolidation of what was learned in this lesson and previously passed,

3) homework,

4) preparatory work for the study of a new topic. In a combined lesson, its components - repetition or verification, learning and consolidating the new - are more or less evenly represented in terms of volume and time.

2. A lesson in learning new things. Lessons of this type in their pure form are rare. This is due to the originality of the educational material and the instability of students' attention. New material is considered in small parts in almost every lesson. But there are lessons in which the study of new material is the main didactic goal. Most of the time in the lesson is devoted to this work, all other parts of the lesson are also subject to the study of the new.

In order to establish continuity in the study of new material with what has been studied, to include new knowledge in the system of previously learned ones, they repeat those sections and questions that prepare children for the perception of new material. At such a lesson, the primary consolidation of the studied material occurs.

The structure of this type of lesson is as follows: 1) repetition of the material necessary for the conscious assimilation of new knowledge, 2) communication of the topic and purpose of the lesson, 3) learning new material, 4) checking students' understanding of the studied material and its primary consolidation, 5) homework.

A slightly different arrangement of the components of the lesson is also possible: 1) communicating the topic and purpose of the lesson, 2) learning new material, 3) homework, 4) checking students' understanding of the perceived material and its initial consolidation.

3. A lesson in consolidating, improving and developing knowledge, skills and abilities. This type of lesson is especially typical for the construction of the educational process in the primary grades. This is explained by the fact that one of the main tasks of primary education is: to teach students how to learn, to equip them with certain skills and abilities.

According to the new program, unlike the previous one, the initial stage of skills formation is different. So, for example, computational techniques are revealed on the basis of students' awareness of the properties of arithmetic operations, i.e. theoretical knowledge is the basis for the development of conscious skills and abilities. The main place in the lessons of this type is the performance by students of various training exercises, creative work. Exercises are offered in a certain system, the basis of which is the gradual increase in difficulties.

The structure of these lessons, as a rule, is as follows: 1) communication of the purpose of the upcoming work, 2) reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks, 3) students performing various exercises, tasks, 4) checking completed work, 5) homework (if necessary).

In order to develop knowledge, skills and abilities, elements of the new are sometimes included in such lessons. With the help of special exercises, preparatory work is carried out for the study of the following topics. But these didactic goals are subordinate to the main didactic goal of the lesson - to consolidate what has been learned.

4. Iterative-generalizing lessons. Lessons of this type are held at the end of the study of a topic, a number of topics, a section of the course. The structure of such lessons can be as follows: 1) the teacher’s introductory speech, in which he emphasizes the importance of the topic or topics studied, informs the purpose and plan of the lesson, 2) students individually and collectively perform various kinds of oral and written tasks of a generalizing and systematizing nature, 3) checking performance of work and filling in the existing gaps, 4) summing up.

5. Control, or accounting, lessons. The main place in such lessons is given to either a written test - dictation, composition, test work, etc., or an oral test. The structure of this type of lesson is close to the structure of the lessons of the two previous types.

At the end of the lesson, if the test was conducted orally, the teacher, as a rule, gives a brief description of the knowledge, skills and abilities of students, indicates achievements, shortcomings and ways to overcome them. If the test was carried out in writing, then the next lesson is devoted to the analysis of the control work. However, if the case requires it, changes can be made to it during the lesson.

For example, if all the exercises outlined in the plan have been completed, but the material has not yet been mastered by the children to the extent necessary, then additional exercises are performed. A daily analysis of one’s own lessons in terms of what was successful in the lesson and what was not successful, what is the reason for the failure and what are the ways to overcome it, what needs to be further developed and consolidated, put into the piggy bank of experience, should become a teacher’s need.

Analyzing one's own lessons, as well as attending the lessons of experienced teachers and then analyzing these lessons, will help a young novice teacher master the art of teaching lessons.

2 Discussion as one of the forms of organizing the educational process of high school students

2.1 Methodology for conducting a discussion in a lesson with high school students

A discussion is a form of a lesson that is designed to identify the existing diversity of participants' points of view on any problem and, if necessary, conduct a comprehensive analysis of each of them, and then form each student's own view of a particular historical problem. In any case, a discussion lesson should contain a characteristic feature - a conflict in which each participant defends his position.

It should be noted that discussion classes are most often used in the teaching of history. This is due to the fact that historical material provides great opportunities for posing problematic issues and organizing a clash of several, often opposing, points of view.

In the most general form, using general pedagogical classifications, all discussions on historical topics can be divided into several groups, depending on the principles of their conduct, tasks and results. The first type is a structured or regimented discussion.

In this lesson, "small" groups of students study some "particular" problem or question as part of a general problem that the class has to solve. Another type of discussion is a discussion with elements of game simulation. In this lesson, students discuss the historical problem from the standpoint of "eyewitnesses" of events, as if abstracting from the assessments of modern people, textbooks and additional literature.

But at the same time, some schoolchildren represent modern experts and therefore have later assessments of the events under consideration. It is the combination of assessments of the past and modern that creates the originality of this discussion. The third type of discussion is project discussion. It is based on the method of preparing and defending projects on a specific topic. There is also a classification of discussions according to the forms of holding: "symposium", "round table", "debate".

Analyzing various classifications of discussion classes, two main forms of discussion can be distinguished. These are group discussions in which several groups of 3-5 people participate and each group defends its point of view on a given problem, as well as lessons in which each student individually expresses his own opinion on the topic.

It should be noted that in school practice the most acceptable form is a group discussion, as it provides a variety of opinions and approaches to the consideration of the problem, and the majority of students are involved in the discussion. Also, the school discussion must necessarily end with the formulation of the general position of the class on the issue under discussion.

This is due to the fact that the time allotted for the study of history at school, the knowledge and skills of students do not allow a productive discussion at a high level, in which each participant remains in his own opinion. In addition, as a result of any training session, students should receive a certain amount of clear, consistent knowledge, so the diversity of opinions in this case is not acceptable.

The process of conducting a discussion session includes several stages. First of all, it is a preparatory stage at which the topic of discussion is determined. It must be relevant and solid.

The relevance of the topic for students is determined by the benefits that the knowledge and skills gained during the discussion will bring to them. Minor issues are not up for debate.

Also, an indispensable condition for choosing a topic for this kind of lesson is that it should be ambiguous, that is, different positions on it should be presented in the literature, which will create an opportunity for an exchange of views. When determining the topic of discussion, the teacher needs to remember that the problems brought up for discussion should not only be relevant at the present time, but also feasible for students, arouse their interest. It is also very important that the topic be provided with literature accessible to schoolchildren in terms of content.

So, as a topic of a discussion lesson, as a rule, there are significant events that are still ambiguously considered in the historical literature and cause controversy. Also at the preparatory stage, the teacher draws up a discussion plan, defining the main problem and a number of secondary questions that help to more fully reveal the content of the topic; selects the literature that students need to study in the preparation process. This information is then provided to the students.

At this stage, the teacher divides the class into conditional groups and consults with them. Methodists note that in a poorly prepared class, students can be given the right to independently distribute into groups (sometimes with some control from the teacher), but in a well-prepared class it is advisable to create “random selection” groups formed on the basis of a lottery, and in classes with strong differentiation learners according to their level of knowledge are likely to need active teacher intervention.

When dividing the class into groups, it is impossible to form groups of strong and weak students. The creation of groups should take place on the basis of the principle of mutual enrichment, that is, one group should include students with different levels of knowledge and skills.

This, firstly, contributes to the development of weaker students who will enrich their knowledge and skills when working with strong students; and, secondly, such a principle of distribution into groups will create groups of approximately the same level of development, which contributes to the active participation in the discussion of the maximum number of students.

If necessary, at the stage of preparing a lesson of this type, special lessons or lectures can be held to familiarize students with factual material on the topic of discussion.

In order for the discussion in the lesson to be more productive, students should be familiar with the rules for conducting a scientific dispute in advance, such as: think over the main thing that you want to prove; the best evidence is hard facts; speak logically and consistently; respect your opponent and do not distort his thoughts; do not repeat what was said before you; don't wave your arms or raise your voice.

In general, at the stage of preparing a lesson-discussion, the main role of the teacher is to advise students. The discussion begins with an introductory speech by the teacher, in which he formulates the main problem of the lesson, substantiates it, and also determines the rules for the speech of the participants, explains the rules for conducting the discussion.

Then there is a discussion of the task in groups and the presentations of the participants in the discussion. At the same time, the effectiveness and success of the discussion depends entirely on the teacher. During the discussion, his behavior should be correct, that is, it is better for the teacher not to interrupt the speakers and intervene in the discussion only if the student answers not to the point.

At the same time, the teacher must direct the students' reasoning to the correct conclusions, push them to form a common position on the issue under consideration, and for this he needs to cut off redundant information in the students' speeches, thereby grouping important conclusions and bringing together the points of view of those discussing.

At this stage, the role of the teacher is to guide the course of the discussion, that is, he raises additional questions if necessary, helps students find the right solution to the problem, and draws reasonable conclusions. The teacher must ensure that the discussion does not reach a dead end and does not develop into an interpersonal conflict between students, as well as the observance of the basic principles of the discussion.

Particular attention should be paid to the issue of grading for a discussion lesson. The teacher needs to remember that not only the main speakers and opponents should be marked, but also the most active participants in the discussion. It is necessary to evaluate both the content of the answers, and the thoughts expressed by the students, their ability to argue, to argue their opinion.

You can not put marks for voluntary, but unsuccessful answers, as well as evaluate the wrong point of view with a low score. This can lead to the fact that students lose interest in discussion and the desire to express their own opinion.

It should be noted the impact that discussion sessions have on the development of the personality of students. Discussion lessons not only activate the mental activity of schoolchildren and increase their interest in history, but also contribute to the development of oral speech, as well as the following skills: listen to an opponent, show tolerance for a different point of view, defend one's own position with reason.

Thus, discussions contribute to the development of basic communication skills in students. In general, discussion is such a form of activity in which the thinking and oral speech of students develop, while they master oratorical skills and the ability of evidence-based disputes, and their interest in history increases.

In the senior level of the school, group discussions will be most effective, as a result of which a common position on the problem under consideration will be formulated. It is this form of the lesson that allows schoolchildren not only to develop certain communication skills, but also contributes to a deeper assimilation of educational material.

Discussion-consideration, research-discussion, consideration of the controversial problem of the issue, during which various points of view are clarified. Discussion is a process of continuation and expansion through comparison, collision, assimilation, mutual enrichment of the subject positions of the participants.

An educational discussion is an exchange of opinions organized by the teacher, in which students defend their personal subjective points of view on the issue under study.

In the course of the discussion, cultural values ​​are created and mastered, cultural experience is transferred, people are formed as social individuals, personalities with their knowledge and skills, value system, and creative abilities. The most important environment for the spiritual, social and personal manifestation of a person, the achievement of mutual understanding between people is communication, which is important in the discussion.

Communication is the only opportunity for a human being to become a person, a person. Communication is an activity in culture, in accordance with cultural patterns, ideas, values, norms. All these normative-value formations are designed to organize a person in the world, to help him get used to it, to make it his own, human world.

There are two types of communication: external communication, internal communication. In the process of external communication at the discussion lessons, students express and defend their opinions, views, during which mutual understanding is achieved between them, as the ancient Chinese philosopher Confucius said, “Truth is born in disputes.”

Internal communication is the interaction of a person with himself, an internal dialogue with the second “I”. Internal communication provides the process of self-education, self-improvement, the formation of free moral will, the inner person, strengthening the position of his spiritual self-state.

Thus, we found that the discussion contributes to the intellectual and mental development.

2.2 Discussion as a form of dialogue

Our education system has switched to the subject - the subjective paradigm, where the subject is the students of the educational process.

Currently, multilingualism is relevant, as well as the development of a multicultural personality.

A multicultural personality is understood as an individual who is oriented towards others through his culture. Deep knowledge of his own culture for him is the foundation of an interested attitude towards others, and acquaintance with many is the basis for spiritual enrichment and development.

A multicultural personality must, first of all, have a holistic worldview. This means that the knowledge and skills of such an individual are formed into a system that reflects the complex, interconnected and interdependent nature of connections and relations in the world, society, culture. Integrity is a parameter of a highly developed and rationally organized worldview.

A multicultural personality is an individual with a developed linguistic consciousness. Knowledge of the native and state languages, the study of a foreign language broaden the horizons of the individual, contribute to its multifaceted development, contribute to the formation of an attitude towards tolerance and a three-dimensional vision of the world.

A multicultural personality is an individual with a prominent historical consciousness. It is historical consciousness that is the basis of both ethnic and national consciousness. The national mentality, the myths, symbols, images, stereotypes that have developed in the ethnic group over a thousand-year history can only be known through knowledge of the history of the people.

It is very important in the school system to develop a dialogue between the subjects of the pedagogical process and the educational environment.

A worldview can unite people, or it can divide people - it is enough to analyze the history of the twentieth century. And at present, mutual understanding, respect, mutual assistance are the basis of the worldview of far from every person, especially the young.

Therefore, it is very important for today's youth, who owns the future, to form a humanistic worldview. Despite the generalized nature of individual provisions, the range of issues under consideration is not alien to the personal experience of students. It is possible to actualize this experience, to make it the subject of analysis, only by using active interactive teaching methods. Therefore, discussion and conversation, the performance of various tasks should become an integral part of the lesson.

The lesson will be effective if the teacher directs the forms of presentation of the material to increase the cognitive activity of students. In preparing the methodological development, various sources were used: educational and methodological and reference literature, works by famous Russian philosophers and publicists, materials from periodicals, works of fiction.

The modern lesson assumes, among one of the important tasks, a significant expansion of the forms of educational activity of students. Therefore, the educational process should be built as communication, interaction, exchange of initiatives of its participants - a teacher and students, students among themselves. Having the opportunity to show initiative in the classroom, take responsibility, offer their point of view, etc., students in many ways acquire the status of a subject of educational activity.

Teaching also becomes their own business, and not just that of the teacher. Teacher and students will participate together, albeit with different emphases, in the search for truth.

For a teacher, each student is a subject to whom he addresses not in order to inspire him with something, but in order to stimulate his activity, to involve him in co-creation. As A.F. Malyshevsky notes in the book “The World of Man”, the more people come forward with their own judgments, the more chances there are for the effectiveness of educational cognitive dialogue. This is how the educational process is built when using group, interactive (i.e., based on interaction) teaching methods - discussions, role-playing, imitation games. Among them, educational discussion is the most common method.

Its main task is to identify the existing diversity of participants' points of view on any problem and, if necessary, a comprehensive analysis of each of them. In the methodological literature, there are several synonyms for the concept of "discussion": dispute, controversy, debate, dispute.

It should be remembered that psychologists call a dispute a discussion that takes on the character of an interpersonal conflict, where everyone defends his "I". Controversy implies a clash with an ideological adversary. Debate - debate, exchange of views at any meeting, session (parliamentary debate, television debate).

Dispute from the Latin (disputare) - to argue, disassemble, argue. A debate is usually called a public discussion, specially organized for a specific audience.

The widespread introduction of group discussion in the educational process gives a new impetus to problem-based learning, which is based on the fact that the assimilation of program material will be more effective if students not only receive ready-made knowledge from the teacher, from textbooks, but “extract” them by solving cognitive tasks.

In the process of discussion, students develop specific skills and abilities. The situation of controversy forces them to formulate their thoughts as accurately as possible, correctly using concepts and terms for this. Students master the techniques of evidence-based polemics, take care of the validity of their proposals, approaches to the solution.

The discussion makes it possible to actualize the moral problems underlying scientific knowledge, to show their importance for the present. It gives students the opportunity to feel those questions, the solution of which was occupied in different historical epochs by the best minds of mankind. (How beneficial are the constantly ongoing transformations of society, changes in the whole culture and the person himself? What will happen to nature? Will humanity not get into a situation where it will not be able to cope with the problems that it itself has created, etc.)

The use of such a form of organization of educational activities as a discussion allows you to diversify the types of lessons, make them more interesting and memorable. Educational discussion is appropriate at the seminar, in the test.

In the event that it is necessary to solve a large and ambiguous scientific problem or make a reasonable judgment on a moral problem that arises in connection with the content of the discipline being studied, it is advisable to conduct a special discussion lesson or debate lesson.

Special discussion lessons should be focused on solving real (or historical) scientific and social problems so that students can "lose" the situation that exists (or existed) in society. Many tasks of this kind can be formulated in the disciplines: "Fundamentals of Sociology and Political Science", "Fundamentals of Philosophy", since their subject is the life of society in the past and present. If we talk about philosophy, then dialogue and discussion is a normal form of its existence and development. In its own centuries-old experience, philosophy has well known the relativity of such truths, which were once perceived as absolute.

In connection with everything said above, the problem of choosing topics for discussion lessons and disputes, as well as deciding on the number of such lessons in the course, becomes especially important. Here, of course, a sense of proportion is important.

Work experience shows that there should not be too many such lessons, especially since not a single course can (and should not) be made completely debatable. In every discipline there are topics that will not be productively discussed.

This form of organization of educational activity should be used where, firstly, there is a need for a group discussion of various ways to solve a serious cognitive problem and, secondly, where the material itself opens up opportunities for organizing effective group work in the classroom. The discussion should take a significant place in the learning process in those disciplines where there is ambiguity in the explanation of phenomena.

There are different forms of organization of the discussion. For example, the frontal form, when a cognitive task is given to all students at once. Group discussions are possible. It is possible to form groups in order to have a discussion first in them, and when they come to a certain decision - between the groups.

It must be remembered that the optimal composition of the group for making decisions is 4-6 people. In a group of 2-3 people there will not be a sufficient diversity of opinions, and if there are more than 6 participants, then not all participants in the discussion will have time to express their point of view.

The situation of a dispute, discussion in the classroom may not necessarily arise in special discussion lessons, but in the process of ordinary educational issues in any lesson, at its various stages.

To do this, for example, students are specifically invited to express their opinions about the causes of a particular phenomenon, to substantiate a particular point of view. The discussion can be held at the very beginning of the lesson to enhance the cognitive activity of students as a variant of the problem task.

Discussion is also possible when summing up the problematic presentation to consolidate knowledge. If during the problem presentation the teacher presented two or more points of view on the problem, the initial question for the discussion will be: “Whose point of view seemed to you more reasonable?” The criterion for the effectiveness of the discussion is in the actualization of the main arguments set forth by the teacher. If one version was presented, the question is possible: “Do you agree with this opinion?”

It is very important after studying the topic to organize a discussion of its place in the entire system of human knowledge, its connection with other problems of the course, with life. If there is no such discussion, the effectiveness of the lesson, according to psychologists, can be significantly reduced. Usually such a discussion takes place in the form of a conversation, but a free (not guided by the teacher) discussion is also possible.

In addition to a discussion specially organized by the teacher in the classroom, a spontaneous, unplanned discussion on the issue of interest to students is also possible. In this case, the teacher should try to lead it so that it does not turn into an empty and fruitless argument. There may also be educational discussions in which students, on the instructions of the teacher, study primary sources and educational literature. In the discussion, students act as if they are supporters of various concepts.

Specific forms of organizing the beginning of the discussion is determined by the criteria of pedagogical effectiveness. The most important thing is that all participants know exactly what the discussion will be about, what issues are being discussed, and what are the possible approaches to solving these issues.

The success of the discussion is determined by the fulfillment of the following requirements:

1) the questions of the discussion should be formulated in an interesting way, be relevant;

2) the teacher must have broad social and scientific and technical erudition, the ability to be in great mental stress for a long time;

3) the leader of the discussion must know perfectly not only his subject, but also related subjects studied by students, link the course content with topical issues of modern life, with the latest discoveries in science and technology, in general, have a good idea of ​​the content of the specialty acquired by students;

4) a prerequisite for a successful discussion is the features of the teacher's speech: it must be artistic, vivid, emotional, contribute to the creation of an emotional and moral situation. Without this condition, the speech of the teacher remains informationally useful, but does not adequately contribute to the implementation of the function of stimulating educational and cognitive activity.

In the course of the discussion, a lot of time will be occupied by control over the correctness of the relationship between students, over the correctness of the wording. When expressing their own opinions, some partners may close in on them and not see the benefits of other judgments.

Meanwhile, the dialogue is successful only when its participants are able to rise above their own opinion, are able to look at it from the outside. The more partners are able to give up their prejudice, personal inclinations, the more objective they are, the more successful and effective the dialogue. To some extent, a memo to the participant in the dispute (discussion), which is posted in the audience where the discussion takes place, can help in this sense.

The role of the teacher leading the discussion is great and responsible, since discussion is one of the most difficult teaching methods, since it requires constant mobilization, determination, and sincerity from the teacher.

Conclusion

Thus, it should be noted that the method of discussion ensures the intensive development of spirituality and the formation of convictions of a moral person. Discussion is one of the most difficult options for interactive lessons. Not every discussion claimed to be on display is actually one. When you are present at such lessons, where children discuss problems without looking up from written sheets of paper, where questions remain unanswered, you really want to scold not the children, but the teacher, who failed to make the most interesting form of work truly such.

Discussion is a hard educational work, both for students and for the teacher. Conducting the discussion itself in different versions requires the maximum effort of students in the lesson: listen carefully to the opponent, be able to tactfully and competently respond to difficult and provoking questions, draw the necessary and convincing conclusions on their position, citing a variety of arguments and evidence.

The first conclusion: a successful discussion is always preceded by serious work of students on the position they have chosen voluntarily, preparation for their role. Students can act in the following roles: actor, spectator, expert. It is enough to determine two weeks of training time for preparation, during which material is selected, abstracts are formulated, visual presentations of their evidence are drawn up, now with the use of information technology.

At this stage, the role of the teacher is reduced to the role of a consultant, an assistant. If the agenda is to prepare an ad hoc discussion in which everyone in the class participates, then consultations should be held with everyone, but if this is a regulated discussion where participants are limited in time, then teams of students should be consulted at different times.

The second conclusion: the topic should be interesting for students. It must be up-to-date as in the study.

The third conclusion: the diversity of the responsible role of the teacher. The teacher should seriously prepare for the discussion. In the course of the discussion, he is not an outside listener, he is the chairman of the meeting, the moderator, he is a tactful arbiter, he is an assistant, and sometimes a talented “provocateur”, ready to help those who are lost, who “did not enter the role”. It depends on the teacher how "the guys will talk." The teacher gives impetus to the game.

The emotional state of the participants is directly related to the behavior of the teacher. There should be no place at this event for monotony, inattention to the performance of students. The teacher must see everything, hear everything, and empathize more than anyone, so that these feelings of enthusiasm in the dispute, the search for truth, are transmitted to the children. If the teacher withdraws, then the discussion fails, none of the learning tasks will be completed.

The teacher regulates the entire course of the game, holds in his hands all the game actions of the participants. In the course of the discussion, he asks stimulating questions, summarizes statements, reveals disagreements in the assessments of groups (if group work is used), tries to find a compromise with them, includes passive students in action, thereby achieving comprehensiveness and depth of discussion of the problem as a whole. This is a very difficult role.

Sometimes you think it's easier to have a few lessons than a two-hour discussion. The diversity of the role of the teacher in the discussion does not come immediately, this art must be learned. It is required to constantly polish the methodology for conducting “small” discussions in traditional lessons.

In this regard, problem-based learning, a differentiated approach to the development of schoolchildren, taking into account the individual characteristics of their thinking, aimed at developing the intellect of students, should become the most important component in the educational process.

The fourth conclusion: a clear organization of the discussion itself, no matter in what educational form it is conducted. Preparatory stage. It takes place before the discussion. During this period, the main issues are discussed, the strategy of the game is drawn up, the participants are instructed, the necessary materials are prepared, the teacher writes the script, and conducts consultations. First stage. The beginning of the discussion: the teacher's statement of the problem. Presentation of participants. Setting a learning task for all participants. Second phase.

Conducting the discussion itself the dialogue of students. Considering the age characteristics of students, the discussion takes place fruitfully in grades 9 for 40 minutes, in grades 10-11 - 60 minutes of study time. At this stage, the teacher coordinates the actions of all participants, regulates the course of the discussion.

If necessary, he corrects the performances of the actors, encourages active people with a word, and does not forget the audience, who, with their emotions (it is allowed to clap if you liked the performance, ask a question), maintain an atmosphere of competition in the audience. Sometimes, during the debate, all passive participants in the 11th grade are invited to write abstracts of students' speeches. This contributes to the concentration of attention in the lesson and teaches the highlighting of the main thing in the speech. Third stage. Summarizing. Re-vote.

If the debates were held, the jury leaves the audience to sum up the work of the teams, counting the points according to their protocols. At this time, voting is carried out in the audience. While the jury is absent, the so-called “free microphone” is always held, where the participants in the discussion and the audience express their impressions, revealing the strengths and weaknesses of the work done.

You always experience a special satisfaction when the results of the jury and the open vote coincide. Experts or the jury in their analysis pay attention to the content of the speeches, to the behavior of the participants. During the discussion, they filled in the minutes, which are the basis for summing up.

The evaluation stage, where the analysis of the lesson is carried out, the assessments and self-assessments of the participants are listened to, the effectiveness of the lesson is discussed, is very important in terms of accumulating experience and transferring it to the audience. Here, adjustments are made to the scenario of the event. At this moment, the participants in the discussion, together with the teacher, become the creators of future business games.

Fifth conclusion. Discussion is one of the most important educational forms that contributes to the development of the child's personality. In it, as it were, all previously acquired skills and abilities are synthesized.

The most important tasks of modern social science and history courses are the formation of students' civic position, national identity, education of patriotism, tolerance. Students should not only have an idea of ​​the main interpretations of key issues, both history and modern life, but also express their own opinion on various issues. Discussion of these issues is impossible without gaining experience in dialogue and discussion.

Discussion is a form of a business game that requires the student to mobilize all the skills, encourages him to master and deepen new knowledge, broadens his horizons and, most importantly, makes him master a whole range of communication skills.

Therefore, the path to the discussion lies through the participation of children in various types of non-traditional lessons, where they receive the necessary experience for future participation in the discussion itself: court lessons, lessons rallies, lessons competitions, lessons theatrical performances.

The guys consider the “round table” as the favorite form of discussion, where each participant can find an opportunity to speak on the problem. A larger-scale discussion can be held in the form of a "symposium", when individual students prepare reports with opposite assessments of the problem, and the whole class follows the progress of the presentations and participates in the discussion.

The discussion contributes to the approval of developmental education, which, by forming knowledge and educating schoolchildren, purposefully and systematically improves their cognitive abilities, and, which is especially important, strengthens various qualities of thinking (independence, logic, mobility, depth).

List of used literature

1. Ananiev B.G. Man as an object of knowledge. St. Petersburg: SPb., 2003. 311 p.
2. State Program for the Development of Education 2011-2015.
3. Message of the President of the Republic of Kazakhstan Nazarbayev "Kazakhstan's way 2050".http://www.akorda.kz/ru/category/gos_programmi_razvitiya

4. Belukhin D.A. Teacher: from love to hate: Book. for the teacher. M.: VLADOS, 2004. - 360 p.

5. James W. Conversations with teachers about psychology. M.: Pedagogy, 2004.- 233 p.

6. Ushinsky K.D. Problems of Pedagogy. M.: Thought. Moscow, 2002.

7. Zhutikova N.V. Teacher about psychological help. M.: Prince. for the teacher. Moscow, 2002. -227 p.

8. Orlov A.B., Psychology of personality and human essence: paradigms, projections, practices. M.: Pedagogy. Moscow, 2005. -554 p.

9. Mitina L.M. Psychology of teacher's professional development. M.: Pedagogy. Moscow, 2008.- 431 p.

10. Markova A.K. Psychology of professionalism. M.: Pedagogy. Moscow, 2006. 405 p.

11. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and Pedagogy. SPb., 2000. - 621 p.

12. Mitina L.M. Psychological diagnostics of teacher's communicative abilities. M.: Proc. allowance. Kemerovo, 2003. - 330 p.

13. Leontiev A.N. Lectures on General Psychology. M.: Pedagogy. Moscow, 2001. 323 p.

14. Mitina L.M. The teacher as a person and a professional (psychological problems). M.: Enlightenment. Moscow, 2004.-286 p.

15. Munsterberg G. Psychology and teacher: Per. from English. 3rd ed., rev. M.: Pedagogy. Moscow, 2007. 135 p.

16. Olshansky V.B. Practical psychology for teachers. M.: Pedagogy. Moscow, 2004. 190 p.

17. Levites D.G. School for professionals, or Seven lessons for those who teach. M.: Enlightenment. Voronezh, 2001. - 560 p.

18. Orlov Yu.M. Rise to individuality. M.: Prince. for the teacher, 2003. 657 p.

19. Sukhomlinsky V.A. About education. 3rd ed. M.: Thought. Moscow, 1979.

20. Rean A.A., Kolominsky Ya.L. Social pedagogical psychology. SPb., 2003.-316 p.

21. Slastenin V.A., Podymova L.S. Pedagogy: Innovative activity. M.: Pedagogy. Minsk, 2003.

22. Merlin V.S. Essay on integral research of individuality. M.: Thought. Moscow, 2006. -216 p.

23. Klimov E.A. The image of the world in different types of professions. M.: Education, 2005.

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Educational discussion

Traditionally, the word "discussion" refers to the exchange of views in all its forms. An appropriate teaching method is to hold discussions on a specific issue in relatively small groups of students (from 6 to 15 people).

The educational discussion is different in that its problems are new only for a group of people participating in the discussion; its approximate result is known to the organizer. The purpose of the educational discussion is to master the methods of conducting a discussion, searching and formulating arguments, and analyzing them. A well-organized educational discussion is a factor in the development of communicative and analytical skills, it allows you to identify the level of ideas on a particular topic, problem.

Discussion Forms:

Round table - a conversation in which small groups of students (5 people) participate on an equal footing, who consistently discuss the issues raised;

Meeting of the expert group, the first option. Usually 4-6 participants, with a pre-appointed chairperson, who discuss the proposed problem and then state their positions to the whole class. During the discussion, the rest of the class is a silent participant, not having the right to join the discussion. This form is reminiscent of television talk shows and is effective only if a topic that is relevant to everyone is chosen; Meeting of the expert group, second option. The class is divided into microgroups at the preparatory stage, each microgroup independently discusses the problem posed and selects an expert who will represent the opinion of the group. At the main stage, the discussion takes place between experts - representatives of the groups. The groups do not have the right to intervene in the discussion, but may, if necessary, take a "time out" and withdraw the expert for consultations.

Forum - a discussion similar to the first version of the "expert group meeting", during which this group enters into an exchange of views with the "audience" (class);

Brainstorming is done in two stages. At the first stage, the class, divided into microgroups, puts forward ideas for solving the problem. The stage lasts from 15 minutes to 1 hour. There is a strict rule: "Ideas are expressed, recorded, but not discussed." At the second stage, the proposed ideas are discussed. At the same time, the group that expressed the ideas does not discuss them itself. To do this, either each group sends a representative with a list of ideas to the neighboring group, or a group of experts is formed in advance, which does not work at the first stage.

A symposium is a more formalized discussion than the previous one, during which participants make reports (abstracts) representing their points of view, after which they answer questions from the “audience” (class). The symposium is effective for a generalizing lesson. In order for all students to speak, there are usually several symposiums throughout the year;

Debate is a clearly formalized discussion built on the basis of pre-fixed speeches of participants - representatives of two opposing, rival teams (groups) - and rebuttals. A variant of this type of discussion is the so-called "parliamentary debate", which reproduces the procedure for discussing issues in the British Parliament. In them, the discussion begins with a speech by representatives from each of the parties, after which the rostrum is provided for questions and comments from the participants in turn from each side;

A court session is a discussion imitating a trial (hearing).

Cross-discussion is one of the methods of technology for the development of critical thinking RKCHP. To organize a cross-discussion, a topic is needed that unites two opposing points of view. At the first stage, each of the students individually writes three to five arguments in support of each of the points of view. Arguments are summarized in microgroups, and each microgroup presents a list of five arguments in favor of one point of view and five arguments in favor of the second point of view. A common list of arguments is compiled. After that, the class is divided into two groups - the first group includes those students who are closer to the first point of view, the second - those who are closer to the second point of view. Each group ranks their arguments in order of importance. The discussion between groups takes place in a cross mode: the first group expresses its first argument - the second group refutes it - the second group expresses its first argument - the first group refutes it, etc.

Educational dispute-dialogue. This form also requires a theme with two opposing points of view. At the preparatory stage, the class is divided into quadruples, in each quadruple two pairs are determined: one will defend the first point of view, the other - the second. After that, the class prepares for a discussion - reads literature on the topic, selects examples, etc. At the main stage, the class immediately sits down in fours and at the same time there are discussions between pairs in fours. When the discussions are almost over, the teacher instructs the pairs to switch roles - those who defended the first point of view should defend the second and vice versa. At the same time, the arguments that have already been expressed by the opposite pair should not be repeated. The discussion continues.