An educational discussion is a purposeful and orderly exchange of ideas, judgments, opinions in a group for the sake of finding truths, and each of those present in their own way participates in the organization of this exchange of ideas. It is important that the search for new knowledge is organized - an assessment, a benchmark for subsequent independent work. For the discussion, the class can be divided into subgroups of 5 to 10 people. The more students learn to think based on contrasting comparisons, the greater their creativity becomes.

Discussion is inferior in efficiency to presentation, transfer of information, but at the same time it is productive for consolidating information, creative comprehension of the studied material and the formation of value orientations. Among the factors of in-depth assimilation of the material during the discussion, we highlight the following:

Information exchange;

Stimulating different approaches to the same subject, phenomenon;

Coexistence of dissenting opinions and suggestions;

Ability to reject any of the expressed opinions;

Encouraging participants to seek a group agreement.

Didactic goals and types. discussions

Discussion should not take place if the solutions are known to the teacher in advance and could be presented in the usual way. Problematicness is a mandatory didactic guideline.

The sequence of stages of group discussion of the problem:

Search and definition of the problem (difficulty), solved by group methods (by developing a common approach, reaching agreement);

Formulation of the problem in the course of group analysis, discussion;

Analysis of the problem;

Attempts to find a solution to the problem (they can be a process that includes discussion, collection of data, attraction of additional sources of information, etc. The group makes preliminary conclusions, collects opinions, etc., moving towards agreement);

In the course of a traditional, conventional lesson, there can be an "evolutionary" transition to discussion:

a) discussion with a teacher as a leader;

b) discussion with students as a facilitator;

c) discussion without a leader (self-organizing).

Forms of discussion

In pedagogical practice, curtailed forms of discussion have also become widespread:

1. "Round table" - a conversation in which all participants of a small group of students participate on an equal footing. An exchange of views takes place both between them and with the rest of the class.

2. “Panel meeting” - usually a group of students with a pre-appointed chairperson first discusses the problem in the group and then presents their positions to the whole class. In this case, each participant makes a short report on the issue of discussion.



3. "Forum" - A discussion similar to an "expert group meeting" in which the group exchanges views with the class.

4. "Court session" - a discussion that simulates a court hearing.

5. "Debate" - a formalized discussion based on pre-fixed speeches of the participants of two rival groups (teams). The discussion begins with the presentation of representatives from each of the parties, after which the rostrum is provided to the participants for questions and comments.

Preparing a discussion, creating temporary groups

The average number of group participants is 6 people. The division of the class into groups is carried out for a limited time (5-6 minutes). The groups are assigned tasks aimed at preparing the basis for the next stage of the educational process.

Tasks of temporary groups:

Preparation of classroom discussion;

Possible reformulation of the topic of discussion, if it is deadlocked;

Choosing a discussion option or moving on to planning practical assignments, projects, etc .;



Brainstorming;

Exchange of views, personal experience;

Asking questions, problems for an upcoming educational study or classroom discussion;

Identification and discussion of emerging discrepancies. When working with small temporary groups, it is necessary to remember the purpose, time, results. The groups need to know what kind of outcome is expected from their discussion. Within the groups, a leader is appointed, a speaker is selected. Sometimes a list of sentences or main ideas is written on a blackboard (or with the help of an overhead projector).

Intergroup dialogue

Roles and functions are assigned to each group. The "analyst" asks questions to the group members during the discussion, questioning ideas and formulations. The recorder "records everything that relates to the solution of the problem, he also usually speaks with a" position "from the whole group. The" observer "evaluates the participation of each member of the group based on the criteria set by the teacher.

The order of the class is as follows:

a) problem statement;

b) breakdown of participants into groups, distribution of roles, explanations of the teacher about what is expected of the participants in the discussion;

c) discussion of the problem in small groups;

d) presenting the results of the discussion to the whole class;

e) continuation of the discussion and summing up.

Start of discussion

Seating all participants so that everyone can see the faces of others.

Techniques, introduction to the discussion:

Problem statement and case description;

Role-playing game;

Demonstration of a film or video recording, illustrative materials;

Inviting experts;

Computers and tape recordings;

Incentive questions such as "what would happen if ...?" etc.

Leading the discussion

The teacher guides the discussion with questions that do not require an unambiguous answer.

Idea gathering productivity is improved if the teacher:

Gives you time to think about your answers;

Does not allow ambiguous questions;

Doesn't ignore any answer;

Changes the line of reasoning (for example, the question: "What other factors can influence?", Etc.);

Clarifies children's statements by asking clarifying questions;

Encourages students to deepen their thoughts (for example:

The course of the discussion

In conducting educational discussions, a significant place belongs to the creation of an atmosphere of benevolence and attention to everyone. At the same time, refrain from any - hidden or even more open -

approval or disapproval. Use remarks to clarify statements.

An important condition for guiding the discussion is focusing the attention and thoughts of the participants on the issues being discussed. Sometimes you may notice: "It seems that we have moved away from the topic of discussion ..."

With a lengthy discussion, an interim summarization of the results of the discussion is carried out. And then the "recorder" comes in, sums up the results of the discussion at the current moment, so that the class can better orientate itself in the course of further discussion.

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

Summary of the main topic;

Review of the presented "data, information;

Summarizing what has already been discussed and presenting issues for further discussion;

Reformulation, retelling of all the conclusions made to date;

Analysis of the discussion

The overall result should become a guideline for moving on to the study of the next topic.

Master class materials « Technology of conducting educational discussion "

at the meetingdynamic group "The use of interactive technologies in the educational process"

Technology of conducting educational discussion

The methods of stimulating and motivating learning include the method of creating a situation of cognitive dispute. It is known that the truth is born in a dispute. But the controversy is also aroused by increased interest in the topic. A controversy is easily created when a teacher asks a simple question, "Who has a different opinion?" Among the students, supporters and opponents of the statement proposed by the teacher immediately appear, and they are waiting with interest for the well-reasoned conclusion of the teacher. So the educational dispute acts as a method of stimulating interest in learning. Educational discussion contains great opportunities in oneself, as a method of cognitive dispute.

Discussion is a method of discussing and resolving controversial issues. Currently, it is one of the most important forms of educational activity that stimulates the initiative of students, the development of reflective thinking. For a lasting 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.

The meaning of the word discussion (lat. Discussio - research, analysis) - is a collective discussion of any issue, problem or in the comparison of information, ideas, opinions, assumptions.

The purpose of the technology for conducting educational discussions: development of critical thinking of schoolchildren, the formation of their communicative and discussion culture.

The characteristic features of the method are:

    group work of participants,

    interaction, active communication of participants in the process of work,

    verbal communication as the main form of interaction in the process of discussion,

    an orderly and guided exchange of views with the appropriate organization of the place and time of work, but on the basis of the self-organization of the participants,

    focus on achieving educational goals.

In this case, the main feature of the educational discussion is considered to be the search for truth based on the active participation of all listeners. The truth may also be that there is no single correct solution in solving a given problem.

The training discussion aims to implement two groupstasks having the same importance:

    Specific tasks :

    • children's awareness of the contradictions and difficulties associated with the problem under discussion;

      updating of previously acquired knowledge;

      creative rethinking of the possibilities of applying knowledge, etc.

    Organizational tasks:

    • distribution of roles in groups;

      adherence to the rules and procedures for joint discussion, fulfillment of the accepted role;

      the fulfillment of a collective task;

      consistency in the discussion of the problem and the development of a general, group approach, etc.

The discussion is divided into three stages:preparatory, main and stage of summing up and analysis.

    Preparatory stage.

The preparatory stage, as a rule, begins 7-10 or more days before the discussion. Instructional discussions, especially in the early stages when teaching the class to conduct them, should be well prepared. To prepare and conduct a discussion, the teacher forms a temporary group (up to five people), the tasks of which are:

    preparation of general class discussion: highlighting problematic issues in the topic; selection of material that all students must master in order for the discussion to be more fruitful and meaningful; checking the readiness of the class for discussion; determination of the circle of speakers or experts (if necessary); preparation of premises, information materials, means of recording the course of the discussion, etc.

    the choice of the option for conducting the discussion and the option for conducting the lesson in general (for example, the transition to projects, etc.);

    brainstorming;

    development of rules;

    revision and reformulation in the course of the discussion, goals, problems, if the discussion has reached a dead end;

    identifying and discussing disagreements or diverging points of view;

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

    The main stage.

Three points are important for the teacher during the discussion: time, purpose, outcome. The discussion begins with the presenter's introduction, which should not last more than 5-10 minutes. In the introduction, the facilitator should cover the main points of the topic and outline the problems for discussion.

Stages of the discussion:

    Formulation of the problem

    Dividing participants into groups

    Discussion of the problem in groups

    Presenting results to the whole class

    Continuation of discussion and summing up

Discussion introduction techniques: a statement of the problem or a description of a specific case; demonstration of a movie; demonstration of material (objects, illustrative material, archival materials, etc.); invitation of experts (experts are people who are sufficiently knowledgeable in the issues under discussion); using current news; tape recordings; staging, role-playing of an episode; stimulating questions - especially questions like “what?”, “how?”, “why?”, etc.

Idea gathering productivity is improved if the teacher:

Gives you time to think about your answers;

Does not allow ambiguous questions;

Doesn't ignore any answer;

Changes the line of reasoning (for example, the question: "What other factors can influence?", Etc.);

Clarifies children's statements by asking clarifying questions;

Encourages students to deepen their thoughts (for example:

"So, you have an answer, how did you come to it?") And others.

Types of discussions

Discussions can wearspontaneous , free and organized character. This division of the types of discussion is carried out in accordance with the degree of its organization: planning of speakers, their sequence, topics of reports, time of presentation. At the same time, a spontaneous discussion on these parameters is not regulated, but a free one presupposes the determination of the direction and time of performances. An organized discussion is held according to the rules and in the order established in advance.

In general, the following forms of discussion have become widespread in the world pedagogical experience:

Round table - a conversation in which a small group of students (usually about 5 people) participates "on an equal footing", during which an exchange of views takes place (consistently discussing the questions raised), both between them and with the rest of the audience.

    Expert group meeting ("Panel discussion"), in which all the participants in the group (four to six participants with a pre-appointed chairperson) first discuss the intended problem, and then they present their positions to the entire audience.

Expert group meeting , first option ... Usually 4-6 participants, with a pre-appointed chairperson, who discuss the intended issue and then present 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 resembles television "Talk Shows" and is effective only if the topic is relevant to all;

    Expert group meeting , second option ... The class is divided into microgroups at the preparatory stage, each microgroup independently discusses the problem posed and chooses an expert who will represent the opinion of the group. At the main stage, the discussion takes place between experts - representatives of the groups. Groups have no right to interfere in the discussion, but can, if necessary, take a "time-out" and recall the expert for consultation.

    Forum - a discussion similar to a meeting of an expert group, during which this group speaks in an exchange of views with the audience (class, group).

    Symposium - a more formalized discussion in comparison with the previous one, during which the participants make presentations (abstracts) representing their points of view, after which they answer the questions of the “audience” (class). The symposium is effective as a general lesson. Several symposia are usually organized throughout the year for all students to speak;

    Debate - a clearly formalized discussion, built on the basis of pre-fixed speeches of the participants - representatives of two opposing, rival teams (groups) - and refutations. 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 the speech of representatives from each of the parties, after which the tribune is provided for questions and comments from the participants in turn from each side;

    Judicial sitting - a discussion that simulates a trial (hearing).

    Aquarium technique - a special option for organizing a discussion, in which, after a short group exchange of views, one representative from the team participates in a public discussion. Team members can assist their representative with advice conveyed in notes or during a timeout.

    Brainstorm ... This is one of the most well-known methods of finding original solutions to various problems and generating new ideas.Brainstormis 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 ideas put forward 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.

    Cross discussion is one of the methods of technology for the development of critical thinking of the RCMCHP. To organize cross-discussion, a topic is needed that brings together two opposing points of view. In 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 for one point of view and five arguments for a second point of view. A general 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. Discussion between the groups takes place in a cross-cutting 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 discussion-dialogue. This form also requires a topic with two opposing points of view. At the preparatory stage, the class is divided into fours, in each four, two pairs are determined: one will defend the first point of view, the other - the second. After that, the class prepares for the discussion - reads the 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 couples to switch roles - those who defended the first point of view should defend the second, and vice versa. In this case, arguments that have already been expressed by the opposite couple should not be repeated. The discussion continues.

Discussion can be used both as a method and as a form, that is, it can be carried out within the framework of other activities, events, being their element.

Restrictions:

    Time-consuming preparation and conduct of a training discussion.

    Insufficient level of discussion skills among schoolchildren.

Among the modern didactic searches, educational discussion belongs to one of the prominent places. It is dialogical in its very essence - both as a form of organizing training, and as a way of working with the content of educational material. Its application helps the development of critical thinking, familiarizing young citizens with the culture of a democratic society. The "accompanying result" of the educational discussion is the formation of a communicative and discussion culture. In Russia, school practice refers to the discussion not only as a form of organizing education and a way of working with the subject content of educational material, but also as an independent subject of study. In the programs of the Ministry of Education (1994), discussion as a method of discussion and resolution of controversial issues, as well as the rules for its conduct are included as a subject of study. Further we will see that the teacher's turning to discussion as a way of his work also presupposes a parallel series - direct teaching of discussion procedures.

The experience of educational discussions has been accumulated in world pedagogy, starting from the first decades of the 20th century, in the pedagogical search for supporters of the "new upbringing". Over the past decades, discussion has become an increasingly stable part of educational research in a number of countries. In socialist pedagogy, the application of discussion for natural reasons has not been the subject of intensive development; this type of educational activity began to be mentioned in the 80s. with the proviso that it is necessary for the teacher to ensure the maturity of the students. In Soviet and Russian pedagogy, the use of discussion in teaching was studied and practically developed in the context of psychological research of educational activity, the dialogical construction of the content and course of teaching in the school of "dialogue of cultures", was indirectly touched upon as one of the aspects of pedagogical communication. Now the discussion is recognized as one of the most important forms of educational activity that stimulates the initiative of students, the development of reflective thinking. In traditional Russian categorical didactics, discussion was considered as one of the possible forms of teaching 81, but it was not specially developed as a pedagogical tools teachers. Despite a deep psychological analysis of the possibilities of dialogue interaction in teaching, 82 in Russian pedagogy, discussion as a way of building the educational process, the way a teacher works, has not yet been sufficiently developed.

Meanwhile, referring to the discussion, the teacher would be unrealistic to expect that everything will work out by itself. Experience testifies to a slip, not always noticeable by the teacher himself, to the familiar picture of class management, a latent fear that a lively discussion with the potential for disorder inherent in it can lead the educational process out of control. In other words, many teachers actually replace the self-organization of children with direct control. The desire to "squeeze" the discussion, to make it "more compact" often leads to a kind of degeneration of the discussion in the exchange of questions and answers between the teacher and the students.

In the modern school of many countries, the discussion is well known, but the degree of its prevalence and the guidelines of teachers for its application are different. In the conditions of the socialist Polish school of the 80s. the famous Polish didact V. Okon wrote: "The use of the discussion method is recommended when students have a significant degree of maturity and independence in acquiring knowledge and formulating problems, in the selection and clear presentation of their own arguments, in the subject preparation for the topic of discussion." However, how, thanks to which, students will achieve a significant degree of maturity and independence and other qualities necessary for full participation in the discussion? Does the teacher need to wait for these qualities to mature or can they be formed? The answer to these somewhat rhetorical questions, from our point of view, can be the statement of another, instrumental question: how to make the discussion a tool for building a developing educational process, how to stimulate independence in the search for information, the ability to select and present arguments, prepare to participate in the discussion, etc.? In search of answers to these important questions, we turn to developments that for many years have made discussion a stable part of both mass schooling and pedagogical research.

Organization and self-organization

What is a moot discussion? The use of this type of educational work is so diverse, and its name is so popular that it is often denoted a variety of ways of organizing educational work, so long as they include the exchange of statements. Quite often a discussion, the participants of which express supplementary and clarifying information, considerations, falls under the name "discussion". Unlike discussion as an exchange of opinions, discussion is often called a discussion-dispute, a clash of rhenium points, positions, approaches, etc. At the same time, the discussion is often confused with polemics, purposeful, emotional, deliberately biased defense of an already existing, formed and unchanging position. Understanding this way of learning includes the following signs:

- the work of a group of people, usually acting in the roles of moderators and participants;

- appropriate organization of the place and time of work;

- the communication process proceeds as the interaction of the participants;

- interaction includes speaking, listening, as well as the use of non-verbal expressive means;

- focus on achieving educational goals.

In definitions of this kind, as in many attempts to formalize a living educational process, the desire to describe and fix visible signs often turns into an escape of the main, essential. In our opinion, the main features of the educational discussion is an the fact 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 subordination to its tasks, which are important only to the teacher, but a clear aspiration for each student to search for new knowledge-reference (for subsequent independent work), knowledge-assessment (facts, phenomena).

Interaction in the educational discussion is based not just on alternate statements, questions and answers, but on a meaningful self-organization participants - that is, addressing students to each other and to the teacher for an in-depth and versatile discussion of the ideas themselves, points of view, problems. 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, the observance of its rules by all participants.

It should be noted that this is an ideal that not all teachers strive for and achieve. But is it possible to approach this ideal in a class with about thirty or even more students? It is no coincidence that in the world experience of using the discussion in the classroom, the division of participants into subgroups from four to five to six to ten people is used. Contact between the participants in the educational discussion is a circumstance that is not directly related to the subject content of training; however, precisely because of this circumstance, the discussion is associated with a high involvement of students in the discussion of the content. Communication during the discussion encourages students to look for various ways to express their thoughts, increases sensitivity to new information, a new point of view; these personally developing results of the discussion are directly implemented on the educational material discussed in the groups. Hence - attention to the discussion not only as a means of activation, but also as a way of in-depth work with the content of the subject, going beyond the assimilation of factual information, and the creative application of the knowledge gained. If at the beginning of the use of educational discussion the efforts of teachers are focused on the formation of discussion procedures, then later the teacher's focus is not only on identifying different points of view, positions, methods of "argumentation, their correlation and compilation of a more voluminous and multifaceted vision of phenomena, but also comparison inter retations of complex phenomena, going beyond the immediate situation, the search for personal meanings. The more students learn to think based on contrasting comparisons, the more significant their creative potential becomes.

Survey studies on the use of discussion in various learning conditions indicate that it is inferior to presentation in terms of the efficiency of information transfer, but is highly effective for consolidating information, creative comprehension of the studied material and the formation of value orientations. Among the factors of in-depth assimilation of the material during the discussion, foreign researchers name the following:

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

(b) encouraging different approaches to the same subject or phenomenon;

(c) the coexistence of different, disagreeing opinions and assumptions about the subject under discussion;

(d) the ability to criticize and reject any of the opinions expressed;

(e) encouraging participants to seek a group agreement in the form of a common opinion or solution.

With regard to teaching history, the experience of conducting discussions was expressively formulated by the famous American educator and cultural researcher J. Barzun.

A discussion based on historical materials should begin with a specific historical question. In no case should it be formulated in the spirit of who was right and who was wrong. The focus should be on the possibilities of the course of events. What was possible under one or another set of circumstances? What actions could one or another historical figure take to achieve this goal, or what actions should he refrain from? Did this goal reflect the real interests of the social group he represented? Were alternative actions possible? etc.

All statements of students should relate to the topic under discussion and be related to the stated points of view - to develop, amend or reject previously expressed judgments. The teacher should identify factual errors by questioning inaccurate statements and encouraging students to make corrections, as it is impossible to build reasoning on the wrong grounds. All statements other than factual statements must be accompanied by a justification. The teacher encourages this by posing questions such as: "What are the facts that support your opinion?", "How did you reason when you came to this conclusion?" As a result of the discussion, the group may come to a consensus, but more often there will be disagreements, in which subgroups or individual participants remain convinced each of their opinions. This circumstance is also extremely instructive.

Ordering problem

Although the discussion is by no means limited to a collection of monologic statements, it does not imply disordered polyphony either. When building it as a group dialogue subordinated to a specific task, care must be taken that the participants have the necessary training on the subject of the discussion. Not every topic can be discussed. Not every topic should become one: discussion is not an end in itself, its subject should be really controversial, controversial topics.

The purposefulness of the discussion is most clearly manifested in reaching conclusions. However, here, as the experience of Western teachers shows, there is a certain contradiction. This 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 point of view or another). In the course of this discussion, each participant thinks freely and expresses his point of view, no matter how unpopular and unacceptable to others it may be.

Difficulties that are often emphasized in recommendations for teachers are a combination of orderliness in the course of the discussion with a lack of regulation, politeness without hierarchical subordination in the classroom, lightness and ease, humor without swagger, etc. The discussion leader has special tasks: his task is not so much to direct as to stimulate, to encourage the participants to exchange points of view. The exchange of views between the participants should take place freely - so that for an outsider's view, the course of the discussion may seem even chaotic. Of course, chaotic scattering of lines is an extreme that must be avoided. However, Western educators are usually more concerned about the other extreme: reducing the discussion to a consistent exchange of questions and answers between teacher and students - this kind of classroom work ceases to be a real discussion.

Experience and research data show that in practice, the moment of self-organization is nevertheless 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. The interaction changes accordingly: students turn to the teacher as an arbiter. This also reduces the degree of independence of their cognitive search. The reason lies in, perhaps, not always noticeable even by the teacher himself, slipping into the familiar picture of classroom management, an underlying fear that a lively discussion with an inherent potential for disorder can lead the educational process out of control. The time factor also plays a significant role: the more free and lively the exchange of opinions, the more difficult it becomes for the teacher to adhere to fixed time frames. The desire to "squeeze" the discussion, to make it "more compact" often leads to a kind of degeneration of the discussion in the exchange of questions and answers between the teacher and the students; (see fig. 4.1. and fig. 4.2.).

Rice. 4.2. Interaction scheme in a discussion with a high level of search activity

The experience of organizing educational discussions, accumulated in world practice, psychological and pedagogical developments, shows that the didactic functions of the discussion are associated with two kinds of tasks:

(1) tasks of a concrete-meaningful plan;

(2) tasks of organizing interaction in a group (class), subgroups.

The field of tasks of the first kind includes:

- children's awareness of contradictions, difficulties associated with the problem under discussion;

- updating of previously acquired knowledge;

- creative rethinking of the possibilities of their application, their inclusion in a new context, etc.

The sphere of tasks of the second kind includes:

- distribution of roles in groups-teams;

- implementation of a collective task;

- consistency in the discussion of the problem and the development of a common, group approach;

- compliance with specially adopted rules and procedures for joint search activities, etc.

Pedagogically important are the results obtained "at the intersection" of specific content activities and interaction activities in a group:

- processing of information, information specifically for a convincing presentation;

- presentation of your point of view as a position, its argumentation;

- selection and weighing of approaches to solving the problem;

- the possible application of an approach or point of view as a result of a conscious choice, etc.

These kinds of results, in fact, flow from the context of shared learning activities, which are organized through discussion. In socio-psychological studies of communicative-dialogue activities in discussion groups, it was found that during a discussion in a group, a participant is usually identified who makes the greatest contribution to the substantive study of the group task (clarification and clarification of initial information, making proposals on the course of joint work, expressing new ideas , opinions, etc.). Along with this, another leader of discussions is often identified, whose statements and actions encourage the participants to make statements, support the involvement of everyone in the discussion, and create a general favorable atmosphere. Studies have shown that a leader who is focused (and, accordingly, orientates the group) exclusively towards the fulfillment of the task at hand, causes respect in other participants, but gradually, over time, it begins to give way to growing irritation. The most favorable attitude of the participants is caused by the emotional leader, whose benevolent statements support the working atmosphere and teamwork.

The above data refer primarily to the teacher, since usually it is he who is the organizer of the discussion and the leader in the discussion. The two named ways of exercising leadership, which we can designate as “meaningful-purposeful” and “procedural-emotional”, have been identified in the research as separate, isolated. Such segregation does not necessarily exist in practice. In fact, we are talking about two complementary aspects of the same activity of the group discussion leader. The teacher, in principle, may be able to combine them. However, it should be emphasized the high requirements for its personality, which are related to the construction of the educational process based on discussion.

Didactic goals and types of discussions. Problematic

The discussion should not be turned into a pseudo-discussion, a pseudo-search for solutions that are known to the teacher in advance and could be presented in the usual way. In some cases, however, the discussion serves as a way for students to discover themselves and formulate those ideas that are known to the teacher and were provided for by him - at least, as possible results of the discussion. And yet, the problematic nature of the discussion for students is an invariable didactic guideline for all methodological developments.

Let's pay attention to the similarity between solving a problem by an individual person (individual) and joint search for solutions (group). This similarity can be traced both in content and in the sequence of stages of creative thinking. In a group discussion of the problem, you can outline the following sequence of stages, similar to the stages of individual formulation and solution of the problem.

1. Search and definition of a problem or difficulty, which can be solved by group methods (by developing a common approach, reaching a consensus).

2. Formulation of the problem in the course of group analysis and discussion.

3. Analysis of the problem in order to identify the facts and circumstances associated with it.

4. Attempts to find solutions to the problem (they can be a lengthy process, including discussions, data collection, involvement of external, outside sources of information, etc. Along the way, the group makes preliminary, "working" conclusions, collects opinions, makes reviews and etc. - gradually moving towards consensus).

5. Formulation of conclusions, their discussion and verification - until reaching a final decision.

Comparison of individual and group problem solving has been steadily carried out over the past decades in foreign didactic literature. The given sequence represents the most detailed version of the group solution of the problem. In practice, there are often discussions in which the problem is posed and sometimes formulated by the teacher. In addition, verification of conclusions, as well as reaching a final decision or decisions is not always possible, and the teacher often emphasizes the conditional, working nature of the conclusions and conclusions drawn. Thus, in the real educational process, the teacher does not focus on all, but usually on one or several central stages of the group problem solving.

Educators focused on the development of creative thinking recommend building an educational discussion in such a way as to give students the opportunity to make decisions for themselves, to analyze their own various ideas and approaches, to build actions in accordance with their decisions. The traditional lesson, however, is threefold in a different spirit. How to make the transition from an ordinary lesson to a lively creative discussion of a topic, a vision of the problems inherent in it?

One of the options for such a transition is a kind of discussion widespread in practice, which in some didactic developments was called evolving, that is, outgrowing from more traditional types of educational work. Such a discussion arises as if by itself, naturally. However, in order for it to arise, appropriate conditions are necessary. In other words, children in a regular lesson should have the opportunity to discuss their thoughts, opinions with the teacher and with each other. This means that the teacher himself must be tuned in to the possibility of such a discussion, to be interested in the statements of the children. In this case, the interaction of the teacher with the children is aimed at developing, deepening the thoughts of the children, and goes over to the educational discussion.

Generalization of the materials characterizing the experience of educational discussions allows us to build the following sequence of development, increasing the degree of initiative of the participants:

–Discussion with a teacher as a moderator (“evolving” discussion);

–Discussion with a student as a facilitator;

- discussion without a leader (self-organizing).

Forms of discussion

In the world pedagogical experience, a number of methods of organizing the exchange of opinions, which are curtailed forms of discussions, have become widespread. These include:

    "Round table" - a conversation in which a small group of students (usually about five people) participate "on equal terms", during which an exchange of views takes place both between them and with the "audience" (the rest of the class);

    An “expert group meeting” (“panel discussion”) (usually four to six students, with a pre-appointed chairperson), at which all members of the group first discuss the problem and then present their positions to the whole class. In this case, each participant speaks with a message, which, however, should not develop into a long speech;

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

    “Symposium” - a more formalized discussion than the previous one, during which participants give presentations representing their points of view, after which they answer questions from the “audience” (class);

    “Debate” is an explicitly formalized discussion based on 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 "British debate", which reproduces the procedure for discussing issues in the British Parliament. In them, the discussion begins with the speech of representatives from each of the parties, after which the tribune is provided for questions and comments from the participants in turn from each side;

    "Court session" - a discussion that simulates a court hearing (hearing).

We have given the most detailed list of various types of discussion, although in practice they are often denoted by the same word - "discussion". The so-called "aquarium technique" stands somewhat apart among them. This name was given to a special variant of the organization of collective interaction, which stands out among the forms of educational discussion. This type of discussion is usually used when working with material, the content of which is associated with conflicting approaches, conflicts, disagreements. Procedurally, the "aquarium technique" is as follows.

(1) stopping the problem, presenting it to the class, comes from the teacher.

(2) The teacher divides the class into subgroups. They are usually arranged in a circle.

(3) The teacher or members of each group select a representative who will represent the group's position to the entire class.

(4) The groups are given time, usually a short time, to discuss the problem and establish a common point of view.

(5) The teacher asks the group representatives to gather in the center of the class to express and defend the position of their group in accordance with the instructions received from them. Apart from representatives, no one has the right to speak, however, group members are allowed to transmit instructions to their representatives in notes.

(6) The teacher may authorize representatives, as well as groups, to take time out for consultation.

(7) “Aquarium” discussion of the problem between representatives of the groups ends either after a predetermined time, or after reaching a solution.

(8) Following this discussion, it is critically reviewed by the whole class.

This version of the discussion is interesting because it focuses on the very process of presenting a point of view, its argumentation. Inclusion of all participants is achieved by participation of each in the initial group discussion, after which the group follows the work with interest and liaises with its representatives. There are only five to six speakers in the focus of the entire class, this focuses the perception on the main positions. The very method of the "aquarium" arrangement of the class is borrowed from the practice of conducting group psychological trainings and enables students to feel the intricacies of the behavior of the central participants - representatives of the groups. The ensuing discussion allows the teacher to highlight both substantive and procedural aspects of the discussion. The “aquarium technique” not only enhances the involvement of children in group discussion of problems, develops the skills of participation in group work, joint decision-making, but also makes it possible to analyze the course of interaction between participants at the interpersonal level.

The size of the subgroups. Preparing the discussion: creating temporary groups

Over the past decades, the allocation of small temporary groups in the classroom has become a common technique, the basis for enhancing interaction between students. The usual number of participants is five to six people. The class is broken down quickly, for a limited time (usually five to six minutes). The groups are assigned tasks of an "intermediate" nature, that is, those that set the stage for the next stage of the educational process.

Temporary group tasks

Preparing a class discussion:

Revision and reformulation of the objectives of the deadlocked debate;

Brainstorming;

Development of rules;

Exchange of ideas, own experience;

Formulation of questions, problems for the upcoming educational research or for general class discussion, determination of the circle of invited expert speakers, etc.;

Identifying and discussing disagreements and discrepancies;

Fast updating and exchange of information gleaned from various sources;

Despite the simplicity of organizing temporary groups, the experience of Western teachers shows that their use should be planned in advance. Usually, only experienced teachers allow themselves to improvise to include in the lesson such a division of the class into subgroups. The purely temporary nature of these groups does not require any special selection of participants from the teacher: the groups can be completed according to the currently available seating scheme for students, alphabetically, by lot with numbered cards, etc. There must be at least three and no more than six people in a group.

Working with small temporary groups, the teacher keeps three main points in the field of attention: goal, time, results. The groups should receive clear guidance from the teacher as to what kind of outcome is expected from their discussion. It is better to choose a time frame that is more compressed than stretched; if necessary, the time can be extended; within the group, a leader should be distinguished; the reporting procedure must be known to the student in advance.

After discussion, the groups report the results. Typically, each group assigns one representative to the speaker. Representatives can form an interim expert council that will discuss proposals. In many cases, it is sufficient to simply jot down a list of sentences or key ideas on a whiteboard or overhead projector. Sometimes the teacher takes the class to a general discussion without even listening to messages in between.

Intergroup dialogue

One of the most common in practice effective ways of organizing an educational discussion that increases the independence of children is dividing the class into small groups (five to seven people) and the subsequent organization of a kind of intergroup dialogue. In each of the small groups, the main roles-functions are distributed between the participants:

Distribution of roles-functions in the discussion group

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

"Analyst" - asks the participants questions during the discussion of the problem, questioning the ideas and formulations expressed.

"Recorder" - 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, position of his group.

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

The order of work of the class with this method of organizing the discussion is as follows:

(1) Statement of the problem.

(2) Dividing participants into groups, assigning roles in small groups, explaining the teacher about what the expected participation of students in the discussion is.

(3) Discussion of the problem in small groups.

(4) Presenting the results of the discussion to the whole class.

(5) Continuation of discussion and summing up.

Start of discussion

Conducting discussions is associated with a considerable number of "pitfalls". The teacher's noticeable difficulties are often associated with the beginning of a discussion. Since the discussion is less rigidly fixed than other, more familiar types of educational work, the teacher needs to make sure that the students have a clear idea of ​​the subject and the general framework of the discussion, as well as its order. holding. When organizing a discussion, Western teachers pay special attention to creating a favorable, psychologically comfortable environment, seeing in it a guarantee of success. For example, the seating of the participants should be such that everyone can see everyone's face - this is usually achieved by placing the students in a circle. In terms of content, it is important to preliminary clarify the topic, issue. The introductory part is structured in such a way as to update the information available to the students, enter the necessary information, and create interest in the problem.

The introductory part is an important and necessary element of any discussion, as students need both an emotional and an intellectual attitude 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). Typical is the introduction of a topic through a pre-assigned task for one or more students to speak to the class with an introductory problem message, revealing the problem statement. Sometimes the teacher can use a short pre-survey. Any of the introductory techniques should be time-consuming, so as to bring the students to the discussion as soon as possible.

Discussion introduction techniques:

Problem statement or case description;

Role-playing game;

Demonstration of a motion picture;

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

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

Using current news;

Tape recordings;

Dramatization, role-playing of an episode;

Challenging questions - especially questions like "what?" "How?", "Why?" and "what happened if ...?" etc.

The experience of conducting discussions shows that it is necessary to avoid "getting stuck" at any of the introductory points, otherwise the discussion itself will be very difficult, if not impossible to really "start".

Leading a discussion: using questions

In the course of the discussion, the teacher is required that his participation is not limited to directive remarks or the expression of his own judgments. In terms of content, the main tool in the hands of the teacher is questions. Let's pay attention to the nature of the questions. Long-term research and practice show the high efficiency of open-type questions that stimulate thinking - “divergent” or “evaluative” in their meaningful nature. "Open" questions, unlike "closed" ones, do not imply a short unambiguous answer (usually these are questions like "how?", "Why?", "Under what conditions?", "What can happen if ...?" etc.). "Divergent" questions (as opposed to "convergent") do not imply the only correct answer, they encourage a search, creative thinking. "Assessment" questions are associated with the development of a student's own assessment of this or "that phenomenon, his own judgment.

Let's highlight the techniques that help such a transition. All of them are associated with a direct appeal of the teacher to children with questions that encourage exploratory thinking, active formation and critical understanding of their own point of view.

Idea generation productivity is improved when the teacher:

Provides time for students to think about the 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 a question like: "What other information can be used?", "What other factors can influence?", "What alternatives are possible here?", Etc.) ;

Clarifies, clarifies the statements of children, asking clarifying questions (for example: "You said that there is a similarity here; similarity in what?", "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 get it? How can you show that this is true?").

One of the everyday details of the class discussion is the teacher's questions and the students' answers. Pedagogical studies have shown that such a "trifle" as the length of the pause that the teacher makes while waiting for an answer to the question addressed to the student has a noticeable effect on the nature of the educational dialogue and interaction in the classroom.

In the late 1960s and early 1970s, a group of American educators led by M. Rowe noticed that during classroom discussions, teachers, as a rule, expected students to answer their questions in less than one second. At the same time, some teachers showed more patience, and their picture of interaction in the class was different: the students' answers were fuller and deeper in content, the speech was more detailed. The research was carried out with teachers who taught science in elementary school (up to the eighth year of school), and the program of experiments included training the teachers themselves, training them to give students more time to think about the answer. It turned out that when a teacher pauses for three to five seconds while waiting for an answer to his question, the learning picture changes:

- the duration of responses increases;

- the number of statements is increasing, which, although they do not answer the question posed, are certainly related to the topic under discussion;

–Increases the confidence of children;

–Strengthens the creative direction of the thinking of children; interaction between students;

- students' judgments become more evidence-based;

- students ask more questions;

- offer more ideas, joint educational activities (experiences, practical tasks, exercises, projects, etc.);

- the involvement of children with a low learning rate is increasing;

- the range of educational actions expands, the interaction between children increases (they more often react to each other's statements), their interaction with the teacher becomes closer (the frequency of reactions to control actions, organizational responses of the teacher increases).

In turn, the increase in the length of the pauses, purposefully undertaken by the teachers, had an effect on teaching in general:

- the variety of actions of the teacher has increased;

- the number and nature of the questions asked by the students changed: they became fewer and they became more meaningful;

- the teacher's expectations, his attitudes towards the possibilities of children changed; teachers focused less on talented students, treated laggards more favorably, and more widely involved them in the educational process.

The effect caused by the increase in the length of the time interval between the question and the answer (it was called the "waiting pause") was so significant that in the seventies a number of studies were devoted to it (studies

performed in primary and secondary schools in the USA, Australia and Thailand). The teachers who participated in them underwent special training and training programs to increase the "waiting pause", which included in some cases micro-teaching, in others - mini-courses, special exercises to imitate classroom techniques, not to mention the study of special text materials (part of the research was carried out with the participation of trainee teachers who have not yet completed the training course). Researchers began to distinguish two types of waiting interval:

- “Waiting pause – 1” - between the teacher's question and the student's answer.

- "Waiting pause-2" - between the student's answer and the teacher's reaction to it. This second type of pause is largely controlled by the teacher himself. Thus, in the seventies and eighties, more detailed studies have shown that an increase in the duration of both types of "waiting pauses" leads to positive changes in the environment of the educational process, students' motivation, their attitude to the subject, involvement in the discussion.

At the same time, the authors of one of the studies noted the effect of the opposite kind: some high school students - mostly girls - perceived lessons in which the teacher increased the duration of the "waiting pause" as slow in pace, and they had a tendency to "switch off." Only a few studies have found noticeable positive shifts in learning outcomes (academic performance), and there is no reliable research data on this yet. We should take into account the assumption of the American researcher S. Tobias that changing the duration of waiting pauses can be effective only if it is accompanied by high-level cognitive activity - both for students (during pauses of the first type) and for a teacher (during pauses of the second type). So, for students, pauses of the first type will be productive if they are used to actively reflect on the meaning of the question posed by the teacher, to attract existing knowledge. However, the desire of the teacher alone is not enough for this, and research prompts to pay attention to this.

So, by itself, giving time for reflection, prompting to search for answers, and the search orientation of the teacher's questions can provide students with motivation and involvement, but still do not guarantee results at a higher cognitive level. This conclusion reminds of the need to specially train the search procedures themselves.

The course of the discussion

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

One of the most difficult questions for the moderator is error response students. The unconditional rule of discussion, highlighted in foreign pedagogy, is to refrain from any - hidden or even more open - statements of approval or disapproval. At the same time, the teacher does not disregard the illogicality of reasoning, obvious contradictions, unfounded, unsubstantiated statements. The general approach is usually to use tactful remarks (usually by means of questions) to clarify the reasons for the statements, the evidence supporting the expressed opinion, to induce to think about the logical consequences of the expressed ideas. The teacher may ask the speaker to confirm or prove their statement, refer to any information or sources, clarify uncertainties. For example, ask: "What does this term mean?" or "What question are we trying to solve in this case?" etc.

An important element of guiding the discussion is focusing the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues discussed. Sometimes, in cases of deviation from the topic, it is enough to note: "It seems that we have moved away from the topic of discussion ...". In some cases it is necessary to make a special stop, pause. (In a lengthy discussion, an interim summarization of the discussion is carried out. For this, a pause is made, the moderator asks a specially appointed recorder to summarize the discussion so far so that the class can better navigate in the directions for further discussion.) Summing up the current discussion, the teacher usually stops at one of the the following points of discussion:

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 for further discussion;

Reformulation, retelling of all the conclusions made to date;

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

The requirement for summing up - both during the course and at the end of the discussion - is brevity, meaningfulness, reflection of the entire spectrum of reasoned opinions. At the end of the discussion, the general conclusion is not only and not so much the end of thinking about this problem, but rather a guideline for further reflections, a possible starting point for moving on to the study of the next topic.

Study of controversial topical issues

In Soviet pedagogy, the study of controversial topical issues, in fact, fell out of sight of pedagogical science and was not encouraged (if not persecuted) in the practice of school teachers. Meanwhile, now the social situation in our country makes it impossible to remove the educational process from topical issues. In addition, the study of material related to controversial issues that do not have a generally accepted, established solution, provides especially wide opportunities for the development of creative thinking. As the analysis of foreign developments shows, the study of controversial, acutely topical issues in the educational discussion is subject to the tasks of forming a discussion culture, socially significant qualities of students, critical thinking, tolerance, sensitivity and respect for someone else's point of view, etc.).

Discussion issues are openly social in nature, so their main place is in public courses. The solution of a controversial issue as such is not a didactic goal - it is determined by the development of thinking and communication skills of students. In this sense, the focus of training is more procedural than meaningful, and is associated with the development not so much of factual information in itself, ready-made conclusions of inferences, as with the development of the ability to approach contradictory phenomena, weigh different points of view and, which is especially important, to show susceptibility to their very content, tolerance to the existence of opponents. Thus, the discussion of controversial topical issues is a favorable material for the formation of personal qualities, inextricably linked with the nature of knowledge of the world.

Abroad, the traditions of educational discussion of controversial topical issues were laid back in the first decades of our century, when the transfer of existing social institutions into school life (the creation of school self-government bodies, school courts, the press, etc.) became widespread. This practice naturally involved discussing a wide range of issues and topics that might be relevant to the students; and at the same time, however, they went beyond the educational process. In our pedagogy, over the past few years, the intensification of education, its appeal to both the wider social and the immediate environment, has been accompanied by an increasing turn of the school to social issues, its inclusion in the scope of school education. In a modern school, when studying a number of topics in the humanities and social sciences, a special appeal to the discussion of topical controversial issues is possible (of course, it should be thought out!). Let us give an example from a foreign development for teachers, taking into account many years of experience in discussing acute topical issues.

Incorporating sensitive hot issues into the classroom discussion

Discussion issues that cause strong reactions from part of the population are acute and topical.

The study of hot topics of the day in school is permissible, students need experience in addressing such topics and questions. Their study in school should be impartial, versatile, should help students navigate such issues in the future.

When studying controversial issues in school, indoctrination is unacceptable; the purpose of such a study should be the ability to approach issues from different angles.

Good preparation is required of the teacher conducting the study of the controversial issue. Disinformation of students is even worse than lack of information.

The decision on whether to include discussion questions in the discussion should be based on their relevance, preparedness and maturity of the students, as well as the goals and objectives of the school.

Choosing a discussion topic for classroom study is always problematic for a teacher. The main criteria used in practice and recommended for practice were formed empirically, empirically, in a way, they can be combined into two main ones - relevance and convenience for the educational process. If we expand them in more detail, then the list of landmarks for the teacher will be as follows:

Guidelines for the teacher in choosing a topic; _______________________

Compliance of the topic with didactic tasks;

Significance and timeliness, significance for all members of society,

Preparedness of the teacher himself;

Sufficient maturity of students for understanding and detailed study;

The absence of excessive emotional tension in students associated with this problem.

The subject of special attention of the teacher:

The independence of students' judgments;

Inadmissibility of any open or indirect pressure on the part of the teacher, support for one or another point of view;

An opportunity for students to come to a decision on their own.

Of course, the teacher can express his opinion, however, in order to prevent its influence on the students, this usually happens towards the end of the discussion, at the very beginning the teacher is advised to warn the class that the purpose of the discussion is not to achieve a certain unified and "only correct" point of view.

In order to prevent or remove the excessive emotional tension of the discussion, the teacher can introduce a number of rules from the very beginning. These include, for example, such.

Performances must be organized, each participant can speak only with the permission of the presiding officer (presenter); re-performances can only be delayed; skirmish between the participants is inadmissible.

Every statement must be supported by facts.

The discussion should provide each participant with an opportunity to speak.

Each statement, position must be carefully considered.

During the discussion, it is unacceptable to "get personal", hang labels, make derogatory statements and etc.

When discussing controversial issues, the teacher often has to use clarifying techniques. These include the request to clarify the statement, clarify the concepts used, indicate the sources of factual phenomena, etc. One effective clarification technique is to use a simple table on the whiteboard to record the opinions expressed.

Fact and opinion table

Opinions (judgments)

When is a mock discussion appropriate?

The above didactic guidelines are not an agitation to be sure to "try a novelty", to start conducting sharp debates in the classroom as soon as possible. On the contrary, the author of these lines calls for caution precisely because the involvement of students in the discussion makes the educational process especially deeply penetrating into the world of the individual. Nevertheless, the teacher should be professionally prepared to conduct discussions, both for social reasons and for pedagogical reasons proper. Now the social situation in our country makes it less and less realistic to remove the educational process from topical issues. In addition, the study of material related to controversial issues that do not have a generally accepted, established solution, provides ample opportunities for the development of creative thinking. As the analysis of foreign developments shows, the study of controversial, acutely topical issues in the educational discussion is subject to the tasks of forming a discussion culture, socially significant qualities of students (critical thinking, tolerance, sensitivity and respect for someone else's point of view, etc.). Discussion issues are openly social in nature, so their main place is in public courses. Let's emphasize again. solving a controversial issue as such is not a didactic goal, it is associated with the development of thinking and communication skills of students.

4.2. Learning Discussion Models

Problematic discussion with the nomination of projects

This model of discussion was developed in the teaching of natural sciences in the spirit of problem-based learning aimed at developing a vision of a problem in children, experience in finding solutions, and translating ideas into projects. This content of educational work was developed in the development of teachers who sought to overcome the well-known passivity of children in the frontal, class-wide organization of education. This approach is applicable when the content of educational material is associated with problems of a scientific, applied and social nature, contradictions that require resolution, problems, the solution of which can be worked out in simulated, and possibly in real life projects.

The course of such a discussion is in many ways similar to the discussion in a regular discussion, however, here the teacher pays relatively less attention to interaction procedures, focusing more on putting forward ideas, which will subsequently be developed into concrete tasks-projects. V In this version, the discussion is aimed not so much at a general orientation in the spectrum of possible approaches and their argumentation, as at working out the very content of each of the approaches outlined during the discussion.

The problem statement comes from the teacher. He can name a specific problem (for example: how to reduce the level of air pollution in a given city). Initially, students work individually, each writing down ideas that come to mind. After the students have written down their ideas, the teacher divides the class into small groups (four to five people) and instructs them to go through all the notes, choose one or two of the most productive ideas and develop them. Each group should designate a spokesperson to present the proposed considerations to the entire class. Students for ten to fifteen minutes discuss ideas in groups, specifically discussing approaches to their implementation. The teacher observes the group's work and, when it comes to an end, asks the class to move on to a general discussion. In the general discussion, the position of each group is represented by one participant. The speaking time is usually limited, which encourages the speaker to focus on the main thing and choose a succinct, concise and expressive way of presenting.

After representatives of all groups speak, the teacher asks the class to think over which ideas would be worth putting into practice. Reflection can be collective and take place in the form of a class discussion for a predetermined time (usually about ten to fifteen minutes). This is where the work on this problem can end. However, the transition to the next stage is possible: after the students have settled on those ideas, the implementation of which seems to them the most fruitful, the teacher asks them to break up into groups and distribute the necessary tasks in the form of group assignments-projects. Such assignments can be completed in subsequent classes in the classroom, but can also be carried out outside the classroom, outside the school.

So, after discussing the problem of urban pollution, one group of students can take on measurements of the level of pollution, another group can establish contact with the local press, etc.

With all possible options, this method of organizing the lesson is focused primarily on the advancement of creative ideas and their subsequent development. An important organizational feature: the sequential combination of individual work (initial presentation of an idea), work in small groups and, finally, class-wide discussion. As a result, the ideas expressed by each student, directly or in a transformed form, are included first in a discussion in a small group, then in a general discussion. More withdrawn, shy children, those who cannot do a detailed analysis of the problem and outline the entire path of its solution, those who can start to "slip", find it difficult to attract the necessary information - all these students will not be disconnected from the discussion. Thus, the approach combines a problematic content orientation and concern for the involvement of everyone. pupil into a lively, interested discussion of the problem taking place in the class.

Discussion combined with game modeling

Ample opportunities are provided by the combination of discussion with elements of game simulation, which allows you to bring the discussion closer to the studied sides of real phenomena. A striking example of such a combination is the script for a lesson in the course of 20th century history for high school students, created by American educators T. Ladenburg and J. Tagnell.

An example of a discussion lesson combined

with game simulation

Students come to class after reading at home a chapter from a textbook about the Yalta Conference, the positions of the three participating countries on the main issues on the conference agenda (partition of Germany, the implementation of public administration in post-war Poland, self-determination of Eastern European countries, policy towards Japan, and in the Far East, UN activities and post-war assistance from the United States). The chapter also touches upon the approaches inherent in the leaders of the three powers - F. Roosevelt, W. Churchill and J. V. Stalin, their attitude to each of the 43 main issues discussed.

Before the start of the discussion, the teacher briefly interviews the class so that the students remember the main points of what they read -: information about the leaders of the USA, Great Britain and the USSR, about the place of the conference, the main issues on the agenda. The last point is very important: it concerns the posing of questions. For example:

Should the division of Germany be carried out between the allies and will its reunification be allowed in the future?

Which political groupings will determine the composition of the Polish government - London or Lublin?

Will free elections be held in Eastern European countries (Romania, Bulgaria, Hungary, Czechoslovakia)?

Will the USSR help the allies in the war against Japan?

Will the government of Chiang Kai-shek recognize and get the islands and military bases in the Far East at its disposal?

- Will the Soviet Union take part in the activities of the UN after the end of the war and will it be satisfied with the number of votes less than 15?

-Will the USA after the war provide loans with preferential interest as assistance to the USSR and Great Britain?

To organize the discussion, the teacher divides the class into three groups according to the countries represented. Groups are located in different areas of the class. Each group chooses a leader to represent the "country" position in the negotiations. For 10 minutes, students discuss the country's position on the agenda, develop its argumentation. The leaders of each group send two to four people as diplomats for preliminary negotiations in other countries. The envoys should clarify the attitude of future conference partners to the issues discussed and persuade them to change their positions using both argumentation and offering mutual concessions and political deals. The teacher moves from group to group, observes the progress of group work, answers questions, communicates missing information, encourages students to make independent decisions.

The groups then end the exchange of "diplomats" and engage in internal discussions to try to determine the possible behavior of the negotiating partners. Leaders leave the classroom with assistants and negotiate in another room. At this time, the teacher distributes to the class copies of that section of the textbook, which describes the results of the Yalta conference (when studying many training courses in foreign schools, teachers distribute educational materials in parts - by topic, section, etc.). Pupils get acquainted with the text, after which the participants of the "Yalta Conference" being played out return to the classroom. The agreements reached by them are compared with the real ones.

The teacher can continue to discuss the results of the Yalta conference, their implications for further practical development, again dividing the class into three groups, each of which defends its own version of the assessment of the agreements reached. Thus, the first group can defend the view traditional for Western historians, according to which Great Britain and the United States needed to secure the consent of the USSR for assistance in the war with Japan and cooperation in the post-war period in conditions when Soviet troops were about to enter Berlin. Another group can argue the assessment of the Anglo-American actions as completely successful, proceeding from the entry of the USSR into the war with Japan, the USSR's accession to the UN and the holding of free elections in Poland and other Eastern European countries. At the same time, the third group can defend the point of view, according to which the whole of Eastern Europe was actually given to the Soviet Union in exchange for agreements on war that were not so necessary for the West. with Japan and the participation of the Soviet Union in the UN.

Guided (structured) discussion as an educational discussion-dialogue

The development of this version of guided discussion was carried out in studies of psychologists and educators who worked during the eighties with groups of teachers in the United States and Canada. The result of the didactic development, which lasted more than ten years, has become a kind of educational argument-dialogue model, created on the subject material of natural history sections devoted to the problems of energy use and environmental issues, it also has a more general meaning for various educational subjects.

Characteristic features of the model best when compared to other learning activities that include discussion. In principle, the educational discussion (discussion) can be viewed as a collision of points of view, conclusions and conclusions used for educational purposes, which are not compatible with each other, so that students who adhere to them, students, educational subgroups seek to develop a common point of view.

To clarify the specifics, a structured educational dialogue-dialogue can be compared with such methods of educational work as reaching consensus and debate. So, for example, finding compromises (reaching consensus) means curtailing the discussion in order to develop a compromise common point of view for a common approach. The debate is related to the choice of the figure of the expert who evaluates the inserted points of view. As a matter of fact, often the teacher acts in the role of such an expert-judge, thereby turning an educational discussion into a debate. And, of course, the greatest contrast to the educational dispute-dialogue is the individual work of students with educational materials without exchange of views, interaction with each other.

What student activities are included in the structured educational discussion-dialogue? First of all, it is the actualization and oral reproduction of the studied information, defending one's point of view, exchange of knowledge with fellow practitioners-partners in the discussion.

This also includes analysis, critical assessment and selection of information, construction of inductive and deductive inferences, synthesis, integration of available information, development of factual and evaluative conclusions and, finally, the development of a final, common point of view that causes the agreement of all parties.

An example of organizing a structured

educational argument-dialogue

Let us give as an illustration an example of the work of high school students on the topic "The use of administrative legislation in the control of hazardous waste."

At the beginning of the work, the teacher divides the class into groups of four. The group is split into two pairs. Each couple should prepare a message on the topic established for the class. However, one of the two couples included in the small group is set to such a position, in accordance with which it will defend the strengthening of administrative legislation, and the other - the point of view on which it is necessary to weaken administrative control.

In the first hour of work, each couple receives educational materials, the content of which supports the points of view they have set. The teacher advises each of the couples how best to plan the presentation of their point of view, present its argumentation in order to convince opponents (i.e. the other couple from the small group).

In the second hour, both couples present their points of view to each other, defend their positions, challenge mutual arguments, and then the discussion continues for the third hour of work, and the task of each pair now changes: for about half an hour, she must find arguments in favor of the point of view of her opponents.

Finally, during the fourth hour, the entire four that makes up this small group seeks agreement, combines all available information and puts forward judgments from both of the previously outlined positions. Their task is to jointly prepare the text of a message on a given topic (for example: "The use of administrative legislation in the control of hazardous waste"); in the course of work, each of the participants performs individual tasks, checking their knowledge on the basis of the tasks for self-examination contained in the training materials.

Throughout the discussion, the student goes from familiarization with the facts to the development of informed judgments.

Starting from the initial ideas, the student is faced with a different point of view, different from his own, is forced to reconsider the validity of his statements, a kind of conceptual conflict arises. To resolve the uncertainty, the student is looking for new information, new data, comes to a deeper understanding of the phenomena, trying to understand the opponent's point of view, his line of reasoning. The presentation of your point of view, required in the case of an educational dispute-dialogue, helps to comprehend it in many ways, and attempts to understand a different point of view lead to a revision and enrichment of your position, since they are associated with the development of new information coming from the opponent, arguments, the use of complex mental operations ... By design, the educational discussion-dialogue should last as long as the divergence of opinions cannot be overcome. It ends with the development of a common view of the problem, the achievement of an agreement. It is clear that all this takes quite a lot of time and effort. On the other hand, the long-term active involvement of students in self-educational work by its nature can be considered one of the most important results and indicators of learning success.

Organization of the educational process according to the model "educational dispute-dialogue"

In the descriptions of the experience of teachers working on this model, several main points can be distinguished. We consider the primary ones to be those related to the content side of the educational process.

1. Choosing a theme. Determining here are both the objectives of the course and the interests of the teacher himself. The selection criterion is the ability (for the teacher) to prepare two diverging positions and points of view supported by educational materials (i.e. argued). These positions, of course, should be available for the development of students. This kind of topic is widespread in the subject content related to the problems of ecology, energy, social policy, social science; it also includes issues raised in courses in subjects such as literature, natural sciences.

2. Preparation of training materials. For each of the two positions reflected in the training dialogue-discussion, the following materials are usually prepared:

- setting a task for each of the teams;

- a description of the sequence of the dispute-dialogue, as well as those joint actions that are included in each of its stages;

- characteristics of the position being defended, accompanied by a list of the main arguments in its favor;

- the source of data (including bibliography) on the basis of which arguments are advanced and developed.

3. Organization of the dispute-dialogue itself. The most important requirement is the creation of a cooperative environment, as well as the heterogeneity of the composition of the subgroups. Usually, in order to create the right environment, teachers resort to random distribution of students into subgroups, instruct the subgroup to necessarily develop a common opinion (consensus), and also prepare a general report on the basis of which all members of the subgroup receive an assessment. Researchers especially strongly emphasize the importance of the heterogeneity of subgroups: boys - girls, children from rich and low-income families, different ethnic groups. Diversity increases the polarization of viewpoints and ultimately helps to develop a better understanding of how differences and disagreements can be identified and overcome.

4. Leading the course of the dispute-dialogue. The teacher instructs the discussion participants in pairs, highlighting the following main points.

– Mastering points of view (positions). For example: “Together with your partner, think over the argumentation of your position. Read the materials, think about how to make the argument more convincing. Make sure that both of you are proficient in argumentation so that your opponents will be able to assimilate the information and ideas you are presenting. "

– Statement of points of view. For example: “Your couple will have to jointly present their point of view, and this should be done energetically and convincingly. Listen carefully and absorb the point of view of your opponents. Take notes, clarify anything that seems incomprehensible. "

– Discussion of the problem. For example: “In defending your position, give all the arguments at your disposal. Listen critically to the point of view of your opponents, ask them to bring facts that support their point of view and the counterarguments they put forward. Remember that you are discussing a difficult issue and you need to know both sides of the case in order to prepare a good report. "

– Change of points of view. For example: “When working in pairs, try to present your opponents' position as if you were in their place. Add the factual information you know yourself, try to develop their point of view, linking with it all the information you learned. "

– Working out a solution. For example: “Summarize the best arguments on both sides. Develop a common point of view (consensus) based on evidence. Change your point of view only when there are sufficient factual and logical reasons for this. Write a presentation that includes the evidence and reasoning behind your group's point of view. "

An important point in the implementation of this model is the observance of the rules. The teacher pays special attention to enter and follow the rules of discussion during the educational argument-dialogue. These rules seem to us to be remarkable and deserving of understanding by our educators: behind them is a deeply worked out practice and, more broadly, a culture of discussion.

Rules for conducting a dispute-dialogue:

I criticize ideas, not people.

My goal is not to "win", but to arrive at the best solution.

I encourage each of the participants to participate in the discussion and assimilate all the necessary information.

I listen to everyone's views, even if I disagree with them.

I paraphrase (paraphrase) what is not entirely clear to me.

I figure out first all ideas and facts related to both positions, and then I try to combine them in such a way that this combination gives a new understanding of the problem.

I strive to comprehend and understand both views of the problem.

I change my point of view when the facts give a clear basis for this.

Data on the use of this model of building the educational process show a number of its advantages. These include: deeper, in comparison with the usual, assimilation of the subject content; high ability to carry; application of knowledge, generalizations in a variety of situations; development of deeper solutions and approaches to the problems discussed; development of creative thinking; a much larger number of ideas, their depth, originality, emotional involvement, interest and inspiration of students during the educational process.

As it might seem at first glance, the moments of discrepancies, disagreements, clashes of opinions contained in the educational dispute-dialogue can negatively affect the relationship between classmates. However, this point was also the subject of special attention of researchers - the use of this model improves the relationship between students, increases everyone's confidence in their learning capabilities, i.e. improves self-esteem, attitude towards the subject and learning in general.

Analysis and evaluation of the discussion. Formation of a discussion culture.

The pedagogical value of the discussion increases if, in addition to the subject content, the discussion process itself is specially comprehended. This circumstance has been the subject of methodological searches for foreign teachers for many years. Experience shows that it is advisable to reflect on your work at the end of the discussion.

The simplest version of the analysis involves a joint discussion of the following range of issues:

1. Did the group discussion accomplish its intended objectives?

2. In what ways did we fail?

3. Have we deviated from the topic?

4. Did everyone participate in the discussion?

5. Have there been any cases of monopolization of the discussion?

A deeper analysis of the discussion can be carried out by recording the entire discussion on a tape recorder and listening to the recording. Questions about the course of the discussion can be offered to students in the form of a questionnaire. Verbal or written responses can be summarized by the teacher or the students themselves, after which the class can discuss and analyze them in more detail.

The teacher can test and evaluate his skills and real actions in conducting a discussion, paying attention primarily to such points of his work as encouraging students to speak out, the effectiveness of asking questions, maintaining a friendly atmosphere during the discussion. Here is an example of a self-assessment guide for the leader of an educational discussion.

Discussion Leader Self-Assessment Questionnaire

This teaching method consists in conducting educational group discussions on a specific problem in relatively small groups of students (from 6 to 15 people).

Traditionally, the concept of "discussion" is understood as an exchange of opinions in all its forms. The experience of history shows that no development of society is possible without an exchange of opinions and accompanying debates and disputes. This is especially true of development in the field of spiritual life and professional development of a person.

Discussion as a collective discussion can be of a different nature, depending on the process under study, the level of its problematic nature and, as a consequence, the statements made.

Although in the scientific pedagogical literature, discussions are not classified according to the components of activity (subject, object, means, goals, operations, needs, conditions, results), in practice the discussion is considered as a universal phenomenon that, in essence, can be mechanically transferred without change from one area to another, for example, from science to professional pedagogy or the methodology of teaching a professionally oriented foreign language.

An educational discussion differs from other types of discussions in that the novelty of its problems applies only to the group of persons participating in the discussion, that is, the solution to the problem that has already been found in science is to be found in the educational process in this audience.

For a teacher organizing an educational discussion, the result, as a rule, is already known in advance. The aim here is the search process, which should lead to objectively known, but subjective, from the point of view of learners, new knowledge. Moreover, this search should naturally lead to the task planned by the teacher. This can be, in our opinion, only if the search for a solution to the problem (group discussion) is completely controlled by the teacher.

Management here is twofold. First, in order to conduct a discussion, the teacher creates and maintains a certain level of student relationships - the relationship of benevolence and frankness, that is, the teacher's management of the discussion is of a communicative nature. Secondly, the teacher controls the process of finding the truth. It is generally accepted that educational discussion is permissible "provided that the teacher is able to ensure the correctness of the conclusions."

Summarizing the above, the following specific features of an optimally organized and conducted educational discussion can be distinguished:

1) a high degree of competence in the problem of the teacher-organizer and, as a rule, the students have sufficient practical experience in solving such problems;

2) a high level of forecasting the solution of typical problem situations due to serious methodological training of the teacher-organizer, i.e., a relatively low level of improvisation on the part of the teacher. At the same time, a fairly high level of improvisation on the part of the students. Hence the need for the teacher to be in control of the discussion process;

3) the goal and result of the educational discussion are a high level of assimilation by students of true knowledge, overcoming delusions, the development of dialectical thinking in them;

4) the source of true knowledge is variable. Depending on the specific problem situation, it is either the teacher-organizer, or the students, or the latter derive true knowledge with the help of the teacher.

In conclusion, it should be noted that this method allows you to make the most of the experience of listeners, contributing to a better assimilation of the material they are studying. This is due to the fact that in a group discussion, it is not the teacher who tells the listeners what is right, but the students themselves develop evidence, substantiation of the principles and approaches proposed by the teacher, making the most of their personal experience.

Educational group discussions are most effective when studying and working through complex material and the formation of the necessary attitudes. This active teaching method provides good opportunities for feedback, reinforcement, practice, motivation and transfer of knowledge and skills from one area to another.

33. Working with a book as a teaching method
Since books appeared in schools, working with them has become one of the most important teaching methods.
The main advantage of this method is the ability for the student to repeatedly process educational information at an accessible pace and at a convenient time.
Educational books successfully perform the following functions: teaching, developing, educating, motivating, control and correctional.
When using specially-developed, so-called programmed educational books, the issues of control, correction, diagnostics of knowledge and skills of students are effectively solved.
The goals of independent work of students with a book can be the following:
- familiarization with the structure of the book;
- a cursory scan of the book;
- reading individual chapters;
- search for answers to certain questions;
- studying the material of the book and posing questions to it;
- abstracting of individual passages of the text or the whole book;
- solving examples and tasks, performing control tests;
- memorizing material.
Working with a book is a complex and difficult learning method for learners. Many graduates never fully master it: being able to read, they do not understand the whole meaning of what they have read.
Therefore, this method should be given more attention.
Among the factors that determine the effectiveness of the method of working with a book, the most important are:
- Ability to read and understand readings freely;
- the ability to highlight the main thing in the studied material;
- the ability to keep records, draw up structural and logical diagrams
(supporting notes);
- the ability to select literature on the issue under study.
The most widespread are two types of work with a book: in the classroom under the guidance of a teacher and at home independently to consolidate and expand the knowledge gained in the lesson.
Preparing students to work with the book, the teacher explains with which previously studied material it is necessary to compare or combine the new educational material.
If the work is carried out in the classroom, then the whole process of studying the material from the book is divided into separate parts, the implementation of which is controlled.
After reading a passage of the text, students, as instructed by the teacher, make a stop and perform the necessary actions: understand, remember, compare, contrast, etc.
Work on the text of the textbook at home begins with the reproduction of the knowledge gained in the lesson from memory.
Synthesis of the educational material learned in the lesson with the text of the textbook is the most important condition for rational work with the book.
When reading a book, a mindset for memorization must be developed. Therefore, it is necessary to teach students to grasp the order of presentation and mentally draw up a plan for what they read as they read. Written fixation of the plan and the main provisions of the book in the form of a structural and logical diagram (supporting synopsis) helps a lot.
Programmed educational books, which, in addition to educational, contain control information, are very effective. Working with them, students receive the necessary instructions, perform the prescribed actions, and most importantly - receive immediate confirmation of the correctness of the actions performed.
Modern educational books are more and more "shrinking" in volume, compilers strive to "pack" a large amount of educational material into summary tables, diagrams, graphs, visual models, classifications, etc. Therefore, teachers should pay more attention to the analysis of information presented in a compressed form, to form students' ability to "roll up" and "expand" knowledge.
To facilitate memorization of the material, the teacher is obliged to familiarize students with the rules of memorizing various information, constantly monitor the development of memory, and help improve it.
Learning to work with a book involves the formation of self-control skills in students.
It is necessary to ensure that the student judges knowledge of the material not by how many times he has read the text of the textbook, but by the ability to deliberately and in detail state the content of what he has read. To do this, you should form the habit of spending more time not on reading the material, but on its effective reproduction from memory.
The disadvantages of the method of working with a book include a significant investment of time and energy, therefore this method belongs to the low-cost teaching methods. In addition, it does not take into account the individual characteristics of students. Poorly written books do not have enough material for self-control and management in the learning process. Therefore, educators need to choose good books and be sure to combine this method with other teaching methods.

34. Demonstration as a teaching method
This method consists in the visual and sensory acquaintance of students with phenomena, processes, objects in their natural form. It is used not only to reveal the dynamics of the phenomena under study, but also to familiarize oneself with the appearance of an object. Its internal structure or location in a series of similar objects.
When demonstrating natural objects, they usually start with the appearance (size, shape, color, parts and their relationships), and then move on to the internal structure or individual properties that are specially emphasized and emphasized (the action of the device, etc.).
Demonstration of works of art, clothing samples, etc. also starts with a holistic experience.
The display is often accompanied by a schematic sketch of the objects considered. Demonstrations of experiences are accompanied by drawing on the board or showing diagrams that facilitate understanding of the principles underlying the experience.
This method is truly effective only when students themselves study objects, processes and phenomena, perform the necessary measurements, establish dependencies, due to which an active cognitive process is carried out - things, phenomena are comprehended, and not other people's ideas about them.
It is necessary to distinguish demonstration as an active method of cognition from simple demonstration. In the process of "active demonstration", which acquires a problematic or research nature, the attention of students is concentrated on the essential, and not accidentally discovered properties of objects, phenomena, process. As a result, they are realized faster, easier and more fully. Although the word does not play the main role in the demonstration, it constantly accompanies the observation and serves to analyze its progress and results.
In order to increase independence, it is very important to involve students in explaining what they saw during the demonstration.
Demonstration of real objects, phenomena or processes occurring in natural conditions has the greatest didactic value. But often such a demonstration is not possible or difficult. Then they resort either to the demonstration of natural objects in an artificial environment (for example, animals in a zoo), or to the demonstration of artificially created objects in a natural environment (for example, reduced copies of mechanisms).
Artificial substitutes for natural objects - volumetric models play an important role in the study of all subjects. They allow you to get acquainted with the design, principles of operation. Many modern models provide the ability to directly measure, as well as determine technical or technological characteristics. The effectiveness of the demonstration is facilitated by the correct choice of objects, the teacher's ability to direct the attention of students to the essential aspects of the demonstrated phenomena, as well as the correct combination of various methods.
The demonstration process should be structured so that:
- all students saw the demonstrated object well;
- could perceive it, if possible, with all the senses, and not only with the eyes;
- the most important essential aspects of the object made the greatest impression on the students and attracted maximum attention;
- provided the possibility of independent measurement of the studied properties of the object.

35 illustration as a teaching method
The method of illustration is closely related to the method of illustration, which is traditionally regarded as independent in Russian didactics. Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions of flat models, etc.
Recently, the practice of visibility has been enriched by new means.
Created multi-colored cards with plastic cover, albums, etc.
Demonstration methods, illustrations mutually complement and enhance the joint action.
When a process or a phenomenon, students must perceive as a whole, a demonstration is used, when it is required to realize the essence of the phenomenon, the relationship between its components, they resort to illustration.
The essence of many phenomena and processes is revealed with the help of flat models - dynamic and static, chain and black and white. When used correctly for the purpose and didactic objectives, these models are of great help to teachers and learners.
They greatly facilitate the process of forming concepts.
The effectiveness of an illustration largely depends on the presentation technique. Choosing visual aids and a form of illustration, one should think carefully about their didactic purpose, place and role in the cognitive process. The teacher is also faced with the problem of determining the optimal amount of illustrative material.
Experience shows that a large number of illustrations distract students from clarifying the essence of the studied phenomena.
The illustrations are prepared in advance, but shown only in the right place during the training.
In some cases, it is advisable to use handouts (photographs, diagrams, tables, etc.).
In modern pedagogy, screen technical means are used to provide high-quality illustrations.

36. Video teaching method
Intensive penetration into the practice of educational institutions of modern sources of on-screen presentation of information (overhead scopes, projectors, educational television, video players and video recorders, as well as computer media systems) makes it possible to single out and consider the video method as a separate teaching method.
The video method is used not only for the presentation of knowledge, but also for their control, consolidation, repetition, generalization, systematization, therefore, it successfully performs all didactic functions.
The method is based on visual perception of information. It assumes both inductive and deductive ways of assimilating knowledge, varying degrees of independence and cognitive activity of students,
allows for various ways of managing the cognitive process.
In fact, it is no longer a question of a method, but of a complex didactic technology.
The teaching and upbringing functions of this method are due to the high efficiency of the impact of visual images.
Information presented in a visual form is most accessible for perception, assimilated easier and faster. True, the developmental effect of visual information in the case when students are not offered control exercises and tests for its perception and memorization is small.
The cinema screen and TV weakly stimulate the development of abstract thinking, creativity and independence. A special organization of training is needed so that the cinema and television screens become a source of problematicity and an incentive for independent research.
The use of the video method in the educational process provides the opportunity to:
- to give students more complete, reliable information about the studied phenomena and processes;
- to increase the role of visibility in the educational process;
- to satisfy the needs, desires and interests of students;
- to release the teacher from some of the technical work related to the control and correction of knowledge, skills, checking exercise books, etc .;
- to establish effective feedback;
- to organize full and systematic control, objective accounting of progress.
With the help of the video method, many didactic and educational tasks are effectively solved. It is useful:
1. for the presentation of new knowledge, in particular, very slow processes that cannot be observed directly;
2. to explain in dynamics the principles of operation of complex mechanisms and machines;
3. to teach algorithms for performing various types of activities;
4. to organize test trials;
5. to perform training work, exercises, process modeling, and take necessary measurements;
6. to create databases for educational, training and research work;
7. for computer accounting of the progress of each student, the implementation of a differentiated approach to the organization of training;
8. to rationalize the educational process, increase productivity, ensure the optimal volume of transmission and assimilation of information by improving the quality of pedagogical management.
Modern means of video information make it possible to highlight the most important places, thereby creating favorable conditions for assimilating not only the video sequence, but also its structure. Animation used in teaching for visual-figurative disclosure of the essence of difficult educational topics has especially rich opportunities.
The effectiveness of this method depends little on the personal skill of the teacher, but is in direct connection with the quality of the video tutorials and the technical means used.
The video method makes great demands on the organization of the educational process, which should be distinguished by clarity, thoughtfulness, and expediency.
From a teacher using the video method, a developed ability is required to introduce students to the range of problems being studied, directing their activities to draw general conclusions, to provide individual assistance in the process of independent work.