Methods and techniques for improving the quality of education in mathematics lessons. Improving the quality of student learning through the use of promising methods, techniques and pedagogical technologies And techniques that improve the quality of learning

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In the context of the implementation of national projects “Education”, “Health”, improvement of the medical education system, the problem of using methods, modern teaching techniques and their relationship is becoming increasingly relevant. The labor market requirements for the quality of training of medical specialists are increasing. Therefore, educational institutions, when analyzing the training process as a whole, propose to take into account the following aspects:

• the student, acquiring knowledge and skills, must transform them into his own method of mastering a new area of ​​​​professional activity and formulate techniques for future medical activity corresponding to this area. Then he develops not only new knowledge and skills, but also personal qualities and the need for self-learning;
• an integrated approach to the learning process of an individual determines the relationship between the content and methods of a student’s educational activity. It is necessary to search for logical combinations of teaching methods and techniques that ensure high-quality performance by the student of the necessary manipulations. The structure of natural combinations of methods and techniques can be determined by constructing a model of the learning process and establishing criteria for its improvement;
• consideration of the teaching methods and techniques themselves must be correlated with a certain level of methodological support for the educational process. Since each teaching method performs the functions of organization and self-organization; stimulation and motivation; control and self-control.

Each method can act in a perceptual, logical, gnostic and managerial aspect. And, according to many teachers, researchers, scientists, the method can be represented as a structure consisting of two parts. Its basis is a kind of core - a constant combination of techniques united by the activities of the teacher and the student. The second part of the method is its content, which, by changing the composition of techniques and the sequence of their application, makes any method dynamic, ensuring the inclusion of the student in the learning process.

Of course, the nature of the method is determined primarily by its core, and its specific variations in manifestation depend on the content and structure of its second part. Therefore, the same method can be applied through the appropriate composition and structure of techniques to include the student in the process of learning and self-learning.

In this regard, the technique reflects the peculiarity of the method as a method and as a plan for carrying out educational actions and activities in the learning process. It is obvious that it is necessary to take into account this relationship and pay attention to the combination of teaching methods and techniques in the process of training future medical workers.

At the Omsk Medical College of Roszdrav, the methodological service pays attention to the issue of using teaching methods and techniques with an emphasis on strengthening the independent work of students and increasing professional interests. Teachers in the classroom use a heuristic method (problem-based learning) with the implementation of such techniques as heuristic conversation, tasks for independent work in class and at home, a system of questions and problem-based tasks. Particular attention is paid to the variability of the methods and techniques used.

At the same time, when choosing methods, the team strives for a productive result, i.e. Students need not only to understand, remember and reproduce the acquired knowledge (reproductive result), but also the ability to operate with it, apply it in practical activities, develop it, and also have a creative approach to solving various production problems.

Taking into account the specifics of the medical focus of education at the college, as well as the peculiarities of the regional component associated with the unfavorable environmental situation in the Omsk region, the growth of allergic and oncological diseases, and increased infant mortality - the team is looking for ways to improve medical education, i.e. bringing the education system to a level that can provide each student with stable, maximum results of training and education.

This is facilitated by active learning methods with the analysis of specific situations, solving practical problems, dramatization, analysis of incidents, study of correspondence using business games. Active methods allow students to obtain the necessary knowledge by studying various sources of information characterizing practical activities.

Future specialists acquire the ability to search, the ability to effectively implement assigned tasks, work in a group, going through the stages of creativity step by step.

The college has accumulated a variety of experience in the use of game-based learning, so business games are held very successfully at the Department of Nursing:

"Lucky case"

"Intelligent Metro"

“Trial of Tuberculosis Crimes” and many others.

The interrelation of the teaching methods and techniques used, aimed at mastering subject-specific sociocultural experience as the basis and condition for the development of students, makes it possible to increase the productivity of teaching activities. A variety of teaching methods (explanation, demonstration-illustration, joint work, training) can also form the individual experience of students, which they need in their future medical activities.

The construction of pedagogical techniques is at the same time a condition for optimizing the educational process. At the same time, indicators of optimality at the methodological level can be: an increase in elements of creativity, search in work, the absence of overload of students when studying new material, rhythm in educational activities.

Thus, with the appropriate use of teaching methods and techniques and their interrelation, it is possible to develop in a student the ability to transform knowledge into a way of acquiring new knowledge, the ability for self-development and self-improvement.

Bibliographic link

Shabarova M.N. RELATIONSHIP OF TEACHING METHODS AND TECHNIQUES IN THE SYSTEM OF SECONDARY MEDICAL EDUCATION // Advances of modern natural science. – 2007. – No. 5. – P. 79-80;
URL: http://natural-sciences.ru/ru/article/view?id=11120 (access date: 06/09/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

For the teaching profession, developed communication skills and abilities, the ability and willingness to communicate, and communicative competence are an essential professional characteristic. This is due to the specifics of pedagogical work, where communication, its means, models, styles, forms and methods form the basis on which all professional pedagogical activities are based.

The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues of pedagogical science and practice.

The main efforts, in the light of the reform of the education system, are aimed at state material, technical, information (new curricula, programs, textbooks) and communication (new means, forms, methods of teaching and educational work, methodological recommendations and manuals) provision of pedagogical systems.

By pedagogical systems we understand the relationship between structural and functional components subordinate to the goals of upbringing, education, and training of the younger generation and adults.

A teacher in modern pedagogical systems is a leader, an organizer of pedagogical interaction, and a managerial link in the system.

In the activities of a teacher, perhaps the most important and difficult thing is the choice of means and methods for solving pedagogical problems that ensure the guaranteed achievement of educational goals, and therefore the success of the teacher’s activities. The style of pedagogical activity directly influences the emotional atmosphere of interaction between subjects of the educational process, the teacher’s choice of means and methods for solving pedagogical problems, promotes or hinders the success of learning, and the formation of interpersonal relationships in the study group.

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” provides teaching staff with rights and freedoms: freedom of choice and use of pedagogically sound forms, means, methods of teaching and upbringing; the right to creative initiative, development and application of original programs and methods of teaching and upbringing within the framework of the educational program being implemented, a separate academic subject, course, discipline (module). Responsibilities are also defined: to carry out its activities at a high professional level, to ensure the full implementation of the taught academic subject, course, discipline (module) in accordance with the approved work program; apply pedagogically sound forms, methods of teaching and education that ensure high quality education.

The basis of the methodological teaching system are teaching methods that answer the question “how to teach?” Inextricably linked with teaching methods are forms of teaching, types of classes and teaching aids.

The choice of teaching methods by a teacher is one of the most important aspects of the problem of productive teaching activity. The complexity of this issue lies in the fact that the choice of teaching method is determined by an extremely large number of factors. Yu.K. When choosing a teaching method, Babansky suggests taking into account six main parameters, which include a whole variety of factors: patterns and principles of teaching; goals and objectives of training; subject content; educational opportunities of students; features of external conditions; capabilities of the teachers themselves.

Teaching methods are a way of interconnected activities between a teacher and students, in which students acquire knowledge, skills, develop their personal qualities and abilities, form a scientific worldview and achieve the necessary preparation of younger generations for work. Together with the content and organization of educational work, they historically change and improve.

Teaching methods are ways of joint activities between the teacher and students aimed at achieving learning goals. The choice of methods depends on the characteristics of the educational subject, the goals and objectives of training, the age and individual specifics of students, the level of education, development and education of students and cadets, the material and technical equipment of the educational institution, the abilities and capabilities of the teacher, his skill and personal qualities, time to solve didactic tasks.

The problem of classifying teaching methods is one of the acute problems of modern didactics. According to Yu.K. Babansky, who developed a classification of teaching methods, there is every reason to distinguish three most important components in a teacher’s activity: organizational-effective, stimulating and control-evaluative. Hence, a holistic approach to activity presupposes the existence of three large groups of teaching methods:

a) methods of organizing and carrying out educational and cognitive activities (thanks to them, the process of mediation by the individual of educational information is ensured);

b) methods of stimulating and motivating educational and cognitive activity (thanks to them, the most important functions of regulating educational activity, its cognitive, volitional and emotional activation are provided);

c) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities (thanks to them, teachers and students carry out the functions of monitoring and self-monitoring during training).

The choice of teaching methods and their correlation during classes depends on the following conditions:

Patterns and principles of learning arising from them;

Forms of training, that is, from the organization of the educational process;

Goals and objectives of training;

The educational capabilities of students: age (physical, mental); level of preparedness (educational and educational); characteristics of the study group.

Features of external conditions (geographical, industrial environment and others).

The capabilities of the teachers themselves: their previous experience, knowledge of typical situations of the learning process in which certain combinations of methods are most effective, the level of their theoretical and practical preparedness, abilities in using certain methods and means, the ability to choose the best option, the level of methodological skill, personal qualities.

The following teaching methods are used:

a) by degree of management: under the guidance of a teacher, independent work; b) by source of knowledge:

Verbal methods (oral presentation of educational material, explanation of educational material, discussion of educational material);

Visual methods (display, demonstration);

Practical methods (exercise, training, practical work).

Method as a category of didactics is organically connected with all structural components of the pedagogical system. It can be assumed that the choice of teaching method is determined by the totality of the relationship of the method with each of the structural components of the pedagogical system. From the standpoint of a systems approach, the problem of optimal choice consists in clarifying the relationship between the teaching method and structural components: the subject and object of pedagogical influence, the subject of their joint activity and the purpose of learning. Since the teaching method itself is included in the content of the component of means of pedagogical communication, there is no talk here about the relationship of the above components. At the same time, one can raise the question of the connection between methods and forms of teaching, since this component is included in the concept of forms of teaching. In fact, for the problem of choosing a teaching method, it is significant that it is determined by precisely the four indicated structural components. This determinism is due to the process of pedagogical activity itself, where the choice of method is carried out in a lesson of a specific form. In modern didactics, the problem of the optimal choice of teaching methods is understood in the context of the dependence of the choice on a number of factors within a specific form of training.

The choice of teaching methods by a teacher is one of the most important aspects of the problem of productive teaching activity.

Teaching methods are interrelated and are used in certain combinations. The method of oral presentation is often combined with discussion and demonstration, exercise with demonstration, demonstration with explanation (presentation).

The quality of education largely depends on the organization of the educational process and the forms in which it is carried out.

Forms of organization of training (organizational forms) are the external side of the organization of the educational process; external expression of the coordinated activity of the teacher and students, carried out in a certain order and mode.

Forms of learning are the organizational side of the educational process, reflecting the conditions in which learning takes place.

A form of training is an independent type of lesson, characterized by a specific, unique leading teaching method, essential characteristics and other features that make this form of training identical to itself and different from other forms. The form of training is a special design of the process itself.

Forms of training determine the composition and grouping of students, the structure of the lesson (teaching), the place and duration of its implementation, and the specifics of the activities of the teachers. Forms of training reflect the organizational side of the learning process and represent the external expression of the coordinated activities of teachers and students, carried out in the prescribed manner and in a certain mode.

The choice of the form of training in a lesson depends mainly on the purpose of the lesson and the category of students. Forms of education are constantly being improved, and new varieties are appearing. It should be noted that forms during training are used in close connection with teaching methods. The set of forms and methods of teaching determines the type of classes.

The most important condition for the effectiveness of classes is the competent use of teaching forms and methods.

In didactics, the forms of organizing the learning process are revealed through the ways in which the teacher interacts with students when solving educational problems.

Forms of training are organizational aspects of the educational process, reflecting the set of conditions in which training is carried out: the purpose of the training event and the procedure for its implementation, the composition of the trainees, the duration of the training event, logistics, as well as the nature of the actions of the leader of the classes and the students.

Forms of training are divided into groups:

according to the degree of management - conducted under the guidance of a teacher and independent training; on the organization of trainees - individual, group and collective;

at the venue - on the ground (facilities of the field educational and material base, in the field), objects of the educational and material base, in classrooms; on posts and equipment;

for the intended purpose - for educational planning and testing;

according to the nature of educational activities - theoretical, practical and mixed.

At the moment, methodological materials for improving the methods and forms of the educational process have not received proper elaboration and their selection and application causes difficulty for teaching staff, especially for novice teachers. This issue is not sufficiently considered and studied at educational and methodological gatherings of university teaching staff.

The task of developing and improving teaching materials on teaching methods, selecting and applying advanced methods and forms of conducting group classes remains relevant. Educational and methodological gatherings are one of the main elements of improving the pedagogical skills of teaching staff.

The need to ensure high quality of education and the success of a teacher’s professional activity in modern conditions requires the development of creative levels of his pedagogical skills and optimization of pedagogical interaction in the educational process. Modern scientific and pedagogical research has convincingly proven that a fundamental solution to the problem of improving the quality of training of specialists can only be achieved by shifting the emphasis to methods that form systems thinking and the organization of pedagogical interaction determined by these methods.

One of the didactic principles is that learning results depend on the methods, means and forms used; to achieve the result, an optimal combination and ratio of methods, means and forms of teaching is necessary.

Bibliography

1. Bordovskaya N.V., Rean A.A. Pedagogy. Tutorial. – St. Petersburg: Peter, 2009. – 304 p.

2. Efremov O.Yu. Pedagogy: Short course. – St. Petersburg: Peter, 2009. – 256 p.

3. Rapatsevich E.S. Pedagogy. Modern encyclopedia. – Minsk: Modern School, 2010. – 720 p.

Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems.

A technique is an integral part or a separate side of a method. Individual techniques may be part of various methods. For example, the technique of students recording basic concepts is used when the teacher explains new material, when working independently with the original source. In the learning process, methods and techniques are used in various combinations. The same method of student activity in some cases acts as an independent method, and in others as a teaching method. For example, explanation and conversation are independent teaching methods. If they are occasionally used by the teacher during practical work to attract the attention of students and correct mistakes, then explanation and conversation act as teaching techniques included in the exercise method.

Classification of teaching methods

In modern didactics there are:

verbal methods (the source is the spoken or printed word);

visual methods (the source of knowledge is observable objects, phenomena; visual aids); practical methods (students gain knowledge and develop skills and abilities by performing practical actions);

problem-based learning methods.

Verbal methods

Verbal methods occupy a leading place in the system of teaching methods. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. The word activates the imagination, memory, and feelings of students. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story - oral, figurative, consistent presentation of small-volume material. The duration of the story is 20 - 30 minutes. The method of presenting educational material differs from explanation in that it is narrative in nature and is used when students report facts, examples, descriptions of events, phenomena, enterprise experience, when characterizing literary heroes, historical figures, scientists, etc. The story can be combined with other methods: explanation, conversation, exercises. Often the story is accompanied by a demonstration of visual aids, experiments, filmstrips and film fragments, and photographic documents.

A number of pedagogical requirements are usually presented to the story, as a method of presenting new knowledge:

the story should provide the ideological and moral orientation of teaching;

include a sufficient number of vivid and convincing examples and facts proving the correctness of the proposed provisions;

have a clear logic of presentation;

be emotional;

be presented in simple and accessible language;

reflect elements of personal assessment and the teacher’s attitude to the facts and events presented.

Explanation. Explanation should be understood as a verbal interpretation of patterns, essential properties of the object being studied, individual concepts, and phenomena. An explanation is a monologue form of presentation. An explanation is characterized by the fact that it is evidential in nature and is aimed at identifying the essential aspects of objects and phenomena, the nature and sequence of events, and revealing the essence of individual concepts, rules, and laws. Evidence is ensured, first of all, by the logic and consistency of presentation, persuasiveness and clarity of expression of thoughts. While explaining, the teacher answers the questions: “What is this?”, “Why?”.

When explaining, various means of visualization should be well used, which help to reveal the essential aspects, topics, positions, processes, phenomena and events being studied. During the explanation, it is advisable to periodically pose questions to students in order to maintain their attention and cognitive activity. Conclusions and generalizations, formulations and explanations of concepts and laws must be accurate, clear and concise. Explanation is most often resorted to when studying theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems; when revealing the root causes and consequences in natural phenomena and social life.

Using the explanation method requires:

consistent disclosure of cause-and-effect relationships, reasoning and evidence;

use of comparison, juxtaposition, analogy;

attracting vivid examples;

impeccable logic of presentation.

Conversation - a dialogic teaching method, in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks the assimilation of what has already been studied. Conversation is one of the most common methods of didactic work.

The teacher, relying on the knowledge and experience of students, by consistently asking questions, leads them to understand and assimilate new knowledge. Questions are posed to the whole group, and after a short pause (8-10 seconds) the student’s name is called. This has great psychological significance - the whole group is preparing for the answer. If a student finds it difficult to answer, you should not “pull” the answer out of him - it is better to call another.

Depending on the purpose of the lesson, different types of conversation are used: heuristic, reproducing, systematizing.

Heuristic conversation (from the Greek word “eureka” - found, discovered) is used when studying new material.

The reproducing conversation (control and testing) has the goal of consolidating previously studied material in the students’ memory and checking the degree of its assimilation.

A systematizing conversation is carried out with the aim of systematizing students’ knowledge after studying a topic or section in repeating and generalizing lessons.

One type of conversation is an interview. It can be carried out both with groups as a whole and with individual groups of students.

The success of conversations largely depends on the correctness of asking questions. Questions should be short, clear, meaningful, and formulated in such a way as to stimulate the student’s thoughts. You should not ask double, suggestive questions or encourage you to guess the answer. You should not formulate alternative questions that require clear answers like “yes” or “no”.

In general, the conversation method has the following advantages:

activates students;

develops their memory and speech;

makes students' knowledge open;

has great educational power;

is a good diagnostic tool.

Disadvantages of the conversation method:

takes a lot of time;

contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory).

Conversation, in comparison with other information methods, provides relatively high cognitive and mental activity of students. It can be used in the study of any academic subject.

Discussion . Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect the participants’ own opinions or are based on the opinions of others. This method is advisable to use when students have a significant degree of maturity and independence of thinking, and are able to argue, prove and substantiate their point of view. A well-conducted discussion has educational and educational value: it teaches a deeper understanding of the problem, the ability to defend one’s position, and take into account the opinions of others.

Working with a textbook and book is the most important teaching method. Work with the book is carried out mainly in lessons under the guidance of a teacher or independently. There are a number of techniques for working independently with printed sources. The main ones:

Note taking- a summary, a brief record of the content of what was read without details and minor details. Note-taking is done in the first (oneself) or third person. Taking notes in the first person better develops independent thinking. In its structure and sequence, the outline must correspond to the plan. Therefore, it is important to first draw up a plan, and then write notes in the form of answers to the questions in the plan.

Abstracts can be textual, compiled by verbatim extracting from the text individual provisions that most accurately express the author’s thoughts, and free, in which the author’s thoughts are expressed in his own words. Most often, mixed notes are compiled, some wordings are copied from the text verbatim, while other thoughts are expressed in your own words. In all cases, you need to ensure that the author’s thoughts are accurately conveyed in the summary.

Drawing up a text plan: The plan may be simple or complex. To draw up a plan, after reading the text, you need to break it into parts and title each part.

Testing - a summary of the main ideas of what you read.

Citation- verbatim excerpt from the text. The output data must be indicated (author, title of the work, place of publication, publisher, year of publication, page).

Annotation- a brief condensed summary of the content of what was read without losing the essential meaning.

Review- writing a short review expressing your attitude about what you read.

Drawing up a certificate: certificates can be statistical, biographical, terminological, geographical, etc.

Drawing up a formal logical model- verbal-schematic representation of what was read.

Lecture as a teaching method, it is a consistent presentation by the teacher of a topic or problem, in which theoretical principles, laws are revealed, facts, events are reported and analyzed, and the connections between them are revealed. Individual scientific positions are put forward and argued, various points of view on the problem under study are highlighted, and correct positions are substantiated. A lecture is the most economical way for students to obtain information, since in a lecture the teacher can convey scientific knowledge in a generalized form, gleaned from many sources and which is not yet in textbooks. The lecture, in addition to presenting scientific positions, facts and events, carries the power of conviction, critical assessment, and shows students the logical sequence of disclosure of a topic, question, scientific position.

For a lecture to be effective, it is necessary to comply with a number of requirements for its presentation.

The lecture begins with a statement of the topic, lecture plan, literature and a brief rationale for the relevance of the topic. A lecture usually contains 3-4 questions, a maximum of 5. The large number of questions included in the content of the lecture does not allow them to be presented in detail.

The presentation of the lecture material is carried out in accordance with the plan, in a strict logical sequence. The presentation of theoretical principles, laws, and the disclosure of cause-and-effect relationships is carried out in close connection with life, accompanied by examples and facts) using various visual aids and audiovisual media.

The teacher continuously monitors the audience, the students’ attention, and if it falls, takes measures to increase students’ interest in the material: changes the timbre and tempo of the speech, gives it more emotionality, poses 1-2 questions to the students or distracts them with a joke for a minute or two , an interesting, funny example (measures to maintain students’ interest in the topic of the lecture are planned by the teacher).

During the lesson, lecture material is combined with the creative works of students, making them active and interested participants in the lesson.

The task of each teacher is not only to give ready-made tasks, but also to teach students how to do them on their own.

The types of independent work are varied: this includes working with the chapter of a textbook, taking notes or tagging it, writing reports, abstracts, preparing messages on a particular issue, composing crosswords, comparative characteristics, reviewing student answers, teacher lectures, drawing up reference diagrams and graphs, artistic drawings and their protection, etc.

Independent work - an important and necessary stage in organizing a lesson, and it must be thought through most carefully. You cannot, for example, “refer” students to a textbook chapter and simply ask them to take notes on it. Especially if you have freshmen in front of you, and even a weak group. It is best to first give a series of supporting questions. When choosing the type of independent work, it is necessary to differentiate students, taking into account their capabilities.

The form of organizing independent work that is most conducive to the generalization and deepening of previously acquired knowledge and, most importantly, the development of the ability to independently master new knowledge, the development of creative activity, initiative, inclinations and abilities is seminar classes.

Seminar - one of the effective methods of conducting classes. Seminar classes are usually preceded by lectures that define the topic, nature and content of the seminar.

Seminar classes provide:

solution, deepening, consolidation of knowledge acquired at lectures and as a result of independent work;

formation and development of skills in a creative approach to mastering knowledge and independently presenting it to an audience;

development of student activity in discussing issues and problems raised for discussion at the seminar;

Seminars also have a knowledge control function.

Seminar classes in college settings are recommended to be conducted in second- and senior-year study groups. Each seminar lesson requires extensive and thorough preparation by both the teacher and the students. The teacher, having determined the topic of the seminar lesson, draws up a seminar plan in advance (10-15 days in advance), which indicates:

topic, date and teaching time of the seminar session;

questions to be discussed at the seminar (no more than 3-4 questions);

topics of the main reports (messages) of students, revealing the main problems of the seminar topic (2-3 reports);

a list of literature (basic and additional) recommended for students to prepare for the seminar.

The seminar plan is communicated to students in such a way that students have sufficient time to prepare for the seminar.

The lesson begins with an introductory speech by the teacher, in which the teacher informs the purpose and order of the seminar, indicates what provisions of the topic should be paid attention to in student speeches. If the seminar plan provides for a discussion of reports, then after the teacher’s introductory speech, reports are heard, and then there is a discussion of the reports and issues of the seminar plan.

During the seminar, the teacher poses additional questions, trying to encourage students to move on to a discussion form of discussing individual provisions and questions posed by the teacher.

At the end of the lesson, the teacher sums up the seminar, gives a reasoned assessment of the students’ performances, clarifies and supplements individual provisions of the seminar topic, and indicates which issues the students should work on additionally.

Excursion - one of the methods of acquiring knowledge, is an integral part of the educational process. Educational and educational excursions can be sightseeing, thematic, and they are usually conducted collectively under the guidance of a teacher or specialist guide.

Excursions are a fairly effective teaching method. They promote observation, accumulation of information, and formation of visual impressions.

Educational and educational excursions are organized on the basis of production facilities for the purpose of general familiarization with production, its organizational structure, individual technological processes, equipment, types and quality of products, organization and working conditions. Such excursions are very important for career guidance of young people and instilling a love for their chosen profession. Students receive a figurative and concrete idea of ​​the state of production, the level of technical equipment, and the requirements of modern production for the professional training of workers.

Excursions can be organized to a museum, company and office, to protected areas for nature study, to various kinds of exhibitions.

Each excursion must have a clear educational, educational and educational purpose. Students must clearly understand what the purpose of the excursion is, what they should find out and learn during the excursion, what material to collect, how and in what form, summarize it, and write a report on the results of the excursion.

These are brief characteristics of the main types of verbal teaching methods.

Visual teaching methods

Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

Illustration method involves showing students illustrated aids: posters, tables, paintings, maps, sketches on the board, etc.

Demonstration method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

When using visual teaching methods, a number of conditions must be met:

the visualization used must be appropriate to the age of the students;

visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson; observation should be organized in such a way that students can clearly see the object being demonstrated;

it is necessary to clearly highlight the main thing that is essential when showing illustrations;

think through in detail the explanations given during the demonstration of phenomena;

the demonstrated clarity must be precisely consistent with the content of the material;

involve students themselves in finding the desired information in a visual aid or demonstrated device.

Practical teaching methods

Practical teaching methods are based on the practical activities of students. These methods develop practical skills and abilities. Practical methods include exercises, laboratory and practical work.

Exercises. Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the academic subject, the specific material, the issue being studied and the age of the students.

Exercises by their nature are divided into oral, written, graphic and educational. When performing each of them, students perform mental and practical work.

According to the degree of independence of students when performing exercises, they are distinguished:

exercises to reproduce what is known for the purpose of consolidation - reproducing exercises;

exercises to apply knowledge in new conditions - training exercises.

If, while performing actions, the student speaks to himself or out loud, comments on upcoming operations; such exercises are called commented exercises. Commenting on actions helps the teacher to detect common mistakes and make adjustments to students’ actions.

Let's consider the features of using exercises.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Writing exercises are used to consolidate knowledge and develop skills in its application. Their use contributes to the development of logical thinking, written language culture, and independence in work. Written exercises can be combined with oral and graphic exercises.

To graphic exercises include student work on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory practical work, excursions, etc. Graphic exercises are usually performed simultaneously with written ones and solve common educational problems. Their use helps students better perceive educational material and promotes the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be of a reproductive, training or creative nature.

Creative works students. Carrying out creative work is an important means of developing students’ creative abilities, developing the skills of purposeful independent work, expanding and deepening knowledge, and the ability to use it when performing specific tasks. Students' creative work includes: writing abstracts, essays, reviews, developing coursework and diploma projects, performing drawings, sketches and various other creative tasks.

Laboratory works - this is the conduct by students, on the instructions of the teacher, of experiments using instruments, the use of tools and other technical devices, i.e. this is the study by students of any phenomena using special equipment.

Practical lesson - this is the main type of training aimed at developing educational and professional practical skills.

Laboratory and practical classes play an important role in the learning process of students. Their significance lies in the fact that they contribute to the development in students of the ability to apply theoretical knowledge to solving practical problems, to conduct direct observations of ongoing processes and phenomena, and, based on the analysis of observation results, learn to independently draw conclusions and generalizations. Here students independently acquire knowledge and practical skills in handling instruments, materials, reagents, and equipment. Laboratory and practical classes are provided for in the curriculum and relevant training programs. The teacher’s task is to methodically correctly organize the students’ performance of laboratory and practical work, skillfully direct the students’ activities, provide the lesson with the necessary instructions, teaching aids, materials and equipment; clearly set the educational and cognitive goals of the lesson. It is also important, when conducting laboratory and practical work, to pose students questions of a creative nature that require independent formulation and solution of the problem. The teacher monitors the work of each student, provides assistance to those who need it, gives individual consultations, and fully supports the active cognitive activity of all students.

Laboratory work is carried out in an illustrated or research plan.

Practical work is carried out after studying large sections, and the topics are general in nature.

Problem-based learning methods

Problem-based learning involves the creation of problem situations, i.e. such conditions or such an environment in which the need for processes of active thinking, cognitive independence of students, finding new yet unknown ways and techniques for completing a task, explaining yet unknown phenomena, events, processes.

Depending on the level of cognitive independence of students, the degree of complexity of problem situations and methods for solving them, the following methods of problem-based learning are distinguished.

Reporting presentation with problematic elements . This method involves the creation of single problem situations of minor complexity. The teacher creates problematic situations only at certain stages of the lesson in order to arouse students' interest in the issue being studied and concentrate their attention on their words and actions. Problems are solved as new material is presented by the teacher himself. When using this method in teaching, the role of students is rather passive, the level of their cognitive independence is low.

Cognitive problem presentation. The essence of this method is that the teacher, creating problematic situations, poses specific educational and cognitive problems and, in the process of presenting the material, carries out an indicative solution to the problems posed. Here, using a personal example, the teacher shows students what techniques and in what logical sequence they should solve problems that arise in a given situation. By mastering the logic of reasoning and the sequence of search techniques that the teacher uses in the process of solving a problem, students perform actions according to the model, mentally analyze problem situations, compare facts and phenomena and become familiar with the methods of constructing a proof.

In such a lesson, the teacher uses a wide range of methodological techniques - creating a problem situation in order to pose and solve an educational-cognitive problem: explanation, story, use of technical means and visual teaching aids.

Dialogical problem presentation. The teacher creates a problematic situation. The problem is solved through the joint efforts of the teacher and students. The most active role of students is manifested at those stages of problem solving where the application of knowledge already known to them is required. This method creates quite wide opportunities for active creative, independent cognitive activity of students, provides close feedback in learning, the student gets used to expressing his opinions out loud, proving and defending them, which, in the best possible way, fosters the activity of his life position.

Heuristic or partial search method is used when the teacher sets the goal of teaching students individual elements of independent problem solving, organizing and conducting a partial search for new knowledge by students. The search for a solution to a problem is carried out either in the form of certain practical actions, or through visually effective or abstract thinking - based on personal observations or information received from the teacher, from written sources, etc. As with other methods of problem-based learning, the teacher at the beginning classes poses a problem to students in verbal form, or by demonstrating experience, or in the form of a task, which consists in that, based on the information received about facts, events, the structure of various machines, units, mechanisms, students draw independent conclusions and come to a certain generalization, established cause-and-effect relationships and patterns, significant differences and fundamental similarities.

Research method. There are few differences in the teacher’s activities when using research and heuristic methods. Both methods are identical in terms of constructing their content. Both heuristic and research methods involve the formulation of educational problems and problematic tasks; the teacher controls the educational and cognitive activities of students, and students in both cases acquire new knowledge, mainly by solving educational problems.

If in the process of implementing the heuristic method, questions, instructions and particular problem tasks are proactive in nature, i.e. they are posed before or in the process of solving the problem, and they perform a guiding function, then with the research method questions are posed after students have basically completed with the solution of educational and cognitive problems and their formulation serves as a means for students to control and self-test the correctness of their conclusions and concepts, acquired knowledge.

The research method, therefore, is more complex and is characterized by a higher level of independent creative research activity of students. It can be used in classes with students who have a high level of development and fairly good skills in creative work, independent solving of educational and cognitive problems, because this method of teaching in its nature is close to scientific research activities.

Selection of teaching methods

In pedagogical science, based on the study and generalization of the practical experience of teachers, certain approaches to the choice of teaching methods have developed depending on various combinations of specific circumstances and conditions of the educational process.

The choice of teaching method depends on:

from the general goals of education, upbringing and development of students and the leading principles of modern didactics;

on the characteristics of the subject being studied;

on the characteristics of the teaching methodology of a particular academic discipline and the requirements for the selection of general didactic methods determined by its specificity;

on the purpose, objectives and content of the material of a particular lesson;

on the time allocated for studying this or that material;

on the age characteristics of students;

on the level of preparedness of students (education, good manners and development);

on the material equipment of the educational institution, the availability of equipment, visual aids, and technical means;

on the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, and his personal qualities.

By choosing and applying teaching methods and techniques, the teacher strives to find the most effective teaching methods that would ensure high quality knowledge, development of mental and creative abilities, cognitive, and most importantly, independent activity of students.

Vladimir Fedorovich Shumeev

technology teacher

MBOU "Secondary school"

with in-depth study of individual

items No. 28" in Kursk.

The expediency and effectiveness of methods, techniques and teaching aids
in achieving optimal educational outcomes

“Education must be true, complete, clear and lasting.”

J. Komensky

The specificity of the modern stage of lesson improvement is that in new conditions, the effectiveness indicators of the main form of teaching organization are not limited to external manifestations (clarity, organization, use of a set of methods and means), but are determined by the final results of the lesson and the lesson system, the level of students’ mastery of scientific knowledge, formation of the level of cognitive interests, qualities of a comprehensively developed personality.

The most important direction for improving a lesson is the optimal combination and interaction of its main components: the objectives of education, upbringing and development, the content of educational material, teaching and learning methods, ways of organizing the learning process and cognitive activity of students. The quality of the lesson and its high effectiveness depend on comprehensive planning and targeted implementation of educational tasks. It also matters a lot how the teacher thinks through the organization of students’ educational activities in the lesson system: focuses students’ attention on the main, leading ideas and concepts of the material being studied, organizes their creative search cognitive activity, focusing on the final results, taking into account the real capabilities of the students, the teacher, the school) .

The effectiveness of a modern lesson is based on the creative work of the teacher and students, on the formation of independence and systematic thinking of students, the wide implementation of inter-subject connections, the connection of learning with life and their extracurricular activities.

It is known that the “question-answer” class-lesson system used in our schools is not without significant drawbacks: the individual characteristics of the child’s personality are erased, and his psychophysiological abilities are not taken into account.

It’s not for nothing that A. Kushnir says, “Designing methodological structures based on accurate knowledge of the psychophysiological nature of man is the normal state of affairs.”

In order for the lesson to be successful, students to master this material and show effectiveness, in a modern school, like ours, teachers implement various pedagogical methods.

A teaching method is a method of orderly interconnected activities of a teacher and students aimed at solving educational problems.

Since teaching methods have multiple characteristics, they can be classified on several grounds:

1) According to the sources of transmission and the nature of perception of information on

Verbal;

Visual;

Practical.

2) Depending on the tasks:

Methods of acquiring knowledge;

Formation of skills and abilities;

Application of acquired knowledge;

Creative activity;

Consolidation;

Testing knowledge, skills and abilities.

3) In accordance with the nature of students’ cognitive activity in mastering the content of education:

Explanatory and illustrative;

Reproductive;

Problem presentation;

Partially search (heuristic);

Research.

In modern conditions, real opportunities have matured for generalizing and systematizing ideas about teaching methods based on the methodology of a holistic approach to activity. This:

1) methods of organizing and implementing educational and cognitive activities:

Verbal, visual and practical methods (aspect of transmission and perception of educational information (story, lecture, seminar, conversation);

Inductive and deductive methods (logical aspect);

Reproductive and problem-search methods - (aspect of thinking).

Methods of independent work and work under the guidance of a teacher (aspect of learning management).

2) Methods of stimulation and motivation of learning:

Methods of stimulating and motivating interest in learning;

Methods of stimulating and motivating duty and responsibility in learning.

3) Methods of control and self-control in training:

Methods of oral control and self-control;

Methods of written control and self-control;

Methods of laboratory and practical control and self-control.

Currently, subject-matter methods are experiencing a certain crisis. According to A. Kushnir, it is based on the traditional orientation of the authors of methods for studying school subjects on the logic of the relevant sciences.

In fact, at school we teach children while working. And therefore, the methodology should focus on the natural characteristics of people. An incorrectly justified (not taking into account the peculiarities of the human psyche) technique may look quite scientific, but as soon as the teacher begins to use it in school, he will be faced with the inevitable resistance of children, to overcome which he will have to resort to psychological pressure “Science, which is in its products - concepts , programs, textbooks and methods - openly, openly ignores the child’s inner mood, in fact, constructs violence as the main pedagogical means.”

Teaching is one of the types of activity of a schoolchild, therefore, when organizing this process, the teacher does not ignore the features and patterns of his activity. A person begins to act only when he has a desire to act. And here I turn to a test to study students’ satisfaction with school life, conducted in grades 8-9 (48 people surveyed), where to the questions “I go to school with joy” - 12 positive answers, “hard to say” - 26, negative answers - 10 people. But at the same time, to the question “School is needed in order to...” everyone answered unequivocally: “to study,” “get an education,” and even “learn to be a human being.”

Thus, if children do not have the desire to engage in school activities, or they are inert towards them, then the educational process will not be doomed to success. This inevitably leads to the conclusion about the key role of pedagogical stimulation in learning. When a student wants to learn and strives to participate in a variety of activities organized by his teachers, the learning process at school and in the classroom will become effective.

And here it is already necessary to use the term not “expediently selected method”, but rather “the pedagogical technology used”, based on the methodology.

By technology, we usually mean a firmly established procedure of action, corresponding to some strictly defined sequence of algorithms, taking into account the psycho-emotional state of the child and leading to the achievement of the planned result.

Teachers, tired of the difficulties of school life and the excessive complexity of the task of forming the personality of students, are looking for simple, understandable, easy and effective ways of teaching and education in the proposed pedagogical technologies. They do not use the proposed technologies in full, but rather their details, modified in accordance with specific conditions. Complete and accurate application of scientists' developments in school turned out to be a difficult and sometimes impossible task. And the reason for this is not at all that practicing teachers are poorly versed in certain technologies and do not follow their instructions accurately enough, but the reason lies in something else: “Are the objects of pedagogical activity appropriate? Are they suitable for systemic application of technologies? And, as a rule, the answer is “no, they are not appropriate,” because we are dealing with the most complex objects - the personalities of children and children's groups. They are constantly changing, have countless connections among themselves, and experience many influences. The uniqueness and unpredictability of these objects do not allow any, even the most advanced, technology to be applied to them. Therefore, we can conclude that the technology is only partially applicable, elementally, which helps to increase the effectiveness of the teaching and educational process both in the classroom and in the school as a whole.

Only forms of educational activities are amenable to technological processing. And the technology for carrying out each specific form of work with children includes its own means, methods and techniques for the teacher. And from this point of view, the lesson, the educational process will represent a certain integrity.

The specific actions of a teacher are determined not by a rigid technological set of operations, but by the relationship between the tasks he solves and the existing set of circumstances.

The feasibility of the technologies used is confirmed by the fact that
that in the same testing of 8-9 grade students to the question “When in your class
open lesson, you enjoy going to class,” the majority rated “4” and “3”
points (“completely agree” and “agree,” respectively), because at such events the teacher tries to use elements of pedagogical technology, and students are given the opportunity to realize themselves and assert themselves.

But we must not forget that a lesson will be appropriate and effective if the teacher’s specific actions are determined not by a rigid technological set of operations, but by the relationship between the tasks he solves and the available set of circumstances. This ratio is unique every time. It is this ratio that forces the teacher to choose priorities, logic and order of actions, and pedagogical methods of communication at each moment.

However, all of these are components not of pedagogical technology, but of methodology!

Pedagogical methodology is a broader concept than pedagogical technology. The methodology does not suggest a way to solve a specific problem in specific conditions, but it offers logic, justification and choice of means for such a solution. If the use of technology is designed for a trained and precise performer, then the methodology also offers the creativity of the worker, because no one will exclude from the teacher’s activities independence in decision-making and creative search, selection and combination of various pedagogical means, methods, techniques and technologies, which is carried out by our teachers schools.

The purpose of a child's education is to
to make him able to develop
further without the help of a teacher.

Elbert Hubbard

The concept of modernization of Russian education for the period until 2010 puts forward new social requirements for the school education system. The main and primary task is the need to increase the efficiency of mastering educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the student’s assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of educational content.

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a set of personal qualities of students. A junior schoolchild is not just preparing for adult life, not just acquiring knowledge, but participating in various activities.

A system of effective planning of educational material, clear organization of the educational process, and control of all student activities also helps teachers achieve quality teaching.

The use of promising methods and forms of conducting classes, modern pedagogical teaching technologies makes it possible to solve educational problems and form the child’s readiness for independent knowledge of the world around him. Of course, it is impossible to teach a child everything, to give him ready-made ideas and knowledge about literally everything. But he can be taught to gain knowledge on his own, analyze a situation, draw conclusions, find a solution to a task or problem that he has not previously solved.

By focusing efforts on improving the quality and efficiency of educational work, it is necessary to ensure that each lesson contributes to the development of students’ cognitive interests, activity and creative abilities.

The purpose of this article is to reveal the teacher’s work system to improve the quality of teaching through the use of modern methods, techniques and effective pedagogical technologies in primary school lessons. This work examines the methodology of conducting lessons in the Russian language, reading and primary literary education, mathematics, and the surrounding world.

One of the most important tasks of studying the Russian language at school is the formation of strong spelling skills in schoolchildren, since competent writing ensures the accuracy of expression of thoughts and mutual understanding in written communication.

Where should you start developing strong writing skills?

First of all, it is necessary to teach how to hear sounds, determine their number in syllables, and then in words, distinguish between vowels and consonants, stressed and unstressed, hard and soft consonants. This work should begin during the alphabet period, creating sound patterns with students. In these lessons, you can use a table that contains both sounds and letters (author’s version by V. Khovanskaya). It is built on the principles of developmental education.

During the period of learning to read and write, when we talk about sounds, the first spelling patterns appear, so it is necessary to learn to recognize sounds and denote them with a certain letter. Familiarizing younger schoolchildren with the concept of “spelling” will help them understand the systemic relationships between disparate spelling topics that are studied in connection with phonetics, word formation, and morphology.

Much attention in Russian language lessons should be paid to developing children's language knowledge and skills. It is necessary to systematically develop the spelling vigilance of primary schoolchildren, which consists of the ability to find, see, notice spelling patterns and classify them based on identifying features. Purposeful, regular work on the formation of spelling vigilance based on the graphic designation of spelling patterns gives good results: most students write words correctly, understand the composition of a word, understand the formation of words, distinguish between different parts of speech, laws and rules of language. Children master the ability to abstract, they learn to quickly and accurately use graphic notation, determine the place in a word where a spelling task arises, see even those spellings that they have not yet studied, and create diagrams, tables, and algorithms. The introduction of algorithms into practice and their effective use in Russian language lessons develops students’ logical thinking, oral and written speech, awakens interest in the linguistic facts being studied, and promotes the acquisition of identifying features of spelling patterns. When performing independent work using algorithms, children act much more confidently and spend less time.

An important link in the system of teaching the Russian language is working on mistakes made by students in notebooks. When correcting their mistakes, students can use reminders compiled for each year of study based on the “Memo for Elementary School Students” by E.V. Buneeva, M.A. Yakovleva. When checking children’s work, the teacher uses the technique of numbering spelling patterns in students’ notebooks, i.e. in the margins it indicates not only the presence of an error on a given line, but also puts the spelling number in the memo next to it. Many students in grades 1-2 cannot immediately master the algorithm for correcting a particular spelling, and with the help of numbering it is easier for them to cope with working on mistakes. It is no secret that weak students make the most mistakes, and it is difficult for them to do this work correctly on their own. When correcting mistakes in the lesson, you can use the technology of level differentiation and the technology of individualization of learning. For those students who did not make mistakes in dictation, essay, presentation or test work, prepare in advance didactic material that stimulates creative activity and expands vocabulary.

The student must know the words in which he made mistakes, therefore, from the second grade, you can keep a dictionary-treasury of words, where your mistakes are recorded according to certain spellings. The spelling is emphasized using identifying features of spellings. During the lesson, these words can be used in individual and collective activities, in pair and group work.

In reading lessons and primary literary education, technology is used to form the type of correct reading activity, technology based on personal orientation, communication technologies and technology for the development of critical thinking. These technologies make it possible to achieve high results in learning to read and gradually learn to master the holistic perception of a literary text. Students actively participate in the educational process, they develop a stable personal interest in the topic being studied. They take part in a reasoned discussion, exchange opinions, and perform creative tasks.

In a reading lesson, you can use technology to work with text and teach children to read independently, selectively. During the lesson, conduct exercises to develop the articulatory apparatus, to help children master the process of fluent, correct, expressive reading of various texts. Try to ensure that children can discover something new for themselves in a text familiar from initial reading, something they had not previously noticed, to focus on the main thing: to determine the theme of the work of art, the idea, the author’s attitude towards the characters. From the very first lessons, teach students to follow the author’s thoughts, obtain missing information in various ways, form a meaningful attitude to the word, and the ability to reflect. During reading lessons, students speak a lot and willingly, have their own opinions and listen with interest to the opinions of others, participate in dialogue with classmates and the teacher. They know various ways of revealing the meaning of an unfamiliar word.

An important step in enhancing the quality of learning is optimal reading training. To develop fluent reading skills, you can use the recommendations of V.N. Zaitsev “Reserves for teaching reading”. “Students who read a lot read quickly. In the process of reading, working memory and stability of attention are improved. Mental performance depends on these two indicators.”

It is not the duration, but the frequency of training that is important. To develop fluent reading skills, exercises are carried out in the lesson: buzz reading, five-minute reading every lesson, repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. In grades 1-2, you can use books recommended for extracurricular reading for five minutes of reading each lesson, and in grades 3-4, read articles from newspapers that the teacher selects.

Many students have poorly developed working memory. The student cannot grasp the meaning of the sentence and cannot connect all the words together. Visual dictations help develop working memory. According to the recommendations of Professor I.T. Fedorenko, they must be written every day, only then they give results not only in the development of RAM, but also in the development of spelling vigilance. Texts for visual dictations can be found in the article by V.N. Zaitsev or independently select sentences on the topic of the lesson.

To interest students in developing reading skills, it is necessary to periodically monitor students’ reading technique, conduct individual monitoring of each reader and the class as a whole, and analyze the diagnosis of reading skills. Introduce diagnostics to students during class hours and to parents at parent-teacher meetings.

In any class there are children with different abilities and different personal characteristics. In mathematics lessons, it is necessary to structure work so that students do not just gain knowledge, but “discover” the world around them, act as researchers, creators, and be able to reason, argue, and put forward hypotheses. Methods of organizing and carrying out mental activity will help the teacher. Using logical (scientific) methods in the lesson, the teacher teaches students to analyze, generalize, classify, and come up with problems and examples similar to those proposed in the textbook or by the teacher. Students with interest carry out tasks to search for patterns, establish relationships between parts and the whole, draw up supporting diagrams, and consistently perform logical type tasks aimed at developing algorithmic thinking. When solving problems, children confidently formulate numerical expressions and operate with them.

An effective and unconventional approach to problem solving, a variety of exercises to develop computational skills help to develop students' mental operations, oral speech, creativity, cognitive motives for activity, and self-control skills. When studying geometric material, you can use problem-search technologies. They contribute to the development of the eye, logical thinking and spatial concepts, and give knowledge a practical orientation.

In mathematics lessons, you need to develop the ability to learn, develop cognitive activity and independence, responsibility, intellectual and logical abilities. Use effective pedagogical technologies in your work: based on the activation and intensification of students’ activities (game technologies, problem-based learning), level differentiation technology, individualized learning technology, group technologies, developmental learning technologies.

During lessons on getting to know the world around us, observation develops, a tendency to look for the reasons for what is seen, a tendency to look for the place of a given fact among similar phenomena, and children develop a holistic understanding of the world around them and the place of man in it. A skillful combination of various methods of frontal and individual knowledge recording arouses interest in the educational material of the lesson among all students. Some topics of the program may be considered much more broadly than they are covered in the textbook, using materials on the national-regional component, taking into account age characteristics and motivation for learning.

Local history material broadens students' horizons, develops observation skills, and introduces them to active research and creative activities. On excursions to the regional museum of local lore, children get acquainted with the life of the indigenous inhabitants of the north, with the main geographical and climatic features of the region, with the types of animals and plants and their significance in human life.

The didactic core of many lessons is the activity of the students themselves, during which children observe, compare, classify, draw conclusions, and find out patterns. Children perform creative tasks, master the technology of project activities in class and in extracurricular activities: prepare reports from additional literature and write abstracts about plants, animals, and minerals of their region.

At each lesson, it is necessary to create conditions not only for the assimilation of knowledge, but also for the development of students’ personal qualities: communication skills, creativity, reflexivity, individuality, so that they obtain knowledge themselves and apply it in non-standard situations. Modern pedagogical technologies help achieve this goal: problem-based and dialogic teaching, student-oriented technologies.

One of the main reasons for improving the quality of students’ knowledge in subjects in primary school is the formation of motivation and the manifestation of students’ interest in the material being studied. Research work opens up wide opportunities for increasing motivation for learning and developing the foundations of knowledge and skills. Students who are highly motivated to learn are more serious about mastering educational material. They not only memorize new information mechanically, but also strive to apply the acquired knowledge when solving problems in various subjects. This helps develop the ability to think creatively and find solutions in non-standard situations.

The most important indicator of the quality of students’ knowledge is an objective assessment of educational achievements. Various types, forms, methods and technologies for monitoring and self-control of students' knowledge, skills and abilities must be used in close interconnection in all lessons. The student tries to accurately complete written work, learn the given material, and prepare an essay, if the teacher’s uniform requirements are met. Each work must be checked or listened to, i.e., continuous monitoring of the results of students’ work in mastering the curriculum is organized.

Improving the quality of teaching depends on the personality of the teacher, on his desire to “make his work at school as effective as possible. And may our work make the world a better place, and may our students take their rightful place in life.”

Literature

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