MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ALMATY STATE UNIVERSITY NAMED AFTER ABAY

4th year student

Psychological and pedagogical

faculty, department of PMNO

Mustafaeva Asima Alikhanovna

FEATURES OF USING VORAL METHODS OF TEACHING IN JUNIOR SCHOOL CHILDREN (BASED ON THE MATERIAL OF LABOR TRAINING)

Graduate work

Scientific supervisors:

Satkanov O.S. – Professor, Ph.D.

Aitpaeva A.K. . – Acting Associate Professor, Ph.D.

ALMATY 2000

Introduction …………………………………………………………………… 3

Chapter I . Theoretical foundations of the problem of verbal

teaching methods ………………………………………………………. 6

I .1. The problem of teaching methods and

their classification in modern

psychological and pedagogical literature ……………………………… 6

I .2. Verbal teaching methods and their

use in the educational process of primary school ………… 19

Chapter II . Experimental pedagogical work in the classroom

labor training using verbal

methods in 3rd grade (using the example of working with paper and cardboard) ….. 28

II .1. Labor lessons, their content and teaching methods ……..……. 28

II .2. Description and analysis of results

experimental teaching work ………………..……………………… 48

conclusions ………………………………………………………………………. 51

References ……………..…………………………….. 53

INTRODUCTION

Relevance. In the education system, a special place is occupied by the initial stage of education, in which the foundation of future knowledge is laid. The transition to market relations, which has led to fundamental changes in society, requires a new approach to the educational functions of a comprehensive school and, naturally, improvement of the educational process.

The problem of teaching methods is one of the most important in pedagogical science and in the practice of school teaching, since educational methods are the main tools with which the teacher equips students with the basics of science, develops their cognitive abilities, ensures personal development, and forms a scientific worldview.

The choice and nature of the use of one or another method determines whether educational work for children will be joyful and interesting or burdensome, performed only “to serve the duty.” These features of teaching methods were very subtly noticed by A.V. Lunacharsky. He wrote: “... It depends on the teaching methods whether it will arouse boredom in the child, whether the teaching will glide across the surface of the child’s brain, leaving almost no trace on it, or, on the contrary, this teaching will be perceived joyfully, as part of a child’s game, as part of a child’s life, will merge with the child’s psyche, become his flesh and blood. It depends on the teaching method whether the class will look at classes as hard labor and oppose them with their childish liveliness, in the form of pranks and tricks, or whether this class will be welded together by the unity of interesting work and imbued with noble friendship for their leader.”

Strengthening the connection between learning and life, with productive work brings to the fore the issue of strengthening the educational impact of teaching methods, about the connection, about the unity of educational and educational work. And this again requires the improvement of well-known teaching methods and the development of new, more rational ones.

Such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L. Rubinstein dealt with the issues of labor training and education of school students.

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

The verbal method is one of the leading types of educational activity for children in all subjects of primary education; it is widely used in teaching at senior levels of school. The verbal method takes its rightful place and is even included in the general classification of teaching methods.

Due to the relevance of this problem, the goal of the study was determined - to find optimal ways to use verbal teaching methods in elementary school.

An object- the process of teaching primary schoolchildren.

Item- the use of verbal teaching methods in labor lessons in primary school.

Tasks:

1. Reveal the essence of the concept of teaching methods, consider different approaches to their classifications and the conditions for their use.

2. Reveal the methodology for using verbal teaching methods in labor lessons in 3rd grade when working with paper and cardboard.

Research methods:

Analysis of scientific and pedagogical literature;

Study and generalization (of the experience of teachers working in primary classes), i.e., experimental pedagogical work;

Program analysis;

carrying out experimental and pedagogical work.

Research base:

Secondary school No. 92. 3, a” class.

Work structure

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

In the theoretical chapter, the theoretical background of the problem of verbal teaching methods, the basics of the problem of teaching methods in primary school are discussed. Based on the analysis of theoretical literature, the essence of the pedagogical features of the use of verbal teaching methods in primary school was revealed.

In experimental pedagogical work, work was carried out using verbal teaching methods in labor lessons. An analysis of the results of experimental and pedagogical issues is described.

In conclusion, conclusions are given on the work done and recommendations on the use of verbal teaching methods in labor lessons, working with paper and cardboard.

Chapter I . Theoretical foundations of the problem of verbal teaching methods.

I . 1. The problem of teaching methods and their classification in modern psychological and pedagogical literature.

The effectiveness and fruitfulness of learning depends on the methods. Methods determine the creativity of the teacher, the effectiveness of his work, the assimilation of educational material and the formation of the student’s personality traits.

The implementation of the tasks of mental, moral, labor, aesthetic and physical development of younger schoolchildren, especially six-year-old children, depends on teaching methods.

In general education and vocational schools, the greatest importance is attached to the improvement of teaching methods. A new structure of school education, the development of new content for textbooks, manuals, strengthening the ideological and labor training of students, the introduction of modern computing technology and computers into the educational process, preparing each student to choose a profession, industrial practice at basic enterprises, and the beginning of schooling from the age of six require a radical revision of teaching methods.

Method (from the Greek metodos) means the path of knowledge; theory, teaching. Teaching methods depend on an understanding of the general laws of human cognition of the surrounding world, that is, they have a philosophical methodological justification and are a consequence of a correct understanding of the inconsistency of the learning process, its essence and principles.

In the Philosophical Encyclopedia, the method is defined as a form of practical and theoretical mastery of reality, based on the patterns of movement of the object being studied. This profound position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods. The content of the training is recorded in the training material. It is the content of knowledge, abilities, and skills in curricula, textbooks, and manuals that determine the degree of education, culture of students, and labor training.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students.

The teacher acts as an intermediary between the knowledge recorded in the experience of mankind and the consciousness of a child who does not have this knowledge.

The teacher offers a path of knowledge that the student must follow in order to assimilate certain aspects of the experience of mankind. But the teacher does not simply transmit knowledge, like an electronic computer, but organizes certain ways, methods, and techniques for mastering educational material.

A teaching method is a method of activity aimed at communicating educational material and mastering it by children. This is one side of defining teaching methods. In pedagogy, this side is spoken of as methods of teaching. However, the cognitive activity of students is complex and dialectically contradictory. The teacher’s methods of cognitive activity do not automatically determine the nature of the students’ mental activity. The path of knowledge that the teacher offers creates certain trends and conditions for adequate cognitive activity of students.

The ways children learn educational material are not identical to the ways they are taught. Therefore, teaching is also characterized by the ways of students’ cognitive activity, which depend and are determined by the methods of teaching, but are different from them. In this sense, we can talk about ways of teaching. This is the second side of defining teaching methods. Therefore, teaching methods in pedagogy are always spoken of as the methods of the teacher’s work and the methods of cognitive activity of students, methods that are aimed at fulfilling educational tasks.

The methodology, wrote N.K. Krupskaya, is organically connected with the goals that the school faces. If the goal of the school is to educate obedient slaves of capital and the methodology will be appropriate, and science will be used to educate obedient performers who think as little independently as possible... if the goal of the school is to educate conscious builders of socialism and the methodology will be completely different: all the achievements of science will be used to teach them to think independently, act collectively, developing maximum initiative and initiative.”

Teaching methods depend on the goals and content of education. Teaching methods have a psychological basis. Age-related opportunities for knowledge acquisition and personality development have a significant impact on teaching and learning methods. A deep understanding of students' mental activity and personality traits allows us to find more effective ways of learning.

Teaching methods also depend on the anatomical, physiological, and biological characteristics of the developing organism. In the process of organizing the cognitive activity of students, it is necessary to take into account their age-related biological development, on which many components of learning depend: performance, fatigue, state of creativity, physical health, hygienic conditions at school.

Teaching methods must have a deep theoretical basis and stem from pedagogical theory. However, outside of practical use, outside of practice, teaching methods lose meaning. Practical orientation is a necessary essential side of teaching methods. They provide a direct connection between pedagogical theory and practice. The deeper and more scientific the theory, the more effective the teaching methods. The less the theory is expressed in pedagogical concepts, the less dependent the teaching methods are on this theory.

Teaching methods are significantly influenced by established traditions of teaching and learning. Pedagogical science summarizes the best practices of schools and teachers, reveals the scientific foundations of traditional teaching, and helps the creative search for modern, more effective methods.

A method in itself can be neither good nor bad. The basis of the educational process is not the methods themselves, but their system. “No pedagogical means, even a generally accepted one, such as suggestion, explanation, conversation, and social influence, can always be considered absolutely useful. The best remedy in some cases will necessarily be the worst.”

The teaching method must be clear and specific. Then the teacher will see which tasks can be set and solved with this teaching method and which cannot be completed. The scientific nature of the teaching method also means the clarity and certainty of students’ thoughts: the goal, means, methods, the main and secondary results of evidence and reasoning in the process of mastering the material.

The systematic nature of teaching methods determines the measure of their effectiveness. A single method of studying educational material, even if it is very appropriate for a given lesson, outside the system may not have a noticeable impact on the development of students. For example, observation of real natural phenomena will be productive when it is a necessary link in the system of teaching methods with the help of which the corresponding topic is studied.

An obvious requirement for teaching methods is their accessibility. The learning path should be clear and acceptable to the student, and the methods of studying educational material should correspond to age-related abilities to acquire knowledge.

Methods of acquiring knowledge will be at the same time both easy and difficult: easy from the point of view of the operations of thinking and methods of reasoning that are familiar and understandable to the child; difficult from the point of view of the content of educational material and the formation of new methods of logical proof. One of the requirements is the effectiveness of the teaching method. Any method of explanation by the teacher and assimilation of knowledge by students must give the planned or intended result.

The combination of theoretical and practical is a necessary requirement of training. One cannot proceed one-sidedly from either theory or practice; recommending certain ways of teaching schoolchildren. Theoretical justification must have a practical orientation. Practical recommendations, advice, provisions must be theoretically justified.

The main thing in teaching methods is the implementation of educational, educational and developmental functions of training.

The pedagogical content of the teaching method is to impart and maintain dialectical unity to all components and aspects included in the structure of the method. The method, in essence, becomes pedagogical when the place, meaning and possibilities of each of the components of the implementation of the educational, educational and developmental functions of teaching are determined. The interrelation of the essence, principles and methods of teaching ensures such unity.

In the structure of teaching methods, techniques are distinguished.

A technique is a detail of the method, individual operations of thinking, moments in the processes of acquiring knowledge, in the formation of skills. The technique does not have an independent educational task, but is subordinate to the task that is performed by this method. The same teaching techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques. The method includes techniques, but are not a set of teaching techniques. The teaching method is always subordinated to a specific goal, fulfills the assigned educational task, leads to the assimilation of certain content, and leads to the planned result.

In the pedagogical environment, the opinion has rightly been established that the educational process is characterized by a two-sided nature. In the educational process, a distinction is made between the leadership activity of the teacher and the cognitive activity of the student.

The teacher needs to think about the psychological basis of some generally accepted forms of teaching. The teacher has a variety of methods at his disposal, each method can be used differently: the structure of any method includes extensive sets of techniques.

“Psychological” features are inherent in each educational method. Any cognitive method has its own “psychological structure”. The method of presentation is characterized by high activity of representation, imagination, thinking, but is accompanied by inhibition of the functions of speech and rhetoric.

At school, the method of “oral presentation by the teacher” is given paramount importance. And the teacher usually considers this method “easy.” Insufficiently trained teachers often prefer to use it instead of both conversation and observation. But in reality, the method of presentation turns out to be very “difficult”, since in order for students, from the words of the teacher, to receive completely meaningful, orderly and lasting knowledge, the art of presentation must be at a great height.

When presenting, the teacher has to take care not only about the accuracy and brightness of the images and representations with which he enriches students, not only about the semantic impeccability of generalizing concepts, not only about the emotional expressiveness and artistic decoration of speech, but also make special efforts to maintain attention, use various techniques to facilitate students' reasoning process.

The success of all pedagogical techniques depends on the characteristics of children’s mental reactions to educational influences. And it is “positive” reactions that lead to the most favorable results. Psychologist S. L. Rubinstein in his book “Fundamentals of General Psychology” writes that the structure of the learning process includes initial familiarization with the material or its perception in the broad sense of the word, its comprehension, special work to consolidate it and, finally, mastery of the material, in the sense of the ability to operate with it in various conditions, applying it in practice.”

S. L. Rubinstein clearly forms this role, the internal conditions through which all external influences are refracted.” ,External causes always act only indirectly through internal conditions. Associated with this understanding of determinism is the true meaning that personality acquires as an integral set of internal conditions for the patterns of mental processes. Our main “psychological” premise was the belief that it is possible to activate the student’s energy during learning by relying, along with mental activity, on his feelings, on the aspirations of the will, combining mental work with motor actions. For these purposes, the planned practical activities needed to be associated with forms of work that cause emotional uplift, with the personal initiative of students, with independence in work, with various methods of collective action.

There is a wide variety of teaching methods. Classification of teaching methods: I.Ya. Lerner and M.N. Skatkina, D.O. Lordkipanidze, M.I. Makhmutova, E.Ya. Golant, E.I. Perovsky, famous in the history of pedagogical thought and surviving to this day. Modern conditions for improving teaching, increasing the complexity of educational knowledge, increasing their volume and depth give rise to ever new forms and methods of teaching. The classification groups methods based on certain logical aspects, components, and learning objectives.

The basis for the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkin is the internal characteristics of students’ mental activity. They proposed the following system of teaching methods:

1. Explanatory and illustrative, or reproductive, method.

It is used in cases where students acquire knowledge received from a teacher, from a book or other sources in ready-made form. This method is of great importance at the initial stage of studying a particular topic.

2. The problem-based method is used in cases where students are given ready-made knowledge; in this case, the educational material is grouped and arranged in such a way that a problem is posed to the students. To solve it, the teacher, using a system of evidence, shows the logical path and means, i.e. as if it reveals the path along which the study of the issue should go. This method can be widely used when delivering problem-based lectures in universities.

3. Partial search method. It is used in cases where students themselves become familiar with the factual material of a topic or part of it from various sources and, through the completion of appropriate tasks, are led to a possible analysis of facts and their connections, the construction of part of a search plan and independent conclusions.

4. The research method is used in cases where students, in accordance with the problem posed to them, study the literature of the issue, known facts, build a research plan, preliminary put forward a hypothesis, conduct research and formulate a solution to the problem.

The Georgian teacher D.O. Lordkipanidze proposed a classification of teaching methods according to the sources from which students draw knowledge and acquire skills. This classification is based on the recognition of the unity of image, word and practical activity in cognition, in particular in teaching.

Classification of teaching methods by source of knowledge:

But even this classification of methods does not reveal their inner essence, since it does not reflect the activities of students in the process of using these sources, and also does not show the mental processes that are associated with this activity. However, being relatively simple and convenient for practical use, this classification is most widely used in modern pedagogical literature.

The most common classification in pedagogy at present is E.Ya. Golant, E.I. Perovsky, which divides all teaching methods into three groups: verbal, visual and practical. The basis for this division is the nature of educational cognitive activity from the point of view of the primary source of knowledge acquisition. If the main source of educational information in the process of teacher explanation and children’s assimilation of knowledge is the word without relying on visual aids and practical work, then all such teaching methods become similar, despite different educational subjects and topics. A group of methods appears that are called verbal. These include story, conversation, explanation, independent study of the topic using educational books, special texts, tape recordings and educational television and radio programs.

The visual group includes teaching methods using visual aids. The nature of visual aids significantly influences the understanding of educational material and determines the content and structure of the student’s thoughts. Visual methods cannot be isolated from verbal teaching methods, because every visual aid is explained, analyzed, and is a source of additional or basic information on the issue being studied. Therefore, visual methods include conversation, description, story, explanation, and independent study, but with the help of visual aids. Greater reliance on sensory images, on the student’s sensations and perceptions when using visual aids creates a unique structure of the student’s cognitive activity. The child thinks figuratively, concretely, and this creates a good basis for the formation of abstractions and understanding of the theoretical positions being studied.

Practical teaching methods include methods associated with the process of developing and improving skills in schoolchildren. Obviously, every learning method involves practice. However, the term “practical methods” suggests that the basis of student activity in the lesson is the implementation of practical tasks. These methods include written and oral exercises, practical and laboratory work, and some types of independent work.

The classification, which examines four aspects of methods: logical-substantive, source, procedural and organizational management, was developed by S. G. Shapovalenko.

With a holistic approach, it is necessary to distinguish three large groups of teaching methods:

methods of organizing and implementing educational and cognitive activities;

methods of stimulation and motivation of educational and cognitive activity; 3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

The simplest classification of teaching methods, called binary, was developed by Makhmutov according to the methods of the teacher and the methods of the student.

The first group includes teaching methods: story, conversation, description, explanation by the teacher, etc., in which the leading role belongs to the teacher. The student’s tasks boil down to following the logic of the teacher’s reasoning, understanding the presented content, remembering and subsequently being able to reproduce the studied material. The closer the student’s thought is to the teacher’s reasoning system is the determining factor. Students' opportunities for independent reasoning and thinking are limited. The main task of students is to listen to the teacher and understand him.

The second group includes learning methods: exercises, independent, laboratory, practical and test work. The nature of the student’s cognitive activity determines the effectiveness of the proposed method. The role of the teacher comes down to skillful management of schoolchildren’s learning: selection of materials, organization of training sessions, analysis of completed tasks and control. The success of learning ultimately depends on how the student thought, how he performed tasks, how much independence and activity he showed, and how much he used theoretical principles in the process of solving practical tasks. The main thing is the cognitive activity of the student, and the role of the teacher is to skillfully organize this activity.

Each of those groups of methods reflects the interaction between teachers and students. Each of the main groups of methods, in turn, can be divided into subgroups and the individual methods included in them. Since the organization and the process of carrying out educational and cognitive activities involve the transmission, perception, comprehension, memorization of educational information and the practical application of the knowledge and skills obtained in this process, the first group of teaching methods must include methods of verbal transmission and auditory perception of information (verbal methods: story , lecture, conversation, etc.); methods of visual transmission and visual perception of educational information (visual methods: illustration, demonstration, etc.); methods of transmitting educational information through practical, labor actions and tactile, kinesthetic perception of it (practical methods: exercises, laboratory experiments, labor actions, etc.).

Methods of organizing and implementing educational and cognitive activities according to Yu.K. Babansky.

Verbal methods, visual and practical methods (aspect of transmission and perception of educational information)

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)

Methods of stimulating and motivating educational and cognitive activity, based on two large groups of motives, can be divided into methods of stimulating and motivating interest in learning and methods of stimulating and motivating duty and responsibility in learning.

Methods of control and self-control during the learning process can be divided into their constituent subgroups, based on the main sources of feedback during the educational process - oral, written and laboratory - practical.

The proposed classification of teaching methods is relatively holistic because it takes into account all the main structural elements of activity (its organization, stimulation and control). It holistically presents such aspects of cognitive activity as perception, comprehension and practical application, taking into account all the main functions and aspects of methods identified by pedagogical science at that time. But this classification does not simply mechanically connect the known approaches, but considers them in interrelation and unity, subject to optimal combination. Finally, the proposed approach to the classification of methods does not exclude the possibility of supplementing it with private methods that arise in the course of improving teaching in a modern school.

A number of classifications have been developed: I.Ya. Lerner, and M.N. Skatkin, D.O. Lordkipanidze, M.I. Makhmutov, E.Ya. Golant and E.I. Perovsky, which showed that in modern conditions of improving training , increasing the complexity of educational knowledge, increasing its volume and depth, gives rise to ever new forms and methods of teaching children.

I .2 . Verbal teaching methods and their use in the educational process of primary school.

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal teaching methods require the teacher to have logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

Modern didactics attaches great importance to the verbal method of teaching, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, which meets the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of shaping the scientific worldview, behavior, and positive personality traits of a comprehensively developed person .

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.

2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.

3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.

5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. during the presentation) and ensure maximum activity of students (by first familiarizing them with the topic, briefly disclosing the purpose and plan of presentation, posing during the presentation, the problematic nature of the presentation, posing during the presentation of questions that force the students’ thoughts to work). The pace and tone of the teacher’s presentation of the material is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard; at a very slow pace, the interest and attention of students is lost; Excessively loud and too quiet, monotonous presentation also does not give good results. Sometimes a funny joke, a sharp word, or an apt comparison are very appropriate.

Verbal teaching methods include story, lecture, conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

Story-introduction, story-narration, story-conclusion. The purpose of the first is to prepare students for learning new material, the second serves to present the intended content, and the third concludes the segment of training.

The effectiveness of this method depends mainly on the teacher's storytelling ability, as well as on the extent to which the words and expressions used by the teacher are understandable to the students and appropriate to their developmental level. Therefore, the content of the story should be based on the students’ existing experience, while simultaneously expanding it and enriching it with new elements.

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in a lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal under the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

Take into account the characteristics of children of primary school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;

Clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters a person’s soul from the outside world passes”;

Provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;

Ensure the scientific nature and reliability of the material presented;

Concentrate on the education of socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;

Introduce children to the outline of the content of the story, present the material in a strict system, logically;

Highlight leading positions, ideas, socially significant concepts, and concentrate children’s attention on them;

Select vivid, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;

Present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;

Present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: “how to say”, “means”, “this is the same”, etc.

Activate children's attention by incorporating heuristic techniques, posing and solving problematic questions;

Combine presentations with reading passages, fragments of texts from a textbook or study guide;

Ensure that children record rules, definitions, dates, facts, and the most important provisions;

The presentation should be accompanied by illustrations, demonstrations, etc.;

Repeat the most significant, important provisions and conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, concentration of mental images, evidence and generalizations. A lecture usually takes up the entire lesson or session, while a story takes up only part of it.

The lecture uses techniques for oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that ensure logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc. Lectures are given mainly in senior secondary schools. To conduct a lecture effectively, you need to clearly think through its plan, strive to present the material logically and consistently, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

Conversation is a very common method of teaching that can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher gives good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

In teaching, two types of conversation are mainly used: catechetical and heuristic. In primary education, catechetical conversation is used primarily in testing and assessing students’ knowledge, consolidating, and also in analyzing texts read.

Heuristic conversation is usually carried out with the aim of communicating new knowledge. Questions and expected answers are posed in such a way that they lead the student’s thoughts to new positions and conclusions. Students have the subjective impression that they are making discoveries themselves. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers. The teacher’s questions must be clearly stated, without unnecessary explanatory words. The question should not be repeated in different formulations. It is necessary to change the wording of the question based on the students’ answers if it is discovered that the children do not sufficiently understand the content of the question or are not active enough. It is not recommended to give leading, prompting, or explanatory questions to obtain quick answers. This type of questioning can be used in teaching to organize a certain path in the student’s reasoning. Questions must include a certain logical form of thought: a transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other thinking operations.

Students need to be taught to give complete answers, especially in the elementary grades. Formulation under the guidance of a teacher of clear answers that are understandable in content and form of presentation is one of the important means of developing students’ logical thinking. In the elementary grades, it is important to teach the child to express the entire content of the thought in the answer. The teacher’s task, in any form of answer, is to obtain information from students about the question asked and to understand whether he is thinking correctly. The student's answer may not completely coincide with the content of his thought. Sometimes the student does not understand the educational material deeply and cannot formulate an answer; in other cases, he does not know how to correctly formulate an answer verbally, although he understands the educational material. And of course, there are times when a student, especially a junior student, thinks little about the essence of the concepts and provisions being studied, but tries to guess what answer is needed to the question asked. The advantage of conversation as a teaching method is that in each answer the teacher receives information about the student’s knowledge. Additional questions clarify the student’s train of thought and thereby gain good opportunities to manage the students’ cognitive activity.

Working on a textbook.

Along with the teacher’s oral presentation of knowledge, a significant place in the learning process is occupied by students’ independent work methods to perceive and comprehend new educational material. The didactic significance of independent educational work is determined by the fact that it is based on the active cognitive activity of each student in acquiring knowledge. K.D. Ushinsky believed, for example, that only a student’s independent work creates conditions for deep mastery of knowledge. P.F. Kapterev argued that every new step in improving the school was the application of the principles of self-education to the school education of youth.

The essence of the method of working on a textbook and educational literature is that the acquisition of new knowledge is carried out independently by each student through thoughtful reading of the material being studied in the textbook and comprehension of the facts, examples and theoretical generalizations arising from them (rules, conclusions, laws, etc.). etc.), while simultaneously with the acquisition of knowledge, students acquire the ability to work with a book. This definition gives a fairly clear idea of ​​the nature of this method and emphasizes two important interrelated aspects in it: students’ independent mastery of the material being studied and the formation of the ability to work on educational literature.

A similar approach to working with a textbook gradually penetrated into didactics and private methods. For example, in the manual “Pedagogy” edited by I. A. Kairov, only some forms of using the textbook in the classroom were touched upon. It said, in particular, that if the material in the textbook is particularly difficult to understand, the teacher goes over the plan for this paragraph with the students, and work is carried out on individual, difficult-to-understand parts of the text. These, in fact, are all the forms of using the textbook in the classroom, as they were interpreted in pedagogy. The didactic effectiveness of students’ work on a textbook for independent acquisition of new knowledge critically depends on its correct organization. When conducting classes, the teacher is obliged in each specific case to determine how best to use the textbook in the lesson so that it stimulates the children’s thinking time and does not lead to cramming and formal memorization of the material being studied. In this regard, it is necessary to touch upon some general didactic requirements for organizing work on a textbook during class lessons.

First of all, the correct choice of material (topic) for independent study by schoolchildren in the classroom is essential. Any work with a textbook and educational literature should be preceded by a detailed introductory conversation with the teacher. During classes, the teacher needs to observe the students’ independent work and ask some of them how they understand the issues being studied. If some students are having difficulty, the teacher needs to help them.

Under no circumstances should work with the textbook take up the entire lesson. It needs to be combined with other forms and methods of teaching. So. After working with the textbook, it is imperative to check the quality of assimilation of the studied material, conduct practical exercises related to the development of skills and further deepening of students’ knowledge. Serious attention should be paid to developing in schoolchildren the ability to independently comprehend and assimilate new material from the textbook. Maintaining continuity is important in this regard. B.P. Esipov noted that in the lower grades such work begins with independent reading of short fiction stories, and then popular science articles, followed by their retelling or answers to the teacher’s questions. Similar techniques should be used initially and when students move to middle school. Then you should ensure that when working with a textbook, schoolchildren can independently identify the main issues, draw up questions, draw up a plan for what they read in the form of questions and theses, be able to argue the most important points, make extracts, use a dictionary when reading, analyze the illustrations in the book, etc. d.

Chapter II. Experimental pedagogical work in labor training lessons using verbal methods in grade 3 (using the example of working with paper and cardboard)

II .1. Labor lessons, their content and teaching methods

The state standard for primary education of a comprehensive school of the Republic of Kazakhstan and the curricula developed on its basis by the decision of the Board of the Ministry of Education dated 06.26.95, No. 3/2 was approved as a draft and after general discussion, recommended by the decision of the Board dated 07.18.96, No. 8 /1/5 for consistent implementation in schools starting from the 1998/99 academic year.

The standard, together with curricula and textbooks, educational and methodological complexes, is being introduced into grades 1-4 of schools in 1998.

Democratization of the entire sphere of life, including the sphere of education, in the conditions of a sovereign state is a powerful impetus for schools to emerge from a crisis state. The adoption of the Constitution of the Republic of Kazakhstan, the Law “On Education” is a guarantee of this.

It is advisable to accept the proposed “Concept of the content of education at the primary level of a comprehensive school” as one of the tactical decisions for the direct implementation of the strategic direction of reforming the primary level of the lifelong education system.

The significance and functions of the primary school in the system of lifelong education are determined not only by its continuity with other levels of education, but also

first of all, the enduring, unique value of this stage in the formation and development of the child’s personality.

In this regard, the main function of the initial stage is the formation of intellectual, emotional, business communicative readiness of students for active interaction with the outside world.

Labor training is a mandatory condition and an integral part of the education, upbringing and development of a child at the primary level of a comprehensive school and is implemented through a variety of classroom and extracurricular activities of students.

The purpose of labor training is to develop the personality of students based on the formation of labor activity.

This goal leads to the following tasks:

Development of sensory and mental abilities, moral, aesthetic, economic and environmental education;

Formation of inclinations and interests, education of student behavior;

Formation in students of practical skills in artistic processing of various materials, design and modeling, handling of the simplest tools; development of amateur creativity, elements of technical thinking;

Purposeful and systematic formation of skills, skills of planning work actions, independent and mutual control of the assessment of one’s own and others’ work, self-service, etc.

All these goals and objectives are carried out on the basis of national tradition, arts and crafts of the Kazakh people. Having studied the above blocks, we took the following example as an example: Working with paper and cardboard.

Thus, working with paper and cardboard, where provided (20 hours), takes into account compliance with labor safety rules with the student working with a board, a pencil, a ruler, scissors, a needle, and a brush. Organization of the workplace and compliance with personal hygiene requirements; As an example, consider several fragments of the lesson.

LESSON PLAN

In 3rd grade (1-4)

Lesson topic: Working with paper and cardboard.

Application of Kazakh ornament.

Goal: Consolidation, expansion, generalization of knowledge

processing of paper and thin cardboard.

development of children's creative imagination.

educating children in the ability to work, in

team, personal responsibility for work

a team.

Formation of ideas about the correct

and safe working practices

Material and color cardboard, color velvet paper,

tools: glue, scissors, pencil, ruler, brush

for glue.

LESSON PLAN:

Organization of a children's group.

Repetition of what has been covered.

Lesson topic message.

Analysis of the object of labor and activity planning.

Practical activities for children.

Summarizing. Error analysis. Organization of an exhibition of children's works.

Cleaning the workplace.

DURING THE CLASSES:

Teacher: Students:

Hello guys!

Sit down!

Today, in the manual labor lesson we will

do appliqué.

You already know that applique is a type

fine art, which

based on overlay, gluing

various parts on the material adopted

Guys, what is an applique?” This is sticker

tion of various

details on

some background.

Right!

The application is widely

popular artistic

creativity, arts and crafts

art.

Since ancient times, man has strived

make your home, clothes not only

comfortable, but also beautiful. To each

The people have their own ornament. Because

people lived and live in different conditions

and they are surrounded by various amazing

world of nature. And what you see helps

man in creating his own local,

national ornaments for decoration

production of all kinds of products.

Guys, what do you think influenced

to create an ornament from the Kazakh

people, where did the Kazakhs live? In the steppes.

Right. And in the endless Kazakhstan

Huge herds of animals grazed in the steppes

Votnykh. And who knows what kind of animals Rams are, lo-

grazing in the steppes? shadi, camels

Right! And the motive for composing

branched horns served as patterns

rams And numerous herds

they left their camels on the land

traces and the Kazakh people embodied

from national ornament - ink-

taban (camel trail). Them

various products were decorated

folk crafts. He was used

in wood carving, embroidery, art

venous processing of felt products.

Feeling the need for watering holes,

running a cattle ranch

Kazakh people created an ornament

The fontanel is kainar.”

The Kazakh ornament contains

rich colors such as red, co-

brown, burgundy, blue, black.

Using them and elements of Kazakh

ornament, we made our own

ornament.

Today we will make ornaments

ment of geometric shapes.

What geometric shapes do you know? Square, rectangular

figures? triangle, tri-

square

Right! Here we are, triangles

and apply it in your ornament.

For work we need:

glue, scissors, colored sheet

paper - background and sheet of another

colors for triangles, karan-

Dashi, gon.

Check if everything is in place. All.

Fine. Look, they're hanging on the board

several folk ornaments

Kazakhstan. You choose one for yourself

of them. Have you chosen? Fine. Yes.

Before you start working

let's remember the safety technology

dangers of working with scissors, and

glue (the guys call the rules

working with scissors and glue).

Okay, well done, you remember everything.

Now you can start working.

Be careful and careful

handle the glue so as not to

spread.

(the guys work independently

I walk around the class and monitor the work. I'm done.

students. (After working with the scissors - I completed it.

mi - physical minute.)

I see that almost everyone is finished.

Serik and Natasha are also already finished

Well done boys! Everyone will get

there were beautiful ornaments. I'm do-

I think our grandmothers would like

loved these original apps

Look how neat it is

performed by Raushan. Well done!

I will take this work to the exhibition.

(Grading).

Guys, what kind of ornament are we today? Ornament

completed? Kazakh

Right! And in what form? In the shape of

Fine. And now each application.

Clean up your workspaces

duty officers go and collect

work folders and glue.

All is ready? Well done!

Everyone did a great job today.

The lesson is over. We got up.

You can go to recess.

Teaching methods, determined by information sources, include three main types: verbal, demonstration and practical methods.

Oral verbal methods. The most widespread in the practice of labor training are such oral verbal methods as explanation, story, conversation, and instruction.

The explanation is characterized by conciseness and clarity of presentation. When preparing for work, the teacher explains how to rationally organize the workplace; when planning - how to draw up a drawing and determine the sequence of work; During the explanation process, the teacher introduces children to the properties of materials and the purpose of tools, rational labor actions, techniques and operations, and new technical terms.

Instruction can be considered both as a teaching method and as a set of verbal methods used in the lesson. Instruction as a teaching method is understood as an explanation of the method of work actions to adjust the practical activities of students. There are introductory, current and final instructions. Introductory briefing includes setting a specific work task, describing operations, explaining the rules for performing work techniques and conducting self-control. Routine instruction includes explaining mistakes made, identifying reasons for incorrect operation, and explaining correct techniques. The final instruction includes an analysis of good work, a description of mistakes made in the work, and an assessment of student work.

The teacher uses the story mainly to communicate new knowledge. It should be clear, concise, and combine accurate technical information with strong, lively storytelling. The story can be built on inductive, deductive and genetic principles. In the first case, the teacher introduces children to specific objects of technology and production and gradually moves on to generalizations; in the second, it introduces students to general concepts and then illustrates them with specific examples; in the third, it leads schoolchildren to an understanding of objects, showing the history of their origin. The perception of the story intensifies when the teacher introduces problematic elements into it and shows contradictions in the development of science with the construction of hypotheses and methods of confirming them. A story told by a teacher in primary school, as a rule, is based on previously acquired knowledge by students, systematizes children’s ideas and concepts about known objects, and teaches them how to apply knowledge in practice. Very little time is allocated for the teacher's story during the labor lesson; therefore, its content should be extremely brief and strictly correspond to the purpose of the lesson and the practical work task. Usually the teacher’s story is accompanied by a demonstration of materials, tools, equipment, and graphic aids. When using new terms, the teacher must clearly pronounce them and write them down on the board. The story must satisfy the following didactic requirements: be reliable, logically consistent, clear, demonstrative, emotional, and understandable for primary school students. In labor training classes, the story often leads into conversation.

The conversation is aimed at acquiring new knowledge and consolidating it through an oral exchange of opinions between the teacher and students. It helps to activate children's thinking: under the guidance of the teacher, children comprehend the educational material, discuss it, and establish connections between theoretical material and practice. Conversation can be used at various stages of the lesson. A conversation held at the beginning of the lesson helps children establish connections with previous lessons, determine the materials and tools needed for work, and imagine the sequence of the work process. Particularly valuable should be considered a heuristic conversation, which allows you to maximize the mental activity of students and independently find solutions to feasible educational problems. Like a story, a conversation is more convincing when it is accompanied by a demonstration of natural objects and their images. During practical work, it may be necessary to conduct an ongoing conversation. In which, by asking specific questions and answering them, the teacher conveys additional information about the labor process. After finishing the practical work, a final conversation is often held, the main goal of which is to involve the students themselves in discussing their work and teaching them to be critical of the results of their work. Conversations held after an excursion to production are of great educational importance.

Demonstration methods implement the principle of visual teaching, providing students with direct perception of specific objects and their images. Demonstration methods activate the child’s sensory and mental processes, making it easier for him to assimilate educational material. As noted, the demonstration aids available to the teacher can be divided into two groups: natural and visual. Natural aids include materials, tools, samples of finished products, etc.; to visual - layouts, models, tables, paintings, photographs, drawings, diagrams, filmstrips, technological maps, etc. In each specific case, the teacher selects the most optimal visual aids for the lesson.

Sample list of uses of demonstration aids

Types of work under the program
1. Introducing children to materials	Demonstration collections
lami: paper, cardboard,	tions. Handout kits
fabric, different materials -	material samples
llami, seeds
2. Providing information to children	Technological collections
on industrial production	tions. Filmstrips. Movie-
materials, mining and	movies. Paintings
application of natural materials
3. Study through experiments	Tables - collections
properties of materials
4. Study of processing techniques	Tools and accessories
materials: introduction to inst-	bleating. Technological
ruments, devices,	ie tables. Tables
working methods. Manufacturing	on work culture.
provided by the program	Semi-finished samples
	Comrade Technological
5. Consolidation of practical	Product samples. Those-
skills in labor lessons and in	nological maps.
After hours	Homemade manuals

Each manual - factory-made and home-made - must meet educational objectives, be scientifically reliable, and correspond to the age characteristics of students. Aids should help students find the most common and typical in objects. They must be precise, concise, and convincing. The teacher usually combines demonstration of the manual with explanation. For example, when making an envelope in 3rd grade, the teacher hands out one unfoldable envelope to the students on their desk and shows them a large envelope. While looking at the envelopes, children determine the number of sides of the envelopes and strips for gluing. The teacher suggests pressing the unfolded envelope tightly to the upper left corner of the album sheet and tracing it with a pencil. When tracing, the scan contours may not turn out very neat. Therefore, the teacher invites the children to check the scans using a ruler and square and make corrections to them. The teacher asks what needs to be done to glue the envelope. (It is necessary to draw three additional fold lines). In order for the paper to bend evenly, it is necessary to draw the blunt end of the scissors along the fold line along the ruler. After cutting and folding, the development is adjacent to the other, and the strips cover the folded sides from the sides and top. For some students, the strips will not fit snugly to the sides. It is necessary to check the dimensions again and eliminate any inaccuracies. The final operation is gluing. Demonstrating the development drawing, the teacher shows that in the drawing each line has its own purpose: the contours are indicated by a solid thick line, the dimensions are indicated by a thin solid line, the fold is indicated by a dash-dotted line with two dots, the places where glue is applied are indicated by hatching, the dimensions are indicated in millimeters. The teacher once again suggests checking the accuracy of the layout markings, and then gluing the envelopes. The combination of demonstrations of natural objects with the teacher’s words makes learning more intelligible, awakens children’s interest in the work task, and awakens their creative initiative. As a result of active observation of a sample of a product, children themselves determine where to start work, from what elements to build a development, what materials to prepare, with what tools and what techniques to carry out technological operations.

Particularly useful in labor training lessons are demonstrations combined with heuristic conversations. In this case, during the observation process, children are encouraged to independently search for rational ways to carry out the labor process.

The combination of picture displays and the written word is now becoming increasingly common in labor lessons. When introducing students to the work of adults, the teacher shows pictures, filmstrips, and films about the pulp and paper, printing, textile, ceramic, and construction industries. When studying materials, tools, work methods, organizing work activities, and studying safety precautions, tables are widely used. In some cases, the teacher uses tables as illustrations, in others as instructions. For example, tables showing the processes of folding paper are used as illustrations when explaining working methods, and during practical work - as instructions. On some topics in labor training lessons, it becomes necessary for students to demonstrate a series of paintings on a specific topic.

During lessons, along with demonstrating finished images, the teacher has to make drawings, sketches and drawings on the blackboard in strict compliance with all GOST requirements.

Practical methods. In labor training lessons, students, along with polytechnic knowledge, master general labor polytechnic skills: designing a labor product, planning the labor process, equipping a workplace, carrying out marking, processing, measuring, assembly, installation, finishing operations, and conducting self-control. Skill is knowledge applied in practice. Skill is understood as the student’s conscious performance of given actions with the choice of the correct work methods. Knowledge may not be brought to the level of skills. For example, a student may know how to cut paper with a knife, but not be able to perform this operation. Therefore, to transform knowledge into skills, it is necessary to conduct additional instructions and training exercises. In the process of learning skills, the child perceives the experience of others, for example, the experience of the teacher, but the main role in this case belongs to the personal experience of the student.

When teaching skills, labor operations are usually divided into smaller elements - labor techniques and actions. At the first stage of training, each work action is carried out by the student at a slow pace with careful thought through each element performed. Meaningful and mastered work actions are gradually combined into work techniques, which, in turn, require further comprehension and improvement in the process of special exercises. Work techniques are gradually combined into operations, and then into work skills. Usually skills are considered as the initial stage of a skill, which is understood as the child’s automated activity. However, the most complex skills may include elements of practiced skills. Thus, skills and abilities are in a dialectical unity; they complement and condition each other. However, ability always differs from skill in that it is constantly associated with the conscious, non-automatic performance of labor actions. When developing skills, a lot of associations (connections) are created in the cerebral cortex between sensory, analytical, motor and other areas of nerve cells. In the elementary grades, the teacher usually does not set a goal to bring mastery of labor operations to the level of automated skills, with the exception of the simplest actions of handling graphic information and mastering the simplest techniques for working with tools. Therefore, during labor training lessons, the teacher focuses on developing labor skills in children.

In the process of labor polytechnic training, primary school students develop three main groups of skills. The first group includes polytechnic skills: measuring, computing, graphic, technological; the second - general labor skills; organizational, design, diagnostic, operator; the third - special labor skills: processing paper, cardboard, fabric, various materials, assembly, adjustment, etc.

The formation of skills is always associated with the practical activities of students. Therefore, the methods of developing skills should be based on the types of activities of students.

PLANNING WORK TRAINING LESSONS

When developing calendar plans for each class, the teacher must rely on the basic requirements of the reform of secondary and vocational schools, which state that in order to improve the content of education it is necessary:

To clearly state the basic concepts and leading ideas of academic disciplines, to ensure the necessary reflection in them of new achievements of science and practice;

Radically improve the organization of labor education, training and vocational guidance in secondary schools; strengthen the polytechnic orientation of education content; pay more attention to practical and laboratory classes, demonstrating the technological application of the laws of physics, chemistry, biology and other sciences, thereby creating the basis for labor training and vocational guidance for young people;

For each subject and grade, determine the optimal amount of skills and abilities required for students to master.

In labor training lessons, primary school students master the basic techniques necessary in life for working with various materials, growing agricultural plants, repairing educational visual aids, making toys, and various useful items for school. Already at this stage, familiarization with some professions that children can understand begins.

It is pedagogically most expedient to take students’ progress in mastering a complex of program knowledge and skills as the basis for thematic planning for the year and for all years of study in the primary grades. It should also be taken into account that the knowledge and skills acquired in lessons on one type of technical labor are used when conducting lessons on other types of technical and, to some extent, agricultural labor.

Methodologically, various options for planning labor training lessons are possible, but at the same time, the teacher’s attention should be focused on starting from the first lessons of technical and agricultural labor to advance children in mastering a whole complex of program knowledge and skills that have initial polytechnic significance. Any lesson, with all the variety of methods for its delivery, must ensure at each stage the fulfillment of all or some part of the complex of requirements of the labor training program.

When preparing for classes, planning labor training lessons takes center stage. The teacher must give a clear idea of ​​the objects of labor, tools, polytechnic knowledge and work skills. All methodological, theoretical and practical problems are solved by the teacher when drawing up a calendar plan for the academic year. As an example, we give a fragment from the calendar plan (Table 2).

An approximate fragment of a calendar-thematic lesson plan on labor training:

	Product of labor (product)	Subject of labor (materials)	Tools (tools)	Polytechnic knowledge	Polytechnic skills
	Application of Kazakh ornament	writing paper	Square pencil, scissors, brush, glue, colored paper, template, stencil	Consolidation of concepts about density, strength, thickness, color of paper cutting, paper gluing; formation of concepts about the arrangement of fibers in paper.	Strengthening the skills of marking, folding and cutting paper; developing the skills to determine the main direction of the fibers in paper, tear the sheet in different directions, hold strips vertically, wet the edges of the sheet with a brush, skills to correctly distribute along the plane of the paper

Methods determined by the types of student activities.

According to the types of activities of students, methods are divided into reproductive (reproducing), partially search, problem and research.

Reproductive methods contribute to the formation of skills to remember information and reproduce it. The verbal methods discussed above in combination with demonstration ones from the point of view of the teacher’s activities can be characterized as explanatory and illustrative. These methods are mainly based on conveying information through words, demonstrating natural objects and graphic images. The knowledge obtained through the use of the explanatory and illustrative method, as a rule, remains at a low level of knowledge - copies, i.e. students remember information and reproduce it reproductively. To achieve a higher level of knowledge, the teacher organizes children’s activities to reproduce not only knowledge, but also methods of action. Methods of reproducing given types of activities are successfully acquired when using reproductive methods. In this case, much attention should be paid to instruction with demonstration of work techniques. The essence of the introductory, current and final briefing is described above. When performing practical tasks, children's reproductive activity is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity of the educational material. Practice shows that, for example, to master the techniques of cutting paper with scissors in a straight line, it is enough to carry out up to ten exercises, and to master the techniques of cutting a block of a book with a knife along a folded ruler, you need to complete up to a hundred exercises. It is known that primary school students cannot perform the same training exercises for a long time. Therefore, the system of exercises should be built in such a way that elements of novelty are constantly introduced into them. For example, paper folding exercises in 3rd grade are carried out over several lessons in the process of making various crafts: bags, pockets, hats, cups, doves, boats, boats, boxes. Similarly, in the process of reproductive activity, exercises are carried out on cutting paper with scissors, gluing paper, etc.

The partial search method, sometimes called heuristic, includes elements of reproductive and search activity. The essence of the method is that students are not given a final solution to the problem; they are asked to solve some feasible questions on their own. To develop independence and creative initiative, the teacher uses various techniques. At the first stage, children complete tasks according to technological maps with a detailed description of operations and work methods. Gradually, when compiling technological maps, some data is deliberately omitted. This forces children to independently solve some tasks that are feasible for them. Further, the amount of missing data in the technological map increases. Students are taught, first in class under the guidance of a teacher, and then to independently develop a technological process for making simple products, while finding rational ways of working. For example, when making a folder for postcards, students solve some feasible tasks in the process of search activity. They set the number of covers on the folder, determine the length, width and thickness of the folder based on the size of the stack of postcards. Next, students count how many and what parts. Thus, in the process of partial search activity, students first get an idea of ​​the product, then plan the sequence of work and, finally, carry out technological operations to implement projects into finished products.

The problem-based teaching method involves the formulation of certain problems that are solved as a result of the creative activity of students. This method reveals to students the logic of scientific knowledge. Elements of problem-based methodology can be introduced during labor training lessons in 3rd grade.

Thus, when modeling boats, the teacher demonstrates experiments that pose certain problems for the students. Place a piece of foil in a glass filled with water. Children observe that the foil sinks to the bottom. Why does foil sink? Children hypothesize that foil is a heavy material, so it sinks. Then the teacher makes a box out of foil and carefully lowers it into the glass upside down. Children observe that in this case the same foil is held on the surface of the water. This creates a problematic situation. And the first assumption that heavy materials always sink is not confirmed. This means that the problem is not in the material itself (foil), but in something else. The teacher suggests carefully looking again at the piece of foil and the foil box and establishing how they differ. Students establish that these materials differ only in shape: a piece of foil has a flat shape, and a foil box has a three-dimensional hollow shape. What are hollow objects filled with? (By air). And air has little weight. It's light. What can be concluded? (Hollow objects, even made of heavy materials like metal, filled with “light” air, do not sink.) Why do large sea ships made of metal not sink? (Because they are hollow) what happens if you pierce a foil box with an awl? (She will drown.) Why? (Because it will fill with water.) What will happen to the ship if its hull gets holed and fills with water? (The ship will sink.)

Thus, the teacher, creating problematic situations, encourages students to build hypotheses by conducting experiments and observations, gives students the opportunity to refute or confirm the assumptions made, and independently draw informed conclusions. In this case, the teacher uses explanations, conversations, demonstrations of objects, observations and experiments. All this creates problematic situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process in a secondary school closer to scientific research.

The research method should be considered as the highest level of students’ creative activity, in the process of which they find solutions to problems that are new to them. The research method develops in students knowledge and skills that are highly transferable and can be applied in new work situations. The use of this method brings the learning process closer to scientific research, where students become acquainted not only with new scientific truths, but also with the methodology of scientific research. Naturally, the content of the research method in science differs from the research method in teaching. In the first case, the researcher reveals new, previously unknown phenomena and processes to society; in the second, the student discovers phenomena and processes only for himself, which do not represent novelty for society. In other words, in the first case, discoveries are carried out on a social level, and in the second - on a psychological level. The teacher, posing a problem for students to independently study, knows both the result and the solutions and types of activities that lead the student to the correct solution to the problem posed. Thus, the research method in school does not pursue the goal of making new discoveries. It is introduced by the teacher in order to develop in students the character traits necessary for further creative activity.

Let's look at a specific example of the elements of the research method. During the lesson, the teacher sets a task for the children - to select paper for making a boat, which should have the following characteristics: good coloring, dense, durable, thick. Each student has at his disposal samples of writing, newspaper, drawing, household (consumer) paper and tracing paper, brushes, and jars of water. In the process of simple research, from the available types of paper, the student selects paper for making the body of a boat model that has all the listed characteristics. Let's say that the first student begins to check the sign of colorability. By running a brush with paint over samples of writing, newspaper, drawing, consumer paper and tracing paper, the student establishes that writing, drawing, consumer paper and tracing paper are thick papers, while newspaper paper is loose. The student concludes that newsprint is not suitable for the hull of a boat. By tearing the available paper samples, the student establishes that writing and consumer paper is fragile. This means that these types are not suitable for making a boat hull. Next, the student carefully examines the remaining types of paper - drawing and tracing paper - and establishes that drawing paper is thicker than tracing paper. Therefore, to make the hull of the boat it is necessary to use drawing paper. This paper has all the necessary features: it is easy to color, dense, durable, thick. Checking the types of paper should begin with a sign of strength. After this test, the student would have only two types of paper at his disposal: tracing paper and drawing paper. Checking the thickness feature allowed the student to immediately select the drawing paper needed for the boat from the remaining two types. When using the research method, as the considered example of paper selection shows, the student is not given a ready-made solution to the problem. In the process of observations, tests, experiments, and simple research, the student independently comes to generalizations and conclusions. The research method actively develops students' creative abilities and introduces schoolchildren to the elements of scientific research.

II .2. Description and analysis of the results of experimental pedagogical work.

Experimental pedagogical work was carried out in class 3²a² of school No. 92 in Almaty (30 students), a parallel class 3²b² (28 students) was taken as a control class.

Before starting lessons on the problem of our research, we conducted independent work in both classes.

In one of the lessons, we set a task to identify knowledge, skills and abilities in verbal methods of teaching students. A lesson was conducted, in this lesson only a task was given, without an explanation of the task, without instructions for the subsequent completion of the upcoming task, and the students were also not reminded of safety and health precautions, that is, a lesson without using the verbal method. And the task was this: Application of the Kazakh ornament

Ram's horn.

There is a sample attached to the board. The children began practical work on their own without individual teacher assistance. After observing the entire lesson, the students’ work was collected by the end of the lesson. After analyzing the work data, the level of knowledge and skills of students in the verbal method was revealed. The results are not the best. The works were evaluated according to 3 developed criteria.

Criteria:

1. A clear understanding of the instructions and tasks assigned to the student;

2. Better and more successful (without errors) task completion;

3.An objective verbal report from students about the work completed.

Results of independent work

(beginning of experimental teaching work)

Analysis of the results of independent work showed that 43.3% of 13 students received a grade of ²5² in the experimental class, 35.7% of 10 students received a grade of ²4², respectively, and 50% of 14 students received a grade of ²4², respectively. ²3² received 6.7% - 2 academics, and 14.3% - 4 academics.

The results obtained indicate that the knowledge of students in the two classes is approximately at the same level.

Where the research was conducted, it turned out that the class was difficult, the teachers changed every year, the students were very active, noisy, but there were no unsuccessful students in the class. As a result, we observed the following readings. All the students completed the work, they approached their work creatively, many of the work was completed, but the children did not understand the correct selection of color combinations, laying them out against the background, working with tools, and safety precautions and personal hygiene were not followed. That is, the children did not understand the purpose and objectives of the task, there was no better quality successful work, that is, consistent instruction.

Also, a similar lesson was taught in both classes. This lesson was taught using the verbal teaching method.

Quest: Broken horn.

The task and task are reported.

The task is presented orally and the subsequent execution of the upcoming tasks is instructed. All stages of the lesson were followed, conversations were held, leading questions were asked, to which the students answered themselves. There is a sample attached to the board. The sequence of work is clearly and practically shown. After that, for practical activities, where 20-30 minutes are allotted. Some students were provided with individual assistance, all students worked actively, and special attention was paid to the quality of work. Having completed their work, they submitted it for inspection. When analyzing the students' work, it was revealed that when performing this task, the level of skills and knowledge is much higher in both classes.

Results of control sections in the experimental class.

Analysis of the assessment results showed that there were significant improvements in both classes. We compared the results of completing tasks in experimental and control classes.

A verbal report was given, and students were also questioned about their work. At the end of the lesson, shortcomings were identified, good work was noted and evaluated.

The questions were of this type:

How is the part glued to the background coated?

(From left to right).

First, should we coat the detail or the background?

How do we cut out the parts?

(Without distorting the shape).

What should be done to make it easier to navigate the placement of a particular part when gluing?

(Mark their locations with a pencil).

Thus, the analysis of the results of independent work in control and experimental classes is low, that is, not indicative. Because in both classes the lesson was conducted without using the verbal method. When performing the following task in the lesson in both classes using the verbal method, the level of knowledge and skills of students increased and became most indicative.

CONCLUSIONS

The analyzed scientific and pedagogical literature and the experimental pedagogical work carried out showed that in the process of labor training of junior schoolchildren, great importance is given to the use of verbal teaching methods.

Thus, the development of this problem has attracted the attention of many scientists and educational psychologists.

A number of classifications have been developed: I.Ya. Lerner and M.N. Skatkin, D.O. Lordkipanidze, M.I. Makhmutov, E.Ya. Golant and E.I. Perovsky, which showed that in modern conditions of improving training, Complicating educational knowledge, increasing its volume and depth, gives rise to ever new forms and methods of teaching children.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students. This profound position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods.

The success of verbal teaching methods used in the educational process of primary school depends on the teacher’s ability to correctly construct a verbal explanation and on the student’s ability to understand the content of the material in a verbal presentation. It is impossible to allow the verbal method of teaching to be isolated from other methods and to exaggerate their meaning. This method is the core method in the educational process; all other methods are built on it.

Our experimental pedagogical work, analysis of the experience of teachers and visits to lessons on labor education in elementary school showed that verbal methods are used by teachers in the process of labor education for younger schoolchildren. However, teachers do not always use this method correctly, rationally and justifiably. It is necessary that everything be in moderation; excessive conversation distracts from the purpose of the lesson. During practical work, some teachers not only control the manufacturing process, but also interfere with it, so the principle of independence of the manufactured appliqué disappears.

The implementation of verbal teaching methods must be given due attention in labor lessons, because Teachers do not always take labor lessons as a secondary subject seriously and responsibly. Labor training should be given special preference due to the characteristics of children of primary school age.

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Method is a word of Greek origin that means a path of research, a way of achieving something, theory, teaching. A specific feature of teaching methods, in contrast to methods used in some other activity, is that teaching is a two-way process that combines, on the one hand, the teaching activity of the teacher, and on the other, the educational activity of the students.

In pedagogy there are many definitions for the concept of “teaching method”. Here are two of them:

teaching method is a method of interconnected activity between teacher and students, aimed at solving the problems of teaching, education and development;

a teaching method is a way of transferring knowledge by a teacher and assimilating it by students (N.M. Verzilin).

Since there is no single definition of “teaching method,” there is no single classification of methods. There are different approaches to classifying teaching methods:

• depending on the source of knowledge:

verbal (story, conversation, discussion, work with a textbook and other literature, instruction);

visual (demonstration of experiments, visual aids - natural objects, illustrative - models, paintings, films, etc.);

practical (laboratory and practical work, observations, experiments, experiments, performing exercises, modeling, activities in nature);

gaming (didactic, simulation, role-playing, theatrical and other types of games);

by the nature of cognitive activity:

reproductive (explanatory and visual);

method of problematic presentation of educational material;

partially search (heuristic);

research;

for didactic purposes:

methods of studying new knowledge;

methods of consolidating knowledge;

control methods.

The same method can be placed in any type of classification. All these classifications do not contradict each other, but help to evaluate

the significance of a particular method in different teaching situations. For example, a verbal method such as a story can be used in several cases: firstly, in the process of a teacher explaining new material, without asking students for “help”; secondly, within the framework of a problematic presentation (the teacher offers problematic questions and situations that children solve during the teacher’s story, as if “helping” him explain new material); thirdly, the teacher uses the story method to consolidate knowledge. In MPOM, most often, a classification of teaching methods is used depending on the source of knowledge. Each teaching method can be considered from three sides: 1) the source of knowledge; 2) the nature of the teacher’s activities; 3) the nature of students’ activities (Table 2). Table 2. Features of teaching methods depending on the source of knowledge , de activities of teachers and students Parties		[methods of teaching about the environment
	Verbal	Visual	Practical
		Visual	Practical work (activities), experiments, observations
Actor	Guides perception using words (speaks and listens)	Guides perception by showing or demonstrating	Guides perception through instruction	Determines the rules of the game, manages the game
Actor	Perceive information (listen and speak)	Perceive information through observation	Perceive information, on one's own performing practical	Perceive information during the game

The structural unit of any method is methodical technique. A methodological technique is a specific action of the teacher and students aimed at education. The same techniques are included in different teaching methods, and one way of communicating information can be implemented using different techniques.

Methodological techniques according to the nature of the activities of the teacher and students can be divided into the following groups (classification by N.M. Verzilin and

V.M. Korsunskaya):

organizational techniques. Their use is associated with different organization of application of certain methods. For example, in verbal methods, children can answer either from their seats or at the blackboard; reading the text can be organized out loud or silently. Among the practical methods, laboratory experiments can be carried out individually or collectively. In visual methods, a visual object can be demonstrated in front of the class, with a walk around the row, in transfer from desk to desk;

techniques, As a rule, they are associated with the use of various auxiliary equipment: fixtures, lighting, instruments, including technical teaching aids. Thus, in verbal methods, questions for a conversation can be given on cards or posters, knowledge testing is carried out with

using questionnaires in which children make the necessary entries. The role of technical techniques in visual methods is especially great, because it is here that various devices are used to a greater extent. In practical methods, this is the use of instructional tables, cards, experiments in vessels, on plots; recording the results of observations and experiments in notebooks, nature and labor calendars; modeling using various devices;

logical tricks contribute to the understanding of educational material, and, therefore, influence the development of students’ mental activity. The educational process should be structured in such a way as to stimulate the analytical and synthetic activity of the brain. This problem is solved by using didactic logical techniques.

The following logical techniques are distinguished:

A) comparison. Comparison helps to identify similarities and differences in objects and phenomena. For example, knowledge about the autumn color of leaves will be more complete if the autumn leaves of a particular plant are compared with summer ones. Comparison makes it possible to identify common and distinctive features of different plants and their individual parts, different groups of animals, plans and maps, different forms of land surface, etc.;

b) opposition- this is a comparison of mutually exclusive characteristics of objects and phenomena. As a result, the true essence of an object or phenomenon is revealed and the false one is discarded. Thus, when forming the concept of “fruit” through comparison, children identify a number of characteristics of fruits, including such common characteristics for all fruits as the presence of seeds in them and the fact that they are formed in place of a flower. But what signs are essential, most important for the fetus? Practice has shown that students, in addition to the indicated general characteristics, also call the edibility of fruits significant. Based on this, children include root vegetables, potato tubers, heads of cabbage, etc. as fruits. In this case, the contrast technique is used: students are asked to look at cut root vegetables, potato tubers, heads of cabbage, etc. Children do not find seeds in them. So, this is a sign

as edibility, is excluded from the essential characteristics of the fruit. The contrast technique makes it possible to identify the essential characteristics of trees, shrubs, grasses, deciduous and coniferous plants, determine the color of ice, etc.;

V) analogies. This technique is used when you need to independently compose a description of an object or phenomenon by analogy with one that was compiled collectively or which is given in a textbook for an identical object or phenomenon. For example, in a lesson on the topic “Plants of the field,” a characteristic of one of the plants is collectively compiled using the definition and recognition of characteristics. Children characterize other plants taken for study in class on their own - by analogy. An analogy can be useful when studying the properties of substances, the characteristics of different components of natural zones, etc.;

G) classification. With its help, objects and phenomena are combined into groups based on similar characteristics. This technique requires a lot of analytical and synthetic activity of children. First, students must analyze the characteristics of objects and phenomena, then find common ones among them (perform a synthesis), on the basis of which they combine them into groups. When studying the world around them, children identify the following groups: living nature, inanimate nature; plants, mushrooms, animals; trees, shrubs, herbs; deciduous and coniferous plants; insects, fish, birds, animals, etc. The classification technique can be used in two ways: the teacher himself gives the basis for classification or invites students to do it. In the first case, the task is usually formulated something like this: underline the names of domestic animals with one line, and wild animals with two. In the second case, the task can be posed as follows: combine the listed animals into groups. At the same time, students themselves choose the basis for classification: some children can identify groups of domestic and wild animals, others - insects, birds, and animals. Both results should be considered correct. In both cases, the children performed similar mental operations;

d) systematization. It requires the arrangement of objects or phenomena in a certain order, in a system. Thus, when characterizing natural zones, it is very important to adhere to the following system of presentation: inanimate nature - characteristics of plants and animals - human use of nature - nature protection in a given natural zone. The successful use of systematization techniques is facilitated by drawing up a plan. Essentially, a plan is a formal, external expression of a given technique;

e) identification of causes and relationships. The condition for this technique is that children have a certain stock of knowledge obtained as a result of direct perception of objects and phenomena of the surrounding world. Revealing causes and relationships helps students explain facts and therefore understand them. This technique requires particularly active analytical and synthetic activity of the brain and, compared to other techniques, presents a certain difficulty for children. However, practice

The use of this technique shows that children cope well with such tasks that arouse interest in the world around them. This technique is implemented in questions and tasks that begin with the words “why”, “what is it connected with”, “explain the reasons”, etc., as well as when working with diagrams and models. Useful tasks for children to draw up some diagrams and models on their own. The possibilities for using this technique are quite wide when analyzing what is happening in inanimate nature, between inanimate and animate nature, and in animate nature. The role of this technique is very great in the development of the ecological culture of junior schoolchildren, since it is this technique that allows them to understand the most important law of ecology about the universal interconnection in nature;

and) generalization. This technique allows you to highlight the general and most important in a certain system of knowledge. Its external manifestation is tasks like: what is common in this knowledge, draw a conclusion, what is the essence of what is happening, how do you understand it, etc., and the end result is the formulation of rules, concepts, conclusions. Generalization requires active mental activity with a predominance of synthesis. Therefore, this is one of the most difficult techniques. The generalization technique allows you to avoid memorizing a lot of factual information and forms the most important skill in educational work, without which further learning will be impossible or very difficult.

The list of logical techniques listed (as well as organizational and technical ones) is not complete and final.

In the practice of teaching the world around us, techniques are not always used in their pure form. Thus, logical techniques also require a certain organization of students, and the use of technical means may also be required. A combination of techniques also occurs within groups. For example, it is difficult to imagine the effect of the techniques of classification, systematization, analogy, etc. without the technique of comparison. The method of generalization requires a fairly high degree of systematization of educational material.

Verbal methods of teaching the world around us

In teaching the world around us, mainly three verbal methods are used: 1) story; 2) conversation; 3) working with the text of the book.

Verbal methods include the word and speech of the teacher and students, as well as the written word. For example, a conversation is a dialogue between a teacher and students; the story can also be from both the teacher and the student. In general, verbal methods are used in conjunction with all other teaching methods (visual, practical, game).

Verbal methods are used for the purpose of: 1) developing cognitive activity and logical thinking of schoolchildren; 2) students’ assimilation of ready-made information presented by the teacher; 3) creating a problematic situation in the lesson; 4) developing the emotional sensitivity of students, inducing a sense of empathy.

Verbal methods are most often used when: 1) it is necessary to describe a picture or process; 2) there is little time in the lesson, but a large amount of material needs to be presented; 3) for some reason it is impossible to use practical and visual methods.

Verbal methods have their advantages and disadvantages. The advantages include the fact that the teacher’s lively and emotional word is indispensable when studying the world around us. For example, when conducting practical work, students’ attention may be distracted by unimportant features of what is being studied, and it is the teacher’s word that corrects and directs the children’s attention. The disadvantage of verbal methods is that younger schoolchildren can only concentrate on something for up to 5 minutes, and then it weakens. Therefore, it is necessary to combine verbal methods with visual and practical ones.

Let's take a closer look at verbal methods of teaching the world around us.

Story- this is a consistent oral presentation of educational information, used when the material is unfamiliar or unfamiliar to students. The story can be used in preparation for observations, when setting up experiments, during an excursion, etc. To a greater extent, the story is used when studying historical topics. In the structure of the story, three stages (stages) can be distinguished: 1) creation of a problem situation (plot); 2) disclosure of content (climax);

resolution of the problem (decoupling). Thus, a school story is similar in structure to a work of fiction.

The advantage of the story is that students receive a large amount of information in a short time, and they assimilate it holistically. The method develops memory, listening skills, and attention. The disadvantage of this method is that the information is transmitted in ready-made form and children must take it on faith. In addition, the method poorly develops creativity. ysh leniency of children.

Requirements for the story. 1) scientific character; 2) accessibility for perception by younger schoolchildren; 3) must be educational in nature;

short in duration (preferably up to 5 minutes in grades I-II and no more than 15 minutes in III- IV); 5) must be emotional, bright, interesting; 6) must be accompanied by illustrations.

Preparing the teacher for the story. 1) determining the purpose and theme of the story; 2) determining the place of the story in the lesson; 3) selection of content, including from additional sources - encyclopedias, reference books, scientific and popular science literature; 4) selection of excerpts from fiction to decorate the story; 5) selection of illustration tools; 6) recording a story plan, thinking through methodological techniques. It is important that the material is presented in a certain logical sequence; 7) compiling a summary of the story.

When applying the story method, various methodological techniques can be used: activating attention, posing problematic questions, logical methods of comparison, highlighting the main thing, generalization and

conclusions, giving examples, combining a story with a conversation, demonstrating visual aids, etc.

A type of story is briefing It is usually carried out before performing experiments and practical work. The peculiarity of the instruction is its conciseness and information content. During the instruction, the teacher programs the students’ actions and their sequence.

Classification of stories. In the methodology of teaching the world around us, there are several ways to classify a story.

For didactic purposes There are three types of stories:

introductory, or introductory story. Its purpose is to prepare children to learn new material;

current story, or narrative story. It reveals the content of new material;

story-conclusion. The goal is to summarize what has been studied and draw conclusions.

By the nature of the presentation of educational material highlight:

1. story-narration. It is a report of information from an eyewitness;

   story-description. Used to create a figurative representation of an object or phenomenon. Often based on illustrations depicting plants, animals, and seasons; based on reproductions of paintings by artists. When describing seasonal phenomena, the artistic works of M.M. can be used. Prishvina, K.G. Paustovsky and other writers;

   story-explanation. Used to reveal the characteristics of an object or phenomenon and to reveal relationships in nature. In the process of explanation, new concepts are introduced. The explanation should be carried out using illustrations (drawings, tables, etc.). May alternate with conversation.

An explanatory story is also used to prepare students for observation and practical work. Through explanation, students are instructed on the work ahead (the teacher tells what they have to work with, how the work should be done, how the results should be presented).

Most often, in the course “The World Around us,” a combination of descriptive and explanatory stories is used.

According to the logic of construction the story can be of two types:

inductive - when a generalization is made based on a number of facts. Typically, the first lessons on a topic include factual material, which is gradually accumulated and comprehended. Therefore, in such lessons, inductive stories are used;

deductive - when the general position is confirmed by facts. Deductive storytelling is used more often in general, concluding lessons on a topic.

In its pure form, the story is rarely used in elementary school. It is usually accompanied by elements of conversation.

Conversation- this is a dialogue (conversation) between the teacher and students, conducted on previously prepared questions. The teacher leads and directs the conversation. The main condition for conducting a conversation is that schoolchildren have a certain minimum knowledge on the topic of the conversation. The teacher, with the help of appropriate questions, mobilizes the knowledge and practical experience of students, makes them think, comprehend the material, and answer the question. Thus, the teacher leads students to perceive new material and encourages children to draw conclusions and generalizations. The great importance of conversation is that it develops students’ thinking and speech.

The conversation allows for an individual approach to students. The teacher, differentiating questions depending on the preparation of a particular student, can involve weak and passive students in the conversation. Conversation increases class activity, and this is its positive role. In addition, the conversation allows you to combine the study of new material with the identification and testing of existing knowledge.

The conversation method has its drawbacks: firstly, it usually takes a lot of time, and secondly, this question-and-answer form of studying the material provides fractional knowledge, makes it difficult to perceive new information holistically, and does not teach students to convey scientific knowledge in a coherent form.

Preparing the teacher for the conversation."

determining the topic and purpose of the conversation; 2) drawing up a conversation plan; 3) formulating questions for the conversation (they should be clear, their sequence should be thought out, the questions should make you think about the answer; the effectiveness of the conversation depends on the quality of the questions); 4) selection of illustration tools.

Rules for asking questions during a conversation. The question is asked to the whole class, then the teacher pauses (gives time to understand the question and formulate an answer) and then asks one of the students. If a student's answer is incomplete, another student completes it. If there is no answer, then the question is formulated anew and, possibly, divided into more specific ones. The teacher summarizes the children’s answers and once again formulates the correct answer. In grades I and II, simple and short questions are asked, usually about what the children saw and did themselves. IN III- In fourth grade, questions are formulated so that children can give a detailed answer, and not limit themselves to one simple phrase. The most appropriate questions in a conversation are for analysis, comparison, generalization. Questions that require recall of existing knowledge are not as useful for developing students' thinking. You should avoid questions that can be answered with a simple “yes” or “no.” You should not ask questions that contain a ready-made answer. The teacher must pay attention to the students’ speech culture and correct illiterate wording of answers. In a conversation, students gain new knowledge, so the conversation questions should be

aimed at “discoveries”. Such conversations are called heuristic or exploratory.

At the end of the conversation, a conclusion should be drawn, which constitutes new knowledge.

When applying the conversation method, the following techniques can be used: asking questions, discussing students’ answers and opinions, adjusting students’ answers, formulating conclusions, etc.

Classification of conversations. Depending on didactic goals The following types of conversations are distinguished:

introductory Its goal is to systematize and generalize existing knowledge. Such a conversation can be held at the beginning of the school year, at the beginning of the study of the section and at the beginning of the topic;

reporting. Involves introducing children to new material. The teacher, using questions based on existing knowledge, leads students to the necessary conclusions, helps to establish connections between individual facts and phenomena;

generalizing. Its goal is to systematize and generalize the acquired knowledge. Conducted at the end of a lesson, topic or entire course. In the process of a generalizing conversation, it is important to highlight the basic concepts of the material covered and find out how these concepts are learned by the children. It is necessary to show the relationship between objects and phenomena and, on the basis of this, lead students to independent conclusions.

According to the nature of students’ cognitive activity the conversation can be: 1) reproductive (reproduction and manipulation of known information); 2) heuristic (search) - aimed at discovering knowledge by the children themselves (for this they use problematic questions, situations, tasks to identify cause-and-effect relationships, etc.).

According to the form of reference conversations are distinguished: 1) catechetical (question - answer); 2) expanded.

By way of thinking the conversation can be: 1) inductive, when the teacher poses private, interconnected questions to the students. Based on the facts at the end of the conversation, students must draw a conclusion; 2) deductive, when first a definition is given, a rule under which specific facts are subsumed. Deductive conversations are carried out more often in general, final lessons.

It is impossible to limit yourself to conversation only in lessons, if only because children become the main source of information in this method, because they are the ones who mainly answer the questions posed. The conversation should be combined with other methods: with the teacher’s story (conversation based on the teacher’s story), with observations in nature (conversation based on the results of observations), with work with means of illustration (map, drawing, etc.), with reading an educational text (conversation according to reading).

A type of conversation is educational discussion(polylogue). This method is especially actively used in developmental education systems. A discussion is an exchange of opinions and ideas on a specific

problem in order to make a unified decision. In the lessons of the surrounding world, the discussion has the character of a cognitive dispute.

Before the discussion begins, the rules for its conduct are established (politely addressing each other, not interrupting the speaker, criticizing an idea, not a person, etc.). The discussion must be preceded by a deep study of the material on the issue under discussion, otherwise the discussion will result in a pointless dispute. The method is more effective in fourth grade, when students already have a sufficient amount of knowledge to defend their point of view.

Forms of discussion:

1. round table. In this form of discussion, the problem is discussed among a small, selected group of students. During the discussion, opinions are exchanged with the rest of the class. There can be several discussion groups. For example, a round table on the topic “Ecology of our region” presupposes the presence of several discussion groups: environmentalists, industrialists, residents, doctors, agricultural workers, lawyers and simply sympathizers who can express their point of view;

   debate. In this form of debate, an issue is discussed by members of two competing teams representing alternative points of view (for example, a debate could be held on the topic “Should humans destroy forest pests?”);

   court hearing. In this case, the discussion has the nature and form of a trial: the participants in the court are the suspect, the victim, witnesses, the prosecutor, the lawyer, the jurors, and the judge. For example, you can try a wolf accused of killing hares.

Preparing for the discussion. First, the purpose of the discussion is set. Then the problem is defined, the form of discussion is chosen, the course of the discussion is planned, participants are selected, and roles are assigned. Questions are thought out with which the teacher can intervene in the discussion (questions like “What do you think...?”, “What would happen if...?”, “What do you mean?”, “What facts are in defense?” )"Can you give your theory?" etc.).

The advantages of the educational discussion method include increased class activity, speech development, the ability to defend one’s point of view, communication abilities, and creative comprehension of the material studied. Disadvantages of the method: 1) discussion is not as effective in conveying information as a story; 2) requires high self-organization of students.

Working with a book. A book is one of the most important sources of knowledge. Of all the books, the most important in acquiring knowledge for schoolchildren is textbook. The textbook sets the amount of knowledge that students must learn and the pace of passing the material.

Structure of textbooks of the surrounding world. Textbooks on the surrounding world contain two main structural “blocks”: educational text and extra-textual component (see figure).

The structure of a school textbook on the world around us

The educational text includes three elements: 1) main text- This is the text that conveys the main information. It sets out facts, gives descriptions and definitions of concepts, reveals relationships and patterns; 2) additional text connected to the main one, but not required for study. Stories, proverbs, sayings, riddles, fairy tales, and popular science information are used as additional texts. In textbooks, additional texts are most often presented in various headings, for example, “This is interesting,” “Good to know,” “For the most inquisitive,” “Once upon a time there lived a man,” etc.;

explanatory text is presented with a glossary of terms, various reference information, notes, etc.

The extra-textual component also consists of three elements:

apparatus for organizing assimilation(system of questions and tasks);

orientation apparatus- table of contents, font selections (large, bold, italics), symbols (various stripes, circles, exclamation or question marks); 3) illustration material- drawings, photographs, maps, diagrams, tables, graphs.

Almost all textbooks have printed workbooks that include tasks for organizing students’ independent work. The workbooks contain many tasks for working with text containing missing words that the student must fill in using a textbook, tasks in the form of illustrations: filling out diagrams, tables, captions under pictures. The workbooks also provide space for the children’s own drawings. To develop cognitive interest, there are tasks in the form of puzzles, crosswords, riddles, etc. To document the results of practical work, notebooks contain tables, diagrams, and contour maps. The notebook saves students and teachers time by allowing them to take notes and perform practical work in specially designated areas in the notebook.

Before starting to study the course “The World Around You,” you need to explain to students how the textbook is structured and how to use it.

Techniques for working with the textbook:

methods of orientation in a textbook - finding the required paragraph, picture, diagram, assignment;

techniques for working with text (explanatory reading, finding the necessary data, drawing up a plan);

techniques for working with tasks and questions (orientation in them, independent work with them, the ability to select the sources of information necessary to answer);

techniques for working with a plan and map (reading symbols, searching for objects, determining distances);

techniques for working with drawings, photographs, tables (comparison, description);

techniques for working with several components of a textbook: table and text, text and task, text and map, etc.

In elementary school, two main forms of working with a textbook are used: in class and when doing homework.

Additional literature in teaching about the surrounding world. In the process of learning about the world around us, in addition to the textbook, other printed sources of knowledge are used: additional educational,

fiction, popular science literature, magazines, etc. In the last two decades, the possibilities of using additional literature have increased significantly due to the emergence of a large number of well-published books (encyclopedias, reference books) and magazines.

Options for working with additional literature:

1. reading a text by students or a teacher at the stage of learning new material or generalization. Class reading passages should be short in length so that reading is not lengthy and tiring for students;

children's oral communication about what they read;

note-taking;

compiling a certificate on an object or natural phenomenon, historical figure, etc.;

preparation of reports;

recording terms and their meanings in a dictionary;

creating diagrams in notebooks illustrating what is being studied.

To develop children's independence, it is important to teach them to work with reference literature. You can work with reference books both in class and at home. To accustom students to work with reference books, the teacher can give tasks such as “Find in the dictionary the meaning of the word ... ocean, continent, molt, etc.”, “Using the reference book, describe ... the desert, insects, flowering plants and etc.”

One of the techniques to encourage children to get acquainted with additional literature is for the teacher to show illustrations and read excerpts from books in class.

It is useful to post lists of literature for extracurricular reading that students are recommended to read during the school year. At the same time, you need to control the students - talk with them about what you read, use the material from the books you read in your academic work.

The teacher should be careful when choosing books and texts for reading, especially if the book contains historical topics. The fact is that the same historical events can be interpreted differently in modern publications and books published 15-20 years ago.

Thus, verbal methods are very widely used in the process of teaching primary schoolchildren about the world around them. Naturally, the word is not the only source of information for getting to know the world around us. Therefore, verbal methods are combined with visual and practical teaching methods.

1. Visual methods of teaching about the world around us

The use of visual methods is closely related to the implementation of the principle of visibility. But the concepts of “visual methods” and “the principle of visualization” are not identical. Visualization as a teaching principle is implemented using any methods. The function of the visualization method is fulfilled when it becomes the main source of knowledge.

Visual aids are widely used in verbal methods. When conducting a story or conversation, the teacher reinforces his word with a demonstration of visual aids. Here, visual aids are not the main source of information, but only reinforce and specify

teacher's word. In this case, the independent cognitive activity of students is limited.

Visual aids in visual methods are a source of independent reasoning, generalizations, and conclusions.

Natural objects and phenomena, their models or their images on a plane (drawings, photographs, slides, films, etc.) can be used as visual aids when teaching about the surrounding world. Before using any visual method, students are given specific cognitive tasks. They tell you how to observe, what to identify, what to compare with, and what to learn.

The advantages of visual methods include increased activity and independent cognitive activity of students, development of empirical thinking, observation, and speech.

The difficulties in using visual methods are associated with the presence of the objects themselves to be studied. Providing the educational process with natural visual aids is difficult due to environmental problems. The use of visual aids requires material costs, which schools often cannot afford to the extent required.

Classification of visual methods.

By nature of benefits highlight: 1) demonstration methods

(demonstration of the experiment and natural objects - living plants and animals, herbariums, collections, inanimate natural objects, other handouts); 2) illustrative methods (the use of artificial or visual aids - models, drawings, diagrams, screen-sound teaching aids (ESTS), etc.).

By nature of work distinguish: 1) demonstration of experiments by the teacher;

working with visual aids (objects of living and inanimate nature, visual aids, etc.).

Let's take a closer look at the use of various visual methods in lessons about the world around us.

Demonstration of natural visual aids(live plants and animals, herbariums, stuffed animals, etc.). At the same time, children create an idea of ​​​​the appearance (size, shape, color) and the properties of the object. Demonstration enlivens and activates the process of assimilation.

When preparing for a lesson, the teacher selects objects and thinks through ways to demonstrate them, as well as time and place. The main requirement for demonstration is that all students consider the main features of the object being studied. Depending on the size, an object can be demonstrated in two ways: large objects are demonstrated frontally (the object is placed on a stand, the necessary lighting is created); The teacher carries small objects through the rows. If there are a lot of objects, then you can distribute them to children at each desk. During the demonstration, students must carefully examine the object. Observation should be carried out according to previously prepared tasks. The task can be given to children orally or written on the board or on cards. IN

The task indicates how to view the object, what to pay attention to, what to compare with, etc.

The method of demonstrating an object and the features of working with it depend on the specifics of the object. Let's consider how work with the herbarium and stuffed animal will be carried out.

Working with the herbarium: 1) name of the plant (the scientific name is given using binary nomenclature: chamomile, nettle, etc.); 2) plant habitat. (geographical

distribution, natural area, natural community); 3) life form (tree, shrub, herbaceous plant); 4) finding and showing parts (organs) of a plant; 5) description of the shapes and colors of different parts of the plant; 6) meaning in nature and human life.

Working with a stuffed animal: 1) name of the species (full scientific name - gray crow, great tit, etc.); 2) habitat; 3) sizes (when describing, it is customary to give not sizes in cm, but sizes in comparison with well-known visually familiar bird species - with a sparrow, dove, crow (small birds are compared with a sparrow, large ones - with a crow). In this case they say: a nightingale is the size of sparrow, song thrush is somewhat larger than a sparrow, etc.); 4) color features; 5) features of the beak (for birds) and teeth (for mammals) in connection with their diet and lifestyle; 6) shape of the torso and limbs; 7) significance in nature and human life.

Demonstration of experiments. The teacher conducts the demonstration experiment, and the children observe and analyze its progress and results. Typically, demonstration experiments include those that children are prohibited from conducting due to safety precautions (experiments using chemical reagents, fire from an alcohol lamp). They are also carried out when it is difficult or impossible to observe any process or phenomenon under natural conditions, therefore such a process is reproduced artificially. For example, demonstration experiments are carried out when it is necessary to show the moisture content in the soil, the flammability of minerals, and the water cycle in nature.

Requirements for conducting a demonstration experiment: 1) the purpose of the experiment, its time (duration) and place in the lesson should be determined;

the experiment should be carried out on a demonstration table or on a stand so that all children can clearly see what is happening; 3) students need to be given a cognitive task (a problematic situation can be created); 4) the equipment to be used should be listed and its purpose explained; 5) safety regulations must be strictly followed. It is first necessary to check the equipment, conduct a safety briefing, and have first aid equipment available; when experimenting with fire, you need to have containers with water and a fire extinguisher; 6) during the experiment, children should pay attention to processes that are important for the formation of new knowledge; 7) you need to comment on what is happening or have a conversation with the children (ask

questions “what are you observing?”, “why is this happening?”); 8) at the end of the demonstration, you need to summarize and draw a conclusion.

Methods of using illustrative aids. Illustrative visual aids are used in almost all lessons around the world. Such aids include models, dummies, educational pictures, photographs, filmstrips, slides, and films.

For example, the lessons use the human skeleton and models of internal organs. The skeleton is demonstrated when studying the topic “Skeleton and Posture”. Students can be given the task of finding the parts of the skeleton - skull, spine, ribs, limbs; compare parts of the skeleton with your body and find out which bones are connected movably and which are immobile. Next, children can be given the task of thinking about how the skeleton changes with incorrect posture.

Often in lessons various illustrations are used as means of illustration. printed visual aids. They are usually used when it is not possible to observe an object or phenomenon in nature. They create in students a figurative idea of ​​an object or natural phenomenon. Using a picture or photograph, the teacher can: 1) talk about its content; 2) conduct a conversation with students; 3) give the task to analyze it. Working with educational paintings has educational value: when looking at a well-painted painting, students experience aesthetic pleasure.

Methodology for using educational films. The content of the film should be related to the topic and purpose of the lesson. Educational films have advantages over other illustrative visual aids:

objects and phenomena of the surrounding world are perceived simultaneously through vision and hearing, which facilitates perception and improves understanding of what is being studied; 2) films show in dynamics a real picture of the surrounding world; 3) films make it possible to visualize processes that occur in nature too quickly (the movement of insect wings) or too slowly (the development of a ravine, the development of a plant from a seed) - this can be done using slow or accelerated filming, various special effects; 4) you can show objects and processes that are impossible to observe in real life (the work of internal organs, life inside a hive or anthill, etc.); 5) this teaching method allows you to convey a large amount of information to children in a short period of time; 6) the great educational and developmental significance of films - they develop horizons, cognitive interest, and are important for aesthetic and environmental education.

There are various options for using films in the classroom:

when communicating new knowledge after the teacher’s explanation. In this case, the film serves as an illustration of the explanation; 2) instead of an explanation. Moreover, the film itself is a source of knowledge; 3) can be used in general lessons.

Preparing the teacher to demonstrate the film. The teacher must first study the content of the film (i.e. watch the film before the lesson), determine the place and role of the film in the lesson, and create assignments for students. The task indicates what you should pay attention to when watching the film, what questions to find answers to, etc.

Before watching the film, you can show students natural objects or their images, and have a conversation to clarify their knowledge. Explanations may be given during the film screening. After watching the film, you should have a conversation again to systematize and check what you have learned.

The duration of the film demonstration in primary classes should not exceed 10-15 minutes, otherwise the students’ attention will be scattered.

There are a large number of educational films about the world around us. To use them, you need special equipment (film projector, VCR, digital disc player, computer, interactive whiteboard, etc.). It must be possible to darken the auditorium where the film is being shown.

The film can be prepared by the teacher independently, for example, during an excursion. Taking a video camera, the teacher can film interesting objects and natural phenomena, traces of human influence on nature, landmarks, etc.

When teaching about the world around you, you can also use a source of video information such as a TV. There are many different programs about living and inanimate nature, about travel, about famous people. The content of such programs is generally quite accessible to younger students. Selected excerpts from these programs can be shown during the lesson. If it is impossible to demonstrate an excerpt from the program in class, then you can assign the task to watch it at home, and the program is discussed in class.

Demonstration of filmstrips and slides. The advantage of using filmstrips and slides is the ability to display close-up images of objects and natural phenomena on the screen. Another advantage is that the teacher can supplement the information in the subtitles with his own story. Filmstrips and slides, as well as films, can be used when studying new material and in general lessons. To activate thinking, the teacher can close the subtitles under the frames and give the children the task to comment on what they see. As when working with films, the teacher himself gets acquainted with the content of the filmstrip (or slides) before the lesson and draws up questions and assignments. During the lesson, before the demonstration, a conversation is held with the children to update their existing knowledge. At the end of the show, a conversation is held again to reinforce the material learned. You should not show more than 7-8 frames without a break, otherwise the children’s attention will be scattered.

Filmstrips and slides can be used in preparation for practical work or excursions. For example, there is a series of slides “Plan and

map”, which can be demonstrated before practical work on the ground, in order to update children’s knowledge about the plan, map, and methods of orientation. There are slides on the topic “Animals of the reservoir” that can be shown before going on an excursion to the reservoir.

Methodology for working with cartographic aids

A map can be considered a triune learning tool: firstly, it itself serves as an object of study, secondly, it is a means of visualization, and thirdly, it is a source of knowledge. These three components are interconnected, because without knowing the map, it is impossible to use it as a means of visualization and a source of knowledge. Therefore, the initial component is knowledge of the map itself.

The following are used in elementary school cartographic aids: wall maps, table maps (atlases).

In all environmental programs, the following are required to be studied: types of cards: physical maps of the hemispheres, Russia and its region, map of natural zones of Russia. In connection with the integration of social science material into the course “The World Around us,” historical maps are also used. Some programs may additionally use demographic, climate, political and other types of maps.

Features of cards used in elementary school: 1) the scale should be given not only in the form of a numerical ratio (1:5 000 000), but also in the form of explanatory text - 1 cm 50 km; 2) brighter colors should be used in the design of the card; 3) the map should contain only the main, largest objects - large cities, rivers, seas, mountains, i.e. it should not carry a large information load.

Wall maps should be large enough to be seen by children in the back rows. Some distortions are allowed on them - a thicker image of the coastline, simplified outlines of objects (mountains, islands, etc.), bright contrasting colors are used. Wall maps are used when studying new material, when repeating and generalizing what has been learned. It is very important that children work with wall maps and tabletop maps at the same time. Otherwise, they get used to working with one type of map and have difficulty navigating another.

Table cards have a small scale, so they should be further simplified. Table cards are used mainly for independent work (for example, when doing homework).

Outline maps used for exercise and control purposes. Children need to be taught to find objects on a contour map and label them, to draw landforms (mountains, hills) and signs of minerals.

Right-handed for plotting data on a contour map. 1) the inscriptions are made small and clearly; 2) rivers are signed parallel to their course, mountains -

parallel to their elongated ridges, cities, islands and lakes - along the parallels; 3) if the map is colored, then this is done in the same way as it is customary to indicate heights and depths (water - in blue, lowlands - green, hills and mountains above 200 m above sea level - in various shades of brown).

Getting started with contour maps should be supervised by the teacher. The sequence of work can be as follows: the teacher shows an object on the wall map, then the children find this object on the atlas map, and after that they find and mark the object in the contour map. The teacher walks along the rows and checks the correctness of the mark. If everything is in order, then the children put the name on the card.

Working with a map involves solving three problems:

understand map. To understand a map, children must be able to navigate in space, measure distances and put them in a reduced form on paper, that is, scale them;

teach know map. To know a map, children must imagine the outlines of continents, oceans, the location of cities, rivers, mountains, etc.;

How can we practically ensure that children understand the map, know it and can read it? In different programs of the surrounding world this is achieved in different ways. Let's look at how L.F. recommended doing this. Melchakov. The work should be carried out in several stages:

1. first, children learn to measure distances, navigate in space, fix three-dimensional objects on a plane and, conversely, recreate a three-dimensional image of an object from its image on a plane;

   at the next stage, the concepts of “horizon”, “horizon line”, “horizon sides” are introduced;

   then learning to navigate the area using surrounding objects, the sun and a compass occurs;

   introducing the concept of “scale”, drawing floor plans (classroom, room);

   depiction of objects in the drawing using symbols;

   familiarization with the area plan: with conventional signs, with a method for determining the direction (the reference point is the north-south arrow on the left side of the plan);

   studying the features of the map and understanding the differences between the map and the plan;

   direct work with cards. At the same time, children are first introduced to the physical map of Russia, then to the map of the hemispheres, natural zones, and to the map of their region;

   working with the globe. In this case, at first it is important to work in parallel with the globe and the map.

Currently, they have begun to use the reverse principle of work when getting acquainted with cartographic material: first, familiarization with the shape of the Earth, with the model of the Earth - a globe, studying the possibilities of transferring a volumetric body to a plane (introducing the concept of “projection”), studying the map of the hemispheres, then Russia and your region , comparing a map and a plan, learning how to build a plan.

Rules for displaying objects on the map: 1) when showing, you should not block the map with your body; you need to stand facing the window so that the shadow of the body does not fall on the hag; 2) the display must be carried out using a pointer;

It is not the inscription that needs to be shown, but the location of the object; 4) rivers are shown from source to mouth, mountains - with a line in the direction of elongation of the ridge, peninsulas - by tracing along the coastline and along the isthmus on land, large territories and water areas are outlined along the borders (this is shown, for example, the borders of states, seas, river basins and etc.);

the show needs to be commented on, and one should use “geographical language”: say not “above”, “below”, but “in the north”, “in the south”, etc.

Using the globe in lessons about the surrounding world. When starting to work with a globe, you need to use a map in parallel so that children can correlate large objects (continents, oceans) with their image on the map.

The globe is used to study the following topics:

shape and size of the Earth. Children see that our planet is spherical. You can measure the length of the equator using a thread and then measuring it with a ruler. The resulting value (40,000 km) can be correlated with some distance known to children (for example, before nearest city) and thereby get an idea of ​​the size of the planet;

daily rotation of the Earth. Using a globe and a table lamp simulating the Sun, you can show that the globe at a particular moment can only be illuminated from one side. On the illuminated side there will be day, on the unlit side there will be night. Since the Earth rotates around its axis, day and night follow each other. All this can be shown using a special device - tellurium;

movement of the Earth around the Sun. It can be shown using the same globe and lamp or tellurium. Children see that it is precisely because of the movement of the Earth around the Sun that the seasons change;

natural areas. When studying the natural zones of the Earth, the globe can be used to solve two problematic issues:

a) why is it cold in the Arctic, in the tundra, but hot at the equator? The reason is the small angle of incidence of sunlight on the Earth's surface in high polar latitudes; the rays seem to glide across the earth without warming it up. And at the equator, the sun always stands high above the horizon and warms the earth well. The nature of the incidence of sunlight can be shown using a ruler;

b) why are there polar days and nights in the polar regions? This is due to the fact that the Earth’s axis has a certain constant angle of inclination and at the moment when, rotating around the Sun, the northern hemisphere faces it, the polar day is observed beyond the Arctic Circle, and at that moment the polar night is observed beyond the Antarctic Circle. As the Earth moves in its orbit, the position changes, and at some point the southern hemisphere will be turned towards the Sun - now there will be a polar day there.

The globe is also used as a geographical map. Unlike a map, there are no distortions on the globe - it can be used to determine the distance between distant points on the planet with greater accuracy. The globe displays the shapes of continents and oceans more accurately than a map.

All work with cartographic aids prepares primary schoolchildren for studying geography in subsequent grades.

Practical methods for teaching the world around us

Practical teaching methods are closely related to visual and verbal methods. They are based on the cognitive activity of schoolchildren. When using hands-on methods, objects and instruments are placed in the hands of students for independent exploration.

Practical methods make it possible to implement such important principles of didactics as the activity approach and humanization of the educational process. The child turns from an object of learning into a subject of his own activity, which best suits his nature. Practical methods develop thinking, practical skills, interest in learning, form the creative abilities of students, and activate the theoretical and practical cognitive activity of students.

What makes the use of practical methods difficult, first of all, is that their use requires a large amount of handouts and necessary equipment. When using practical methods, the process of obtaining final learning results usually takes longer than when using verbal and visual methods.

Practical methods include: 1) observations; 2) experiments

(experiments); 3) practical work; 4) modeling.

Observation. Observation is the purposeful perception of the surrounding reality by all senses.

In the methodology of teaching the surrounding world, there is no consensus on which group of methods to include observations. They are classified either as visual methods (V.M. Pakulova), since they are illustrative in nature, or as practical ones (Z.A. Klepinina), since they are of a research nature.

Classification of observations:

according to the form of organization- individual, group and Frontal;

by duration- short-term (in class, on excursions) and long-term (usually after school hours);

by volume- local (observation of a specific object of the surrounding world, for example a plant) and complex (for example, observation of seasonal changes in the forest);

at the place of observation- lesson, excursion, extracurricular (in a corner of wildlife, at a training and experimental site) and home.

The purpose of educational observation can be either the accumulation of some facts or the establishment of patterns.

observing the sun. Students can be given the following assignments:

a) watch the sunrise and sunset and determine in which direction from the house it rises and in which it sets; b) compare what the sky looks like at sunrise and sunset, sketch the sunrise and sunset in a notebook; c) observe the shadows of objects at 9, 12 and 18 o’clock and determine at what time the shadow is shortest; d) determine the time of sunrise and sunset, the length of the day;

weather observations. The observation is carried out according to plan: the state of the sky (clear, cloudy or cloudy), air temperature, wind direction and strength, precipitation (if any, rain, snow), atmospheric pressure, snow cover height (if any) is determined. The results of observations are recorded in a diary using special symbols;

observations of surface shapes and their changes (determining the depth of the ravine and changes in this depth over time);

soil observations (measuring the thickness of soil layers on an outcrop, studying water permeability, comparing soils of different compositions, determining the date of thawing of the top layer of soil (10 cm) in the spring and the date of freezing of this layer in late autumn or winter);

observations of water bodies (study of seasonal fluctuations in water level, determination of dates of freeze-up, beginning and end of ice drift, beginning and end of flood);

observations of plants and animals (seasonal changes in wildlife, external characteristics of plants and animals, relationships in wildlife). Children can be given the following tasks: a) determine the dates of the beginning of sap flow in trees of different species, the opening of buds, flowering, ripening of fruits, changes in leaf color, the beginning of leaf fall, the arrival of certain species of birds in the spring and their departure in the fall, the beginning of singing, the appearance of chicks (by searching food by parents, by squeaking in nests); b) compare the movements of different animals (swimming, crawling, flying, running, jumping); compare appearance and

behavior of an adult animal and a baby; c) determine the dependence of the occurrence of certain insects on the distribution of the host plant;

observations of natural communities (forest, meadow, pond, field);

observation of a person (the structure of the human body and its functioning, the work activities of people, relationships between people).

You can observe not only objects and phenomena in the natural environment, but also their images in various teaching media (paintings, photographs, slides, films, etc.).

Organization of observations by the teacher:

1. the purpose and objectives of observation should be clearly formulated for students;

   it is necessary to organize conditions for effective observation: think over the place of observation, rationally place children;

   you need to outline a plan and methods of observation, prepare questions that will be asked during observation and during the dialogue with children, as well as tasks that children will perform;

   In addition to direct examination (which is carried out using vision), other analyzers should be used - hearing, taste, smell, touch. For example, in an autumn forest you can hear the leaves falling, how they rustle under your feet, remember what summer sounds of nature are missing now (birds singing), you can determine what the smell of the autumn forest is like, compare the smells of different mushrooms;

   Techniques that increase the effectiveness of observation should be used. Looking at an object or part of it does not mean seeing and remembering its image. And this is precisely what is most important in learning. You can invite the children, after examining the object, to close their eyes and mentally imagine what they just saw. At first, the images are often unclear and blurry. Then repeated observations are used. This technique can be repeated several times until the children have a clear idea of ​​the subject. Another technique is for students to imitate the movements and sounds of objects and natural phenomena. For example, a teacher can give children the task of repeating with their hands the movements of a bird’s wings or falling leaves; voice - the sound of thunder, bird singing or the sounds of other animals;

   The productive activity of children during the observation process should be determined in advance. This could be making sketches, schematic representations of objects, verbal descriptions of observations, entering Data into tables, observation diaries, collecting natural material for further work in the class.

When conducting observations, in addition to the techniques already mentioned, others are used: visual inspection, measurements using instruments, preliminary showing of slides or a film, etc.

Using the observation method in teaching develops students' observation skills. Observation is a person’s ability to notice the most subtle, unnoticeable features, signs, and properties in the world around them. You can develop children's observation skills using various techniques for activating attention. For example, you can offer tasks that require describing the appearance of an object, finding certain details, or identifying the differences between two similar objects.

The most convenient living objects for observation are plants. Here, for example, is how Z.A. suggests developing observation skills. Klepinin during an excursion to the forest:

select a tree. Mentally divide it into organs. Take a close look at the smallest organ - the leaf. Determine its shape, color, and leaf edge pattern. Notice how the leaf is attached to the stem;

close your eyes and imagine this sheet in detail. Describe it from memory. Compare with a leaf from a neighboring tree.

Observations are closely related to various practical works and experiments.

Experiments. Experience is a way of studying objects and natural phenomena in specially created artificial conditions. Experiments are also carried out when some artificial element is introduced into the natural process. For example, no matter how much we examine the soil, we will not be able to detect air in it. To detect air in the soil, it must be lowered into water. The water will displace the air in the soil, which will flow through the water in the form of bubbles. When performing experiments, the unity of knowledge, skills and abilities of students is ensured, their curiosity and independence are nurtured. But the main goal of the experiments is to acquire new knowledge.

During the lessons of the surrounding world, experiments are carried out to study the properties of rocks, water, snow, ice, air; the composition and properties of the soil are determined; Experiments are being conducted to determine the necessary conditions for seed germination, experiments to study the importance of light, water, minerals, heat for the growth and development of plants and animals, etc.

Experiments can be divided into demonstration (performed by a teacher or a specially trained student) and laboratory (performed by students). Demonstration experiments belong to visual teaching methods; they were discussed in paragraph 6.3. Practical teaching methods include only laboratory experiments. Laboratory experiments can be frontal, group and individual.

A special place is occupied by experiments conducted at the training and experimental site. They are usually long-lasting and often occupy the entire growing season. In such experiments there must be control and experimental objects. For example, in an experiment you want to study

the influence of seed planting depth on the emergence of plant seedlings. To conduct this experiment, two plots are allocated, identical in area, soil fertility and illumination. Seeds of one plant, for example beans, are taken and sown in both plots at the same time. In the future, the plants are equally cared for. The difference lies in only one thing: on the control plot, bean seeds are planted at a normal depth, and on the experimental plot, either at a greater depth or at a shallower one, depending on what goal is set in the experiment.

Preparing the teacher for experience. Preparing for the experiment, the teacher:

1. determines how the experiment will be carried out - by each student, pair or group of several students; 2) checks the equipment, selects the necessary materials for the experiment. If the experiment is being conducted for the first time, be sure to conduct it alone, without children, in order to work out the technique of conducting it and determine the duration of the experiment; 3) develops questions and tasks for the experiment; 4) thinks over the form of recording the results of the experiment.

Requirements for conducting the experiment: 1) clear statement of the purpose of the experiment, creation of a problem situation, putting forward a hypothesis, the answer to which can be given by the results of the experiment; 2) complete instructions on the technique of performing the experiment with a demonstration of technical techniques for performing it;

checking that children have mastered the progress of the upcoming work by retelling the instructions; 4) timely distribution of materials and equipment for the experiment (before the start of the lesson, individual sets of materials and equipment for the experiment should already be prepared in boxes or on trays); 5) simultaneous performance of work by all children (this is important when performing frontal work; children perform all actions at the command of the teacher); 6) cleaning the equipment at the end of the experiment; 7) children’s report on the results obtained and conclusions.

Practical work in the lessons of the surrounding world. In the methodology of teaching the world around us, there is no unambiguous interpretation of what practical work is. Some methodologists do not distinguish at all between experiments and practical work. Essentially the same work in school textbooks by different authors can be called both experiments and practical work.

Nevertheless, we will try to outline the specific features of practical work. Practical work involves independent practical activities of schoolchildren to acquire and assimilate knowledge. During practical work, children combine motor (motor) and mental activity, as a result of which they develop practical skills.

The main goal of practical work is to develop the ability to use acquired knowledge.

Practical work (like experiments), but the form can be individual, group and frontal.

In the lessons of the surrounding world the following are carried out: types of practical work:

working with natural objects (herbariums, living plants, collections of fruits, seeds, insects, minerals). These are works on recognition, definition, description of natural objects. For example, children are given herbariums of tree leaves, and children must determine the type of tree based on the shape of the leaf blade. This also includes many types of work in a corner of wildlife and on a geographical site;

working with instruments (thermometer, barometer, gnomon, compass, precipitation gauge, snow gauge, magnifying glass, etc.). Many types of this work are performed on excursions and on a geographical site;

working with cartographic material (plans, maps, globe). In practical classes, children understand the importance of map scale, symbols, learn to determine distances, determine the direction of river flow, the location of minerals, etc. Working with contour maps is of great importance;

graphic work (execution of diagrams, drawings, plans). For example, children draw up a plan for the school yard, their village, etc.

The requirements for conducting practical work are the same as for conducting experiments.

Experiments and practical work in elementary school are very important, as they form the foundations of research activities in children.

Modeling. A model is a visual material substitute for objects, reflecting their structure, characteristics, internal relationships and allowing one to escape from the unimportant characteristics of the object or phenomenon under study. The model allows not only to observe any phenomenon, but also to carry out various kinds of manipulations with it. A model can be a description, diagram, graph, layout, etc.

Modeling in the course “The World around us” is a system of actions to build and transform a model, the elements of which are similar to the elements of a real natural system.

There are material (real) and ideal (speculative) models. Material models include a globe, a model of a thermometer, a flower, a heart, etc. Ideal models are created mentally based on an analysis of reality. To make ideal models available to others, they are transferred to paper, a board, a computer, etc. in the form of signs, drawings, diagrams, tables, etc. Ideal models are divided into two groups: iconic and figurative. Examples of iconic models are weather symbols, plan symbols, and map symbols. Figurative models include diagrams of the water cycle in nature, the development of a plant from a seed, chains of connections between individual components of nature, various instructional drawings (rules for caring for indoor plants, making a filter, etc.).

A model as a visual aid and modeling as a teaching method should not be confused. If a ready-made model or a pre-drawn diagram is brought to the lesson, then this is a visual aid. Modeling performs the function of a method when a child, based on the image created in his head, creates a model himself and in the process of activity receives information about the modeled object or phenomenon. In lessons about the surrounding world, modeling is carried out using sand, clay, plasticine and other materials. You can model various surface shapes, types of reservoirs, fragments of natural communities; In notebooks, students themselves create (draw) models of the directions of the sides of the horizon, models of terrain or paths of movement in the form of a plan, a diagram of the development of a plant from a seed, the water cycle in nature, etc.

The importance of modeling in the educational process. The need to use models instead of the object or phenomenon itself is due to the fact that these objects or phenomena cannot be brought into the classroom for study. A model gives a more complete picture of an object or phenomenon than a table: if a table gives a planar image, then most models give a three-dimensional one. When modeling, an object is created in which the studied features of the original are easier to study than by direct observation. Modeling shortens the process of studying some long-term processes. Thus, it is not at all necessary to observe the entire process of plant development from a seed, which can last for many months. It is enough to select its individual stages and, having created a model diagram, obtain the corresponding knowledge. The same can be said about the water cycle in nature. Another advantage of modeling is that this method, like other practical methods, eliminates the formal transfer of knowledge to students; The study of an object or phenomenon occurs during the active practical and mental activity of the child. Therefore, the use of the modeling method develops the child’s thinking and creative abilities. During the cognitive process, different analyzers work with the help of modeling, which contributes to the development of the sensory sphere of children.

Modeling can also have its downsides. Models are built on the principle of simplifications, so some details may be omitted from the model and, conversely, essential aspects may be strengthened. Therefore, the model may have certain differences from the original. As a result, the student does not receive some information. However, most often this information does not have a negative impact on knowledge about a given object or phenomenon. For example, knowledge that the development of a plant from seed to seed is a sequential process will not be of less quality if the student traces the individual stages and does not record the appearance of, for example, each new leaf. This is the value of the model, since it allows one to provide knowledge by excluding numerous similar elements. The disadvantages of modeling include the need to have available

materials, certain equipment. In addition, younger schoolchildren still have weak practical skills, which can affect the quality of the created model and its aesthetics.

Modeling in the learning process is more often used in programs on the surrounding world A.A. Pleshakova and E.V. Chudinova - E.N. Bukvareva.

Using this method, it is necessary to take into account that the model simplifies the object, makes explicit the features necessary for the formation of new knowledge, and provides only individual aspects, connections and relationships. Therefore, modeling must be combined with other methods, in particular with the observation of real objects in nature.

1. Problem-search methods of teaching the world around us

Learning by discovery, search or exploration has been known for a long time. Ya.A. also wrote about this. Comenius and J.-J. Rousseau.

Traditional education in primary school relies primarily on mental processes such as perception and memory. With this approach, the student plays a “secondary” role: his task is to listen carefully to new material, read, remember and reproduce it. Moreover, the closer to the text the student then reproduces the material, the higher the grade he will receive. Such learning is called reproductive or informative. Naturally, the development of the student with this approach is not sufficient; he does not develop self-education skills. Therefore, scientists, methodologists and innovative teachers in the early 60s. XX century began to introduce new active and intensive teaching methods. In these methods, the student became an active, interested participant in learning. Such active methods are also called problem-search methods. M.N. Skatkin identified three such methods: the method of problem presentation, partial search and

research.

Method of problem presentation. It consists in the fact that the teacher, reasoning out loud, poses a problem and solves it himself. In this case, illustrations are used and experiments are shown, if necessary. Students follow the logic of presentation. That is, in form it is an explanatory story.

Partial search method (or heuristic). The essence of the method is that knowledge is not transferred to students in a ready-made form through direct explanation and illustration. Children are asked a question that they cannot answer immediately. The answer can be found out by performing the necessary experiments and practical work. Using this method goes through four steps:

At the first stage, a problematic question (task) is posed, i.e. a problematic situation is created. Students begin to think about possible ways to answer the question. At this stage, the cognitive interest of students is stimulated (excited);

at the second stage, students express possible solutions to the problem. If children have difficulty, then the teacher suggests an option for further search;

at the third stage, children solve the problem according to the proposed option." If the goal is achieved, the answer to the question is found (the problem is solved), then proceed to the next stage. If the answer is not found, then the second and third stages are repeated;

at the fourth stage, the results obtained are interpreted and conclusions are drawn (the results can be correlated with processes occurring in nature, children can complete tasks on using the acquired knowledge in practical activities).

All educational experiments are organized using the partial search method.

To use the partial search method, it is not at all necessary to conduct experiments and observations. You can simply let children read and analyze a text in which they must find information to answer a problematic question.

Research method. It is characterized by the fact that students, having realized the problem, put forward a hypothesis themselves, come up with a way to test it, conduct observations and experiments, record the results and draw conclusions. That is, the problem is solved completely independently. Children of primary school age are not yet capable of such independence. Therefore, this method is not fully used in primary schools.

1. Game methods of teaching the world around us

Before school, children's main activity is play. Upon arrival at school, studying becomes the leading activity. But there should not be a sharp boundary in the child’s activities when moving to school. Educational activities should “grow” out of gaming activities. Therefore, at the stage of school education, the game should occupy a certain place.

A game is a special form of activity, human activity. There are two more main forms of human activity - work and learning.

There is no consensus on whether a game should be considered a method or form of teaching.

BEHIND. Klepinina considers the game as a form of organizing students' educational activities. In her opinion, it is possible to distinguish form from method by identifying the source of knowledge by which the method is established. From her point of view, the game itself is not a source of knowledge. She only organizes the children's activities. For example, a child plays with a construction set. During the game, he creates a model of some kind of car - models a car. The modeling process gives knowledge about the machine. This means that the leading method in this game is the modeling method. In role-playing games, according to Z.A. Klepinina, the leading methods are verbal. N.F. Vinogradova considers the game as a teaching method.

The great importance of gaming activity in the learning process was not recognized immediately. Before the revolution, the question of games in the classroom

natural science was not given. Teachers, methodologists, scientists (V.F. Zuev, A. .I. G'erd, K.D. Ushinsky and others) believed only that learning should be entertaining and interesting. The most important way to develop interest in learning was the use of visualization, comparison techniques, research, and practical work in the educational process.

After the revolution, teachers began to pay more attention to the use of games in the learning process. For example, N.K. Krupskaya believed that the school underestimates the organizational role of the game. The transition from free play before school to school activities is too abrupt. A contradiction arises between the desire to play and a significant decrease in the share of play in the child’s activities. Therefore, various didactic games and other entertaining materials should be used, especially in grades I-II.

Currently, teachers do not dispute the unique opportunity of play in the educational process.

The importance of games in the educational process: 1) help to activate

student activities; 2) develop cognitive activity, observation, attention, memory, thinking, imagination;

cultivate positive moral qualities; 4) maintain interest in what is being studied; 5) relieve fatigue in children; 6) material learned during the game is better remembered and retained in memory longer.

Preparing the teacher for the game. The teacher determines: 1) the goal; 2) knowledge, skills and abilities that will be tested and developed during the game; 3) the theme and material that will be used during the game (props, reference materials, etc.); 4) roles of students; 5) rules of the game; 6) playing time; 7) ways of summing up.

When choosing games for a lesson, you need to take into account their level of complexity and accessibility to children. You should rely on the knowledge and skills of children. During play, children should be attentive, active and should not interfere with each other.

Classification of games. There are many options for classifying games, one of which we will consider. Games used in teaching the world around us can be divided into the following groups:

desktop; 2) didactic; 3) role-playing; 4) business;

intellectual.

Board games. These include puzzles, crosswords, chainwords, etc. These games are characterized by the presence of a game rule that contains the game task. A board game develops imagination, intelligence and observation, and broadens one's horizons. By playing, schoolchildren not only develop, but also gain knowledge. These games have an element of competition (who is faster, who is more correct, etc.). As a result, children learn to reason quickly and logically. Board games are played both individually and during group or collective

work. Board games provide an opportunity to take a differentiated approach to working with students.

Board games can be played at one of the stages of a combined lesson (for example, at the stage of checking homework). The use of such games is a way for children to switch from one activity to another. Board games can also be used in general and control lessons.

Let's look at the main types of board games.

Crossword. The word "crossword" translated from English means word intersection. The crossword solver needs to fill in the intersecting rows of cells with letters so that the horizontal and vertical lines form the words given their meanings.

Using crosswords, you can find a differentiated approach to students. Typically, well-performing students finish their work in class early. To prevent them from getting bored and disturbing others, you can offer them small crossword puzzles on the topic being studied.

The developing and organizing role of crosswords is that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias, etc. By asking the meanings of incomprehensible and unsolved words in crossword puzzles, students involuntarily force teachers, parents and others around to think about and get involved in the children’s educational activities.

Compiling crossword puzzles by students themselves also has a great educational effect: children systematize their vocabulary, group words by the number of letters, etc. Unbeknownst to themselves, students clarify the spelling of various terms.

Rebus - This is a riddle in which instead of the word that needs to be guessed, or part of it, signs are placed, objects are drawn, the names of which need to be guessed, and then the word is read. Rebuses can encrypt not only individual words, but also entire phrases - proverbs, sayings. Examples of puzzles: with 3 f - swift; 40 a - forty.

Chinaward- A puzzle task consisting of a series of cells in which you need to enter the guessed words, and the last letter of the previous word is the first letter of the next one.

Didactic games. A didactic game (educational game) is a type of activity in which children learn.

The didactic game has the following components: 1) didactic Goal (task); 2) game rule; 3) game action.

Didactic purpose expressed in the purpose of the game (what the teacher wants to test, what to teach, what knowledge to consolidate, supplement, clarify).

Game rule- these are the conditions of the game. Rules help guide Gameplay. Rules are usually formed by the words “if... then...”.

Game action represents the content of the game. This can be any action - any manipulation with an object, work for a limited time, etc.

According to N.F. Vinogradov, the game should be a mandatory structural element of the lesson in grades I and II. In grades III-IV, it is still advisable to conduct didactic games, but they are no longer separate structural elements of the lesson.

Games on ecology and nature conservation are very effective. During such games, children not only receive relevant knowledge, they develop environmental literacy, and intensify interest in environmental protection issues.

One of the types of didactic games is competition-auction. Participants compete for the best knowledge of a topic. For example, on the topic “Forest - a natural community,” the presenter announces the task of listing the animals living in the forest and presents a raffle prize (for example, a set of postcards with images of animals or plants). For example, someone in the class names a wolf. The presenter says: “Wolf, one! Wolf two!”, while hitting the table with a hammer. Here someone calls a fox, etc., until the hammer hits three times. The last participant to give the correct answer wins.

It is better to organize didactic games not at the beginning of studying a topic, when children’s knowledge is still insufficient, but at the end, when you need to check what has been learned well and what requires repetition.

Games with rules are not very effective in developing children's creativity. This is due to the peculiarity of the didactic game process. Once the game is set and the teacher has announced the game rules and actions, students can no longer change anything at their own discretion. If you make a change to the game (for example, change the game rule), then a new game arises. Thus, there is practically nothing creative in the didactic game. As a result, a didactic game is a reproductive activity that uses previously acquired knowledge. Consequently, a didactic game is closer to an educational activity rather than a gaming one. That is why N.F. Vinogradova considers didactic games to be one of the teaching methods, and not a form.

Role-playing games. Role-playing games are more conducive to the development of imagination, creative thinking, and communication skills. In lessons about the surrounding world, it is easy to create conditions for children to play various roles - plants, animals, animated objects. Living and inanimate objects are endowed with human qualities and can speak and think. As a result, schoolchildren, taking on someone else's role, put themselves in the place of another. Game activities should be separated from educational activities, from the students' point of view. At the same time, the teacher’s guidance is retained, and the game itself takes place within the framework of the lesson - the same time, the same room, the same participants. But all this is, as it were, “hidden” from the students and is not so important. Indeed, in this case, the teacher is not an “instructor”; he does not indicate how to play, but a playing partner. At the same time, the specific components of the game are preserved: roles, interactions between them, game plot, game accessories, etc.

It is important that the teacher does not replace role-playing with techniques that are only superficially similar to game ones. For example, if characters like Dunno, Znayka or Buratino are introduced into a lesson, but students do not interact with them or take on their roles, then this will not be a game. If the teacher checks the completion of a task with the help of Znayka, then this is not a game, but if one of the children takes on the role of Znayka, then this is already a game.

Role-playing is an independent, individual activity, even if children play in a group. Play should always remain free, not an externally imposed activity. For a role-playing game, all you need is an interesting plot, a “push”. The less play equipment (objects, costumes, accessories) is used, the more children's imagination will manifest itself.

The beginning of the game is to create an imaginary situation. That is, children are given an imagination task: “Imagine...”, “As if you were...”, “If you were...”, etc.

Various role play themes can be used in environmental lessons. For example, “Doctor's Appointment” - children take on the roles of doctor, nurse and patients; “A Trip to the North” - children take on the roles of residents of the North and their guests; “A trip to your hometown” - children take on roles, for example, Tver residents and guests of Tver.

The most important component of role-playing is the interaction of roles. For normal interaction between roles, children must be able to listen to their partner, take into account his opinion, and change their behavior depending on the behavior of other participants in the game. Helps you acquire these skills role-playing dialogues. Such dialogues, the participants of which are real people, are very important. At the same time, children gain experience in social behavior, relationships with other people, and the ability to navigate in various situations. Topics that are included in the course “The World Around You” allow you to organize the following dialogues: “Congratulating your grandmother on the holiday”, “Inviting friends to visit”, “Calling the doctor to your grandfather”, “Conversation with the help desk to find out when the train arrives at which dad is coming”, etc.

There are many forms of role-playing games: “composing” games, chain games, theatrical games, role-playing games, etc.

Small role-playing games can be part of the so-called " compositions", of which there are many in the course of N.F. Vinogradova “The world around us” for 1st grade. In this case, the teacher gives the children the beginning of a story or fairy tale, and the children come up with and compose a continuation. For example, the teacher offers the children the following “composition”: “Three brothers met: March, April and May - and argued which of them was the most beautiful, hardworking and rich. Let’s listen to the brothers and try to determine which of them is right...”

IN chain games one student continues the statement of another. This form of game can be used when considering topics affecting the culture of relationships between people, ethical standards, etc.

For example, the teacher suggests naming relatives in a chain (mom, grandfather, dad, uncle, sister, brother, etc.). You cannot repeat what has already been said.

Another type of role-playing games are theatrical games. This refers to mini-performances in class. Such a performance is related to the theme of the lesson, and the basis for it is small fairy tales, short stories, poems and other works of art. The methodology for working on a mini-play is as follows: the teacher introduces the children to the work, helps distribute roles, offers to learn the words of the role, prepare a costume or some element of it. The performance is performed without special rehearsals. Child actors are given only one task: to play their role so that everyone understands who he is by character (good, evil, etc.). For example, for a theatrical performance you can use the texts of N.N. Sladkova, V.V. Bianchi and other writers.

Another type of role-playing game used in teaching the world around us is role-playing games. In the methodology for conducting such a game, it is important: 1) external design; 2) distribution of roles; 3) preparing children for the game; 4) knowledge about game objects;

bringing the game environment closer to the real one. Such games are good to play in nature, for example in the forest. They are often timed to coincide with school-wide holidays (for example, Forest Day, Bird Day, etc.).

Business games. Examples of such games are travel games. In this case, participants travel along a certain route, consisting of stages-stations, on foot or on an imaginary plane, train, or ship. Stations can be natural communities of their area, natural zones, countries of the world, etc. At each station, schoolchildren complete tasks, answer questions and receive corresponding points. The team with the most points wins.

A business game develops children's imagination, teaches them to reason, compare, prove, and tell stories.

Mind games. These include games with riddles. Riddles are allegorical images of objects or phenomena that need to be guessed. Riddles often take a poetic form.

The main types of riddles are the following:

a) riddles in which a description of an object or phenomenon is given by listing the characteristics:

On the back of a needle

Long and stinging,

And he will curl up into a ball,

There is no head or legs (hedgehog);

b) riddles, in the description of which metaphors are used: many hands, but one leg (tree);

c) riddles-tasks that need to be solved. They do not present a description of the object or phenomenon itself, but the letter composition of the word, its

denoting. Riddles-tasks can be of several forms: charades, metagrams, anagrams:

charades - in them you need to unravel a word consisting of several parts. Each part is an independent word. To guess a charade, first the signs of individual words, parts are given, and then a word is given, combined into one whole, which needs to be guessed. The charade is always guessed in parts, this makes it easier to guess as a whole. For example:

The beginning is a note,

Then - deer decoration,

And together - a place of busy traffic (road);

metagrams are tasks based on sequential changes in one or more letters in a word. For example:

With “b” - I can be painful,

With "m" - I devour clothes,

With an “r” - the actor needs me,

With “s” - important for the cook (pain - moth - role - salt);

Anagrams are riddles in which, by rearranging syllables and letters and reading from right to left, words take on a new meaning. Letters cannot be added or discarded. For example: road - cities, reed - mouse, kite - string;

By developing thinking, riddles introduce children to the world around them. Riddles draw attention to such features of objects and phenomena that often go unnoticed. In other words, riddles are a body of knowledge about the world around us.

Riddles asked in the form of a game are called quizzes.

Intellectual games also include games analogous to television programs“Field of Miracles”, “What? Where? When?”, KVN, etc.

This is not a complete list of games and game exercises that a teacher can use in the educational process about the world around them. New games are constantly being developed: many teachers and methodologists are working on this.

For a teacher, the result of the game is always an indicator of the level of students’ achievements in mastering knowledge or in its application. Therefore, the game is also one of the ways to test knowledge.

Pagnueva Tatyana Fedorovna
Job title: teacher
Educational institution: GBPOU JSC "Kargopol Pedagogical College"
Locality: Kargopol, Arkhangelsk region
Name of material: article
Subject: Verbal teaching methods in primary school
Publication date: 03.04.2016
Chapter: elementary education

T.F. Pagnueva, chairman of the subject-cycle commission of pedagogy and psychology, teacher of pedagogy at the Kargopol Pedagogical College of the Arkhangelsk Region.
Verbal teaching methods.
When preparing for a lesson, the teacher must decide a number of questions, including how to convey educational material to the consciousness of students, how to make the learning process more productive, how to provoke the greatest cognitive activity of students, what teaching methods to choose so that students are interested in learning. lesson. In search of answers to these and other questions, the teacher looks for teaching methods, since the effectiveness of the learning process largely depends on the correct choice of teaching methods. From the position of I.P. Podlasy, the method is the core of the educational process, the connecting link between the designed goal and the final result, and its role is decisive. The word “method” itself is of Greek origin and is translated as a path to something. “A teaching method is a way of joint activity between a teacher and students, aimed at students mastering knowledge, skills and abilities, at student development and education.” There is no unified classification of teaching methods, however, we can consider some approaches to their classification, which are based on a certain feature. 1. Classification of teaching methods by purpose (M.A. Danilov, B.E. Esipov) includes the following methods: - acquisition of knowledge; - formation of skills and abilities; - application of knowledge; - creative activity; - fastening; - testing of knowledge, skills and abilities. 2. Classification of methods according to the degree of manifestation of the search nature of the activity (Yu. K. Babansky) includes three large groups of methods: - methods of stimulating and motivating learning; - methods of stimulating educational and cognitive activity; - methods of monitoring the effectiveness of educational and cognitive activities. 3.According to the main didactic goal (G.I. Shchukina, I.T. Ogorodnikov), the classification of methods includes two groups: - methods that promote the primary assimilation of educational material;
- methods that promote consolidation and improvement of knowledge. 4. According to the degree of independence of students (I. Ya. Lerner, M. N. Skatkin), five types of teaching methods have been defined: - explanatory-illustrative; - reproductive; - problematic presentation; - partially search; - research. 5.According to the source of knowledge (traditional) classification has three groups of methods: - verbal methods; - practical methods; - visual methods. The subject of our research is verbal teaching methods. Verbal teaching methods occupy a leading place in the system of teaching methods. There have been periods in the history of pedagogy when they were almost the only way to transfer knowledge. Progressive teachers of the past - Ya.A. Komensky, K.D. Ushinsky and others - opposed the absolutization of their meaning and argued for the need to supplement them with practical and visual methods. These days they are often referred to as outdated and "inactive". The evaluation of this group of methods must be approached objectively. Verbal methods make it possible to convey a large amount of information in the shortest possible time, present students with an educational problem, and indicate solutions. With the help of words, the teacher activates the imagination, memory, and feelings of students. At the same time, the use of verbal methods requires the teacher to have mastery of words and knowledge of a number of methodological requirements. Traditionally, the group of verbal teaching methods includes the following methods: story, explanation, conversation, lecture, discussion, work with a book. Let's look at them.
Story
- method of narrative presentation of the content of the material being studied by the teacher; monologue presentation of educational material, used for a consistent, systematized, intelligible and emotional presentation of knowledge. This method is used at all stages of training. There are three main types of story as a teaching method: - story-introduction (purpose: to prepare students for the perception of new educational material, to arouse interest in a new topic); - story-exposition (purpose: to reveal the content of new material); - story-conclusion (purpose: to summarize what has been done, studied, generalize, draw conclusions). A number of requirements apply to the story:
- the content of the story should be aimed at achieving the objectives of the lesson, contain reliable scientifically verified facts, be accessible, and include a sufficient number of examples; - the structure of the story should include a beginning, development of events, climax, ending; - presentation of the story requires impeccable, competent speech, conveying a personal attitude, vividness of the story, persuasiveness, logic, and sufficient brevity.
Explanation
- this is a verbal interpretation of patterns, essential properties of the object being studied, individual concepts, phenomena; verbal explanation, analysis, proof and interpretation of various provisions of the material presented. This method is most often used when studying theoretical material of various fundamentals of science. Requirements for explanation: - clear statement of goals, cognitive tasks for students; - careful selection of factual material; - determination of the style of reasoning (analysis, synthesis, deduction, induction); - scientific content, presentation, organization of teaching and educational activities); - correspondence of the depth of explanation to the level of development of students; - receiving feedback; - the teacher’s speech must be competent, understandable, confident, and convincing; - formulation of conclusions; - securing the material.
Conversation
– question-and-answer method of teaching, which is used at all stages of the learning process; a dialogic teaching method in which the teacher, by posing a carefully thought-out system of questions, encourages students to reason and leads students to understand new material or tests what they have learned. This method has a wide purpose: it is used to communicate new knowledge, consolidate, repeat and systematize what has been learned, to control the assimilation of material, to establish connections between new material and what has been studied, to establish interdisciplinary connections, to provide instruction and to organize search activities. . Depending on the specific tasks, content, level of creative cognitive activity of students and the place of conversation in the lesson, several types of conversation are distinguished: - introductory conversation (purpose: to prepare students for the perception of new material); - informative conversation (purpose: communication of new knowledge based on the existing knowledge and experience of students); - reproducing conversation (purpose: repetition, systematization of existing knowledge, control).
The form of the conversation can be individual, group, or frontal. The requirements for conducting a conversation are: - the formulation of questions must be clear and precise; - guessing questions or “yes-no” answers are not allowed; - questions should be asked in a logical sequence; - the question should awaken the child’s thoughts (encourage analysis, comparison, juxtaposition, recall, etc.; - demand complete answers from children, teach them to answer reasoned, clearly, demonstratively; - during a frontal conversation, the question is asked to the whole class, a pause is made for preparation to the answer, then the students are called to answer; - each answer is listened to carefully, errors are given the opportunity to correct the student himself, then - additions from the students and the teacher.
Lecture
- a monologue way of presenting voluminous material; it differs from other verbal teaching methods in its more strict structure, the logic of presentation of the material, the abundance of information provided, and the systematic nature of the coverage of knowledge. This is a rather complex method, so the lecture is introduced at school gradually, and is used only in high school. The advantage of a lecture is that it allows you to save time and at the same time study a large amount of material. In didactics, conditions for the effectiveness of school lectures have been developed. Let's consider them: - drawing up a detailed lecture plan by the teacher; - communicating to students the plan, purpose and objectives of the lecture; - logically coherent, consistent presentation of the material on all points of the plan; - brief summary conclusions after highlighting each point of the plan; - logical connections between parts; - liveliness, emotionality of presentation; - inclusion of examples, comparisons, facts; - contact with the audience, management of mental activity; - optimal pace of presentation; - providing the opportunity to take notes, dictation of the most important provisions; - use of visual aids that facilitate the perception of the material; - a combination of lectures with practical and other classes.
Discussion
- a verbal teaching method, during which students learn to argue, prove, and substantiate their point of view. Educational discussion stimulates the cognitive interest of students, develops, and educates. The most important conditions for using discussion in the classroom: preliminary preparation of students (without knowledge on the topic, discussion is pointless and useless); teaching children to use argumentation,
evidence, substantiation of your point of view; developing students’ skills to express their thoughts clearly and accurately. Discussion enriches the content of material already known to students, helps to organize and consolidate it. Discussions are also useful in educational terms. With their help, it is easy to diagnose character traits, temperament, memory, thinking, and correct deficiencies in behavior and communication.
Job

a book
- the most important teaching method, used in pedagogical practice as a method of obtaining new knowledge and as a method of consolidating, developing skills and abilities. The main advantage of this method is that the student can process information repeatedly at his own pace and at a convenient time. The ability to work with a book develops over many years. The student must master general educational skills: read freely and understand what is read, highlight the main points, retell what has been read (in detail, briefly, concisely, selectively), and draw up a plan. In elementary grades, work with a book is carried out mainly under the guidance of a teacher, and in high school they learn to work independently and master more complex types of work with text: taking notes, quoting, summarizing, compiling a bibliography, annotating, reviewing, writing abstracts, and drawing up a structured plan. Students master the techniques of working with textbooks, reference books, encyclopedias, dictionaries, tables, special scientific, technical and periodical literature. Basic didactic requirements when organizing work with a book: - introduce the textbook on the subject, revealing its features, designations, structure; - provide the planned work with a sufficient number of books; - select material that is feasible for students; - begin any work with the book with a detailed introductory explanation from the teacher; - in the process of performing work on an assignment, the teacher needs to observe the actions of students and record those who do not succeed, help overcome difficulties; - working with a book should in no case take up the entire lesson; it should be combined with other teaching methods. These are brief characteristics of the main types of verbal teaching methods. The teacher is in a situation of constant choice of teaching methods. The choice of methods cannot be arbitrary. A number of studies are devoted to this problem, in particular, Yu. K. Babansky studied the hierarchy of factors influencing the choice of teaching methods. Among them, six general conditions can be identified that determine the choice of teaching methods: - patterns and principles of teaching;
- content and methods of science in general and the subject, topic in particular; - goals and objectives of training; - educational opportunities for schoolchildren; - external conditions; - teacher capabilities. In choosing teaching methods, the subjectivity of the teacher is quite appropriate; when choosing their favorite methods, many teachers achieve high results due to their skill and passion for their work. Bibliography. 1. Babansky, Yu.K. Optimization of the educational process: (methodological foundations) / Yu. K. Babansky. - M.: Education, 1984.- 192 p. 2. Ilyina T.A. Pedagogy: Course of lectures. Textbook / T.A. Ilyina. - M.: Education, 1984.- 496 p. 3. Pedagogy. Textbook for pedagogical students. universities and pedagogical Colleges / Ed. P.I.Pidkasisty. - M.: Pedagogical Society of Russia, 1998. – 640 p. 4. Pedagogy: pedagogical theories, systems, technologies: Textbook. for students higher and Wednesday textbook institutions / Ed. S. A. Smirnova. – 3rd ed., rev. And additional – M.: Publishing Center “Academy”, 1999. – 512 p. 5. Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. / I.P. Podlasy. – M.: Humanite. ed. VLADOS Center, 1999. – Book 1: General basics. Learning process. – 576 p. 6. Khutorskoy, A.V. Modern didactics: Textbook for universities / A.V. Khutorskoy. – St. Petersburg: Peter, 2001. – 544 p.

Type of oral presentation of historical material by the teacher depending on the nature of cognitive activity

Levels of cognitive activity:

Reproductive (all monologue forms of presentation)

Productive (reasoning, conversation, dialogue, problem presentation)

Creative (discussion) - new ways of achieving.

Monologue, Dialogue (internal and external).

Types of oral presentation:

Explanatory and illustrative - it is required to form a basic stock of knowledge when studying voluminous theoretical issues (low cognitive activity of students)

Reasoning - the teacher formulates tasks and, through dialogue, comes to conclusions

Problem-formulating - formulation of the problem. Requirements for a problem presentation: a sufficient amount of information, no hints, take into account the degree of preparedness of the class, the optimal pace of presentation.

Methods of oral presentation of knowledge by the teacher and activation of educational and cognitive activity of students: story, explanation, school lecture, conversation; methods of illustration and demonstration when presenting the material being studied orally. The first four of these methods are also called verbal (from the Latin verbalis - oral, verbal). In the 20s and 30s, attempts were made in pedagogy to belittle the importance of verbal teaching methods, since they supposedly do not activate the cognitive activity of students and reduce the educational process to the presentation of “ready-made knowledge.” N.K. opposed such attempts. Krupskaya. In a review of the manuscript of the article by B.P. Esipov “On the terminology of methodological techniques,” she wrote: “It (the verbal method. - I.Kh.) cannot be thrown overboard in the most diverse school: it is a natural method of teaching, conveying thoughts in words.” What is the essence and methods of using each of the methods of oral presentation of knowledge by a teacher?

Verbal teaching methods and their use in the educational process of primary school

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal teaching methods require the teacher to have logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

Modern didactics attaches great importance to verbal teaching methods, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, which meets the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of shaping the scientific worldview, behavior, and positive personality traits of a comprehensively developed person .

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.

2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.

3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.

5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. during the presentation) and ensure maximum activity of students (by first familiarizing them with the topic, briefly disclosing the purpose and plan of presentation, posing during the presentation, the problematic nature of the presentation, posing during the presentation of questions that force the students’ thoughts to work). The pace and tone of the teacher’s presentation of the material is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard; at a very slow pace, the interest and attention of students is lost; Excessively loud and too quiet, monotonous presentation also does not give good results. Sometimes a funny joke, a sharp word, or an apt comparison are very appropriate.

Verbal teaching methods include story, lecture, conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

Story-introduction, story-narration, story-conclusion. The purpose of the first is to prepare students for learning new material, the second serves to present the intended content, and the third concludes the training segment.

The effectiveness of this method depends mainly on the teacher's storytelling ability, as well as on the extent to which the words and expressions used by the teacher are understandable to the students and appropriate to their developmental level. Therefore, the content of the story should be based on the students’ existing experience, while simultaneously expanding it and enriching it with new elements.

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in a lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal under the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

Take into account the characteristics of children of primary school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;

Clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters the human soul from the outside world passes;

Provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;

Ensure the scientific nature and reliability of the material presented;

Concentrate on the education of socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;

Introduce children to the outline of the content of the story, present the material in a strict system, logically;

Highlight leading positions, ideas, socially significant concepts, and concentrate children’s attention on them;

Select vivid, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;

Present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;

Present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: how to say, means, this is the same, etc.

Activate children's attention by incorporating heuristic techniques, posing and solving problematic questions;

Combine presentations with reading passages, fragments of texts from a textbook or study guide;

Ensure that children record rules, definitions, dates, facts, and the most important provisions;

The presentation should be accompanied by illustrations, demonstrations, etc.;

Repeat the most significant, important provisions and conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, concentration of mental images, evidence and generalizations. A lecture usually takes up the entire lesson or session, while a story takes up only part of it.

The lecture uses techniques for oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that ensure logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc. Lectures are given mainly in senior secondary schools. To conduct a lecture effectively, you need to clearly think through its plan, strive to present the material logically and consistently, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

Conversation is a very common method of teaching that can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher gives good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

In teaching, two types of conversation are mainly used: catechetical and heuristic. In primary education, catechetical conversation is used primarily in testing and assessing students’ knowledge, consolidating, and also in analyzing texts read.

Heuristic conversation is usually carried out with the aim of communicating new knowledge. Questions and expected answers are posed in such a way that they lead the student’s thoughts to new positions and conclusions. Students have the subjective impression that they are making discoveries themselves. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers. The teacher’s questions must be clearly stated, without unnecessary explanatory words. The question should not be repeated in different formulations. It is necessary to change the wording of the question based on the students’ answers if it is discovered that the children do not sufficiently understand the content of the question or are not active enough. It is not recommended to give leading, prompting, or explanatory questions to obtain quick answers. This type of questioning can be used in teaching to organize a certain path in the student’s reasoning. Questions must include a certain logical form of thought: a transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other thinking operations.

Students need to be taught to give complete answers, especially in the elementary grades. Formulation under the guidance of a teacher of clear answers that are understandable in content and form of presentation is one of the important means of developing students’ logical thinking. In the elementary grades, it is important to teach the child to express the entire content of the thought in the answer. The teacher’s task, in any form of answer, is to obtain information from students about the question asked and to understand whether he is thinking correctly. The student's answer may not completely coincide with the content of his thought. Sometimes the student does not understand the educational material deeply and cannot formulate an answer; in other cases, he does not know how to correctly formulate an answer verbally, although he understands the educational material. And of course, there are times when a student, especially a junior student, thinks little about the essence of the concepts and provisions being studied, but tries to guess what answer is needed to the question asked. The advantage of conversation as a teaching method is that in each answer the teacher receives information about the student’s knowledge. Additional questions clarify the student’s train of thought and thereby gain good opportunities to manage the students’ cognitive activity.

Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story. The story method involves an oral narrative presentation of the content of educational material. This method is used at all stages of school education. Only the nature of the story, its volume, and duration change.

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 that prove the correctness of the proposed provisions;

Have a clear logic of presentation;

Be emotional;

Be presented in simple and accessible language;

Reflect elements of the teacher’s personal assessment and 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. 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:

Precise and clear formulation of the task, the essence of the problem, the question;

Consistent disclosure of cause-and-effect relationships, argumentation and evidence;

Use of comparison, juxtaposition, analogy;

Attracting striking examples;

Impeccable logic of presentation.

Explanation as a teaching method is widely used in working with children of different age groups. However, in middle and high school age, due to the complexity of educational material and the increasing intellectual capabilities of students, the use of this method becomes more necessary than when working with younger students.

Conversation. Conversation is a dialogical teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their understanding of what has already been learned.

Conversation is one of the oldest methods of didactic work. It was masterfully used by Socrates, from whose name the concept of “Socratic conversation” originated.

Depending on the specific tasks, the content of the educational material, the level of creative cognitive activity of students, and the place of conversation in the didactic process, different types of conversations are distinguished.

Heuristic conversation (from the word “eureka” - I find, I open) is widespread. During a heuristic conversation, the teacher, relying on the students’ existing knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions.

Informative conversations are used to communicate new knowledge. If a conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to induce in students a state of readiness to learn new things. Consolidating conversations are used after learning new material.

During the conversation, questions can be addressed to one student (individual conversation) or by students of the whole class (frontal conversation).

One type of conversation is an interview. It can be carried out both with the class as a whole and with individual groups of students. It is especially useful to organize an interview in high school, when students show more independence in judgment, can pose problematic questions, and express their opinions on certain topics put up for discussion by the teacher.

The success of conversations largely depends on the correctness of asking questions. Questions are asked by the teacher to the whole class so that all students are prepared to answer.

Questions should be short, clear, meaningful, and formulated in such a way as to awaken the student’s thoughts. You should not ask double, suggestive questions or encourage guessing 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;

It is a good diagnostic tool.

Disadvantages of the conversation method:

Requires 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);

A stock of knowledge is required.

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 great 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.

Lecture. A lecture is a monologue way of presenting voluminous material. It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of a lecture is the ability to ensure the completeness and integrity of students’ perception of educational material in its logical mediation and relationships on the topic as a whole. The relevance of using lectures in modern conditions is increasing due to the use of block study of new educational material on topics or large sections.

A school lecture can also be used to review the material covered. Such lectures are called review lectures. They are conducted on one or several topics to summarize and systematize the material studied.

The use of lectures as a teaching method in a modern school allows one to significantly intensify the cognitive activity of students, to involve them in independent searches for additional scientific information to solve problematic educational and cognitive tasks, complete thematic assignments, conduct independent experiments and experiments bordering on research activities. This explains the fact that the share of lectures in high schools has recently begun to increase.

METHODS OF TEACHING HISTORY