Dialogue learning in geography lessons presentation. Dialogue learning is one of the forms of new approaches to teaching students in geography lessons. Forms of dialogue technology

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Ministry of Education Science

Republic of Kazakhstan

On the topic of: “ACTIVIZATION OF COGNITIVE ACTIVITY THROUGH INTERACTIVE FORMS OF TEACHING IN GEOGRAPHY LESSONS”

Geography teacher

secondary school No. 6

Osadchuk L. A.

Introduction

Society, in the apt expression of the head of our state N.A. Nazarbayev plunged into a state of anemia. Got up before education difficult task- determine a system of values ​​and ideals that correspond to the new historical era.

Since September 2001, we have been working on new Kazakhstani programs and textbooks. The state education standard requires improving the quality of knowledge. How to achieve high results? It is not easy to answer this question. First of all, the lesson plays an essential role. I completely share the point of view of teacher M.N. Skatkin, who says: “Lesson cell pedagogical process. It is like the sun in a drop of water, all its sides are reflected. If not all, then a significant part of pedagogy is concentrated in the lesson.”

It is during the lesson that the teacher and student show joint active cognitive activity in relation to the subject, to each other. Geography is a rich science among school subjects. When it comes to the information that we have, then no other discipline is our competitor. How much it means when preparing to select the main, essential! How important is knowledge of pedagogy, methodology, and psychology! My pedagogical credo is to see in my student a personality - individual, unique with all the advantages and disadvantages. A person, as a rule, is designed in such a way that he first creates problems and then successfully overcomes them. It is no coincidence that many of us teachers are supporters of developmental education (D.B. Elkonina-V.V. Davydav) After all, this approach arouses in children a contradiction between knowledge and ignorance and creates a need for active perception and comprehension of new things educational material. To successfully implement the main provisions of new educational technologies, I deeply studied the theory of developmental learning by L.S. Vygotsky, as well as the educational system of D.B. Elkonina - V.V. Davydova. and personality-oriented developmental education (I.S. Yakimanskaya) Having revised the stereotypes of thinking, I am self-critically, with self-esteem, mastering new pedagogical technologies, trying to skillfully use them in everyday teaching practice.

In order to enhance the cognitive activity of students, I try to implement in joint activities with students methodological problem: “Activation of cognitive activity through interactive forms of teaching in geography lessons.” To achieve this, I use an innovative approach to teaching. In everyday teaching practice I use various methods: “person-centered teaching”, “elements critical thinking through the use of debate technology", interactive techniques.

The theory of developmental education makes it possible not only to form knowledge of the fundamentals of science, but, first of all, to carry out an individual approach to each student, to build for each his own trajectory of “advancement” through the material that meets his needs and psychological characteristics. Based on the basic principles of the theory of developmental education, it follows that it is not the knowledge itself that develops the student, but its special construction. The better the learning conditions, the more optimally the student develops, and his subjective experience is revealed. The teacher is the bearer of methods of working out scientific material. One of these ways is to design lessons using new technologies.I am firmly convinced that the search for technology for creating success will lead us to very simple pedagogical rules:

• maintain a friendly attitude towards the child during his activities;
• advance, encourage, publicize his advantages, which allow him to achieve success;
• emphasize the exceptional personal qualities of the individual;
• set a high level of motivation;
• relieve fear of upcoming work;
• offer hidden instructions to facilitate the first steps of the upcoming efforts;
• express your confidence that success will be a mandatory outcome of the plan;
• upon completion of the activity, positively evaluate individual aspects of performance. Describe their features.

Such step-by-step formation usually always gives high results in work.

Unfortunately, today many people consider geography in school to be a secondary subject. So maybe this is partly the fault of the geography teachers themselves, who teach uninteresting lessons according to the same boring scheme for everyone: a survey, a boring story and a homework assignment.

But we all must understand that geography is one of the most interesting, necessary and important school subjects, this is also evidenced by surveys conducted among school students.

How should learning be structured so that the learning process becomes interesting and meaningful for both the teacher and the students? I offer interactive forms of training. It helps me maintain good student results in academic and extracurricular activities, personal development child by reducing the share of reproductive activity, reducing the workload of students and improving the quality of knowledge.

It’s already (5 years) that I’ve been using it in my practice innovative technologies, which allow students to intensify their acquisition of knowledge and skills, develop each student as creative personality with your contemplation and sensation of the surrounding world.

The experience of conducting non-standard lessons has dramatically increased the effectiveness and quality of training. This and good grades, which graduates receive from the UNT, participation of schoolchildren in geographical olympiads, scientific and practical conferences, school certification, in extracurricular activities, and in everyday educational activities. New information Technology, which are widely included in the life of society, on the one hand, require the secondary school to quickly introduce them into the learning process, including in the course of geography, on the other hand, they can significantly expand the scope of educational progress, intensively influencing all aspects of the student’s personality, including emotional and value components of the psyche

Analytical part

Teaching methods, like all didactics, are going through a difficult period. General goals have changed higher education, new curricula are being developed, new approaches to reflecting content through not separate isolated disciplines, but through integrated educational areas. New concepts of education and standards are being created that describe not only the content, but also the requirements for learning outcomes, based on an activity-based approach. It is known that the quality of knowledge is determined by what the learner can do with it.

A sufficient number of problems have accumulated in the methodology of geography that require special research. Among them are such as determining the relationship between facts and theoretical principles in the content of the subject, the problem of integrating an extensive system of geographical knowledge, implementing a regional studies approach in the content of the subject, updating methods, means and forms of organizing training.

The last problem is closely related to the development and implementation of new pedagogical technologies in the educational process. Renewing the education of the younger generation requires the use of non-traditional methods and forms of educational organization. You cannot rely only on explanatory, illustrative and reproductive methods that are widespread in teaching practice.

The modern didactic principle of person-centered learning requires taking into account the psychophysiological characteristics of students, the use of a system-activity approach, special work on organizing the interrelated activities of the teacher and students, which ensures the achievement of clearly planned results

In the Law of the Republic of Kazakhstan “On Education”, in the “Concept for the Development of Education of the Republic of Kazakhstan until 2015”, in the Message of the President of the Republic of Kazakhstan dated 02.18.05. “Kazakhstan must become one of the effectively developing countries in the world. Creating highest standards for its citizens. A country that does not know how to develop knowledge is doomed to failure in the 21st century. We must create a personnel reserve for the high-tech and lifting industries of the future.” Therefore, today, more than ever, the role and importance of modern system education, which should become a competent approach to quality, result-oriented learning.

Modern pedagogy is rich in a large number of advanced teaching methods and technologies, but not a single method, no matter how good and unusual it is, produces results until the children themselves need the training. Therefore, analyzing my work over the past years, I came to the conclusion that before giving knowledge, it is necessary to create in children the need for this knowledge and for learning in general. Everyone will probably agree that the educational aspect of the lesson is no less important than the educational one; and also with the fact that these two aspects are interconnected. How will a child get used to doing his job, which is teaching? Will she be attracted to him? Make you think, critically rethink? All this and much more depends on what conditions are created for children in the lesson. The dynamics of development of the domestic educational system dictates a revision of the usual forms and content of education. Many major methodological innovations are associated today with the use of inter active forms. Interactive is the ability to interact or be in a conversation mode, dialogue with something (computer) or someone (person). Consequently, interactive learning is, first of all, dialogue learning, during which interaction between the teacher and the student takes place; the technology of communicative and dialogue activities (V.S. Bibler, S.Yu. Kurganov “Dialogue of Cultures”) requires the teacher to have a creative approach to organizing the educational process, mastery of heuristic conversation techniques, skills to conduct a discussion with students and create conditions for a discussion to arise between students. School geography has great opportunities for the use of communication and dialogue technology. The topics of each course contain many problems and questions for organizing educational disputes: “Is a map a correct or distorted mirror?”, “Is the wind an enemy or a friend of man?”, “Is it necessary to drain the swamps?” Western Siberia?”, “Are there prospects for the development of nuclear energy?” etc. The rich methodological apparatus of many geography textbooks helps me apply this type of technology. Therefore, as a teacher, I only need to pay attention to the rich possibilities for organizing students’ special work with various components of the textbook. Naturally, it is necessary to specifically train students in the rules of discussion in class.

Even in Athens and Roman schools, teenagers were taught to persuade, debate, and engage in dialogue. Dialogue meant negotiations and free exchange of opinions. When entering into polemics with elders, the young man had to not only master the rules of rhetoric, but also have communication skills, combining a sense of self-respect and self-control with the ability to listen to others, and find the right solution and a convincing thesis in every situation.

During interactive learning in the classroom, students learn to think critically, solve complex problems based on analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other people. To do this, in my lessons I organize individual, pair and group work, use research projects, role-playing games, working with documents and various sources of information, using creative works. IN in this case students become active subjects educational process mutual support, which allows not only to obtain new knowledge, but also to develop cognitive activity itself, transferring it to higher forms of cooperation and collaboration. The teacher ensures dialogical communication in the process of acquiring new knowledge between the teacher and students, between students (for example, continuing the work begun in the lesson in the form of preparing scientific projects, defending which, the student learns to defend his point of view, shows the level of research culture, the ability to speak in front of a group, reasoned defend the idea of ​​the project, etc.).

Interactive learning is a special form of organizing cognitive activity with very specific and predictable goals.

One of these goals is to create comfortable learning conditions in which the student feels successful and intellectually competent, which makes the learning process itself productive.

One of the forms of interactive learning that I use in my lessons is a workshop, which I use in 10th grade lessons when studying the G7 countries. The essence of it is that some of the students in the lesson are combined into groups, and each group receives a task for a limited time. After which the group reports on its work in one form or another. The most effective is “public defense”: one representative of the group goes to the board, tells the class (the part that is not occupied in other groups) about the problem and how the group solved it, and answers questions. My task is to organize an informal defense so that the questions asked are meaningful and interesting.

Project-based learning is indirect, and it is not only the results that are valuable here, but rather the process itself. The project can be individual, but usually each project is the result of coordinated joint actions of a group of students. In its full form, work on the project goes through 5 stages, where I myself:

1) I help students find sources;

2) I am a source of information;

3) I coordinate the entire process;

4) I support and encourage students;

5) I support continuous feedback.

Project-based learning activates true student skill because it:

A) personally oriented;

B) self-motivated, which means an increase in interest and involvement in the work as it is completed;

B) supports pedagogical goals at all levels;

D) brings satisfaction to students who see the product of their own labor.

My students really like the project method and their work becomes more and more perfect each time, not only creative work is observed in them. But also the growth of independently acquired knowledge, an example of the use of project methods can be the work of my students Georgy Oreshkin and Daniyar Kapezov “Ecological state of Lake Shortankol”. This project in 2007 took 1st place in the regional competition of the NOU “Ecology and Children” and 3rd place in the regional republican scientific conference

In my lessons I use elements of advanced learning technology. It is one of the developing technologies that can be used in secondary and high school in teaching various disciplines. The level of knowledge increases the criteria of the standard and program, allows the teacher to more fully take into account the characteristics of students, and students have the opportunity to study at a higher level of complexity if they are interested. Great scientist child He may not be, but he needs to learn to be an independent person, capable of analyzing his actions, behavior, self-improvement, and realizing himself in the world around him.”

A child may not be a great scientist, but he needs to learn to be an independent person, capable of analyzing his actions, behavior, self-improvement, and realizing himself in the world around him.”

The subject of geography is studied in school course from 6th to 11th grades. The volume of material is enormous, but every year the material becomes denser and the clock grid changes. Much of what students need to know is left out of the curriculum or learned in passing. This is why the theory of advanced learning is very useful. Starting from grade 6, students study additional literature on the subject to expand and deepen their knowledge. Schoolchildren take part with interest in searching for new data on a given topic, and an interest in the subject is instilled. This independently acquired knowledge of students can be very clearly seen during extracurricular activities in the subject. Based on elements of this technology, I conduct lessons on learning new material with the help of consultants and group work. I practice this type of work in grades 7-11.

For example, when studying the topic “Natural zones of Eurasia” in 7th grade, I divided the class into separate groups, each group had an advanced task. The tasks and response schedule were agreed upon with the consultants in advance. The consultants acted as group leaders, distributed responsibilities within the group, and assessed the work of their comrades. As a result of lengthy preparation and study of additional literature, the lesson was very interesting. In a short time of the lesson, a huge amount of material was analyzed and summarized by the students themselves, and good grades were received.

I also use elements of advanced learning in lessons of generalization and consolidation through games when completing individual blocks or sections.

Play is one of the oldest means of raising and teaching children. It has long been established that games in combination with other methodological techniques and forms of teaching can increase the effectiveness of teaching. In geography lessons I use role-playing games, when in the process the participants act out certain life situations, and at the same time play real participants in these situations.

For example, travel lessons to a studied continent or country, conference lessons. In a 7th grade lesson, while studying the topic “The Population of North America,” several students played the roles of indigenous people of the mainland. During the lesson, the class interacted with the “local population” and learned a lot about their way of life, traditions, customs, and historical past. Naturally, students playing the role of indigenous people were given an advanced task. The lesson was very interesting and exciting.

Operational games are also effective, where additional rules are introduced that the participants have to take into account, for example: the game “Lucky Chance”, “What? Where? When?", "The most, the most...", "Duel", "Field of Miracles", "Brainstorm or blitz survey" For example, I conduct the game "Field of Miracles" in 7th grade when studying the topic: "Natural areas", where students The task is given in advance to create a crossword puzzle on the topic “Animals of the continent...” The authors of the best crossword puzzles are invited to the game. The rules are the same as in the television program “Field of Miracles”. Crossword puzzles compiled by students can be used in further work “Geographical KVN”,

For example, a KVN lesson on the topic: “Natural areas of Kazakhstan”

I split the class into two teams. Within 5 minutes, each team comes up with a motto, a name and chooses a captain. Then I carry out a breakdown of “what zone is this?” I read passages about the zones (if spring is rainy, and this entire natural zone will be covered with tall, lush grass, and the ravines and beams will be overgrown with feather grass that is thick up to a person’s waist) The teams answer in chorus (2 natural zones for each team).

1 point for each answer

3 main task (up to 15 points) teams receive a list of questions. 5 minutes are given for discussion. Both teams receive the same questions, but the illustrations are different.

Questions: a) In what natural zone do these plants grow? What do you know about them?

B) In what natural area do these animals live? What do you know about them?

Q) What natural area is shown in the illustration? Why do you think so?

Task 4 captain competition:

1Write the names of all natural zones of the country at speed, and opposite each zone - the name of the soil. (6 points)

2How does a semi-desert differ from a desert? (1 point)

3What do the forest-steppe zone and the steppe zone have in common? (2 points)

Task 5 “Who is faster?” (5 points)

You need to write on the board as many names of plants and animals of the natural area as possible. All team members take part in turn. For one exit, you can only write one name.

5Summing up (The winning team gets 5)

Lessons like these allow you to game form repeat the studied material, develop the ability to identify various signs of natural phenomena. Reinforce students' knowledge of concepts.

If I turned to you now with the question: “How to make a lesson interesting, visual, dynamic?”, I think each of you would give more than one recommendation. There are many ways. I would like to focus on the one that can be used by a teacher who has a computer at his disposal.

Interactivity (or openness to communication) takes on special significance these days. Interactive today are the means and devices that provide continuous interactive interaction between the computer and the user. Now, in the conditions of informatization of the educational process and the gigantic growth of information flows, the task for secondary schools is to teach students to independently and quickly obtain the necessary information, to be able to quickly analyze and model it. In process schooling new tools are being introduced: video programs, audio courses, electronic training programs. It is especially necessary to highlight the idea of ​​​​creating an electronic textbook. This textbook is created on the basis of special software for PCs. The possibilities of the electronic textbook are almost limitless. Along with the text, all kinds of graphs, tables, assignments for practical work, the electronic textbook includes an expert system that is automatically configured, unnoticed by the student. curriculum under individual characteristics every schoolchild. In addition, the student himself can choose the most appropriate path for mastering the material, up to completely refusing the services of an “electronic teacher”, using the machine only as a testing tool.

Information and communication technologies have a more noticeable impact on the content, forms and methods of teaching that I use at the present stage

Thus, the appearance of the computer in educational activities, was a catalyst for those trends that showed the informational essence of the learning process. Possibility of active use computer technology appears more and more every year. Our school has an excellent computer room (13 computers connected to a local network); students also have more and more computers at home, which allows them to manage students’ independent activities. According to my assignment and with my help, students perform quite difficult tasks on the design of research papers, drafting prospectuses, travel presentations, slide projects, In its pedagogical activity For three years now I have been using electronic textbooks on geography for grades 6, 7, 8, 9, 10, developed by the Republican Multimedia Center, which are available in the geography classroom.

The use of electronic teaching aids allows you to improve the quality of training, make it dynamic, and solve several problems - visibility, accessibility, individuality, control, independence. Electronic tutorial activates educational and cognitive activity and allows for a differentiated approach to each student, which makes it possible to independently study the proposed material without the help of a teacher and expand their horizons. The introduction of modern information and computer technologies into the educational process ensures the unity of educational, developmental and educational functions training.

I developed and taught lessons using electronic textbooks in the 10th grade on the topic “World Population”, “ Natural resources world”, “World economy”, “Geography of sectors of the world economy”

Multimedia technologies have transformed educational visualization from statistical to dynamic, since it has become possible to track the processes being studied over time.

Realizing that the use of multimedia tools in the lesson will not be able to solve all the problems of education (an effective tool in inept hands acquires the opposite properties, begins to interfere, burden and confuse), I clearly think through the purpose of each lesson, and what means for its implementation will be more effective. In my work I conduct lessons, fully using information capabilities. Why did I master the program and, together with a computer science teacher, teach it to my students. Microsoft programs are used in lessons: Word; Power Point applications; Excel; Adobe PhotoShop.

Creating a presentation using the Microsoft Power Point computer program on the topic “Soils of Kazakhstan” made it possible to increase motivational activity in lessons on this topic and study it, as well as a number of other topics in the form block lessons. A presentation created using this program can be changed, supplemented or redone if necessary.

The use of such programs allows me to expand the horizons of students, intensify their cognitive activity, get as much information as possible in less time, and most importantly, be able to independently find the necessary information.

Creative work occupies a special place in geography lessons. To every cultural and educated person Geographical knowledge is important, especially knowledge about your country, your region. Currently, along with the implementation of program work in geography, I began to use students’ creative works in teaching practice. Trainees are increasingly completing this work electronically. With the help of computer technology, students completed creative work in the 8th grade on the topics: “Description of one of the peoples inhabiting the Republic of Kazakhstan, its traditions, customs, modern problems", "My geographical discovery”, “Natural disasters planet Earth”, etc., design work on the topic “Economy of the Troitsky village today and tomorrow”, “Demographic problems and ways to solve them”. The creative works of students make it possible to judge their horizons on various topics, orienting students to work with additional sources geographical knowledge. And again, an information resource comes to the rescue. Research work allows me to develop a sustainable interest in geography to create an orientation and motivational basis for an informed choice of profession. More and more often I turn to the project method.

I assign tasks in a differentiated manner depending on the inclinations and interests of the students. When explaining new material in class, I comment on the information appearing on the screen, accompanying it with additional explanations and examples if necessary. And when consolidating the material they have covered, I often offer students work with the text of an electronic textbook, workshops, and interactive tests. At the same time, group, individual and differentiated forms of organizing educational activities are used. I use ICT in preparing and conducting non-traditional forms of lessons. For example, a multimedia school lecture on the topic “Africa Beyond the Sea.”

I give a special place in my educational activities to travel lessons. Can geography be geography without travel? Every person is born a dreamer traveler; in childhood, reading the books of J. Verne, we strive to set foot on an unknown, but alluring shore with secrets. The world of distant countries calls for itself, but in real life Not everyone succeeds in becoming a participant in discoveries, and then their hearts respond with sadness to the lines of R. Rozhdestvensky read:

“I regret that I did not see the face of the whole Earth...”

And then telecommunications and information technologies help, we will go even to the ends of the earth. And the students turn into inquisitive seekers of knowledge.

The language of geography is the map. Geography without nomenclature is not geography. And again the computer comes to our aid, from where you can always project any map onto the screen.

Among them, a special role is played by the use of interactive maps. They effectively complement existing sets of educational materials and sometimes successfully compete with them due to their technical capabilities.

An image is just one of the tools for conveying information. While working with an interactive map, the student perceives information simultaneously both visually and auditorily. This combination of information received creates favorable conditions for understanding and mastering the material being studied.

My experience of using interactive maps in the educational process emphasized the undoubted advantages of this type of teaching, especially when studying material that requires a large number of visual aids.

I use maps in geography lessons more effectively than existing practice if the following conditions are met:

students are involved in the selection and structuring of educational information;

Students are given the opportunity to act as lecturers in class.

While teaching a lesson, I do not remove the student from the educational process. Interactive dialogue as I answer student questions is an important part of success.

I carry out three main types of work with an electronic card:

working with map layers;

working with additional material;

usage additional features programs (execution of drawings, inscriptions, etc.).

Working with map layers

The most useful feature of electronic maps is the ability to combine their layers. This allows us to identify cause-and-effect relationships and patterns. For example, on a building map earth's crust you can overlay a layer with relief and draw a conclusion about the correspondence of large relief forms to certain structures of the earth's crust. The technique of overlaying maps is also relevant when studying economic sectors. By comparing the maps “Electric power industry of Kazakhstan”, “Fuel resources” and “Population density”, students identify patterns in the location of power plants of different types throughout the territory of our country.

By combining map layers, firstly, you can remove information from it that is not relevant for this lesson. Secondly, using a different combination of layers based on a base map, you can create a whole set of specialized maps, for example, maps without names (for organizing individual answers at the board and conducting geographic dictations); partially labeled maps (for example, with the names of only land features); contour maps.

Working with additional material

One more important characteristic electronic cards is the presence of an information block. This block reflects the specifics of the map, focusing attention on the most significant features geographical objects and territories. For example, the information block to the physical map of the hemispheres contains information about largest rivers, lakes, landforms of the Earth, etc.

Most additional materials are provided with illustrations. This increases the visibility of the manual and also makes it possible to diversify the forms of work in the lesson. For example, based on photographs of geographical objects and legend points, you can discuss the meaning of each symbol on the map, give a detailed description of the object, and compare objects.

Comparison of map fragments and satellite images allows students to better understand what a map is, and also well illustrates the distortions that occur when the surface of a spherical Earth is transferred to a plane (a discussion of this problem can be based on a comparison of the shape of Australia on a map and on a satellite photograph).

Using additional program features

The drawing function significantly expands the scope of electronic maps in the classroom and increases their visibility. It becomes possible to highlight an object or group of objects that need attention, add information to the map (for example, about wind directions to explain the pattern of ocean currents), etc.

The drawing function can be used when performing creative tasks(for example, to restore the shape of objects belonging to layers removed from the map).

The ability to put signatures on a map facilitates the procedure for organizing geographic dictations (work devoted to testing knowledge of nomenclature), and allows students to assign tasks to classify or sort objects (for example, arrange mountains in decreasing order of their predominant height). .

Another form of training is “Debate”

M. Monakhov gives the following definition of debate as “... pedagogical technology - a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of conditions for students and teachers.” If you follow this definition, debates are, of course, a technology, both educational and pedagogical technology, as they contain a large educational component. Using debate technology in lessons, I observe an increase in the level of academic performance, positive changes personal qualities and behavior of those participating in this program. I note the broadening of the general horizons of the children. During the lessons, students' answers are distinguished by a comprehensive approach, deep analysis, and do not consist only of reproducing read and memorized material; there is a more creative approach when preparing homework. All this, of course, contributes to a deeper understanding of the topic, the entire subject being studied. I also note confidence when speaking in public; demonstration of leadership abilities; students occupy a higher status in the group.

The Debate program helps students realize their intellectual abilities, teaches them to think more freely and live actively. This will help them in the future to take their rightful place in society. The introduction of the “Debate” program into the variable part of the school curriculum will contribute to the qualitative improvement of the student’s personality, the formation of new dialogical, humanistic and analytical thinking; increasing the integrity of the pedagogical process; the use of debate technology corresponds to the ideas of updating secondary education based on the education of a dynamically developing and socially active personality.

IN school practice Debate technology is used, as a rule, by teacher-trainers. The possibilities for using debate technology are much wider. The fundamental difference between debate technology is its focus not on knowledge, but on the student acquiring positive experience of independent work. Possession and operation of various techniques and methods of debating techniques allows you to navigate more freely in any situation and find effective solutions and exits. Flexibility of thinking allows you to avoid stereotyping in thoughts and actions. Meanwhile, it is openness and flexibility of ideas that are an integral feature of the intelligence of our time. In addition, when using debate pedagogical technology, a large amount of material is covered. In this regard, teachers are increasingly using debate technologies when constructing a lesson.

"Debates" are an effective means of learning, new pedagogical technology which is used

In class, as an element of the lesson

Student certification and testing form

In scientific research activities students to develop skills in working with information

In educational work

For development leadership qualities, ability to work individually and in a team. Basic Elements of Debate

The essence of the debate is that two teams put forward their arguments and counter-arguments regarding the proposed thesis in order to convince a neutral third party and judges of their correctness.

Subject. The topic must be relevant, address significant issues, be suitable for debate, that is, have alternative options. The topic of the debate should be formulated as a statement (for example, “ Negative Impact human activity on nature" when studying the topic in 7th grade: "The relationship between nature and society")

The approver tries to convince the judges of the correctness

their positions regarding the formulation of the topic.

The denying party tries to convince the judge that the affirming party's position is incorrect because its argument is flawed.

Arguments.

Each team, for the purpose of proof, creates a system of arguments with the help of which it tries to convince the judge that its position is the most correct.

Support and evidence.

Along with their arguments, debaters must provide supporting evidence (quotes, facts, etc.) to prove their position.

Cross questions.

The largest number of types of debates provide each participant with the opportunity to answer the opponent’s questions.

I also use certain elements of debate technology, while changing some of the debate rules.

For example:

The time limit for speeches is being reduced;

the number of players in teams increases;

questions from the class are allowed;

“Support groups” are organized that teams can turn to for help during timeouts;

carried out role-playing game, that is, students play a role;

a “group of experts” is created, which can either perform the functions of refereeing, or summarize the game, demonstrating clashes of positions, or develop a compromise solution, which is often necessary to achieve educational goals;

A round table is one of the most common forms of debate, in which up to 10-20 participants participate “as equals”, and during it an exchange of opinions occurs between the participants.

“Aquarium” stands out among debate models in that its content is closely determined by contradictions, disagreements, and sometimes conflicts in a team of students and teachers on a certain issue. The mechanism for carrying out the “aquarium technique”:

The discussion participants are divided into two groups (or maybe three), which are located in a circle in the classroom.

Members of each group select a representative or chairman who will defend its position during the discussion.

All participants are familiar with the topic being discussed in advance, so they have the opportunity to exchange opinions before the discussion begins. (You can propose a topic at the beginning of the discussion, then the members of the “aquarium” should discuss it within 15-20 minutes and develop common point vision.)

Representatives of the groups gather in the center of the circles and have the opportunity to express the opinion of the group, defending its positions. The remaining participants in the “aquarium”, without expressing their opinions, can only pass notes during the discussion, where they express their thoughts.

Group representatives may take a break to consult with other group members.

The fishbowl discussion ends when the allotted time has elapsed or a decision has been made.

An example would be debate

The modern school is in dire need of humanizing relations between children and adults, and democratizing the life of the school community. Hence, the expediency of using innovative educational technologies in the practice of teaching and educating schoolchildren is obvious. The dynamic development of society requires the formation in a person of not so much a socially typical person, but a brightly individual one, allowing the child to become and remain himself in a constantly changing society.

“It is usually easier to change individuals gathered in a group,

than to change any of them separately.”

I became convinced of the correctness of the words of the American psychologist Kurt Lewin after mastering interactive teaching methods for several years. The choice of this technology was not accidental. According to its design, goals, principles, content and organizational aspects interactive methods are very close to the ALS (adaptive learning system), elements of which I introduced into my teaching practice in 1996. Having become a participant in the educational program for socially active schools (PAS), organized by the Russian-American Center “Cooperation” in the city of Krasnoyarsk in 1999, I mastered the methodology of using elements of effective training in lessons and in extracurricular activities.

Interactive learning technology gives me the opportunity to organize educational training in a non-standard way, to ensure motivational readiness and a positive emotional attitude of students to work in the lesson. Interactive methods are aimed at developing an active, subjective position in educational (and other) activities, at developing skills of analysis and self-analysis in the process of group reflection.

The methodology of interactive teaching in small groups allows

• solve specific cognitive, communicative, developmental and moral and educational tasks;
• create a creative competitive atmosphere among students, teach them to respect the values ​​and work rules adopted by the group.

This technology helped me solve very important pedagogical problems:

• Children love my geography and natural history lessons and attend them with pleasure.
• Schoolchildren acquire academic knowledge in the subject at a fairly high level.
• A free form of communication in the classroom forms a positive self-concept in children and develops a socially successful personality.

The priority form of work in my lessons is collective: in static, dynamic, variation pairs, group and intergroup.

I'm sure that collective activity has a powerful stimulating effect on the development of the child . The official atmosphere of the class and the feeling of constraint are removed; there is educational communication. In the course of dialogue and polylogue, the logic of reasoning, evidence, and independence of thinking develop.

The need for communication is an integral component of the internal content of the individual.

“The greatest luxury on Earth is the luxury of human communication” (A. Saint-Exupéry)

That is why in my lessons I strive to make maximum use of the phenomenon of group influence on individual abilities.

During the lesson, each group of students receives a packet with questions and additional material (“Work”, “Recreation”, “Nutrition and Health”, “American Home”). The guys read, think about, process information; choose the form for presenting it to the whole class and, finally, present it.

Students are great inventors, dreamers, they can’t come up with any forms of presenting information: a conversation about work and money took place in the “office” of one of the American companies between “colleagues”; Friends met in a “youth cafe”: the conversation was about how they spend their leisure time; a correspondent from one of the Russian newspapers came to the “American house” and interviewed the “owners of the house”; the popular “TV show” was dedicated to the nutrition and health of Americans. It could be Scientific Conference, exam at school, etc. School bags turn into “TVs”, “video cameras”, tourist backpacks; a notebook rolled into a tube - into a “microphone”.

At the end of the lesson - interactive exercise “Portrait”. The guys draw an “average American” on sheets of whatman paper and make it up verbal portrait, including information received in the lesson.

"Entering the topic." Teacher's word: “Pygmies! Everyone seems to know about their existence. But very few have any idea about how they live.

A group of “ethnographic scientists” from our class became interested in the life of this amazing people, small people living in the impenetrable forests of Africa. They had a chance to visit the pygmies and see their life from the inside.”

5 students in the class will play the role of ethnographers. The rest of the guys are divided into two groups (preferably optional): optimist listeners and pessimistic listeners. They are the ones who will take part in resolving the business conflict. The “scientists” join one of the groups after their performances.

Part I of the conference. Speeches by “scientists-ethnographers”.

• Who are the pygmies?
• How do pygmies live?
• What do pygmy men do?
• What do pygmy women do?
• Who do the pygmies worship?

The material should be interesting, entertaining, and sufficient to resolve the cognitive conflict.

II part of the conference. Cognitive conflict.

The teacher acts as the organizer of the discussion and makes sure that the business conflict does not develop into an emotional one. After listening to all the students, he offers them a story about an experiment conducted in the 70s in Zaire. Goal: to convince students that over thousands of years each nation has become accustomed to living in its own way, therefore it is necessary to introduce “savages” to the civilized world with great caution. And do they need it? The host of the program “In Search of Adventure,” Mikhail Kozhukhov, ended one of his programs with these words: “This is how they live! Try to convince me that their lives are poorer and less vibrant than ours.”

I strive to make the lessons from the series “Earth – a Planet of People” dynamic, exciting, and “alive.” The textbook's information about the population of the continents is quite monotonous and downright boring. Therefore, to expand the information and educational field, I take the media as my “allies” - the magazines “Around the World”, “Echo of the Planet”, “Geography at School”, “Miracles and Adventures”, newspapers “Arguments and Facts”, “Interlocutor”, TV shows “In Search of Adventures”, “Unlucky Notes”, I also use the media library available at school.

The lessons I have developed allow students to immerse themselves in diversity cultural worlds, rise to a higher level of spirituality, humanistic qualities of the individual.

Interactive forms of learning are constant communication, collaboration, and the work of thought. There are no indifferent or indifferent people here. Educational activities are carried out according to the formula “you will learn yourself when you teach others”; training, development and education organically merge. In my lessons I actively use elements of effective training: role-playing, business, simulation games, theatrical performances, brainstorming, exercises.

Business game. Theatricalization.

Business and role-playing games are a good form for collective learning. They simulate real life situations, “adult” activities; rely on the experience of children, contribute to its enrichment and development. It is this kind of business communication that will allow students to build constructive partnerships in the future.

Science lesson in 5th grade. Topic: “Rocks”.

The worldview idea of ​​“rocks as objects of beauty and protection” is helped by students to comprehend the pre-prepared staging “Open the malachite box” based on the tales of P.P. Bazhova. The main characters: the owner of the Copper Mountain, Danila the master, brothers (or sisters) Charoite, Jade, Lazorevy.

Students master the question “rocks as objects of study and use” during business games"NIL" (research laboratory). Each group is a scientific laboratory. Laboratory No. 1 – “Granite”, laboratory No. 2 – “Coal”, etc. Students study the properties of rocks using a sample, fill out a systematic table, and prepare “ scientific report“, in case of difficulties, they can turn for help to the “senior researcher” - the teacher.

The results of the work convince the children of the exceptional diversity of rocks and their practical value.

Interactive exercises.

Ur ok natural history in 5th grade. Topic: “Our amazing Sun.”

Exercise "Collage". I took the most interesting material for this exercise from the magazine “Science and Life” published in the 70s.

The class is divided into groups: “Ancient Greeks”, “Ancient Chinese”, “Ancient Australians”, “Peoples of Ancient Africa”.

1. Read the text.
2. Draw what you imagined.
3. Cut out the drawing and glue it onto a piece of whatman paper on the board.
4. Tell us about how the ancient people imagined the Sun.
5. Draw a conclusion about how ancient people treated the Sun. How do you feel about the Sun?

Equipment: sheet of Whatman paper, paper, felt-tip pens, scissors, glue, task cards, cards with additional material.

Science lesson in 5th grade. Topic: “World of Stars.”

Exercise “Your own support”.

I accompany my story about the temperature, color and brightness of stars with a diagram, drawings, symbols (I use different types"support") Children listen, participate in dialogue, and are involved in drawing up a diagram and “deciphering” symbols. The diagram and model are fixed on the magnetic board:

Leave your comment, thank you!

Speech at the Engels RMO

Geography teacher MBOU "Secondary School No. 42"

Fedotova I.I.

Effective use of problem-dialogical technology

in geography lessons

If you tell me, I'll quickly forget it,

if you write to me, I will read it, but I will also forget,

and if you involve me in the matter, I will know and remember it.

Jean Jacques Rousseau

Russia's entry into the global educational space is accompanied by significant changes in pedagogical theory and practice of the educational process. Previous standards set the school the task of equipping students with knowledge, skills, and abilities; The Federal State Educational Standards set a new task - to develop the ability to independently assimilate new knowledge and skills, and the ability to organize this process. These requirements cannot be realized without the use of new pedagogical technologies.In the process of studying the course, schoolchildren are involved in various types of activities to work with individual sources of geographic information: cartographic, statistical, textual, media, and the Internet. A special role is given to cartographic works and other images using computer technology. Widespread use of algorithmization is envisaged in the form of plans for characterizing geographical objects, processes and phenomena, logical diagrams, and structural models.

At the stage of introducing knowledge, the technology of problem-dialogical learning is used, which allows you to organize research work students in the classroom and independent discovery of knowledge. This technology was developed on the basis of research in two independent areas - problem-based learning (I.A. Ilnitskaya, V.T. Kudryavtsev, M.I. Makhmutov, etc.) and the psychology of creativity (A.V. Brushlinsky, A.M. Matyushkin , A.T. Shumilin, etc.).The author of the technology is Elena Leonidovna Melnikova. The technology is fully and consistently implemented in the developing Educational System “School 2100”.

The use of problem-dialogue technology allows students to interact not only with the teacher, but also with another student, work together, while mastering a variety of speech means in various communication situations.

Problem-based dialogue learning is a type of teaching that ensures creative learning by students through a dialogue specially organized by the teacher.

When working using problem-dialogical learning, the following develops:

1. mental abilities of students (difficulties that arise make students think, look for a way out problematic situation);

2. independence (independent vision of the problem, formulation of a problematic issue, problem situation, independence in choosing a solution plan);

3. creative thinking(independent application of knowledge, methods of action, search for non-standard solutions).

Problem-dialogue technology gives a detailed answer to the question of how to teach so that students pose and solve problems. The word “dialogical” means that students pose a problem and search for a solution in the course of a dialogue specially built by the teacher. When constructing a dialogue lesson, it must be taken into account that dialogue is a form of communication. A dialogue lesson will not work if there are factors that inhibit dialogue:

2. lack of attention from the teacher to the child (smile, calling by name, physical and eye contact);

3. closed questions that require monosyllabic answers or questions that do not need to be answered at all;

4. the teacher’s inability to be a good listener (listening is often critical: not listening, interrupting, negative assessment of what was heard).

Necessary conditions for organizing educational dialogue are: a) removing factors that inhibit communication between the teacher and children; b) receptivity to other people’s opinions, the desire not to evaluate, but to hear and accept the child’s opinion; c) the teacher’s knowledge of the technology of organizing substantive dialogue.

Preparing for problem-based dialogue lessons is a creative process for me, during which I am constantly searching for the most effective methods and techniques for introducing new knowledge.

I start the lesson by posing a problem. Statement of the problem involves the teacher creating a problem situation and organizing a way out of it in one of three ways: 1) the teacher himself sharpens the contradiction of the problem situation and communicates the problem; 2) students recognize the contradiction and formulate the problem; 3) the teacher encourages students through dialogue to put forward and test hypotheses.

In the lesson of discovering new knowledge, I use the three most effective methods of posing an educational problem:

• dialogue leading to the topic;
• message of the topic with further motivation for dialogue
• dialogue that encourages a problem situation;

Their similarity lies in the fact that all of these methods provide motivation for students to learn new material. The difference in methods lies in the nature of schoolchildren’s educational activities and, consequently, in the developmental effect.

Let's look at these methods in more detail.

Fragment of a geography lessonin 9th grade on the topic “Population of Russia”

Dialogue leading up to the topicis a system of questions and tasks that are feasible for students, which activate and, accordingly, develop logical thinking students. At the stage of problem formulation, I lead students step by step to formulate a topic. At the stage of searching for a solution, he builds a logical chain of conclusions leading to new knowledge. Questions and assignments may vary in nature and degree of difficulty, but should be feasible for students. As the dialogue progresses, even the students’ erroneous answers must be accepted.

Fragment of a geography lesson in 6th grade on the topic “Orientation”

Teacher

Student

The topic of today’s lesson is relevant; its study plays a big role in a person’s life. Once upon a time, entire expeditions perished, and on the contrary, the knowledge and ability to do this helped people in difficult times. Reads out the text: The guys went on a mushroom hunting trip in an area unfamiliar to them. In order not to get lost, they took a compass with them, by which they determined that their path lay to the northeast. Returning home, they discovered that the compass was lost. What problem did the guys have? What skills should they demonstrate? The ability to find the sides of the horizon is calledorientation. - As you guessed, the topic of today's lesson is “Orienteering”. The word “orient” comes from the Latin “oriens” - east, so literally it means to determine one’s position in relation to the east. But the main direction for orientation is the direction North South. You can navigate the area in different ways. Open the atlases on pages 8-9, name these methods. Which of these methods did you offer the guys to return home?

Listening Which direction to go home. The ability to find the sides of the horizon without a compass. They consider different methods of orientation and name them. Along the treetops. On lichen on a tree trunk. According to the annual rings of a cut tree. By the anthill. According to the Sun.

Message topic with motivating technique- the essence of the method is that the teacher precedes the message of the finished topic either with intriguing material (the “bright spot” technique), or by characterizing the significance of the topic for the students themselves (the “relevance” technique). In some cases, both motivating techniques are used simultaneously.

Dialogue motivating a problematic situation- is a combination of the technique of creating a problem situation and special questions that stimulate students to recognize the contradiction and formulate a learning problem. At the stage of finding a solution, I encourage students to put forward and test hypotheses, ensuring the “discovery” of knowledge through trial and error. During the dialogue, I use individual stimulating remarks that help the student to work truly creatively. The method is used at any stage of the lesson.

Thus, problem-based dialogue learning is a type of teaching that ensures creative learning by students through a dialogue specially organized by the teacher. The teacher, first in a motivating or leading dialogue, as well as with the help of a motivating technique, helps students pose a learning problem, i.e. formulate a lesson topic or research question, thereby arousing students’ interest in new material, forming cognitive motivation for the “discovery” of new knowledge. At the same time, a true understanding of the material is achieved by the students, because one cannot help but understand what one has come up with oneself.

Modern lesson capabilities (computer and multimedia projector) allow me to make them more interesting and memorable. Thanks to visual perception, it is easier for children to retain the logical chain of knowledge that is necessary to understand the contradiction that has arisen, to identify a problem, to discover new knowledge. Each new slide that appears either serves to activate students’ attention and thinking, or encourages them to complete tasks, or serves as confirmation of correct answers and conclusions, or as a test of independent work against a standard. Organizing problem dialogues using presentations enlivens the work of students and allows almost every child to be included in the process of discovering new knowledge.Algorithm for preparing a teacher to conduct a lesson.

When conducting lessons in our course, teachers very often face the problem of lack of time. The material on the topic is quite extensive, so it is not possible to “discover” it completely together with schoolchildren using problem dialogue technology. As a result, there is no time left either for the stage of independent application of knowledge or for summing up the results. At the heart of this problem is the teacher’s desire to “discover” all knowledge with his students. On the contrary, some complex provisions are easier to explain to the teacher himself, leaving easier “discoveries” for the students. It is important that in each lesson, students “discover” at least part of their knowledge themselves.

Second and main reason lack of time – inability to use the minimax principle. According to this principle, schoolchildren can learn a lot of new things in class (maximum), but should only learn the most important knowledge (minimum).

Student task:

Independently discover and formulate an educational problem, determine the purpose of educational activities, choose the topic of the project;

Put forward versions of a solution to the problem, realize the end result, choose from those proposed and look for the means to achieve the goal on your own;

Draw up (individually or in a group) a plan for solving a problem (implementing a project);

Working according to the plan, check your actions with the goal and, if necessary, correct mistakes yourself;

In dialogue with the teacher, improve independently developed assessment criteria.

It seems to me that a modern lesson should, first of all, teach a child to learn, communicate and help him realize himself. To do this, the student needs to be a full-fledged actor in the lesson. Modern lesson- this is a lesson in which a business-like, creative atmosphere reigns, where children willingly enter into dialogue with the teacher and with each other. This is a lesson rich in a variety of learning situations, and each of them raises questions and surprise in students. A modern lesson is a pedagogical work; the teacher brings into it his own creativity, his own methodological style.

Of course, the organization of problematic dialogue in class and in extracurricular activities should be associated with reflection, since the student must learn to record the results of his educational and extracurricular activities. Only in this case can we talk about high efficiency using technology of problem-dialogical learning.

I organize reflection in the lesson in various ways:

• through summing up the lesson on questions (What did you learn? What did you learn? What did you understand? What are you experiencing difficulties with? What did I like most in the lesson? What did I fail to complete and why? Did I achieve my goal? What are my main results? What tasks aroused the greatest interest and why?);

One should not think that the organization of dialogue learning is limited only to creating relaxed communication with students and a free exchange of opinions. The teacher needs to take into account a number of organizational issues:

1. Organization of the study space of the office. The traditional arrangement of desks is inappropriate for interactive technology. Learners must communicate face to face. Therefore, this form of work, such as group work, is the most optimal.

2. Contents of educational dialogue. The teacher must think through the topic of the dialogue; formulation of questions and tasks; dialogue material that should solve the problems of the lesson; taking into account time constraints; the composition of the groups, the psychological atmosphere in the group, since each participant in the dialogue should become a participant and not a spectator. First learn to enter into dialogue with your own “I”, then interact with others (“Self and Other”).

For a teacher, dialogue in a lesson is, first of all, a unique way to get in touch with the student’s personal problems and thoughts. For students, this is a feeling and understanding of equality with their interlocutor, which does not mean equality in knowledge, but equal rights to responsibility for posing and solving their own question. Therefore, dialogism is a joint search for truth, a form and method of relationships, where the main thing is not the reproduction of information, but reflection, discussion of the problem, and within the framework of the laws of speech behavior: mutual respect, mutual understanding and co-creation.

Thus, conditions are created that promote the development of universal educational activities of the student, such as:

• regulatory (organize your activities, solve problems);
• cognitive (extract information, draw logical conclusions);
• communicative (conduct a dialogue, interact with people);
• personal (give a moral assessment of the situation, make a moral choice).

I have been using the technology of problem-dialogical learning for many years and since full confidence I can say that it is effective. In the course of using problem-dialogical technology, I achieve the following subject and meta-subject results:

• formation of strong and deep knowledge;
• formation of regulatory, cognitive, communicative, personal universal educational actions;
• acquiring independent work skills.

To summarize, I would like to say that the use of problem-dialogical learning technology allows students to independently discover knowledge, therefore problem-dialogical learning can be called a universal pedagogical technology that ensures the development of each student, the key to success and creativity, allowing the teacher to make every lesson interesting.

Literature:

1. Melnikova E.L. Problem lesson, or How to discover knowledge with students: A manual for teachers. – M., 2012
2. Melnikova E.L. Technology problem-based learning: methods, forms, teaching aids - M.: School 2010, 2009
3. Melnikova E.L. Problem-based dialogue learning as a means of implementing the Federal State Educational Standard: A manual for teachers. – M.: FGAOU APKiPPRO, 2013.

15240-666115 Loktionova Svetlana Vladimirovna,
Level 1 certified teacher
history and social science,
School No. 10 named after Chokan Valikhanov, Taldykorgan Development of students’ cognitive interest in the study of history through the use of new approaches to teaching
The problem of activating the cognitive interest of adolescent students is “as old as the hills,” but still remains relevant. After all, no matter how lofty a teacher’s plans may be, they all turn to dust if children have no desire to learn. That is why “nurturing or arousing interest in a subject” (M.M. Potashnik) is the key to learning and knowledge, in our opinion. If in elementary school children study, as a rule, with desire, then around the 5th grade this flame gradually fades away. Practical teachers consider adolescence to be the most difficult period from the point of view of training and education. The famous publicist Soloveichik S. expressed his attitude towards him very clearly: “In grades 6–7, the teacher needs to be patient and wait for it to happen.” time will pass" Is everything really so hopeless?
While studying at advanced training courses, I became acquainted with the Cambridge University course program, which is based on studying the idea of ​​7 modules. I received theoretical and practical knowledge on the implementation of seven modules in the learning process. The main task is to understand the essence of this program, aimed at improving education, which does not stand still and is constantly being improved. Currently, traditional methods are being replaced by innovative technologies, where the main role in the educational process is already given to the student, and the teacher only directs his actions for independent successful learning. The main role is given to cooperation between teacher and student, student - student. You can’t assume that students’ cognitive interest will be high; you just have to teach an interesting lesson “from time to time.” Here, as in everything else, it is necessary A complex approach. Group work promotes team unity. I took a lot of interesting things for myself: greetings, trainings that had a positive impact on my attitude and rethinking of my teaching activities. This work helped me understand that “a collaborative environment, which is a philosophy of interaction” (Teacher's Guide, p. 228) produces results.
Cognitive interest is one of the components of educational motivation, and it, in turn, in our understanding, is ensured through an activity-based approach, active forms of learning, organizing the educational process through a system of educational tasks, and implementing the principles of developmental education Elkonina D.B., Davydova V. IN. within the framework of historical education. In the process of pedagogical activity, the following factors are taken into account in order to increase cognitive interest and create conditions for the formation of educational motivation:
active learning methods: necessary condition to create interest among students in the content of learning and in the learning activity itself - the opportunity to show mental independence and initiative in learning. How more active methods learning, the easier it is to interest students in them. The main means of cultivating a sustainable interest in learning is the use of questions and tasks, the solution of which requires students to actively search;
creating a problem situation, combining the difficulty of the educational material and the learning task with feasibility: the creation of a problem situation, the confrontation of students with a difficulty that they cannot solve with the help of existing knowledge, plays a large role in the formation of interest in learning; When faced with a difficulty, they become convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only work that requires constant tension is interesting. Light material does not cause interest. The difficulty of educational material and a learning task leads to an increase in interest only when this difficulty is feasible and surmountable, otherwise interest quickly falls;
emotional coloring, the living word of the teacher.
We will talk about some forms of organizing training (upbringing), including different types of cognitive activity of students, which have been successfully tested. When preparing and conducting them, a variety of means and methods were used to organize active cognitive activity of students, for example: role-playing, staging, acting out scenes “Bring the Picture to Life”, etc.; group work on the creation of the project; making crafts, business cards, their protection; performing creative work (historical essay, argumentative essay, historical portrait); work in a creative team to implement various tasks; discussion of problematic issues; solving crossword puzzles; answering questions in competitive mode; work with additional literature; definition and presentation own position on any issue.
Solving any problems relating to the development, education and upbringing of a child cannot be successful without a careful analysis of them from the point of view of the content and conditions of a particular age stage. The outstanding scientist of the first half of the 20th century, L.S. Vygotsky, dealt with the problems of developmental and educational psychology. He owns the fundamental theory of human mental development, which still has serious practical significance. Vygotsky is the creator of the cultural-historical theory of mental development. According to this concept, at each stage of a person’s life, among the many other activities he performs, there is some main activity, which determines the emergence and formation of the main psychological new formations of this stage. Elkonin D.B. completed Vygotsky's work on the periodization of needs. According to this theory, in adolescence(10/12 – 15 years) leading activity is “socially useful”, intimate and personal communication with peers. A person begins to focus his behavior not on adults (parents, teachers), but on people like him (friends, classmates). During this period, “personality” is formed. The main thing for teenagers is self-identification, self-expression, self-realization, and successful socialization. How to find a way out of this situation? How to organize the activities of teenagers so that they, while realizing themselves in meaningful communication with peers, do not at the same time lose interest in educational work? The search for answers to the questions posed formed the basis of our pedagogical activities aimed at increasing the cognitive interest of second-level students.
Average school age(10 – 15 years) the task of generalizing and systematizing the material, eliminating gaps in students’ knowledge can be successfully solved by a competitive methodology, play activity(quizzes, various games, competitions). The playful nature of such activities creates creative freedom and allows students with different individual abilities to express themselves. When conducting such events, active cognitive activity of students develops. Competitiveness contributes to the formation of cognitive interests and the development of positive emotions. Often, what is much more important is not the result, the event itself, but the process of preparing for it, when students unite, negotiate, distribute roles and responsibilities, and show independence, initiative and creativity.
When preparing for an intellectual-cognitive game, students repeat dates, concepts, basic information about events, phenomena, historical figures era. There is a division into groups based on interests: some are preparing a performance, a coat of arms with a motto, others, having turned into “participants in a medieval workshop,” are making a masterpiece (product), and others are preparing for the competition “Bring the Picture to Life.” Of course, it is very important that the teacher gets the children interested, gives clear instructions, and helps in the preparation process. And the main result of such work will not be long in coming - satisfaction and joy in the eyes of children, as well as the question: “When will we have such a game again?”
Adolescence is characterized by the desire to participate in discussions and disputes. It is well known that in history to this day there remains a certain range of questions, the “correct” answers to which do not exist. All this can be used very successfully during a debate. Such a debate was held among 8th grade students as part of the study new history XIX century “Who is he - a genius or a villain? (about Napoleon Bonaparte).” In preparation for a similar debate “In politics, whoever is a genius is a villain” (about Peter I), a detailed plan was offered to students in advance. In the process of preparation, they studied the recommended literature on the topic, wrote creative works, became acquainted with different points of view on the personality and activities of Peter I. During the discussion of issues, students demonstrated knowledge of the historical era, the ability to argue and generalize, speak and listen to each other, and respect different opinions . It is very important that in the process of preparing and participating in the debate, the children create an objective idea of ​​the essence of the scientific dispute about the personality of Peter I, and they are determined in their attitude towards this extraordinary ruler. Based on the results of the preparation and conduct of the debate, a booklet was created, which included: fragments of works famous historians about Peter I; excerpts from fiction devoted to the personality and activities of Peter; a comparative table of historians’ views on the personality and activities of Peter I; the best creative works (essays) of students about Peter the Great and his reforms; diagrams, tables, diagrams. One of the means of activating students’ cognitive activity, developing creativity and at the same time forming certain personal qualities is the project method, which we have successfully tested. Based on this experience, it can be noted that the introduction of elements of student research activity allows the teacher not only and not so much to teach, but to help the student learn and direct his cognitive activity. Three “pillars” on which this technology rests: independence, activity, effectiveness. When completing a project, students find themselves in an environment of uncertainty, but this is precisely what activates their cognitive activity. The teacher’s task is to ensure that in the process of implementing projects a logical chain is implemented: interest, choice - success (failure) - reflection - adequate assessment (self-esteem) - reflection (according to I. Chechel).
Of course, we cannot say that only the presented approach allows us to achieve high results, since it is not a reflection of the entire system of work. But, in my opinion, its use can certainly help to intensify the cognitive interest of second-level students in the study of history.
List of used literature:
Andreev V.I. Pedagogy of creative self-development. Book 1. Ed. Kazan University, 1996. P.152–197.
Vygotsky L.S. Questions of child psychology. S-P., 1997.
Goldenberg M.L. Technology of the project method in teaching history // Teaching history at school. 2001. No. 4. pp.71–72.
Goncharova A.I. Debate in a history lesson. // Teaching history at school. 1998. No. 5. P. 36–38
Zimnyaya I.A. Pedagogical psychology. M., 1999. pp. 217–233.
Kochetov N.S. Non-standard lessons at school. History (grades 8–11). Volgograd, 2002. P.3–6.

Municipal educational institution "Secondary" comprehensive school No. 3"
urban district of Saransk
geography teacher
Levina Tatyana Alekseevna
Topic: “Problem-based and interactive learning in geography lessons.”
The task of the subject of geography is to form a worldview based on geographical thinking, a holistic picture of the world, the interrelation of natural, social and economic factors, as well as the formation of a responsible attitude towards one’s actions in environmental management. Federal State Standards 2 generations focus not on the formation of knowledge of the subject as it was before, but on the development of the student’s personality.
I work in high school No. 3. Our school is working on the problem of “Implementing a competency-based approach in the learning process.” WE understand that the future of Russia today lies in today's school. The school must prepare a person who thinks and feels, who not only has knowledge, but knows how to communicate and has an internal culture. The goal of the competency-based approach is not for the graduate to know as much as possible, but for him to be able to solve problems in any situation, educational, professional, and everyday.
In this regard, the teacher’s position also changes. Today the teacher must understand his professional activity. If earlier we were required to provide knowledge and skills in the subject, now we must develop the student’s personality through the subject. The competency-based approach to teaching is directly related to problem-based and interactive learning. This is my second year working under the “School 2100” program, this is mainly an elementary school program, but in our school it has been continued in the middle and senior levels.
The School 2100 program is an educational system in which not only an educational and methodological kit has been developed, but also contains educational technologies, which allow you to work with these textbooks in a new way, i.e. The textbook material itself suggests that it will be presented through problem-based dialogue, which will allow students to better assimilate knowledge and allow them to cultivate an active and proactive personality. And also maintain interest and motivation.
During a lesson in learning new material, two stages of the problem-dialogical method should be worked out:
1. Statement of the educational problem
2. search for a solution
At stage 1, the formulation of an educational problem, either the topic of the lesson or the main question is formed, the search for a solution will represent the “discovery of new knowledge,” i.e. a new geographical concept for children.
The role of the teacher at these stages is the ability to organize the activities of students, the teacher acts as an organizer of activities during which the students themselves receive, extract, and discover this knowledge, the student in the process of this activity finds solutions, i.e. is not a passive listener, but an active participant in the lesson. Having learned, the student will transfer this to life’s problems, that is, this problem-dialogical method allows you to learn to determine the goal of your activity, outline a plan of action, correlate the result of your activity with the goal, and evaluate the result of your activity.
What is the essence of the problem dialogue method? Students pose a learning problem and search for its solution during a dialogue specially organized by the teacher. We use 2 types of dialogue: encouraging and leading.
The incentive looks like this: The teacher creates a problematic situation, that is, during a dialogue with the class, the teacher creates this situation.
For example: theme "Japan"
In the last lesson, we started studying Japan; determine the topic of today's lesson by comparing the following facts:
Who lost World War II?
Answer: Japan
Which country is rich in natural resources?
Answer: Russia
What is the form of government of these countries?
Answer: Japan is a monarchy. Russia is a federal republic
Which country is the world economic leader?
Answer: economic leader Japan.
And what question do you and I have?
Answer: How and why did Japan become the world's economic leader?
This is the main question of the lesson, which determines the topic of the lesson, this is a problematic situation in the course of solving this problem and new knowledge is to be discovered.
5. There is even such a term in the world. Remind me?
Answer: Japanese economic miracle.
6.So what is the topic of our lesson today?
Answer: Reasons for the Japanese economic miracle.
But the material does not always allow us to teach like this, so we use either motivating dialogue or leading dialogue.
The incentive dialogue will look like this:
For example: What hypotheses will you have? To do this, remember what we know about Japan from geography and history courses.
Answer: Although Japan lost the war, it spent its finances on economic development and not on weapons.
What other hypotheses would you put forward? (you must listen to all statements, even if they are incorrect).
Answer: The right economic policy was chosen.
Answer: Created unique system education.
Answer: Patents from other countries were bought.
Answer: Japan's slogan is "Let electronics become the country's oil."
Naming the reasons, putting forward all the hypotheses. Let's summarize.
What are the reasons for Japan's economic miracle?
Students list reasons, i.e. new knowledge is discovered by encouraging the expression of these hypotheses, thereby revealing the topic of the lesson, which was also designated by them.
Do you think that in any grade level class we can use stimulating dialogue to solve problems? Of course not. This is how you can work in a class where there are students with solid knowledge of geography, but what if there are no such students? Then we use non-motivating. Leading dialogue. What does it mean?
The teacher offers students feasible (leading) questions and tasks that, step by step, formulate the topic of the lesson or lead to the formulation of a question and, as a rule, the leading dialogue is built to repeat the material covered.
For example: a logical chain of prompt questions is built, such as: Do you remember how Japan distributed its finances after World War 2?
How do the Japanese approach work?
What is education like in Japan? Etc.
The teacher suggests questions that students can answer or find answers in the text of the textbook. Ultimately, the teacher leads the children to a specific answer.
There is dialogue throughout the lesson.
The next stage of the lesson is the application of new knowledge, i.e. securing the material. Tasks can be different, for example, completing tasks in a workbook, on contour map, filling out a table, drawing up a diagram, etc.
So, the essence of the problem-dialogue method in geography lessons lies in the implementation of two stages:
Statement of educational problem
Finding a solution to this problem
The textbook itself and the structure of the lesson in this educational system “School 2100” help to implement all this.
Lesson structure:
Stage 1 – Creating a problem situation, updating knowledge
Stage 2 – Discovery of new knowledge
Stage 3 – application of new knowledge
Stage 4 – summary, evaluation, homework
As can be seen from this lesson diagram, children speak most of the lesson, and the teacher acts as the organizer of the activity and conducts a constant dialogue.
The structure of the textbook corresponds to the structure of the lesson.
Before the beginning of each paragraph, a problematic question is posed. Students are encouraged to put forward their versions and hypotheses for solving the problem. Using questions, remember what concepts and facts you have learned that will be useful when solving a learning problem? A plan to solve the problem is jointly determined.
In accordance with the plan, new knowledge is discovered. After discovering new knowledge, schoolchildren are invited to solve the problem individually and in groups, independently and with the help of the teacher, and perform various tasks orally and in writing.
After discovering new knowledge, the authors of the textbook suggest repeating what you have learned and practicing independently applying the knowledge.
At the end of the lesson it is determined general conclusion to solve the problem and homework - read the new paragraph and answer the questions.
Problem-based - dialogic technology allows you to relieve psychological stress in the lesson, which leads to strengthening the health of students, children reflect, speak out, suggest, i.e. They feel comfortable in the lesson, hence the result of the lesson.
The work is not completed, we still have to work hard, success does not come immediately. There is a desire to make your work as efficient as possible.