Method of illustration and demonstration. Demonstration as a teaching method - organization of the educational process - sidorov sergey vladimirovich

Visual teaching methods are aimed at visually-sensory acquaintance of students with the objective world, processes and phenomena in their natural form or in symbolic reflection using various drawings, reproductions, diagrams, etc.

Remark 1

A feature of these methods is that the assimilation of educational material is closely related to the teaching aids and technical means (ICT) used.

Visual methods contribute to the implementation of the didactic principle of visualization in teaching, enrich teaching methods, increase the efficiency and productivity of the lesson, develop observation, visual-figurative thinking, visual memory, and attention in children. In a general sense, visual methods can be divided into 3 groups:

• observation,
• illustrations,
• demonstrations.

This classification evaluates visual methods according to the source of knowledge. In the pedagogical literature, it has often been criticized because it does not reflect the nature of the cognitive activity of students and the degree of their independence in educational work. However, this classification currently remains the most popular among practicing teachers.

Observation

As a means of illustration, a blackboard and interactive whiteboards are widely used, dates, words, sentences, tasks are written on them, sketches are made, the sequence of performing any educational actions is revealed. Separate illustrative aids, banners, tables, pictures, maps, drawings, diagrams are also used.

When using illustrations as a visual teaching method, a number of conditions must be observed:

• they must correspond to the age of the students, be used in moderation and only at the right time of the lesson (class), served in such a way that all students have the opportunity to fully see the illustration;
• the teacher must accurately highlight the main thing when showing illustrations, clearly think through the explanations for them;
• the illustration must be consistent with the content of the material, aesthetically executed, and must also involve the students themselves in finding the desired information.

Demonstrations

The demonstration method is traditionally associated with the presentation of devices, equipment, experiments, films, filmstrips, tape recorders, computer programs. They are used to form students' interest, cognitive motivation, create a problem situation, familiarize themselves with new information.

So, when using a computer, a tape recorder, standards of expressive speech, pieces of music are demonstrated. Fragments of cinema, television programs, videos are used to demonstrate new achievements in science, technology, culture, unique documents, archival materials, and works of designers. Ample opportunities for demonstrating educational materials based on multimedia technology are provided by classrooms equipped with computer technology(with Internet access), multimedia projector, interactive whiteboard.

Figure 2. Characteristic visual methods learning

Demonstrations are subject to the following requirements.

• the displayed objects must have the appropriate size for excellent visibility to all students, for small objects it is advisable to use different projections or organize alternate observation with the student being called to the demonstration table;
• during the demonstration, the teacher needs to face the class in order to see the reaction of the students, and one should not block what is being demonstrated, otherwise errors in the presentation of the material, violations of discipline are likely;
• the number of demonstrations should be optimal, since their excess scatters attention, tires, and reduces the degree of cognitive interest;
• before the start of the demonstration, as a rule, an introductory speech is given, and then a conversation is held based on the results of the viewing;
• the recommended duration of videos in junior classes is no more than 10 minutes, in senior classes - up to 30 minutes;
• when demonstrating complex material it is advisable to pause for the teacher to explain and students to record information.

Visual teaching methods are understood as those in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual-sensory familiarization of students with phenomena, processes, objects in their natural form or in a symbolic image using all kinds of drawings, reproductions, diagrams, etc. In the modern school, screen technical means are widely used for this purpose.

Visual teaching methods can be conditionally divided into two categories. large groups: illustration method and demo method.

illustration method involves showing students illustrative aids, posters, tables, pictures, maps, sketches on the board, flat models, etc.

Demo Method usually associated with a demonstration of instruments, experiments, technical installations, movies, filmstrips, etc.

Such a division of visual aids into illustrative and demonstration ones is conditional. It does not exclude the possibility of classifying individual visual aids as both illustrative and demonstrative. (For example, showing illustrations through an epidiascope or a codoscope.) The introduction of new technical means in the educational process (television, video recorders) expands the possibilities of visual teaching methods.

In modern conditions, special attention is paid to the use of such a means of visibility, which is personal computer . At present, the task of creating classrooms for electronic computers in schools, introducing computers into the educational process is being solved. They allow students to visually see in dynamics many processes that were previously learned from the text of the textbook. Computers make it possible to simulate certain processes and situations, to choose from a number of possible solutions the most optimal according to certain criteria, i.e. significantly expand the possibilities of visual methods in the educational process.

Conditions for the effective use of visibility

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

a) the visualization used must be appropriate for the age of the students;

b) visibility should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;

c) observation should be organized in such a way that all students can clearly see the object being demonstrated;

d) it is necessary to clearly highlight the main, essential when showing illustrations;

e) to think over in detail the explanations given during the demonstration of phenomena;

e) the visualization shown must be exactly consistent with the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or a demonstration device.

Practical Methods

These methods are based on the practical activities of students. These include exercises, laboratory and practical work.

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

Exercises are categorized into oral, written, graphic and educational and labor. When performing each of them, students perform mental and practical work.

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

a) exercises to reproduce the known in order to consolidate - reproducing exercises;

b) exercises on the application of knowledge in new conditions - training exercises.

If, when performing actions, the student speaks to himself or aloud, comments on upcoming operations, such exercises are called commented . Commenting on actions helps the teacher to detect typical mistakes, make adjustments to the actions of students.

Consider the features of the use of exercises.

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

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

To graphic exercises include the work of students in drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work, excursions, etc.

Graphic exercises are usually performed simultaneously with written ones and solve common educational tasks. Their use helps students to better perceive, comprehend and remember educational material, contributes to the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be reproducing, training or creative in nature.

To training exercises include practical work of students with a production and labor orientation. The purpose of these exercises is to apply the theoretical knowledge of students in their work activities. Such exercises contribute to the labor education of students.

Exercises are effective only if a number of requirements for them are met: a conscious approach of students to their implementation; compliance with the didactic sequence in the implementation of exercises.

First, exercises on memorization and memorization of educational material, then - on reproduction - application of previously learned - on independent transfer of what has been learned to non-standard situations - on creative application, which ensures the inclusion of new material in the system of already acquired knowledge, skills and abilities. Problem-search exercises are also extremely necessary, which form students' ability to guess, intuition.

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

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

A kind of research laboratory work there may be long-term observations of students over individual phenomena, such as: over the growth of plants and the development of animals, over the weather, wind, clouds, the behavior of rivers and lakes depending on the weather, etc. In some schools, in the order of laboratory work, instructions are given to schoolchildren to collect and replenish exhibits from local history museums or school museums, to study the folklore of their region, etc. In any case, the teacher draws up instructions, and students write down the results of work in the form of reports, numerical indicators, graphs, diagrams , tables. Lab work can be part of a lesson, occupy a lesson, or more.

Practical work are carried out after studying large sections, topics and are of a generalizing nature. They can be carried out not only in the classroom, but also outside the school (field measurements, work on the school site).

A special type of practical teaching methods are classes with teaching machines, with simulators and tutors.

This is a brief description of teaching methods, classified by sources of knowledge. It has been repeatedly and quite reasonably criticized in the pedagogical literature. Its main disadvantage is that this classification does not reflect the nature of the cognitive activity of students in learning, does not reflect the degree of their independence in educational work. Nevertheless, it is this classification that is most popular among practicing teachers and methodologists.

The merit of the authors of the classification of teaching methods by sources of knowledge lies in the fact that, instead of trying to universalize any one teaching method, they substantiated the need to use a variety of teaching methods in school - systematic presentation of knowledge by a teacher, work with a book, textbook, written work, etc. However, taking external forms of activity of the teacher and student as the basis for substantiating the teaching method, they missed the main, essential in the educational process - the nature of the cognitive activity of students, on which both the quality of knowledge assimilation and the mental development of schoolchildren depend. The data of theoretical studies of educators and psychologists over the past few decades show that the assimilation of knowledge and methods of activity occurs at three levels: conscious perception and memorization, which outwardly manifests itself in accurate and close to the original reproduction of educational material; at the level of application of knowledge and methods of activity according to a model or in a similar situation; at the level of creative application of knowledge and methods of activity. Teaching methods are designed to provide all levels of assimilation (Russian Pedagogical Encyclopedia. T. 1. M., 1993. P. 567).

Proceeding from this, since the middle of the twentieth century, scientists-teachers began to pay more and more attention to the development of the problem of classifying teaching methods, taking into account the above levels of students' assimilation of knowledge and methods of activity.

Under visual teaching methods are understood such methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual-sensory familiarization of students with phenomena, processes, an object in their natural form or in a symbolic image using all kinds of drawings, reproductions, diagrams and etc. AT modern school Screen technical means are widely used for this purpose.

Visual teaching methods can be conditionally divided into three groups:

- method of illustrations,

- demonstration method,

- video method.

illustration method involves showing students illustrative aids, posters, tables, pictures, maps, sketches on the board, flat models, etc.

Demo Method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

The objectives of the visualization method in primary school:

Enrichment and expansion of the direct sensory experience of children,

The development of observation

The study of specific properties of objects,

Creation of conditions for the transition to abstract thinking, support for independent learning and systematization of the studied.

In elementary grades, visualization is used:

natural,

drawing,

Volumetric,

sound,

Graphic.

The demonstration serves primarily to reveal the dynamics of the phenomena being studied, but is also widely used to familiarize yourself with the appearance of an object, its internal structure or location in a series of homogeneous objects. When demonstrating natural objects, they usually start with appearance(size, shape, color, parts and their relationships), and then move on to internal device or individual properties that are specially highlighted and emphasized.

The demonstration begins with a holistic perception. This method is truly effective only when an active cognitive process is carried out - the children themselves study objects, processes and phenomena, perform the necessary actions, establish dependencies.

The demonstration process should be structured in such a way that:

All students saw the demonstrated object well;

They could perceive it, if possible, with all the senses, and not only with the eyes;

The necessary aspects of the object made the greatest impression on the students and attracted maximum attention.

Illustration involves the display and perception of objects, processes and phenomena in their symbolic image with the help of posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.

AT recent times the practice of visualization was enriched by a number of new means.

The methods of demonstration and illustration are used in close connection, complementing and strengthening the joint action. When students have to perceive a process or phenomenon as a whole, a demonstration is used, but when it is necessary to understand the essence of the phenomenon, the relationship between its components, they resort to illustration. The effectiveness of an illustration depends on the method of display. Choosing visual aids and the form of illustration, the teacher thinks over their didactic purpose, place and role in the cognitive process. He also faces the problem of determining the optimal amount of illustrative material. Experience shows that a large number of illustrations distract students from clarifying the essence of the phenomena being studied; Illustrations are prepared in advance, but they are shown only at the moment when they turn out to be necessary in the course of training.

In modern elementary school, screen technology is widely used to provide high-quality illustrations.

Video method is considered as a separate teaching method due to the intensive penetration into the practice of the work of educational institutions of new sources of screen presentation of information:

videoscopes,

projectors,

movie cameras,

educational television,

Video players and VCRs,

As well as computers with a display reflection of information.

The video method successfully performs all didactic functions: it serves not only for presenting knowledge, but also for their control, consolidation, repetition, generalization, systematization. Teaching and educational functions this method are determined by the high efficiency of the impact of visual images and the possibility of managing events.

Practical teaching methods based on the practical activities of students. These methods form practical skills and abilities.

Practices include:

- exercises,

- laboratory and practical work,

Exercises- repeated performance by students of certain actions in order to develop and improve skills and abilities in educational work.

The nature and methodology of the exercises depend on the characteristics of the subject, the specific material, the issue being studied, and the age of the students.

Didactics formulates a number of general rules for conducting exercises:

Bringing to the consciousness of students the purpose and order of the exercise;

Variety of exercises;

Systematic conduct of exercises;

After explaining the new material, the exercises are given more often;

Gradual increase in exercise difficulty.

Immediately after studying the new material, the teacher gives typical exercises in which the features studied by the students come out most clearly and convexly. When new material learned by students firmly, you can give tasks and exercises for which children use knowledge of other topics of the subject.

The effectiveness of exercises increases if children are accustomed to self-control in educational work. Properly organized exercises are of great educational value. The nature of the impact of exercises on students depends on the degree of independence of their implementation. Equally important is the content of the exercises.

In elementary grades, a wide variety of written exercises are given.

Laboratory works- one of the practical methods of teaching, which consists in conducting experiments by students on the instructions of the teacher using instruments, the use of tools and other technical devices. In the process of laboratory work, observations, analysis and comparison of observational data, formulation of conclusions take place. Mental operations are combined here with physical actions, with motor acts, since students, with the help of technical means, influence the studied substances and materials, cause phenomena and processes of interest to them, which significantly increases the productivity of the cognitive process.

Laboratory work can be carried out:

- in illustrative terms when students in their experiments reproduce what was previously demonstrated by the teacher;

- in terms of research when students themselves for the first time solve the cognitive task assigned to them and, on the basis of experiments, independently come to new conclusions for them.

The performance of laboratory work is accompanied by a recording of the received data and graphic image studied phenomena and processes in the form of a report on the experiment.

Cognitive (didactic) games- these are specially created situations that simulate reality, from which students are invited to find a way out.

Modern didactic games in elementary school are mostly games by the rules.

Games have many features:

Activate cognitive processes;

Raise the interest and attentiveness of children;

Develop abilities;

Introduce children to life situations;

Teach them to act by the rules;

Develop curiosity, mindfulness;

Strengthen knowledge and skills.

A properly constructed game enriches the process of thinking with individual feelings, develops self-regulation, and strengthens the will of the child. The game leads him to independent discoveries, problem solving.

Only elements can be used in the learning process didactic game — game situation, reception, exercise.

The general structure of the didactic game contains the following components:

Motivational - needs, motives, interests that determine the desires of children to take part in the game;

Approximate - the choice of means of gaming activities;

Executive - actions, operations that allow to realize the set game goal;

Control and evaluation - correction and stimulation of the activity of gaming activity.

Questions and tasks

1. What is the essence of each type of visual methods? Describe their positive and negative aspects.

2. Expand the essence of each type of practical methods, their positive and negative sides.

Forms of organization of education in primary school: general class, group and individual

The form(from the Latin "forma") - appearance, external outline, established order.

In philosophy the form is the structure of some content.

Form of organization of training stands for outside the learning process, which is associated with the number of students, time and place, as well as the order of its implementation (I.F. Kharlamov).

In scientific pedagogical research different points of view on the concept of "organizational forms of learning" are considered.

So I. M. Cheredov considers the form of education as a special construction that characterizes “the external side of the learning process, due to the content, methods, techniques, means, types learning activities, features of the relationship between the teacher and students when working on educational material.

Analyzing this pedagogical phenomenon, Yu. K. Babansky believes that the form of organization of education should be understood as the operational and activity component of education and is an external expression of the coordinated activity of the teacher and students carried out in in due course and certain mode.

B. G. Likhachev understands the form of organization of education as a purposeful, clearly organized, rich in content and methodically equipped system of cognitive and educational interaction, relations between the teacher and students.

S. A. Smirnov understands the form of education as a way of organizing the activities of students, which determines the number and nature of the relationships between participants in the learning process.

The form of organization of education is an external expression of the coordinated activity of the teacher and students, “packaging” for the content ”(IP Podlasy).

The above definitions of the concept of "form of education" speak of its complexity and ambiguity.

In the history of pedagogy, there are two main forms of organization of learning: individual-group and classroom.

The system of individual education became widespread in the early stages of the development of society, when the teacher studied with one student, as a rule, his successor. Gradually, individual-group training arose, when the teacher worked with a group of students of 10-15 people. The training in the group also went on individually, so there were students in the group different ages, different levels of training. The terms of training, the beginning and end of classes were also individual.

In the Middle Ages, due to the increase in the number of students, a need arose for a new form of organization of education. The group form of education has become widespread. She found her final solution in class-lesson system of education, developed and theoretically substantiated by Ya. A. Comenius. It assumes the presence in the group of a constant composition of students of the same age; permanent place and duration of classes, a stable schedule of classes.

The history of the development of the school knows various systems education, in which preference was given to one or another form of organization: individual (in ancient states), individual-group (in the schools of the Middle Ages), mutual education (Bell-Lancaster system in England), differentiated education according to the abilities of students (Mannheim system), brigade training (existing in the 20s in Soviet school), the American "Trump Plan", according to which 40% of the time students spent in large groups (100-150 people), 20% in small groups (10-15 students) and 40% of the time was devoted to independent work.

For teachers primary school of interest is the so-called Dalton plan - a form of individualized learning (E. Parkhurst, G. Dalton, early 20th century). The children were offered complete freedom in choosing the content of their education, alternating the subjects studied, using their own time, and so on.

Historically established forms of education continue to exist in the practice of education at the present time.

Individual form of education − is used to adapt the degree of complexity of educational tasks, to provide assistance, taking into account individual features student and optimization of the educational process itself.

Paired form − associated with the communicative interaction between a teacher and a pair of students performing a common educational task under his guidance.

group form- communication of the teacher is carried out with a group of children of more than three people who interact both with each other and with the teacher in order to implement educational tasks.

Collective form (general class) of education- one of the most complex shapes organization of students' activities, considering the training of a holistic team. This form is focused on the active interaction of students, their mutual understanding, mutual learning, cohesion.

front shape("facing the audience") − involves teaching a group of students or a whole class solving the same type of problems with subsequent monitoring of the results by the teacher.

A more perfect organizational design of the pedagogical process found its expression in classroom system. Its contours were proposed by the Dutch teacher D. Sil, German professor I. Sturm, theoretical background this system was described in the "Great Didactics" by Ya. A. Comenius.

Lesson- a unit of the educational process, clearly limited by the time frame, the age composition of students, the plan and curriculum work.

Lesson is the main form of organization of current educational work. This form presents all the components of the educational process: purpose, objectives, content, means and methods.

Lesson typology one of the most difficult didactic tasks. S. V. Ivanov, M. A. Danilov, B. P. Esipov, G. I. Schukin distinguishes the following lesson types depending on the didactic task:

Introductory lessons, lessons of primary acquaintance with educational material;

Lessons in the formation of concepts, the establishment of laws and rules;

Lessons in applying the acquired knowledge in practice;

Skills lessons;

Lessons of repetition and generalization;

Control lessons;

Lessons mixed or combined.

These types of lessons are widely used in elementary school as well.

I.P. Sneaky separately considers the lesson in understaffed elementary school where children of different ages study in the same classroom.

There are three main types of lessons:

A lesson in which both classes learn new material;

A lesson in which new material is studied in one class, and work is organized in another class to consolidate knowledge and skills, repeat what has been learned or take into account the knowledge and skills of children;

A lesson in which both classes work to review what they learned earlier.

Integrative Lesson(from Latin “complete”, “holistic”) is a lesson in which the material of several subjects is combined around one topic. Such a lesson is most productive for younger students, because. contributes to the information enrichment of the content of education, thinking and feelings of schoolchildren through the inclusion interesting material, which allows you to know the phenomenon or subject of study from different angles.

Non-standard lesson- This is an impromptu training session with an unconventional structure. For example: lessons - competitions, business games, auctions.

under the structure lesson means it internal structure and the sequence of individual stages, reflecting the purpose, didactic tasks and features of their practical implementation.

Excursion- this is one of the forms of educational work with children transferred in accordance with certain pedagogical tasks to enterprises, museums, an exhibition, a field, a farm, etc.

Excursions are allocated depending on the didactic tasks to be solved. various types: depending on the objects of observation (natural history, local history, literary, geographical, etc.); for educational purposes (review and thematic); in place and in the structure of the pedagogical process (introductory, or preliminary; current, final).

Recently, in the primary grades, complex tours. Complex excursions not only save time, but also help to combine blocks of knowledge on different subjects, subject to one topic. So, for example, the excursion interestingly combines knowledge on familiarization with the outside world, music; visual activity.

Independent work didactic students (I.Ya. Lerner, Yu.K. Babansky, I.P. Podlasyi, etc.) scientific knowledge, practical skills, skills in all forms of organization of learning, both under the guidance of a teacher and without him.

Independent work of students is classified:

According to the didactic purpose of its application - cognitive, practical, generalizing;

By types of tasks to be solved - research, creative, cognitive, etc.

By levels of problem - reproductive, productive research, research;

By the nature of the communicative interaction of students - frontal, group, individual; at the place of its implementation - home, class.

Questions and tasks

1. Highlight the main features that characterize the form of organization of training. Give the definition of the concept of "form of organization of training."

2. Determine the factors influencing the choice of organizational forms of training.

3. Describe the features of the classroom teaching system, its advantages and disadvantages, its advantages over other systems.

The methods of oral presentation of new material by the teacher, as a rule, are combined with the use of visual aids. That is why the method of illustration and demonstration of teaching aids, which is sometimes also called the illustrative-demonstrative method, plays an important role in didactics. Consequently, the essence of this method lies in the fact that in the process of educational work the teacher uses illustrations, i.e. visual explanation, or demonstrates one or another tutorial which, on the one hand, facilitate the perception and comprehension of the material being studied, and, on the other hand, act as a source of new knowledge.

The effectiveness of the use of illustrations and demonstrations largely depends on the skillful combination of words and visualization, on the teacher's ability to isolate those properties and features that more clearly reveal the essence of the objects and phenomena being studied.

When considering the methods of oral presentation of knowledge by the teacher, one should especially dwell on issues related to the stimulation of students' activity in the perception and comprehension of the material being studied.

The perception of material by ear is a difficult task, requiring concentrated attention and strong-willed efforts from students. No wonder K.D. Ushinsky noted that with the inept conduct of the lesson, students can only externally “be present in the classroom”, and internally think about their own or completely remain “without a thought in their head”. S. T. Shatsky wrote about the same, pointing out that students can often plunge into a “pedagogical dream” during the lesson, i.e. maintain only the appearance of attention, but be completely indifferent to the work and not perceive the material presented. These shortcomings, however, are due not to the methods of oral presentation of knowledge, as such, but to their inept application.

How can students be prevented from being passive in the oral presentation of educational material and ensure their active perception and comprehension of new knowledge? Of decisive importance in solving this problem are two didactic conditions: firstly, the very presentation of the material by the teacher must be scientifically meaningful, lively and interesting; secondly, in the process of oral presentation of knowledge, it is necessary to apply special pedagogical techniques that excite the mental activity of schoolchildren and help maintain their attention.

One of these techniques is that when the oral presentation of knowledge, the teacher creates problem situations, sets cognitive tasks and questions for students that they should solve in the process of perceiving and comprehending the material presented. The simplest thing in this case is a fairly clear definition of the topic of the new material and the selection of the main issues that students need to understand. So, when explaining the topic “Friction. The force of friction, the teacher can start by reminding the students of the facts that when a person walks on ice, he experiences instability and slip. Conversely, when walking on asphalt or boardwalk, it holds up pretty well. These examples allow him to pose questions: why does a pedestrian slide on ice, but does not experience this sliding on asphalt? What is friction force? It can be assumed that students will not be able to answer these questions and will find themselves in a situation of cognitive difficulty, they will face a cognitive problem. Then the teacher says that in order to answer these questions, they need to study the topic “Friction. Force of Friction" and points out the positions that they must learn. In such a situation, when students experience internal contradictions between knowledge and ignorance, they have a need to resolve these contradictions, and they begin to show cognitive activity.

In stimulation cognitive activity an important role is played by the teacher's ability to encourage students to comprehend the logic and consistency in the presentation of the topic being studied, to highlight the main and most significant provisions in it. If, for example, the Battle of Kulikovo is being studied in a history lesson, the teacher can give the students a task beforehand so that, listening to his explanation, they focus their attention on the most important issues and draw up a topic plan. This will certainly stimulate their active thinking in the lesson.

A good effect in activating the mental activity of students in the oral presentation of knowledge is given by a technique that puts them in front of the need to make comparisons, compare new facts, examples and positions with what I have been studying before. In particular. K.D. Ushinsky pointed out the enormous role of comparison in activating the cognitive activity of students and believed that comparison is the basis of all understanding and thinking, that everything in the world is known only through comparison.

Helvetius tried to reveal the psychological mechanism of the influence of comparison on the mental activity of a person in his time. “Any comparison of objects with each other,” he wrote, “suggests attention; every attention presupposes an effort, and every effort an impulse to do it.

The method of comparison requires students to be able to comprehend the internal connections in the educational material, to pay attention to the reasons that cause a particular phenomenon.

In the active perception and comprehension of the material being studied, the ability of the teacher to give his presentation a fascinating character, to make it lively and interesting, is of great importance. First of all, it should not be forgotten here that the educational material itself contains many stimuli that arouse the curiosity and mental activity of students. These include: the novelty of scientific information, the brightness of facts, the originality of conclusions, a peculiar approach to the disclosure of existing ideas, deep penetration into the essence of phenomena, etc. Given this, the teacher must constantly take care not to reduce his presentation to a simple retelling of the textbook, but to make it deeper in content, supplementing it with new details and interesting examples. K.D. Ushnsky wrote that the subject being studied “should be news to us, but interesting news, i.e. such news that would either supplement, or confirm, or refute, or break what is already in our soul, i.e., in a word, such news that would change something in the traces that have already taken root in us ” .

A great effect in teaching is, as already noted, the use of the principle of visibility: demonstration of pictures, diagrams, drawings, instruments, as well as experiments, etc. No wonder K.D. Ushinsky pointed out that a teacher who claims to develop the mind in children must first of all exercise their ability to observe, lead them from undivided perception to purposeful and analyzing.

These are the most important general didactic methods of activating the cognitive activity of students in the oral presentation of knowledge by the teacher.

Work on new material during oral presentation, as a rule, should end with a brief generalization, formulation of theoretical conclusions and patterns. These generalizations do not always have to be made by the teacher himself. Often, he encourages the students themselves to formulate the main conclusions arising from the material being studied, especially if this material is presented by the method of conversation. All this also activates the mental activity of schoolchildren.

The considered provisions allow to allocate the most important tricks presentation of new material by the methods of storytelling, explanation, school lecture and heuristic conversation in combination with illustrations and demonstrations. These methods include the following:

a) setting the topic of new material and identifying questions that students should comprehend and learn;

b) the presentation of the material by the teacher using illustrations and demonstrations, as well as techniques for enhancing the mental activity of schoolchildren;

c) generalization of the presented material, formulation of the main conclusions, rules, patterns.

The specified didactic foundations of educational work on new material are inherent in all methods of oral presentation of knowledge by a teacher.

Here, however, it is necessary to dwell on those features that are inherent in the school lecture. Since the lecture contains a significant amount of educational material, it is advisable not only to communicate the topic orally, but also write it down on the board or hang it out in the classroom in the form of a special table. This plan should be recommended to students to write in their notebooks.

It is very important to use in the process of lecturing a variety of methodological techniques activating the mental activity of students and maintaining their attention, which were discussed above. In addition to these techniques, an important role is played by the encouragement of students to take brief notes or keep lecture notes.

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

Visual teaching methods can be conditionally divided into two large groups: the method of illustrations and the method of demonstrations:

• a) The method of illustrations involves showing children illustrative aids: posters, tables, paintings, illustrations, etc.
• b) The demonstration method is usually associated with the demonstration of instruments, experiments, presentations, video materials, etc.

Such a division of visual aids into illustrative and demonstration ones is conditional.

It does not exclude the possibility of classifying individual visual aids as both illustrative and demonstrative. For example, displaying illustrations through a multimedia installation.

Introduction of new technical means in educational process(television, computers, interactive whiteboard) expands the possibilities of visual teaching methods.

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

• a) the visualization used must be appropriate for the age of the children;
• b) visibility should be used in moderation and should be shown gradually and only at the appropriate moment;
• c) observation should be organized in such a way that all pupils can clearly see the object being demonstrated;
• d) it is necessary to clearly highlight the main, essential when showing illustrations;
• e) to think over in detail the explanations given during the demonstration of phenomena;
• e) the visualization shown must be exactly consistent with the content of the material;
• g) involve the pupils themselves in finding the desired information in a visual aid or demonstration material.

Cognitive and practical activities in the classroom can be organized on the basis of a visual display of relevant objects and phenomena. The group of visual teaching methods includes observation, demonstration visual aids(objects, pictures, filmstrips, slides, videos, computer programs).

Observation is the ability to peer into the phenomena of the surrounding world, to single out the essential, basic in them, to notice the changes taking place, to establish their causes, to draw conclusions.

Direct observation by children of the objects being studied is important for the formation of full-fledged ideas and the development of cognitive processes - perception, memory, thinking, imagination. In the process of observation, a variety of mental activities of the child are carried out: the search for answers to the questions posed, comparison, comparison. Observations are carried out in special classes (observation of a fish, a cat with kittens), on excursions.

However, the teacher must be able to use any unplanned situation to organize observation, if it makes it possible to enrich children with vivid ideas, to evoke a range of feelings in them (surprise, admiration, enjoyment of beauty, etc.).

For example, a flock of bullfinches flew to the site, a rainbow appeared in the sky, workers are repairing the roof of the veranda, etc.

In teaching preschoolers, observation develops in two directions. First of all, the range of observed objects is gradually expanding: observations in the group room, then in other premises of the preschool institution, on the site, and, finally, outside it: in the square, in the park, at the school stadium, by the river, at a public transport stop. The concentricity of observation is also observed, when, when meeting with the same objects, children are led from recognizing the object at the first acquaintance to highlighting essential features, with repeated observations, to comparison with other objects, and, finally, to generalization. Used in teaching preschoolers different types observations: short-term and long-term observations. Also repeated and comparative. Long-term observations make it possible to acquaint children with the process of development, with a change in the state of an object, which seems to be necessary material for the development of mental activity (comparison, distinction, selection of essential features, establishment of cause-and-effect relationships). Comparative observations are of particular value for the development of the mental activity of children. Children of the middle preschool age offer for comparison two directly observed objects: a sparrow and a crow, a birch and a spruce.

Older preschoolers can compare the observed object with another that is not directly perceived at the moment (comparison by representation): a bus and a tram, a river and a pond, a newspaper and a letter, a square and a forest. In preschool pedagogy, didactic requirements for observation as a teaching method have been developed (E.A. Flerina, E.I. Radina, P.G. Samorukova, etc.), namely:

• - the object of observation should be interesting for children, since if there is interest, more distinct ideas are formed;
• - the object is observed in such conditions that make it possible to identify it characteristics. Therefore, whenever possible, observations should be made in a natural setting (it is better to observe a rabbit on a lawn kindergarten, not in a group room, etc.);
• - the teacher outlines the purpose of observation, determines the range of new knowledge, thinks out how to connect them with the experience of children;
• - children are given a target setting for observation, which ensures completeness of perception (we will observe the rabbit, then we will draw it, we will come up with a story about it);
• - the knowledge acquired in the process of observation, the feelings that have arisen and the attitude towards the observed should be further developed in the activities of children;
• - ensure the consistency and regularity of observation in accordance with the tasks set, the characteristics of the objects, the age of the children;
• - observation should be accompanied by an exact concrete word: name objects, their signs, actions. In the course of observation, brief explanations should be given, you can refer to a line of a poem, a proverb, popular belief. However, the main content of ideas should be formed on the basis of the active cognitive activity of the children themselves.

Demonstration (examination) of paintings, reproductions, filmstrips, slides, videos and other visual aids is an important method of teaching preschoolers, allowing them to solve a number of didactic problems. Visual aids give the child a visual image of familiar and unfamiliar objects. With the help of pictures, pictures, diagrams, static visual images are formed in children. Technical means learning (TCO) are used to create dynamic visual images.

Examination of pictures, pictures and other visual aids helps to develop observation, thought processes (comparison, distinction, generalization, analysis), enrich speech, and influence interests. The picture gives food for the imagination, the creative activity of the child.

AT preschool different types of pictures are used. First of all, these are specially created didactic pictures, often combined into special series (about the seasons, the animal world, etc.). Reproductions of paintings serve to familiarize children with culture and art. famous artists(for example, “Golden Autumn”, “March” by I.I. Levitan, “Ivan Tsarevich on the Gray Wolf”, “Alyonushka” by V.M. Vasnetsov, etc.). Book graphics (illustrations in the book) are also used as a visual learning tool, with the help of which the heroes of the work come to life, countries and cities arise where events take place. In addition, the teacher selects subject pictures, classifies them by topic (“Toys”, “Transport”, “Adult labor”, “Animals”, “Our city”, etc.), draws up and uses them for individual lessons with children, as well as as a handout for group and frontal classes.

For educational purposes, slides, filmstrips, videos are shown in the classroom, computer programs and content are used.

It should be borne in mind that a simple demonstration of an object, phenomenon, its image does not yet ensure that the child highlights the right parties and properties of these objects. Spontaneous perception does not lead to the formation of correct ideas about objects. The leading role of the teacher who organizes the process of children's perception is necessary. The organization lies in the fact that an adult in a strict sequence highlights the various aspects and properties of the subject, linking individual knowledge into a holistic view of the object.