General methods of education. Pedagogical methods of education

ways of interaction between the teacher and students, focused on the development of socially significant needs and motivations of the student, his consciousness and behavior.

Great Definition

Incomplete definition ↓

EDUCATIONAL METHODS

set of max. common ways of solving will bring up. tasks and implementation will educate. interactions. In the theory and practice of education, the problem of methods is one of the most complex and controversial topics.

In the terminology of M. century. there is no clarity: the same concepts can be called methods, principles, techniques, etc. Almost every teacher has a subjective idea of ​​​​M. in., including depending on the specific goals and objectives of education. Uniform systematics of M. of century. also missing. Difficulty of M.'s classification of century. lies in the fact that it cannot be carried out according to one criterion, since one method differs from another in terms of goals, means of implementation, consistency and gradualness in application. In addition, all these positions decomp. way are considered from the points of view of the educator and the pupil.

M.'s development of century. to a certain extent reflects the requirements for education decomp. ist. epochs. For example, ver. centuries often used methods of suggestion, orders, demands, punishments, pursuing in the main. the goal of transferring experience from generation to generation and subordinating the individual to the established foundations of society. These methods are inherent to a large extent in all authoritarian systems of education. With the development of capitalist relations, methods were needed to encourage the younger generation to be independent. thinking, active individual and social activity, the ability to navigate in the constantly changing conditions of the surrounding life, to communicate with other people in decomp. groups and teams. In ped. practice have developed such traditions. M. v., as persuasion, teaching, encouragement, upbringing by personal example, etc.

In Russia, after October 1917, attempts were made to develop new approaches to M. century. (S. T. Shatsky A. S. Makarenko and others). max. interest in the problem of classifying methods in ped. the public was caused by discussion on M. of century. in con. 60s -beginning 70s, which did not reveal big disagreements in the definition of M. v., however, they contain, characteristics found So. variety of points of view. Various were offered. scheme. So, N. I. Boldyrev, N. K. Goncharov and F. F. Korolev focused on the methods of persuasion, exercise, encouragement and punishment; T. A. Ilyina and I. T. Ogorodnikov included methods of persuasion, organizing the activities of students, and stimulating the behavior of schoolchildren. In account. manual "Pedagogy of the school" ed. G. I. Shchukina (1977) M. v. combined into three groups: methods of versatile influence on the consciousness, feelings and will of students, organization of activities and the formation of the experience of sbc. natural behavior that perform the functions of regulation, correction and stimulation of the behavior and activities of pupils. T. E. Konnikova distinguished the methods of formation of morals. experience in behavior and activities, the formation of morals. consciousness, rewards and punishments, V. M. Korotov, B. T. Likhachev and L. Yu. Gordin - organizations of children. team, persuasion and stimulation. There are other classifications. approaches.

The starting point for building a system of M. century. is their role in ped. practice. In everyday education. activities, the teacher may not even think about what method he uses. But, faced with the problem of choosing a principled line of conduct in a difficult situation, he feels the need to know a certain set of possible solutions to a given education. tasks. Mastering M. in. allows the educator not only to answer the question: “What to do every day?”, but to determine what needs to be done next. The choice of specific ped. methods depends on many, sometimes random factors: the state of the child and the team, the subject of communication, the characteristics of the creative style of the teacher, external. circumstances, etc. The use of such methods is only partially amenable to planning, since it is a reaction to a newly arisen situation. The choice of M.'s system of century. is determined by natural factors (the level of maturity of the team, the age characteristics of children, the degree of their spiritual and moral development, the need for new forms of relations between teachers and children, etc.) and represents a quality, a change in the main. parameters will bring up. process.

Most of the existing ideas about M. in. to some extent proceeds from the premise of the immediate. interaction between teacher and student. Modern experience shows what will bring up. the process (both in a particular educational institution and in “pair education”, where one teacher and one student participate) always proceeds within the framework of education. system and is mediated by it. Given this provision, we can propose an approach that allows us to distinguish three groups of methods in relation to the activities of students, their communication and educational components. systems. The first group consists of methods for changing activities and communication - the most significant in education. These include M. century. - the introduction of new types of activities and communication, changing the content of activities and the subject of communication, as well as changing the meaning of activities and communication. The introduction of new activities and communication is used, as a rule, when creating a new child. team (class, school, circle, etc.) and, if necessary, restructuring, changing the existing one will bring up. process. In addition, certain types of activities and communication, as schoolchildren grow older, cease to meet the needs of pupils and exhaust themselves. Children have new interests. So, role children. games are replaced by forms of youth leisure, etc. The method of changing the content of the activity and the subject of communication helps the teacher to improve the education. work with students. Most often, a set of practical activities and communication is constant (knowledge, work, sports, art, leisure, etc.). However, with the development of the individual, the team, there is a need to complicate the content. The teacher seeks to help the student move from passive assimilation of ready-made knowledge to independent. activity, from the skills of simple service labor to work using modern. technology, from amateur creativity to genuine art, invention, etc. Mn. problems of education arise as a result of the inconsistency of the outdated content of activities not only with the increased children. interests, but also modern. cultural situation in society. Usually the teacher acts as the initiator of the improvement of forms of activity and communication. For example, the organization of consolidated detachments, councils, collective creative affairs according to the communal methodology made it possible to raise education. potential for extracurricular activities. The practice of education in the USSR for a long time was characterized by the separation of forms of children. activities from its content and the introduction of adm. methods in the organization children. life.

One of the most effective M. century. - a method of changing the meaning of activities and communication, helping to overcome the situation when activities cease to be attractive to children. Throughout the school life meaning uch. and extracurricular activities are replaced by several. times: from the desire in the first grade to play the role of a student through self-affirmation in the account. and extracurricular activities - to conscious self-education and self-education in Art. classes. The task of the teacher is to help the child in this natural process acquire a new meaning of activity and communication at the right time, so that the development of the personality goes in the direction of self-improvement.

The second group includes methods for changing relationships. Integral relationships (lifestyle, socio-psychological climate of the team, "field of the team", etc.) change through the demonstration of relationships that are more attractive for children compared to existing ones (personal example or example of the team; specially created educational situations; means of strong emotional influences capable of influencing the style of relations, for example, the “explosion” method of A. S. Makarenko, communal collection, key general school affairs). Business relations are changing through the delimitation of the role functions of the participants in the joint venture. activities, their rights and obligations, the preservation of the traditions and customs of the team, etc. The shift of children contributes to the business atmosphere. asset, the stability of the team, the absence of excessive ped. guardianship, etc. Naib. the method of change of informal interpersonal relations, to-ry is carried out by means of traditions is difficult. M. v. - beliefs, suggestions, conversations, as well as the method of educating situations aimed at changing the position of the child in the team, increasing group cohesion and unity of the team, the method of collective introspection, etc. The methods of social psychology are of great importance. training, psychology games, educational business and organizational-activity games, etc.

The third group combines methods for changing the components of the educational system (collective goals, including pedagogical ones; the collective's ideas about themselves and their place in the world around them, about history and prospects for further development). Teachers can influence these components by setting new goals for students, explaining the meaning of team development ideas, stimulating children. fantasy, creating new traditions, etc.

All three groups constitute an integral unity, are interconnected and complementary. They help create conditions for personal development.

Lit .: Makarenko A.S., Ped. soch., vol. 1, 4, M., 1983-84; Likhachev B. T., To the question of the essence and classification of methods of education. impact, SP, 1969, No. 5; Korotov V. M., To the question of the classification of methods of education, SP, 1970, No. 3; Rives Yu. E., Methods and means of education, SP, 1971, No. 10; III at p to about - in a H. E., To the discussion on the classification of methods of education, SP, 1971, No. 1; Ogorodnikov I. T., To the question of the classification of methods of education, SP, 1972, No. 4; Konnikova T. E., General characteristics of the methods of education, in the book: Theory and Methods of the Communist. education at school, M., 1974; Boldyrev N. I., Methodology to educate. work at school, M., 1981; Pedagogy, ed. Yu. K. Babansky, M.

Great Definition

Incomplete definition ↓

Methods of education - these are ways of influencing the consciousness, will, feelings, behavior of pupils in order to develop in them the qualities set for the purpose of education[I.P. Vile].

A.S. Makarenko considered them "tools for touching the personality." Educational methods manifest their content through:

The direct influence of the educator on the pupil (through persuasion, moralizing, demands, etc.);

creation of special conditions, situations and circumstances that force the pupil to act in a certain way;

public opinion of the reference group, or an authoritative person for the pupil, the mass media;

joint activities of the educator and pupils, communication, play;

processes of learning and self-education;

· immersion in the world of folk traditions, folk art, reading fiction.

The educator chooses and uses a system of methods according to the goals set.

It should be remembered that there is no good or bad parenting method. The effectiveness of the educational process is largely determined by the sequence and logic of applying a set of methods. In pedagogy, attempts have been repeatedly made to systematize the methods of education.

For example, G.I. Shchukina (XX century) identifies three groups of methods:

1) focused on the formation of a positive experience of the behavior of pupils in communication and activities;

3) reward and punishment

In a more modern classification, L.I. Malenkova (XXI century) offer another grouping of upbringing methods:

1) beliefs;

2) stimulation;

3) organization of life and activity.

These classifications of upbringing methods are very conditional, because in the real educational process a set of methods and upbringing techniques are used.

Groups of upbringing methods:

a) Methods for the formation of personality consciousness

Belief

Story

Explanation

clarification

Ethical conversation

Suggestion

briefing

b) Methods of organizing activities and shaping the experience of social behavior

Exercises

accustoming

Pedagogical requirement

Public opinion

order

educational situations

c) Methods of stimulating the behavior of activities

Competitions

promotion

Punishment

Consider separate methods of education, clarifying them distinctive features.

accustoming to how the method of education involves the cultivation of the pupil's ability for organized action and reasonable; behavior as a condition for the formation of the foundations of morality and stable forms of behavior. The use of this method involves the demonstration by the educator of a model or process for the correct performance of actions. Learning is achieved through a system of exercises. This method; contributes to the self-organization of the pupil and penetrates into all aspects of life: teaching, work, rest, play.

Example as a method of education lies in a convincing role model. The example is connected with the visual representation and concretization of the ideal of a person. It represents the distant prospects of the pupil's aspirations to be like an ideal image or to overcome in himself those negative features that are somewhat characteristic of a negative image. In the process of education, the power of both positive and negative examples is equally effective.

promotion as a method of education is aimed at the emotional approval of the actions and moral deeds of a person and the stimulation of new ones. The types of rewards can be the most diverse approval, praise, gratitude, reward, responsible assignment, a kiss from a loved one, moral support in a difficult situation, a manifestation of trust and admiration, care and attention, forgiveness for misconduct. With encouragement, you need to be careful not to overdo it.

Competition- these are the natural needs of schoolchildren for rivalry and priority in educating the qualities necessary for a person and society. Competing student develops physical, moral qualities. The effectiveness of the competition increases when its goals, objectives and conditions are determined by the students themselves, they also sum up the results and determine the winners.

Punishment- a method of pedagogical influence, which should prevent undesirable actions, slow down schoolchildren, causing a feeling of guilt in front of themselves and others.

Types of punishment:

associated with the imposition of additional responsibilities

deprivation or restriction of rights

Expression of moral censures and condemnations

Forms of punishment:

disapproval

· remark

· warning

discussion at the meeting

suspension from work

· exception

The force of punishment increases if it comes from the collective or is supported by it.

Factors that determine the choice of methods upbringing:

· Goals and objectives of education. What is the goal, such should be the method of achieving it.

The age characteristics of pupils. The same tasks are solved by different methods depending on the age of the pupils.

The level of formation of the team. With the development of collective forms of self-government, the methods of pedagogical influence do not remain unchanged: the flexibility of management is a necessary condition for successful cooperation between the educator and pupils.

· Individual and personal characteristics of pupils.

Conditions of upbringing - the climate in the team, the style of pedagogical leadership, etc.

· Means of education. Methods of upbringing become means when they act as components of the upbringing process.

· Level of pedagogical qualification. The educator chooses only those methods with which he is familiar, which he owns.

The time of upbringing. When time is short and the goals are large, "strong" methods are used, in favorable conditions, "sparing" methods of education are used.

Expected consequences. Choosing a method, the educator must be sure of success. To do this, it is necessary to foresee what results the application of the method will lead to.

Methodical techniques - this is a concrete manifestation of a certain method of education in practice.

They determine the originality of the methods used and emphasize the individual style of work of the educator. In a particular situation, the relationship between methods is dialectical and ambiguous. For example, when convincing a pupil, the educator can use examples as additional arguments, create special situations of influence on the feelings, consciousness, and will of the child. At the same time, persuasion can be viewed as a technique when the teacher teaches the child to follow the regime of work and rest.

pedagogical task. Review and give written analysis
One day, the children, together with the teacher, went to the forest to collect the seeds of a white action in order to sow the streets of a new building in the school microdistrict with them. The teacher said that there are very few seeds on the ground, since most of the dried pods hang on high branches.
Before the teacher had time to say this, Kolya, a very hooligan and conflict boy, was already on the tree. It was clear to everyone that he did this solely out of a desire to disobey, to show willfulness. But, surprisingly, the teacher praised Kolya:
- Look, children, what a fine fellow Kolya! Now he will throw us pods. This praise took Kolya by surprise. But there was no time to think, the guys were already seated under the tall acacia, and Kolya began to pluck dry pods and throw them. The children vying with each other asked him:
- Kolya, throw it to me ... Kolya, throw it right into the hat ... The boy was carried away by work. There was another brave little boy who was not afraid of sharp thorns and thorns. And he and Kolya began to compete.

Questions and tasks
1. Evaluate the pedagogical significance of the teacher's remarks and how skillfully he switched Kolya's activity in the right, useful direction.
2. When does the teacher's word produce an educational effect?
3. What should be remembered in the process of interaction with conflict-minded people?

Similar information.

§ 1. The essence of the methods of education and their classification

The concept of methods of education. In a complex and dynamic pedagogical process, the teacher has to solve countless typical and original tasks of upbringing, which are always the tasks of social management, since they are addressed to the harmonious development of the individual. As a rule, these problems are with many unknowns, with a complex and variable composition of initial data and possible solutions. In order to confidently predict the desired result, to make unmistakable scientifically based decisions, the teacher must professionally master the methods of education.

Under the methods of education should be understood the ways of professional interaction between the teacher and students in order to solve educational problems. Reflecting the dual nature of the pedagogical process, methods are one of those mechanisms that ensure the interaction of the educator and pupils. This interaction is not built on an equal footing, but under the sign of the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically expedient life and activities of students.

The method of education is divided into its constituent elements (parts, details), which are called methodological techniques. In relation to the method, the techniques are private, subordinate. They do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

Methods of education and methodological techniques are closely related to each other, they can make mutual transitions, replace each other in specific pedagogical situations. In some circumstances, the method acts as an independent way of solving a pedagogical problem, in others - as a technique that has a private purpose. Conversation, for example, is one of the main methods of forming consciousness, attitudes and beliefs. At the same time, it can become one of the main methodological techniques used at various stages of the implementation of the teaching method.

Thus, the method includes a number of tricks, but it is not a simple sum of them. Receptions at the same time determine the originality of the methods of work of the teacher, give individuality to the manner of his pedagogical activity. In addition, using a variety of techniques, you can get around or smooth out the complexities of a dynamic educational process.

Often, methodological techniques and the methods themselves are identified with the means of education, which are closely related to them and are used in unity. The means include, on the one hand, various types of activities (playing, educational, labor, etc.), and on the other hand, a set of objects and works of material and spiritual culture involved in pedagogical work (visual aids, historical, artistic and popular science literature, works of visual and musical art, technical devices, mass media, etc.).

The process of education is characterized by versatility of content, exceptional richness and mobility of organizational forms. This is directly related to the variety of methods of education. There are methods that reflect the content and specifics of education; there are methods that are directly focused on working with younger or older students; there are methods of work in some specific conditions. But there are also general methods of education in the education system. They are called general because the scope of their application extends to the entire educational process.

Classification of general methods of education. To date, an extensive scientific fund has been accumulated, revealing the essence and patterns of functioning of upbringing methods. Their classification helps to identify the general and the special, the essential and the accidental, the theoretical and the practical, and thus contributes to their expedient and more effective use, helps to understand the purpose and characteristic features inherent in individual methods.

Based on the foregoing, we offer a system of general methods of education:

Methods for the formation of personality consciousness (story, conversation, lecture, debate, example method);

Methods of organizing activities and forming the experience of a person's social behavior (training, the method of creating educational situations, pedagogical requirements, instruction, illustrations and demonstrations);

Methods of stimulating and motivating the activity and behavior of the individual (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);

Methods of control, self-control and self-assessment in education.

In the real conditions of the pedagogical process, methods appear in a complex and contradictory unity. What is decisive here is not the logic of individual "isolated" means, but their harmoniously organized system. Of course, at some particular stage of the pedagogical process, one or another method can be applied in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose, slows down the movement of the educational process towards the intended goal.

§ 2. Methods for the formation of personality consciousness

A story is a sequential presentation of predominantly factual material, carried out in a descriptive or narrative form. It is widely used in teaching humanities, as well as in presenting biographical material, characterizing images, describing objects, natural phenomena, and social events. A number of requirements are imposed on the story as a method of pedagogical activity: consistency, consistency and evidence of presentation; clarity, figurativeness, emotionality; taking into account age characteristics, including in relation to duration (10 minutes in primary grades and 30 minutes in senior grades).

Of great importance, especially in the younger and middle age, is the story in the organization of value-oriented activity. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it. An example of this kind of stories can be the stories of L.N. Tolstoy "Kostochka", V.A. Oseeva "Sons" and others. joy, pride) or indignation at the negative actions and deeds of the heroes of the story; reveal the content of moral concepts and norms of behavior; present an image of moral behavior and arouse the desire to imitate a positive example.

If with the help of the story it is not possible to provide a clear and precise understanding in cases where it is necessary to prove the correctness of any provisions (laws, principles, rules, norms of behavior, etc.), the explanation method is used. The explanation is characterized by an evidentiary form of presentation, based on the use of logically connected inferences that establish the truth of this judgment. In many cases, the explanation is combined with student observations, teacher-to-student questions, and student-to-teacher questions, and can develop into a conversation.

Conversation as a method of education has been used since ancient times. In the Middle Ages, the so-called catechetical conversation was widely used as a reproduction of questions and answers from a textbook or teacher's formulations. In today's school, conversation in this form is practically not used. This is a question-answer method of active interaction between the teacher and students.

The main thing in the conversation is a carefully thought-out system of questions that gradually leads students to gain new knowledge. Preparing for a conversation, the teacher, as a rule, should outline the main, additional, leading, clarifying questions. An inductive conversation usually develops into a so-called heuristic one, since students from private observations come to general conclusions under the guidance of a teacher. In the deductive construction of a conversation, first a rule is given, a general conclusion, and then its reinforcement, argumentation is organized.

The most widespread conversations received in educational practice. With all the richness and diversity of the content, the conversations have as their main purpose to involve the students themselves in the assessment of events, actions, phenomena of public life and, on this basis, to form in them an adequate attitude to the surrounding reality, to their civil, political and moral duties. At the same time, the persuasive meaning of the problems discussed during the conversation will be much higher if they find support in the child's personal experience, in his deeds, deeds, and actions.

The conversation should be based on facts that reveal the social, moral or aesthetic content of certain aspects of social life. Such facts, positive or negative, can be the activity of a certain person or its individual property, a moral rule fixed in a word, a generalized literary image, an organized or planned pedagogical model. The form of presentation of individual episodes and facts may be different, but it must certainly lead students to reflection, the result of which is the recognition of a certain personality quality behind this or that act. Recognition and correct assessment of personality traits requires the ability to isolate the motives and goals of human behavior and compare them with generally accepted norms, analyze facts, highlight the essential features of each learned concept, and distract them from all accompanying, but secondary manifestations of personality in this case.

The conversation, as a rule, begins with a substantiation of its topic, which should prepare students for the upcoming discussion as a vital, not a far-fetched matter. At the main stage of the conversation, the teacher gives a starting point, material for discussion, and then poses questions in such a way that students freely express their opinions, come to independent conclusions and generalizations. In the final speech, the teacher sums up all the statements, formulates on their basis the most rational, from his point of view, solution to the problem under discussion, outlines a specific program of action to consolidate the norm adopted as a result of the conversation in the practice of behavior and activities of students.

A particular difficulty for a young teacher is individual conversations. Unfortunately, such conversations are most often held in connection with the often occurring local conflicts and violations of discipline. The teacher reacts to such facts either immediately or through a delayed conversation. But it will be better if individual conversations are held according to a predetermined plan, in a certain system. Then they are proactive in nature, make individual adjustments to the overall program of pedagogical influences.

The story and conversation prepare the transition to a more complex method of organizing cognitive activity - to a lecture. A lecture as a method must be distinguished from a lecture as an organizational form of interaction between a teacher and students in the educational process. A lecture at school is in many ways closer to a story, but at the same time it is distinguished by a greater informative and cognitive capacity, a greater complexity of logical constructions, images, proofs and generalizations, and a longer duration. That is why lectures are used mainly in the upper grades of secondary school, in evening (shift) schools, in technical schools and universities.

Accumulating in itself the possibility of a detailed and organized systematic presentation of the essence of a particular problem of socio-political, moral, aesthetic and other content, the lecture method is widely used in extracurricular educational work. The logical center of the lecture is some theoretical generalization related to the field of scientific knowledge. The specific facts that form the basis of a conversation or story serve here only as an illustration or as an initial, starting point.

The persuasiveness of the evidence and arguments, the validity and compositional harmony, unfeigned pathos, the lively and sincere word of the teacher determine the ideological and emotional impact of the lectures.

High school students are especially sensitive to the bright and independent style of thinking of the teacher, to his ability to find an original, unexpected turn of the topic, to separate fact from opinion about fact, to express their personal attitude to the material being reported. The widespread development of the mass media has given rise to the phenomenon of forced awareness of schoolchildren about various events and aspects of the modern world. This, of course, cannot be ignored. At the same time, it is not difficult to see that for many students semi-knowledge appears to be real knowledge. Under these conditions, it is all the more necessary to teach schoolchildren to go beyond the obvious, to make the transition from phenomenon to essence.

The methods of education also include discussions and disputes, although with no less reason they can be considered as methods of stimulating the cognitive and, in general, social activity of pupils.

Situations of a cognitive dispute, discussion, with their skillful organization, attract the attention of schoolchildren to different scientific points of view on a particular problem, encourage them to comprehend different approaches to argumentation. At the same time, they can also be created in the study of ordinary, seemingly non-debatable questions, if students are invited to express their judgments about the causes of a particular phenomenon, to substantiate their point of view on established ideas. A prerequisite for discussion is the presence of at least two opposing opinions on the issue under discussion. Naturally, in an educational discussion, the teacher should have the last word, although this does not mean that his conclusions are the ultimate truth.

Unlike a discussion, where a decision that has been established and accepted by scientific authorities must nevertheless be made, a dispute as a method of forming judgments, assessments and beliefs in the process of cognitive and value-oriented activity does not require definite and final decisions. The dispute, like the discussion, is based on a long-discovered pattern, which consists in the fact that the knowledge obtained during the clash of opinions, different points of view, is always distinguished by a high degree of generalization, stability and flexibility. The dispute perfectly matches the age characteristics of a high school student, whose emerging personality is characterized by a passionate search for the meaning of life, the desire not to take anything for granted, the desire to compare facts in order to clarify the truth.

Dispute makes it possible to analyze concepts and arguments, defend one's views, and convince other people of them. To participate in a dispute, it is not enough to express your point of view, you need to discover the strengths and weaknesses of the opposite judgment, pick up evidence that refutes the fallacy of one and confirms the reliability of the other point of view. Dispute teaches the courage to give up a false point of view in the name of truth.

In pedagogical terms, it is extremely important that the issues scheduled for discussion contain a vital, significant problem for schoolchildren, really excite them, call for an open, sincere conversation. The topic of the debate can be suggested by the students themselves. Why does behavior not always coincide with the requirements of life? Where do the indifferent come from? How to understand the words of L.N. Tolstoy "Calm is spiritual meanness"? How to become the blacksmith of your own happiness? These and other questions may well become the subject of discussion, a free and unconstrained exchange of views.

Dispute requires careful preparation of both the educator and the students. Questions submitted for discussion are prepared in advance, and it is useful to involve the students themselves in their development and compilation. On the advice of A. S. Makarenko, the teacher at the debate should be able to say so that the students feel his will, culture, personality in his word. A real teacher is in no hurry to reject erroneous judgments, will not allow himself to rudely interfere in the dispute, categorically impose his point of view. He must be delicate and patient, passionate and angry, imperturbable and ironic. Such a manner does not offend or humiliate anyone, does not discourage schoolchildren from participating in polemics and frankly expressing their views. The leader of the dispute definitely does not fit the figure of silence and prohibition. Any reticence leaves room for speculation, distorted guesses, misinterpretations. The most general purpose of disputes and discussions is to create an indicative basis for creative searches and independent decisions.

The example method is used in the structure of a holistic pedagogical process. The emerging consciousness of a schoolchild is constantly looking for support in real-life, living, concrete samples that embody the ideas and ideals they assimilate. This search is actively promoted by the phenomenon of imitation, which serves as the psychological basis of the example as a method of pedagogical influence. Imitation is not blind copying: it forms in children actions of a new type, both coinciding in general terms with the ideal, and original, similar in the leading idea of ​​the example. By imitation, a young person develops social and moral goals of personal behavior, socially established ways of activity.

The nature of imitative activity changes with age, as well as in connection with the expansion of the student's social experience, depending on his intellectual and moral development. A younger student usually chooses ready-made models for himself to follow, influencing him with an external example. Imitation in adolescents is accompanied by more or less independent judgments and is selective. In adolescence, imitation is significantly restructured. It becomes more conscious and critical, relies on an active internal processing of perceived patterns, is associated with an increase in the role of ideological, moral and civic motives.

There are at least three stages in the mechanism of imitation. At the first stage, as a result of the perception of a specific action of another person, the student develops a subjective image of this action, a desire to do the same. However, the link between role model and follow-up may not arise here. This connection is formed in the second stage. At the third stage, there is a synthesis of imitative and independent actions, which is actively influenced by life and specially created educational situations.

Thus, imitation and the example based on it can and should find a worthy application in the pedagogical process. K. D. Ushinsky drew attention to this. He emphasized that educational power flows only from the living source of the human personality, that the upbringing of a personality can be influenced only by a personality. In the eyes of schoolchildren, only that deed deserves imitation, which is committed by an authoritative and respected person. This fully applies to the teacher. The teacher with all his behavior and in all his actions and actions should serve as an example for students, be an example of high morality, conviction, culture, adherence to principles and broad erudition.

§ 3. Methods of organizing activities and forming the experience of social behavior of the individual

A person as a subject of labor, cognition and communication is formed in the process of activity that provides scientific exploration of reality, arouses interest, feelings, generates new needs, activates will, energy - all that serves as building material for the development and formation of personality.

As the basis of a healthy life, activity is the most important source of enriching schoolchildren with the experience of social relations and social behavior.

Every activity consists of operations and actions. Operations are processes whose goals are not in themselves, but in the action of which they are an element. Actions are processes, the motives of which are in the activity in which they are included. The educational process consists in the fact that the teacher makes the transition from managing operations to managing actions, and then to managing the activities of students.

Pedagogical science has discovered a number of general patterns that determine the methods of pedagogical management of activities and the formation of the experience of social behavior:

All activities that have public goals potentially have certain developmental and educational opportunities. Each such activity contains all the necessary components for the assimilation of only the relevant

knowledge, experience. However, one activity cannot replace all others. Therefore, in the process of education, it is advisable to use a set of activities;

Even an activity that is objectively valuable to society may not have a positive effect on the pupil if it does not have "personal meaning" for him (A.N. Leontiev). A social relation is only revealed to a person, becomes his personal relation, when the meaning-forming motive of activity is adequate to this relation;

As a result of pedagogical influences, schoolchildren form a readiness to choose the goal and methods of activity. Being an ideal anticipation of the expected result (P.K. Anokhin), the goal of a person is the force that determines the method and nature of his actions;

In relation to the formation of the student's personality, activity remains a neutral process if the appropriate methods of its pedagogical instrumentation are not found and implemented. In this instrumentation, various methods and techniques must be combined in a certain way, providing motivation, accustoming and exercising students, shaping their experience of social behavior.

Teaching reveals the greatest effectiveness in the early stages of the upbringing and development of children. The application of this method requires compliance with certain pedagogical conditions. Teaching is impossible without a clear idea of ​​what is to be learned. When prescribing a particular course of action to students, it is necessary to express it in the shortest and clearest possible rule. For each given period of time, a minimum of individual actions that make up this form of behavior should be allocated. Experienced teachers attach great importance to showing a model of the form of behavior being brought up, creating a positive attitude towards it. It takes time to develop a habit, haste here does not lead to the goal. First, you should achieve the accuracy of the action being performed, and only then - the speed. The method of accustoming involves control over the performance of an action. Control requires a benevolent, interested attitude of the teacher to the pupils, the identification and analysis of emerging difficulties, and the discussion of ways to further work. It is even more important to organize self-control of students.

The method of accustoming varies depending on age, living conditions and upbringing. It is not always expedient, for example, to openly set before children the task of mastering this or that mode of behavior. The teacher in this case organizes the activity of the children in such a way that, repeating it with pleasure, they, imperceptibly for themselves, freely and naturally get used to the desired form of behavior. Sometimes it becomes necessary to openly challenge students to learn to behave in a certain way, for example: to be polite, helpful, disciplined. A third way is also possible, when it is possible to arouse in students the desire to cultivate in themselves one or another quality of personality (modesty, endurance, self-control, etc.). This desire encourages the student to master the appropriate habits.

The forms of social behavior that have become habitual for pupils are distinguished by flexibility and generalization, they easily manifest themselves in different circumstances, adopting specific methods of action appropriate to these circumstances.

One of the proven means of accustoming to given forms of behavior is the mode of life and activity of students. According to A.S. Makarenko, the absence of a reasonable, consistently implemented regime, of legal limits for an act cannot be compensated for by any verbal wisdom. The stricter and more definite the regime, the better the dynamic stereotype is formed, which underlies the formation of habits.

The teaching method is closely related to the exercise method. The basis of accustoming is the child's mastery of the predominantly procedural side of activity, and the exercise makes it personally significant. The activity performed by the schoolchild appears here in the unity of its purpose and operational structure as an exercise in the right deed.

The inclusion of children in activities creates conditions for them to act in accordance with the norms and rules of behavior accepted in society. The activity provides children with the practical experience of collective relations. Exercise has nothing to do with mechanical learning and training in the spirit of behavioral psychology: stimulus-response-reinforcement.

In real life and the activities of the school team, situations are constantly being born in which the entire system of educational relations that have developed in it is revealed and tested for strength. To open this situation, to expose the conflict contained in it, the emerging or already urgent problem is within the power of any thoughtful teacher. However, often he cannot wait for such a natural combination of circumstances. He himself has to create such an external environment that causes in students the necessary mental state, ideas, feelings, motives, actions. Such specially organized pedagogical conditions are usually called educational situations.

In essence, these are exercises in a situation of free choice. The student in them is faced with the need to choose a certain solution from several possible options: to use the privileges himself, to give way to another, to remain silent, to tell the truth, to say "I don't know." In search of a way out of the situation created by the teacher, the student reviews, rethinks and restructures his behavior, brings it into line with new requirements, changing conditions of activity and communication. In other words, the search for a way out of a situation specially created by the teacher is an exercise in moral behavior, the work of not only the mind, but also the heart.

pedagogical requirement. In the requirement as the initial method of organizing activity, the effect of such a regularity of the pedagogical process as the dialectic of external and internal is most clearly revealed. The pedagogical requirement should not only outstrip the development of the personality, but also turn into the pupil's requirements for himself. It can appear before the student as a specific real task that he must complete in the process of a particular activity. The requirement can reveal the internal contradictions of the pedagogical process, fix shortcomings in the behavior, activities and communication of students and thereby encourage them to further growth and development. Requirements help to restore order and discipline in the school, bring the spirit of organization into the activities and behavior of students. According to the form of presentation, direct and indirect requirements are distinguished. They will be discussed in more detail below.

Organizing the educational process, the teacher should strive to ensure that his requirement becomes the requirement of the team itself. The reflection of the collective demand is public opinion. Combining assessments, judgments, the will of the collective, public opinion acts as an active and influential force, which in the hands of a skilled teacher performs the function of a pedagogical method.

It is essential for the teacher to comply with the measure in presenting requirements to students. K.D. Ushinsky wrote about this: “Accustom the child to obey easy requirements at first, without restricting his independence either by their many or by their difficulty, and you can be sure that it will be easier for him to obey your new decrees. If, having constrained the child many rules at once, you force him to break one or the other of them, then you yourself will be to blame if the habits you inculcate do not take root and you lose the help of this great educational power.

1 Ushinsky K.D. Collected works: In 6 volumes - M., 1990. - T. 6. - S. 397.

The presentation of requirements, in addition, is determined by the established rules of conduct, criteria for assessing knowledge, skills and abilities in all subjects, established internal regulations and other factors.

§ 4. Methods of stimulating and motivating the activity and behavior of the individual

Any activity proceeds more efficiently and gives qualitative results, if at the same time the person has strong, vivid, deep motives that cause a desire to act actively, with full dedication of strength, to overcome inevitable difficulties, adverse conditions and other circumstances, persistently moving towards the intended goal. Activity motivation is closely related to its stimulation. To stimulate means to induce, to give impetus, an impetus to thought, feeling and action. In order to reinforce and enhance the impact on the student's personality of certain factors, various stimulation methods are used, among which the most common are competition, cognitive game, encouragement, punishment, etc.

Competition. Competition in the pedagogical process is built by the teacher, taking into account the undoubted socio-psychological fact that children, adolescents and young men are highly characterized by the desire for healthy rivalry, priority, superiority, self-affirmation. Involving students in the struggle to achieve the best results in studies, work and social activities raises the lagging behind to the level of the advanced, stimulates the development of creative activity, initiative, innovative initiatives, responsibility and collectivism.

There is currently no competition based on specific measures of student achievement, and should not be. However, it would be wrong to completely exclude competition from the most important area of ​​life and activity of schoolchildren. The experience of the best schools shows that the use of competition in academic work is possible and brings obvious benefits if it is conducted for a conscientious attitude to learning. The conditions of the competition for younger students, for example, include the following obligations: always do homework, work diligently, not have comments in class, have neat notebooks, strictly follow the school and home daily routine, read additional literature.

The competition can be collective and individual, designed for a long time and episodic. In the process of organizing and conducting it, it is necessary to observe traditional principles: transparency, concreteness of indicators, comparability of results, the possibility of practical use of best practices.

In recent years, many opponents of various kinds of competitions have appeared, which allegedly contradict the basic principles of humanistic pedagogy. It is possible to compare

only the pace of personal advancement, i.e. compare the child of today with himself, but yesterday. However, given the thoughtful organization of the competition, it does not in the least contradict the idea of ​​respect for the individual. Moreover, its effectiveness increases significantly with a reasonable saturation of both educational and extracurricular activities arising from the very logic of the educational process, situations of experiencing success associated with positive emotional experiences.

Students who experience certain difficulties in learning are especially in need of experiencing situations of success. In this regard, it is necessary to select tasks that students of this category could cope with without much difficulty, and only then move on to more complex exercises. In the experience of advanced teachers, the so-called dual tasks are used for this purpose, where the first one prepares for the performance of another, more complex one. A reliable way to create situations of success is a differentiated approach to determining the content of the activity and the nature of assistance to students in its implementation. Natural in this case should be verbal encouragement, encouragement of the student, causing him to be confident in his abilities, the desire to meet the assessment of the teacher. An important role in creating situations of success is played by the general moral and psychological atmosphere of performing certain tasks, since this largely removes the feeling of insecurity, fear of starting outwardly difficult tasks.

The methods of stimulating activity include role-playing games, which, given the age, are widely used in primary grades. They adjoin situations of experiencing success, since they are also aimed at creating situations, but playful ones, causing, like the previous ones, vivid emotional experiences. As a rule, in this case, along with children, well-known fairy-tale characters become "participants in the pedagogical process."

Encouragement is a way of expressing a public positive assessment of the behavior and activities of an individual student or team. Its stimulating role is determined by the fact that it contains public recognition of the course of action that is chosen and carried out by the student in life. Experiencing a sense of satisfaction, the student experiences a rise in vivacity and energy, self-confidence and further movement forward.

It cannot be assumed that approval and encouragement are useful always and everywhere. The educational value of encouragement increases if it includes an assessment not only of the result, but also of the motive and methods of activity. It is necessary to teach children to value most of all the very fact of approval, and not its prestigious weight: it is bad if the student expects a reward for the slightest success. Encouragement is especially necessary for children who are timid and insecure. Incentives most often have to be resorted to when working with younger students and adolescents, who are especially sensitive to the assessment of their actions and behavior in general. But it is better if it will be collective encouragement. The teacher must equally take care that students do not appear praised and students who are bypassed by public attention. The strength of the educational influence of encouragement depends on how objective it is and how much it finds support in the public opinion of the team.

The attitude to punishment in pedagogy is very contradictory and ambiguous. To a large extent, under the influence of the theory of free education in the early years of the Soviet school, punishments were generally prohibited. Justifying the legitimacy of punishment as one of the methods of pedagogical influence, A. S. Makarenko wrote: “A reasonable system of penalties is not only legal, but also necessary. overcome them."

1 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. 5. - S. 399.

Punishment is such an impact on the student's personality, which expresses the condemnation of actions and deeds that are contrary to the norms of social behavior, and forces students to follow them unswervingly. Punishment corrects the child's behavior, makes it clear to him where and what he made a mistake, causes a feeling of dissatisfaction, discomfort, shame. A. S. Makarenko called this state "pushing out of the general ranks." This state gives rise to the student's need to change his behavior. But punishment in no case should cause the child suffering - neither physical nor moral. There is no depression in punishment, but there is an experience of alienation from the team, even if it is temporary and small.

The means of the method of punishment are the teacher's remarks, an offer to stand at a desk, a call for suggestion to the pedagogical council, a reprimand in an order for a school, transfer to a parallel class or to another school, expulsion from school and referral to a school for difficult-to-educate students. Such a form of punishment as a change in attitude towards the pupil on the part of the teacher or class team can also be applied. In AS Makarenko, we find cases of defiant refusal to punish, when the team expresses distrust of the pupil.

Skillful use of punishment requires pedagogical tact and a certain skill from the teacher. Any punishment must be accompanied by an analysis of the causes and conditions that gave rise to a particular offense. In those cases where the student violated the rules of behavior thoughtlessly, by accident, you can limit yourself to a conversation or a simple reproach. Punishment brings success when it is consistent with the public opinion of the collective. The teacher does wrong if he punishes on suspicion. Collective punishments should be avoided whenever possible, as they can lead to the association of students who violate public order and discipline. Punishment must not be abused. Unexpected, unusual penalties are much stronger.

The use of the method of punishment in any form in order to stimulate and motivate learning can only be justified in exceptional situations.

§ 5. Methods of control, self-control and self-esteem in education

Management of the process of education is impossible without feedback, which characterizes its effectiveness. Methods of control, self-control and self-assessment in education help to fulfill this function.

To evaluate the effectiveness of the educational process, it is necessary to study the activities and behavior of the students. The effectiveness of education is understood as the degree of compliance of the achieved results with the goals of education.

The indicators of the upbringing of schoolchildren can be judged by the degree of their participation in all the main types of activities corresponding to their age: gaming, educational, labor, social, etc., and the effectiveness of this participation.

Important indicators of the upbringing of schoolchildren are their communication and relationships in a team, with peers, elders, etc. The nature of communication and behavior of schoolchildren largely determines the effectiveness of educational influences on a person.

The indicators of a person’s upbringing should also include her awareness, primarily in the field of moral, cultural, aesthetic, etc.

None of these indicators can be considered on its own, since it is impossible to separate the consciousness, actions, behavior and communication of the individual. Any subdivision of them is conditional and is used only for the purpose of a more detailed and element-by-element study of the general level of upbringing of students. The same must be said about the conditionality of identifying the appropriate methods of education and evaluating its effectiveness.

The general analysis of the pedagogical process consists of an assessment of its resultant component (it was discussed above) and the procedural one, reflecting the nature of the process. It is necessary to evaluate the actions of the educators themselves, the correctness of their approach to students, the nature of the style of communication and interaction approved by them, their influence on the development of initiative and amateur performance of students. Consideration in the unity of productive and procedural indicators makes the study of education objective.

The main methods of control include: pedagogical observation of students; conversations aimed at revealing good breeding; surveys (questionnaire, oral, etc.); analysis of the results of socially useful activities, activities of student self-government bodies; creating situations for studying the behavior of students.

Pedagogical observation is characterized by a direct perception of the activity, communication, behavior of the individual in the integrity and dynamics of their change. There are various types of observation - direct and indirect, open and hidden, continuous and discrete, monographic and narrow, etc.

In order to successfully use observation to study the upbringing of a person, it is necessary to conduct it with a specific goal, to master the program for studying the personality, the criteria for assessing its upbringing.

Observations must be systematic. It is important to think carefully about the system for fixing the observed facts (entries in the diary of observations, in the observation map, etc.).

Conversations with pupils help teachers to find out the degree of awareness of students in the field of moral problems, norms and rules of behavior, to identify the reasons for deviations from the implementation of these norms when they are observed. At the same time, teachers record the opinions and statements of students in order to assess the quality of their educational influences, the attitude of children towards each other, their likes, dislikes, etc.

Increasingly, in class teams, psychological questionnaires are used that reveal the nature of relations between members of the team, comradely attachments or, conversely, negative attitudes towards certain members of it. Such questionnaires make it possible to timely identify emerging contradictions and take measures to quickly and skillfully resolve them. The use of questionnaires is not so simple, when compiling them, certain rules must be observed, for example, do not ask questions in a straightforward form, the content of the answers should provide mutually verifiable information, etc. The requirements for such questionnaires are contained in manuals on educational psychology or in recommendations for studying schoolchildren, which are given to students in preparation for teaching practice.

Experienced educators, in order to control the progress of the upbringing of schoolchildren, also use such a more complex method as the conscious inclusion of students in such types of activities and communication in which they can most fully demonstrate certain aspects of their upbringing. This method requires great skill, pedagogical collegiality.

The control over the course of educational work is completed by evaluating not only the results of the upbringing of schoolchildren, but also the level of educational activity of the teacher and the school as a whole.

When evaluating the educational work of a teacher, it is necessary to take into account his ability to use modern methods, forms and means of education, to choose their optimal combinations in specific situations, to approach students differently, reasonably characterizing their behavior and diligence, the role of the teacher in labor education and professional orientation of schoolchildren, the nature of interaction teachers and students.

The following indicators testify to the effectiveness of education: the formation of the foundations of the worldview among students, the ability to evaluate events taking place in our country and abroad; their assimilation of moral norms, knowledge and observance of laws, including the Rules for Students; social activity, collectivism, participation in student self-government; initiative and initiative of pupils; aesthetic and physical development.

§ 6. Conditions for the optimal choice and effective application of educational methods

Among those dependencies that determine the choice of methods of education, in the first place is their correspondence to the ideals of society and the goals of education.

In practical activities, the teacher, choosing the methods of education, is usually guided by the goals of education and its content. Based on the specific pedagogical task, the teacher himself decides which methods to adopt. Whether it will be a demonstration of labor skills, a positive example or an exercise depends on many factors and conditions, and in each of them the teacher prefers the method that he considers most appropriate in this situation.

The method itself is neither good nor bad. The educational process is based not on the methods themselves, but on their system. A. S. Makarenko noted that no pedagogical tool can always be recognized as absolutely useful, that the best tool in some cases will necessarily be the worst.

KD Ushinsky believed that it was necessary to study the laws of those mental phenomena that we want to control, and act in accordance with these laws and the circumstances in which we want to apply them. Infinitely diverse are not only these circumstances, but also the very natures of the pupils. With such a variety of educational circumstances and individuals being educated, it is impossible to prescribe any general educational recipes.

Being a very flexible and subtle tool for touching the individual, the method of education, at the same time, is always addressed to the team, is used taking into account its dynamics, maturity, and organization. Let's say, at a certain level of his development, the most productive way of pedagogical influence is a decisive, strict requirement, but a lecture or a debate will be inappropriate.

The choice of methods of education is not an arbitrary act. It is subject to a number of laws and dependencies, among which the goal, content and principles of education, the specific pedagogical task and the conditions for its solution, taking into account the age and individual characteristics of students are of paramount importance. The method of education, according to the apt remark of A. S. Makarenko, does not allow for stereotypical solutions and even a good template.

Questions and tasks

1. How are the methods and techniques of education interrelated?

2. Prepare a scheme for the classification of upbringing methods, highlighting in it the basis of the classification, the authors of this classification, the main groups of methods.

3. What are the main factors that determine the choice of methods of education.

4. Which of the classifications of upbringing methods known to you seems to be the most successful for you? Justify your choice.

5. What does the optimal choice of parenting methods mean?

6. Describe the main methods of education.

Literature for independent work

Azarov Yu. P. The joy of teaching and learning. - M., 1989.

Babansky Yu.K. Selected pedagogical works / Comp. M.Yu.Babansky. - M., 1990.

Gordin L. Yu. Encouragement and punishment in the upbringing of children. - M., 1980.

Korotov V. M. General methodology of the educational process. - M., 1983.

Natanzon E.Sh. Methods of pedagogical influence. - M., 1972.

Palamarchuk P.F. School teaches to think. - M., 1986.

Pedagogical search / Comp. N.I. Bazhenov. - M., 1990.

Problems of teaching methods in the modern general education school / Ed. Yu. K. Babansky and others - M., 1980.

Rozhkov M.I., Baiborodova L.V. Organization of the educational process at school. - M., 2000.

Sukhomlinsky V.A. How to raise a real person. - Kyiv, 1975.

Selivanov V.S. Fundamentals of General Pedagogics: Theory and Methods of Education. - M., 2000.

General strategy of education in the educational system of Russia / Ed. I. A. Zimney. - M., 2001.

Ushinsky K.D. Man as a subject of education // Collection of articles. cit.: In 11 volumes - M., 1958.-T. 8.

Classification - it is a system of methods built on a certain basis.

At present, the most objective and convenient is the classification of upbringing methods based on the orientation of G.I. Schukina.

There are 3 groups of methods of education:

a) Methods for the formation of personality consciousness

conviction - story - explanation - explanation - lecture - ethical conversation

Suggestion - briefing - debate - report - example

b) Methods of organizing activities and shaping the experience of social behavior

Exercise - learning - pedagogical requirement - public opinion

Assignment - educational situations

c) Methods for stimulating activity behavior

Competition - reward - punishment

Ethical story - a vivid, emotional presentation of specific facts and events that have a moral content that affects the feeling, the story helps students understand and assimilate the meaning of moral assessments and norms of behavior.

Explanation - it is a method of emotional, verbal influence on pupils. An important feature is the orientation of the impact on a given group or individual. It is used only when the pupil really needs to explain something, in one way or another to influence his consciousness.

Suggestion - Penetrating imperceptibly into the psyche, it affects the personality of a person.

Attitudes and motives of activity are created. They are used in the case when the pupil must accept a certain installation. (used to enhance the impact of other parenting methods.

Ethical conversation - a method of systematic and consistent discussion of knowledge, involving the participation of educators and pupils. The teacher listens and takes into account the opinion of the interlocutors.

The purpose of an ethical conversation is deepening, strengthening of moral concepts, generalization and consolidation of knowledge, formation of a system of moral views and beliefs.

Example − educational method of exceptional power. Its impact is based on the fact that the phenomena perceived by sight are quickly and easily imprinted in the mind. An example gives specific role models and thus actively forms consciousness, feelings, active activity. The psychological basis of the example is imitation. Thanks to it, people acquire social and moral experience.

Exercise - a practical method of education, the existence of which consists in the repeated performance of the required actions, bringing them to automatism. The result of the exercises is stable personality traits, skills and habits.

The effectiveness of the exercise depends on:

Systematics of exercises

Availability and passivity

・Repetition rates

control and correction

Personal characteristics of the pupil

Place and time of the exercise

Combination of individual, group and collective forms of exercise1

· Motivation and stimulation

(you need to start the exercise as early as possible, the younger the body, the faster habits take root in it).

Requirement - a method of education, with the help of which behavioral skills, expressed in personal relationships, stimulate or inhibit certain activities of the pupil and show certain qualities in him.

Presentation form:

Indirect

Indirect ones can be:

・Requirement advice

Requirement in a playful way

Requirement by trust

Requirement Request

・Requirement Hint

Requirement approval

According to the results of education:

· Positive

· Negative

Presentation method:

Immediate

mediated

Teaching - These are intense exercises. It is used when it is necessary to quickly and at a high level formulate the required quality. Often accompanied by painful processes, causes discontent. It is used at all stages of the educational process.

Order - with its help, students are taught to act positively. The assignment is given in order to develop the necessary qualities.

Method of educational situation - situations should not be far-fetched. Situations should be natural. Surprise plays an important role.

Encouragement - Expresses a positive assessment of the actions of pupils. It reinforces positive skills and habits. Action encouragement is based on the excitation of positive emotions. It inspires confidence and increases responsibility.

Incentive types:

approval

encouragement

praise

· Gratitude

Awarding a certificate or a gift

With encouragement, you need to be careful not to overdo it.

Competition - these are the natural needs of schoolchildren to compete and give priority to the education of qualities that are necessary for a person and society. Competing student develops physical, moral qualities. The effectiveness of the competition increases when its goals, objectives and conditions are determined by the students themselves, they also sum up the results and determine the winners.

Punishment - a method of pedagogical influence, which should prevent undesirable actions, slow down schoolchildren, causing a feeling of guilt in front of themselves and others.

Types of punishment:

associated with the imposition of additional responsibilities

deprivation or restriction of rights

Expression of moral censures and condemnations

Forms of punishment: disapproval, remark, warning, meeting discussion, suspension, exclusion

The force of punishment increases if it comes from the collective or is supported by it.

The method of education is a way to achieve the goal of education, a way to get a result. In pedagogy, in addition to the concept of "method of education", the concept of "method of education" is used. The method of education is a particular expression of the method. In the process of practical activity, the method is divided into techniques that help in achieving the goals of education. Thus, techniques are related to methods as the particular is to the general. For example, for the example method, the technique is meeting interesting people. For the method of encouragement, the reception is the handing over of the book.

The educator acts differently each time: he influences the pupil and waits for an immediate reaction in behavior; contributes, i.e. helps him; interacts - cooperates with the pupil. The activities of the educator are organized in different ways, because different goals are pursued (the goal determines the choice of method); different content of activity; the age of the pupils and their characteristics are not the same, and, finally, the professional skills of the educators are also not the same.

So, the method of education is the means of solving educational problems and the implementation of educational interaction.

In the practice of the educational process, there are various methods of education: persuasion, positive example, personal example, demand, affectionate touch to the pupil, trust, distrust, accustoming, assignment, threat, forgiveness, etc.

It is important to distinguish true methods of education from false ones. Some researchers refer to false methods of education persuasion, exhortation, begging; edification, moralizing, notations; grumbling of the teacher, spacing, petty nit-picking; reproaches, intimidation, endless "study"; drill; organization of children's lives; praise; and etc.

It is important for the educator to learn to control himself so as not to use ineffective methods of influence in the process of education.

General methods of education and their classification

Parenting methods are called general because they are used:

• - in work with all categories of people (schoolchildren, students, soldiers, etc.);
• - to solve any educational problems (moral, labor, mental, aesthetic education, etc.);
• - different categories of educators (parents, teachers, educators);
• - to solve not one, but a set of problems.

In order to facilitate the practical use of upbringing methods, it is advisable to classify them. The classification of methods is a system of methods built on a certain basis, which helps to identify the general and specific, theoretical and practical in them. Classification helps to organize methods. In existing classifications, one or more aspects of the educational process are taken as a basis.

G.I. Schukina, Yu.K. Babansky, V.A. Slastenin offer the following classification:

• - methods of formation of consciousness (conversation, story, dispute, lecture, example);
• - methods of organizing activities and shaping the experience of social behavior (training, exercise, assignment, creation of educational situations, demand, public opinion);
• - methods of stimulating activity and behavior (competition, reward, punishment).

The Russian Pedagogical Encyclopedia proposes the following classification of upbringing methods, based on changes:

• - activities and communication (introduction of new types of activities and communication, changing their meaning, the content of the activity and the subject of communication);
• - relations (demonstration of relations, differentiation of role functions of participants in joint activities, their rights and obligations, preservation of traditions and customs of the team, change in informal interpersonal relations);
• - components of the educational system (change in collective goals, ideas about the team, prospects for further development).

Let's imagine a group of methods that serve as the basis for various classifications. These are the methods:

• -beliefs;
• -exercises;
• - encouragement;
• - punishments;
• -example.

In practical real activity, methods act in a complex harmonious unity, mutually complementing each other.

method of persuasion.

Persuasion is one of the ways to influence the personality, the method of influencing the consciousness, feelings and will of the pupil in order to develop a conscious attitude to the surrounding reality. Persuasion should be differentiated as: 1) a mental property of a person and 2) a method of influencing the consciousness and will of the pupil, the ultimate goal of which is the formation of a belief in the first sense.

The method of persuasion forms the views of the pupil, the motives of behavior and actions. It is important to understand what a person is guided by when making decisions, how consciously this choice is made. The task of the educator is to help form the right beliefs. With the help of this method, the norms of behavior are revealed, the necessity of correct behavior is proved, the significance of certain norms of behavior is shown for the individual.

The method of persuasion contributes to the development of the pupil's confidence in the correctness of this or that knowledge, statement, opinion. Therefore, using this method, it is necessary to convey and fix certain information in the mind of the pupil, to form confidence in relation to it. Conviction in the correctness of the idea is formed in the process of practical human activity.

As methods of persuasion, the educator can use a story, a conversation, an explanation, a debate.

Exercise is "learning". There are direct exercises (an open demonstration of a particular behavioral situation), indirect (“indirect” nature of exercises), natural (expediently, systematically, intelligently organized life of pupils) and artificial (specially designed dramatizations that exercise a person).

The conditions for the effectiveness of the exercise method: awareness of the significance, presentation of the possible final result, systematic and consistent organization of the exercise, feasibility and gradualness, interconnection with other methods; accessibility, commensurate with this age; mastering actions where accuracy and consistency are important; organization of control during the exercise and professional assistance.

Reward method . Encouragement is a way of expressing a positive assessment, consolidating and stimulating the formation of moral behavior. This method is stimulating.

Encouragement manifests itself in the form of approval, praise, gratitude, awards. It reinforces positive skills and habits; requires a certain dosage, should be fair and naturally follow from the actions of the pupil. Misuse of this method can breed vanity, a constant desire for exclusivity, and, worst of all, selfish motivation. Therefore, this method must be used with caution. That is why encouragement is referred to as an auxiliary method of education.

method of punishment. Punishment is a way of inhibiting the negative manifestations of a person with the help of a negative assessment of her behavior (and not a person), a way of making demands and forcing them to follow the norms, forming a sense of guilt, remorse.

Punishment is a means of pedagogical influence used in case of non-compliance with the requirements and norms of behavior established in society. With his help, the pupil is helped to understand what he is doing wrong and why. This is a very serious method of education.

Followers of another direction - the theory of free education - rejected any punishment, as they cause the pupil's feelings. This aspiration contained a protest against child abuse.

In our country, punishment is used to slow down the negative behavior of pupils. However, the following penalties are prohibited:

physical;

offensive to a person;

interfering with education (for example, they are not allowed to debate);

depriving the pupil of food.

Types of punishment: moral censure, deprivation or restriction of any rights, verbal condemnation, restriction of participation in the life of the team, a change in attitude towards the pupil, a decrease in the assessment of behavior, expulsion from school.

There are certain pedagogical requirements for the use of punishment methods. Punishment must be justified, deserved, commensurate with the degree of the act. If many offenses are committed at once, the punishment should be severe, but only one for all offenses at once.

One offense cannot be punished twice. You can not rush to punishment until there is confidence in its justice. If the punishment does not work, it becomes meaningless. Physical assault and mental violence against pupils is unacceptable.

Punishment should not deprive the child of the deserved praise and reward, as he deserves; be "prevention", punishment "just in case"; to be late (for offenses that were discovered six months or a year after they were committed); humiliate a pupil; harm physical and mental health.

When determining the measure of punishment, the age and individual characteristics of the pupils are taken into account.

example method. An example as a method of education is a way of presenting a sample as a ready-made program of behavior, a way of self-knowledge. This is the basis of the method of education by example. The educator (teacher, teacher, parent) needs to control his behavior, his actions, not forgetting that they affect the personality.

It is impossible to accustom the pupil to order if the adult himself does not support him. Constantly watching TV in any free time will not teach a reasonable organization of free time. Rough speech, shouting, assault, intemperance do not contribute to the formation of a humane, correct, self-possessed personality.

Examples are both positive and negative. Educate with positive examples. This does not mean that it is necessary to protect pupils from everything negative. It is necessary to reveal to them the unsightly essence of the facts of wrong behavior, to arouse the desire to fight against the ugly in life.

The forms of manifestation of an example as a method of education are a personal example, an example of parents, wonderful people, peers, heroes.

Implementation algorithm: purposeful choice of an image, its perception, awareness of its merits, highlighting moral qualities, inclusion in one's self-education program.

When using upbringing methods, it is necessary to comply with pedagogical requirements that cause, stimulate or inhibit certain activities of the pupil. They cannot be presented in a hurry. The pupil must feel that the teacher is confident in his actions. Any requirement must be controlled, there should be few strict, strict requirements, the best result is given by the requirements developed jointly with the pupils.

Requirements can be weak (reminder-request, advice, hint, reprimand); medium (instruction, requirement-installation, warning, prohibition); strong (demand-threat, order-alternative).

The professional activity of an educator involves the choice and use of methods of education, depending on the existing conditions and opportunities. Such conditions are knowledge of the goals and objectives of education; age and individual characteristics of pupils; time of education; interests and needs of pupils; their social environment; the level of formation of the group to which they belong; expected results; educator's own abilities.

The choice of the method of education should be based on the humanistic relationship of the educator with the pupils. The effectiveness of the methods used is achieved when the chosen method corresponds to the real conditions and the specific situation, professional foresight of the psychological state of the pupils at the time of applying the methods; skillful combination of various methods of education; reinforcement of the chosen method by means of education; bringing it to its logical conclusion.

When choosing methods of education, the educator should strive to use those that enable the pupil to fulfill himself, show his individuality, his own abilities; lead to the creation of a situation of success; predicting the result; realization of the set goal.