Characteristics of teaching methods according to the method of cognitive activity. Classification of teaching methods according to the nature of students’ cognitive activity (I.Ya. Lerner, M.N. Skatkin). by the nature of students’ cognitive activity

According to this classification, teaching methods are divided depending on the nature of the cognitive activity of students when mastering the material being studied. The nature of cognitive activity is the level of mental activity of students.

The following methods are distinguished:

explanatory and illustrative (informational and receptive);

reproductive;

problematic presentation;

partially search (heuristic);

research.

Essence explanatory-illustrative method consists in the fact that the teacher communicates ready-made information through various means, and students perceive it, realize it and record it in memory. The teacher conveys information using the spoken word (story, conversation, explanation, lecture), the printed word (textbook, additional manuals), visual aids (tables, diagrams, pictures, films and filmstrips), practical demonstration of methods of activity (showing experience, work on a machine, a method for solving a problem, etc.).

Reproductive method assumes that the teacher communicates and explains knowledge in a ready-made form, and students assimilate it and can reproduce and repeat the method of activity on the instructions of the teacher. The criterion for assimilation is the correct reproduction (reproduction) of knowledge.

Both of these methods are characterized by the fact that they enrich knowledge and skills, form special mental operations, but do not guarantee the development of students’ creative abilities. This goal is achieved by other methods, in particular the method of problem presentation.

Method of problem presentation is a transition from performing to creative activity. The essence of the problem presentation method is that the teacher poses a problem and solves it himself, thereby showing the train of thought in the process of cognition. At the same time, students follow the logic of presentation, mastering the stages of solving holistic problems. At the same time, they not only perceive, realize and remember ready-made knowledge and conclusions, but also follow the logic of evidence, the movement of thought of the teacher or a substitute medium (cinema, television, books, etc.). And although students with this method of teaching are not participants, but merely observers of the process of thinking, they learn to resolve cognitive difficulties.

A higher level of cognitive activity carries with it partially search (heuristic) method.

The method was called partially search because students independently solve a complex educational problem not from beginning to end, but only partially. The teacher involves students in performing individual search steps. Some of the knowledge is imparted by the teacher, and some of the knowledge is acquired by students on their own, answering questions or solving problematic tasks. Educational activities develop according to the following scheme: teacher - students - teacher - students, etc.

Research method of teaching provides for creative learning by students. Its essence is as follows:

The teacher, together with the students, formulates the problem;

Students resolve it independently;

The teacher provides assistance only when difficulties arise in solving the problem.

Thus, the research method is used not only to generalize knowledge, but mainly so that the student learns to acquire knowledge, investigate an object or phenomenon, draw conclusions and apply the acquired knowledge and skills in life. Its essence comes down to organizing the search and creative activities of students to solve problems that are new to them.

In didactics, a teaching method is a method of orderly interconnected activity of a teacher and students, aimed at solving educational problems. The teaching method establishes the methods of activity of the teacher and students, ensuring the effective assimilation of the material being studied. One of the acute problems of modern didactics is the problem of classifying teaching methods.

Currently there is no single point of view on this issue. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications. Let us dwell in detail on the classification of methods according to the nature of the cognitive activity of students and students. Let us list and describe them.

1. Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Despite the fact that many teachers oppose the use of this group of methods and consider them outdated, they cannot be completely discounted. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

2. Visual methods. Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods. As a separate type, the visual teaching method simply loses its meaning. The use of visual methods makes the material offered for study more accessible to understanding. Visualization is especially important and even necessary when teaching in the lower grades. Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method. And at the same time, the second method is more preferable, since it is more real and reliable.

3. Practical methods training is based on the practical activities of students. These methods form practical skills. The importance of practical methods cannot be overestimated. After all, it is in practical classes that students realize the importance of previously acquired knowledge and the possibility of their practical application in everyday life and in further studies. Also, the use of practical methods increases the motivation of the learning process. After all, a schoolchild is always interested in trying his hand at performing some educational tasks, showing independence, ingenuity, and initiative. Practical methods include exercises, laboratory and practical work.

Classification of teaching methods according to the nature of the type of activity that dominates over others.

A method is a sequence of actions taken by the teacher and student in the learning process. There are a huge variety of methods in pedagogy, some of which are similar, and some of which are radically different. Therefore, to facilitate the teacher’s work, it is necessary to systematize this set. In didactics, there are a number of ways to classify teaching methods. Let us consider in detail the classification according to the nature of the dominant cognitive activity. This type of division of teaching methods is adopted because learning is, first of all, a cognitive activity that takes place along with practical, labor, and motor activity. All his actions pass through consciousness and determine cognitive activity. So, using this classification, we can distinguish two groups of methods that are radically different from each other.

1. Reproductive, in which the student assimilates ready-made knowledge and reproduces (reproduces) methods of activity already known to him (these include explanatory-illustrative, information-receptive, reproductive methods).

2. Productive, characterized by the fact that the student obtains subjectively new knowledge as a result of creative activity (partial search, heuristic, research methods). Problem presentation belongs to the intermediate group, because it equally involves both the assimilation of ready-made information and elements of creative activity. However, in the real learning process, all teaching methods are interconnected and are implemented in combination parallel to each other. And the very division of methods into reproductive and productive is very relative. After all, any act of creative activity is impossible without reproductive activity.

When solving any problem, a person updates and mentally reproduces knowledge already known to him. At the same time, the act of reproducing knowledge when its purpose changes contains an element of creativity in the field of constructing the logic of presentation. The identified and characterized methods allow us to evaluate the course of the lesson, the entire logic of the educational process from the point of view of their coverage of all types of activities. So, if a teacher conducted a survey on previously studied materials, told new ones, gave exercises, and then presented a creative task, then he sequentially applied methods: reproductive, explanatory-illustrative, reproductive, research. If he posed a problem and conducted a heuristic conversation on it, showed a film, and then gave creative work on it, then he used partially search, explanatory-illustrative and research methods.

Methods can change frequently during the lesson and alternate several times - it all depends on the content of the topic, the goals of its study, the level of development and preparation of students. Moreover, the monotony of methods and methods used in the lesson can make the learning process boring and uninteresting.

Classification of teaching methods

Classification according to the correspondence of teaching methods to the logic of knowledge and the didactic purpose

There are various types of classifications of teaching methods, taking into account their practical functions and capabilities in organizing educational interaction between teachers and students. In addition, different authors base the division of teaching methods into groups and subgroups on different criteria, so there is no single point of view on this issue. However, the holistic learning process in a specific educational process is ensured by a unified classification of methods that is optimally suitable for use in a specific cognitive process.

Let's look at the most common classifications of teaching methods.

Classification according to the correspondence of teaching methods to the logic of knowledge (B.T. Likhachev). The methods are divided according to the main stages of comprehending the truth: “living contemplation”, abstract thinking (comprehension, generalization, analysis) and practice. In accordance with this, the following groups of methods are distinguished:

Organization of observation, accumulation of empirical material;

Generalizing theoretical processing of factual data;

Practical verification of the correctness of conclusions and generalizations, revealing the truth.

Classification of teaching methods based on a holistic approach to the learning process (Yu. K. Babansky).

According to this classification, teaching methods are divided into three groups:

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

2) methods of stimulation and motivation of educational and cognitive activity;

3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

The first group includes the following methods:

Perceptual (transmission and perception of educational information through the senses);

Verbal (lecture, story, conversation, etc.);

Visual (demonstration, illustration);

Practical (experiments, exercises, completing assignments);

Logical, i.e. organization and implementation of logical operations (inductive, deductive, analogies, etc.);

Gnostic (research, problem-search, reproductive);

Self-management of educational activities (independent work with a book, equipment, etc.).

The second group of methods includes:

Methods of developing interest in learning (cognitive games, educational discussions, creating problem situations, etc.);

Methods of forming duty and responsibility in teaching (encouragement, approval, censure, etc.).

The third group includes:

Methods of oral, written and machine testing of knowledge, skills and abilities;

Methods of self-monitoring of the effectiveness of one’s own educational and cognitive activities.

Classification of teaching methods according to didactic purpose (M.A. Danilov, B.P. Esipov, L.P. Krivshenko).

This classification identifies the following teaching methods:

Methods of acquiring new knowledge;

Methods of developing skills and abilities;

Methods of applying knowledge;

Methods of consolidating and testing knowledge, abilities, skills.

This classification is in good agreement with the main learning objectives and helps to better understand their functional purpose.

Classification of teaching methods by source of knowledge acquisition (N.M. Verzilin, L.P. Krivshenko, D.O. Lordkipanidze, E.I. Perovsky, P.I. Pidkasisty)

Noting three sources of knowledge: word, visualization, practice, they highlight:

Verbal methods (the source of knowledge is the spoken or printed word);

Visual methods (sources of knowledge are observable objects, phenomena, visual aids);

Practical methods (students gain knowledge and develop skills through practical actions.

Verbal methods occupy a central place in the system of teaching methods; they make it possible to convey large amounts of information in the shortest possible time, pose problems to students and indicate ways to solve them. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

The second group according to this classification consists of visual teaching methods, in which the assimilation of educational material is significantly dependent on the visual aids, diagrams, tables, drawings, models, devices, and technical means used. Visual methods are conventionally divided into two groups: the method of demonstrations (experiments, instruments, films, etc.) and the method of illustrations (display of posters, paintings, tables).

Practical teaching methods are based on the practical activities of students. The purpose of this group of methods is the formation of practical skills. Practical methods include exercises, practical and laboratory work.

Classification of teaching methods according to the nature of students’ cognitive activity

Based on the level of mental activity of students, I. Ya. Lerner and M. N. Skatkin identify the following methods:

Explanatory-illustrative, or information-receptive;

Reproductive: reproduction of actions to apply knowledge in practice. The criterion for assimilation is the correct reproduction (reproduction) of knowledge;

Problematic presentation of the material being studied;

Partially search, or heuristic;

Research: students are given a cognitive task that they solve independently, selecting the necessary methods for this and using the help of a teacher.

The main advantage of the explanatory-illustrative and reproductive methods is cost-effectiveness. It is for this reason that they are actively used in the classroom system. The essence of the explanatory-illustrative method is that the teacher communicates ready-made information through various means, and the students perceive it, realize it and record it in memory. The communication of information is carried out using the spoken word (story, conversation, explanation, lecture), the printed word (textbook, additional manuals), visual aids (tables, diagrams, pictures, films and filmstrips), practical demonstration of methods of activity (showing experience, work on machine, method of solving a problem, etc.). But here there is a fairly low level of mental activity.

In modern living conditions, it is necessary to develop the skill of correct thinking. The concept of correct thinking means ability to reflect, have the ability to think. Much of what the student learns is forgotten, but the habit of working on the material in a certain way remains. Psychologists say that at the same time he moves to another level of development. Consequently, it is not the knowledge itself that is valuable, but, first of all, the ways in which it is developed.

It is believed that in the field of religious education the method of suggestion is most actively used - knowledge is acquired at the subconscious level. Of course, such a method can be found not only in the religious educational system, but also in other pedagogical systems and requires careful study.

The use of current methods in training provides the opportunity to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. The durability of knowledge due to the possibility of its repeated repetition can be significant. But communicating all information without exception dogmatically, giving all ready-made conclusions, demanding that the student take it on faith, worship, without reasoning, leads to mental retardation. Both explanatory and illustrative and reproductive methods are characterized by the fact that they enrich knowledge and skills, form special mental operations, but do not guarantee development creativity student. Nowadays, everyone has to understand all the complex life conditions themselves, to look for causal connections in surrounding phenomena. Going out into life, no one will give ready-made solutions for every particular case, so one should not deprive the student of the opportunity to formulate rules and conclusions himself. On this occasion, E.R. Kuliev writes: “Muslim universities traditionally use the reproductive method, which does not develop flexible thinking in students and contributes to the formalization of the process of acquiring knowledge. As a result, young cadres are unable to independently assess the atypical situations that they, as imams and mudarris, have to face. The culture of knowledge in Islam is determined not by the degree of awareness in a specific subject area, but by the internal potential of the individual, the application of acquired knowledge in personal experience and for assessing life situations.” Therefore, other, more effective teaching methods should be used more often.

The goal of developing creative abilities and the ability to think independently is achieved, for example, by the method of problem presentation. This method is transitional from performing to creative activity. The essence of the problem presentation method is that the teacher poses a problem and solves it himself, thereby showing the train of thought in the process of cognition. At the same time, students follow the logic of presentation, mastering the stages of solving holistic problems. At the same time, they not only perceive, realize and remember ready-made knowledge and conclusions, but also follow the logic of evidence, the movement of thought of the teacher or a substitute medium (cinema, television, books, etc.). And although students with this method of teaching are not participants, but merely observers of the process of thinking, they are included in the process of resolving cognitive difficulties.

A higher level of cognitive activity is partly carried out by a search (heuristic) method.

The method was called partially search because students independently solve a complex educational problem not from beginning to end, but only partially: not all knowledge is offered in ready-made form; it must be obtained independently. The teacher involves students in performing individual search steps. Some of the knowledge is imparted by the teacher, and some of the knowledge is obtained by students on their own, answering questions or solving problematic tasks. Educational activity develops according to the scheme: teacher - student - teacher - student, etc. One of the varieties of this method is a heuristic conversation, which will be discussed further when analyzing the conversation method.

The research method of teaching involves the creative assimilation of knowledge by students: the teacher, together with the students, formulates the problem; students resolve it independently; The teacher provides assistance only when difficulties arise in solving the problem.

Thus, the research method is used not only to generalize knowledge, but mainly so that the student learns to acquire knowledge, investigate an object or phenomenon, draw conclusions and apply the acquired knowledge and skills in life. Its essence comes down to organizing the search and creative activities of students to solve problems that are new to them.

The main disadvantage of this teaching method is that it requires a significant amount of time and a high level of pedagogical qualifications of the teacher.

There are other classifications of teaching methods.

As we can see, at present there is no single view on the problem of classifying teaching methods, and any of the classifications considered has both advantages and disadvantages that must be taken into account at the selection stage and in the process of implementing specific teaching methods. The presence of different points of view on the problem of classifying teaching methods reflects the objective, real versatility of teaching methods.

Let us dwell in more detail on some teaching methods that are included in various classifications and are applicable both in school education and at university.

A common classification of teaching methods is the classification proposed by M.N. Skatkin and I.Ya. Lerner. They propose dividing teaching methods depending on the nature of students’ cognitive activity in mastering the material being studied into explanatory and illustrative, reproductive, problem-based presentation, partially search and research.

This classification corresponds to the definition of the method at the theoretical level that was given above. The number of methods here is strictly limited, which characterizes theoretical knowledge in general: by applying the procedures of scientific knowledge to certain objects (in this case, learning), we transform objects with a fundamentally infinite set of properties into objects with a finite, fixed number of properties, connections and relationships .

The essence explanatory and illustrative The teaching method consists in the fact that the teacher communicates ready-made information through various means, and students perceive it, realize it and record it in memory. The explanatory and illustrative method is one of the most economical ways to convey information. However, when using this teaching method, the skills and abilities to use the acquired knowledge are not formed.

To acquire these skills and abilities, students use reproductive teaching method. Its essence is to repeat (multiple times) a method of activity as instructed by the teacher.

The teacher’s activity is to develop and communicate a model, and the student’s activity is to carry out actions according to the model.

The essence problematic The method of presentation is that the teacher poses a problem to the students and himself shows the way to solve it, revealing the contradictions that arise. The purpose of this method is to show examples of scientific knowledge and scientific problem solving. At the same time, students follow the logic of solving a problem, receiving a standard of scientific thinking and knowledge, an example of a culture of deploying cognitive actions.

In order to gradually bring students closer to independently solving cognitive problems, a partial search, or heuristic, teaching method is used. Its essence is that the teacher breaks down a problematic problem into subproblems, and students carry out individual steps to find its solution. Each step involves creative activity, but there is no holistic solution to the problem yet.

The research method of teaching serves this purpose. It is designed to provide creative application of knowledge. Students master the methods of scientific knowledge and develop experience in research activities. In a generalized form, the content of the activities of the teacher and students using various teaching methods, classified according to levels of cognitive activity, can be presented in the following table:

Summary of the method	Activities of the teacher	Student activity
1. Explanatory and illustrative method (information and receptive). The main purpose of the method is to organize the assimilation of information by students by communicating educational material to them and ensuring its successful perception. The explanatory and illustrative method is one of the most economical ways to convey to students the generalized and systematized experience of humanity	1. Communication of educational information using various didactic means: words, various aids, including films and filmstrips, etc. The teacher makes extensive use of conversation, demonstration of experiments, etc.	1. The activity of students is to perceive, comprehend and remember the information communicated
2. Reproductive method. The main purpose of the method is to develop skills and abilities to use and apply the acquired knowledge	2. Development and application of various exercises and tasks, the use of various instructions (algorithms) and programmed training	2. The activity of students is to master the techniques of performing individual exercises in solving various types of problems, mastering the algorithm of practical actions
3. Problem-based method (problem presentation). The main purpose of the method is to reveal various problems in the educational material being studied and show ways to solve them.	3. Identifying and classifying problems that can be posed to the student, formulating hypotheses and showing ways to test them. Statement of problems in the process of conducting experiments, observations in nature, logical inference. In this case, the student can use the word, logical reasoning, demonstration of experience, analysis of observations, etc.	3. The activity of students consists not only in perceiving, comprehending and memorizing ready-made scientific conclusions, but also in following the logic of evidence, the movement of the teacher’s thoughts (problem, hypothesis, proof of the reliability or falsity of the proposals put forward, etc.)
4. Partial search method, or heuristic method. The main purpose of the method is the gradual preparation of students to independently pose and solve problems	4. Leading students to posing a problem, showing them how to find evidence, draw conclusions from the given facts, build a plan for checking facts, etc. The teacher widely uses heuristic conversation, during which he poses a system of interrelated questions, each of which is a step towards solving the problem	4. The student’s activity consists of active participation in heuristic conversations, mastering techniques for analyzing educational material in order to pose a problem and find ways to solve it, etc.
5. Research method. The main content of the method is to ensure that students master the methods of scientific knowledge, develop and form in them the traits of creative activity, provide conditions for the successful formation of motives for creative activity, and contribute to the formation of conscious, quickly and flexibly used knowledge. The essence of the method is to provide organizations with search creative activities for students to solve problems that are new to them.	5. Presenting students with problems that are new to them, setting and developing research tasks, etc.	5. The activity of students is to master the techniques of independently posing problems, finding ways to solve them, etc.

This didactic system of teaching methods, being part of an integral didactic theory, covers all the goals of educational and developmental education, all forms of teaching methods, reflects a systematic consideration of all aspects of teaching methods, correlating each act of teaching with the needs and motives of students (Russian Pedagogical Encyclopedia. M., 1993. T. 1. P. 567).

Thus, according to this classification, teaching methods differ from each other in the nature of the cognitive activity carried out by students when mastering various types of material content and in the nature of the activity of the teacher who organizes this diverse activity of the students.

There are other approaches to classifying teaching methods.

For example, Yu.K. Babansky, based on a holistic approach to the learning process, identifies three groups of methods:

1. Methods of organizing and implementing educational and cognitive activities:

a) verbal, visual and practical (aspect of transmission and perception of educational information);

b) inductive and deductive (logical aspects);

c) reproductive and problem-search (aspect of thinking);

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

2. Methods of stimulation and motivation:

a) interest in learning;

b) duty and responsibility in learning.

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

a) oral, written, laboratory and practical.

The large number of approaches and classifications of teaching methods is explained by the complexity of the object of research and the seriousness of the tasks posed by society to the modern school. In light of new requirements for school, scientists and teachers are looking for teaching methods and techniques that would best contribute to their solution. That is why, assessing in general all approaches to the classification of teaching methods, it is necessary to note that the searches and proposals of many didactics and methodologists to use information methods in the learning process and, along with them, also use others that make it possible to “loosen the soil” of the human mind, it is possible considered correct and necessary today. These searches are aimed at: a) stimulating the functionality of passive knowledge, transforming it into active; b) promote the assimilation of new knowledge and its application in practice. And in this regard, different approaches to the classification of teaching methods carry different potential possibilities for stimulating and motivating the educational and cognitive activity of schoolchildren in learning. Methods classified according to the sources of knowledge mainly stimulate the motive of the student's duty to learn. Methods, classified according to the nature of cognitive activity, are aimed at stimulating in schoolchildren the desire to act actively in solving problem-cognitive tasks, to overcome difficulties in educational cognition, to persistently move towards the intended goal, the achievement of which is accompanied by situations of experiencing success, joy and the desire to be in a constant situation search. To maintain and stimulate such an intellectual mood in schoolchildren during the lesson, a wide variety of techniques are used, among which the most common in the practice of experienced teachers are: creating emotional and moral situations, entertaining situations, entertaining analogies, situations of success; techniques of surprise, introduction into the educational process of entertaining examples, experiments, paradoxical facts, the clash of scientific and everyday interpretations of individual natural phenomena and many others.

Selection of teaching methods

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

• from the general goals of education, training, upbringing and development of students and the leading principles of modern didactics;
• on the characteristics of the content and methods of a given science and the subject or topic being studied;
• on the characteristics of the teaching methodology of a particular academic discipline and the requirements for the selection of general didactic methods determined by its specificity;
• on the purpose, objectives and content of the material of a particular lesson;
• on the time allocated for studying this or that material;
• on the age characteristics of students, the level of their real cognitive capabilities;
• on the level of preparedness of students (education, upbringing and development);
• on the material equipment of the educational institution, the availability of equipment, visual aids, and technical means;
• on the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, and his personal qualities.

When using a set of these circumstances and conditions, the teacher makes a number of decisions in one order or another: on the choice of verbal, visual or practical methods, reproductive or search methods for managing independent work, methods of control and self-control.

Thus, depending on the didactic goal, when the task of acquiring new knowledge by students comes to the fore, the teacher decides whether in this case he will present this knowledge himself; does he organize their acquisition by students by organizing independent work, etc. In the first case, it may be necessary to prepare students for listening to the teacher’s presentation, and then he gives the students a task either to carry out certain preliminary observations, or to preliminary read the required material. During the presentation itself, the teacher can use either an informational presentation-message or a problematic presentation (reasoning, dialogical). At the same time, when presenting new material, the teacher systematically refers to the material that students received in their preliminary independent work. The teacher's presentation is accompanied by a demonstration of natural objects, their images, experiments, experiments, etc. At the same time, students make certain notes, graphs, diagrams, etc. The totality of these intermediate decisions constitutes one holistic decision on the choice of a certain combination of teaching methods.

Questions and tasks for self-control

1. Define the concepts “teaching method” and “methodological technique”.
2. Show that teaching methods are not the same as teaching principles.
3. Expand the starting points of the classification of teaching methods. Explain to your colleague studying the course the system of teaching methods that you have become acquainted with, answering the following questions in a sequential presentation:

a) what are the initial provisions of the system;

b) what principle underlies the division of teaching methods;

c) what are the functions and meaning of each method;

d) how teaching methods are implemented in the real learning process.

Check whether you have presented what you read clearly, logically, and convincingly. Also try presenting the material to a student who has not been to a lecture on this topic and has not read this chapter* 1 .

Related information.

In this classification (I.Ya. Lerner, M.N. Skatkin) methods are divided according to the level of creative, active, research educational activity. At one pole is the reproductive method, at the other is the research method. The word, image, action (from the previous classification) act here as a means of teaching, a material basis. Any method - lecture, demonstration, laboratory work - can be structured traditionally and problematically.

The explanatory and illustrative method consists in the fact that the teacher imparts knowledge, and the student perceives, realizes, and remembers. It corresponds to the reproductive method, which consists in the fact that the teacher organizes the formation of skills based on knowledge, and the student reproduces, repeats, and practices the skills.

A problem presentation is that the teacher poses a problem, shows the way to solve it, and the student learns the logic of the solution. The partial search method involves students in solving the problem. The research method assumes that students, under the guidance of a teacher, solve problems, organize experiments and use other means of educational research.

WHAT TO DO WHEN ASKING QUESTIONS:

* Think through and explain to students the purpose for which you are asking the question.

* Use words that students can understand. Make sure your questions are short and to the point.

* Make sure the question you ask will help students develop a specific skill.

* Give students time to think about the questions.

* Be attentive to students' non-verbal reactions to your question. A puzzled look and furrowed eyebrows most likely mean that you were not understood.

* First ask a question, then name the student who will answer it. It is best when the survey is carried out with the active participation of all schoolchildren.

* The student tries to answer the question, but does not find the right words and stammers. Don’t interrupt him, try to suggest the right answer with leading questions.

* If the student answered the question correctly, ask him the next, but more difficult one.

* If a student answers incorrectly, do not immediately assume that he does not know the answer, but try to rephrase the question. An incorrect answer may be a consequence of a poorly asked question, rather than ignorance of the answerer.

* Record each student’s answers on paper, analyze the strengths and weaknesses of the questions.

* Give students the opportunity to create questions about the material they have read and then ask each other. The quality of these questions and the vocabulary used to construct them will provide valuable information about students' level of understanding and thinking skills.

* If you are not afraid, then ask the students to evaluate the teacher’s questions. Listen to a student who says, “That’s a stupid question!”

* Allow children to skip their turn when answering questions.

Discussion and clarification of the answers given by students is a natural extension of a well-asked question, so be sure to include discussion during quizzes.

WHAT NOT TO DO WHEN ASKING QUESTIONS:

To ask questions:

For all the material that the child has studied;

Too detailed, getting to the bottom of the smallest details;

Threatening, blaming or criticizing children;

Invading the innermost secrets of a child;

To which he obviously cannot answer, and both he and you know this.

YOU SHOULD NEVER:

Use sarcasm when asking questions or listening to answers;