Pedagogical sciences /
5. Modern methods of teaching
Senior teacher of Dmitriyeva V.
R.
Kostanaysky State University of a name of A. Baytursynov, Kazakhstan
INNOVATIVE METHODS OF TRAINING IN HIGHER EDUCATION INSTITUTION
Now educational
process demands continuous improvement as there is a change of priorities and
social values. Therefore the modern situation in training of specialists
demands a basic change of strategy and training tactics in higher education
institution. The main characteristics of the graduate of any educational
institution are his competence and mobility. In this regard accents when
studying subject matters are transferred to process of the knowledge which
efficiency completely depends on informative activity of the student. Success
of achievement of this purpose depends not only that is acquired (the content
of training), but also how it is acquired: individually or collectively, in
authoritative or humanistic conditions, with a support on attention, perception,
memory or on all personal potential of the person, by means of reproductive or
active methods of training.
The most
successful methods in assimilation by students of knowledge belongs to active
methods of training. There are imitating and not imitating forms of the
organization of training with use of active methods of training. We will
consider the characteristic of not imitating methods: lectures, seminars,
discussions, collective cogitative activity.
I. Lectures. 1. Lectures
- a nonconventional form of carrying out. Problem lecture begins with questions
of statement of a problem which during a statement of a material needs to be
solved. Problem questions differ from not problem that the problem hidden in
them demands not the same decision, that is, the ready scheme of the decision
in last experience isn't present. Problem lectures provide creative
assimilation by future experts of the principles and regularities of studied
science, stirs up educational cognitive activity of students, their independent
classroom and out-of-class work, assimilation of knowledge and their
application in practice.
2. Lecture - visualization. This type of lecture is
result of new use of the principle of presentation, the content of this
principle changes under the influence of given psychology and pedagogical
science, forms and methods of active training. Lecture - visualization teaches
students to transform oral and written information to a visual form that forms
at them professional thinking due to systematization and allocation of the most
significant, essential elements of the content of training.
3. Lecture with in advance planned mistakes. This form of carrying out lecture was developed for development in
students of abilities quickly to analyze professional situations, to act as
experts, opponents, reviewers, to isolate incorrect or inexact information. The
teacher carries out a lecture statement so that mistakes were carefully hidden,
and not so easily students could notice them. It demands special work of the teacher
on the content of lecture, high level of proficiency in a material and
lecturing skill. The task of students consists in that on a course of lecture
to note the noticed mistakes in the abstract and to call them at the end of
lecture.
4. Lecture conversation. Lecture
conversation, or "dialogue with audience", is the most widespread and
rather simple form of active involvement of students in educational process.
This lecture assumes direct contact of the teacher with audience. Advantage of
lecture conversation consists that it allows to draw attention of students to
the most important questions of a subject.
5. Lecture discussion.
Unlike lecture conversation here the teacher at a statement of a lecture
material not only uses answers of students to the questions, but also will
organize a free exchange of opinions in intervals between logical sections. It
recovers educational process, stirs up cognitive activity of audience and that
is very important, allows the teacher to operate collective opinion of group,
to use it for belief, overcoming of negative installations and wrong opinions
of some students. The effect is reached only at the correct selection of
questions for discussion and skillful, purposeful management by it.
6. Lecture with analysis of concrete situations. This lecture on a form is similar to lecture discussion, however, for
discussion the teacher raises not questions, and a concrete situation. Usually,
such situation is represented orally or in very short video, the filmstrip.
Therefore its statement has to be very short, but contain sufficient
information for an assessment of the characteristic phenomenon and discussion.
II. Method of «a round table». This group of methods includes: different types of seminars and
discussions. At the heart of this method the principle of collective discussion
of the problems studied in an education system lies. The main goal of such
occupations consists in providing to students possibility of practical use of
theoretical knowledge in the conditions, modeling forms of activity of
scientists.
1. Educational seminars. Interdisciplinary seminar.
The subject which needs to be considered in various aspects is submitted for
occupations: political, economic, scientific and technical, legal, moral and
psychological. On nudely experts corresponding to a profession and teachers of
these disciplines also can be invited. Between students tasks for preparation
of messages on a subject are distributed. The method of an interdisciplinary
seminar allows to broaden horizons of students, accustoms to a complex
assessment of problems, to see intersubject communications. Problem seminar. Before studying of the
section of a course the teacher suggests to discuss the problems connected with
the contents of this section, a subject. The day before students receive a task
to select, formulate and explain problems. During a seminar in the conditions
of group discussion discussion of problems is carried out. The method of a
problem seminar allows to reveal level of knowledge of students in the field
and to create resistant interest to the studied section of a training course. Thematic seminar. This type of a
seminar prepares and carried out for the purpose of emphasis of attention of
students on any hot topic or on the most important and its essential aspects. Orientation seminar. New aspects of
known subjects or ways of the solution of already put and studied problems, the
materials published officially, decrees, directives, etc. become a subject of
these seminars. System seminar. It
is carried out for deeper acquaintance to different problems to which the
studied subject has direct or indirect relation.
1. Educational discussions. They can be carried out: on materials of lectures; following the results
of a practical training; on problems, prepositional students, or the teacher if
students are at a loss; on events and the facts from practice of a studied
field of activity; according to publications in the press.
2. Educational meetings at «a round table». When using this method it is possible to invite various experts engaged
in studying or working on a subject studied by students. It can be scientists,
economists, representatives of public organizations, government bodies, etc.
The
main task of a higher educational institution at the present stage is the
training of specialists, capable unconventionally, flexibly and in due time to
react to changes which happen in the world. Therefore for training of students
for professional activity in the future innovative methods of training in
higher education institution also are used.
To such methods
the problem training providing formation of skills for the solution of problem
tasks which have no definite answer, independent work on a material and
development of abilities to put the found knowledge into practice belongs. Also
innovative methods of training provide interactive training. It is directed on
active and deep assimilation of a studied material, development of ability to
solve complex problems. Interactive kinds of activity include imitating and role-playing
games, the discussions modeling situations.
One of modern
methods is training through cooperation. It is used for work in small groups.
This method puts the task effective assimilation of a training material,
development of ability to perceive the different points of view, ability to
cooperate and solve the conflicts in the course of collaboration. Innovative
methods allowed to change and a role of the teacher who is not only the
knowledge carrier, but also the mentor initiating creative searches of
students.
References:
1.
Kavtaradze D. N. Interactive methods: training in understanding. - M.:
Education, 2010.
2.
Korotayeva E.V. Interactive training: organization of educational dialogues. -
M.: Education, 2011.
3.
Lebedev O.E. Competence-based approach in education. - M.: Education, 2011.