Pedagogical sciences / 5. Modern methods of teaching
Senior teacher
of Dmitriyev V. R.
Kostanaysky State University of
a name of A. Baytursynov, Kazakhstan
INNOVATIVE
TECHNIQUES OF TRAINING
Now in the Republic of Kazakhstan there are serious changes of all
education system. One of the factors which have caused processes of
reorganization of high school model of education are the processes of the
globalization which have affected practically all aspects of our life and
informatization of educational process, connected with modern computer
technologies.
In present
conditions of development of the market of educational services in Kazakhstan
and requirements of an era of information technologies, teaching has to combine
developed by practice directive and, modern, having innovative character,
interactive training models.
Interactive methods
include: method of a problem statement, presentation, discussion, case stage,
work in groups, a method of brain storm, a method of critical thinking, a quiz,
mini-research, business games, role-playing games, the Insert method (or a
method of individual marks when students write the 7-10-minute associative
essay), a quiz method, a questioning method, etc. Process of information
transfer is constructed on the principle of interaction of the teacher and
being trained. He assumes big activity of the trainee, his creative
reconsideration of the received data. Main criteria of interactive model of
training: possibility of informal discussion, free statement of a material,
smaller number of lectures, but bigger quantity of seminars, initiative being
trained, existence of group tasks which demand collective efforts, continuous
control during a semester, performance of written works.
At such approach
lecture becomes similar to dialogue, teaching imitates research process (some
key postulates on a lecture subject move forward originally, the statement is
built by the principle of the independent analysis and generalization by
students of a training material). This technique allows to interest the
student, to involve him in training process. Contradictions of scientific
knowledge reveal by means of problem statement. The educational problem and
problem situation are the main structural components of problem training.
Before studying of a certain subject of a course the problem question is raised
before being trained or the problem task is given. Stimulating permission of a
problem, the teacher removes contradictions between available her understanding
and demanded from being trained knowledge. Efficiency of such method that
separate problems can rise being trained, thereby the teacher achieves from
audience "the independent decision" put problem. The organization of
problem training is represented rather difficult, demands considerable training
of the lecturer. However at the initial stage of use of this method it can be
introduced in structure of the ready earlier developed lectures, seminars as
addition.
It is possible to
call other effective method a method a case-stadi or a method of the
educational concrete situations (ECS). The central concept of the UKS method is
the concept a situation, i.e. a set of variables when the choice any of them
influences in a decisive way the end result. Existence only the correct
decision is essentially denied. At this method of training the being trained is
independently compelled to make decisions and to prove it. The leading role in
distribution of this reception of training belongs to Harvard. Exactly there
the first keysovy situations were developed for training being trained on
business disciplines. The method a case-stadi if to follow definition of
developers of a method, is a method of training at which being trained and
teachers participate in direct discussion of business situations or tasks.
These cases prepared usually in writing and made proceeding from the real
facts, are read, studied and discussed by the being trained. Cases make a basis
of conversation of audience under the leadership of the teacher. Therefore the
method includes a case-stadi at the same time and a special type of a training
material, and special ways of use of this material in educational process. As a
whole the UKS method allows: a) to make the right decisions in the conditions
of uncertainty; b) to develop algorithm of decision-making; c) to seize skills
of research of a situation; d) to develop the plan of action; e) to put the
gained theoretical knowledge into practice; e) to consider the points of view
of other experts. The main thing, this method promotes development of ability
to analyze situations, to estimate alternatives, imparts skills of the solution
of practical tasks.
A variety of
methods and tutorials as attempts of withdrawal from a uniform template in
educational process, has at all its positive manifestations and the negative
moment:" the kaleydoskopichnost" forms of carrying out occupations
can become the reason of that the student in the attempts to be involved in
"not dull" forms of education, will appear incapable to understand an
essence of a problem which needs to be opened in the course of occupation.
Summing up the results of the above, it would be desirable to note that methods
and tutorials it, first of all would be wrong to bring to the end in itself
level, the tool for the solution of educational tasks in higher education
institution. Therefore each method has to consider specifics of a concrete
subject matter. Imposing to the teacher of popular, "fashionable"
techniques of training, not always yields expected result. Innovations in a
training technique at university where there is a formation of the Citizen of
the Republic of Kazakhstan, and already thereby each higher education
institution bears responsibility for moral and valuable shape of future
generation of our young state, demand a careful preparatory stage and studying
by recognized Kazakhstan teachers, and already then the period of practical
"experiments" has to follow.
Literature:
1 . Prigozhin
A.I. Management of development of higher education institution. - 1995, 132
pages.
2 . Farm A.V.
distance learning and its technologies. - 2002, 30 pages.