visual methods. General and age pedagogy What are the methods of auditory visualization aimed at?
Visualization in pedagogy means involvement in the process of cognition as much as possible. more sense organs (and not just vision, as is often understood in connection with the word "visibility"). In the process of physical education, vision, hearing and motor (kinesthetic) sensations are used. Therefore, it is convenient to consider the methods of visual influence by generalizing them into three groups: a) visual visualization methods, b) auditory visualization methods, c) motor visualization methods.
visualization methods. With vision, you can oshmida1b_l--lsp^^yat_ (correct) spatial.jsa.---~ motion characteristics (see chapter 3). Temporal and dynamic characteristics are evaluated worse by vision. In the practice of physical education, various forms of visual presentation are used. Some help to transfer knowledge about movements, others contribute to the direct control of movements. Consider the main methods.
Direct display (demonstration) of movements. Depending on the methodological tasks of teaching, the demonstration of a motor action may have a different character. For example, to create a common .holistic, ideas about a new motor action require an exemplary demonstration. In this case, the action is demonstrated in its perfect execution. When learning a motor action, this form of demonstration is not always suitable. Those involved will not be able to examine in detail the demonstrated action. Then the so-called adapted display is used, in which it would be convenient to consider the features of the technique. Movements are shown slowly and as expressively as possible, highlighting individual body positions with stops. The main requirement for the organization of the demonstration is to provide convenient conditions for observation (a convenient distance, the plane of the main movements, sufficient repetition of the demonstration).
Demonstration of visual aids. Demonstration of motor actions can be carried out with the help of transparencies and video recordings. Convenient methods for creating a visual representation of movements are the use of various dummies (reduced models of the human body), on which the teacher can demonstrate the features of the motor-
foot action. Demonstrations are also used as visual aids. various schemes: drawings, graphs, drawings, etc.
visual orientation. These are methods and techniques that help to correctly perform movements in space and time. Objects or markings are used as visual landmarks, to which students must orient their movements.
For example, a bar set at a certain height is a visual guide for the correct direction of ejection of the shot. Such landmarks "force" to carry out movements in the right direction or with the proper amplitude.
Good results for refining movements in space are given by various markings. For example, marking the surface of a gymnastic horse helps to teach the correct positioning of the hands when moving from the handles to the body of the horse when swinging the legs. Markings on the ground help you navigate the setting of the legs when jumping from a running start.
For visual orientation, complex technical devices are also used that give light signals about time and direction (for example, the lighting of light bulbs in various places of a special shield for training the speed and accuracy of hitting the ball in sports games). There are light-leading devices that regulate the speed and pace of movement (for example, moving flags on a treadmill or a traveling light wave along a garland of light bulbs stretched along the side of the pool).
The method of auditory (sound) visualization. The use of sounds as signals helps to clarify the spatio-temporal and temporal characteristics of movements. Pre-conditioned audio signals can be suggest the moment of the main effort or the beginning of any phase of movements, for example, the moment of ungrouping the body when jumping into the water or bending the body when performing a gymnastic element on a projectile. With the help of sound visualization, the rhythm of motor actions is well assimilated. F.rn mrnp "pr pgtutsya" in advance or in the process of performing an action. There are various sound leaders that help to maintain a given tempo of movements.
When using sound signals, it is necessary to take into account the time of the motor reaction of those involved and give signals with an appropriate lead.
Methods and techniques of motor visualization. The concept of "motor visibility" should not be confused with the demonstration of movements, that is, with visual visibility. Methods and techniques of motor visualization are aimed at organizing the perception of sensations coming from locomotive apparatus. An example of motor visualization is guiding assistance during movements - forced "guiding along the movement" (for example, the teacher holding the student's hand when teaching the swing when throwing a ball or grenade). Helps
movement training is also a method of fixing the positions of the body or its parts at certain moments of a motor action, for example, fixing the position of the correct landing for a skater or skier, fixing the position of the hand before the final effort when teaching javelin throwing. Using position fixing techniques, it is useful to give a feel for the right positions versus the wrong ones. Trainers, specially created in various sports, provide good motor sensations. For example, in gymnastics, for teaching turns on the crossbar, a device (Tsomai simulator) is used, with the help of which the gymnast can feel the position of the body at various points in the execution of the element. When using guiding assistance and simulators, it is necessary to observe the measure. Firstly, one should not replace the student's efforts with completely external efforts, there should be exactly as many of them as the student himself lacks. Secondly, it is undesirable to use these techniques for a long time in order to avoid developing persistent habits for them.
Methods of urgent information. The essence of urgent information methods lies in the fact that with the help of various technical devices, the teacher and students receive urgent information about the characteristics of the movements performed. Thus, devices have been developed that make it possible to obtain accurate data on the repulsion force during jumps, on the acceleration of arm movement during throwing, on the duration of support phases during running, etc. The value of such devices for the methodology of physical education lies in the fact that they provide information about characteristics of movements in a form convenient for perception. For example, a special device has been developed for a skater's skate, which, by lighting up lamps of various colors, signals which part of the edge the skate rests on the ice at one time or another during the performance of the figure.
The considered methods of physical education are used in unity, complementing each other, and also in accordance with the general principles of the methodology.
TEST QUESTIONS
1. What methods are used in the process of physical education?
2. What are the distinguishing features of the strictly regulated exercise method?
3. What are the features of the method of holistic learning of motor actions?
4. What are the features of the method of learning motor actions according to
parts?
5. What are standard and variable loads?
6. What are the main methods of standard load exercise?
7. How do rest intervals differ in duration and nature?
8. What are the variations of the variable load exercise method?
9. What are the features of the game method?
10. What are the features of the competitive method?
11. What are the features of the storytelling method?
12. What are the features of the methods of description and explanation?
13. What are the distinguishing features of the command, orders and orders?
14. What methods of verbal influence are used to analyze and
assessment of the activities of those involved?
15. What are the varieties of visualization methods?
16. What are the methods of auditory visualization and what is their role?
17. What applies to the methods of motor visualization?
18. What is the essence of urgent information methods?
Plan.
1. Basic concepts: method, methodological technique, teaching methodology.
2. Requirements for teaching methods.
3. Classification of teaching methods.
4. Specific - practical methods.
5. Methods of verbal influence.
6. Methods of visual perception.
*1. Special knowledge and motor actions as subjects of training in physical education require the teacher to master certain methods of teaching, and the students - methods of teaching. How to lead students from ignorance to knowledge, from inability to ability - this is one of the core tasks of the teacher's constructive activity. There are many ways to learn, but none of them is universal. Knowledge of the characteristics of teaching methods will allow you to correctly navigate the variety of these methods and select the most effective for solving educational problems.
Method of physical education - way of doing exercise.
Teaching method(according to B.A. Ashmarin) is a system of actions of the teacher in the process of teaching, and the student in mastering the educational material.
In accordance with the didactic task and learning conditions, each method is implemented using the methodological techniques that are part of this method. For example, the demonstration method can be carried out in different ways: showing the exercise in profile or full face, showing at the required pace or in slow motion, etc.
Methodical reception is a way to implement a method in accordance with a specific learning task.
Reception allows you to apply the appropriate method in specific conditions. With the same method, its implementation can be carried out in different ways. That is why this or that method is used in solving a wide variety of didactic problems at any stage of education and when working with any contingent of children.
Education- the process is two-way: the teacher teaches, the students learn. Therefore, the method of teaching applied by the teacher (and, consequently, his methodological techniques) is not only a method of teaching that performs informative and control function(the teacher explains, shows, commands, etc.), but also the way the child teaches (the student listens, observes, performs the exercise). The leading role of the teacher and the led role of the student are always interconnected. But this connection is much more complicated than it seems at first glance. According to external signs, the actions of the student, as a rule, are identical to the requirements of the teacher. For example, the teacher explains and shows the exercise, the student strives to complete it. But there is another side in the actions of the student, hidden from the eye of the observer - this is the process of assimilation of the information received by the student, the degree cognitive activity, a motive that encourages learning, etc..
Methodology- a system of means and methods aimed at achieving a certain result in the process of physical education.
In this sense, we can talk, for example, about a method of teaching some kind of motor action or about a method of educating strength abilities.
*2. Requirements for teaching methods:
Scientific validity of the method providing health-improving, educational and educational effects from physical exercises.
Compliance with the task of training. The lack of specific tasks of the lesson does not allow choosing the right teaching methods. (If, for example, the task is set to teach the long jump with a run-up method by bending the legs, then it will be impossible to determine the methods, since with such a general formulation it is possible to equally use both the method of learning as a whole and the method of learning in parts. With a more specific task, such as teaching the run-up for the long jump, it will be necessary to use the method of learning in parts.)
Ensuring the educational nature of training. Each chosen method should ensure not only the effectiveness of training, but also the education of the student's cognitive activity. Therefore, methods that fetter the child's initiative and require only mechanical reproduction of movements are unacceptable.
Compliance with learning principles. The teaching method must be based on the implementation of the entire system of principles. It is unacceptable to interpret the connection of a method with a single principle unilaterally. For example, it would be wrong to assume that if a teacher uses the display method, then he fully implements the principle of visibility. As you know, this principle is implemented through a system of methods.
Compliance with the specifics of the educational material. The teaching methods are the same for all types of physical exercise. However, each of them, in accordance with its characteristics and complexity, requires specific ways of learning. When teaching, for example, some general developmental exercises are limited to the methods of words, when teaching track and field athletics, you will also have to use the method of display; when mastering simple exercises, the method of learning as a whole is used, and when mastering complex exercises, one cannot do without leading exercises.
Correspondence of individual and group preparedness of students. Given the age-related patterns of perception of educational material, for preschoolers, the most appropriate method of learning as a whole, but with a consistent focus on individual elements. A physically poorly prepared student will have to offer the method of learning in parts more often. With good general educational preparation of students, it will be possible to use not only explanation, but also conversation to implement interdisciplinary connections.
Conformity individual characteristics and teacher capabilities. Of course, every teacher must master all teaching methods in full. Nevertheless, for a variety of reasons, some teachers are better at certain methods, while others are better at others. And these features cannot be ignored. If in a particular case approximately the same result is expected from two methods, then it is more reasonable to use the method that the teacher knows better. In addition, the inevitable age-related decrease in the teacher's physical abilities leads to the restructuring of his pedagogical skills (and, consequently, the methods used by him), which makes it possible to maintain the quality of teaching with less personal motor activity in the lesson,
Compliance with the conditions of classes. Having, for example, non-standard equipment, it is possible to achieve the optimal motor density of the lesson with the learning method as a whole. If, for example, there are only two or three ropes in the gym, then when teaching climbing, it is advisable to use lead-up exercises that allow you to learn the basic elements of climbing in a frontal way. The teacher must think over and use the methods of the word, depending on the acoustic properties of the hall, the size of the site.
Variety of methods. None of the methods can be recognized as the only and main one. With a variety of methods, greater success in learning is achieved. It should be remembered that there are no bad methods. Each method is good in its own way. Illiterate teachers make them bad. What works effectively in some pedagogical situations may be completely useless, even harmful in others. That is why it is necessary to apply systems of teaching methods in the pedagogical process. These systems should maximize the strengths of the methods and neutralize the weaknesses. This provision finds confirmation in the practice of teaching, when the demonstration is combined with an explanation, and the explanation includes a description, an indication, etc. There are no methods that are equally suitable for all students and for all working conditions. The construction of any method into a universal one limits the creative initiative of the teacher, does not allow using all the possibilities of children. This idea is figuratively expressed by P. F. Lesgaft: “You can say:“ The method is me. The method lies in the fact that an educated and understanding teacher himself contributes to his work.
Method performance is evaluated primarily by the strength of mastery educational material while contributing to the health and education of students.
*3. Methods of physical education
| Specific - practical methods | Non-specific - general pedagogical methods |
| Strictly Regulated Exercise Methods | Methods of partial regulated exercise | Methods of using the word | Methods of visual perception | |||||||
| According to B.A. Ashmarin, 1990 | ||||||||||
| Partial learning method | General learning method | The method of forced-facilitating learning | game | competitive | Informational: 1. Story. 2. Explanation. 3. Description. 4. Conversation. 5. Urgent message. 6. Lecture. 7. Instruction. Managers 8. Team. 9. Orders 10. Self-order 11. Counting 12. Indication. 13. Task. Methods of analysis and self-evaluation 14. Analysis 15. Evaluation. 16. Conversation. 17. Self-report. 18. Encouragement. 19. Reprimand. 20. Self-esteem. | 1. Display. 2. Demonstration of visual aids. 3. Posters. 4. Chalk drawings on the board. 5. Sketches 6. Subject aids. 7. Movie. 8. Sound and light alarm. | ||||
| According to Zh.K. Kholodov, V.S. Kuznetsov, 2001 | ||||||||||
| Methods of education of physical qualities | ||||||||||
| 1. A holistically constructive exercise. 2. dissected-constructive exercise 3. Associated impact. | Standard Exercise Methods | Variable exercise methods | ||||||||
| 1.Standard-continuous exercise. 2. Standard interval exercise | 1. Variable-continuous exercise. 2. variable interval exercise. | |||||||||
| Circle method | ||||||||||
*four. Practical Methods based on the active motor activity of students. Depending on the degree of regulation of the conditions for performing physical exercises, these methods are divided into two groups: methods of strictly regulated exercise and partially regulated (game and competitive). Main methodological direction are methods of strictly regulated exercise. There is a moment of regulation in any method. Only the degree and nature of regulation are different. Under certain conditions, two methods from different groups can be combined: the same action can be studied simultaneously, for example, by the method of learning in parts and the competitive method..
Methods of strictly regulated exercises are characterized by repeated performance of an action (or its parts) with strict regulation of the form of movements, the magnitude of the load, its increase, alternation with rest, etc.
Partial learning method provides for the initial study of the individual parts of the action, followed by their connection into the necessary whole.
The full-fledged implementation of this method largely depends on the understanding of the possibility and necessity of dismembering a motor action, as well as on the practical ability to implement it in accordance with the task of training.
Pedagogical advantages of the method of learning in parts:
1. The process of mastering the action is facilitated. The student approaches the intended goal gradually, accumulating particular motor skills, from which the desired action is formed.
2. Learning in parts makes the learning process at each lesson more specific, and therefore motivated, because the success of students in mastering even one element is satisfying.
3. From the richness of the lead-up exercises, the lessons become more varied, and the learning process itself becomes more interesting.
4. A large stock of motor skills, created by learning in parts, allows you to more successfully solve the problem of enriching the motor experience of children.
7. The use of the method of learning in parts contributes to the rapid restoration of lost skills.
8. It is indispensable in the study of complex coordination actions, if necessary, influencing individual joints and muscle groups.
Thus, the method of learning in parts helps to creatively approach the analysis of the studied actions, does not allow one to perceive the action only in its external form.
General learning method provides for the study of the action in the form in which it is to be as the ultimate task of learning.
This method is applied at any stage of training. With a relatively simple exercise and a sufficiently high level of preparedness of students, there is no need for lead-up exercises, and the learning method as a whole can be used at the first stages of training. At the final stage, learning as a whole is used in the study of any action.
Method of forced - facilitating learning based on the theoretical concept of "artificial control environment" (IP Ratov). It can be considered a variant of the learning method as a whole, but with the use of simulators, i.e. technical devices that make it possible to reproduce the studied exercise (or its element) in artificially created and strictly regulated conditions.
According to Zh.K. Kholodov, V.S. Kuznetsov, 2001. Methods of teaching motor actions :
1) Holistic Method(the method of holistically constructive exercise). Applicable at any stage of training. Allows you to learn structurally simple movements (running, simple jumps, etc.).
2) Dissected-constructive. It is applied at the initial stage of training. Provides for the division of a holistic motor action (mainly with a complex structure).
When applying, the following rules must be observed:
It is expedient to start training with a holistic performance of a motor action, and then, if necessary, isolate elements from it that require more thorough study;
Divide the exercise in such a way that the selected elements of the elements are relatively independent or less interconnected.
Study the selected elements in a short time and combine them at the first opportunity.
The selected elements should, if possible, be studied in various ways.
3) Associated impact. It is used mainly in the process of improving the learned motor actions. The essence is that the technique of motor action is improved in conditions that require an increase in physical effort (for example, an athlete in training throws a weighted spear or discus, long jumps with a weighted belt, etc.)
Methods of education of physical qualities:
Methods of the standard exercise. Aimed at achieving and consolidating adaptive changes in the body
1. Standard-continuous exercise. Represents continuous muscle activity with no change in intensity. Varieties: a) uniform exercise; (running, swimming, etc.); b) standard flow exercise (multiple continuous execution of elementary gymnastic exercises).
2. Standard-interval exercise - a repeated exercise, when the same load is repeated many times.
Methods of variable exercise. They are characterized by a directed change in the load in order to achieve adaptive changes in the body. Exercises with progressive, varying and decreasing loads are used.
Exercises with a progressive load - lead to an increase functionality organism.
Exercises with varying loads are aimed at preventing and eliminating speed, coordination and other functional "barriers".
Exercises with decreasing load allow you to achieve large volumes of load, which is important in the development of endurance.
1. The method of variable-continuous exercise. It is characterized by muscular activity, carried out in a mode with varying intensity. Varieties of the method:
Variable exercise in cyclic movements (variable running, fartlek, swimming and other types of movement with varying speed);
Variable in-line exercise - serial execution of a complex of gymnastic exercises, different in intensity of loads.
2. Variable-interval exercise method. The presence of various intervals of rest between loads is characteristic. Varieties of the method:
Progressive exercises (for example, consecutive single lifting of a barbell weighing 70-80-90-95 kg, etc. with full rest intervals between sets);
Variable exercise with variable rest intervals (for example, lifting a barbell, the weight of which fluctuates 60-70-80-70-80-90-50 kg., And the rest intervals range from 3 to 5 minutes.
A descending exercise (for example, running segments in the following order - 800 + 400 + 200 + 100 m. with hard rest intervals between them).
Circular method - consistent performance of specially selected physical exercises that affect various muscle groups and functional systems by the type of continuous or interval work.
For each exercise, a place is determined, which is called the "station". On each of them, students perform one exercise (for example, pull-ups, squats, push-ups, jumps, etc.). At each station, a time limit is given, then a transition to the next station in a circle, or by the number of exercises performed. You can complete tasks in a circle from 1 or more times.
Partially Regulated Exercise Techniques allow a relatively free choice of actions by the student to solve the problem. These methods are usually used at the stage of improvement, when students already have a sufficient amount of knowledge and skills. The methods included in this subgroup, having different features, have one thing in common: when using them, there is always an element of rivalry between students, the desire to assert superiority in one or another action.
The game is used to solve educational, recreational and educational tasks.
Characteristic features of the game method:
1. Pronounced rivalry and emotionality in game actions require significant physical effort from those involved, which makes effective method education of physical abilities.
2. Extreme variability of the conditions of the fight, the conditions for the performance of motor actions.
3. High requirements for creative initiative in action. variability game situations requires independence in choosing the most effective physical exercises.
4. Lack of strict regulation in the nature of actions and workload.
5. Provides comprehensive integrated development physical qualities and improvement of motor skills and abilities.
6. In many cases, the relationship between the players is carried out through any objects, such as balls.
7. Compliance with the conditions and rules of the game in the conditions of confrontation makes it possible for the teacher to purposefully form moral qualities in students: a sense of mutual assistance and cooperation, consciousness, discipline, will, collectivism, etc.
Competitive method - a way of performing exercises in the form of a competition. In practice, it manifests itself: 1) in the form of official competitions at various levels; 2) as an element of organizing a lesson, any physical culture and sports activity, including sports training.
Characteristic features of the competitive method:
1. Subordination of all activities to the task of winning.
2. Maximum manifestation of physical and psychic powers in the struggle for superiority, for high sporting achievements.
3. Limited ability to manage students, in regulating their workload. This method requires great independence in solving problems that arise in the course of performing the action.
Consequently, the competitive method is most effective in improving the action, but not in its initial learning; requires a sufficiently high level of development of physical qualities.
*5. Methods of verbal influence serve in the implementation of many functions in pedagogical activity (constructive, organizational, research, etc.).
The word activates the entire learning process, as it contributes to the formation of more complete and distinct ideas, helps to comprehend more deeply, more actively perceive the educational task. The word method has a double effect:
- semantic, with the help of which the content of the taught material is expressed
- emotional that allows you to influence the feelings of the student.
Requirements for using the verbal method:
1. The semantic content of the word must correspond to the characteristics of students and learning objectives.
2. Using the word, it is necessary to emphasize the effectiveness of the studied action.
3. The word should help reveal the relationship between individual movements in a motor action.
4. Great importance attached to the word of the teacher in the students' understanding of the basics of the technique of physical exercise, in understanding the moment of application of the main efforts. For this purpose, prompt instructions are often used in the form individual words("hands!", "head!", etc.).
5. The word must be figurative.
6. It is inappropriate to tell students about movements that are performed automatically (except when corrections are required).
An important task in physical education is the mastery of terminology. Terminology gives verbal designations to objects and phenomena. This allows students to distinguish familiar concepts, and the teacher to clarify explanations with generally accepted words-terms. As a result, mutual understanding arises between the teacher and students on the basis of very short, but capacious words.
The emotional function of the word contributes to the solution of both educational and educational tasks. The emotionality of speech enhances the meaning of words and helps to understand their meaning. It shows the attitude of the teacher to the subject of study, to the students themselves, which naturally stimulates their interest, confidence in their success, desire to overcome difficulties, etc.
Story- narrative form of presentation - most often used by the teacher when organizing the game activities of students.
Description It is a way of creating in a child an idea of an action.
Explanation- the most important way to develop a conscious attitude to actions, as it is designed to reveal the basis of technology, to answer the main question: "Why?"
Conversation helps, on the one hand, to increase activity, develop the ability to express one's thoughts, and on the other hand, to get to know the teacher of his students, to evaluate the work done.
Parsing differs from a conversation only in that it is carried out after completing a task (for example, a game).
Exercise provides for setting a task before the lesson or private tasks during the lesson.
indication(or order) is short and requires unconditional execution. This focuses the attention of students on the need to complete the task and at the same time increases confidence in the possibility of its implementation.
Grade is the result of the analysis of the execution of the action. Evaluation criteria depend on the tasks of the educational process, and therefore have several varieties:
Evaluation categories are expressed in various kinds of remarks by the teacher, reflecting his approval or disapproval: “good”, “correct”, “so”, “bad”, “wrong”, “not so”, as well as in the form of instructions: “above the leg ”, “do not bend your arms”, etc.
Team- a specific and most common method of using the word in physical education. It has the form of an order for the immediate execution of an action, for its completion, or for a change in the tempo of movements. Combat commands adopted in the army are used, and special ones - in the form of judicial remarks, starting commands, etc. When working with preschool children, the command is not used, and when working with children of primary school age it is used with restrictions. The effectiveness of the team is influenced by: the ability to pronounce words correctly and with the necessary stresses, a developed sense of the rhythm of speech and movements of students, the ability to change the strength and tone of voice, beautiful posture and moderate gestures, high level student discipline.
Count allows students to set the required pace of movement. It is carried out in several ways: by voice using counting (“one-two-three-four!”), by counting in combination with monosyllabic instructions (“one-two-exhale-exhale!”), only monosyllabic instructions (“inhale-inhale- exhale-exhale!”) and, finally, various combinations of counting, tapping, patting, etc.
Lecture- systemic, comprehensive, consistent coverage of a particular topic (problem).
Instruction- an accurate, specific presentation by the teacher of the task proposed by the student.
How a teaching tool is used in Russian language lessons handout visual material, basics) of which are drawings (including plot ones) placed on special cards. Pictures help visually comment on the meanings of words, stimulate students to use the studied vocabulary, provide material for practicing the norms of Russian literary language. All this allows the formation of spelling and speech skills of students to be carried out in close unity: spelling tasks are included in tasks related to the preparation of sentences and small amounts of statements based on visual material.
The advantage of tasks on cards is the presence in the handout of exercises of varying degrees of difficulty, which contributes to the implementation of the principle of differentiated learning. The handout includes:
- 1) tasks for enrichment vocabulary students (explain the meaning of the word, establish the difference in the meaning of words, pick up synonyms, antonyms, related words etc.);
- 2) tasks related to teaching schoolchildren the exact, correct use of the studied vocabulary (choose from a number of possible options that most closely matches the task of utterance);
- 3) tasks aimed at preventing grammatical errors (violation of the norms of the Russian literary language): form certain forms, make phrases and sentences, correct errors; compiling small coherent statements (make captions for pictures, choose a title from a number of possible ones, describe the picture orally, etc.).
The manuals contain material on several of the most important sections of the program for the development of speech: the topic and main idea of the statement; dialogue and speech etiquette; letter; description; story; reasoning; official business style of speech; description of the premises, etc. There are also drawings depicting the heroes of popular cartoons. Figure in this case becomes an effective speech stimulus. The handout does not copy cartoon frames, but modifies them, shows the characters in new situations, in unfamiliar circumstances. The tasks that are offered to students in the process of working with cards stimulate their speech activity: students communicate with cartoon characters, enter into a dialogue with them, write letters on their behalf, etc.
The main types of tasks that are contained in the cards:
Each drawing can be used in the study of one or two topics of the program for the development of speech; tasks for them are differentiated according to the degree of difficulty, are of a variable nature.
Visual aids also include transparencies (or slides), filmstrips, and banners. They are driven by technical means (graphic projector
or overhead projector, overhead projector, filmoscope, etc.) and are displayed on the screen. These learning tools are called screen visual aids.
Banners - one of the types of movable tables that provide portioned supply of material, making it possible to show the image in dynamics. The content of the material projected on the screen is applied to the film, which is demonstrated using a graphic projector (overhead projector). Overlaying transparent films on top of each other allows you to create dynamic tables in the lesson while working with students and thus demonstrate the very course of reasoning when mastering a new rule. First, language material is presented, then graphic symbols explaining the conditions for choosing spelling or punctuation marks, therefore, the pattern that underlies the rule is revealed.
Banners can also be used at the stage of skills formation, consolidation of what has been learned. With their help, tasks are performed for grouping and classifying language material, selecting examples for the learned rule, selecting test words, and determining the correct spellings. Projecting such exercises onto a whiteboard screen will speed up the completion of tasks and their verification.
At present, a series of banners in the Russian language for the 5th grade has been published. According to the model of the developed banners, the teacher can create such visual aids himself, taking into account the work in each specific class.
Filmstrips that are used in Russian language lessons can be divided into two groups: filmstrips that provide explanations, descriptions of linguistic facts and concepts, and filmstrips designed to develop and improve students' speech skills. The content of filmstrips of the first type is the material (episodes, plot drawings, photographs, reproductions, illustrations, etc.), with the help of which clarification, expansion, clarification, generalization and consolidation of the studied information on vocabulary and grammar takes place. These are, for example, filmstrips: "Significant Parts of Speech" (by M. Gorbachevskaya); "From the life of the word" (author L.M. Zelmanova); "Dialect and professional words" (author N.F. Onufriyeva).
Viewing filmstrips of this nature is accompanied by the presentation of a series of special tasks to students, which are performed as in the process of viewing a filmstrip (compose captions for frames without subtitles, describe what is shown in the frame of the filmstrip, find flaws in the speech of the hero of the filmstrip, explain the meaning of the word based on the picture, comment
Filmstrips allow the teacher to more effectively and methodically expediently prepare students for writing essays and presentations of various genres. They contain interesting documentary and factual material, colorful illustrations for literary works, plot drawings. All this creates a solid basis for the performance of a particular task: the materials of the filmstrip clarify the speech situation, provide rich factual material, guide students in the choice of language means.
Filmstrips help the teacher solve problems related to the formation of the necessary special and general educational skills in schoolchildren. Here are some guidelines for using filmstrips in Russian language lessons.
1. When starting to work with a filmstrip, the teacher must clearly define the purpose of its demonstration in the lesson and also clearly set this goal for the students.
2. It is necessary to determine the place of the filmstrip in the structure of the lesson, organically link it with all other parts of the lesson.
3. Analyzing the content of the filmstrip before the lesson, the teacher must determine the nature of the tasks for fragments of the filmstrip, for its individual frames, for the filmstrip as a whole, to correlate them with those tasks and questions that are included in the frames.
4. When organizing work on filmstrips, the teacher must take into account the specifics of their construction (fragment) and the peculiarities of using visual material (illustrations, cartoon frames, drawings, etc.). Since filmstrips are built in fragments, it is possible to discuss only a certain number of frames in one lesson, and not the entire filmstrip as a whole. Therefore, different fragments of the same filmstrip can be used on different lessons depending on the nature of the educational tasks facing the teacher.
Analyzing visual material, students clarify and comment on the meanings of words and phraseological units, comprehend the characters of the characters literary works, receive factual data about certain events, develop observation and emotional vigilance.
5. And finally, the teacher should carefully analyze the nature of the subtitles, think over a system of additional tasks for the frames of the filmstrip, aimed at explaining or commenting on the content of the filmstrip, aim students at expressive and attentive reading of subtitles.
Transparencies (or slides) are close to filmstrips in terms of their methodological capabilities: a static image in a frame, in many respects similar visual material. However, there are significant differences between these on-screen tutorials. The frames of the transparencies are not mounted on the same tape, so they are easily varied when presented to students. teacher depending on learning task can change the number of frames used and their sequence. In addition, a dia-frame is easier to replay if necessary than a film-strip frame. And finally, a clear, colorful image is provided on transparencies, which is primarily necessary when presenting reproductions, photographs, and illustrations.
Thus, transparencies allow the teacher to provide the lesson with more perfect visual material compared to filmstrips. This determines the possibilities of using transparencies, primarily in the lessons of speech development. Using transparencies with reproductions of paintings, photo reproductions of architectural monuments, documentary material (photos depicting literary places), the teacher significantly expands the scope of emotional impact on students, helps to create a meaningful basis for the future speech work.
One more feature of educational transparencies should be especially noted: they allow schoolchildren to be taught to describe what they see from a certain angle, to see the point of view, the position from which observation is carried out. This is achieved by the fact that in a series of transparencies, frames are selected in such a way that the same object (street, square, area) is shown from different positions. Obviously, it is useful to use diaseries with such visual material when teaching the description of various objects.
Transparencies based on documentary materials help prepare students for writing journalistic essays. The purpose of such transparencies is to enrich the life experience of students, expand their horizons, reveal the essence of such moral categories as humanism, a sense of duty, and patriotism.
All created in educational purposes transparencies are supplied with accompanying text, which helps to combine diaframes into thematic groups, to determine the sequence of work.
Transparencies can also be used in the lessons of the study of vocabulary and grammar of the Russian language. In this case, they perform a different function: it is a kind of picture dictionary
Russian language with visual semantization of words, explanation and differentiation of their meanings.
The technique of using transparencies is determined by the tasks solved by the teacher in the lesson. The nature of the visual material allows the teacher to expand the range of tasks for students that are performed after viewing the transparencies and answering the questions provided by the authors of the diaseries and included in the accompanying text. These can be tasks of the type: preparation by students of independent messages based on a group of frames determined by the teacher, creation of an accompanying text for a series of diaframes, writing texts in newspaper genres (essay, reportage, interview), creating a commentary on transparencies, creating texts for conducting a tour of transparencies and etc.
Auditory aids. The main ways to implement auditory visibility are gramophone records and tape recording. Sound recording in this case performs a special didactic function. It is a sample of sounding speech and serves as a means of forming the culture of oral speech of students. A sounding pattern helps to form the skills of correct literary pronunciation, stress, intonation, as well as the skills of building an oral coherent statement. Consequently, sounding samples are a reference speech recorded on a plate or tape, demonstrating the norms of the Russian literary language, and oral statements of a different nature (story, report, description, dialogue, telephone conversation, etc.).
To the textbooks of the group of authors T.A. Ladyzhenskaya, M.T. Baranova and others, an audio manual was created, the tasks of which complement the exercises of textbooks in the Russian language. The basis of this manual is gramophone records with samples of sounding speech. The sound manual contains materials for practicing the norms of the Russian literary language, defined and allocated specifically by the program for secondary school. Consequently, the materials of the sound aid correlate with the materials of the school textbook: those exercises with the help of which words that are difficult in orthoepic terms are assimilated and memorized are voiced. As a rule, these are texts, prose and poetry, listening to which the student correlates what is written and heard, mentally reproduces the sound of the words to be learned. There is also negative material in the manual: listening to it, the student learns to fix errors in pronunciation and correct them.
In addition, the manual contains material for the development of oral speech: these are, firstly, such texts from the textbook, according to which
students are preparing to write a presentation, and secondly, these are voiced texts from literary works studied at school. And finally, these are additional texts that demonstrate samples of oral statements: stories performed by E. Auerbach, I. Andronikov, expressively read excerpts from works of children's literature, dialogues and monologues of loved ones literary heroes schoolchildren. Many texts are read against a musical background, presented with musical accompaniment, which creates a special emotional mood.
The use of a sound aid in a lesson will require the teacher to fulfill a number of special methodological conditions. Particular attention should be paid preparatory stage before listening to the record. At this stage, it is necessary to set the task of work for the students, orient them to what they should hear, indicate what to pay attention to, make them think why this exercise is designed to listen to the sounding text. In other words, the teacher must organize purposeful, conscious listening, precede it with special tasks, set students up for unusual work.
While listening it is important not to disturb the sound of the text with remarks, comments and other verbal actions. The student should listen without being distracted, checking the sounding text with the written one, if the work is related to the materials of the textbook. If the textbook does not have a written analogue, a sounding text, it is useful to teach students to make the necessary notes in the process of listening: draw up a plan, highlight certain parts of the text, write down words and phrases necessary for further work, draw up intonation schemes of individual sentences. In addition, it is necessary in some cases (as provided for by the task of the textbook) while listening to prepare students for expressive reading of the text of the textbook, organize observation of the manner of reading the text by the speaker: determine the general emotional mood of the reader, analyze where and why pauses are made, the tone of the speaker changes, what words and how stand out when reading, etc.
At the final stage, after listening, students answer all the questions pre-set by the teacher, perform new tasks, exercise in expressive reading of the text they have listened to, give their own options for reading certain parts of it. If the text is designed to prepare students for the independent compilation of speech works, then, accordingly, the final stage of the work will be the task of preparing an oral statement on a specific topic.
Visual-auditory teaching aids. Screen-sound teaching aids are presented by filmstrips with sound accompaniment, films and film fragments.
Filmstrips with sound accompaniment make it possible to supplement the visual material with an announcer's text. The combination of image and word allows students to more fully present the situation on the basis of which they will perform an independent task. The soundtrack can be used in various ways: plug in and out, apply selectively, play repeatedly, etc. All this ensures the use of such filmstrips at a new methodological level.
Narration in filmstrips is often accompanied by music, which enhances the emotional impact on students. Filmstrips with sound accompaniment are intended primarily for lessons in the development of speech. They use various plots that prepare students for writing essays, descriptions, stories, oral statements, reports on a linguistic topic, messages, discussions of a debatable nature.
Work on filmstrips with sound accompaniment is determined mainly by the same methodological principles that are implemented in working with ordinary filmstrips. However, a number of circumstances should be taken into account. The accompanying text, read by experienced speakers and schoolchildren, performs a special methodological task: it allows students to get acquainted with the features of oral statements, reports, reports, and discussion speeches.
Although with the help of filmstrips with sound accompaniment it is possible to work on the development of written speech, but first of all it is necessary to use the opportunity to work on the development of children's oral speech, since this form of speech activity has not yet been given due attention. In this regard, in the field of vision of the teacher and students, there should be specific methods for constructing oral speech works: composition; intonation; speech etiquette; means to attract the attention of listeners, to build a statement logically and conclusively.
In some cases, work on filmstrips will require quite significant preliminary preparation: reading literary works, watching movies, analyzing popular science literature, reading newspaper publications, etc. So, for example, work on the filmstrip "Opinions Divided" (author L.M. Zelmanova) will require students to read V. Zheleznikov's story "Scarecrow"; work on the filmstrip "The word is provided
In addition, it should be borne in mind that the narration text (report, speech, essay) can serve for students not only as a model when creating their own statement, but also as a control text that allows them to determine whether the speech task has been completed correctly. With this circumstance in mind, a filmstrip with sound accompaniment is built: it consists of several fragments, each of which performs its own function. First, in a number of cases, fragments are given without sound accompaniment (photos, game material), explaining by one means or another the rules for constructing the desired text, preventing the most typical mistakes of students. This is followed by fragments with samples of texts voiced by the speakers. It is these fragments that can be used either as samples (they are reproduced and analyzed before the students complete independent tasks), or as control texts (they are analyzed after the students complete the tasks proposed by the teacher). At different stages of training, the teacher determines the methodology of work, taking into account a number of objective and subjective circumstances.
It is necessary to take into account other features of filmstrips with sound accompaniment. Their use will require serious preliminary preparation from the teacher: he must master the instructions when the sound recording is turned on and off (they are given in subtitles and narration) in order to match the sound and image; think over which of the students will read the subtitles, and prepare them for this work; determine how the tasks of the announcers will be completed; prepare to record student responses on tape; develop tasks that take into account the specifics of work in each particular class.
Unlike all other visual aids movies and film clips provide the dynamics of the image, the synchronous supply of sound and visual material, which determines their methodological capabilities. Holistic educational films, sometimes consisting of several parts (the duration of each part is 10 minutes), and film fragments, the demonstration of which takes from 3 to 5 minutes, are used to solve educational problems of a different nature. Like all other visual aids, films and film fragments are used both in Russian language lessons and in speech development lessons.
Movies in Russian lessons supplement the materials of the textbook, help students to understand the essence of linguistic phenomena more deeply, to master the method of applying
rules in practice. For this purpose, various visual material is used: drawings, tables, cartoons, game and visual situations, documentary material, etc. Narration provides audio commentary to visual material, a story, business instructions, questions, and the use of excerpts from works of art.
For Russian language lessons, special educational films have been created, such as "The World of Native Speech", "Alive as Life", "If You are Polite", etc. Their demonstration is combined with the study of lexical and grammatical topics from the textbook. Therefore, the teacher must determine the place that the film will take in the system of studying the topic as a whole; compose questions and tasks that allow you to correlate the textbook material with the content of the film; prepare students for the conclusions and generalizations that need to be made after watching the film; help to include the information given in the film into a story about a particular phenomenon, etc.
In the lessons of speech development cinema is used more widely, since with its help a variety of situations are intensively introduced that stimulate the speech activity of students. In educational films for this purpose plot and visual materials are used. The possibilities of cinema make it possible to present specific scenes in dynamics, from different angles. The film camera organizes and directs the viewer's attention, makes him see what is necessary to solve the educational problem, helps to see the object close and at a distance, from different points of view. All this facilitates the collection of material for a future statement. It is obvious in this regard that films can be used to work on various kinds of descriptions. It is for this purpose that such films as "Monument", "Forest Lake", "Bear Cub" and others were created.
Movies are also used to teach storytelling. With the help of a movie, you can clearly show students the compositional features of the narrative genre. For this purpose, such specific techniques are used as showing a series of main episodes of the filmed story at the end of the film (they are restored using a freeze frame); analysis of episodes related to the development of the action of the story; development of the plot at the beginning or ending of the story; analysis of the speaker's text, its addition and transformation; film music analysis, etc. Some films help prepare students for speaking. At the heart of such films is a sample of oral storytelling. Work on the film will require students to perform a number of special tasks: follow the tone of the narrator's speech; determine how he conveys his feelings and his mood, how he carries himself; think about it
why the story turned out to be interesting, why it is easy to listen to. To work on the story, such educational films as "The Story of a Little Lynx", "Height 136", "As I Once" were created.
Some films ("Keep the book") are used to work on reasoning. The narration helps to determine the rules for constructing texts of a similar nature, to teach how to enter arguments when proving the main thesis, to use the necessary vocabulary, etc.
In order to solve all the problems due to the nature of educational films, it is necessary to follow the following methodological recommendations.
- Thinking over the goals and objectives of using an educational film (or film fragment) in the lesson, the teacher must determine the stage at which the film will be shown, methods for correlating the work on the film with the content of the entire lesson.
- Particular attention should be paid to preparing students for the perception of the film: formulate the tasks of the work, orient the students to fix certain details when watching the film, talk about the creators, characters and actors (if any), etc. In other words, the preparatory work should help to ensure that from the very first minutes of watching the film, students are not distracted from solving the main task of this stage of the lesson.
- After watching a movie, it is useful to find out the general impression that it made on them: what they remember, what they liked, etc. This will allow you to determine which of the students was attentive when watching the film, which of them more fully realized its content. Consequently, further conversation with students will be more fruitful.
In the course of performing special tasks aimed at the knowledge of linguistic phenomena or the development of speech, the teacher leads students to the necessary conclusions. During a conversation with schoolchildren, it is useful to teach them to take notes that will later facilitate the completion of tasks related to watching a film: outlines of a plan or compositional scheme for a future statement, vocabulary that is new for students and necessary for future work, drafted fragments of text, etc.
Work on a film ends, as a rule, with the performance of independent tasks (at home or in class), determined by the content of the film and its purpose: the preparation of oral and written statements of various genres.
Modern technical means make it possible to use video films that are shown using a VCR as visual aids. Currently for
Russian language lessons, a video film "Russian language with the help of a fairy tale" was created, which included educational films "If you are polite", "Martyn the dog writes an ad", "Take care of the book", etc. (author L.M. Zelmanova). The creation of educational videos on the Russian language is at an early stage, so the specifics of their use have not yet been determined.
Currently, the arsenal of visual aids is expanding and replenishing. So, in the Russian language lessons, radio and television programs, computer and language equipment are used for educational purposes.
As an example of using a computer, N.N. Algazina "Didactic materials on spelling with computer support" (M., 1997), which describes the experience of using computers in the study and generalization of material on spelling. Working on a rule (or a block of rules) at the first stage involves studying or repeating the relevant material from a school textbook. After that, with the help of a series of computer programs, schoolchildren once again study spelling norms, then they train in choosing a spelling based on the algorithm embedded in the program, controlling their actions at all stages of applying the rule, including the last, final stage at which the choice of spelling is made. With the help of a computer, schoolchildren master spelling analysis, the scheme of which is presented by a computer, which makes it possible to judge the level of mastery of spelling theory by students, as well as the ability to apply this theory in practice.
The use of a computer in Russian language lessons is not an end in itself. Its use allows you to effectively solve a number of didactic tasks: to intensify studying proccess, optimize it, activate cognitive activity schoolchildren to arouse interest in academic work, to increase the level of their knowledge, to achieve tangible results in the work to improve their skills and abilities.
The use of computer programs provides a differentiated and individual approach to learning, since they provide for the possibility of providing training work of various durations, depending on the assimilation of the method of action by specific students. The program provides for the use in the process of training work of options of different degrees of difficulty that can be offered to students, taking into account their capabilities.
Computer support is possible in the study of various topics school curriculum especially when learning punctuation
Based on the specifics of the main tasks of musical education of preschoolers, the methods and techniques of musical education can be defined as methods of interconnected activities of the teacher and children aimed at developing musical abilities, forming the foundations of musical culture.
To characterize the methods of musical education, we will simultaneously choose two classifications, combining them: visual, verbal and practical methods, combined with problematic ones.
In order for education and training to be creative, developing in nature, each of the three main methods - visual, verbal and practical- should be applied with an increase in problematicness: from direct influence (explanatory illustrative method) through reinforcement, exercises (reproducing and creative), creating search situations (showing options for completing a task) to problem-based education and training (children's independent search for ways of activity).
The degree of increase in the problematic nature of pedagogical methods depends on the age of the children, the tasks of upbringing and education, and the accumulation by children of the experience of independent and creative actions. In senior to school age the proportion of problematic tasks that children perform on their own is increasing. However, even at a younger and middle preschool age, children should accumulate experience of independent and creative actions on the basis of material that is within their reach.
Pedagogical methods are closely related and complement each other. Let's consider the content of each of them in the aspect of increasing problematic, concretizing each method with techniques.
The use of problematic methods requires a teacher to spend much more time: children must think about the answer to the question, speak out, and find an option for completing the task. The direct communication by the teacher of the necessary knowledge and the demonstration of methods of action achieve the goal faster. But, if the child himself finds the answer to the question posed, the knowledge he has acquired is much more significant, more valuable, since he learns to think independently, search, begins to believe in his own strength.
visual method in musical education has two varieties: visual-auditory and visual-visual.
The visual-auditory method is the leading method of musical education, since without it the perception of music is impossible. The performance of musical works by a teacher or the use of TCO is the main content of this method.
Specificity musical art, as we remember, consists in the fact that it exists in the trinity of the processes of creating a work by the composer, recreating it by the performer and perception by the listener (B. V. Asafiev). A piece of music cannot sound without an intermediary - a performer who enlivens the composer's musical notation, directly conveys it to the audience. From his talent and skill, as well as from the talent and skill of the composer, to a large extent depends on the success of the perception of a musical work by the listener. A. G. Rubinshtein called the performance of music the second creation, comparing the performer with the actor.
The musical director must be able to expressively, vividly, artistically perform musical works in order to arouse in children empathy for music, its emotional perception.
Music can be played both live and recorded. It is known that "live" performance is more effective, the record is not able to completely replace it. But as a device, the use of a recording can be effective, especially when it is given in comparison with the "live" sound of the work.
Consider options problematic use visual-auditory method. In some cases, there may be no problem: the teacher performs a piece of music, the children listen to it. But it is also possible to create problematic situations. This is facilitated by techniques that encourage children to compare, contrast, search for analogies. For example, a comparison of "live" sound and recording, a comparison of two (three) works that contrast with each other. The task becomes more difficult if children compare works that are less contrasting, similar in mood, genre, etc. Older children are able to distinguish between the teacher's versions of the same work.
The visual-visual method in musical education has an auxiliary value and can be classified as a technique. Visual clarity (pictures, drawings, color cards, etc.) is used to concretize impressions, awaken their imagination, illustrate unfamiliar phenomena, images, introduce musical instruments, etc. Visual clarity should be combined with auditory, help auditory perception. It is not always used, but only when necessary, depending on the age of the children (in junior groups its use is more justified), the presence of programmability and figurativeness in the musical image. Before listening to a piece of music, visual clarity is involved only when something needs to be clarified and illustrated (for example, to show an image of a musical instrument that will sound). Imposing on children any ideas about a piece of music before listening to it in the form of a finished picture impoverishes the process of perceiving music, unnecessarily concretizes it. Therefore, the use of visual clarity is more justified only after several listening to the piece, when the children have already developed their own ideas about the musical image.
Techniques of visual clarity are not always problematic (the teacher can illustrate, concretize what he said). Their application in a problem situation (in combination with other methods and techniques) is more effective. The children are tasked with choosing one of two (three) paintings that corresponds to the mood of a piece of music, or comparing two (three) pieces of music with a picture and choosing the one that is closest to it in terms of figurative content, expressive means, pick up and put on the panel colored cards (dark or light), corresponding to the mood of the music, etc.
verbal method in pedagogy is universal. In musical education, he is also indispensable. The teacher organizes the attention of children, gives them certain knowledge: about music, composers, performers, musical instruments, explains the musical works that they listen to, teaches them to independently apply the mastered performing and creative skills and abilities. With the help of a word, you can deepen the perception of music, make it more figurative, meaningful.
Conversation, story, explanation, explanation - these are the varieties of this method in musical education. A feature of the verbal method in the musical education of preschool children is that it requires not everyday, but figurative speech to explain music. V. A. Sukhomlinsky wrote: “The word must tune the sensitive strings of the heart ... The explanation of music must carry something poetic, something that would bring the word closer to music” 1 .
The teacher must have a speech culture, own competent, expressive, figurative speech. In a conversation with children about music, it is important to determine its character, the moods conveyed in it, to explain what means of musical expressiveness the image was created with.
The bright, lively speech of the teacher and children in music classes has varieties: poetic comparisons with pictures of nature, metaphors, epithets that make it possible to characterize the connection of sound images with life.
One of the directions of the conversation is the characterization of the emotional and figurative content of music: feelings, moods expressed in the work. These explanations of music are essential for children to understand the essence of its content. The characteristics of music - cheerful, sad, tender, disturbing, excited, decisive, etc. - are words-images, they are used in a figurative sense. The characteristics of the emotional-figurative content of music are words-qualities, adjectives. It is known that in the dictionary of preschoolers they represent the smallest group of words. If you actively form a "dictionary of emotions", supplementing the statements of the children, explaining new words-images, using techniques that encourage the use of a new word, the children's speech is enriched, the perception of music becomes deeper, more diverse. The child begins to understand that music can express not only a cheerful and sad mood, but also a wide variety of feelings and their shades - tenderness, excitement, triumph, light sadness, grief, etc.
The development of figurative speech of children in music classes involves the use of poems, fairy tales. A poem may precede listening to a piece of music if it is close in mood to the nature of the music, or several poems may be heard in comparison of already familiar and new ones. This technique is appropriate after repeated listening to the piece, when the children felt the nature of the music.
If the poem contains poetic expressions and figurative words close to music, you can use them to characterize the musical work.
The use of a fairy tale plot - familiar to children, unfamiliar, composed by them on their own - unites the lesson (or part of it) with a plot outline, introduces a sense of unusualness of the situation, and leads away from everyday life. Plot classes uninhibit children, contribute to the manifestation of their creativity in various types of musical and artistic activities.
Of great importance in musical education are the tone of speech of the teacher, the manner of his communication with children. The emotional coloring of speech is able to arouse and maintain children's interest in music and musical activities. The tone of the teacher's speech can enhance the impression of an unusual, fabulous situation, make the conversation poetic or festive. By changing the coloring of speech, the teacher switches the attention of children, regulates their emotional manifestations, strengthening or weakening them.
The verbal method is not always problematic (explanation, explanation, story), but it can be problematic to one degree or another if children are encouraged to make comparisons, express preferences, make independent statements (about the nature of music, the genre of a musical work, the connection between the nature of music and means of musical expression with which it was created, etc.).
practical method in musical education is also very important. The demonstration by the teacher of performing techniques in singing, musical and rhythmic movements, playing musical instruments and their development by children are necessary for musical activity (performing and creative).
In each type of performance, preschoolers master certain skills and abilities that allow them to successfully express themselves in independent and creative activity. Using techniques specific to each type of performance, the teacher helps children gain experience in musical activity, master various types of performance.
When teaching singing with the help of a practical method (in combination with verbal and visual), the teacher shows children the techniques of diction, proper breathing, sound production.
The expressive display of musical and rhythmic movements is important for their development by children.
Showing the ways and techniques of playing musical instruments is also necessary, since children learn many actions here by imitation.
The practical method, as well as other methods of musical education, may contain elements of problematic and not have them. Sometimes a direct demonstration of methods of action is required, transmission practical experience teacher for children. For example, imitating the actions of the teacher (of course, accompanied by an explanation), the child learns to hold the hammer correctly when playing the metallophone, learns what techniques are best to hit the records in order to get the desired coloration of the sound, how to expressively perform a musical-rhythmic movement, sing a melody.
The practical method becomes problematic if the teacher shows not one option for performing actions, but two or more. In such a problematic situation, children must, for example, choose from several movements one that best matches the nature of the music, or accept all possible options.
The problematic situation can be complicated: the child is invited to find one or more variants of movements that correspond to the music, use familiar movements in their own way, and diversify them in accordance with the change in the nature of the music.
The creation of such problematic situations in the classroom helps to develop the independence of preschoolers, the creative use of the skills and abilities that children can use at their own discretion and desire in life.
The process of forming skills and abilities requires a variety of techniques, a combination of different methods. In some cases, as it was said, a direct demonstration is necessary. But abuse of it can reduce all learning to the usual coaching, drill, and as a result, interest in music and musical activity fades. Such training does not enrich children, but harms their musical development. It is important to remember that mastering skills and abilities is not an end in itself, but one of the means of forming the foundations of musical culture, developing musical abilities. The formed skills and abilities will benefit musical development only if children have an interest in musical activity and they want to apply these skills and abilities independently, on their own initiative, creatively.
Consequently, direct demonstration should be combined with other methods and techniques that stimulate children's interest in musical activity - with a figurative word, visualization, problematic, game techniques. The use of variable displays, problem situations that activate the creative independence of children increases their interest in activities and thereby contributes to the speed and strength of mastering skills and abilities.
We should not forget about the techniques that help to consolidate the skills mastered by children. They should be built on imitation, but at the same time contain elements of entertainment, games, stimulate children to creatively apply what they have mastered. For example, each child can test himself as a "soloist", inviting the whole group to repeat his movements to the sound of music. Children take turns showing the movements they have found that correspond to the nature of the music, and everyone else masters them and repeats them. Each child in such a situation becomes more confident, active, tries to offer his comrades the most interesting movements that he has found, and perform them beautifully. This approach is mutually enriching for children. Accumulating movements in this way, the guys can creatively apply them, collectively compose dances, dances, improvise to music, finding movements on their own. Similar techniques exist in singing: children repeat in their own way (with a new intonation, emotional coloring) some onomatopoeia, sing their name, coloring it with a certain mood, etc.
In order for learning to be of a developing, creative nature, it is necessary to combine practical techniques based on imitation with problematic tasks.
Preparing for the lesson, the teacher selects the methods and techniques with which he intends to solve the tasks. However, their application must be flexible. In the course of the lesson, the teacher monitors the activities of the children, evaluates their reactions, takes into account the degree of interest, attention. If the reception does not reach the goal, you need to replace it with another one in time. This demonstrates the skill of the teacher, the ability to see his pupils and manage the situation. The fading of children's interest in activities is a signal for an immediate switch to new methods and techniques, other types of musical activity or a different repertoire.
Each child has a unique combination of abilities, personal qualities. It is important to notice and develop all the best inherent in nature, using the methods of an individually differentiated approach, tasks of varying degrees of complexity (addressed to one child, a subgroup of children, the whole group). The teacher should take into account the interests, inclinations of children to different types musical activity, general and musical development.
The choice of methods and techniques depends on the age of the children. At a younger preschool age, when children do not yet have a diverse life and musical experience, there is a large proportion of visual (including visual-visual) and practical methods and techniques. Children of this age do not yet have access to the widespread use of verbal methods. Their speech is still underdeveloped. The role of the teacher in the development of their speech (including figurative) is increasing. He uses techniques that encourage children to use new words and at the same time facilitate this opportunity. For example, alternative, prompting questions that help choose the appropriate characteristic: “Is the music gentle or perky? calm or sad? The teacher completes the answers, explains new words with the help of auditory clarity (sound of music) and visual. To keep the attention of children, to create interest, game techniques and entertaining situations are more often used.
Working with older children preschool age all methods and techniques are used with a greater degree of problematic, stimulating the manifestation of independence and creativity.
The choice of methods and techniques determines the stage of work on a piece of music. If a work is unfamiliar to children, they cannot immediately begin to learn it. It is necessary to listen to the melody several times in order to connect your actions with its character. At the first stage of work on a work, visual-auditory and verbal methods (a conversation about the nature of music) occupy a leading place.
At the second stage, when children master the ways of performing, the role of the practical method increases, showing the methods of performance (including variable ones) in combination with other methods - visual, verbal.
At the third stage (the work is learned), the practical method acquires a large share of variability, independence, and creativity. Children can vary the acquired skills and abilities, apply them at their own will, creatively. At this stage, the role of the visual-auditory method is very important, since it is the sound of music that encourages children to search creatively. The figurative word also stimulates them.
Thus, the methods of musical education complement each other. Creative, developmental education and training involves the variability of their application.
The choice of methods is determined by the tasks of musical education, the manifestation of children's interest in musical activity, the degree of their activity, the need for an individually differentiated approach, taking into account the age characteristics of children, the stages of work on a piece of music.
1 Sukhomlinsky V. A. About education.- M. 1985.- P. 174.
Characteristics of the methods and techniques used in the work at music lessons
To characterize the methods of musical education, two classifications are suitable at the same time, combining them: visual, verbal and practical methods, combined with problematic ones. In order for education and training to be creative, developing, each of the three main methods - visual, verbal and practical - must be applied with an increase in problematicness: from direct influence (explanatory and illustrative method) through reinforcement, exercises (reproducing and creative), creating search situations (showing options for completing the task) to problem-based education and training (children's independent search for ways of activity). At primary school age, the proportion of problematic tasks that children perform on their own increases. However, children should accumulate the experience of independent and creative actions on the material that is feasible for them.
visual method
The visual method in musical education has two varieties: visual-auditory and visual-visual.
The visual-auditory method is the leading method of musical education, since without it the perception of music is impossible. Music can be played both live and recorded. It is known that "live" performance is more effective, the record is not able to completely replace it. But as a technique, the use of audio recording can be effective, especially when it is given in comparison with the “live” sound of a work. For example, a comparison of “live” sound and an audio recording, a comparison of two (three) works that contrast with each other. The task becomes more difficult if children compare works that are less contrasting, similar in mood, genre, etc. Older children are able to distinguish between the teacher's versions of the same work.
The visual-visual method in musical education has an auxiliary value and can be classified as a technique. Visual clarity (pictures, drawings, color cards, etc.) is used to concretize impressions, awaken their imagination, illustrate unfamiliar phenomena, images, introduce them to musical instruments, etc. Visual clarity should be combined with auditory, to help auditory perception. Techniques of visual clarity are not always problematic. Their application in a problem situation (in combination with other methods and techniques) is more effective. The children are tasked with choosing one of two (three) paintings that corresponds to the mood of a piece of music, or comparing two (three) pieces of music with a picture and choosing the one that is closest to it in terms of figurative content, expressive means, pick up and put on the panel colored cards (dark or light), corresponding to the mood of the music, etc.
verbal method
The verbal method in pedagogy has a universal character. In musical education, he is also indispensable. The teacher organizes the attention of children, transfers certain knowledge to them: about music, composers, performers, musical instruments, explains the musical works that they listen to, teaches them to independently apply the mastered performing and creative skills and abilities. With the help of a word, you can deepen the perception of music, make it more figurative, meaningful. Conversation, story, explanation, explanation - these are the varieties of this method in musical education. The development of figurative speech of children in music lessons involves the use of poems, fairy tales. A poem may precede listening to a piece of music if it is close in mood to the nature of the music, or several poems may be heard in comparison of already familiar and new ones. This technique is appropriate after repeated listening to the piece, when the children felt the nature of the music. The verbal method is not always problematic (explanation, explanation, story), but it can be problematic to one degree or another if children are encouraged to make comparisons, express preferences, make independent statements (about the nature of music, the genre of a musical work, the connection between the nature of music and means of musical expression with which it was created, etc.).
practical method
The practical method in musical education is also very important. The demonstration by the teacher of performing techniques in singing, musical and rhythmic movements, playing musical instruments and their development by children are necessary for musical activity (performing and creative). In each type of performance, preschoolers master certain skills and abilities that allow them to successfully express themselves in independent and creative activities. Using techniques specific to each type of performance, the teacher helps children gain experience in musical activity, master various types of performance. When teaching singing with the help of a practical method (in combination with verbal and visual), we show children the techniques of diction, proper breathing, and sound production. The expressive display of musical and rhythmic movements is important for their development by children. The practical method becomes problematic if you show not one option for performing actions, but two or more. In such a problematic situation, children must, for example, choose from several movements one that best matches the nature of the music, or accept all possible options.
The process of forming skills and abilities requires a variety of techniques, a combination of different methods. In some cases, as it was said, a direct demonstration is necessary. It is important to remember that mastering skills and abilities is not an end in itself, but one of the means of forming the foundations of musical culture, developing musical abilities. The formed skills and abilities will benefit musical development only if children have an interest in musical activity and they want to apply these skills and abilities independently, on their own initiative, creatively. Consequently, direct demonstration should be combined with other methods and techniques that stimulate children's interest in musical activity, with a figurative word, visualization, problematic, game techniques. We should not forget about the techniques that help to consolidate the skills mastered by children. They should be built on imitation, but at the same time contain elements of entertainment, games, stimulate children to creatively apply what they have mastered. For example, each child can test himself as a "soloist", inviting the whole group to repeat his movements to the sound of music. Children take turns showing the movements they have found that correspond to the nature of the music, and everyone else masters them and repeats them. Each child in such a situation becomes more confident, active, tries to offer his comrades the most interesting movements that he has found, and perform them beautifully. Similar techniques exist in singing: children repeat in their own way (with a new intonation, emotional coloring) any onomatopoeia, sing their name, coloring it with a certain mood, etc. Musical and didactic games and manuals that combine auditory, visual visualization, the word, as well as the practical actions of children, contribute to the conscious assimilation and consolidation of knowledge. The game form of tasks, entertainment help to master many rather complex musical concepts and ideas without much difficulty (pitch, duration of sounds, etc.)In general, a whole range of methods are used in the music lesson, which become more complicated depending on the tasks set and the age capabilities of the children. But the process of assimilation of musical experience is always individual. Doing the same tasksdifferentdegree stimulates this or that child. For some, these tasks are accessible, for others, they are difficult. That is why a differentiated approach and individual work with children is necessary. And the more interesting, visual and figurative these techniques are, the more successful the training.From simple to complex: from children's dolls to images of fairy-tale characters and images of fantasy and nature! Such should be the dynamics of the development of children's creative self-expression!Children's performance requires certain training actions: repetitions, exercises, consolidation. But the most important thing is that children do not lose interest in musical activities. All exercises that are given to master certain skills and abilities are in a game form. Children's interest in music, in music lessons, must be constantly supported and revived. Techniques for the development of musical perception can and must be varied, combined with each other. So, singing can turn into staging; orchestration can be combined with the transfer of the nature of music in motion, chanting can be the beginning of a musical game, listening can smoothly flow into dance or song creativity!Such options give liveliness, immediacy to the lesson, contribute to the development of the creative initiative of children, the manifestation of fiction, fantasy.
But we must try to apply not only scientifically based forms and methods of work that correspond to the age of children and take into account their psychophysiological characteristics, but also specific principles for the development of a highly moral personality.
Principles
The principle of positivism . It involves the upbringing and education of children on positive examples and the simultaneous use in working with younger students three approaches: prohibitive, permissive (for example, you can’t pick flowers, but you can smell them, admire them; you can’t collect beetles, but you can watch them) and advisory (water the plants in the flower bed, hang feeders on trees, etc.).
Problematic principle . It involves the creation of problem situations in the solution of which the child is involved. An example of such situations is the elementary search activity of children, experimentation, active observation.
The principle of consistency . It consists in the simultaneous acquisition of knowledge about the processes occurring in nature and the formation of such moral qualities like compassion, kindness, mercy.
The principle of visibility . Allows you to take into account the visual-figurative and visual-effective thinking of a schoolchild. The use of this principle assumes that in order to achieve goals and objectives environmental education the teacher chooses objects, processes that are accessible for understanding and mastering by a child of a certain age, which he can observe directly in his environment. The principle of visibility also means the constant use of visual material in working with children: illustrations, manuals, video materials, paintings, posters, models, layouts, etc.
The principle of humanity . It manifests itself, first of all, in the choice of a humanistic model of education, which implies a transition from authoritarian education and upbringing to a personality-oriented one, to the pedagogy of cooperation between an adult and a child, a dialogue form of education, when the child becomes an equal member of the discussion, and not just a student. The organization of classes is aimed at ensuring that children can speak out as often as possible, update their own experience, assume, fantasize.
Sequence principle . Associated with the principles of systemic and problematic. Classes should be conducted in a certain logical sequence. This principle is also reflected in the system of sequential deployment of knowledge - from simple to more complex.
There should be no gaps in musical education, but each section should be interesting and exciting for the child, then his cognitive interest and creative manifestations will grow with each new lesson, which will remain the most beloved for many children, because you can be: and singers , and dancers, and actors, and musicians, and composers - yes, all at once!
