Explanatory Illustrative Method. It can also be called information-receptive, which reflects the activities of the teacher (teacher) and student (student) with this method. It consists in the fact that the teacher communicates the finished information by various means, and the trainees perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional aids), visual aids (paintings, diagrams, films and filmstrips, natural objects in the audience and during excursions) practical demonstration of ways of activity ( showing a method for solving the problem, proof of a theorem, methods of drawing up a plan, annotation, etc.). Trainees listen, watch, manipulate objects and knowledge, read, observe, correlate new information with previously learned and remember.

The explanatory and illustrative method is one of the most economical methods of transmitting the generalized and systematized experience of mankind. The effectiveness of this method has been tested over many years of practice, and it has gained a solid place in schools at all levels, at all levels of instruction. This method incorporates, as means and forms of conducting, such traditional methods as oral presentation, work with a book, laboratory work, observations on biological and geographical sites, etc. But with all these various means, the activity of the trainees remains the same perception, comprehension, memorization. Without this method, not a single targeted action can be provided. Such an action is always based on some minimum of his knowledge about the goals, order and object of the action.

Reproductive method. To acquire skills through the system of tasks, the activities of students are organized to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives tasks, and the student performs them - solves similar problems, draws up plans, reproduces chemical and physical experiments, etc. It depends on how difficult the task is, on the student’s abilities, how long, how many times and at what intervals he must repeat work. Literacy and clear writing training requires several years, reading - much less time. It is established that the acquisition of new words in the study of a foreign language requires that these words occur about 20 times over a certain period of time. In a word, the reproduction and repetition of a pattern of activity is the main sign of the reproductive method. The teacher uses the spoken and printed word, visibility of a different kind, and the students complete the tasks, having a ready-made sample.

Both of the described methods enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully shaped. This goal is achieved by productive methods.

Introduction

In world and domestic practice, a lot of effort has been made to classify teaching methods. Since the category method is universal, “multidimensional education”, has many features, they act as the basis for classifications. Different authors use different grounds to classify teaching methods.

Many classifications are proposed, based on one or more features. Each of the authors gives arguments to substantiate its classification model. Consider the classification of teaching methods according to the methods of activity of students Razumovsky V.G. and Samoilova E.A. Classification of methods by type (character) of cognitive activity (MN Skatkin, I.Ya. Lerner). The nature of cognitive activity reflects the level of students' independent activity. The following methods are inherent in this classification:

a) explanatory and illustrative (informational and reproductive);

b) reproductive (boundaries of skill and creativity);

c) problematic presentation of knowledge;

d) partially search (heuristic);

e) research.

These methods are divided into two groups:

· reproductive in which the student learns ready-made knowledge and reproduces (reproduces) the methods of activity already known to him;

· productive  characterized in that the student obtains (subjectively) new knowledge as a result of creative activity.

Reproductive method

The reproductive teaching method is used to form the skills of schoolchildren and helps to reproduce knowledge and apply it according to the model or in several altered but recognizable situations. The teacher, using the task system, organizes the activities of schoolchildren to repeatedly reproduce the knowledge communicated to them or the methods of activity shown.

The name of the method itself characterizes the activity of only the student, but the description of the method shows that it involves organizational, incentive activity of the teacher.

The teacher uses the spoken and printed word, visual teaching aids, and students use the same means to complete assignments, having a sample communicated or shown by the teacher.

The reproductive method is manifested in the oral reproduction of the knowledge communicated to schoolchildren, in reproductive conversation, and in solving physical problems. The reproductive method is also used in organizing laboratory and practical work, the implementation of which requires the presence of sufficiently detailed instructions.

To increase the effectiveness of the reproductive method, methodologists and teachers develop special systems of exercises, tasks (the so-called didactic materials), as well as programmed materials that provide feedback and self-control.

However, one should remember the well-known truth that the number of repetitions is far from always proportional to the quality of knowledge. For all the significance of reproduction, the abuse of a large number of similar tasks and exercises reduces the interest of students in the material being studied. Therefore, it is necessary to strictly dose the use of the reproductive teaching method and at the same time take into account the individual capabilities of students.

In the process of teaching in a primary school, the reproductive method is usually used in combination with an explanatory and illustrative one. During one lesson, the teacher can explain the new material using an explanatory and illustrative method, consolidate the newly studied material, organizing its reproduction, can continue the explanation, etc. Such a change in teaching methods contributes to a change in the types of activities of schoolchildren, makes the lesson more dynamic, and thereby increases the interest of students in the material being studied.

Explanatory illustrative method. It can also be called information-receptive, which reflects the activities of the teacher and student with this method. It consists in the fact that the teacher communicates the finished information by various means, and the trainees perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional manuals), visual aids (pictures, diagrams, videos) of practical demonstration of ways of activity (showing a way to solve a problem, ways to draw up a plan, annotation and etc.). Trainees listen, look, manipulate objects and knowledge, read, observe, correlate new information with previously learned, and remember. The explanatory and illustrative method is one of the most economical methods of transmitting the generalized and systematized experience of mankind.

The reproductive method. To acquire skills through the system of tasks, the activities of students are organized to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives tasks, and the student performs them - they solve similar problems, make plans, etc. From how difficult the task is, from the student’s abilities, how long, how many times and at what intervals he must repeat the work. It is established that the acquisition of new words in the study of a foreign language requires that these words occur about 20 times over a certain period of time. In a word, the reproduction and repetition of a pattern of activity is the main sign of the reproductive method.

Both methods are distinguished by the fact that they enrich students with knowledge, abilities and skills, form their basic mental operations (comparison, analysis, synthesis, generalization, etc.), but do not guarantee the development of creative abilities of schoolchildren, do not allow them to be planned and purposefully to form. For this purpose, productive teaching methods should be used.

Reproductive pedagogical technologies

Reproductive training includes the perception of facts, phenomena, their understanding (the establishment of relationships, the allocation of the main, etc.), which leads to understanding.

The main feature of reproductive education is to transmit a series of obvious knowledge to students. The student must memorize the teaching material, overload the memory, while other mental processes - alternative and independent thinking - are blocked.

The reproductive nature of thinking presupposes an active perception and memorization of the educational information provided by the teacher and other source. The application of this method is not possible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods.

The following features are distinguished in reproductive learning technologies:

The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge, skills in a minimum short time and with little effort. With repeated repetition, the strength of knowledge can be strong.

In general, the reproductive teaching methods do not allow to properly develop the thinking of schoolchildren, and especially independence, flexibility of thinking; to form pupils' skills in search activity. But when overused, these methods lead to a formalization of the process of assimilation of knowledge, and sometimes simply to cramming.

4. Reproductive teaching methods

The reproductive nature of thinking presupposes an active perception and memorization of educational information communicated by the teacher or other source. The application of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods. These methods are mainly based on the transfer of information using words, demonstrations of natural objects, drawings, paintings, graphic images.

To achieve a higher level of knowledge, the teacher organizes the activities of children to reproduce not only knowledge, but also methods of action.

In this case, much attention should be paid to briefing with a demonstration (at art classes) and an explanation of the sequence and methods of working with a show (at art classes). When performing practical tasks, reproductive, i.e. reproductive activity of children is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity of the training material. It is known that in elementary grades children cannot perform the same training exercises. Therefore, the elements of novelty in the exercises should be constantly added.

In the reproductive construction of the story, the teacher ready-made formulates facts, evidence, definitions of concepts, focuses on the main thing, which must be learned especially firmly.

A reproductively organized conversation is conducted in such a way that the teacher in the course of it relies on facts already known to the students, on previously acquired knowledge and does not set the task of discussing any hypotheses, assumptions.

Practical works of a reproductive nature are distinguished by the fact that in the course of their students apply previously or just acquired knowledge on the model.

Moreover, in the course of practical work, students do not independently increase knowledge. Reproductive exercises are especially effective in promoting the development of practical skills, as the transformation of a skill into a skill requires repeated actions on the model.

Reproductive methods are used especially effectively in cases where the content of the educational material is mostly informative in nature, is a description of the methods of practical actions, is very complex or fundamentally new so that students can independently search for knowledge.

In general, reproductive teaching methods do not allow to properly develop the thinking of schoolchildren, and especially independence, flexibility of thinking; to form pupils' skills in search activity. When overused, these methods contribute to the formalization of the process of assimilation of knowledge, and sometimes simply cramming. Reproductive methods alone cannot successfully develop such personality traits as a creative approach to business, independence. All this does not allow them to be actively used in technology lessons, but requires the use of teaching methods along with them, which ensure active search activity of schoolchildren.

5. Problematic teaching methods.

The problematic teaching method involves the formulation of certain problems that are solved as a result of the creative and mental activity of students. This method reveals to students the logic of scientific knowledge; creating problem situations, the teacher encourages students to build hypotheses, reasoning; conducting experiments and observations, makes it possible to refute or confirm the assumptions made, independently draw sound conclusions. In this case, the teacher uses explanations, conversations, demonstrations, observations and experiments. All this creates a problematic situation for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. But it is necessary to take into account the age characteristics of children.

The presentation of the educational material by the method of a problem narrative assumes that the teacher reflects, proves, generalizes, analyzes the facts and leads the students' thinking, making it more active and creative.

One of the methods of problem-based learning is heuristic and problem-search conversation. During the course, her teacher poses a series of consistent and interconnected questions to students, answering which they must make any assumptions and then try to independently prove their justice, thereby realizing some independent advancement in the assimilation of new knowledge. If in the course of a heuristic conversation such assumptions usually concern only one of the main elements of a new topic, then during a problem-searching conversation, students resolve a series of problem situations.

Visual aids for problematic teaching methods are used not only to enhance memorization, but also to set experimental tasks that create problem situations in the classroom.

Problematic methods are mainly used to develop skills in educational and cognitive creative activity, they contribute to a more meaningful and independent mastery of knowledge.

This method reveals to students the logic of scientific knowledge. Elements of a problematic methodology can be introduced at art classes in the 3rd grade.

So, when modeling boats, the teacher demonstrates experiments that pose certain problems for students. In a glass filled with water, place a piece of foil. Children watch the foil sink to the bottom.

Why is the foil drowning? Children suggest that the foil is heavy material, so it sinks. Then the teacher makes a box out of foil and carefully lowers it into the glass upside down. Children observe that in this case the same foil is held on the surface of the water. So there is a problem situation. And the first assumption that heavy materials always sink is not confirmed. So, the matter is not in the material itself (foil), but in something else. The teacher offers to carefully examine once again a piece of foil and a box of foil and establish how they differ. Students find that these materials differ only in shape: a piece of foil has a flat shape, and a box of foil has a hollow volumetric shape. What are hollow objects filled with? (By air). And the air has a small weight.

He is light. What conclusion can be made? (Hollow objects, even from heavy materials, like metal, filled (with light (they don’t sink). Why don’t large sea boats made of metal drown? (Because they are hollow) what will happen if a foil box is pierced with an awl? (She will sink.) Why? (Because it will fill up with water.) What happens to a ship if its hull gets a hole and fills up with water? (The ship will sink.)

Thus, the teacher, creating problem situations, encourages students to build hypotheses, conducting experiments and observations, gives students the opportunity to refute or confirm the assumptions made, and make informed conclusions on their own. In this case, the teacher uses explanations, discussions, demonstrations of objects, conducting observations and experiments.

All this creates problematic situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process in a comprehensive school closer to scientific research.

The use of problematic methods in the lessons of art and visual arts is most effective for enhancing activities to resolve problematic situations, educational and cognitive activities of students.

The reproductive method. It includes the application of the studied on the basis of a sample or rule. The activities of students are algorithmic in nature, i.e. performed according to instructions, prescriptions, rules in similar situations similar to the shown sample.

In pedagogy, two traditional teaching methods are distinguished - reproductive and explanatory-illustrative.

The reproductive method comes down to the teacher providing typical tasks and tasks, reproduction of accumulated experience, as a result of which knowledge and skills are formed in the form of certain copies.

Explanatory and illustrative method - a demonstration of experiments, coupled with a teacher’s story, lecture, conversation, as well as webinars and trainings .. The student’s activities are aimed at obtaining information and building knowledge-acquaintances.

Thus, both traditional methods involve the transfer of knowledge to students in a finished form.

There are many disadvantages to these methods:

1. Memory load. The teaching material at school should be memorized in a large volume. As a result, the student whose memory is better developed shows good results. However, in professional practice, memorization methods will not be useful.

2. Low student independence. When learning in the finished form, children work less with textbooks.

3. Dispersion of attention. With the predominance of listening in educational activities, attention is always dulled.

4. Incomplete assimilation of the material. The teacher cannot control the amount of learned information and the presence of knowledge gaps.

5. Inability to “think” and make decisions independently. Acceptance of ready-made knowledge with a large specific gravity leads to low independence.

6. The average amount of knowledge.

7. The average pace in the study of the material.

36, SRSP - independent work of a student under the guidance of a teacher?

Independent work of students (IWS and IWWS) - independent

mastering by students of educational material and scientific work skills in

corresponding direction (specialty). Self purpose

students work is the mastery of fundamental knowledge,

professional skills and activities in the profile,

experience in creative, research activities.

Students' independent work contributes to development

independence, responsibility and organization, creative

approach to solving problems of the educational professional level. Monitoring of the CDS and SRSP includes: verification

any tasks on the CDS and SRSP (solving problems and examples, preparation

abstracts, speeches - reports, term papers and dissertations, etc.):

testing and testing; verification of source and

residual classes, working off, individual work with lagging behind

students, additional individual and group consultations and

lessons; thematic disputes and educational games, etc.

Control materials of the CDS and SRSP should be stored for a year.

Control of the CDS and SRSP is carried out taking into account the specifics of teaching

disciplines.

37, Higher education management?

Strategic management of the higher education system is a complex, multifaceted process. It is based on the mission of the educational system in society, which is of a triune nature: the transfer of knowledge, the formation of the necessary skills, as well as the education of citizenship. The harmonious interaction of the triune structure of the elements contributes to the implementation of super-transmission of education in the modern world, namely, to the development and improvement of man and society. The fundamental importance of the mission in this area of \u200b\u200bstrategic management is that in the process of developing a strategy, the basic mission of the higher education system in society cannot be lost under any circumstances. Modernization of the education system is directly related to the field of strategic management, and modernization is impossible without developing the right development strategies. Since the strategy of catching up development did not justify itself, it became obvious that a search for new strategic courses was necessary, and partial modernization alone would not be enough. As a result, the idea of \u200b\u200bdeep modernization was formulated, i.e. cardinal innovative restructuring of the entire system of higher education. The concept of deep modernization is reflected in all modern documents of Russian education, which are strategic in nature.

The new concept involves the formation of new innovative strategies.  To determine an innovative strategy, it was necessary to comprehend the stages of the path traveled, analyze the current situation and study the world experience in the field of strategic management in higher education. This study allowed us to identify the basic principles on which a new strategy should be built; the main guidelines that she should adhere to; and theoretical, positions that can help with this. The theoretical legacy of strategic management is vast, but only a few theories have found application in the field of education management (contextual planning, the theory of "resource dependence", "teaching school", the theory of "open systems", etc.).

Modernization can take place on two main areas, the presence of which is due to the essence of the educational system itself. The higher education system is the unity of the process and structure, so we can talk about two aspects of modernization - the modernization of the education process and the modernization of the structure. In accordance with the dualistic nature of the higher education system, one can distinguish such main directions in the strategic sphere as process management and structural management. It is also advisable to make a clear division into strategic management of the external environment and strategic management of the internal environment. In general, the strategic management process is a constant transition from analysis of the external environment to structural changes in the internal.

38, Teacher model by type of pedagogical communication?

Communication between a teacher and a student is one of the main forms in which the thousand-year-old wisdom accumulated by mankind has come to us. Pedagogical communication is usually understood as professional communication between a teacher and students.

Model I - Socrates". This is a teacher with a reputation as a lover of disputes and discussions, deliberately provoking them in the classroom. He is characterized by individualism, lack of system in the learning process due to constant confrontation; students strengthen their own positions, learn to defend them.

Model II - Team Leader". The main thing in the educational process is the achievement of agreement and the establishment of cooperation between students, playing the role of a mediator for whom the search for democratic consent is more important than the result of the discussion.

Model III - "Master". The teacher acts as a role model, subject to unconditional copying and, above all, not so much in the educational process, but in relation to life in general.

Model IV - General. Avoids any ambiguity, emphasizes exacting, toughly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must obey implicitly the orders given. According to the author of the typology, this style is more common than all taken together in pedagogical practice.

Model V - "Manager". The style, which has spread in radical schools and is associated with an atmosphere of effective classroom activity, encouraging their initiative and independence. The teacher seeks to discuss with each student the meaning of the problem to be solved, quality control and evaluation of the end result.

Model VI - "Coach". The atmosphere of communication in the classroom is permeated by the spirit of corporatism. Students in this case are like players of the same team, where each individually is not important as an individual, but together they can do a lot. The teacher is given the role of inspirer of group efforts, for which the main thing is the end result, brilliant success, victory.

Model VII - Guide". The embodied image of a walking encyclopedia. Concise, accurate, restrained. He knows all the answers in advance, as well as the questions themselves. Technically impeccable and that is why it is often frankly boring.

39, Technology for conducting current and intermediate certification with credit training technology?

. Certification -   this is an assessment of the quality of assimilation by the student of the content of a particular academic discipline, subject in the process or at the end of their study according to the results of the audit (s).

Current certification  - this is an assessment of the quality of assimilation of the content of the components of any part (topic) of a particular academic discipline, subject in the process of studying it by students according to the results of verification (s). It is carried out by the teacher of this academic discipline, subject.

. Intermediate certification   - this is an assessment of the quality of assimilation by the student of the content of any part (s), topic (s) of a particular academic discipline, subject at the end of their study at the end of the study period (quarter, half year, year) based on the results of verification (inspections). It is carried out by the teacher of this academic discipline, subject as an integral result of current and thematic certifications or by a commission (in the case of the introduction of translation exams at the end of the year for this subject, discipline).

. Certification Method : verification by a teacher or a group of teachers (commission) of the quality of assimilation of program material by students on the basis of directly conducted activities (exam, test, test, etc.), and on the basis of the results of current and thematic certifications.

Intermediate certification of students  held on time determined by the lyceum. Grades in subjects, disciplines for the study period are set 2 days before its end. If the intermediate certification ends with a translation exam in the subject, discipline, then the mark is put at the end of the exam. The question of the need for conducting transfer exams, a list of classes, subjects, disciplines, forms and terms is decided at a meeting of the school’s pedagogical council no later than March of the current school year.

40, The concept of the forms of organization of the educational process?

form isspecial design of the learning process. The nature of this design is determined by the content of the learning process, methods, techniques, means, activities of students. This design of teaching is an internal organization of content, which in real pedagogical reality is the process of interaction, communication of a teacher with students while working on a specific educational material.

Forms of organization of a training session.

Different types of training sessions involve the use of various forms of its conduct, which determine the internal content and content of the training session.

In modern didactics, a diverse set of them has been developed:

Lecture and seminar.

Laboratory and practical lesson.

Educational practice.

Demonstration of video materials.

Thematic tour.

Business game.

Consultation.

The conference.

Discussion.

Students work independently.

Protecting student work.

Undoubtedly, this list can be continued, but they can be conditionally divided into three main groups:

Passive / lecture, message, report.

Active / conversation, seminar, discussion, conference, business game.

Interactive / project, research, debate.

1 Organizational meeting. Issuance of a task for practice. Induction training.

2. The study of production. Excursions to the main and auxiliary workshops.

3. The study of the basic technological processes in the workplace of practice.

4Performance of an individual task.

5 Generalization of material and preparation of a report on practice. Getting feedback.

6 Submission of practice report

1 History of the enterprise.

2Products manufactured by the enterprise, its significance.

3Make a diagram of the production structure of the enterprise.

4To characterize the main, auxiliary and service departments of the enterprise.

5Functions of the shops, their relationship with each other and the shops.

6 Types of technological processes used in the workshop.

7 Passport data and technical characteristics of machine tools.

8Select a part from among the parts manufactured in the workshop.

9Draw this item.

10 Follow the part description

11 Determine the method of obtaining the workpiece.

12Develop a workpiece routing map.

13 Make a sketch of the fixture for one operation. Describe its design and principle of operation.

14 Make a report. Attach all the material on an individual task.

42. Formation of the foundations of pedagogical skill in a university and in the process of pedagogical activity?

The research hypothesis is based on the assumption that the formation of pedagogical skills of teachers of technical universities in the process of improving their qualifications can be ensured if the following are the most important organizational and pedagogical conditions for this process:

Reliance on the traditions of higher technical education, its staffing and taking into account development trends in modern conditions;

Implementation of an individually developing approach at all stages of the formation of pedagogical skills of teachers of a technical university;

A varied choice of content and means in the development of the professional and pedagogical orientation of the individual activities of teachers;

Ensuring continuous scientific and methodological support of the process of formation of pedagogical skills of teachers of technical universities.

Research Objectives:

1. To determine the essence, content and structure of the categories “pedagogical skills of teachers of technical universities” and “individually-developing approach to the training of teachers of technical universities”.

2. Carry out a diagnostic analysis of the state and problems of higher technical education, its staffing.

3. To identify organizational and pedagogical conditions conducive to the implementation of an individually developing approach in the formation of pedagogical skills of teachers of technical universities in the system of advanced training.

4. To develop and experimentally test the model for the formation of pedagogical skills of teachers of technical universities in the process of their advanced training.

43. Pedagogical principles of the organization of creative activity?

organization of creative activities of younger students in the learning process.

Object of study: the process of teaching younger students.

Subject of study: organization of creative activity of primary schoolchildren.

Research hypothesis: Creative activity of younger schoolchildren enriching instruction can be organized as part of the educational process under certain conditions. These conditions are:

Modeling situations that give rise to meaningful experiences in children and allow you to translate the learning task into a plan that is personally significant for the student;

The demand for children's creative activity in the course of training;

Building the educational process on the basis of psychosaving technology;

The first stage - search-theoretical (1989 - 1995) - included an understanding of the problem, its study at the theoretical level, as well as an analysis of the author’s pedagogical experience and the results of his participation in a school-wide experiment to create an adaptive model of the Russian school.

At the second stage - experimental-experimental (1996 - 2000) - an experimental test of the hypothesis was carried out. The work consisted in the implementation of a learning model that operates on the basis of psycho-saving technology, and verification of its effectiveness for organizing students' creative activities.

At the third stage - final generalizing (2001 - 2003) - the material was processed and systematized, the research results were generalized and formalized.

Research Objectives:

Theoretically substantiate the conditions for organizing the creative activities of younger students in the learning process and present their totality in the form of a model;

* - to formulate the essential characteristics of psycho-saving technology as the basis for the implementation of a learning model that focuses on the creative activities of children;

To experimentally verify the effectiveness of a theoretically developed model;

To analyze the possibilities of implementing the method of figurative teaching in elementary school;

To develop and test some forms and methods of figurative teaching.

44 Diagnostics as an integral part of a higher education teacher?

Recently, diagnostics has increasingly become the subject of special studies by educators and psychologists who consider the functions and types of diagnostics in the context of the development of educational systems. These studies establish the need for a diagnostic support system, the relationship of pedagogical, social, psychological diagnostics. The most studied is pedagogical diagnostics.

The concept of "pedagogical diagnostics" was proposed by K. Ingenkamp by analogy with medical and psychological diagnostics in 1968. Pedagogical diagnostics is independent in its tasks, goals and scope. She borrowed her methods and in many ways the way of thinking from psychological diagnosis

Diagnostics (from Greek diaqnosis) - recognition) - the recognition process; doctrine of the principles and methods of diagnosis. The term "diagnosis" came to pedagogy from medicine, where it means establishing the essence and nature of the disease. However, all phenomena, processes of social life, production, objects of exploitation need a diagnosis and diagnosis, and the establishment of a qualitative state. Therefore, the concept of diagnosis has become widespread in science, technology, industrial practice. Diagnostics has become an integral, organic component of all managed social, production, technological systems and processes, a way to obtain feedback on actions and the quality of results.

Likhachev B.T. Diagnostics refers to the process of obtaining information about the state of an observed or studied object using a combination of methods, methods, and techniques. Diagnostic information includes information about the condition of the object, the degree of its compliance with the norm, trends in its movement, development. Podlasy I.P. defines diagnostics as a clarification of all circumstances of the course of the didactic process, an accurate determination of its results. Khutorsky A.V. considers diagnostics as an indispensable component of the educational process, with the help of which the achievement of goals is determined. Ushakova L.S. considers diagnostics as a way to identify the quality, productivity of the educational process, its condition and results as a means of analyzing cause-effect relationships and evaluating, according to certain criteria and indicators, the degree to which the goals and objectives of training and education of students are achieved.

Thus, summarizing the existing concepts, we will understand pedagogical diagnostics as a totality of methods that allow obtaining the most reliable information on the educational process in order to identify, analyze, evaluate and correct training. The subject of diagnostics at the university is various aspects of the educational and social activities of students, the purpose of diagnostics is to obtain scientifically based information for improving the quality management system for training specialists.

The main functions of pedagogical diagnostics include: strategic information, tactical correction and prognostic.

Strategically, the information function consists in the diagnostic support of the pedagogical guidance of the educational process with general knowledge about the trainees and the course of the pedagogical process. Such information makes the pedagogical process visible, controlled, practically directed.

Corrective diagnostics is designed to provide information that allows you to constantly monitor and adjust the pedagogical process. Wide and deep awareness gives the teacher a real opportunity to reach each student, make adjustments to the teaching methodology, change the course of the pedagogical process, the structure and content of individual forms, methods and means of education and training.

The prognostic function of diagnostics is to detect, capture, identify trends in the development of pedagogical and educational teams, groups, associations and the individual student.

The main components of pedagogical diagnostics are the control, verification and evaluation of the knowledge and skills of students. Many teachers consider these concepts to be identical, but it is necessary to emphasize the essence and specificity of each of the concepts in order to more effectively organize the educational process of teaching.

Under control is understood the system of verification of the results of training and education of students. Control is a set of actions to identify the qualitative and quantitative characteristics of learning outcomes, to evaluate how students have mastered the curriculum material. Pedagogical control at the university is a means of establishing direct and feedback between the teacher and students.

45 Professional and pedagogical culture of a higher education teacher?

One of the central problems in the system of higher education is the problem of increasing the level of professional culture of a university teacher. Its relevance is due to the need to resolve the created contradiction between the new requirements for professional activity, the teacher himself as a subject of the educational process capable of professional and personal self-development, and the real level of the teacher’s professional culture, its readiness to solve modern problems of higher education.

Studies on this issue indicate the presence of the following contradictions: firstly, there is a contradiction between the real level of professional culture of a university teacher and modern requirements for his personality. Thus, many teachers are characterized by an insufficiently high level of theoretical training, the underdevelopment of professionally significant qualities of the teacher’s personality, lack of education in general pedagogical skills, lack of experience in creative activity, the ability to analyze the pedagogical situation from the student’s position and the ability to make decisions in his favor, passive pedagogical position, lack of need for self-education , self-education, self-development, etc. This indicates the insufficient formation of the foundations of the professional culture of the university teacher, which aggravates the need to find ways of its formation.

Secondly,  the need to improve the professional culture of a university teacher is objectively determined by modern requirements for the level of general education and special training of university graduates, a change in general educational paradigms that imply a transition from traditional mass reproductive forms and methods of teaching to individually creative; the training of future specialists who would be in demand on the labor market would have a relatively short adaptation period of entry into professional activity.

The current situation in higher education, the insufficient level of professionalism of the university teacher, has led to a contradiction between the requirements of society for the level of training of specialists in the new socio-economic conditions and the level of professional culture of teachers who train specialists of a new type. A solution to this problem should also be aimed at bridging the observed gap between a human teacher, a citizen, and a specialist teacher, in which a personal position (motivational-value attitude to pedagogical activity) and his professional knowledge, skills and abilities should be integrated.

Thirdly,under the current conditions, an important task is not only to preserve the scientific and pedagogical potential of universities, but also to increase the level of professional culture, which is a complex system education, which is an ordered combination of universal human values, professional value orientations and personality traits, universal ways of knowing and humanistic pedagogical technology activities.

These contradictions have identified a set of tasks related to identifying the possibilities of intra-university improvement of professional culture, the need to develop theoretical foundations, conditions and mechanisms for the development of a university teacher’s professional culture, since sociocultural, general pedagogical, personal-creative and economic mechanisms should be used to solve these problems more effectively. which would strengthen and stimulate the development of professional activity and professional culture of the teacher Vatel.

Unfortunately, it should be noted that the current approaches to solving the problems identified by us lead only to some changes and improvements in the professional culture, at its core it remains unchanged. This is explained, in our opinion, by insufficient awareness and theoretical underdevelopment of the very category of professional culture of a university teacher and its content from the standpoint of a competency-based approach. As well as socio-economic difficulties in modern society, which undoubtedly affected the general atmosphere and moral and psychological climate of universities.

The nomenclature and classification of teaching methods is characterized by a great variety, depending on what basis is chosen for their development. From the very essence of the methods it follows that they should answer the question “how?” And show how the teacher acts and how the student acts.

Subdivide methods by dominant means into verbal, visual and practical. They are also classified depending on the main didactic tasks: on methods of acquiring new knowledge; methods for the formation of skills, and the application of knowledge in practice; methods of testing and evaluating knowledge and skills.

This classification is supplemented by methods of consolidating the studied material and methods of independent work of students. In addition, the whole diversity of teaching methods is divided into three main groups:

^ organization and implementation of educational activities ;

^ stimulation and motivation of educational and cognitive activitiesawns;

^ control and self-control  for the effectiveness of educational activities.

There is a classification that combines teaching methods with the corresponding teaching methods: information-generalizing and performing, explanatory and reproductive, instructive-practical and productive-practical, explanatory-inducing and partially-searching, inducing and searching.

The most optimal seems to be the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkinsh, in which the character of educational and cognitive activity (or the method of assimilation) of the students in the assimilation of the material studied by them is taken. This classification includes five methods:

> explanatory and illustrative (lecture, story, work with literature, etc.);

* reproductive method;

^ problematic presentation;

^ - partial search (heuristic) method;

\u003e research method.

These methods are divided into two groups:

^ reproductive(1 and 2 methods), in which the student assimilates ready-made knowledge and reproduces (reproduces) the methods of activity already known to him; ^ productive (4 and 5 methods), characterized in that the student obtains (subjectively) new knowledge as a result of creative activity. Problematic presentation takes an intermediate position, since it equally assumes both the assimilation of ready-made information and the elements of creative activity. However, usually teachers with well-known reservations classify problematic presentation as productive methods. Given this, we consider both groups of methods.

a) Reproductive teaching methods

Explanatory illustrative method.

It consists in the fact that the teacher communicates the finished information by various means, and the trainees perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional aids), visual aids (paintings, diagrams, films and filmstrips, natural objects in the classroom and during excursions), practical demonstration of ways of activity (showing a way to solve the problem, proof of a theorem, ways of making a plan, annotations, etc.). Trainees listen, look, manipulate problems and knowledge, read, observe, correlate new information with previously learned and remember.

  Explanatory Illustrative Method- One of the most economical ways to transfer the generalized and systematized experience of mankind. The effectiveness of this method has been proven over many years of practice, and it has won a solid place at all levels of training. This method incorporates traditional methods such as oral presentation, work with a book, laboratory work, observations on biological and geographical sites, as means and forms of carrying out. But when using all these various means, the activity of the trainees remains the same - perception, comprehension, memorization. Without this method, not a single targeted action can be provided. Such an action is always based on some minimum of his knowledge about the goals, order and object of the action.

  The reproductive method.To acquire skills through the knowledge system, the activities of students are organized to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives assignments, and students complete them -

solve similar problems, make plans, reproduce chemical and physical experiments, etc. From how difficult the task is, from the student’s abilities, how long, how many times and at what intervals he must repeat the work.

Reproduction and repetition of the mode of activity according to the pattern are the main sign of the reproductive method. The teacher uses the spoken and printed word, visibility of a different kind, and the students complete the tasks, having a ready-made sample.

Both characterized methods enrich students with knowledge, skills, and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully shaped. This goal is achieved by productive methods. -

b) Productive teaching methods

The most important requirement for educational institutions and an indispensable condition for scientific, technical and social progress is the formation of the qualities of a creative person. An analysis of the main types of creative activity shows that with its systematic implementation, a person develops such qualities as “quick orientation in changing conditions, the ability to see a problem and not be afraid of its novelty, originality and productivity of thinking, ingenuity, intuition, etc., etc. e. such qualities, the demand for which is very high in the present and will undoubtedly increase in the future.

  The condition for the functioning of productive methods is the presence of a problem. We use the word “problem” in at least three senses. The everyday problem is an everyday difficulty, the overcoming of which is relevant for a person, but which cannot be solved immediately with the help of the opportunities that a person has at the present time. A scientific problem is an urgent scientific task. And finally, the learning problem is, | as a rule, a problem already solved by science, but for a student it appears as a new, unknown one. A training problem is a search task, for the solution of which the learner needs new knowledge, and in the process of solving which this knowledge must be acquired.

In solving the educational problem, four main stages (stages) can be distinguished:

> creating a problem situation;

^ analysis of the problem situation, the formulation of the problem and its presentation in the form of one or more problem problems;

^ solving problem problems (tasks) by putting forward hypotheses and sequentially testing them; * verification of the solution to the problem.

Problem situation- this is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve the problem, and on the other, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, and creating the need for acquiring new knowledge or finding new ways of acting. To create a problem situation, it is necessary to fulfill a number of conditions (requirements): the presence of a problem; optimal difficulty of the problem; significance for students of the result of resolving the problem; students have cognitive needs and cognitive activity.

  Problem analysis- An important stage of the student’s independent cognitive activity. At this stage, what is given and what is unknown, the relationship between them, the nature of the unknown and its relation to this known are determined. All this allows us to formulate a problem and present it in the form of a chain of problem tasks of one problem). The problem task differs from the problem by a clear certainty and limitation of what is given and what should be determined.

The correct formulation and transformation of the problem into a chain of clear and specific problem tasks is a very significant contribution to solving the problem. Next, you need to consistently work with each problematic task separately. Assumptions and speculations about a possible solution to the problem are advanced. From a large, as a rule, number of guesses and assumptions, several hypotheses are put forward, i.e. sufficiently substantiated assumptions. Then problematic problems are solved by sequentially testing the hypotheses put forward.

Checking the correctness of solutions to the problem includes comparing the goal, the conditions of the task and the result. Of great importance is the analysis of the entire path of the problematic search. It is necessary, as it were, to go back and look again to see if there are other more precise and clear formulations of the problem, more rational ways to solve it. It is especially important to analyze errors and to clarify the essence and causes of incorrect assumptions and hypotheses. All this allows not only to verify the correctness of the solution of a particular problem, but also to obtain valuable meaningful experience and knowledge, which is the main acquisition of a student.

The role of the teacher and students in the four considered stages (stages) of solving the educational problem can be different: if the teacher performs all four stages, then this is a problem statement. If the student performs all four stages, then this is a research method. If some stages are performed by the teacher, and some by students, then a partial-search method takes place.

  Learning using productive methods is called problem learning .