The type of cognitive activity characterizes the level of cognitive activity and students' independence in learning. Based on this, linguistic, reproductive, problematic expositions, h partially search, research methods are distinguished. Each of them can be manifested in verbal, visual and practical forms. The system of these methods reveals the dynamics of cognitive activity of students from the ready perception of their knowledge, their memorization, reproduction in creative cognitive work, which provides independent mastery of new knowledge.

. An explanatory and illustrative method is a teaching method aimed at communicating ready-made information by various means (verbal, visual, practical) and comprehending and remembering this information to its students.

It has the following characteristic features:

2) the teacher organizes the perception of knowledge in various ways;

3) students perceive and comprehend knowledge, record them in memory;

4) the strength of the assimilation of knowledge is ensured through their repeated repetition

The presentation of educational material can be carried out in the process of storytelling, exercises, and conversations based on the assimilation of the rule, practical work on the application of knowledge, laws, etc.

When using this method, cognitive processes such as attention, perception, memory and reproductive thinking dominate. The explanatory and illustrative method is widely used in modern school in that it provides a systematic knowledge, consistency of presentation, saves time. However, this method has some drawbacks, therefore, it limits the student's educational activity to the processes of memorization and reproduction of information, does not develop a sufficient degree of his mental abilities.

. The reproductive method is a teaching method aimed at reproducing a student's methods of activity according to an algorithm defined by a teacher

It is used to form the skills of schoolchildren. The reproductive method has the following characteristic features:

1) knowledge is offered to students in a "finished" form;

2) the teacher not only communicates knowledge, but also explains them;

3) students acquire knowledge, understand, remember and correctly reproduce it;

4) the strength of the assimilation of knowledge and skills is ensured through their repeated repetition

The presentation of the training material can occur during the translation of the read, exercises on the model, work with the book, analysis of tables, models according to a certain rule

The reproductive method provides the ability to transmit large-volume educational information in a minimally short time, without much effort. However, it does not allow to sufficiently develop the flexibility of thinking, skills of search activity.

The transition from performing to creative activity is the method of problem presentation

. Problem Statement Method   - method   of learning, involves a teacher posing a problem for students and determining ways to solve it with the concealment of possible cognitive contradictions

It is used mainly for developing the skills of creative educational and cognitive activity, meaningful and independent mastery of knowledge. The problem statement method has the following characteristic features:

1) they do not offer knowledge to students in a "finished" form;

2) the teacher shows the way to study the problem, solves it from beginning to end;

3) students observe the process of thought of the teacher, learn to solve problem problems

Problematic presentation of educational material can be carried out in the process of problem stories, problem-search conversations, lectures, using visual methods of the problem-search type and problem-based search exercises. They resort to it in those cases when the content of the educational material is aimed at the formation of concepts, laws or theories, and not the communication of factual information; when the content is not fundamentally new, but logically continues the previously studied, and students can take independent steps in the search for new elements of knowledge, the time to use the problematic method requires a lot of time, without developing the tasks of forming practical skills. There is a weak effectiveness of this method when students learn fundamentally new sections or topics of the curriculum when it is not possible to apply the principle of apperception (reliance on previous experience) and the necessary explanation of the teacher.

The highest level of cognitive independence and activity is required from students by the partially-search method of teaching

. The partial search method is a teaching method in which certain elements of knowledge are given by the teacher, and some of the students receive it independently, answering questions or solving problem tasks n.

This method has the following characteristic features:

1) they do not offer knowledge to students in a “finished” form, they must be acquired independently;

2) the teacher organizes the search for new knowledge through various means;

3) students under the guidance of a teacher independently reason, solve problem situations, analyze, compare, generalize

The presentation of educational material can be carried out in the process of heuristic conversation, commented exercises with the formulation of conclusions, creative exercises, laboratory or practical work, etc.

. The research method is a teaching method that provides for the creative application of knowledge, mastery of the methods of scientific knowledge, the formation of the skill of independent scientific search

The characteristic features of this method are as follows:

1) the teacher together with the students formulates the problem;

2) they do not communicate new knowledge, students should independently obtain it in the process of researching the problem, compare different answer options, and also determine the main means of achieving results;

3) the main goal of the teacher’s activity is the operational management of the problem solving process;

4) learning is characterized by high intensity, increased interest, and knowledge - by depth, strength and effectiveness

The mastery of educational material can be carried out in the process of observation, finding conclusions, when working with a book, a written exercise to bring regularities, practical and laboratory work (d studies of the laws of the development of nature.

The research task involves the following steps:

1. Observation and study of facts, identifying contradictions in the subject of research (problem statement)

2. The formulation of the hypothesis to solve the problem

3. Building a research plan

4. Implementation of the plan

5. Analysis and systematization of the results, formulation of conclusions

The research method activates the cognitive activity of students, but requires a lot of time, specific conditions, high pedagogical qualifications of the teacher

Learning methods by the type of cognitive activity of students ensure the development of independence of schoolchildren’s thinking, form a critical attitude to educational information in using the methods of this group if it is necessary to observe the measure and rationale for the rationality of their use in each situation. The effectiveness of these methods increases if combined with other teaching methods.

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 reproductive nature of thinking involves the active perception and memorization of the information provided 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.
• In a similar way, a lecture is constructed in which certain scientific information is presented to the listeners, appropriate notes are made, recorded by the listeners in the form of short abstracts.
• Visibility in the reproductive teaching method is also used to better and more actively assimilate and remember information. An example of clarity, for example, are used in the experience of the teacher V.F. Shatalova supporting abstracts. In them, especially bright, activating the memorization of the material numbers, words and sketches are sequentially displayed.
• Practical works of a reproductive nature are distinguished by the fact that in the course of their studies, students apply the previously or just acquired knowledge in the model. At the same time, in the course of practical work, students do not independently increase knowledge.
• Reproductive exercises especially effectively contribute to the development of practical skills, as turning into a skill requires repeated actions on the model.
• A reproductively organized conversation is conducted in such a way that the teacher in the course of it relies on facts known to the student, on previously acquired knowledge. The task of discussing any hypotheses, assumptions is not posed.
• Based on reproductive methods, most often programmed training is provided.

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

In general, reproductive teaching methods do not allow the proper development of thinking, and especially independence, flexibility of thinking; to form trainees' skills in search activity. When overused, these methods lead to the formalization of the process of assimilation of knowledge, and sometimes simply to cramming. It is impossible to successfully develop personality traits using reproductive methods alone, just as it is impossible to develop personality traits such as a creative approach to business, independence. All this requires the use of training methods along with them, which ensure active search activity of students.

There are five specific teaching methods: informational and receptive; reproductive; problematic presentation; partially search or heuristic and research.

Informational and receptive -   explanatory and illustrative way of organizing joint activities of the teacher and students, in which the teacher communicates the finished information, and the students perceive, realize and record it in memory. The information is communicated in the form of a story, lecture, explanation, using printed materials (textbook, study guide, etc.), visual aids (paintings, diagrams, films and filmstrips, natural objects in the classroom and during excursions), practical showing methods of activity (a method for solving a problem, proof of a theorem, a demonstration of a method of working on a machine, etc.).

I.R. m. training - one of the naib. economical ways to transfer the generalized and systematized. human experience; can be used on almost any type of account. classes and in explaining a variety of material; its effectiveness has been tested over centuries of practice. In modern times conditions created the opportunity for a concentrated transfer of information by modern technical training aids (TCO), film and television.

Along with TSS, a demonstration of volumetric models and existing models is also used. But the character is cognitive. There is only one activity for all teaching aids - the conscious perception of the finished, giving the necessary guidance information. Without this method, it is impossible to assimilate a new student. material, however, it should be used in combination with other teaching methods.

This method allows students to sense educational material. They look, feel, read, observe, correlate new information with the information available to them. This method is one of the most economical ways to transfer experience. This method is one of the most widespread today and is widely enough reflected in the pedagogical literature. However, it is necessary that students today not only assimilate the information they offer, but also assimilate its structure, methods for finding it, and methods of application.

Therefore, together with the information-receptive method is applied reproductive   method   (from the word reproduction - reproduction). The informational-receptive method by itself does not form the skills of students to use the acquired knowledge and does not guarantee their conscious and lasting memorization, therefore the teacher is forced to organize students' activities to repeatedly reproduce acquired knowledge, i.e. use the reproductive learning method. For this, various exercises, laboratory, practical work, programmed control, various forms of self-control, etc. are used. These two methods (information-receptive and reproductive) are most often used in conjunction, but the first always precedes the second. Together they contribute to the formation of knowledge, skills and abilities of students, form the basic mental operations (analysis, synthesis, generalization, transfer, classification, etc.), but they do not guarantee the development of students' creative abilities. Therefore, other methods are used to develop the activity.

Problem statement.   Its essence lies in the fact that the teacher poses a problem for students and solves it himself, but at the same time he shows the course of his thoughts and reasoning. Otherwise, this method can be called reasoning story.When using this method, students control the train of thought of the teacher, follow the logic of his reasoning.

Using this method allows students to learn the method and logic of solving problems of this type, but without the ability to apply them independently. Therefore, this method is used, as a rule, in the study of complex educational issues. any means can be used by a teacher: a word (logical reasoning), text of a book, table, movie, magnetic recordings, etc.

With this method, students not only perceive, understand and remember the finished information, but also follow the logic of evidence, the movement of the teacher’s thought, controlling its persuasiveness.

Partial-search (or heuristic) method .   With this method, the teacher determines the way to find a solution to the problem, but the students themselves find solutions to certain issues.

Students independently solve a complex educational problem not only from beginning to end, but only partially. The teacher engages students in the individual steps of the search. The teacher informs part of the knowledge, part of the students acquire independently, answering the questions posed or solving problem tasks.

Thus, the essence of the learning method is that:

• - not all knowledge is offered to students in finished form, partly they need to be obtained independently;
• - The teacher’s activity consists in the operational management of the problem solving process.

The thinking process acquires a productive character, but at the same time it is gradually guided and controlled by the teacher or the students themselves based on work on programs (including computer ones) and teaching aids.

The main purpose of the method   - gradual preparation of students for self-posing and solving problems. One of the modifications of this method is heuristic conversation.

Research method.   This is a way of organizing students' creative activities to solve new problems for them. During their implementation, students should independently master the elements of scientific knowledge (be aware of the problem, put forward a hypothesis, build a plan for testing it, draw conclusions, etc.). The main feature of this method, unlike the two previous ones, is to teach students to see problems, to be able to set tasks on their own.

Tasks performed using the research method should include all the elements of an independent research process (task setting, justification, assumption, the search for appropriate sources of necessary information, the process of solving the problem).

When using this method, such traditional teaching aids as word, visualization, practical work are used.

All these five methods are divided into two groups: reproductive (information-receptive and reproductive) and productive (partially search and research), and the method of problem presentation, being intermediate, can be attributed to both reproductive and productive.

All these methods in the learning process are implemented in close relationship. An example of the most usual traditional lesson: a teacher interviewed students, told new material, gave an exercise to consolidate this new material, and then set the students a creative task. You can notice in this case that the teacher used the methods in the lesson in the following order: 2-1-2-5. Or another lesson example: the teacher posed a problem for the students and held a heuristic conversation with them to resolve it, then showed a fragment of the film confirming the correctness of the reasoning, and offered the students a creative task: 4-1-5.

A reproductive learning method is one in which the previously learned is applied based on a pattern or rule. When using this method, the students' activity is in the nature of an algorithm.

The reproductive teaching method is used mainly for the successful formation of the skills of schoolchildren, contributes to the exact reproduction of the knowledge gained, their use according to the established model, or in remodeled, but sufficiently recognizable situations. Teachers with the help of the system of tasks competently organizes the educational activities of schoolchildren on the multiple reproduction of their knowledge or demonstrated methods of school activity. Even the name of this method describes only the student’s activity, but the full description of the method shows that he admits the organizational activity of the teacher that stimulates the actions. A qualified teacher practices printed and spoken words, subject teaching aids, his students use the same means to correctly complete tasks, as if having a sample that was given to them or demonstrated by the teacher. The reproductive method emerges during the oral reproduction of the knowledge communicated to students, during reproductive conversations, during the solution of complex physical problems. This method is also used in the organization of laboratory and practical work, the implementation of which implies the presence of sufficiently accurate and detailed instructions.

In order to increase the effectiveness of the reproductive method, teachers and methodologists are developing a special structure of reproductive teaching methods, it includes exercises and assignments (called "didactic materials"), programmed materials that can establish feedback and complete self-control. However, it is necessary to remember the long-known truth that the number of repetitions is not always directly proportional to the quality of acquired knowledge. With the general significance of reproduction, the use of a large volume of tasks, tasks, exercises of the same type reduces the students' interest in digestible material. Therefore, it is necessary to strictly dose measures for the use of the reproductive teaching method, while keeping track of the individual capabilities of students. During training in schools, the reproductive method is usually used in a smooth combination with explanatory and illustrative. During one standard lesson, an experienced teacher is able to explain new material to students, using an explanatory and illustrative method, consolidate the newly learned, organizing its reproduction, and can again continue to explain new information. Such an approximate change in teaching methods contributes to a change in the type and form of students 'activity, makes the school lesson more dynamic, and in this way increases students' interest in the subject being studied.

To acquire skills, abilities and knowledge through the system of special tasks, the activities of trained students are organized for more than one-time reproduction of the knowledge of their activities given to them. The teacher should know what the reproductive method of training is - he presents the tasks, and the student, in turn, performs them - solves problems, actively draws up plans, and so on. From how difficult the task is, from the student’s mental abilities, it depends directly on how much time, how many times and at what time intervals he must perform this work repeatedly. Scientists have found that the assimilation of new words with a thorough study of a foreign language requires that these words meet about 20 repetitions at any given time. In a word, we can say that the reproduction and repetition of a method of activity according to the model is the main sign of the reproductive method of training. This method of teaching enriches schoolchildren with knowledge, skills and abilities, forms their main mental operations, such as comparison and generalization, analysis and synthesis, but cannot guarantee the development of creative abilities.

Reproductive training for schoolchildren usually includes a complete perception of facts and phenomena, their process of understanding (establishing the necessary connections, highlighting the main and main point, and so on), which accordingly leads to its understanding. The main feature of reproductive education is to correctly convey to students some obvious knowledge. The student must remember new educational material, overload his memory, while other mental processes, such as alternative, as well as independent thinking, in turn, should be blocked. The reproductive nature of thinking characterizes the active adoption and memorization of new information presented by teachers and other sources. The use of this method is not possible without the use of verbal, practical and visual teaching methods and techniques, which are the material basis of such methods. The following main features are distinguished in reproductive training technologies. The main and significant advantage of this method is economy. Due to this, it is possible to transfer a considerable amount of knowledge in the shortest possible time with very little cost of one's own efforts. With repeated repetition, the strength of the knowledge gained can be strong.

During the reproductive construction of the story, the teacher presents facts, important definitions of certain concepts in a ready-made form, smoothly focuses the attention of schoolchildren on the main things that should be learned in the first place, and most importantly, so that the learning takes place in a solid way. With reproductive methods, the visibility of schooling is used to more actively and accurately remember the information received. Special reproductive exercises most effectively contribute to the processing of practical skills, computer skills, as turning skills into skills also requires multiple actions according to the established pattern. Reproductive methods are used to a particular extent in cases where the content of school educational material is informative, provides an accurate and detailed description of the methods of all practical actions on computers, and is most difficult for students to independently search for and process knowledge. Based on the reproductive method, most often programmed training takes place. The reproductive method at the computer science lesson is used when working with simulator programs, for example, such as a keyboard simulator, training and monitoring programs, for example, the principle of computer functioning, knowledge control of practical and theoretical material, performing all kinds of introductory and training tasks, exercises with further Commenting

Introductory exercises are used at the first acquaintance with software tools and are usually performed under the strict guidance of their teacher. Tasks with commenting are used when developing learners' skills in working correctly with operations that are difficult for normal assimilation. Thus, commenting will be useful during activities on formatting, as well as copying the taken text. Commenting leads the student to a clear understanding of each of his actions, gives teachers the opportunity to make significant amendments to various actions of students, to correctly eliminate the wrong actions and interpretations. Training tasks are aimed at repeated repetition of necessary actions and operations in order to develop skills. Such exercises are combined into one system of presented tasks, which involve a gradual increase in the degree of complexity, as well as creative independence in the activities of students.

In order to increase the effectiveness of the reproductive method, methodologists and didactics, together with psychologists, develop such systems of tasks, exercises, programmed materials that provide proper self-control, in other words, feedback. Great attention is paid to improving the methods of instructing all students. In addition to verbal explanations and demonstration of working methods, written instructions and detailed diagrams and constructions, screening of film clips and others are used precisely for these purposes, such simulators at the lessons of labor activity that will provide full opportunity to quickly master the necessary skills and abilities. In general, the reproductive method of teaching does not provide an opportunity to develop the mental thinking of schoolchildren in a proper volume, and especially this concerns the independence and flexibility of thinking, the formation of students' research skills. With the intensive use of these methods, there are often cases when this leads to the formalization of the educational process of assimilation of new knowledge, and sometimes simply to ordinary cramming.

Consequently, together with the training method discussed above, it is also necessary to apply such teaching methods that organize the active search activity of students.

The reproductive method.

The previous teaching method does not form the skills of using the acquired knowledge. This task is performed by the reproductive method. It provides the development in schoolchildren of skills and abilities to apply knowledge on the model or in a similar situation (as opposed to creative application). In practice, this is as follows: the teacher gives the appropriate tasks, and the students perform them. Namely:

The material explained by the teacher is reproduced (verbally or in writing - at the blackboard, from the spot, on cards, etc.);

Solve similar problems, exercises;

Work with clarity (previously used by the teacher);

Reproduce experiments and experiments;

Reproduce the teacher’s actions on working with tools, mechanisms, etc.

Thus, the didactic essence of the reproductive method is that the teacher constructs a system of tasks for reproducing the knowledge and actions of students already known and realized through an explanatory and illustrative method. Pupils, performing these tasks, develop the appropriate skills.

The reproductive method is also very economical in time, but at the same time it does not guarantee the development of children's creative abilities.

Both methods - explanatory, illustrative and reproductive - are the original. Although they do not teach schoolchildren how to carry out creative activity, at the same time they are its prerequisite. Without an appropriate fund of knowledge and skills, one cannot learn the experience of creative activity.

Method of problem presentation.

Problem Statement Methodit is a transition from performing to creative activity. The essence of this method is that the teacher sets the task and solves it himself, thereby showing the train of thought in the process of cognition:

It puts forward possible solutions (hypotheses);

With the help of facts and logical reasoning, it checks their accuracy, reveals the correct assumption;

Draws conclusions.

Trainees not only perceive, realize and remember ready-made knowledge, conclusions, but also follow the logic of evidence, the movement of the trainer's thought or its substitute (cinema, television, books, etc.). And although students using this method are not participants, they are just observers of the teacher’s thoughts, they learn how to solve problems.