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 for 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.

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 to reproduce 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.

Ministry of Education and Science of the Russian Federation

FSBEI HPE "Ulyanovsk State Pedagogical University named after I.N. Ulyanov"

Department of Physics

"Classification of teaching methods by the methods of student activity"

Performed:

5th year student of the FI-07 group

Isakova Marina

Checked: professor of pedagogical sciences

Zinoviev A.A.

Ulyanovsk 2012

Introduction

1. The reproductive method

Conclusion

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, then 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.

1. The 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 the 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.

1.1 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.

2. Productive teaching methods

The most important requirement for a school of all levels and an indispensable condition for scientific, technical and social progress is the formation of the qualities of a creative person. The analysis of the main types of creative activity shows that with its systematic implementation in humans, various qualities are formed:

· quick orientation in changing conditions

· the ability to see the problem and not be afraid of its novelty

· originality and productivity of thinking

· ingenuity

Intuition, etc.

that is, such qualities, the demand for which is very high in the present and will 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. Everyday problem   - this is an everyday difficulty, overcoming of which is very important for a person, but which cannot be solved immediately with the help of those opportunities that a person has at the present time (the upcoming date has given rise to a costume problem). Scientific problem   - This is an urgent scientific task. And finally, the educational problem is, as a rule, the problem already solved by science, but for the student it appears as a new, unknown. Training problem   - this is a search task, for the solution of which the student 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 problematic problems (tasks) by putting forward hypotheses and sequentially testing them;

) checking the solution to the problem.

A problem situation is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve a problem, and on the other, by the inability to do this with the help of an available stock of knowledge or with the help of familiar methods of action, creating a need for acquiring new knowledge or finding new ways of acting .

To create a problem situation, a number of conditions (requirements) must be met:

) the presence of a problem;

) the optimal difficulty of the problem;

) significance for students of the result of solving the problem;

) the presence of students' cognitive needs and cognitive activity.

Problem situations are classified on a variety of grounds. For example:

· focus on the search for the missing component (new knowledge, new modes of action, a new field of application, etc.);

· in the area from which the problem is taken (physical, chemical, historical, etc.);

· according to the level of problematicity (contradictions are weak, acute, very acute).

However, the most common in pedagogical practice is the classification by the nature and content of the contradiction in the educational problem:

) the mismatch between the knowledge of students and new information;

) the variety of choices of the only correct or optimal solution;

) new practical conditions for students to use their existing knowledge;

) the contradiction between the theoretically possible way of solving the problem and its practical impracticability or expediency;

) lack of theoretical justification of the practically achieved result.

2.1 Productive Learning Option

A productive version of educational activity contains a number of elements: logical and intuitive anticipation; advancement and testing of hypotheses; enumeration and evaluation of options, etc. Its core is to encourage students to be creative in cognitive activity.

A productive training option consists of:

· oriented, executive and control and systematizing stages;

· obtaining and applying knowledge

· definition of relationships and ratings

is search (creative) in nature. However, in many disciplines, the productive option is used, unfortunately, sporadically, outside the system. In the tactics of the creative learning style, the following lines of teacher behavior are visible:

Research method   Learning involves creative assimilation of knowledge. Its disadvantages are significant time and energy costs for teachers and students. The application of the research method requires a high level of pedagogical qualification.

In the process of productive activity, the student always creates something new, compared with previously learned, i.e. Generates new information or a mode of activity. Creating new in search activity is always based on previous experience.

The interconnected reproductive and productive activities are different stages of the same process of development.

In turn, both reproductive and productive activities can be divided into smaller steps.

V.P. Bespalko suggests considering development as a process consisting of four levels. At the same time, he considers mastering by the example of finding a solution to a problem (problem). The task in psychological and pedagogical science is understood as the goal, the achievement of which is possible with the help of specific actions (activities), in a certain situation (conditions). Thus, the components of the task are the goal, actions and situation (condition).

Problematic presentation takes an intermediate position, since it equally assumes both the assimilation of ready-made information and the elements of creative activity.

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.

Productive teaching methods. The most important requirement for higher education is the formation of the qualities of a creative person. Analysis of the main types of creative activity shows that with its systematic implementation, a person develops such qualities as speed of 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., i.e. . such qualities, the demand for which is very high in the present and will undoubtedly increase in the future.

reproductive schoolchildren teaching method

The condition for the functioning of productive methods is the presence of a problem. In solving the 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;

· checking 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 a problem, and on the other hand, by the inability to do this with the help of an available stock of knowledge or with the help of familiar methods of action, and creating a need for acquiring new knowledge or searching for new methods of action.

Problem analysis - An important stage of 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 the given, known are determined. All this allows us to formulate the problem and present it in the form of a chain of problem tasks (or one task). 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. No wonder they say: "Correctly formulating the problem means half solving it." 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.

Verifying the correct solution to the problem   includes a comparison of 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.

Learning using productive methods is called problem learning. In light of the above about productive methods, the following advantages of problem-based learning can be noted:

· problematic teaching teaches to think logically, scientifically, creatively;

· problem education teaches independent creative search for the necessary knowledge;

· problem-based learning teaches you how to overcome difficulties;

· problem-based learning makes teaching material more evidence-based;

· problem learning makes learning the material more solid and durable;

· problem-based learning helps transform knowledge into beliefs;

· problem learning causes a positive emotional attitude towards learning;

· problem education forms and develops cognitive interests;

· problem learning forms a creative person.

Let us clarify that productive methods are not universal, not all educational information contains a contradiction and is an educational problem. Such training material should be given by reproductive methods. It is impossible to create a problem situation with complete ignorance. In order to arouse cognitive interest among students, it is necessary that they already have some “starting” supply of knowledge. This stock can only be created using reproductive methods.

Academician V.G. Razumovsky proposes to find a compromise interpretation of the concept of "creativity in the educational process." He believes that extremes should be avoided when “Some people relate to creativity only that which is associated with objective novelty and has social significance,” while others “believe that all human activity, including any educational activity of a student, is associated with creativity, because for the student "everything is new."

V.G. Razumovsky, as an object of pedagogical consideration, accepts student's "discoveries and inventions that possess only subjective novelty." It is understood that discoveries and inventions that have objective novelty are also an object of research, but they are not common. At the same time V.G. Razumovsky notes that there are reasons to consider all human activity, including educational, as having a creative component. In his opinion, ". Creativity organically enters into all human activity." This statement is very important for teaching schoolchildren creative activities.

V.G. Razumovsky considers the idea expressed by the American psychologist J. Bruner that "We are teaching not to produce small living libraries, but to teach a student to take part in acquiring knowledge," is productive. We can assume that the student should also be taught to take part in creating novelty, whether in knowledge, modes of action, in the design and manufacture of new objects. The main thing is that the student does not become a "walking library".

V.G. Razumovsky justifies the pedagogical one by using “appropriate exercises”, which ensure the development of “intellectual skills of a high degree of generalization” as the basis for “productive creative thinking of students”. As one of the internal incentives for enhancing the creative activity of students V.G. Razumovsky highlights the "joy of creation." The development of this motivation these days is becoming particularly relevant as opposed to trends in destructive activities.

The modern school of philosophers is called "a trap set by humanity in its path." The knowledge presented by teachers sets a certain framework, imposes stereotypes of thinking, which it is very difficult for students to subsequently go beyond. And the current state of society dictates ever new conditions in the preparation of creative people. The society is increasingly faced with new problems that require their original resolution through the use of the creative potential of people. Thus, the development of productive technologies is becoming an objective necessity, which is determined by the current level of development of science and technology and the rapidly changing surrounding world. These technologies should ensure the formation of productive abilities of students, which will occur through the formation of specific skills.

The development of students' creative abilities in the process of solving problems is highlighted in the works of Yu.N. Kulyutkina, I.Ya. Lerner, V.G. Razumovsky, M.N. Skatkina and others. The main provisions of productive pedagogy are analyzed in the works of IL. The sublimate.

However, the specifics of the subject "Physics" is such that the student needs to learn a large amount of theoretical material, without which it is impossible to solve problems. Problem solving is one of the most important means of developing students 'cognitive abilities, with the help of which problem situations can be created that contribute to the activation of students' mental activity. In addition, the level of knowledge of students can be checked by applying knowledge and skills, both in standard and in modified task situations.

2.2 Creative teaching method

In 1966, the famous book of V.G. Razumovsky "Creative problems in physics." In the domestic school, physics problems have always been. It was considered and is considered an axiom that physics cannot be studied without solving hundreds and hundreds of problems. But then a book appears in which it is stated that "truly deep knowledge. Is inextricably linked with the creative activities of students", which is a misconception that "the more exercises are done." "arranged in increasing order of difficulty." "the better students learn the material." Therefore, all the educational activities of students should be divided into three stages:

) assimilation of knowledge and skills in order to reproduce them;

) "solving training problems, the conditions of which directly indicate what rules or laws must be applied to solve these problems";

) the application of acquired knowledge and skills for "solving creative problems, the conditions of which do not tell the student (either directly or indirectly) what rules or laws should be applied to solve them."

Here, not only the position is presented, but also definitions are given that clearly distinguish between training and creative tasks. Razumovsky does not at all reject training tasks aimed at mastering algorithms and developing students' skills in manipulating physical phenomena, laws, and formulas. He simply claims that this is not enough for "complete mastery of the teaching material." Moreover, he quite rightly writes that "it is useless to give creative exercises to a student who cannot formulate rules and is not able to solve a training problem." To assess the readiness of students to solve creative physical problems, the time criterion is suitable: if most students have independently completed the training task in the time allotted in the lesson, then we can proceed to work on creative tasks. "With the systematic exercise of students in solving creative problems, students' abilities to solve them develop." This is not a declaration, but a fact justified by a pedagogical experiment conducted by the author.

Razumovsky was the first of the teachers not only to realize, but also realized the enormous creative potential of physical tasks, if they were aimed not at memorizing hackneyed truths and not at mastering well-known techniques, but at the subjective discovery made by each particular student personally for himself. It doesn’t matter what the task will be: calculated, high-quality, research, experimental, design, olympiad. What is important here is a keen desire to solve the problem that has arisen, mental stress, conjecture, verification of the solution found, the bitterness of failure, overcoming oneself, insight, triumph and self-affirmation. It is felt that the author himself repeatedly experienced these and other emotions of genuine creativity, observed and cherished the same emotions from his students. There is no greater joy in a person than the joy of understanding the unknown, and this should be felt by students in everyday communication with the teacher.

As a rule, educational institutions distinguish between educational, methodological, scientific, and creative activities, usually implying amateur performances as the latter. In the book of Razumovsky it is clearly stated that creativity is the creation of a new one, regardless of the area in which this new one is created. For creativity, three stages are characteristic: the formulation of the problem, its theoretical solution and verification of the correctness of the solution. "The central and main link in the creative process" is the solution to the problem. That is why "creative tasks in physics can be considered as a type of creative activity of students in the educational process." However, in the process of educational creativity, students receive not objectively, but subjectively new results. "The main sign of creativity - novelty - exists, but this subjective novelty, this is a novelty only for the student." The subjectivity of novelty allows the teacher to select, create and formulate creative tasks, organize the creative activities of students in a physics lesson. When drawing up creative physical problems, one must take into account that "in science, there are mainly two types of creativity: discoveries and inventions." Therefore, creative tasks in physics can be conditionally divided into research and design. The former answer the question: why is this happening? the second - to the question: how to do this? To make it clear what this is about, the author takes Newton’s second law and shows how the research and design problem can be built on this law.

Here we see an approach that, unfortunately, is not too often observed in modern didactics of physics: literally every theoretical position is brought up to the level of practical recommendations that can directly be used by a physics teacher in his work. It is shown that "creative tasks in physics are one of the means of polytechnical education", as they provide rich material for the development of thinking, which is not necessary for memorization, and examples of design tasks for creating a plotter are given. It is noted that the creative tasks that are solved in the lessons frontally develop physical thinking, and in confirmation they are disassembled. It is said that it is impossible to limit oneself only to frontal creative tasks, since the correct guess made by one student in the lesson makes it impossible for others to work. From this it is concluded that therefore creative laboratory work in the form of a workshop is necessary, which should be "carried out individually and without detailed instructions." In addition to them, it is advisable to give students creative tasks of a research and design nature for extracurricular activities, designed for a long time. Such tasks in the form of projects should be given during the school year to no more than one or two for each student. And again examples, examples, examples. How can one not recall Newton’s words, that in teaching examples are more important than rules! It would seem that in passing the author notes that when performing experimental studies, the student is better to use the method of approximate calculations, and not calculate the absolute and relative errors. But how much time and energy schoolchildren and teachers would have been freed up for creativity if they had listened to this advice in a timely manner and not introduced meaningless calculations of errors in educational experiments into the school! The author indicates that in solving creative problems, technical difficulties should not only be insurmountable, but even the main ones for the student. This directly targets the development of simple and affordable school and student educational physical instruments and experimental facilities. And until the 90s of the last century, the physics teacher felt the continuous replenishment of the classroom with new teaching equipment, the prototypes of which can be found in Creative Problems in Physics.

Conclusion

M.N. Skatkin and I.Ya. Lerner proposed a classification of teaching methods by the level of inclusion in a productive (creative) activity (or by the nature of students' cognitive activity).

They identified the following methods:

explanatory-illustrative or informational-receptive (reception-perception);

reproductive;

problematic presentation of the material;

partially search (heuristic);

research;

At the same time, students master the methods of scientific thinking and accumulate experience in research and creative activity.

This work describes in detail all these teaching methods through the prism of physical discipline with the help of such authors as Razumovsky V.G. and Samoilov E.A.

Bibliography

1.Fundamentals of teaching physics in high school / V.G. Razumovsky, A.I. Bugaev, Yu.I. Dick et al. - M.: Enlightenment, 1984 - 398 p.

2.Razumovsky V.G. Methods of teaching physics. 8 class. And: Vlados, 2006.

.Razumovsky V.G. Creative tasks in physics in high school. - M.: Education, 1966. - 156 p.

.Samoilov E.A. Methodological aspects of competency-based physics teaching - 2005

.Samoilov, E.A. Using the methods of productive activity / E.A. Samoilov // Physics at school. - 2005. - N 2. - S.28-31

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"Methods of productive training."

Teaching methods are methods of joint activity of the teacher and students aimed at achieving their educational goals

(A.V. Khutorskoy).

A method is a way, a way to achieve a goal. The success of the entire educational process largely depends on the choice of methods used. This causes a special attention to teaching methods.

The method is part of the type of activity of the student or teacher, a unit of the action performed. The choice of teaching methods is determined by: the semantic goals of education, the features of the curriculum, the purpose of a particular lesson, the capabilities of students, the availability of time and teaching aids, the preferences of the teacher and the particularities of the didactic system used by him.

An integral part of the method isthe reception . Separate receptions can enter into different methods (for example, reception of a statement of a question for clarification of the reasons - in research methods, explanations, reflection, etc.).

Classification of teaching methods

The role and place of methods in training is determined by their types and functions. Therefore, a key didactic problem is the classification of teaching methods. However, a unified classification of teaching methods does not exist. But consideration of different approaches to dividing them into groups allows us to systematize methods as didactic tools.

First, we compare the reproductive and productive options for learning activities.

There are two options (directions) of educational activity - reproductive (reproducing) and productive (creative).

Reproductive option   includes perception of facts and phenomena and their subsequent interpretation . Both of these stages lead to understanding, assimilation and mastery.

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Scheme of the reproductive teaching method

Purely reproductive education   with its main pedagogical slogan “Do as I do!”, like most reproductive methods, it is practically dying.

Productive option , unlike reproductive,it contains a number of new elements (putting forward and testing hypotheses, evaluating options, etc.) and consists of three main stages - indicative, performing, and control-systematizing

Productive training

Methods of training on the "nature of cognitive activity"

Reproductive methods

EXPLANATORY AND ILLUSTRATIVE METHOD

characterized by the fact that the teacher sets out knowledge in a processed, "finished" form, students perceive and reproduce it. The stages of the teacher and students in this didactic process look like this:

RECEPTIONS RELEVANT EXPLANATORY AND ILLUSTRATIVE TEACHING METHOD

teacher’s intonational emphasis on the logically important points of presentation;

repeated, shorter presentation of finished knowledge to students;

detailed summary by the teacher of each individual completed stage of presentation;

accompanying the generalized conclusions of the teacher with specific examples;

demonstration to students of natural objects, diagrams, graphs in order to illustrate individual conclusions;

presentation to students of the finished plan during the presentation;

presentation of reformulated questions to students, texts of assignments that facilitate understanding of their meaning;

instruction of students (on compiling tables, diagrams, on working with textbooks, etc.);

hint-tip containing ready-made information.

The “explanatory and illustrative” method assumes that the teacher communicates the finished information by various means. But this method does not allow the formation of skills and practical activities. Only another method of this group - "reproductive" allows you to take the next step. It provides an opportunity to build skills through exercise. Acting on the proposed model, students acquire skills and knowledge use.

2) REPRODUCTIVE TEACHING METHOD

Characterized by lower productivity, reproductive thinking nevertheless plays an important role in both cognitive and practical human activities. On the basis of this type of thinking, the solution of problems of the structure familiar to the subject is carried out. Under the influence of perception and analysis of the conditions of the problem, its data, the desired functional relationships between them, previously formed communication systems are updated that provide the correct, logically justified solution to such a problem.

Reproductive thinking is of great importance in the educational activities of students. It provides an understanding of the new material when presented by the teacher or in the textbook, the application of knowledge in practice, if it does not require significant transformation, etc. The possibilities of reproductive thinking are primarily determined by the presence of a person’s initial minimum of knowledge

RECEPTIONS RELEVANT REPRODUCTIVE TEACHING METHOD

assignment to students for individual speech pronunciation of the known rules, definitions, if necessary, to use them in the process of solving problems;

assignment to students to pronounce “used to themselves” the rules used,

assignment for a brief explanation of the progress of the assignment;

assignment to students to play by heart (rules, laws, etc.);

assignment to students to fill out diagrams, tables after the teacher;

organization of the assimilation by students of standard methods of action using a situation of choice;

assignment to students for the description of an object according to the model;

assigning students to give their own examples, obviously confirming the rule, property, etc .;

leading questions to students, encouraging the updating of knowledge and methods of action.

I turn to productive teaching methods.

Under learning productivity   we understand such a pedagogical process that contributes to the development of the individual in the team and the development of the team itself through productive and orientation activities in a real life situation and taking place as part of a group of students with the support of the teacher.

Specialists (Amonashvili Sh.A., Ksenzova G.Yu., Lipkina A.N. and others) argue that the product of educational activity is an internal neoplasm of the psyche and activity in a motivational, holistic and semantic plan. Further human activity, in particular, the success of educational and professional activities, communication, largely depends on its structured organization, systematicity, depth, strength, systematicity. The main product of educational activity in the proper sense of the word is the formation of the student’s theoretical thinking and consciousness.

Now let's move on to productive methods.

II . Productive Learning Methods

1) Cognitive methods, or methods of educational knowledge of the world. These are, first of all, research methods in various sciences - methods of comparison, analysis, synthesis, classification. Purpose of use - knowledge of the object

Empathy method: “getting used to” a person in the state of another object. The method of semantic "vision" involves answers to questions: what is the reason for this object, what is its origin, how is it arranged. The method of figurative “vision” is intended to describe what the object under study looks like. The heuristic questions method involves searching for information in the process of answering questions (who, what, why, where, what, how, when). The heuristic observation method consists in the personal perception of different objects. The method of facts - the search for facts, their difference from non-facts; finding differences between what we see and what we think. Research method. The method of constructing concepts The method of constructing rules. Hypothesis method. Forecasting method. The error method involves identifying the causes of errors

2) Creative   methods provide students with the opportunity to create personal educational products, allowing students to create their own educational products. In this case, cognition occurs “along the way” of creative activity itself. The inventing method is implemented by replacing the qualities of one object with the qualities of another. The method of figurative painting offers to perceive and understand the studied object holistically. The method of hyperbolization involves increasing or decreasing the object of knowledge or part of it. The agglutination method proposes to combine qualities that are incompatible in reality. Brainstorming Method. The morphological box method involves finding new and original ideas by compiling various combinations of known ones.

3) Organizational activities   methodsthose. methods of teachers, students, education managers. The methods of the teacher and students - educational goal-setting, planning, the method of reviews, self-control, reflection, etc. Administrative methods are associated with the creation and development of the educational process both on the scale of the curriculum and throughout the school. Methods of student goal-setting involve students choosing goals from the set suggested by the teacher. Methods of student planning involve students planning their educational activities. The rulemaking method involves the development by students of the norms of individual and collective activity. The method of self-organization of learning involves working with real objects, making models. Mutual learning method. The method of reviews involves students reviewing the educational product of a friend.

We will analyze in more detailcreative (productive, creative) methods.
  As synonyms for the concept of “productive thinking” they use the terms: creative thinking, independent, heuristic, creative. Or our children can develop elements of creative thinking, we can not stop on their development. Already proven, if children develop, they move to a higher degree of thinking.

Synonyms for reproductive thinking are the terms: verbal-logical, rational.

Of course, it’s easier for us to work like this. It is not necessary to prepare creative assignments personally for the most capable students and offer their usual assignments, which are given to the whole class. The way of individualization puts children in unequal conditions and divides them into capable and incapable. Creative assignments should be given to the whole class. In their implementation, only success is evaluated. In each child, the teacher must see individuality. The American scientist Rosenthal argued that in a situation where the teacher expects outstanding success in children, they really achieve these successes, even if they were previously considered not very capable.

In order to develop creative thinking, teachers should encourage students to independently check the results of work. To set tasks for him - do not compare your results with the answers of the students, with the textbook, with the dictionary, with the teacher’s sample, but check the task yourself; who guessed how to check the task, what rule will you use when checking the exercise?

An important role in the development of creative, creative thinking is played by teacher questions. For example: By what means did the author manage to describe the beauty of nature with such expressiveness? In reading lessons, it is necessary to give students the opportunity to talk about how they felt, experienced during the reading, and talk about their own mood as often as possible; be able to evaluate the actions of the heroes of the work, the author’s attitude to the events described.

For the development of creative thinking, you can use a variety of methods in the lessons of the Russian language and reading. For example: pick up words similar or opposite in meaning; continue the story; make a memo; come up with a fairy tale, words, phrases; make sentences with words, from given words, in a picture, in a pattern, with a phrase; distribute the offer; make a story on issues, on the content of the text, on pictures, based on your own impressions; draw a verbal picture for the story; title the story, parts of the story; poems etc

Problematic (creative, creative) training   - this is such organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them , as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G.K.Selevko, 1998).

Following G.K. Selevko,the main goal of the teacher in the lesson   - this is activation of student thinking . Problematic learning is one of the most effective means of activating the student’s thinking. The essence of the activity achieved with problematic learning is that the student must analyze the actual material and operate on it in such a way as to obtain new information from it. In other words, this is an expansion, deepening of knowledge with the help of previously acquired knowledge or a new application of previous knowledge. Neither the teacher nor the book can give a new application of the old knowledge; it is sought and found by the student who is put in the appropriate situation. This is the search method of teaching as an antipode to the method of perception of the teacher’s finished conclusions.

A taskbased on the initial level of knowledge, but directed through the zone of proximal development towards its promising solution . Thus, in the cognitive task the main contradiction of learning is displayed - between the new promising needs of schoolchildren and the already achieved (initial) level of their knowledge.

The greatest effect in problematic learning is given by tasks involving the discovery of new causal relationships, patterns, general signs of solving a whole class of problems for students, which are based on relationships not yet known to the subject between certain components of the studied specific situations.

The choice of the problem-problem depends on whether the students have the initial minimum of knowledge (including their operator side) or the possibility to familiarize students with the information necessary for independent solution in a relatively short time before the problem is posed. At the same time, it must be remembered that this knowledge should serve as a support for the search for a solution, and not "guide", not prompt this path, otherwise the task will cease to be problematic.

And the analysis of the problem situation, and the identification of its connections and relationships are expressed in the form of tasks. Therefore, the structural unit of problem education isproblem situation .

Whether a problem situation arises in a particular student’s learning, whether to address it to the most effective method of productive thinking — analysis through synthesis, or mechanical data manipulation — depends not only on objective factors, but also on subjective factors , and above all - from the mental development of schoolchildren. Since schoolchildren of the same age have very significant differences in their level of mental development, the full implementation of the problem principle cannot be realized without individualization of instruction.

A man tries to solve a new problem for him by methods known to him and makes sure that the familiar methods do not ensure him success. Awareness of this leads to
(a problem situation (i.e., it activates productive thinking that provides for the discovery of new knowledge, the formation of new communication systems that will later provide him with the solution to similar problems.

Classification of creative methods in increasing degree of difficulty .

Problem Statement Methods

With a problematic presentation, the teacher does not communicate the finished knowledge, but organizes the students to search for them: concepts, patterns, theories are learned during the search, observation, analysis of facts, mental activity, the result of which is knowledge. The learning process, educational activity is likened to scientific research and is reflected in the concepts of: problem, problem situation, hypothesis, means of solution, experiment, search results.

EssenceProblem statement lies in the fact that the teacher poses a problem for the students, and he solves it, but at the same time he shows the course of his thoughts and reasoning. Otherwise, this method can be calledreasoning 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. The teacher can use any means: the word (logical reasoning), the 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.

RECEPTIONS RELEVANT PROBLEM OF EXPLANATION

presentation to students of intentionally violated presentation logic, evidence and analysis by the teacher of the results obtained in this case;

teacher's disclosure of the causes and nature of failures encountered in solving problems;

teacher's discussion of possible consequences made from incorrect assumptions;

dividing the material presented by the teacher into developing semantic points;

fixing the attention of students on the sequence of contradictions that arise in the course of solving problems;

intriguing description by the teacher of the stated object with the subsequent statement of the question;

the teacher’s installation on the mental decision by the students of the logical task put forward during the presentation;

rhetorical questions of the teacher during the presentation;

presentation of a conflicting example to students.

Partial search method.

Partial search (or heuristic) method. With this method, the teacher determines the way to find a solution to the problem, but students find the solutions to certain issues.
Domestic pedagogical science drew attention to the use of such a teaching method back in the 1920s, it was then that progressive scientists and practitioners tried to introduce a method of independently acquiring knowledge in extracurricular activities. However, the social conditions of that time did not contribute to the development of such methods, since ideology reduced the learning process only to the transmission of certain information in a finished form.
The partial search method involves such complex tasks as developing the ability to see problems and pose questions, build your own evidence, draw conclusions from the facts presented, make assumptions and build plans for checking them. As one of the options for the partial search method, one also considers the way of splitting a large task into a complex of smaller subtasks, as well as constructing a heuristic conversation consisting of a series of interrelated questions, each of which is a step towards solving a common problem and requires not only activation of existing knowledge but also search for new ones.

RECEPTIONS RELEVANT PARTIAL-SEARCH TEACHING METHOD

inclusion of students in the argument of the hypothesis put forward by the teacher;

the task of students to search for hidden nodal links of reasoning proposed by the teacher;

assigning students to solve several subproblems isolated from the difficult initial one, after which the students return to the original task;

leading questions to students, helping to choose the right ways to solve the problem, at the same time pointing to different approaches to it;

a task for students to search for errors in reasoning, requiring original thought;

the organization of specific observations of the student, prompting the formulation of the problem;

assigning students to summarize the facts presented by the teacher in a special sequence;

showing a mode of action with a partial disclosure of his internal connections with the student;

assigning students to put forward the next step of reasoning in the logic given by the teacher;

demonstration of an object, a phenomenon that prompts to isolate the essence;

highlighting part of a diagram or record in color, orienting students to the problem.

Research method

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, in contrast to 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.

The center of gravity in learning when applying the research method is transferred to the facts of reality and their analysis. At the same time, the word that reigns supreme in traditional learning is relegated to the background.

ADEQUATE Tricks RESEARCH METHOD OF TRAINING

assignment for students to independently compose non-standard tasks;

assignment to students with an unformulated question;

task with redundant data;

assignment to students for independent generalizations based on their own practical observations;

assigning students an essential description of an object without using instructions;

assignment to students to determine the degree of reliability of the results;

assignment to students to calculate the mechanism of the occurrence of the phenomenon;

assignment to students “for an instant guess”, “for consideration”.

To summarize, we once again compare the reproductive method (explanatory and illustrative) and the productive method (problematic, creative, creative)

Active and intensive teaching methods

In the 60s, in didactics, a search arose for ways to activate students in the learning process. The cognitive activity of the student is expressed in a steady interest in knowledge, in various independent educational activities, etc. In the traditional learning process, the student plays a “passive” role: he listens, remembers, and reproduces what the teacher gives. This forms knowledge at the level of acquaintance and develops the student little.
  One of the ways to activate the student is new systems, technologies and teaching methods. The latter are called "active" (AMO). These are such teaching methods in which the student’s activities are productive, creative, and search-driven. They include didactic games, analysis of specific situations, solving problem problems, learning by algorithm, etc.
  The term "intensive teaching methods" (IMO) means the organization of training in a short time with long one-time sessions and using active methods. Activation and intensification of learning also means relying on emotions and the subconscious. With the help of psychological training techniques, the perception, processing, memorization and application of information is activated. More often it is used in intensive courses of a foreign language, when teaching business, marketing, practical psychology, pedagogy.

We will study these methods later. I will tell you briefly about them.

1) Method (brainstorming, brainstorming, brainstorming ) is an operational method for solving a problem based on stimulating creative activity, in which discussion participants are invited to express as many possible solutions as possible, including the most fantastic ones. Then, from the total number of ideas expressed, the most successful ones that can be used in practice are selected.

2)   Brain attack

Research Method -brain attack   - can be used as a training method. The characteristic of the method. The leader explains to the participants the problem (problem) that remains to be solved. Participants express ideas for solving the problem within a certain time (10-30 minutes). Then the ideas are analyzed by experts. If necessary, the session can be repeated, specifying the tasks. Brain attack rules: any ideas are expressed, even the most absurd ones, criticism of ideas at the time of the attack is prohibited, and only their development is recommended, participants are advised to sit at a round table or in other positions that facilitate interaction, all ideas are written by the facilitator (his assistant) and provided review to the participants.
  At school, the method can be applied when repeating a section (topic), when studying new material in a problematic way, and in other cases. The leader is the teacher, ideas are written on the blackboard, the film of the kodoscope. Results: the mental activity of students is activated, heuristic abilities develop.

3) Didactic game aims at training, development and education. The essence of the educational game is modeling and imitation. The game reproduces in a simplified form, simulates the reality and operations of participants that mimic real actions.
  Advantages of the game: the material being studied is made personally significant for the student, an attitude towards the material is being formed; the game stimulates creative thinking; creates increased motivation for learning; forms communicative qualities. Limitations in the application of the game: requires a large expenditure of teacher development Often, the game of excitement to win obscures cognitive goals for the student. In addition to imitation, there are conditional competitive games (KVN, etc.). Unfortunately, attending the lessons of our teachers, we practically did not see the didactic games.

4)   Project Method

Project Method   - this is a method aimed at developing cooperation and business communication skills in a team, involving a combination of individual independent work with group classes, discussion of discussion questions, the presence of a research methodology within themselves, the creation by students of the final product (result) of their own creative activity.

  of projects    - this is   methods, actions of students in their specific sequence to achieve the task - solving a certain significant for students and framed in the form of a certain final   . Main   M. P. consists in providing students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems, requiring the integration of knowledge from various subject areas. If you talk about the project method as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in nature.

As part of schoolingproject method   can be defined aseducational technology aimed at the acquisition by students of new knowledge in close connection with real life practice, the formation of specific skills through the systematic organization of problem-oriented educational search.

5) Trainings

The purpose of the training is to develop specific skills on a particular topic (there is already knowledge).

6) Teamwork Methods

Cooperative activities - the process of organizing collective cognitive activity, during which the division of functions between students takes place, their positive interdependence of students is achieved, requiring individual responsibility of each.

In traditional pedagogy, productive methods are not used enough.

In personality-oriented learning, the main factors in the choice of methods are the task of organizing students' productive activities and acquiring personal meanings.

The first and most important principle that can be offered to a creative teacher is: “Ask what you want to say!”

In the lesson, it is important to create a learning environment where the student would ask questions about his achievements, difficulties and successes, and together with the teacher build a path of his own development.

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 carry out tasks correctly, as if having a sample that the teacher told them or demonstrated. 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 a certain date. 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.