Hello dear readers!

Now, let’s repeat the material we have covered - for sure, almost everyone heard such words in school and student years, while asking the question “Why?” We recently learned this. ”

But the task of any teacher is not only to transmit information to his students, but also to make it remembered and able to apply in the future.

To do this, there are dozens of ways in pedagogy. One of them is the reproductive learning method. This is a method that is used with other means and allows you to master and consolidate knowledge and skills in the shortest possible time.

Reproductive in French means "reproduction." In pedagogical dictionaries and manuals you can find various definitions for the method.

Its essence lies in the students repeating knowledge or skills received from the teacher. The reproductive method is always carried out according to a certain algorithm, the implementation of exercises. It can be implemented in several ways:

• The use of diagrams, illustrations, numbers, videos, verbal methods;
• In the form of lectures containing those concepts and facts that are already known to students;
• Conversations on topics covered with the minimum possibility of reasoning and hypothesis;
• Practical hone skills through exercises.

Method application

The reproductive method is economical and effective for disciplines that provide a large amount of accurate information, formulas, rules, definitions, theses. It allows you to quickly acquire theoretical knowledge and consolidate it. For example, a teacher solves an equation and asks students something similar, but with different numbers.

This method perfectly trains attention and memory. At the same time, the possibility of reasoning, search activity, flexibility of thinking and the possibility of independent actions is excluded.

It is also important to remember that the constant solution of the same type of tasks, performing repetitive actions, leads to a weakening of interest in the subject as a whole and can develop into a "cramming", which subsequently does not give the possibility of applying knowledge in practice.

What are the differences from the productive method

The reproductive method refers to cognitive activity. The productive training method belongs to the same type of activity. What are their differences.

The nature of reproductive learning involves consolidating what has been learned by performing exercises according to a specific algorithm.

The task of the teacher in applying the productive method is to pose the main problem to the audience and motivate to find ways to solve it. A feature of its implementation, in contrast to the reproductive method, is that it does not imply the presence of an exact mechanism of action.

Combination with other methods

A reproductive learning method alone, of course, is not enough. The effectiveness of the educational process depends on a competently built combination of several teaching methods.

In preschool and school programs, along with the reproductive method, productive, creative, problem - search, illustrative methods are used.

The combination of several methods depends on the discipline, the topic of the lesson, as well as on the category of students or preschoolers.

The modern educational standard is more focused on project activities, setting goals, achieving goals. In the learning process, the child must not only gain new knowledge and skills, but also learn how to apply them in simulated situations. This approach contributes to the development of the student’s personality, the disclosure of his abilities and creative potential.

Today, many say that the reproductive method of learning has long become obsolete. But nevertheless, it is difficult to imagine the organization of the educational process without it. After all, any activity of a child is based on fundamental knowledge. Children are unlikely to discover chemistry formulas, the basics of biology, the laws of physics and mathematics, and the rules of spelling on their own. They can only be acquired through reproductive teaching methods.

As we said at the very beginning of the article, the reproductive method has been familiar to educators for a very long time. Work in educational institutions of the Soviet era was built on its active use. In the context of the formation of new educational standards, the reproductive method is being replaced by other forms of learning.

Perhaps that is why our education today does not replace the leading position in the world.

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.

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 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 will provide an opportunity to build skills through exercises. Acting on the proposed model, students acquire skills and knowledge use.

The real predominance of reproductive methods in modern education, sometimes called traditional, causes many protests from many scientists and practitioners. This criticism is largely true, but, noting the importance of introducing productive teaching methods into the practice of the modern school, one should not forget that reproductive methods should not be considered as something unnecessary.

First, it must be borne in mind that these are the most economical ways of transmitting to the younger generations the generalized and systematic experience of mankind. In educational practice, it is not only not necessary, but even stupid to ensure that each child opens everything himself. There is no need to rediscover all the laws of the development of society or physics, chemistry, biology, etc.

Secondly, the research method gives a greater educational effect only with its skillful combination with reproductive methods. The range of problems studied by children can be significantly expanded; their depth will become much greater if they skillfully use reproductive methods and teaching methods at the initial stages of children's research.

The third, and not the last circumstance, is that the use of research methods of obtaining knowledge, even in the situation of discovering a “subjectively new”, often requires extraordinary creative abilities from the student. In a child, they objectively cannot be formed at such a high level as it can be shown by an outstanding creator. In these conditions, it is reproductive teaching methods that can provide substantial assistance.

Productive Methods

In the theory of learning, it is customary to consider a partially-search, or heuristic, method, as a kind of primary stage, preceding the use of the research method. From a formal point of view, this is true, but one should not think that in real educational practice the sequence should be followed: from the beginning, the partial-search and then the research method is used. In teaching situations, the use of the partial search method may involve significantly higher mental loads than many training options based on the research method.

So, for example, 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.

Of course, the elements of research search are presented in a more complete volume in the research method. At present, the research teaching method should be considered as one of the main ways of cognition that most fully corresponds to the nature of the child and the modern tasks of learning. It is based on its own research search for a child, and not on the assimilation of ready-made knowledge presented by a teacher or teacher.

It is noteworthy that at the beginning of the XX century. the well-known teacher B.V. Vsesvyatsky suggested that one carefully read the words: “teaching,” “teacher,” and think about whether these terms provide for independent actions of children and their activity in learning. To teach means to present something ready.

Being a consistent supporter of a research approach to learning, B.V. Vsesvyatsky wrote that research draws a child to observations, to experiments on the properties of individual objects. Both that and another, as a result, when comparing and generalizing, provides a solid foundation of facts, not words, for the gradual orientation of children in the environment, for building a solid building of knowledge and creating in one’s own mind a scientific picture of the world. It is also important that this process most fully meets the needs of an active child nature, it is certainly painted with positive emotions.

The research method is the path to knowledge through your own creative, research search. Its main components are the identification of problems, the development and formulation of hypotheses, observations, experiments, experiments, as well as the judgments and conclusions made on their basis. 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.

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.