How to lecture. How to make a lecture interesting? Dmitry Wiebe, astrochemist

Interview of Natalia Demina with Alexander Markov, Sergey Popov, Alexey Vodovozov, Alexander Pipersky, Dmitry Wiebe
"Trinity option - Science" No. 2 (271), January 29, 2019

By the way, the cultural and educational center "Arkhe" is holding a competition for novice lecturers "The First Department".

At the end of the semester, sometimes I start to get angry

Alexander Markov, paleontologist, winner of the Enlightener and For Loyalty to Science awards

- How often you preparing a new lecture?

I rarely prepare completely new lectures from scratch: only a few times a year. Usually, the materials of existing lectures are taken as a basis, because I have three large lecture courses (“Introduction to Evolutionary Biology”, “Human Evolution”, “History of Life on Earth”). But I constantly update these materials, every time I think over everything anew, I look for new articles on the topic, I change something, I add something. During the autumn semester (September-December) I gave a total of about 35–40 lectures. These are both open lectures and lectures at Moscow State University for students (for me, these are not different genres, because I tell the public almost the same thing as I tell students, except in slightly simpler words).

On average, about half of the working day is spent preparing one lecture, if this is not a completely new lecture, but an update of existing materials. If it is completely new, it takes two to four times more time.

- What is the most difficult thing in preparing such a lectures?

Have time to prepare it. There is never enough time. And the process of preparing a lecture is interesting and brings me pleasure. Although at the end of the semester I sometimes start to get mad. For pleasure, I would give three times less lectures than I read.

- You are on someone running a new lecture? Do you consult with someone?

Rarely. I usually have enough scientific articles.

- What are the tips for preparing new lecture would you give to beginner educators?

Well, you ask questions! I myself first began to engage in popularization, only after fifteen years in science, having defended my candidate and doctoral dissertations. If I had started earlier, the devil knows what nonsense I would have carried, probably. But people are different, and everyone has different talents. There are definitely good science journalists who can give interesting popular science lectures without having worked in science at all. How they do it, I do not really understand, and I can hardly give them advice. Apparently, the experience of participation in all sorts of summer schools, olympiads, conducting school circles in student years, etc.

Of course you must have higher education in the specialty in which you are going to give popular lectures. Although in fact, occasionally there are such unique ones who manage to become not only popularizers, but also respected scientists without a specialized education. But these are extremely rare cases.

I can also recommend the School of Lecturers, organized by the Evolution Foundation. Another tip: consult with experts, i.e. with competent scientists, and ignore the noteworthy critics, who are now a lot divorced in social networks. They themselves do nothing useful and only throw mud at those who try to do it. A rather meaningless audience with a low level of scientific competence, compensating for the lack of their own achievements with harsh criticism.

- Does it make sense to create some expert advice for running lectures, or each lecturer himself can create like this if necessary?

It is difficult for me to answer this question, because I myself am not a great social activist, frankly. I think that talented lecturers who are not professional scientists in the field that they are going to talk about in a popular lecture, it is extremely useful to consult professionals. And really run the lecture if there are such professionals who are ready to spare no time for this. And I don’t really believe in any special expert advice on a voluntary basis. But maybe I'm wrong about this, I just don't like communist subbotniks and any other unpaid social work since childhood.

Never prepare lectures on popular science sources

Sergey Popov, astrophysicist, winner of the award "For fidelity to science"

A small preamble. Below, I discuss only "status" lectures, designed to give an adequate idea of what is really modern science thinks about one thing or another. This does not include meetings like "book club in the library" (or other types of get-togethers with friends), nor stories for younger children. school age, neither a completely basic cultural enlightenment (like “why there are eclipses”), nor deliberately entertaining events.

The formal answer is “several a year” (although now it’s more like one or two times, not counting the traditional results of the year, and once there were five or six, if not more), but the question is not entirely correct, since the pace strongly depends on and from current employment, and from external incentives ( important discoveries or other events in nearby areas), and from the "promotion term". Let me explain the last point. Lectures can be done only on those topics in which you are well versed (ideally, on topics in which you work in one way or another). And this set is complete. Therefore, over time, the subject matter is substantially exhausted (there is a deepening rather than an expansion). And then the pace is determined mainly by external incentives (and employment works as a limiter). At the same time, of course, any next reading of the lecture will require an update-upgrade in the light of new results (or that same deepening), but "painting a house is not building a house."

- Do you spend a lot of time preparing a new lecture?

To create in your head an adequate idea of a fairly complete modern level of knowledge on the relevant issues, allowing not only to present a story, but also to answer questions on the lecture. Moreover, this representation should be expressed in understandable terms.

Adequate presentation requires a good understanding of what is important and what is not, since in a popular lecture there is no point in leaving in particular if they do not illustrate the big picture. In addition, it is important to clearly separate well-established things from hypotheses and understand the status of these hypotheses.

It is important to bear in mind that a lecture is fundamentally different from an article. In a popular science article, the author can verify any of his statements by sources. The lecture makes sense only if you can clearly answer the questions and generally go offhand to the side, revealing some question, without losing quality. That is, an article can be a thin ice floe (the author retold a press release with explanations of terms from the encyclopedia), and a lecture can only be an iceberg. Going out to the audience, you need to know much more on the topic than you plan to tell.

No. After the fact, I always welcome the advice of colleagues who understand the topic better than me.

- What kind

Never give lectures on topics that you do not understand at the level that allows you to read a university lecture on this topic or give a scientific seminar in a professional audience.

Imagine that a non-malicious, but not super indulgent, very good scientist working in this field is sitting in the hall and listening to you.

Never prepare lectures on popular science sources.

No. This is the business of the lecturer. And, of course, in the end YouTube everyone's nonsense will be visible, and the organizers of normal lecture halls will draw their conclusions.

I run lectures in the beautiful auditorium of "Hyperion"

Alexey Vodovozov, medical journalist

How often do you prepare new lecture?

Regularly. I would have made a bad teacher - it is very difficult to repeat the same material, so the old lectures are thoroughly modernized, adapted to specific audiences, new ones are collected from several old ones and completely new ones are being prepared from scratch.

- Lot Do you spend time preparing a new lecture?

About a month. This time is spent on pre-collection of material, its analysis, preparation of illustrations (translating infographics or sometimes working with artists if you can’t find a finished picture, but you really need it), selection, translation (if necessary) and video editing. The presentation requires approximately one to two days of work, usually about 60 slides.

- What is the most difficult thing in preparing such a lecture?

The first - do not adjust in the invoice. The second is to find the presentation of the problem that will interest listeners. different levels readiness.

- Are you running a new lecture on someone? Do you consult with someone?

I run in the beautiful, but small auditorium of the book club-shop "Hyperion", the main part of the premieres takes place there. It so happened that there are a lot of biologists among the listeners, so something is corrected immediately on the spot, something - after the lecture during the Q&A session, as well as following the results of comments under the published video in all social networks. This is especially true for any multidisciplinary topics, for example, for the same poisonous animals and plants, corrections were made after the comments of herpetologists and chemists, mycologists and botanists, who, in fact, became co-authors of the next versions of the lectures. Something like "Now it's definitely all the poisonous mushrooms of Russia, the second edition, corrected."

- What kind advice on preparing a new lecture would you give to beginner educators?

Do not start lecturing on a topic until you have thoroughly understood it. Yes, you can express your opinion in the lecture personal opinion, but it must be well reasoned, remaining both within the framework of common sense and the scientific picture of the world.

- Does it make sense to create some kind of expert council for running lectures or can each lecturer himself create one if necessary?

If you wish, you can take the experience of the 15 × 4 project as a basis, they have been doing this for a very long time: lecturers get together and test their lecture on other lecturers and project participants. All major inconsistencies, incomprehensible metaphors for listeners and design flaws immediately come out. But in this case, you need to be ready not only to calmly listen to reasoned criticism, but also not to ignore it, correcting and correcting your materials. I think that for single lectures this makes no sense, a video recording is enough, which then everyone on the Web will heartily criticize. But for festivals, forums and other major events, this practice can be useful.

The hardest thing is to stop and not try to embrace the immensity

Alexander Pipersky, linguist, laureate of the Enlightener award

- How often do you prepare a new lecture?

I looked in the folder where I keep presentations for popular lectures for adults and schoolchildren, and found eight titles in 2018 that can be considered new - so, probably, once a month and a half.

- Do you spend a lot of time preparing a new lecture?

It is impossible to evaluate this, because I do not have absolutely new lectures. Popular lectures somehow grow out of each other, from the courses that I teach students, from my scientific articles and reports, from the popular texts that I write, and not so that I come up with a topic that I know nothing about, and I'm starting from scratch to prepare a story for the general public.

For example, last fall I gave a lecture in Kaliningrad "Where do the names of peoples come from?" - I did it for the first time, but before that I wrote twenty small texts for the heading "Ethnonym of the day" on "Arzamas". If you mark only the time of work on the presentation, then it will probably not be a very solid half-day, but if you take into account how much time I have been writing about these ethnonyms, it will be an order of magnitude longer.

- What is the most difficult thing in preparing such a lecture?

The hardest thing for me is to stop and not try to embrace the immensity. When I first started teaching, I always worried that I would not have enough material for the whole class - and ended up cooking so much that I could not keep up. Now I understand my pace much better, but nevertheless I have to say to myself all the time: “Don’t make 80 slides, you still won’t have time for so many and you’ll have to crumple.”

- Are you running a new lecture on someone? Do you consult with someone?

I don’t run the lecture, but if I don’t know the language in which I picked up the example, I try to check with the experts whether everything is correct.

- What kind advice on preparing a new lecture would you give to beginner educators?

Rehearse in front of a mirror with a stopwatch. This is also useful because you understand in advance when you are brought into too dry science, and when, on the contrary, into too cheerful chatter about life, and you can correct this.

- Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I can’t imagine who would go to work in such a council (or rather, even councils - after all, each specialty needs its own): it’s a huge job if you really do it. In addition, the status of such a council is not clear: we would not want it to turn into a censorship committee - but, fortunately, this will not work out.

Lecture preparation is a continuous process

Dmitry Wiebe, astrochemist

- How often do you prepare a new lecture?

Completely from scratch - no more than once a year. There is no time for more. But, on the other hand, preparing a lecture is a continuous process. In addition, I have lectures in my repertoire that, by their very nature, require constant substantial renewal, for example, a lecture on modern research solar system. And in other areas, science does not stand still.

- Do you spend a lot of time preparing a new lecture?

A lot, of course. To make a lecture of high quality, you need to know much more than you tell. This implies familiarity with a very large amount of material, even when preparing a lecture on a seemingly familiar topic.

- What is the most difficult thing in preparing such a lecture?

I would highlight two things. The first is an adequate assessment of the audience and an appropriate selection of material so as not to utter absolutely elementary truths and not delve into details that are of no interest to anyone. The second is to clearly define the boundaries and quality of your knowledge. Separate the things I know from the things I'm used to. If they ask me a question about the first, I will answer it, but if they ask a question about the second, it can turn out to be uncomfortable.

- Are you running a new lecture on someone? consult whether with someone?

No. As a rule, there is no break-in time. In addition, lecturing is a hobby for me, and I can afford to do it exactly as I see fit.

- What advice would you give to beginning educators on preparing a new lecture?

The first tip is in large, bold italics. Humanity has not come up with anything better than black letters on a white background. Do not try to impress the audience with a palette. On the one side. But on the other hand, be interested in the lighting conditions in the room where you will give a lecture. If the lecture will be held in a dark room (this is almost always the case in planetariums), you should think about light letters on a dark background.

In general, remember the second tip: try to check the presentation in advance in combat conditions, because with the highest probability on the projector screen your presentation will look different than on a computer (and always worse in terms of clarity, contrast, color, and more the edges of the slides will be cut off or miss the screen).

Third, for those who use the yellow lines on their charts, there is a special cauldron in hell. Fourth: including videos in the presentation, just in case, learn in advance to confidently pronounce the phrase: “Strange, everything worked on my computer.”

Fifth: if your lecture has a slide with a conclusion, write the words “Thank you for your attention!” on the same slide, small at the bottom, and not on a separate slide.

Last but not least, respect your audience. Even those of its representatives who will convince you that the Americans did not fly to the moon, because with flat earth sending a rocket to the moon is impossible.

- Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I think that a person who doubts his abilities will find himself on whom to run a lecture. The creation of the Council seems to me completely pointless.

At the end of the semester, sometimes I start to get angry

Alexander Markov (mozgovoyshturm.ru)

Alexander Markov , paleontologist, winner of the Enlightener and For Loyalty to Science awards

- how often you preparing a new lecture?

I rarely prepare completely new lectures from scratch: only a few times a year. Usually, the materials of already existing lectures are taken as a basis, because I have three large lecture courses (introduction to evolutionary biology, human evolution, history of life on Earth). But I constantly update these materials, every time I think over everything anew, I look for new articles on the topic, I change something, I add something. During the autumn semester (September - December) I gave a total of about 35-40 lectures. These are both open lectures and lectures at Moscow State University for students (for me, these are not different genres, because I tell the public almost the same thing as I tell students, except in slightly simpler words).

- What is the hardest thing about preparing lectures?

- Are you on someone running a new lecture? Do you consult with someone?

Rarely. As a rule, I have enough scientific articles.

- What are the tips for preparing a new lecture would you give to budding educators?

Well, you ask questions! I myself first began to engage in popularization, only after fifteen years in science, having defended my candidate and doctoral dissertations. If I had started earlier, the devil knows what nonsense I would have carried, probably. But people are different, and everyone has different talents. There are definitely good science journalists who can give interesting popular science lectures without having worked in science at all. How they do it, I do not really understand, and I can hardly give them advice. Apparently, the experience of participating in all sorts of summer schools, olympiads, conducting school circles in my student years, etc., helps here.

Of course, you must have a higher education in the specialty in which you are going to give popular lectures. Although in fact, occasionally there are such unique ones who manage to become not only popularizers, but also respected scientists without a specialized education. But these are extremely rare cases.

- Does it make sense to create some kind of expert council for running lectures, or each lecturer himself can create like this if necessary?

Never prepare lectures on popular science sources

Sergei Popov.
Photo by A. Paevsky

Sergey Popov , astrophysicist, winner of the award "For fidelity to science"

A small preamble. Below I discuss only "status" lectures, designed to give an adequate idea of what modern science really thinks about this or that issue. This does not include meetings like "book club in the library" (or other types of get-togethers with friends), nor stories for children of primary school age, nor very basic cultural enlightenment (like "why there are eclipses"), nor obviously entertainment events.

The formal answer is “several a year” (although now it’s more like one or two times, not counting the traditional results of the year, and once there were five or six, if not more), but the question is not entirely correct, since the pace strongly depends on and from current employment, and from external stimuli (important discoveries or other events in nearby areas), and from the "promotion term". Let me explain the last point. Lectures can be done only on those topics in which you are well versed (ideally, on topics in which you work one way or another). And this set is complete. Therefore, over time, the subject matter is substantially exhausted (there is a deepening rather than an expansion). And then the pace is determined mainly by external incentives (and employment works as a limiter). At the same time, of course, any next reading of the lecture will require an update-upgrade in the light of new results (or that same deepening), but "painting a house is not building a house."

- Do you spend a lot of time preparing a new lecture?

No. After the fact, I always welcome the advice of colleagues who understand the topic better than me.

- What kind

Never give lectures on topics that you do not understand at the level that allows you to read a university lecture on this topic or give a scientific seminar in a professional audience.

Imagine that a non-malicious, but not super indulgent, very good scientist working in this field is sitting in the hall and listening to you.

Never prepare lectures on popular science sources.

No. This is the business of the lecturer. And, of course, in the end, everyone's nonsense will be visible on YouTube, and the organizers of normal lecture halls will draw their own conclusions.

I run lectures in the beautiful auditorium of "Hyperion"

Alexey Vodovozov.
Photo by I. Efremova

Alexei water carriers, medical journalist

- How often do you prepare new lecture?

- Lot Do you spend time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

The first - do not adjust in the invoice. The second is to find the presentation of the problem that will interest listeners of different levels of preparedness.

- Are you running a new lecture on someone? Do you consult with someone?

- What kind advice on preparing a new lecture would you give to beginner educators?

Do not start lecturing on a topic until you have thoroughly understood it. Yes, you can express your own opinion in a lecture, but it must be well reasoned, remaining both within the framework of common sense and the scientific picture of the world.

- Does it make sense to create some kind of expert advice on running lectures or can each lecturer himself create one if necessary?

If you wish, you can take the experience of the 15x4 project as a basis, they have been doing this for a very long time: lecturers get together and test their lecture on other lecturers and project participants. All major inconsistencies, incomprehensible metaphors for listeners and design flaws immediately come out. But in this case, you need to be ready not only to calmly listen to reasoned criticism, but also not to ignore it, correcting and correcting your materials. I think that this makes no sense for single lectures, a video recording is enough, which then everyone on the Web will heartily criticize. But for festivals, forums and other major events, this practice can be useful.

The hardest thing is to stop and not try to embrace the immensity

Alexander Pipersky.
Photo by I. Nightingale

Alexander Pipersky , linguist, laureate of the Enlightener award

- How often do you prepare a new lecture?

- Do you spend a lot of time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

- Are you running a new lecture on someone? Do you consult with someone?

I don’t run the lecture, but if I don’t know the language in which I picked up the example, I try to check with the experts whether everything is correct.

- What kind advice on preparing a new lecture would you give to beginner educators?

Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

Lecture preparation is a continuous process

, astrochemist

- How often do you prepare a new lecture?

Completely from scratch - no more than once a year. There is no time for more. But, on the other hand, preparing a lecture is a continuous process. In addition, I have lectures in my repertoire that, by their very nature, require constant substantial renewal, such as a lecture on modern research on the solar system. And in other areas, science does not stand still.

- Do you spend a lot of time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

- Are you running a new lecture on someone? consult whether with someone?

No. As a rule, there is no break-in time. In addition, lecturing is a hobby for me, and I can afford to do it exactly as I see fit.

- What advice would you give to beginning educators on preparing a new lecture?

Fifth: if your lecture has a slide with a conclusion, write the words “Thank you for your attention!” on the same slide, small at the bottom, and not on a separate slide.

Last but not least, respect your audience. Even those of its representatives who will convince you that the Americans did not fly to the moon, because it is impossible to send a rocket to the moon from a flat earth.

Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I think that a person who doubts his abilities will find himself on whom to run a lecture. The creation of the Council seems to me completely pointless.

Prepared by Natalia Demina

1. The personality of the lecturer

A person's personality plays a much greater role in his business success than deep knowledge.
Don't perform when you're tired. Relax, restore your strength, accumulate a reserve of energy in yourself.
Don't do anything that could suppress your energy. It has magnetic properties. People flock around an energetic speaker like wild geese around a field with winter wheat.
Dress neatly and gracefully. The knowledge that you are well dressed increases self-esteem, strengthens self-confidence.
Smile. Come out in front of the audience with a facial expression that should say that you are glad to be in front of them. "Like begets like..."
Get the audience together. It is very difficult to influence them if they are scattered in different places.
Don't stand on a raised platform, but lower yourself to the same level as them. Make your presentation intimate, informal, turn it into a conversation.
Make sure the air is fresh.
Light up the room as much as possible. Stand so that the light falls directly into your face, and so that the audience can clearly see all of its features.
Do not stand behind any piece of furniture.

2. How to start a lecture

The beginning of the performance is the most difficult, but at the same time it is extremely important, because. at this point the listener's mind is fresh and comparatively easy to impress. The beginning of the speech should be carefully prepared in advance.
Beginners tend to start with either a humorous story or an apology. Both usually fail. Say exactly what you are going to say, say it quickly and sit in your seat.
Show that the topic of the speech is related to the vital interests of the audience.
Don't start your presentation too formally. Do not show that you have prepared it too carefully. It should look free, unintentional, natural.

3. How to end a lecture

Prepare the end of your speech carefully in advance. Rehearse it. Know, almost word for word, how you are going to end your presentation. Don't leave it unfinished and broken like a jagged rock.
Seven endings:

summarize, reiterate and briefly state the main points that you touched upon in your speech;
call to action;
give listeners an appropriate compliment;
cause laughter;
quote suitable poetic lines;
use a quote from the Bible;
create a climax.

Prepare a good start and a good end for your speech and make sure they are connected to each other. Always stop your presentation before your listeners want it. Remember: “After the peak of popularity, satiety sets in very soon.”

4. How to make the meaning of your speech clear

Very important, but also very difficult to be clear.
Make the unfamiliar understandable by linking it to familiar objects and phenomena. If you want to give a clear idea of the size of Russia, then you do not need to give data on its area in square kilometers; name the countries that could be placed on its territory.
Avoid technical terms when speaking to people who are not related to your profession. State your thoughts in such a way plain language so that everyone can understand them.
Use the visual perception of the listeners. When possible, use exhibits, pictures, illustrations.
Be specific. Don't say "dog" if you mean

"A fox terrier with a black spot under the right eye."

Make your abstract statements understandable, accompany them with concrete examples and cases.
Don't try to raise too many questions. One or two sections of a large topic are enough.
End your speech with a brief summary of your points.

5. How to get listeners interested

We are interested in unusual facts about ordinary things.
Most of all, we are interested in ourselves.
A person who encourages others to talk about himself and his interests and knows how to listen carefully will be considered a good conversationalist everywhere, even if he does not speak much.
The speaker should consider a small number of issues and illustrated by their stories, which are of interest to the listeners from a purely human point of view.
Be specific and specific.
Saturate your speech with phrases that create images, as well as words that bring a whole string of pictures before your eyes.

6. How to improve your style

We have only four methods of contact with people. We are judged on the basis of what we do, how we look, what we say and how we say it. A necessary part of education is the precise and refined use of one's native language.
Your manner of speech largely reflects the way you communicate with those people who are part of your company.
“I gave up newspapers in exchange for Tacinus and Thucydides, Newton, Shakespeare and Euclid,” wrote Thomas Jefferson, “I feel much happier.”
Read with a dictionary. Look for unfamiliar words. Try to find a use for these words so that you can imprint them in your memory.
Learn the origin of the words you use.
Do not use worn out and hackneyed words. Be precise in expressing your thoughts. Use synonyms.
Do not use such vague comparisons as, for example, "cold as a cucumber." Strive for freshness. Be original.

7. How to develop self-confidence

If there really is an idea in the head and heart of the speaker, an inner need to speak out, he can be almost completely sure of success. A well-prepared speech is a 9/10 delivered speech.
The real preparation is to extract something from yourself, to pick up and arrange your own thoughts, to develop and shape your own beliefs.
The speech must come out. Choose a topic at the beginning of the week, think about it in your spare time time, bear it, do not forget about it day or night. Discuss it with your friends. Make it the subject of conversation. Ask yourself all sorts of questions on this topic. Write down on scraps of paper all the thoughts and examples that come to your mind, and keep looking. Ideas, considerations, examples will come to you at a variety of times - when you take a bath, go to city center when you are waiting to be served dinner. That was Lincoln's method. This method was used by almost all speakers who were successful.
After you have thought about the question on your own, go to the library and read the literature on the subject.
Gather significantly more material than you intend to use. Pick up a hundred thoughts and discard ninety of them.
Napoleon said that "the art of war is a science in which nothing succeeds except what has been calculated and thought out." This applies to public speaking no less than to military action. The speaker who does not know where he is going usually comes to no one knows where.
The speaker should elaborate on the issue he touches on and will not return to it again.

8. Lecture optimization methods

Presentation of information

Theme announcement
Rationale for the topic
Goal setting
Lecture outline message
Presentation of lecture material
Emphasizing connection with practice
Establishing links with material from other disciplines
Expressing one's own attitude to the material presented
Repetition of what was said
Highlighting the main
Generalization
conclusions

Activation of cognitive activity

Problem situation
Case Study
thinking out loud
Dialog
Discussion
Emphasizing the importance of information
Students' answers to questions
Issuing recommendations for independent work

3. Creating the necessary emotional mood

Retreats
Gestures
facial expressions
Smile
OK
Praise
Change in intonation
Manifestation of displeasure

Organization of student behavior

Using Techniques to Activate Attention
Managing students' independent work

- pace

- pause

Directions for Recording a Repetition
Notes to individual students
Non-working noise
Using visual aids
General assessment of speech qualities

9. Seminar optimization methods

Theme announcement

Rationale for the topic
Goal Formulation
Communication of the practice plan
Emphasizing the practical significance of the information provided
Manifestation of one's own attitude to the material presented
Generalization
Highlighting the main
Issuing instructions for activities
Answers to students' questions

Execution of group practical tasks

Fulfillment of individual practical tasks
Help from the teacher

Problem situation

Case Study
Memory activating question
Thinking question
Dialog
Discussion
game situation
thinking out loud

4. Completion of group control tasks

Fulfillment of individual control tasks
self control
mutual control
Self-esteem
Justification of estimates
Summing up the lesson
Issuing assignments for the next lesson

Showing trust in listeners

Retreat
Examples
Gestures, facial expressions
Smile
approval, praise
Change in intonation
Manifestation of displeasure

Using Techniques to Activate Attention

Note to individual students
Remark to the group as a whole
Evaluation of the actions of listeners
Business conversation listeners
Non-working noise
Student activity

Teacher's word. In the arsenal of a modern teacher high school there are numerous means of communication and learning. This includes textbooks, teaching aids, audiovisual means, programmed tasks, etc. But there is one means of pedagogical influence that stands above all these means, unites, coordinates and directs them. This means is the word of the teacher, his living speech is Verba Magistri (the word of the teacher). Through language and speech, images and concepts, knowledge and emotions, concrete and abstract are combined. From this it is obvious how mastery of a word, speech is necessary for a teacher in his pedagogical activity. M.V. Lomonosov spoke about the eloquence of a teacher: "The art of any matter speaks eloquently and thereby inclines others to their own opinion about it."

The qualification of a teacher of higher education is largely determined by how informative and skillfully he delivers lectures. With systematic work and practice, it is quite possible to learn to lecture and read well. On this occasion, Democritus wrote: "Neither the art of eloquence, nor wisdom can be achieved if they are not learned."

The history of higher education has big number examples of exemplary lecture teaching: V.O. Klyuchevsky, S.M. Solovyov, N.N. Kostomarov, D.I. Mendeleev, M.S. Grushevsky, Vernadsky, K.A. Timiryazev, M.I. Makhmutov and many others. etc. Their lectures were distinguished by a deep analysis of the material, awakened the thought and acted on the feelings of the listeners, made them think about the depth, essence and significance of the subject of study, were distinguished by broad erudition, expressiveness of speech, a critical approach to sources, broad scientific character.

N. G. Chernyshevsky, N. A. Dobrolyubov, D. I. Pisarev gave great importance independent work of students, but at the same time emphasized the emotional impact of lectures in the process pedagogical communication. In 1896, the second congress of Russian leaders on technical and professional education defended the lecture, emphasizing that the living word is a powerful means of communication scientific knowledge and, in its ability to firmly capture the most essential aspects of the subject, cannot be replaced by any book.

In the 30s. in some universities, as an experiment, they stopped lecturing. The experiment did not justify itself. The level of knowledge among students has sharply decreased.

The most best speech teacher is one that causes an uncontrollable desire for knowledge in his listeners and their active activity in acquiring this knowledge. This speech form in the educational process of higher education primarily includes lecture . “The best lecturer is the one who teaches his listeners by his word” (Cicero). Especially the lecture requires from the teacher not only mastery of the content of the subject, but also the speech form of its presentation.

A true teacher-lecturer of a higher school is one who knows how to find something new in known phenomena and express it in words, who inspires students with his speech, exciting ideas, convinces them of the correctness of the thoughts he affirms, that is, activates them. cognitive activity. Direct verbal (not through audiovisual means) presentation of the material activates the perception of students, establishes a live connection between the audience and the teacher, allows him to simultaneously observe the audience. Therefore, when preparing for a lecture, one should take into account not only the informational beginning and the impact on consciousness, but also its emotional impact on the feelings of students, which can be exerted, first of all, with a word.

What is a lecture and its functions and types. The word "lecture" comes from the Latin "lection" - reading. The lecture appeared in Ancient Greece, got my further development v Ancient Rome and in the Middle Ages. The concept of "lecturing" is conditional, rather historical in nature. Indeed, until the middle of the XIX century. lectures were given in the truest sense of the word. In some, individual cases, it is advisable to read lectures in the full sense of the word. This mainly concerns lectures presenting rigorous original materials, scientific reports, and lectures by novice teachers. In all cases, lectures must be presented clearly, clearly and expressively. “The virtue of verbal expression is to be clear” (Aristotle).

The purpose of the university lecture is to form an indicative basis for the subsequent assimilation by students educational material. In the educational process, there are a number of situations where the lecture form of education cannot be replaced by any other. The lecture performs the following functions:

informational (explains necessary information),

stimulating (arouses interest in the topic),

educative (carries out an educative effect),

developing (gives an assessment of phenomena, develops thinking),

Orienting (in the problem, in the literature),

explaining (interprets the basic concepts of science),

persuasive (focuses attention on the system of evidence).

The lecture is also indispensable in the function of systematizing and structuring the entire array of knowledge in a particular discipline.

The following types of lectures can be distinguished.

1. For common goals: educational, propaganda, educating, educational, developing.

2. By scientific level: academic and popular.

3. For didactic purposes: introductory, current, reinforcing-generalizing, installation, review, lecture-consultations.

4. By way of presentation: lectures-monologues, lectures-dialogues or lectures-conversations, problematic lectures, lectures-visualizations (with a reinforced visual element), lectures-conferences, etc.

Structure and methodological techniques for constructing a lecture. University practice shows that the communicative competence of a teacher-lecturer is not a self-forming reality. Only a teacher who has achieved high mastery is able to use a lecture as a tool for multifunctional interaction with students, to fully implement didactic goals and objectives, skillfully combining teaching tactics and strategies. There is no doubt that organization is needed special education future teachers, aimed at developing their lecturer's competence. To do this, it is important to solve the didactic task of developing higher education in future teachers. educational institution constructive and design abilities, developing a reflexive position in them when communicating the content of the educational material to the trainees.

A lecture in higher education is not a simple retelling of a textbook or other literary sources, it is a personal scientific and pedagogical creativity of a teacher in a certain field of knowledge. A real teacher, a teacher by vocation, prepares for lectures not the day before, but always, throughout his entire pedagogical activity.

Lectures may differ in their structure from one another. Everything depends on the content and nature of the material presented, but there is a general structural and methodological framework applicable to any lecture. First of all, this is the message of the lecture plan and strict adherence to it. The plan includes the names of the main key questions of the lecture, which can be used for compiling examination papers.

The lecture requires a strictly thought-out system of construction and arrangement of the material presented, such a construction that students can outline it in the form of clearly limited, consistent and interconnected provisions, theses with conclusions and conclusions.

To do this, the teacher must think over and plan what the preliminary structure of the reported educational material should be, how to divide the content of the lesson into specific educational sections. These sections should be large enough so that the educational material is not broken into unrelated components, but not too large so as not to overload students with material.

All this is a prerequisite for methodological preparation for a lecture, which requires the development of a plan of conduct with a list of main content, divided into subsections, approximate timing, indicating the necessary illustrations, examples, technical means used, quotations, recommended literature. According to many teachers, it is more expedient to have a summary of the lecture, compiled in thesis form, so that the main provisions of the lecture, conclusions, formulations are presented at a somewhat slower pace for systematic recording by students.

And young teachers of higher education are encouraged to write the full text of the lecture. This is especially necessary for new, original courses that require clear definitions, presentation of the material in strict sequence. Lectures written in a certain system are valuable material for the future study guide, as well as to update and improve the content of the lecture itself.

It is recommended to pay special attention to the preparation for the first lecture, for the first meeting with students. How the first lecture is prepared and delivered will have a lot to do with the entire lecture course of teaching.

When presenting lecture material, the teacher should be guided by the fact that students write notes.

There are four points of view on recording lectures by students:

Write material in a short, free form, mainly conclusions, rules, laws, formulas;

Record all lecture material in abstract form;

Keep a detailed record of the lecture, up to dictation;

Do not write anything down, but when you come home, remember everything that was preserved in your memory from the lecture.

But from a psychological standpoint, one should not rely on short-term memory. Not for nothing that D.I. Mendeleev said: “An unwritten thought is a lost treasure.” A psychological study of the behavior of students in lectures confirms that recording contributes to better memorization of the material. In addition, not writing, but only listening to the student gets tired faster and is more likely to be distracted.

In our opinion, it is necessary to undergraduate teach students to take notes of lectures, since correct note-taking not only captures the main content of lectures (conclusions, patterns, formulations), but also activates the perception of lecture material. Students develop the ability to assimilate the required amount of educational information and at the same time analyze rather complex educational material.

In addition, note-taking helps to listen carefully, remember better in the process of recording. This is facilitated by the presence of algorithms, reference materials, which also help in preparing for a seminar, exam. The task of the lecturer is to give students the opportunity to meaningful note-taking: listen, comprehend, process, write down briefly. To do this, the teacher must help students and monitor whether everyone understands and is in time. This can be seen from the reaction of the student audience. What are the tools to help you take notes? This is an accentuated presentation of the lecture material, i.e. highlighting definitions, concepts, conclusions with tempo, voice, intonation, repeating the most important, essential information, using pauses, writing algorithms on the board, demonstrating illustrative material, strict adherence to the rules of classes.

It is useful to teach students the technique of taking notes, the correct graphic arrangement and design of the record: highlighting paragraphs, underlining main thoughts, key words, framing conclusions, the NB sign - "nota bene" (pay special attention), using multi-colored pens or felt-tip pens.

The art of the lecturer helps the good organization of the work of students at the lecture. The content, the clarity of the structure of the lecture, the use of methods of maintaining attention - all this activates thinking and working capacity, helps to establish pedagogical contact, evokes an emotional response in students, develops diligence skills, and forms interest in the subject.

Researchers working in this direction have established didactic tools and methods for developing and delivering lectures, and have identified the conditions for the effectiveness of the lecture form of teaching, which can be applied to any field of knowledge. In the light of these developed means, methods and conditions, the lecture acts as a tool for effective interaction of the didactic link "teaching - learner", when the teacher, in the process of lecturing, skillfully implements educational goals, matching the tactics and strategy of the educational process.

The organizational activity of the teacher-lecturer in the process of "speech creation" collides with the counter activity of the student, who does not always adequately interpret the message. Understanding this, the lecturer, the author of the text, is constantly forced to focus on the addressee (student). This is manifested both in the process of selecting educational material and in the process of constructing the speech of the lecturer: he strives to make his language and the course of his thoughts as accessible as possible for the student-listener, he tries to anticipate a possible misunderstanding by him of certain elements of presentation.

How one should give a lecture was especially vividly expressed in his time by N.V. Gogol in the article “On the style of a lecture”: “The style of a professor should be fascinating, fiery. He must in the highest degree capture the attention of the audience. If at least one of them can indulge in extraneous thoughts during a lecture, then all the blame falls on the professor. He did not manage to be so entertaining as to conquer the thoughts of the listeners.

It is recommended to start the lecture calmly, in a moderately loud voice, vary the sound volume of the presentation, emphasizing the main and essential, slowing down the speech where formulations, conclusions are given, questions are asked, problems are raised. There is a rule that "lectures must be read loud enough to be heard, and at the same time quiet enough to be heard." Lectures by a university teacher do not allow speech negligence and clogging it with unnecessary introductory words, jargons, vulgarisms.

It is useful to remind students of the content of the previous lecture, to connect it with new material, to determine the place and purpose in the discipline, in the system of other sciences. For each of the analyzed provisions, a conclusion should be drawn, highlighting it with repetition and intonation. At the end of the lecture, it is useful to summarize the material read.

In the first courses, the developing role of lecture teaching needs more more accessibility of presentation. In a clearer form of the logical structure of the presentation, in the slow formulation of the main provisions and conclusions.

A real teacher-lecturer presents his subject from a convinced position, with a characteristic enthusiasm, which is one of the indispensable conditions for arousing interest among students. Not only knowledge of the subject is required for a lecture, but, as we have already noted, speech is quite developed, setting out scientific positions without terminological difficulties, with sufficient figurativeness (algorithmization) and emotionality. Any rigorous lecture requires explanations, justifications, disclosures, illustrated examples and facts, i.e. it cannot be limited to scientific terminology.

In lectures, the teacher, along with a systematic presentation of the fundamental foundations of science, expresses his scientific ideas, his attitude to the subject of study, his creative understanding of its essence and development prospects, and thereby forms the methodological culture of the future specialist. Each lecture requires the teacher to personally analyze the development of scientific provisions, a historical approach to them and, at the same time, indispensable coverage of their current state.

Methodologically unjustified is the desire of some lecturers to emphasize their "intellectual superiority" to the audience, presenting the material in a deliberately complicated language. It is useful to refer to the experience of recommendations for lecturers, developed by M. V. Lomonosov, who, widely resorting to figurative comparisons and vivid epithets, resolutely rejected the use of vague and confusing expressions that can only obscure the meaning. His recommendations are as follows:

Do not pass off practice as theory;

Do not burden lectures with unknown terms;

Do not obstruct the listener with vague and fruitless explanations (Lomonosov M. V. Poli. collected works, vol. 2, p. 457, p. 132).

To activate the thinking of students, experienced teachers pose acute questions to students (establish feedback), critically analyze (but do not engage in criticism) various areas in science, and highlight different points of view of individual scientists. All this becomes vivid when the lecture expresses the result of a profound creative work the teacher himself, his methodological culture.

Along with the descriptive form of presentation of the systematized educational material, the teacher-lecturer gives possible examples creative use knowledge acquired by students, sometimes introduces controversial provisions, poses certain problems for students that require their own reflection. The indicators of the active perception of the lecture are the students' questions to the teacher and the expression of their own views in connection with the problems posed by the lecturer.

The logic of designing a modern lecture

How does a good modern lecture work? What idea of the composition and logic of a good modern lecture should the teacher be guided by when preparing for it? Where to begin? How to choose a lecture topic? How to prepare the content and choose the appropriate type of lecture?
We will answer these and similar questions in the form of practical recommendations for the teacher (11). Let's imagine this as some kind of lecture design logic. In the most constructive version, it can consist of the following 11 steps to the success of the teacher (Fig. 11):

Rice. 11. The logic of designing a modern lecture

Analysis of the pre-lecture situation
Invention of lecture concept
Justification of the objectives of the lecture
・Create a theme
Selection of lecture content
Choice of type of lecture
Development of the lecture form
Development of ways to activate the attention of listeners
Develop ways to support lecture comprehension
Develop ways to create feedback
Invention of the lecture completion form

Several practical advice teacher

Do I need to reflect on the objectives of the lecture? The sages say something like this about it: "For a ship that does not know which harbor to sail into, there is never a fair wind."
The objectives of the lecture are what answers the questions - why this lecture? What result do I plan to get as the organizer of the learning process?
A goal is a mental image of the future result of an activity.

Basic requirements for the formulation of goals:
· they must be operational, i.e. it should be possible to test them for reachability;
They must be specific
· they should be formulated “in the language of students' activity”;
· they must be realistic, i.e. have the means to ensure the goal (time, the ability of the lecturer, etc.).