Methodical seminar "Problem-dialogic learning is the foundation of the successful personality of the study". Abstract of the seminar for teachers on the topic "Innovative forms of work with parents" Problem seminar An abstract classes

Consider the technology of problem learning, which is a specially created set of specific techniques and methods, helps children independently mined knowledge, teaches themselves to independently apply them in solving new cognitive tasks . The use of problem situations in working with preschoolers has a positive effect on the development of creative thinking in children, cognitive skills and abilities.

Download:

Preview:

Workshop workshop

on the topic: "Technology of problem learning in kindergarten"

Purpose: Increase the motivation of teachers to master the methodology for problem learning.

Tasks:

1. Introduce teachers with the concept of "problem learning";
2. Deepen the knowledge of teachers about this technique;
3. Promoting the level of professional competencies in teachers in the process of using problem learning technologies in working with children.

Equipment: Multimedia equipment, cards with a task for each table, memo, cards "Reflective target», routing
(table ), handles, pencils, markers, sheets of paper, umbrella, water container (pelvis), various wooden items.

Seminar's move:

1. Emotional attitude to the upcoming work.
2. Theoretical part

We know with you that the graduate kindergarten Such integrative qualities should be formed as the ability to solve intellectual and personal tasks (problems), adequate age, the ability to apply independently learned knowledge and ways to solve new tasks (problems) supplied as adults and they themselves. In this regard, the efforts of the teacher of kindergarten should be aimed at the development of the child of the senior preschool age Independence of the goosehold and motivation of activities, finding ways and ways to implement it, the ability to get the result. Successfully solve these tasks allows the introduction of modern educational technologies that enrich the subject's subject's experience provide independent activities of the child.

Today we will consider the technology of problem learning, which is a specially created combination of specific techniques and methods, helps children independently obtain knowledge, teaches them independently apply them to solve new cognitive tasks.

The ideas of the American psychologist, the philosopher and the teacher of J. Dewey (1859-1952, which in 1894 founded an experienced school in Chicago in 1894, in which the basis of learning was not syllabus, and games and labor activity.

As noted by many researchers (A.V. Brouslinsky, T.V. Kudryavtsev, I.Ya. Lerner, A.M. Matyushkin, etc.), which meets the tasks of the development of the student's personality, is precisely problematic training that, as still underlined S.L. Rubinstein is associated with the problem situation - the beginning of the development of human thought.

The learning of knowledge is a spontaneous, unmanaged process. The child absorbs the material as a result of satisfying his need for knowledge, being an active subject of his training, the conditions for the success of learning are: - problematization educational material; - the activity of the child; - Communication of learning with the life of a child, game, labor.

The use of problem situations in working with preschoolers has a positive effect on the development of creative thinking in children, cognitive skills and abilities. Rubenstein S.L. He said that "thinking usually begins with problems or question, with contradiction. The problem is determined by the involvement of the person in the mental process. The problem has unknown, as if empty places. To fill them, for the transformation of an unknown in the known, the corresponding knowledge and ways of activity that the person at first is missing is not necessary. "

Problem learning - organized by the teacher a method of active interaction between the subject with the problem-presented content of training during which it is attached to the objective contradictions of scientific knowledge and how to solve them. Learn to think, creatively absorb knowledge.

The relevance of problem learning is that it, unlike traditional, delivers the joy of independent search and discovery and, most importantly, ensures the development of cognitive independence of children, their creative activity.

Problem technology is a specially created set of techniques and methods that contribute to the formation of independent cognitive activity Child and the development of creative thinking.

The essence of problem learning is that the educator creates a cognitive task, the situation and provides children with the opportunity to seek the means of solving it, using previously learned knowledge and skills. Problem learning activates the thought of children, gives it criticality, taught for independence in the process of knowledge.

Mini Scene "Umbrella" (with problematic issues)

So what is problem? (Pedagogues Answers)

Problem - real difficulty on the way to achieving and implementing any activity.

Structural units of problem learning

The structural units or forms of organization of problem learning are the problematic issue, the task and situation. What are the difference in the form of problem learning listed above?

Consider their features.

Problem question.

Intensify the thinking of children questions that prompted to seek the answer in the imaginary plan. So, on a summer walk, the teacher suggested thinking how the children would change if the frosty winter day was?

The answer to the problematic question implies the need for reasoning, and not just playing knowledge. These are questions "Why?", "Why"?

For example, what birds of our edges fly to the south last? (just a question)

• Why do wild ducks and geese fly to the south last? (problematic question).
• Why duck floats, but no chicken?
• Why do not make shoes from iron?

Problem problem.

The problem task can be divided into two parts. It has a condition (description) and there is a question.

For example:

• One girlfriend lives in the south and never seen snow. Other - lives in the extreme north. There snow never melts.

What can be done to make a girlfriend living in the north, see the trees and flowers, and a friend, living in the south, saw snow and ice. However, they do not want to move.

• Children blinded two identical snowmen. One melted in a week, and the other stood until the end of winter. Why?

Problem situation- The state of mental difficulty of children, caused by the lack of knowledge previously learned by their knowledge and ways to solve the cognitive task, tasks or educational problems. In other words,problem situation"This is a situation in which the subject wants to solve the challenges difficult for him, but he does not have enough data, and he must look for them.

The development of mental activity in the child contributes to problematic situations. The problem situation is the task you need to solve the main link problem situation is ancontradiction . Pedagogue is important not to miss the moment to help children see the inconsistency, a contradiction, which noticed in class one or more children, and include them in active search activities.

The problem situation occurs when the teacher deliberately faces the life ideas of children (or achieved by them) with scientific facts, which they cannot- lack of knowledge, life experience.

Attachment 1 .

Memo for educators.

Characteristic characteristics of problem problems:

• There is a state of intellectual difficulty;
• There is a controversial situation;
• There is awareness that the child knows and knows how he needs to learn to solve the problem.

There are four levels of problem learning:

1. The teacher himself puts the problem (task) and decides it himself with an active listening and discussion by children.
2. The Score puts the problem, children independently or under his leadership finds a solution. The educator sends a child to self-searches for solutions (partially search method).
3. The child himself puts the problem, the educator helps to solve it. The child is brought up with the ability to independently formulate the problem.
4. The child himself puts the problem and decides her himself. The teacher does not even indicate the problem: the child should see it independently, and seeing, to formulate and explore the possibilities and ways to solve it.

The problem situation is created by an educator with certain techniques, methods and means:

Test children to contradiction and offer them to find a way to resolve it;

Presentation of different points of view on the same question;

Movement to make children comparison, generalizations, conclusions from the situation, comparison of facts;

Setting specific issues (for generalization, justification, concretization, the logic of reasoning);

Setting problem tasks.

Algorithm Solutions

problem situation:

1. The emergence of a problem situation is the formulation of the problem;
2. Identification and clear definition of the essence of the problem - the actualization of knowledge;
3. Identify ways out of the situation, or the assumptions of a possible solution and their rationale - nomination of hypotheses, assumptions;
4. Proof of the loyalty of the assumptions made and the loyalty of their possible solution is to verify the solution;
5. Check, as if, the problem is correct - the introduction into the knowledge system.

Appendix 2.

Technological map of pre-learning activities for preschoolers (table )

• At the 1st stage - setting the problem - the main purpose of the educator - to help children realize and assign the proposed problem
• On 2thay - actualization of knowledge - to actualize necessary knowledgewhich will be basic for the next stage of solving the problem.
• At 3 stage Hypotheses and assumptions, the goal is to involve children first in the process of putting forward assumptions, and then to the process of selection of search steps and their planning.
• At the 4th stage - Solution checks - the main goal is to organize the decision to verify the decision and assistance in choosing right solution. Check can be carried out through different kinds Activities. For example, in educational region "Cognition" Section "The child opens the world of nature" (program "Childhood") effective way Checks, is experimentation. Therefore, this stage can be called the most optimal for the organization research activities.
• 5 stage - "Introduction to the knowledge system" is aimed at allocating new knowledge and organization of activities to apply knowledge gained in practice, their assignment.

Following this technological card, the educator organizes the learning process in such a way that the child himself is the opener of new knowledge.

Problem learning tasks allow:

• develop intelligence, cognitive independence, creative abilities of preschoolers;
• assimilate children with knowledge systems and methods of mental practical activity;
• form a comprehensively developed personality.
• educate the skills of creative learning of knowledge (the use of individual logical techniques and methods of creative activity);
• educate the skills of creative knowledge of knowledge (the use of learned knowledge in the new situation) and the ability to solve educational problems;
• form and accumulate experience creative activity (mastering methods scientific research and creative display of reality);
• to form motives for learning, social, moral and cognitive needs.

Thus, creating problematic situations, we encourage children to put forward hypotheses, draw conclusions and, which is very important, we teach not to be afraid to make mistakes, do not read morals. After all, it creates timidity. According to A.M. Matyushkin, fear of allowing a mistake to make the child's initiative in setting and solving intellectual problems. "Fearing to be mistaken, he will not solve the problem itself - he will strive to get help from a toxious adult. It will only solve light problems ", which will inevitably lead to a delay in intellectual development. It is very important that the child felt the taste for new, unexpected information about the surrounding items and phenomena.

You can sometimes make a mistake - let the children notice a mistake, correct. It is important to educate in children interest in someone else's opinion. And do not forget about the joke: it activates the thought, puzzles children. Unexpected entertaining techniques awaken them to reflection. Especially, such techniques are needed by children with insufficient performance (non-permanent): they mobilize their attention and volitional efforts.

Teachers should not forget that the problem situations are used not only in class, for example, according to the "environment", but also on mathematics, speech development, diploma, design. Creative approach to the process of developing a child in classes.

2. Practical activity.

• Suggest educators a fragment of classes and try to solve the problematic task together together.

The teacher informs children that yesterday children of another group read the fairy tale "Adventures of Pinocchio" and came up with another end of the fairy tale, but they didn't do it until the end, they ask for our help, and they stopped at what: "Bulino ran to school, and in front of him Wide river, and the bridge is not visible. To school you need to hurry. I thought - I thought Pinocchio how much to move through the river. "

Contradiction: Pinocchio should move through the river, as it may be late to school, and is afraid to enter the water, as it does not know how to swim and thinks that he drowshes.

What do we do? (Children offer various solutions to the problem, hypotheses are put forward: you can build a boat, but it's a long time; ask someone to carry, but there is no one next to anyone, and it can not drown it, as a wooden). The educator invites children to check the last hypothesis: because Pinocchio wooden, children are looking for wooden items in the group: cubes, pencils, sticks, pour water into pelvis and conduct an experiment.

It is concluded: a tree in water is not sinking, therefore, Pinratino will not drown, gets free, because it is wooden.

Children, and what an end to the fairy tale: "Buratio folded the clothes and the alphabet on a leaf of the pita, jumped into the river and quickly swam. He managed to school on time. "

• On each table are cards with tasks:

1. Come up and show a fragment of classes using a problem situation on the topic "Water".

1. Come up with a problem situation and ways to solve it. For a walk in winter.

1. Come up with a problem situation with any (and) of these items.

Analysis of the proposed options.

1. Final part

Teacher's task - do not give to fade away the child to know the child the worldLifting the intellectual staircase.

For each of the stakes of the ladder, the preschooler must rise. If any of them will miss, then it will be much more difficult to reach the next one. If he sprinkles very quickly on the ladder, it means that these steps he already "overgrown" - and let him run. But there will be such a step in front, in front of which it will suspend. And it is possible that here he will need to help.

Exercise "Hot balloon»

Close your eyes, take a deep breath and slowly count from 10 to 1.

Gradually relax completely.

Imagine a gigantic balloon on a drowning meadow in a greenery.

Consider this picture as much as possible.

You fold all your problems and alarms in a basket of a bowl.

When the basket is complete, imagine how the rope of the ball itself is repulsed and it slowly picks up a height. The ball is gradually removed, turning into a small point and carrying all the cargo of your problems.

1. Reflection.

Exercise "Reflective target"

A target is drawn on a sheet of paper, which is divided into 4 sectors:

1 - content assessment; 2 - assessment of the form, methods of interaction; 3 - assessment of the activities of the lead; 4 - Evaluation of its activities.

Each participant "shoots" in the target four times - one in each sector, making a label (point, plus, etc.). The label corresponds to its assessment of the results of the interaction.

Used Books:

1. Mikheeva E.V " Modern technologies Training of preschoolers. "

2. Seleevko G.K. "Modern educational technologies."

3. Brushlinsky A.V. "Psychology of thinking and problem learning."

4. Internet resources.

"Bad teacher
presents the truth
Good teaches her to find "
A. Dysterweg(Shot.1)

The modern school must prepare graduates in society in which the main products are information and knowledge. Modern man should not only have a kind of knowledge, but also be able to learn, be able to solve problems in the field learning activities.

The purpose of such training is to failure to have a certain amount of scientific information, and the development of the skills will independently acquire and apply this information in accordance with personal goals and needs, solving relevant for students.

Subject: « Formation of cognitive interest to students by using problem learning in the process of studying chemistry "(SL.3)

Objective: Increasing the educational activity of schoolchildren based on the skill of problem learning technology in lessons and in extracurricular activities. (SL. 4)

Relevance(under 5)

With the introduction of GEF, I allocated several main directions for myself: - Create conditions in which the child himself miners knowledge (i.e., to learn it);

Help the child to navigate in various situations, i.e. teach to overcome and solve difficulties;

For proper perception, the child is reality, it is necessary to expand its imagination, i.e. Develop creativity.

The principle of activity is that the formation of a student's personality and its promotion in development is carried out not when he perceives knowledge in the finished form, and in the process of its own activity aimed at the opening of a new knowledge.

Education should not ignore any aspect of human potential: memory, mind, feelings of beautiful, physical capabilities and communication skills. (6) Development of cognitive and creative interests among students, research skills contribute to various types of technologies, including the technology of problem learning

Problem learning is a type of educational training, a person begins to think only when he has the need to understand something. According to M.I. Mahmutova, this is a special type of learning; It is not determined not by form or methods of learning, but by the way the interaction of students and the teacher, the level of independence of students.

The method of problem learning is a creative, original approach to learning, requiring active, search, research work Schoolchildren. Learning during the lesson receive not ready explanations of the new material, but they work with it themselves. (SL. 7)

Has the right to each mistake

But to make them smaller

Problems need to see correctly

And with the benefit of humanity to decide. M. Leschev

TO methods of solving a problem situation refers(Under 8)
Search. Research: inductive (from private to general) and deductive (from common to private) research. Design.

So colleagues will continue to solve the problem. (under 9)

In Italy there is a cave called "dogs". If a dog runs there, then she dies. And if a person comes, he remains alive. Why?

The fact is that approximately the cave belt is filled with carbon dioxide. Since the head of a person is in the air layer, he does not feel any inconvenience. Dog with its growth turns out to be in the atmosphere carbon dioxide And therefore chips. It was solved the problem situation. When studying the topic "Air composition"

In this task you saw the connection of several chemistry objects, biology, geography. Those. It is in such assignments that interprecote integration is formed.

Forms of solving problem situations: (Sill.10)
- Discussion (this is what we were engaged in early when we considered gasoline); - scientific dispute; - problem lecture; - problem tasks and tasks; - Research tasks; - historical documents, texts from literary works, Materials with a problem orientation.
Methods of problem learning: Problem presentation, search conversation, independent search and research activities of students.

Problem presentationmost appropriate in cases where students do not have enough knowledge when they are first faced with any other phenomenon and cannot establish the necessary associations. In this case, the search is carried out by the teacher itself.

Search conversation"This is such a conversation, in the course of which students, relying on the material already known to them, are looking for a teacher and independently find the answer to the problematic question.

Actualization and motivation."You can say about him: he is a light-base element

And the match will light you at the moment. Burn it under water, it will then become acid. "

2. Problem question?Translated from the Greek "Phosphorus" means "light-sound". Is it really?".

3. Problem situation The famous mineralogue, one of the founders of geochemistry science, Academician A.E.Fersman called phosphorus "element of life and thought." What do you think?

During the discussion of the problem in the lesson, students consider different points of view. The use of problem learning allows me to develop analytical, logical thinking of students.

But the children would not be children if they did not believe in wonders and riddles. That is what helps me in my profession, on my lessons. How? Everyone know the game "Black box." And how to understand what is in it? Of course, referring to the mysteries. In each of them, the truth lies, the answer. (Shot.12)

For example: Subject: ???? In the black box, the relevance, without which the life of plants, animals and man is impossible; per year, each person consumes from 3 to 5 kg of this substance;

this substance is a symbol of hospitality and a guidance of the Russian nation;

they say to find out a person, it is necessary to eat this substance with him.

lesson in grade 8 on the topic "Salt" - a problematic study of a new topic

Independent activities of study research is characterized by the highest form of independent activities and is possible only when they have sufficient knowledge. (Shot.13)
By chemistry, we perform a lot of projects with an experimental part. Where the guys themselves choose the topic and put problematic questions. Communication forms another important property - the ability to work in the team, as any educational task, the problem requires comprehensive analysis and joint decision.

Project "Chemistry in the kitchen" Extracurricular event in grade 9.

We saw a note from the newspaper "Zhvanchka without sugar". Foot a chewing chewing - save healthy teeth. And we have a project "Chewing gum - for or against"

How does the chemistry lessons do not apply experimental activities, because without this we cannot do. (Shot.14) We must install the truth in the lesson,
At the same time, the formulas, laws not forget.
We will first spend the experiment, think, thoughts and theory.
Daring, arguing, new to open and gradually needed to absorb.

For example: the topic of the lesson "corrosion of metals". (Shot.15)

Demonstration of experience "Preservation of metal from corrosion with the help of inhibitors." In two tubes, a solution of sulfuric acid is poured (1: 5). Position in each iron button. What are you watching? Then we add 3-4 drops of potassium iodide into one of the tubes. What do you see now? How can this be explained?

The problem situation can be created by different techniques. (Shot.16)

Reception 1.to present conflicting facts, scientific theories or mutually exclusive points of view. For example, hydrogen is the only element that does not have a permanent "place of residence", Ie takes two places in PSHE: among alkali metal and halogens. What is the cause of his dual position?

Reception 2.Explanation of phenomena, processes, conducting experiments (research), solving problems on the basis of a well-known theory, facts. The lesson of the "base" lesson in grade 8. Why, in the neutralization reaction of iron hydroxide (III) hydrochloric acid, the indicator is not needed? Why is an acid neutralization reaction with an acid spend in the presence of an indicator?

Reception 3.Non-standard formulation.

When washing the linen in Krasnodar, soap is spent less than in Novorossiysk. Why?

Reception 4.Finding a rational solution of the solution when the conditions are specified and the ultimate goal is given. Theme lesson " Clean substances and mixtures. " Invite the most rational ways of separating mixtures consisting of: a) iron and sulfur powders; b) Cooking salt, wood chips, sand.

Reception 5.Finding self-decide Under given conditions

The schoolboy decided to obtain copper chloride (II). He took copper wire and hydrochloric acid solution. But as he did not try, copper in hydrochloric acid did not dissolve. Help the young chemist to get copper chloride (II).

Reception 6. The principle of historicism also creates conditions for problem learning.

Example: At the factory, where the Selitra was developed, the workers somehow fell behind the cat. Running from them, the cat accidentally overturned the vessel with sulfuric acid to the remnants of salts from the production of nitrate, and then suddenly thick purple pairs were separated from the resulting mixture. What is this substance ?? Courtois became interested in this phenomenon and carefully began to study a new substance. Within the limits of his knowledge and opportunities, he studied him in a detail and came to a number of important discoveries.

The result of the teacher is the formation of a Wood. The solution to problem situations implies the development of the entire spectrum of Wood:

Cognitive - solution to the problem by searching for an answer in information space;

Regulatory - setting the goal, building stages of activity, distribution of powers in group activities;

Personal - argumentation and defending their point of view, the ability to listen and hear the members of the group, the team;

Communicative is to take a partner point, the ability to coordinate actions and make joint decisions.

The performance criterion and assessment of the teacher are: achieve students of higher learning indicators, compared with the previous period; The results of monitoring; The effectiveness of schoolchildren's participation in competitive events - Olympiads, scientific and practical conferences, contests and quizzes of the subject and meta-delta area.

The results of my activities in this area are presented in the form of tables and diagrams in the presentation (SL.17 -18).

Indicators in the tables prove the effectiveness of the formation of the skill of problem learning. Despite the remoteness of our area, my students take part in the events of both republican and All-Russian levels, showing nice results and occupying prizes. Diagnostics of educational learning motivation control classIt allows me to track the level of perception of the learning process, as a personal meaningful. Such diagnostic methods help not only determine the success of the process, but also the level of subjective learning motivation, which is currently the main criterion for the formation of a person in modern school.

I think my experience in implementing the technology of problem learning students can interest other teachers. (Shot.19) Some ideas and techniques of problem learning, I shared in various events for teachers of chemistry and biology: speech at a scientific and practical conference, holding a district seminar, holding a master class for teachers in the framework of the district festival of pedagogical skills

The ability to see problems is an integral property characterizing human thinking. (Shot.20) It develops for a long time in various fields of activity, and yet it is possible to choose special exercises and techniques for its development, which will largely help in solving this complex pedagogical task. I, like many teachers, passed on training from me teach! I'm learning!!!

The world is multifaceted, complicated, flexible, but is intended and organic.

And in disciplines we are familiar

There is a connection - only to recognize the sums!

Arrivate the sums of children

Not knowledge of luggage, but in the way Poznanya!

The lecture becomes problematic when the principle of problem is implemented in it.

Dialogue communication can be built as a live dialogue of the teacher with students in the course of the lecture at those stages, where it is advisable or as an internal dialogue (independent thinking), which is most typical for a problem lecture. In the internal dialogue, students together with the teacher set questions and respond to them or record questions in the abstract for later clarification during independent tasks, individual consultation with the teacher or discussion with other students, as well as at the seminar.

Dialogical communication is a prerequisite for the development of students' thinking, because in the way of its occurrence, thinking is dialogically. Teacher communication style on a problem lecture:

2. The teacher not only recognizes the right of a student for his own judgment, but also interested in it;

3. New knowledge looks true not only due to the authority of the teacher, scientist or author of the textbook, but also by the evidence of its truth of the system of reasoning;

4. Lecture material includes a discussion of different points of view on the decision educational problems, reproduces the logic of the development of science, its content, shows ways to resolve objective contradictions in the history of science;

5. Communication with students is built in such a way as to bring them to independent conclusions, to make accomplices of the process of training, searching and finding ways to resolve the contradictions created by the teacher himself;

6. The teacher makes questions to introduced material and responds to them, causes questions from students and stimulates an independent search for answers to them in the course of the lecture. It seems that the student thinks with him.

The ability to independently thinking is formed in students in active participation Various forms of live speech communication. For this lecture, a problematic nature must be complemented by the seminar classes organized in the form of discussion and the dialogic forms of independent joint work of students.

Problem seminar. Before studying the course section, the teacher offers to discuss the problems associated with the content of this section, themes. On the eve, students get a task to select, formulate and explain the problems. During the seminar, there is a discussion of problems in the group discussion. The problem of the problem seminar allows you to identify the level of knowledge of students in this area and form a persistent interest in the studied section of the training course.

27. Methods for stimulating independent art thinking (not quite ...)

In the didactics and methods of teaching foreign languages \u200b\u200bin school and the university, the principle of activity of students is also updated. It emphasizes the importance of self-education on the subject, the need for the formation of students from independent thinking and skills of training activities (I.L. Bim, N.I. Gez, B.A. Lapidus, A.A. Leontiev, M.V. Lyakhovitsky, A. A. Mirolyubov, S.K. Folivkin, S.F. Shatilov, etc.), since the acquired skills and skills are an integral part of the further growth and development of a specialist in a continuing education system.

Independence - The moral and volitional quality of the person, therefore, the formation of the independence of the student is inextricably linked with the problem of their moral education. In our opinion, the most fully and holistic is considered by the authors such as MA. Wate, V.E. Turin, A.V. Ivashchenko, V.E. Moshnovsky and others.

According to the generally accepted position of didactics, reinforced by numerous experiments, for the development of independence and creative attitude to the activities of particularly favorable conditions creates independent work (CP) I. independent training activities (court) Students, including work with educational and other literature.

The question of CP and the court is sufficiently designed in modern pedagogy. In the 60s, he was dedicated to special research by B.P. Esipov, G.I. Schukina, V.P. Stresicozin and more ..

However, speaking of the relevance of the development of independence through independent learning activities of students (SUPS), teachers scientists emphasize that the development process of such an important personality quality should not be echicious. To date, a significant experience in planning, organizing, stimulating and monitoring the succes in general has been accumulated in the pedagogical theory and practice and in teaching a foreign language in particular.

Consideration of the problem of planning and organizing the judges dedicated to S.I. Arkhangelsky, L.G. Vyatkin, I.A. Giniatulin, V. Graf, Ji.B. Zharova, E.V. Zaika, I.I. Ilyasov, B.G. Johanzen, N.A. Kadigd, B.C. Listangarten, V.Ya. Laudis, M.N. Skhatkin, V.M. Shestakov et al.

Recently, it is emphasized by the need to stimulate the succes. This issue is reflected in the works of A.L. Berdichevsky, V.M. Vergasova, Yu.M. MISIA, A. NEHAMKINA, V.I. Osmolovsky, T.I. Pubevskaya, I.M. Platov, G.V. Rogova, E.D. Chernova, etc. Also, many outstanding teachers indicate an important role of control for an effective judge organization (E. Androsyuk, O.A. Zhuravleva, S. Lebedev, E.I. Passs, P.D. Rusakova, N.V. Terekhova and dr.)

Recognizing the courts with an organic part of the university educational process, educational scientists, psychologists and methodologists believe that the effectiveness of teaching any academic discipline in pedestuse, including foreign languageIt is determined by how the organization of the courts in the audit and in extracurricular activities is carried out. Planning and organization of the judges is based on the general principles and methods of pedagogical research. Depending on the entity of training, the successes is considered in different ways. Traditionally, learning was seen in the transmission of a system of knowledge and ways of activity. Therefore, the Suds was considered a way to consolidate and workout, develop knowledge and skills. The activity approach is considering training as the formation of cognitive activity. From here, the judis is considered as a way to develop creative abilities and professional thinking.

The changed socio-economic conditions require to proceed from an understanding of training as a process of managing the formation of a specialist. In this regard, the SUPs should be interpreted as a way to form independence and activity of personality, its reproductive and creative abilities, the ability to focus and solve theoretical and practical problems independently in problem situations.

Currently, general principles of pedagogical studies in relation to the process of organizing the judges acquire new specifics. The need for a common-generated, and not a particular approach to the courts is emphasized by many authors. Such an approach involves consideration of three aspects of the judis: 1) subject-meaning; 2) organizational and managerial; 3) Personal Motivational.

He also requires the organization of the activities of students in unity with the activities of the teacher, as the sups as part pedagogical process It always includes a direct and indirect pedagogical guide, which contributes to the call to the motivation of the succes and ensures its rational and efficiency, that is, the SUPS is stimulated.

Seminar on the topic

Technology

problem learning.

Biology teacher

Skvortsova Julia Anatolevna

KSU SOSH number 17

ekibastuz

"Lesson -" Cell of the pedagogical process. In it, like the sun in a drop of water, all his part are reflected. If not all, then a significant part of the pedagogy concentrates in the lesson "

M.N. Skhatkin

"In training, serious attention should be paid to the excitement of an independent thought of the child, to the urge of his search for truth.

The independence of the head of the student is the only strong foundation of all fruitful teachings. "

K.D. Ushinsky

"The essence of the problem presentation in the school is that the teacher puts the problem itself, it decides her, but at the same time shows the path of decisions in its authentic, but affordable contradictions, reveals the moves of thought when driving along the solution path. The appointment of this method is that the teacher shows samples of knowledge, scientific solving problems "

(Didactics of high school edited by M.N. Shotkina, 1982)

Today, those who have to carry out a breakthrough of our state in the number of developed countries of the world are sitting at a school desk. And our task with you is to release from the walls of a healthy, educated, thought-oriented problem, ready for cooperation with other people, sufficiently armed with knowledge, tolerant and socially responsible, able to exercise the initiative, flexible and mobile, competitive member of society .

One of the priorities of the Development Concept is to search and

application more efficient innovative Systems, forms and teaching methods. Optimal, promoting the development of cognitive activity of educational activities is, technology of problem learning.

Problem learning - This is such training in which students are systematically incorporated into the problem of solving problems and problem tasks built on the content of the software material.

(I.Ya. Lerner)

Problem learning - Learning to make a choice.

A task:

To live successfully - to make a choice correctly and clearly set the goal.

The purpose of the problem learning:

Formation of knowledge and ideas;

Forming the skills to listen, compare, allocate the main thing, to conclude;

Promotion of education initiative.

Teacher's task:

Assist, to send the course of the reasoning of children, take any version, but ask to justify, prove it, but not to suggest, not laughing at the ideas nominated.

(Book: Makhmutov "Organization of Problem Training")

Problem learning can be viewed from different positions

how new Type training (M.N.Chatkin, I.Ya.Lerner);

As a learning method (L.M. Pancheshnikova);

As an approach or principle of training (G.A. Ponurova);

As new pedagogical technology (Mr. Ksenozova, N.G. Savina).

But the general for these positions is that, within the framework of problem learning, students are systematically included by the teacher in problem situations and solving problems.

The basic concepts of problem learning are shown in the figure

The basic concepts of problem learning

Main types of problem learning:

Problem teaching – this is the activities of the teacher to create a system of problem situations, the presentation of educational material with its (full or partial) explanation and management of students aimed at the assimilation of new knowledge - both in the traditional way and through independent formulation of educational problems and their decisions.

The activities of the teacher in problem learning is as follows:

identifying problems and formulating problem tasks;

determining the method for including task in the educational process;

definition of options for solving the problem of students;

management activities of students during the consideration of the problem;

help students in analyzing conditions and choosing solutions;

consulting in the decision process;

assistance in finding self-control methods;

general discussion of solving a problem or error analysis.

The involvement of children in active mental activity contributes to the problem-dialogical method of learning. In this method, the process of learning knowledge proceeds not in the form of presentation of the material by the teacher and the issues of their issues to which children must respond, and in the form of a discussion of the problem. The problem-dialogical method of learning provides children with the opportunity to freely discuss any questions on the material being studied. The involvement of children to formulate the problem makes them personal and significant, stimulates cognitive activity related to the solution of the planned problems, entails the guys to research. Here for the teacher, the ability to own various ways of problem situations is necessary.

Methods for creating a problem situation

inductive, analytics - synthetic method (students independently investigate phenomena and facts and make the necessary scientific conclusions);

identification of the reasons that determine this or that studied phenomenon, on the basis of the experiments done, analyzing the material being studied;

nomination of a problematic question;

paradoxual fact message, hypotheses, assumptions;

creating a problem situation based on the statement of a scientist;

encouraging students to preliminarize new knowledge (with textbook text);

familiarization of students with facts wearing as if an inexplicable nature and in the history of science to formulate a scientific problem.

Algorithm for use in the lesson of problem situations.

The teacher brings schoolchildren to contradiction and invites them to find a way to resolve it.

Fights a contradiction with practical activities

Presents different points of view on the same question.

Invites the class to consider phenomena from various positions.

Moves the trained: a) to make comparisons, generalizations, conclusions from situations, compare facts; b) set specific questions (for generalization, justification, concretization, logic, reasoning).

Determines the problem tasks of the theoretical or practical plan.

Sends students to formulate problem tasks (for example, with the missing or redundant source data, with uncertainty in questioning, with contradictory data, with a limited decision time, to overcoming mental inertia).

Problem technology is carried out in the process independent work on the implementation of problem tasks at all stages of the lesson (perception, comprehension, consolidation, creative activity, control)

Before proposing the task of problematic students, they mustteach :

Highlighted

See the logical connections of phenomena

Build evidential answer (because ...)

See several ways to task, i.e. teach thinking, develop creative thinking through the system of creative tasks:

move the ability to transfer to a new situation

learning to see the problem in familiar conditions.

learning to see new features in familiar subjects (textbook - source - tutorial; map - second book.)

learning to see the structure of the object being studied, (textbook structure)

find alternative ways to solve the task (several ways)

combine famous techniques for work in a new way of obtaining knowledge (story, selective story, story - description)

learn to find an original way to solve the problem.

The following types of problem tasks are used in training.

Types of problem tasks.

Non-traditional questions or questions containing contradiction.

Logic analysis with a book.

Student research (consider a number of facts, conclude).

Analysis of the text under study, paragraph.

Answers with evidence.

Storm, fivestand.

Gaying and drawing up mysteries, puzzles, rebs, crosswords on the topic studied.

Working with deformed texts (I know the error)

Search paths practical application Knowledge.

Nomination of assumptions, hypotheses, conclusions and experience and testing based on comparing, comparing facts, events.

Memo to solve problem tasks

Acquaintance with the problem task

A) Listen to the task of the teacher.

B) Find a contradiction.

C) Note the way of solving the proposed P.S.

2. Work in a microbroup

A) Carefully listen to the task, Vicknie in the essence of the question.

B) Getting the task.

C) by completing the task, discuss it with comrades in the group.

D) work out a complete and accurate answer.

E) I will put your idea to the general discussion board.

E) In the course of work, comply with the rules for democratic communication .

3. General discussion.

A) Compare your conclusion with the conclusions of other guys.

B) Find the advantages and disadvantages of each idea.

C) remove everything wrong, erroneous, secondary .

D) Take part in choosing and record the most rational idea.

E) fix the results of work in notebooks.

4. Reflection, access to new problems

A) Observing in the record, analyze and remember it.

B) allocated the most important, most importantly.

C) clarify all unclear questions.

D) Think that you should still explore this topic.

In the course of solving a problem assignment in the class with him, several strongest students cope with it. The remaining schoolchildren at best remember the answer, not knowing or not understanding how the solution was found.

At the same time, all schoolchildren must acquire creative mental activity. To this end, it is recommended to familiarize students with logic, the main stages of solving problem tasks, which are shown in the table

Stages of solving the problem (problem tasks)

It is faithful to the statement that since there is no problem task, there is no thought, there is a task - there is a search for its solution. The formulation of tasks in the learning process increases the activity of students.

Main types of problem tasks

1. Tasks for playing existing knowledge.

2. Tasks promoting development logical thinking.

3. Tasks for recognition of natural objects.

4. Tasks for the formation of skills to put forward and prove hypotheses.

5. Tasks to help establish theoretical knowledge with practical.

6. Tasks associated with self-observation.

The effectiveness of problem learning is determined by its systematic. When planning lessons, the teacher must determine the possibilities of the topic of M and its individual lessons to organize problem learning and develop ways to implement a problem approach. Their coodes can be represented as follows:

Problem lesson

A problem lesson, as any lesson has its own certain stages.

Stages lesson

Stage 1 - Preparatory (accumulation of knowledge fund and processing required thinking operations);

2 stage - the creation of a problem situation, perception and understanding of its students, the wording of the problem;

3 Stage - analysis of conditions, extension and rationale hypotheses;

4 Stage - Building a search plan;

5 Stage - problem resolution, verification and discussion of results.

Scheme - analysis of the lesson of problem learning.

Theme lesson:

Objectives lesson:

1. For knowledge.

2. For development.

3. For communication.

Type of lesson:

Lesson Message of Knowledge

Lesson consolidating knowledge

Accounting and generalizing lesson

Lesson testing knowledge

Combined lesson

Thus, the proposed system for introducing problem learning creates conditions that allow students to determine the current borders of personal knowledge; carry out the diagnosis of its intellectual possibilities; implement personal creative potential; increase the likelihood of proper independent choice of further education; Independently developing new activities.

The technology of problem learning allows us to get a new, publicly useful intellectual product - the mention of our students.

Seminar on the topic:

"Features of the teacher with" problem "children.

Prepared: Logoped Teacher

Sumin E. K.

labytnangi

Purpose:improving the professional level of teachers. Personal and professional growth, self-realization.

Tasks:introduce teachers with methods and techniques that have a positive impact on the speech development of preschoolers; Distribution of personal pedagogical experience Wide audience of teachers preschool education.

Children with disabilities;

Children with mental delay;

Children with pedagogical or social nestness;

Children with violation of social relations and relations or socially dezadapoted children (orphan children);

Children of "Psychological Risk Areas" having shallow nonpathological, non-surgical, border deviations of psyche or personal psychological peculiarities, predisposed to the emergence of learning problems.

Good speech - The most important condition for the comprehensive full-fledged development of children. Than richer I. more speech The child, the easier it is for him to express his thoughts, the wider of his possibilities in the knowledge of the surrounding reality, meaningful and full-fossible relationship with peers and adults, the more actively its mental development is carried out. Therefore, it is so important to take care of the timely formation of the speech of children, about its purity and correctness, preventing and correcting various violations that are considered any deviations from the generally accepted norms of this language. To "problem" children speech therapy group I can attribute 2 children of the older group with the conclusion of ONR due to bilingualism, and 2 children preparatory group With low levels of speech and violation phonematics perception.

Phonematical perception is the ability to distinguish the phonemes and determine sound Makeup the words. How many syllables in the word poppy? How many sounds in it? What a consonant sound is in the end of the word? What is a vowel sound in the middle of the word? It is a phondematic perception that helps answer these questions. Proper development phondeMectic hearing and the phonderatic perception underlie the unmistakable learning learning and reading in the process school learning.

ONR is a systemic violation, when all the components of speech are violated: vocabulary, grammar, phrase speech.
At the same time, physical hearing and intelligence remains normal.
The underdevelopment of speech imposes an imprint and development cognitive processes: Children with ONR observed unstable attention, reducing memory, weak verbal-logical thinking.

In my work, I follow the commonabout and special principles:

The etiopathogenetic principle is very important, since it is necessary to know etiology (causes) and pathogenesis (mechanisms) of violations to properly build correctional work with the child.

Principle system approach to the diagnosis and correction of violations. To build correctional work, it is necessary to correctly sort out the structure of the defect.

Principle of differentiated approach;

Principle of activity approach;

The principle of accounting for personal features;

Principle of complexity;

The principle of recreational orientation provides optimization of the motor activity of children, health promotion.

The main activities of the speech therapist with "problem children":

1. Diagnostic examination (together with parents of children with bilingualism);

2. Correction work.

3. Analytical (monitoring results)

4.Logopedic advice on parents and teachers.

The diagnostic examination determines the level of child's speech development.

The speech therapist identifies the state of sound impact, lexico-grammatical system, connected speech, phonderatic hearing, features of the development of mental processes.

Correctional and developing work is carried out on individual and subgroup classes. In class, along with the traditional methodology, I use non-traditional recreational work techniques.

Using Information Computer Technologies:

Allows you to individualize the correction process;

Supports speech correction process at various stages;

Causes great interest of preschoolers to modern information technologies (and therefore it can be used to increase learning motivation);

High quality and clarity of stimulating material;

Promotes the formation of positive emotional state Baby. 2. Using the method of visual modeling.

Visual modeling is to reproduce the essential properties of the object being studied, the creation of its deputy and working with it. The use of visual modeling in my work with preschoolers is that: firstly, the child-preschooler is very plastic and easily teach, but for children with speech impairment, fast fatigue and loss of interest in the lesson are characterized; Using visual modeling is of interest and helps solve this problem; Secondly, the use of a symbolic analogy makes it easier and speeds up the process of memorization and mastering the material, forms admission to work with memory; Thirdly, applying a graphical analogy, we teach children to see the main, systematize, analyze and synthesize the knowledge gained.

Using picture material for changing the type of activity during occupation.

Promotes development spectatic perception, attention and memory, phonderatic perception, activation of the vocabulary stock, the development of connected speech.

The use of logo exercises without musical accompaniment.

"Telicing" of poems by hand invariably causes live interest in children, increases emotional tone, memorization efficiency, contributes to the development of arbitrary attention, large and small Motoriki, coordination of movements, imagination, thinking, enriched vocabulary.

Joint actions with adults and peers remove the insecurity, a climb of a child who are often associated with a speech defect or personal complexes.

Analytical direction (monitoring results).

"Monitoring" is a regular or continuous monitoring of any process, in order to identify its compliance with the desired result or initial assumption. That is, in other words, this is the procedure for tracking the dynamics of the correction process during the entire period (from the primary detection of the child with a violation of speech development to possibly completely correction of violations).

Purpose: Detection of individual speech features of preschoolers, tracking the speaker correction oral speech.

Results at this stage of working with "problem" children MDOU:

Children are interested looking forward to the next speech therapy classeswhich causes their cognitive interest, and on which they acquire new knowledge, skills and skills. Analysis of the effectiveness of the development of children when using new information technologies, non-traditional methods and techniques in correctional and developing work gives a positive result. In children with bilingualism, the vocabulary became wider, summarizing concepts. The use of visual modeling allowed children with a low level of coherent speech to improve the result. Children with violation of phonderatic perception determine the presence of this sound in the word, begin to merge sounds in syllables and read short words.

Speech therapy counseling of parents and teachers. The success of correctional and developing work on the speech therapy should not be spent without close contact of the speech therapist with parents. Make such contact and make cooperation with parents more productive help parental meetingson which I, as a teacher-speech therapist take part. In that academic year There were 2 meetings with my performance, in senior group On the topic: "The role of the family in the speech development of the child is 6 years of life," in 1 younger group on the topic "Development of the speech of young children." Individual consultations were held with all the parents of "problematic" children. In the corners for parents, I constantly updates the information material for speech Development Preschool children.

The main participants of the educational process - teachers of the pre-school organization. Achieving effectiveness in correctional and developing work is possible due to the interaction of all participants in the pedagogical process and joint decision educational, educational and corrective tasks. Thus, I build a correctional and developing work with "problematic" children together with MDOU teachers.