Coursework on the topic:
"Methods and techniques for teaching vocabulary in the classroom in English"
Report for the defense of the course work
This course work is devoted to active teaching methods. Their main task is to make learning not only effective, but also interesting, to involve students in the learning process, to make them the main and active participants in it. The effectiveness of these methods is primarily due to an explosion of motivation, an increase in interest in the subject, and this is an important component of the learning process. In this course work, methods and techniques for teaching vocabulary will be considered: a game method, a method using computer programs. method of rhyming and learning songs.
In the first part of the work, the problem of the lack of hours of teaching English lessons is touched upon, only 1-2 lessons per week. This clearly affects the quality of language acquisition. And therefore, in the course work, the object was some methods and techniques for teaching vocabulary in foreign language lessons. Lexical knowledge ensures successful mastery of the basics of all types of speech activity. Lexical knowledge is understood not only as a set of linguistic information about a foreign word, but also knowledge of action programs with a word, i.e. certain strategies for dealing with a foreign word.
Learning objectives are understood as the planned results of learning English by a student. The second part includes the main method of teaching a foreign language, the formation of linguistic competence, i.e. teaching vocabulary in English lessons. Exercises remain the main means of learning at any stage of mastering a foreign language. Usually, exercises are distinguished for mastering the material and for its use in oral speech. For each type of speech activity as a means of communication, two categories of exercises are necessary: those in which speech skills are formed, or conditional speech exercises, and those in which speech skills are developed, or speech exercises. All lexical exercises are divided into two categories aimed at:
1) memorization of the word, its semantics in unity with the pronunciation and grammatical form;
2) the formation of combinations of words of a semantic nature.
Here is a set of exercises of the first category:
Name the items in the picture.
Choose from a number of words one that corresponds to this situation (topic).
Form other sentences with the underlined word.
Here are examples of exercises of the second category - the formation of phrases:
select combinations from "various" words;
build combinations that indicate that these items belong to your family members, your friends, etc.
When teaching, it should be remembered that success largely depends on the correlation of the qualities of the exercise with the content of the intended goal and the conditions for achieving it.
Linguistic competence involves mastering a certain amount of formal knowledge and their corresponding skills related to various aspects of the language: vocabulary, phonetics, grammar. Thus, we can say that the emphasis of teaching is not on language as a system, but on speech.
The specific goals in each type of speech activity are:
in speaking: the ability to inform, announce, inform, tell;
in a letter : the ability to quickly fix their own statements and statements of others;
in listening: the ability to understand speech at a normal pace in live communication;
in translation: ability to act as an interpreter in everyday situations.
Thus, we turn to the consideration of possible methods and techniques for conducting lessons, in addition to the traditional form of work in the classroom.
An effective way of teaching vocabulary in English lessons is a game method. It is very important, in our opinion, that children do not feel the great burden of the school curriculum, and the game can help this. In the form of gaming activity, you can always easily and quickly explain some new material, work out difficult moments, decorate boring routine daily studies, and most importantly, get children interested in learning English from childhood.
example of the method: in one of the lessons, during speech exercises, the following game element was used: the teacher takes a small rubber ball and with the words "Let`s play with a ball and answer my questions!" throws it to the student and asks a question, the student, in turn, answering the question, throws the ball back to the teacher.
Sample questions and answers:
| The teacher | The pupils |
| What season is it now? | It is winter! |
| What date is it today? | Today it's the 27th of February. |
| Do you like winter? | Yes, I like it. |
So the teacher quickly and cheerfully conducts the stage of the lesson, at which, very often, the children are bored, and they do not carefully follow the teacher. And in this example, the children were looking forward to their question and were interested in catching the ball and answering the question correctly.
Further, the fourth and fifth parts of the course work can be iced into one: the method of computer technology and Internet technologies. The use of a computer also presents certain conveniences for the teacher, since he does not have the opportunity to bring all the objects he needs to school, and their visual representation requires a lot of time. Using a computer allows you to form a graphic image of a word simultaneously with its sound and motor image. At the display stage, words and corresponding pictures appear on the screen. Simultaneously with the graphic representation of words junior schoolchildren have the opportunity to listen to the word (in this case, the formation of a sound image of words occurs). Written fixation of vocabulary helps to strengthen the connections of words (speech-motor, auditory, visual) and thus contributes to their better memorization.
Mastering communicative and intercultural competence is impossible without the practice of communication, and the use of Internet resources in a foreign language lesson is simply irreplaceable in this sense: the Internet virtual environment allows you to go beyond time and space, providing its users with the opportunity to authentically communicate with real interlocutors on topics relevant to both sides .
And the last two methods of teaching vocabulary can also be combined together - the use of poems, rhymes and song material. As experience shows, teachers often neglect poetry and rhymes in English lessons. Children usually have unstable attention. Therefore, it is imperative that in the lesson plan it is necessary to provide for the types of work that relieve stress, switch the attention of children, and cause a positive emotional mood. And what is experienced emotionally positively remains in the memory for a long time, leaving a trace in the mind of the child. Thanks to rhyme, lexical and grammatical structures are easily activated in oral speech.
On the initial stage learning, children perceive, memorize and reproduce ready-made lexical constructions well, especially if they rhyme or are introduced to music, rhythm.
Many training courses for elementary school introduce song material as a natural part in the study of certain lexical topics. The Chatterbox 1 curriculum provides children with wonderful, easy-to-remember songs in almost every lexical topic. I especially want to pay attention to “The family song”, in which the list of family members goes along with adjectives that describe people - words that are always difficult for children to assimilate at the initial stage of education.
And in conclusion, I would like to add that non-traditional methods and techniques for teaching vocabulary in English lessons make it possible not only to raise students' interest in the subject being studied, but also to develop their creative independence, to teach them how to work with various sources of knowledge. Such forms of conducting classes "remove" the traditional nature of the lesson, enliven the thought. However, it should be noted that too frequent recourse to such forms of organization educational process inappropriate, since non-traditional can quickly become traditional, which, ultimately, will lead to a drop in students' interest in the subject.
Introduction
1. The specifics of the methodology of teaching a foreign language
1.1 Goals and objectives of teaching English
1.2 Different kinds exercises as the leading means of learning
2. Place of play activity in pedagogical process. The history of the development of gaming activities
2.1 The game method in English lessons in elementary grades
3. Usage computer technology in student learning
3.1 The method and reception of computer programs involving the teaching of vocabulary in English lessons
4. The global Internet is one of the new directions in the methodology of teaching foreign languages
4.1 English lesson using Internet technology
5. The role of poems for the assimilation of language material
5.1 Methodology for using poems and rhymes
6. Song material to expand the vocabulary of students
6.1 Learning songs - a method for developing the oral speech of schoolchildren
Applications
Conclusion
Bibliography
Introduction
On the present stage development school education one of the most urgent problems requiring new solutions is the need for a qualitative improvement in the knowledge of the English language with a small number of hours of study load allotted for the study of this subject school curriculum. Successful mastery of a foreign language today is a necessary prerequisite for getting an interesting job in the country and abroad, strengthening friendship with representatives various countries, to continue education in international higher educational institutions and professional growth in the chosen area of specialization.
METHODS AND TECHNIQUES OF TEACHING ENGLISH IN A MODERN SCHOOL
For selection effective methods and methods of teaching English, it is necessary to determine the main goals and objectives. The main goal of teaching a foreign language is the formation of communicative competence. Main tasks who stand in front of the teacher in the lesson
educational;
educational;
developing;
educational and practical
To achieve the goals and objectives of teaching English, you can apply the following four method groups:
1. Game.
2. Verbal.
3. Visual.
4. Practical.
game method.
A child's life is full only when he lives in the world of play, fairy tales, music, fantasy and creativity. Therefore, it is important to increase the activity of children in the classroom are such playing tricks as:
Guessing and guessing riddles;
Introduction of competition elements;
The sudden appearance of some objects;
Performing various game actions.
For example, competition elements can be introduced when performing practical tasks such as gaps filling (fill in the gaps), chainword (find words in the chain, write out, translate), match the pair (pick up a pair), scrambled sentences (make a sentence from words) It is advisable to use in the lesson magic box. Use passphrase / password (password) - the key phrase or word of the lesson. Tic-tac word, Code words (spelling words that are numbered), Snowball - for memory development, Perform a command (Open the door, shut the window, take the book, etc.), Numbers (colours) and prepositions - development of listening skills.
2. Verbalmethod.
The simplest verbal method is used at all stages of the lesson and allows you to quickly convey information to children, put them in front of learning task, indicate ways to solve it. The verbal method is combined with visual and game methods, making the latter more effective. To verbal tricks include the teacher's story; conversation.
I consider it most appropriate to use it when explaining grammar. This technique is combined with visual. So, for example, in the topic "Types of Questions" I use verbal, visual and game reception.
3. Visual method.
1. Watching videos
2.Demonstration of illustrations
3.Presentation of presentations
4. Production of presentations and projects, selection of videos
Visibility can be linguistic and visual. Let's talk about the latter, because. 80% of information is absorbed through the organ of vision. Visualization can be used at any stage of the lesson. Illustrations, toys or videos can be matched to any topic. In my lessons I try to use visuals that evoke positive emotions and surprise.
Techniques used at different stages of the lesson
1.Fill in the gaps. (the desired form of the verb; words that fit the meaning, replicas in the dialogue ...)
2. Chain word. (find words in the chain, write out with translation; write down a chain of words on the topic so that the last letter of the word would be at the same time the first letter of the next word)
3. Max the pair (choose a word that is related in meaning, grammatically, words that are opposite in meaning ...)
4. Scrambled letters/ words/ sentences
5. Use passphrase / password (key phrase or word of the lesson; difficult to pronounce word; 3 forms of the verb)
6.Tic-tac word (students are united in 2 groups “X” & “0” and fill in the cells in turn, translating words or making sentences according to the model with the words given in the cells)
7. Code words (writing a word by letter, which are numbered)
8.Perform a command (to perform motor activity)
All these techniques, with their unexpectedness, unusualness, evoke in students a feeling of surprise, joy, which is the impetus for all knowledge and development. They also allow you to solve the main tasks and achieve the main goal of learning English, to make the learning process more efficient.
The new GEF and the national education project indicate that in order to achieve the goals it is necessary to improve the forms of organization educational process, introduce new technologies and teaching methods and techniques, increase the motivation of students to learn. The formation of universal learning activities is the main task of education. The learner must be motivated to continuously continue learning throughout life. And teachers need to organize learning activities so that the student does not want to be distracted. This is where active learning methods can help the teacher.
Active learning methods not only help to encourage students to actively think and practice during the learning process, but also contribute to the formation of positive learning motivation, reveal and develop Creative skills, with greater efficiency help to assimilate educational material.
For each stage of the lesson, I use active techniques that are effective help not only for the teacher, but also for the students.
I suggest that you familiarize yourself with some of them, I would like to note that almost all methods are mobile and can be used not only in foreign language lessons, but also in other academic subjects.
1. Organizational stage.
“Carousel” (“Merry Go Round”) This technique allows you to use creative thinking, memory. The first student receives a card from the teacher and names the associations that he has with this word. The card is passed along the chain until it returns to the teacher. Each student has the opportunity to express their thoughts at a fast pace.
Interrogation (“Question Time”) Used in different phases of the lesson. It is easier for a student to respond to his classmate than to a teacher, the tightness and fear of making a mistake is removed. The technique is effective when working with "weak" students, it allows you to consolidate the studied material and identify gaps in each student.
"Surprise" A technique aimed at enhancing mental activity and attracting interest in the topic of the lesson. Forms the ability to analyze, highlight and formulate a contradiction. The teacher finds a point of view in which even well-known facts become a mystery. Puzzles "Puzzle Time" This technique has many variations that can be successfully applied at different stages of the lesson. For example: FIND WORDS among a set of letters on a specific topic; COMPLETE THE WORDS words are given, but the letters in them are missing; SOLVE THE CROSSWORD by answering the questions; GUESS THE WORD on the puzzles, collect the picture - read the word on the back.
Tongue-twister tongue twisters This technique is used to practice the correct pronunciation. I always wanted children to learn not only how to pronounce this or that sound correctly, but also to make it fun.
You can use picture cards for a specific sound and create some kind of rhyme. First, the teacher pronounces the rhyme very slowly to familiarize with the pronunciation of the sound. Then the students repeat after the teacher in small semantic groups and clap their hands when they hear the given sound in the rhyme. Explain the meaning of words that students do not know. Then once again the teacher says the rhyme out loud, and the children repeat. And so 3-4 times.
Example: Not laughs best who laughs last. - He who laughs last laughs
2. Motivation of educational activity.
Problem situation (question) Promotes the development of motivation, interest in the subject, communicative, educational and informational and educational and organizational skills. The teacher creates problem situation, directs students to solve it, organizes the search for a solution. Thus, the child becomes in the position of his learning and, as a result, new knowledge is formed in him, he masters new ways of acting.
Music / Video The teacher prepares a music, audio or video in advance. After listening to a fragment of a recording or watching a movie, the teacher, through discussion, leads students to formulate specific goals, objectives, or the topic of the lesson.
Dialogue A peculiar form of communication. This is the interaction between people in a learning situation, carried out in the form of speech. There is an information exchange between partners and relations between them are regulated. The specificity of the educational dialogue is determined by the goals of its participants, the conditions and circumstances of their interaction.
Any such dialogue can easily be directed to the main topic of the lesson. For example, introducing the topic “Your Day” might start with the teacher asking questions at the door to the classroom: Good morning! How do you feel today? When did you get up this morning? Have you had breakfast this morning? Have you done your homework for today? What are you planning to do after classes?
"Guess the topic" Students are offered fragments of several puzzles. It is necessary to find the missing fragments from classmates, form groups and collect puzzles. Then the students are asked to guess the topic of the lesson based on the picture they got.
3.Updating knowledge.
“Intellectual warm-up” (“A Magic Ball” or “A snowball”) At this stage, students “remember” the material covered. The principle of "Intellectual warm-up" can also be used during the lesson to form oral speech skills. As a rule, lexical supports for such exercises are located on the board, especially at the initial stage. The growth of the "Snowball" can go along two lines: with the growth of vocabulary and / or with the complication of grammar. (EXAMPLE: I love reading books > I love reading electronic books. > I love reading e-books because they are easy to use.)
Working with signal cards This is a presentation of the material covered in the form of cards. This technique contributes to the structuring of the material, revitalizing the attention of students.
Associative series To the topic or a specific concept of the lesson, you need to write out association words in a column. The way out will be as follows: if the series turned out to be relatively correct and sufficient, give the task of compiling a definition using the written words; then listen, compare with the dictionary variant, you can add new words to the associative array.
Graphic dictation An excellent technique for enhancing vocabulary and creative thinking. Children draw objects under the dictation of the teacher, and then sign the words to the drawn things.
4. Discovery of new knowledge.
Catch the mistake A universal technique that activates the attention of students. Forms the ability to analyze information, apply knowledge in a non-standard situation. The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. In order for the discussion not to drag on, students are put in a time frame.
"Info-Carousel" A universal technique aimed at attracting interest to the topic of the lesson. Information material related to the topic of the lesson is laid out on different tables. The class is divided into small groups according to the number of tables. Each group at their table gets acquainted with the information and performs the assigned tasks. At the end of the allotted time, each group finishes work at their table and moves on to another. Groups work until each of them visits each information table. On the tables, in addition to information, there are blank sheets on which small groups write down their thoughts.
Restorer Students relate the new information they receive to the already known, using the knowledge gained at the stage of comprehension. They select information that is most significant for understanding the essence of the topic under study. They express new ideas and information in their own words, independently establish cause-and-effect relationships. Students must restore a text fragment that was intentionally "corrupted" by the teacher.
"A Funny Chain" "A Funny Chain" A universal technique aimed at updating students' knowledge lexical units that are included in the work. This technique forms the memory and accumulation of vocabulary on various topics. EXAMPLE: 1st student names a word on a given topic (topic: “adjectives”, the word is “kind”); The 2nd student repeats the first one and adds his own word (“kind”—“nice”) The 3rd student says the word of the first student, then the second and adds his own (“kind”—“nice”—“clever”…), etc. ., as long as the students are able to continue the chain.
"Agree-Disagree" ("Agree or Disagree") This technique contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson. Forms the ability to assess the situation or facts; analyze information; reflect your opinion. The teacher says a series of statements on a given topic. Children are invited to express their attitude during statements: agree - repeat “+”, disagree - correct “-”. Example: subject is United Kingdom. Teacher: 1.London is the capital of The USA. Student: No, I disagree. London is the capital of GB. Teacher: 2.The national language of GB is English. Student: Yes, I agree. The national language of GB is English. …etc.
5.Inclusion in the knowledge system
Find the mistake A universal technique that activates the attention of students. Forms the ability to analyze information; apply knowledge in a non-standard situation; critically assess the information received. The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance.
Working with a computer Organizing this stage, the teacher selects tasks in which he trains the use of previously studied material that has methodological value for introducing new methods of action in the future. Students are offered a test task (work with text or audio recording). Completing tasks, students can check their mistakes (follow the link to repeat the necessary rule).
Reception "Cluster"
A cluster is a graphical organization of material showing
semantic fields of this or that concept. The word cluster in translation means a beam, a constellation. The student writes in the center of the sheet key concept, and from it draws arrow-rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.
cinquain
It helps to orient students in the topic, to present them with the main directions of movement for further independent work with new material. Sinkwine can be (1 line - THEME, 2 line - 2 ADJECTIVES, 3 line - 3 VERBS, 4 line - SMART SENTENCE, 5 line - EMOTION expressing a personal attitude) EXAMPLE: Method "Sinkwine" Method Active Activity Develops Activates Teaches Apply at various stages of the lesson. Success
Work according to the instructions This technique helps children organize their activities in the lesson. Students are given instructions on how to complete a specific task. The advantage of this technique is that a step-by-step instruction for completing a task helps to avoid a number of errors. EXAMPLE: task - put the verb in its grammatical form. Instruction. 1. Find a word indicator in the sentence and define gram. time. 2. If there is no indicator, read the sentence, translate it and determine the time. 3. Determine the type of sentence. (+/-/?) 4. Use the tense table and change the verb.
6. Reflection
Ladder of success The teacher, summing up the lesson, asks students to evaluate and put themselves on one of the four steps (everything is clear / there are small questions / there are difficulties / nothing is clear)
Say a kind word to each other In order to end the lesson on a positive note, you can use one of the options for the “Compliment” exercise (Compliment-praise, Compliment of business qualities, Compliment in feelings), in which students evaluate each other’s contribution to the lesson and thank each other and teacher for the lesson. This option of ending the lesson helps to recognize the personal significance of each.
Finish the sentence This technique helps students to summarize the lesson, to focus on the main issues of the day. The teacher prepares the beginning of sentences in advance, for example: Today I learned ... I realized that ... I succeeded ... The lesson gave me for life ... I wanted to ...
Tree of creativity The results of this technique will allow you to better understand and evaluate the class and each student, the teacher will be able to use the materials received in the preparation and conduct of lessons to ensure a student-centered approach to students. EXAMPLE: The rules of work are as follows: tree trunk - topic, type of activity, branches - statements that are carried out in the directions - "yes" and "no" (the number of "branches" is not limited), and "leaves" - the rationale for these statements (arguments in favor of one opinion or another, names, grades, results, etc.)
Three levels of homework This technique promotes progressive completion of homework. Students are offered three levels of homework. Level 1 - includes a mandatory minimum (this task is within the power of all students) Level 2 - training (tasks are included for those who want to know the subject well, master the program.) Level 3 - a creative task (used depending on the topic of the lesson and the preparedness of the class, is performed voluntarily and stimulated by a good grade and praise)
Methods, techniques, technologies, forms of work and types of lessons used by the teacher in modern foreign language lessons in the context of the implementation of the Federal State Educational Standard
Nesterenko Alla Dmitrievna,
English teacher
MBOU "October Basic School"
Sovetsky district of the Republic of Crimea
This article is devoted to the problem of using methods, techniques, technologies that a modern teacher uses in his lessons. The author presents the forms of work and types of foreign language lessons. The article also describes four groups of universal learning activities.
If we teach today like this,
as we taught yesterday, we will steal from children tomorrow.
John Dewey (American philosopher and educator)
The problem of the implementation of the Federal State Educational Standards (FGOS LLC) has recently, of course, been one of the discussed problems in our society. And this is understandable ... With the introduction of the Federal State Educational Standard, the guidelines of the modern school are fundamentally changing, the main task of which today is to transfer the student to the mode of self-development.
The fundamental difference between the modern approach is the orientation of standards on the results of mastering the main educational programs. The results are understood not only as subject knowledge, but also as the ability to apply this knowledge in practical activities.
Modern society needs educated, moral, enterprising people who can:
analyze your actions;
make decisions independently, predicting their possible consequences;
be mobile;
be able to cooperate;
to have a sense of responsibility for the fate of the country, its socio-economic prosperity.
New performance requirements educational activities dictate new requirements for the lesson as the main form of organization of the educational process.
So, the new educational standard assumes that the main content of education is the development of the individual. Personal development in the system general education ensures, first of all, the formation of universal educational activities.
The ECM concept takes into account the experience of a competency-based approach, which is aimed at achieving the ability of students to effectively use the acquired knowledge and skills in practice.
Pedagogical techniques for the development of UUD
Project activities combined with computer work make the lessons interesting and modern. The teacher not only teaches children, but also learns a lot from them.
The changes taking place in modern society are reflected in the modern standard of education, which pays great attention to the learning outcomes of students. Results mean not only subject knowledge, but also the ability to apply this knowledge in practice. And this means that an important task of the teacher is the formation of a system of universal learning activities for students. The logic of the development of universal educational activities, which helps the student almost literally embrace the immensity, is built according to the formula: from action to thought.
Mastering universal learning activities by students creates the possibility of independent successful assimilation new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn.
Scientists distinguish 4 groups of universal educational activities:
personal (the ability to independently make YOUR CHOICE in the world of thoughts, feelings and VALUES and be responsible for this choice)
regulatory (the ability to ORGANIZE one's activities)
cognitive (the ability to effectively THINK and work with INFORMATION in the modern world)
communication (ability to communicate, interact with people)
Formation of UUD means information technologies is a powerful factor in enriching the intellectual, moral, aesthetic development of the child, and therefore, introducing him to the world of information culture. The formation of students' ICT competence takes place within the framework of a system-activity approach. The goal is the formation and subsequent development of universal learning activities of students. The teacher can use digital educational resources when studying new material, consolidating it and controlling knowledge. For the student, they are sources of additional knowledge, allow to formulate creative tasks, and can also serve as simulators.
Listening, speaking, reading and writing
in foreign language lessons
In real communication, we often encounterwith audition, but it is impossible to form only one speech skill in a lesson, and therefore teaching listening is one of the practical tasks of teaching a foreign language.
When learning reading it is necessary to teach various technologies for extracting information from the text (studying, viewing, searching, introductory reading). In foreign methods, there are similar types or reading skills (Skimming, scanning, readingindetail).
In teaching foreign language oral-speech communication,speaking plays a paramount role. Speaking skills do not develop by themselves, because. necessary for their development special exercises and assignments.
Through lifelong learning, each person begins his or her own search for information.Letter helps the individual to analyze and synthesize information. AT this moment Writing skills are in high demand becausethe formation of speech skills impossible without the use of writing skills.
So, let's consider what methods, techniques, technologies, forms of work and types of lessons a teacher can use in modern foreign language lessons in the context of the implementation of the Federal State Educational Standard.
Methods of teaching a foreign language
Teaching method (from other Greek μέθοδος - path) - the process of interaction between the teacher and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided for by the content of training occurs.
According to the established tradition in domestic pedagogy, teaching methods are divided intothree groups :
- Organization Methods and implementation of educational and cognitive activities:
1. Verbal, visual, practical (according to the source of presentation educational material).
2 . Reproductive, explanatory and illustrative, search, research, problematic, etc. (according to the nature of educational and cognitive activity).
3. Inductive and deductive (according to the logic of presentation and perception of educational material);
- Control methods for the effectiveness of educational and cognitive activities:oral , written checking and self-checking the effectiveness of mastering knowledge, skills and abilities;
- Incentive methods educational and cognitive activity: Certain encouragement in the formation of motivation, a sense of responsibility, obligations, interests in mastering knowledge, skills and abilities.
In the practice of teaching, there are other approaches to the definition of teaching methods, which are based on the degree of awareness of the perception of educational material: passive, active, interactive, heuristic and others. These definitions require further clarification, since the learning process cannot be passive and is not always a discovery (eureka) for students.
Passive Method
Passive learning method
Passive Method is a form of interaction between students and teachers, in which the teacher is the main actor and managing the course of the lesson, and students act as passive listeners, subordinate to the directives of the teacher. Communication between the teacher and students in passive lessons is carried out through surveys, independent, control work, tests, etc. From the point of view of modern and effective assimilation of educational material by students, the passive method is considered the most inefficient, but despite this, it also has some advantages. This is a relatively easy preparation for the lesson on the part of the teacher and the opportunity to present a relatively large amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to other methods. It must be said that in some cases this approach works successfully in the hands of an experienced teacher, especially if the students have clear goals aimed at a thorough study of the subject. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults study, fully formed people with clear goals to deeply study the subject.