Lecture - visualization
This type lectures are the result of a new use of the principle of clarity; the content of this principle changes under the influence of psychological data pedagogical sciences and, forms and methods active learning.
Psychological and pedagogical research show that visibility not only contributes to more successful perception and memorization of educational material, but also allows you to activate mental activity, to penetrate deeper into the essence of the phenomena being studied (R. Arnheim, E.Yu. Artemyeva, V.I. Yakimanskaya, etc.) shows its connection with creative processes decision-making, confirms the regulating role of image in human activity.
Lecture - visualization teaches students to transform oral and written information into visual form, which forms their professional thinking by systematizing and highlighting the most significant, essential elements of the learning content.
This process of visualization is the collapsing of mental contents, including different types of information, into a visual image; once perceived, this image may be deployed and serve as a support for mental and practical actions.
Any form of visual information contains elements of problematic content. Therefore, a lecture - visualization contributes to the creation of a problem situation, the resolution of which, unlike a problem lecture where questions are used, occurs on the basis of analysis, synthesis, generalization, condensation or expansion of information, i.e. with the inclusion of active mental activity. The teacher’s task is to use forms of visualization that not only complement verbal information, but are themselves carriers of information. The more problematic the visual information is, the higher the degree of student’s mental activity.
The preparation of this lecture by the teacher consists of changing and reconstructing educational information on the topic of the lecture session into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.). Students can also be involved in this work, who in this regard will develop the appropriate skills, develop a high level of activity, and develop a personal attitude towards the content of training.
Reading a lecture comes down to a coherent, detailed commentary by the teacher on prepared visual materials, which fully reveals the topic of this lecture. The information presented in this way should ensure the systematization of students’ knowledge, the creation of problem situations and the possibility of resolving them; demonstrate different ways clarity, which is important in cognitive and professional activities.
It is best to use different types of visualization - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to focus on the most important aspects and features of the lecture content, to promote its understanding and assimilation.
In a visualization lecture, a certain visual logic and rhythm of presentation of educational material are important. For this you can use the complex technical means teaching, drawing, including the use of grotesque forms, as well as color, graphics, a combination of verbal and visual information. The dosage of use of the material, the skill and style of communication between the teacher and students are important.
This type of lecture is best used at the stage of introducing students to a new section, topic, discipline. The problematic situation that arises in this case creates a psychological mindset for studying the material and developing visual information skills in other types of learning.
The main difficulty of a visualization lecture is the selection and preparation of a system of visual aids, didactically sound preparation of the process of reading it, taking into account the psychophysiological characteristics of students and the level of their knowledge.
Lecture for two
In this lecture, educational material with problematic content is given to students in lively dialogical communication between two teachers. Real professional discussion situations are simulated here theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view, etc.
At the same time, it is necessary to strive to ensure that the dialogue between teachers demonstrates a culture of joint search for a solution to the problem situation being played out, with the involvement of students in communication who ask questions, express their position, form their attitude to the lecture material being discussed, and show their emotional response to what is happening.
During the lecture, the two of them use the students’ existing knowledge necessary to understand the educational problem and participate in joint work, create a problem situation or several such situations, put forward hypotheses for their resolution, develop a system of evidence or refutation, and justify the final version of the joint solution.
A two-person lecture forces students to actively engage in the thinking process. With the presentation of two sources of information, the task of students is to compare different points of view and make a choice, to join one or the other of them or to develop their own.
The high activity of teachers at a lecture together causes a mental and behavioral response from students, which is one of their characteristic features active learning: the level of involvement in the cognitive activity of students is comparable to the activity of teachers. In addition to all this, students receive a clear understanding of the culture of discussion, methods of dialogue, joint search and decision-making.
The special task of this type of lecture is to demonstrate the attitude of teachers to the object of statements. Shows personal qualities the teacher as a professional in his subject area and as a teacher more clearly and deeply than any other form of lecture.
Preparing and delivering a lecture together places increased demands on the selection of teachers. They must be intellectually and personally compatible, have developed communication skills, the ability to improvise, have a fast reaction rate, and show a high level of mastery of the subject material, in addition to the content of the topic under consideration. If these requirements are met when conducting a lecture together, students will develop a trusting attitude towards this form of work.
One of the difficulties of conducting a lecture together is the usual situation for students when the lecture is given by one teacher, which is typical for the types of lectures described above; information comes from only one source. The two positions offered by lecturers sometimes cause rejection of the very form of teaching. Because requires students to independently decide which point of view to adhere to and justify their position.
The use of a lecture together is effective for the formation of theoretical thinking, nurturing the beliefs of students, and also, as in a problem lecture, the ability to conduct a dialogue develops, and as already noted, students learn the culture of discussion.
Lecture with pre-planned errors
This form of delivering a lecture was developed to develop students’ skills to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information.
The teacher’s preparation for a lecture consists in including in its content a certain number of errors of a substantive, methodological or behavioral nature. The teacher brings a list of such errors to the lecture and introduces them to students only at the end of the lecture. The most common mistakes made by both students and teachers during a lecture are selected. The teacher presents the lecture in such a way that errors are carefully hidden and are not so easily noticed by students. This requires special work teacher over the content of the lecture, a high level of mastery of the material and lecturing skills.
The students' task is to mark any errors they notice during the lecture and name them at the end of the lecture. 10-15 minutes are allotted for error analysis. During this analysis, the correct answers to questions are given - by the teacher, students or jointly. The number of planned errors depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of preparedness of students.
Experience in using lectures with pre-planned errors shows that students, as a rule, find planned errors (the teacher checks the list of such errors). Often it also indicates errors that were unwittingly made by the teacher, especially speech and behavioral ones. The teacher must honestly admit this and draw certain conclusions for himself. All this creates an atmosphere of trust between the teacher and students, the personal inclusion of both parties in the learning process. Elements of an intellectual game with a teacher create an increased emotional background and activate the cognitive activity of students.
A lecture with planned errors performs not only a stimulating function, but also a control function. The teacher can assess the level of preparation of students in the subject, and he, in turn, can check the degree of his orientation in the material. Using the error system, the teacher can identify shortcomings, analyzing which, during discussion with students, he gets an idea of the structure of the educational material and the difficulties of mastering it.
Errors identified by students or the teacher himself can serve to create problematic situations that can be resolved in subsequent classes. This type of lecture is best given at the end of a topic or section. academic discipline, when students have formed basic concepts and ideas.
Lectures with planned errors cause high intellectual and emotional activity in students, because students use previously acquired knowledge in practice, carrying out joint work with the teacher academic work. In addition, the final error analysis develops students' theoretical thinking.
Active learning.
Psychological and pedagogical research shows that visibility not only contributes to the successful perception and memorization of educational material, but also allows you to intensify mental activity (R. Arnheim, E.Yu. Artemyeva, V.I. Yakimanskaya, etc.) through building relationships with creative processes of acceptance decisions, confirms the regulating role of image in human activity.
During the visualization lecture, students transform oral and written information into visual form, which helps to highlight and systematize the most significant elements of the discipline. The process of visualization is the collapsing of different types of information into visual images, which, when perceived and expanded, can serve as a support for mental and practical actions. There are various types of visualization - natural, pictorial, symbolic - each of which or their combination is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to concentrate on the most important aspects of the lecture, promoting its best understanding and assimilation.
Information in visual form, as a rule, is problematic in nature. The visualization lecture thus contributes to the creation of a problem situation, the resolution of which, unlike a problem lecture where questions are used, occurs on the basis of analysis, synthesis, generalization, condensation or expansion of information, i.e. with the inclusion of active mental activity. The teacher’s task is to use such forms of visualization that not only complement verbal information, but are themselves carriers of information.
We highlight the following important features preparation of lecture-visualization:
Preparing a lecture requires the teacher to modify the lecture material into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.).
The reading of a lecture (narration) is transformed into a coherent, detailed presentation (commenting) by the teacher of prepared visual materials that fully reveal the topic of this lecture.
Information should be presented in such a way as to ensure, on the one hand, the systematization of existing and newly acquired knowledge by students, the anticipation of problem situations and possibilities for resolving them, and, on the other hand, the use of different methods of visibility.
A certain rhythm of presentation of educational material and visual logic are important. For this purpose, a complex of technical teaching aids is used: drawing, including using grotesque forms, as well as color, graphics, a combination of verbal and visual information.
Lecture-provocation. The provocative lecture is designed to develop students’ skills to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information. A provocative lecture causes high intellectual and emotional activity, since students use their existing knowledge in practice and carry out joint educational work with the teacher. Features of constructing a provocative lecture.
It is necessary to include a certain number of errors of a substantive, methodological or behavioral nature into the content of the lecture. The teacher selects the most common mistakes made by both students and teachers (specialists) and presents the lecture material in such a way that the mistakes are carefully hidden and not obvious to the students.
Requires additional and even creative work teacher over lecture material, high level of lecture skills.
During the lecture, students mark the errors they notice in their notes and name them at the end of the lecture. 10-15 minutes are allotted for analyzing errors: correct answers to questions are given by the teacher, students, or together. The number of planned errors depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of preparedness of students.
Elements of an intellectual game with a teacher create an increased emotional background, an atmosphere of trust between the teacher and students, and activate the cognitive activity of students. A lecture with planned errors performs not only a stimulating function, but also a control one. The teacher can assess the level of preparation of students in the subject, and he, in turn, can check the degree of his orientation in the material. Using the error system, the teacher can identify shortcomings, analyzing which, during discussion with students, he gets an idea of the structure of the educational material and the difficulties of mastering it.
at seminar classes
at the problem lecture (see above).
Lecture for two (dialogue). Educational material with problematic content is taught to students in lively dialogical communication between two teachers. Here we simulate real professional situations of discussion of theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view. The high activity of teachers participating in the dialogue evokes a mental and behavioral response from students, which is one of the characteristic signs of active learning: the level of involvement in the cognitive activity of students is comparable to the activity of teachers. Students also receive a visual understanding of the culture of discussion, ways of conducting dialogue, joint search and decision-making.
A joint search for a way out of an ongoing problem situation, with the obligatory involvement of students in communication, asking questions and expressing their attitude to the lecture material.
In the process of lecture-dialogue, it is necessary to use the knowledge available to students to announce the educational problem and further collaboration: putting forward hypotheses to resolve it, deploying a system of evidence or refutations, justifying a joint decision.
A two-person lecture requires students to actively engage in the process of thinking, comparing and choosing a point of view or developing their own. Possibility of negative reaction from students.
demonstrating the attitude of each teacher to the object of research allows you to see the professional and personal qualities of the teacher
Intellectual and personal compatibility, the ability to improvise, and the speed of reaction of teachers ensure a trusting attitude towards this form of work.
Lecture press conference. The form of holding a press conference is taken as a basis, taking into account some features:
The teacher announces the topic of the lecture and invites students to ask him questions on this topic in writing. Each student formulates questions within 2-3 minutes and submits them to the teacher.
The teacher sorts the questions by semantic content within 3-5 minutes and proceeds to present the lecture material.
The material is presented in the form of a coherent presentation of the topic by the teacher, during which each asked question cannot be understood separately.
At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the students.
It is believed that a lecture or press conference is good to hold at any stage of studying a topic or section of a discipline. At the beginning of studying the topic, the main goal of the lecture is to identify the range of interests and needs of students, the degree of their preparedness for work, and their attitude to the subject being studied. With the help of a lecture-press conference, the teacher can create a model of the audience of listeners - its attitudes, expectations, capabilities. This is especially important when a teacher meets with first-year students, or at the beginning of a special course being taught by a group curator, when new disciplines are introduced, etc.
A press conference lecture in the middle of a topic or course is aimed at attracting the attention of students to key issues of the discipline being studied, clarifying the teacher’s ideas about the degree of mastery of the material, systematizing students’ knowledge, correcting the chosen system of lectures and seminars for the course, and can act as a form of intermediate control of students’ knowledge.
The main purpose of the press conference lecture at the end of the topic or section of the discipline being studied is to summarize the results of the lecture work, to identify prospects for applying theoretical knowledge in practice as a means of mastering the material of subsequent academic disciplines or in future professional activities. Several (2-3) teachers from different subject areas can take part as lecturers at a press conference, for example, when conducting review lectures for university graduates.
Lecture-conversation or"dialogue with the audience" is the most common and relatively simple form of active involvement of students in the educational process, known since the time of Socrates. It involves direct contact between the teacher and the audience by attracting students’ attention to the most important issues topics, determining the content and pace of presentation of educational material, taking into account the characteristics of students. The effectiveness of a lecture-conversation in group learning conditions may be reduced due to the impossibility of involving each student in a two-way exchange of opinions, even with a small group size. In our opinion, listeners can be attracted to participate in a lecture-conversation using:
puzzling students with questions of an informational and problematic nature,
finding out the opinions and level of awareness of students on the topic under consideration,
the degree of their readiness to perceive subsequent material.
Introductory lecture- introduces students to the purpose and purpose of the course, its role and place in the system of academic disciplines. Given brief overview course (milestones in the development of this science, names of famous scientists and their contributions). In such a lecture they put scientific problems, hypotheses are put forward, prospects for the development of science and its contribution to practice are outlined. It is advisable to connect theoretical material with practice future work specialist A story about the general methodology of working on the course, requirements for the exam. Literature review.
Overview-repeat lecture - read at the end of the section or course. Reflects everything theoretical principles, constituting the scientific and conceptual basis this section or course, excluding detail and secondary material. This is the essence of the course.
Review lecture– Its purpose is to systematize knowledge at a higher level. Material presented systematically is better remembered and allows for a greater number of associative connections. Difficult questions in exam papers are also covered.
Classic lecture- read at a high pace (from sight). Students write down the main points (what they will be able to do). The content of the lectures is highly scientific, compiled from the processing of many sources (especially monographs and articles). A comprehensive review of the literature, an abundance of names, comparative analysis concepts, approaches, provisions - all this characterizes a classic lecture. The lecture for each block of information should have problematic questions. It is assumed that students during the period independent work must complement, expand lecture notes, answer questions, fill in what you managed to write down.
Lecture-explanation – This is an information-type lecture in which ready-made information to be memorized is introduced and explained to students. It involves reading a lecture at a moderate pace, dictating the main positions (concepts, the essence of the phenomenon, its functions, structure, factors, features, etc.), explaining the main provisions, and clear (unambiguous) terminology. Answers to student questions throughout the lectures. The material is based mainly on textbooks, supplemented by monographs and articles.
Problem lecture. Unlike an informational lecture, in a problem lecture, new knowledge is introduced as something unknown that needs to be “discovered.” Having created a problem situation, the teacher encourages students to find a solution to the problem, step by step leading them to the desired goal. Theoretical material is given in the form of a problematic task. There are contradictions in its condition that need to be discovered and resolved. The process of students’ cognition in this form of information presentation approaches search, research activities. With the help of a problem lecture, the development of theoretical thinking, cognitive interest in the content of the subject, professional motivation, and corporate spirit are ensured.
Interactive lecture – involves a constant dialogue with students, posing problems, asking them to illustrate material examples, express your own opinion, put forward a hypothesis, draw a conclusion. Such a lecture is most often problematic in nature. As a rule, students remember the material very well during such lectures.
Lecture – discussion is a combined version of problem-based and interactive lectures. It involves actively involving students in the discussion of the material and encouraging them to express alternative opinions. Based on the contradiction of opinions, “the truth is born.” The teacher leads students to the correct conclusion.
Lecture-visualization– arose as a result of the search for the implementation of the principle of visibility. Promotes more successful perception and memorization of educational material. It represents oral information converted into visual form. The video sequence, being perceived and conscious, can serve as a support for adequate thoughts and practical actions. These are lectures using technology, technical equipment (computer, video or film projectors, graphic projector, epidioscope, overhead projector, etc.
The main type of lecture-visualization is film lecture.
The options for carrying it out are different. : A) theory, and then demonstration of visual aids; B) Film demonstration, and then explanatory, generalizing information or posing problematic questions; C) Alternating theory and demonstration; D) Demonstration with simultaneous commenting.
A special case Lecture-visualization is not a demonstration of visual material, but the awakening in students of bright, emotionally charged visual (as well as auditory, tactile, etc.) images illustrating oral information.
Visual materials in lecture-visualizations should :
Provide systematization of existing knowledge (especially diagrams, models, etc.);
Assimilation of new information;
Creation and resolution of problem situations;
Support the theory with examples.
Forms of visibility can be :
natural ( real people, equipment, devices, etc.), symbolic (schemes, models, logos, algorithms), visual (posters, screen media, photos, drawings).
In a visualized lecture, it is important : a certain visual logic and rhythm of presentation of the material, its dosage, skill and style of communication between the teacher and the audience, clear time planning, a variety of visual aids.
10. Lecture for two – This type of lecture-debate is a continuation and development of a problematic presentation of material in a dialogue between two teachers. Here, real situations of discussion of theoretical and practical issues by two specialists are simulated.
It is important that:
The dialogue between teachers demonstrated a culture of discussion and joint problem solving;
He involved students in the discussion, encouraged them to ask questions, express their point of view, and demonstrate a response to what was happening.
The advantages of such a lecture :
updating students’ existing knowledge necessary to understand the dialogue of teachers (scientists);
a problematic situation is created, a system of evidence is deployed;
the presence of two sources forces you to compare different points of view, make a choice, and develop your own view;
a visual understanding of the culture of discussion, ways of conducting dialogue, joint search and decision-making is developed.
Requirements for this type of lecture:
Teachers must have psychological compatibility;
Developed communication skills and tolerance;
They must have quick response and the ability to improvise.
11. Lecture - press conference. Having named the topic of the lecture, the teacher asks students to ask him questions in writing on this topic. Within 2-3 minutes, students formulate the questions that interest them most and pass them on to the teacher, who within 3-5 minutes sorts the questions according to their content and begins the lecture. The lecture is presented not as answers to questions, but as a coherent text, in the process of presentation of which the answers are formulated. At the end of the lecture, the teacher analyzes the answers as a reflection of the students' interests and knowledge.
This lecture can be given:
at the beginning of the topic in order to identify the needs, range of interests of the group, attitudes, opportunities;
in the middle, when it is aimed at attracting students to the key points of the course and systematizing knowledge;
at the end - to determine the prospects for the development of the learned content.
12. Introspective lecture – option of a review or review-repetition lecture. But the material is considered in reverse historical chronology of the study of the problem.
Basic interactive methods studying at university
Lectures in interactive learning
In the practice of teaching at a university, lectures remain one of the standard forms of teaching the theoretical foundations of any academic discipline. In the educational process, a number of situations arise when the lecture form of teaching cannot be replaced by any other.
The lecture performs the following functions:
Informational (states the necessary information),
- ·- stimulating (awakens interest in the topic),
- ·- educating,
Developmental (evaluates phenomena, develops thinking),
Orienting (in the problem, in the literature),
Explanatory (aimed primarily at the formation of basic concepts of science),
- ·- persuasive (with an emphasis on the system of evidence).
Interactive lectures are lectures that combine aspects of a traditional lecture and interactive forms of learning: discussions, conversations, reviews specific situations, showing slides or educational films, brainstorming, etc. Highlight the following types interactive lectures.
Table 1.
Types of lectures.
Lecture for two (binary lecture) - this is a type of reading lectures with problematic content in the form of a dialogue between two teachers (or as representatives of two scientific schools, either as a theorist and a practitioner). Required: demonstration of a culture of discussion, involvement of students in the discussion of the problem.
Lecture with pre-planned errors- designed to stimulate students to constantly monitor the information offered (search for errors: content, methodological, methodological, spelling). The listener’s task is to mark the errors noticed in the notes during the lecture and name them at the end of the lecture. 10-15 minutes are allotted for error analysis. During this analysis, the correct answers to questions are given - by the teacher, students or jointly. The number of planned errors depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of preparedness of the students. This type of lecture is best given at the end of a topic or section of an academic discipline, when students have formed basic concepts and ideas.
Problem lecture- in this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of student learning in collaboration and dialogue with the teacher approaches research activity. The content of the problem is revealed by organizing the search for its solution or summing up and analyzing traditional and modern points of view.
A problem lecture begins with questions, with the formulation of a problem that must be solved during the presentation of the material. Problematic questions differ from non-problematic ones in that the problem hidden in them does not require the same type of solution, that is, there is no ready-made solution scheme in past experience. The lecture is structured in such a way as to cause a question to arise in the student’s mind. Educational material is presented in the form of an educational problem. It has the logical form of a cognitive task, noting some contradictions in its conditions and ending with questions that this contradiction objectifies. A problematic situation arises after the discovery of contradictions in the initial data of the educational problem. For a problematic presentation, the most important sections of the course are selected, which constitute the main conceptual content of the academic discipline, are the most important for professional activity and the most difficult for students to master. Educational problems should be accessible in their difficulty to students.
Lecture - press conference. The form of the lecture is close to the form of holding press conferences, only with the following changes. The teacher names the topic of the lecture and asks students to ask him questions about this topic in writing. Each student must formulate the questions that most interest him within 2-3 minutes, write them on a piece of paper and hand them over to the teacher. Then the teacher sorts the questions according to their semantic content within 3-5 minutes and begins to lecture. The presentation of the material is not structured as an answer to each question asked, but in the form of a coherent presentation of the topic, during which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the students. A lecture-press conference is best held at the beginning of studying a topic or section, in the middle and at the end. At the beginning of studying the topic, the main goal of the lecture is to identify the range of interests and needs of students, the degree of their preparedness for work, and their attitude to the subject. With the help of a lecture-press conference, the teacher can create a model of the audience of listeners - its attitudes, expectations, capabilities. A lecture-press conference in the middle of a topic or course is aimed at attracting the attention of students to the main points of the content of the subject, clarifying the teacher’s ideas about the degree of mastery of the material, systematizing the students’ knowledge, and correcting the chosen system of lecture and seminar work for the course. The main purpose of the lecture-press conference at the end of a topic or section is to summarize the lecture work and determine the level of development of the learned content in subsequent sections. A lecture of this kind can be given at the end of the entire course with the aim of discussing the prospects for applying theoretical knowledge in practice as a means of solving problems of mastering the material of subsequent academic disciplines, a means of determining one’s professional activity. Two or three teachers from different subject areas can participate in the lecture-press conference as lecturers. It is possible to conduct this type of lecture as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each speech is a logically completed text, prepared in advance within the framework of the program proposed by the teacher. The totality of the presented texts will allow us to comprehensively cover the problem. At the end of the lecture, the teacher sums up the students’ independent work and presentations, supplementing or clarifying the information provided, and formulates the main conclusions.
Lecture – visualization. This type of lecture is the result of a new use of the principle of visualization. The preparation of this lecture by the teacher consists of changing and reconstructing educational information on the topic of the lecture session into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.). Reading a lecture comes down to a coherent, detailed commentary by the teacher on prepared visual materials, which fully reveals the topic of this lecture. It is best to use different types of visualization - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content of the educational material. This type of lecture is best used at the stage of introducing students to a new section, topic, discipline.
Lecture-conversation, or “dialogue with the audience,” is the most common and relatively simple form of actively involving students in the learning process. This lecture involves direct contact between the teacher and the audience. You can invite to participate in the lecture-conversation various techniques, for example, activating students with questions at the beginning of the lecture and during its course, as already described in the problem lecture, questions can be of an informational and problematic nature, to clarify opinions and the level of awareness on the topic under consideration, the degree of their readiness to perceive subsequent material. Questions are addressed to the entire audience. Listeners answer from their seats. If the teacher notices that one of the students is not participating in the conversation, then the question can be addressed personally to that listener, or ask his opinion on the issue under discussion. To save time, it is recommended to formulate questions so that they can be answered unambiguously.
Lecture-discussion. Unlike a lecture-conversation, here the teacher, when presenting the lecture material, not only uses the listeners’ answers to his questions, but also organizes a free exchange of opinions in the intervals between logical sections. Discussion is an interaction between a teacher and a student, a free exchange of opinions, ideas and views on the issue under study. During the lecture-discussion, the teacher brings individual examples in the form of situations or briefly formulated problems and invites students to briefly discuss, then brief analysis, conclusions and the lecture continues.
Lecture with analysis of specific situations. This lecture is similar in form to a lecture-discussion, however, the teacher does not pose questions for discussion, but a specific situation. Typically, this situation is presented orally or in a very short video or filmstrip. Therefore, its presentation should be very brief, but contain sufficient information for assessing the characteristic phenomenon and discussion. Listeners analyze and discuss these micro-situations and discuss them together with the entire audience. The teacher tries to increase participation in the discussion separate issues, addressed to individual learners, presents different opinions in order to develop the discussion, aiming to direct it in the right direction. Then, relying on correct statements and analyzing incorrect ones, unobtrusively but convincingly leads listeners to a collective conclusion or generalization. Sometimes a discussion of a microsituation is used as a prologue to the next part of the lecture.
Video lectures. The teacher's lecture is recorded on videotape. Using the nonlinear editing method, it can be supplemented with multimedia applications illustrating the presentation of the lecture. The undoubted advantage of this method of presenting theoretical material is the opportunity to listen to the lecture at any time. convenient time, repeatedly addressing the most difficult places. Video lectures can be delivered on video cassettes or CDs. A video lecture can be broadcast via telecommunications to training centers directly from the university. Such lectures are no different from traditional ones given in the classroom.
Multimedia lectures. To independently work on lecture material, students use interactive computer training programs. This teaching aids, in which theoretical material, thanks to the use of multimedia tools, is structured in such a way that each student can choose for himself the optimal trajectory for studying the material, a convenient pace of work on the course and a method of studying that best suits the psychophysiological characteristics of his perception. The educational effect in such programs is achieved not only due to the content and user-friendly interface, but also through the use, for example, of testing programs that allow the student to assess the degree to which he has mastered the theoretical educational material.
VYKSU BRANCH OF NUST MISIS
ORGANIZATION AND CARRYING OUT METHODS
LECTURES-VISUALIZATIONS,
DEVELOPMENT OF A PRESENTATION FOR A LECTURE
Completed by: Shimorina M.A.
G.vYKSA
Introduction…………………………………………………………………………………..….3
Main part……………………………………………………………..…4
Conclusion…………………………………………………………………………………....15
List of references………………………………………………………..16
Appendix………………………………………………………………………………17
Introduction
The ability to express and convey your thoughts to the listener has always been highly valued. Let's remember Ancient Greece, Ancient Rome, when speakers held a competition in oratory. But in the information century, when some principles and methods of teaching have changed, there is a need to create certain algorithms educational process, including lectures. This will allow us to make the learning process more effective.
For a long time, in the system of training and improving the psychological and pedagogical qualifications of workers involved in professional training in production, the transfer of educational information was carried out mainly in the form traditional lecture.
Psychological and pedagogical research has established that traditional lecture represents according to the basic laws the process of transferring knowledge in finished form. This form of training causes obvious fatigue in students and reduces interest in learning.
The restructuring of the education system places new demands on the personality of the teacher, methods and techniques of teaching. A new situation of interaction between teacher and audience is being formed in all types of educational and cognitive activities, primarily in lectures.
In this regard, there is an urgent need to develop and use in the educational process new forms and methods of active contextual learning (analysis of specific situations, game design, brainstorming, role-playing, educational and business games, etc.) and to improve, activate, modify traditional forms of lectures.
In this work we will consider the methodology for organizing and conducting lecture-visualization.
Main part
Throughout history in higher education from its inception to the present day, leading organizational form and the teaching method is lecture.
Lecture(Latin (lection) reading) - the main form of training sessions, where the main theoretical principles of the academic discipline are considered, the ideas and logic of constructing the course are revealed.
In the educational process, a number of situations arise when the lecture form of teaching cannot be replaced by any other:
* in the absence of textbooks for new emerging courses, the lecture is the main source of information;
* new educational material on a specific topic has not yet been reflected in existing textbooks;
* certain topics of the textbook are especially difficult for independent study and require methodological revision by the lecturer:
* There are contradictory concepts on the main problems of the course. The lecture is necessary for their objective coverage;
* the lecture is indispensable in cases where the personal is especially important emotional impact lecturer on students in order to influence the formation of their views. Emotional coloring lectures, combined with deep scientific content, create harmony of thought, words and perception by listeners.
A university lecture is the main link in the didactic training cycle. Its goal is to form an indicative basis for students’ subsequent assimilation of educational material.
Hence it follows Features:
1) informational, consists in the teacher communicating the main provisions of the academic discipline, revealing the features of a specific topic or individual problem. Historically the first function. Currently, due to the emergence of a large number of textbooks that are printed in large quantities, this function of lectures has partly lost its importance, although it remains relevant when teaching special courses, as well as in those disciplines for which textbooks have not yet been published.
2) orienting, consists of a consistent and structured presentation by the teacher of the key ideas of the course. This function is also realized in the fact that the teacher tells students what topics and concepts they should focus on special attention, which additional sources appropriate to use.
3) clarifying the purpose of which is to clarify the most difficult issues and terms of the training course. This is not only the disclosure of the meaning of terms, but the formation concepts in the student's mind. (It is known that the basic scientific concepts of psychological science are contained in dictionaries and reference books, and many in textbooks. However, no definition covers the subject comprehensively and with exhaustive completeness. Therefore, the lecture cannot do without explaining the definitions - the meaning of each word included in them. ) EXAMPLE - THINKING This requires the ability of the teacher to present individual provisions of the course in a clearer and more accessible form.
4) persuasive, which lies in the fact that the lecture stimulates not only the memorization of material, mental activity, but also motivational sphere students. It is carried out through the evidence of the lecturer’s statements. Provided by both real facts and the power of logic.
5) exciting, the essence of which is that L. should be interesting, but not entertaining.
To be interesting, L. must meet several psychological conditions:
The student’s awareness of the personal meaning in acquiring knowledge in a given field of science (this moment occurs when the student understands the usefulness of the knowledge presented by the lecturer for himself personally)
Awareness by the audience of the novelty of the material being presented, but one that is immediately associated in the minds of the listeners with existing knowledge, significantly complementing and clarifying it.
Based on this understanding of the role and place of the lecture in the educational process, the question arises about the content of the lecture - what must be said in the lecture and what not. The impossibility of putting everything into a lecture is quite obvious. Therefore, the desire to disclose in L. all the issues of the topic is undesirable.
The distinctive features of traditional and non-traditional lectures are presented in the table.
Traditional lecture
Unconventional lecture
Information function
Presentation of a large amount of material, systematization by the teacher
Transfer of a large amount of material with further systematization by listeners
In the “teaching-learning” system, teaching predominates
In the “teaching-learning” system, teaching prevails
Communicates knowledge that needs to be learned in the future
Develops skills and abilities in relation to practical activities, i.e. prepares for professional activity
There is no feedback from listeners (as a system and an inherent quality)
4. Constant feedback, which makes it possible to stage-by-stage assessment and control over the completeness of assimilation of educational material
The setting is formal, academic
5. The atmosphere is relaxed, informal
Relationships with listeners - formal
6. Relationships with listeners are trusting, frank, differences of opinion prevail
Educational function
Develops interest in the subject
1. Stimulates the formation of new motivation (interesting, wants to hear the answer to “his” question, wants to find the answer “himself,” test “his” capabilities, etc.)
Suppresses emotions
2.Increases the emotionality of listeners
The process of perception is passive
3. There is a process of forced activation of students’ activities for the entire period of the lecture, which starts the process of cooperation
Developmental function
Develops strong-willed qualities, perseverance, discipline
1. Develops the creative potential of listeners, interpersonal relationships, communication skills
The use of lecture-visualization is connected, on the one hand, with the implementation of the problem-solving principle, and on the other, with the development of the principle of visualization, which is not widely used in the learning process. In a lecture-visualization, the transmission of audio information is accompanied by the display of various drawings, structural-logical diagrams, supporting notes, diagrams, pedagogical grotesques using TSO and computers (slides, filmstrips, video recordings, positive codes, displays, films, etc.). Such visibility compensates for the lack of spectacle of the educational process. The main emphasis in this lecture is on more active inclusion of visual images in the thinking process, that is, the development of visual thinking. Reliance on visual thinking can significantly increase the efficiency of presentation, perception, understanding and assimilation of information and its transformation into knowledge.
Based on the achievements of psychological and pedagogical sciences in the field of the problem of image clarity and visual thinking. IN modern lecture It is advisable to convey a significant part of the information in a visual form, to develop students’ skills and abilities to transform oral and written information into visual form. This should affect the quality of learning the material, stimulating thinking and achieving professional goals. The large volume of information transmitted during lectures blocks its perception and understanding. A way out of these difficulties can be considered the use of visual materials and technical means. In addition, purely professional tasks are being solved, since teachers must be able to create visual information on the topics of lectures and use it. By visualization we mean the transformation of verbal (oral and written) information into visual form. This method allows you to increase the volume of transmitted information by systematizing it, concentrating and highlighting the most significant elements of messages. As you know, in the perception of material, difficulty is caused by the representation of abstract (not existing in visible form) concepts, processes, phenomena, especially of a theoretical nature. Visualization allows one to largely overcome this difficulty and give abstract concepts a visual, concrete character. The process of visualizing lecture material, as well as decoding it by listeners, always gives rise to a problem situation, the solution of which is associated with analysis, synthesis, generalization, deployment and collapse of information, that is, with operations of active mental activity.
The form of the lecture is a kind of imitation of a professional situation, in the conditions of which it is necessary to perceive, comprehend, and evaluate large number information.
The method of delivering such a lecture involves preliminary preparation of visual materials that cover all its content. This work should involve teachers and students, placed in the position of not only receiving, but also “creating information.” To this end, the teacher instructs students to prepare visual materials based on the lecture given, determining their quantity and methods of presenting information.
After this, it is advisable to read the same lecture using the most interesting visual materials and present this situation for analysis and analysis. Are used different types visualization: natural, figurative, symbolic - in combination with various technical means. Each type of visibility is optimal for conveying some specific information. We can say that when moving from text to visual form, from one type of visualization to another, a certain amount of information is lost. However, this allows you to concentrate on the most significant aspects of the message in a given situation, to understand and assimilate it more deeply.
Lecture-visualization answers following criteria:
Teaches students to convert oral and written information into visual form and vice versa;
Promotes the formation and improvement of mental operations based on observation, analysis, synthesis, generalization, classification.
Taking notes on a lecture - visualization involves a schematic representation of its content. Conventionally, there are three options for taking notes. The first is to allocate time during the lecture to redraw the necessary visual images. The second - the classic version - handouts are prepared by the teacher: graphs, diagrams, tables. The third - the most common - electronic version lectures, for subsequent independent printing by the student or studying using a computer (2,3).
We often use the third option, when the student’s lecture can be copied from a computer.
Lecture – visualization – is a method of stimulating the cognitive interest of students, promotes more successful learning of the material, and activates the mental activity of students.
Psychological and pedagogical research shows that visibility not only contributes to better memorization of educational material, but also confirms the regulating role of the image in human activity. The main emphasis in this lecture is on more active inclusion of visual images in the thinking process, that is, on the development of visual thinking. Visual thinking significantly increases the efficiency of perception, understanding and assimilation of information and its transformation into knowledge. It’s better to see once than to hear a hundred times - the motto of the visualization lecture.
In a visualized lecture, the following are important: a certain visual logic and rhythm of presentation of the material, its dosage, skill and style of communication between the teacher and the audience. The main difficulties in preparing such a lecture are in the development of visual aids, directing the process of giving a lecture, the teacher’s level of proficiency in the relevant technical means that will be used in the lesson, technical parameters of the functioning of the technology used (time to enter working condition, background noise, etc.). Things to consider:
– level of preparedness and education of the audience;
– pace of perception of presented materials;
– professional orientation;
– features of a specific topic;
– purpose of visual materials: illustrative task, compact presentation of the materials being studied; additional information;
– amount of information provided;
– technical equipment of the training room, etc.
Not every material is suitable for this form of lecture, just as not every discipline. However, elements of such a lecture are possible for any subject.
Visual objects should be clear, bright, rich, accessible for study
For the presentation of visual objects, a predetermined sequence, logic and rhythm of presentation of educational material are important.
At the end of the lecture, it is necessary to summarize the presented visual material.
We highlight the following important features of preparing a visualization lecture:
Preparing a lecture requires the teacher to modify the lecture material into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.).
The reading of a lecture (narration) is transformed into a coherent, detailed presentation (commenting) by the teacher of prepared visual materials that fully reveal the topic of this lecture.
Information should be presented in such a way as to ensure, on the one hand, the systematization of existing and newly acquired knowledge by students, the anticipation of problem situations and possibilities for resolving them, and, on the other hand, the use of different methods of visibility.
A certain rhythm of presentation of educational material and visual logic are important. For this purpose, a complex of technical teaching aids is used: drawing, including using grotesque forms, as well as color, graphics, a combination of verbal and visual information.
Lecture-visualization is best used at the stage of introducing students to a new discipline, topic or section.
Analysis of the use of lecture-visualization allows us to draw the following conclusions:
Such a lecture creates a kind of support for thinking, develops visual modeling skills, which is a way to increase not only the intellectual, scientific and professional potential of students.
The choice of methods to achieve and types of visualization depends on the topic. Guided by the principle of feasible difficulty, when presenting topics that are difficult to perceive and understand, containing a large amount of concentrated information, it is advisable to use a combination of pictorial and symbolic clarity. For example, a diagram is a universal, but quite difficult to understand, visual aid. Therefore, it is recommended to design it on the basis of a drawing, often made in a grotesque form. This allows you to create associative chains. Helping listeners remember and comprehend information. The most accessible technical means of presenting such information and providing rich possibilities are overhead projectors and overhead projectors.
The main difficulty lies in the choice of visual aids, their creation and directing the entire lecture as a whole. Factors such as graphic design and color play a big role here. The optimal combination of verbal and visual information, technical means and traditional visual materials, the dosage in the presentation of information, the skill and style of communication between the lecturer and the audience.
The use of a lecture of this type should be based on taking into account the psychophysiological capabilities of the listeners, their level of education and professional affiliation, which will prevent negative consequences excessive overload of the visual perception channel.
The structure of the lecture mainly consists of three elements. In the introduction, the topic is briefly formulated, the plan is communicated, the connection with previous material is shown, the theoretical and practical significance topics. The main part comprehensively reveals the content of the problem, substantiates and specifies key ideas and provisions, shows connections and relationships, analyzes phenomena, and formulates a conclusion. The final part summarizes the results, briefly repeats and summarizes the main provisions, and gives recommendations for doing independent work.
Conclusion
A lecture is the most important form of teaching, characterized by a logically coherent, consistent and in-depth presentation of educational material by the teacher. The lecture has a long history, its appearance dates back to the middle of the first millennium BC. and simultaneously to several regions of the development of philosophical traditions in Europe and Asia. The lecture loses some of its importance to other forms of teaching as the level of information availability increases, but remains the most important form of teaching in modern higher education. To increase the effectiveness of the lecture, you should know and use various methods and styles of lecturing, use different types taking into account the audience, time and location of the lesson. A lecture can gravitate towards both monologue and dialogism, communication with students, depending on the individual style of the lecturer and his chosen reading style. Preparing a lecture is a structured and systematic process, the strict implementation of the instructions of which is the key to the success of the lecture session.
The role of the lecture today is to ensure communication between people in an informal, relaxed atmosphere, where the main thing is trust and frankness, having one’s own position and the desire to listen and understand the position of another person. A lecture that does not evoke a desire to think, find out, or understand, apparently, has no right to exist. Only in relation to problematic content do people interact and communicate, express their position and point of view. The development of a point of view can only occur in the process of dialogical interaction through overcoming emerging contradictions.
List of used literature
1. Antonova E.V. Formation of the medieval education system (Carolingian Renaissance) / Western European medieval school and pedagogical thought (Research and materials): Collection. scientific tr. Issue 1, Part 1 / ed. K.I. Salimova, V.G. Bezrogova. – M.: publishing house of the Academy of Pedagogical Sciences of the USSR, 1989. – P.71-85.
2. Grigalchik, E.K. Teaching differently: Strategy for active learning at school / E.K. Grigalchik, D.I. Gubarevich and others - Mn.: Krasiko-Print LLC, 2001.
3. Pidkasisty, P.I. Psychological and didactic reference book for teachers high school/ P.I. Pidkasisty, L.M. Friedman, M.G. Garunov M.: Pedagogical Society of Russia, 1999.
4. Stolyarenko L.D. Fundamentals of Psychology. 5th ed., revised. and additional – Rostov n/d, Phoenix, 2002. – 672 p.
6. Krasnova A. N. Pedagogical workshop: experience of history // Scientific notes of Moscow State Pedagogical University. Psychological Sciences: Sat. scientific articles. - Murmansk: MSPU, 2005.-P.17-21.
7. Krysko V. G. Psychology and pedagogy in diagrams and tables. - Mn.: Harvest, 1999.
8. Khmaro N.V. Lecture as the leading method of presenting educational material (methodological manual for teachers). – Yaroslavl: Avers Plus, 2006.
Appendix No. 1
Lecture notes-visualization
Subject "Fundamentals of Philosophy"
Topic 2. Historical types of philosophy.
Lecture-visualization
Time: 2 hours
Dear students! During this lesson you should study the following questions:
1. Ancient philosophy.
2. Medieval philosophy.
3. Philosophy of the Renaissance and Modern times.
4. Classical German philosophy.
5. Philosophy of Marxism.
6. Russian philosophy of the 19th - early 20th centuries.
7. Main directions of modern Western philosophy
Attention!
Questions 5, 6 and 7 must be studied during independent work during the intersessional period, for which 14 hours are allotted .
This lesson involves independently working out these questions, taking notes on them in workbook, completing the assignment, checking by the teacher for their completeness and quality with grading in the journal.
