Reproductive and productive teaching methods. Reproductive teaching method: technology and features

from the French reproduction - reproduction) - a way of organizing the activities of students for the repeated reproduction of the knowledge communicated to them and the shown methods of action. R.m. also called instructive-reproductive, because. an indispensable feature of this method is instruction. R.m. involves the organizing, motivating activity of the teacher. As the volume of knowledge increases, the frequency of application of R.m. in combination with the information-receptive method that precedes R.m. for any type of training. A certain role in the implementation of R.m. learning algorithm can play. One of the means of R.m. - programmed training. R.m. enriches students with knowledge, skills and abilities, forms their main mental operations, but does not guarantee creative development. This goal is achieved by other teaching methods, such as the research method. See also Complete assimilation system

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REPRODUCTIVE LEARNING METHOD

from the French reproducuon - reproduction), the method of organizing the activities of students in repeatedly reproducing the knowledge communicated to them and the shown methods of action P m is also called instructive-reproductive, because an indispensable feature of this method is the organization of students' activities in reproducing actions with the help of instructing and presenting tasks By P m students develop skills and abilities to use the acquired knowledge. The need to repeat this learning work depends on the difficulty of the task and the student's abilities.

P m involves the organizing, motivating activity of the teacher. Didacts, methodologists, together with psychologists, develop exercise systems, as well as programmed materials that provide feedback and self-control. Much attention is paid to improving the methods of instructing students. In addition to oral explanations and showing work methods, written instructions, diagrams, and film fragments are used , and at labor lessons - simulators that allow you to quickly master the actions

As the amount of knowledge increases, the frequency of using P m in combination with information-receptive increases. But with any combination of these methods, information-receptive fundamentally precedes P m

Algorithmization of learning can play a certain role in the implementation of Pm. One of the means of implementing Pm is programmed learning. P.m. enriches students with knowledge, skills and abilities, forms their main mental operations (analysis, synthesis, abstraction, etc.), but does not guarantee the creative development of abilities. This goal is achieved by other teaching methods, for example. research method

Hello dear readers!

And now let's repeat the material covered - for sure, almost everyone heard such words in their school and student years, while asking the question “Why? We just learned this."

But the task of any teacher is not just to convey information to his students, but also to make sure that it is remembered and can be applied in the future.

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

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

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

• Use of diagrams, illustrations, figures, videos, verbal methods;
• In the form of lectures containing those concepts and facts that are already known to students;
• Conversations on the topics covered with a minimum possibility of reasoning and hypotheses;
• Practical honing of skills through exercises.

Application of the method

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

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

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

What is the difference from the productive method

The reproductive method refers to cognitive activity. This type of activity includes a productive method of teaching. What are their differences.

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

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

Combination with other methods

One reproductive method of training, of course, is not enough. The effectiveness of the educational process depends on a well-built combination of several teaching methods.

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

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

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

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

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

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

Pedagogical terminological dictionary

Reproductive learning method

(from French reproduction - reproduction)

a way of organizing the activities of students for the repeated reproduction of the knowledge communicated to them and the shown methods of action. R.m. also called instructive-reproductive, because. an indispensable feature of this method is instruction. R.m. involves the organizing, motivating activity of the teacher.

As the amount of knowledge increases, the frequency of application of R.m. in combination with the information-receptive method that precedes R.m. for any type of training.

A certain role in the implementation of R.m. learning algorithm can play. One of the means of R.m. - programmed training.

R.m. enriches students with knowledge, skills and abilities, forms their main mental operations, but does not guarantee creative development. This goal is achieved by other teaching methods, such as the research method.

(Bim-Bad B.M. Pedagogical Encyclopedic Dictionary. - M., 2002. S. 239)

see also

There are five specific teaching methods: information-receptive; reproductive; problem statement; partial search or heuristic and research.

Information-receptive - an explanatory and illustrative way of organizing joint activities of a teacher and students, in which the teacher reports ready-made information, and students perceive, understand and fix it in memory. Information is communicated in the form of a story, lecture, explanation, with the help of printed aids (textbook, study guide, etc.), visual aids (pictures, diagrams, films and filmstrips, natural objects in the classroom and during excursions), practical showing methods of activity (method of solving a problem, proving a theorem, demonstrating how to work on a machine, etc.).

I.r. m. of training - one of the most. economical ways of transferring the generalized and systematizing. human experience; can be used on almost any type of account. classes and when explaining a wide variety of material; its effectiveness has been proven by centuries of practice. In modern conditions created the opportunity for a concentrated transmission of information by modern technical teaching aids (TUT), cinema and television.

Along with the TCO, a demonstration of three-dimensional layouts, operating models is used. But character is known. activities with all means of learning one - the conscious perception of ready-made information that provides the necessary guidelines. Without this method, it is impossible to ensure the assimilation of a new account. material, however, it should be used in combination with other teaching methods.

This method allows students to perceive educational material sensually. They look, feel, read, observe, correlate new information with the information they have. This method is one of the most economical ways of transferring experience. This method is one of the most common today and is widely reflected in the pedagogical literature. However, it is necessary that students today not only assimilate the information offered to them, but also assimilate its structure, methods of finding it and methods of applying it.

Therefore, together with the information-receptive method, reproductive method(from the word reproduction - reproduction). The information-receptive method by itself does not form students' skills and abilities to use the acquired knowledge and does not guarantee their conscious and lasting memorization, therefore the teacher is forced to organize the students' activities for repeated reproduction of the acquired knowledge, i.e. use the reproductive method of teaching. For this, various exercises, laboratory, practical work, programmed control, various forms of self-control, etc. are used. These two methods (information-receptive and reproductive) are most often used in conjunction, but the first always precedes the second. Together they contribute to the formation of knowledge, skills and abilities in students, form the basic mental operations (analysis, synthesis, generalization, transfer, classification, etc.), but they do not guarantee the development of students' creative abilities. Therefore, other methods are used to develop activities.

Problem presentation. Its essence lies in the fact that the teacher poses a problem to the students and solves it himself, but at the same time he shows the course of his thoughts and reasoning. Otherwise, this method can be called story-reasoning. When using this method, students control the train of thought of the teacher, follow the logic of his reasoning.

Using this method allows students to learn the way and logic of solving problems of this type, but without the ability to apply them on their own. Therefore, this method is used, as a rule, in the study of complex educational issues. any means can be used by the teacher: a word (logical reasoning), the text of a book, tables, a movie, magnetic recordings, etc.

With this method, students not only perceive, comprehend and remember ready-made information, but also follow the logic of evidence, the movement of the teacher’s thought, controlling its persuasiveness.

Partial search (or heuristic) method . With this method, the way to find a solution to the problem is determined by the teacher, but the solutions to individual questions are found by the students.

Students independently solve a complex educational problem not from beginning to end, but only partially. The teacher guides the students through the individual search steps. Part of the knowledge is communicated by the teacher, and part of the knowledge is obtained by the students on their own, answering the questions posed or solving problematic tasks.

Thus, the essence of the teaching method is that:

• - not all knowledge is offered to students in finished form, they partially need to be obtained independently;
• - the activity of the teacher is in the operational management of the process of solving problematic problems.

The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs (including computer ones) and teaching aids.

The main purpose of the method- Gradual preparation of students for independent formulation and problem solving. One of the modifications of this method is the heuristic conversation.

research method. This is a way of organizing the creative activity of students to solve new problems for them. When performing them, students must independently master the elements of scientific knowledge (be aware of the problem, put forward a hypothesis, build a plan for testing it, draw conclusions, etc.). The main feature of this method, unlike the two previous ones, is to teach students to see problems, to be able to set tasks on their own.

Tasks performed using the research method should include all elements of an independent research process (problem statement, justification, assumption, search for appropriate sources of necessary information, the process of solving the problem).

When using this method, such traditional teaching aids as the word, visualization, and practical work are used.

All these five methods are divided into two groups: reproductive (information-receptive and reproductive) and productive (partial search and research), and the method of problem presentation, being intermediate, can be classified as both reproductive and productive.

All these methods in the learning process are implemented in the closest relationship. An example of the most common traditional lesson: the teacher interviewed the students, told the new material, gave an exercise to consolidate this new material, and then set the students a creative task. You may notice in this case that the teacher used the methods in the lesson in the following order: 2-1-2-5. Or another example of a lesson: the teacher posed a problem to the students and had a heuristic conversation with them to resolve it, then showed a fragment of the film confirming the correctness of the reasoning, and offered the students a creative task: 4-1-5.

4. Reproductive learning methods

The reproductive nature of thinking involves the active perception and memorization of the information provided by the teacher or other source of educational information. The application of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods. These methods are mainly based on the transfer of information using words, the demonstration of natural objects, drawings, paintings, graphic images.

To achieve a higher level of knowledge, the teacher organizes the activities of children to reproduce not only knowledge, but also methods of action.

In this case, much attention should be paid to instruction with a demonstration (at art classes) and an explanation of the sequence and methods of working with a show (at art classes). When performing practical tasks, reproductive, i.e. the reproductive activity of children is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method determines the complexity of the educational material. It is known that in the lower grades, children cannot perform the same training exercises. Therefore, elements of novelty should be constantly introduced into the exercises.

In the reproductive construction of the story, the teacher formulates facts, evidence, definitions of concepts in a ready-made form, focuses on the main thing that needs to be learned especially firmly.

A reproductively organized conversation is conducted in such a way that the teacher relies on facts already known to the students, on previously acquired knowledge, and does not set the task of discussing any hypotheses or assumptions.

Practical works of a reproductive nature are distinguished by the fact that in the course of their work, students apply the previously acquired or newly acquired knowledge according to the model.

At the same time, in the course of practical work, students do not independently increase their knowledge. Reproductive exercises especially effectively contribute to the development of practical skills and abilities, since the transformation of skill into a skill requires repeated actions according to the model.

Reproductive methods are used especially effectively in cases where the content of the educational material is predominantly informative, is a description of the methods of practical actions, is very complex or fundamentally new so that students can carry out an independent search for knowledge.

In general, reproductive methods of teaching do not allow to develop the thinking of schoolchildren to the proper extent, and especially independence, flexibility of thinking; to develop students' skills in search activity. With excessive use, these methods contribute to the formalization of the process of mastering knowledge, and sometimes just cramming. It is impossible to successfully develop such personality traits as creative approach to business, independence by reproductive methods alone. All this does not allow them to actively use technology in the classroom, but requires the use of teaching methods along with them that ensure the active search activity of schoolchildren.

5. Problematic teaching methods.

The problem method of teaching provides for the formulation of certain problems that are solved as a result of the creative and mental activity of students. This method reveals to students the logic of scientific knowledge; creating problem situations, the teacher encourages students to build hypotheses, reasoning; conducting experiments and observations, it makes it possible to refute or approve the assumptions put forward, to independently draw reasonable conclusions. In this case, the teacher uses explanations, conversations, demonstrations, observations and experiments. All this creates a problem situation for students, involves children in a scientific search, activates their thinking, forces them to predict and experiment. But at the same time, it is necessary to take into account the age characteristics of children.

The presentation of educational material by the problem story method assumes that the teacher, in the course of the presentation, reflects, proves, generalizes, analyzes the facts and leads the students' thinking, making it more active and creative.

One of the methods of problem-based learning is heuristic and problem-search conversation. In the course of it, the teacher poses a series of consistent and interrelated questions to the students, answering which they must make any assumptions and then try to independently prove their validity, thereby making some independent progress in the assimilation of new knowledge. If during a heuristic conversation such assumptions usually concern only one of the main elements of a new topic, then during a problem-search conversation, students resolve a whole series of problem situations.

Visual aids with problematic teaching methods are no longer used only to enhance memorization, and to set experimental tasks that create problem situations in the classroom.

Problematic methods are used mainly for the purpose of developing skills in educational and cognitive creative activity, they contribute to a more meaningful and independent mastery of knowledge.

This method reveals to students the logic of scientific knowledge. Elements of the problem methodology can be introduced at the lessons of artistic work in the 3rd grade.

So, when modeling boats, the teacher demonstrates experiments that pose certain problems for students. A piece of foil is placed in a glass filled with water. Children watch the foil sink to the bottom.

Why does foil sink? Children put forward the assumption that foil is a heavy material, so it sinks. Then the teacher makes a box out of foil and carefully lowers it upside down into the glass. Children observe that in this case the same foil is kept on the surface of the water. Thus, a problematic situation arises. And the first assumption that heavy materials always sink is not confirmed. So, the point is not in the material itself (foil), but in something else. The teacher offers to carefully consider again a piece of foil and a foil box and establish how they differ. Students establish that these materials differ only in shape: a piece of foil has a flat shape, and a foil box has a three-dimensional hollow shape. What are empty objects filled with? (By air). And air has little weight.

He is light. What can be the conclusion? (Hollow objects, even from heavy materials, like metal, filled with (light (air, do not sink.) Why don’t large sea boats made of metal sink? (Because they are hollow) what will happen if a foil box is pierced with an awl? (She sink.) Why? (Because it will fill with water.) What will happen to the ship if its hull gets a hole and fills with water? (The ship will sink.)

Thus, the teacher, creating problem situations, encourages students to build hypotheses, conducting experiments and observations, enables students to refute or confirm the assumptions put forward, and independently draw reasonable conclusions. In this case, the teacher uses explanations, conversations, demonstrations of objects, observations and experiments.

All this creates problem situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process in a general education school closer to scientific research.

The use of problematic methods in the lessons of artistic labor and fine arts is most effective for intensifying activities to resolve problem situations, educational and cognitive activities of students.