Dialogue as a teaching technology: basic concepts and characteristics. Report on the topic "Dialogue technologies" Rules for organizing dialogue learning in the classroom

Technology of dialogue learning In the conditions of modern society, the transition to new educational standards, it is necessary to create conditions for the formation of the internal subjective world of the student’s personality, taking into account the unique value of the child. As a result, in modern schools there is a change in the ideology of collectivism to personality-oriented education, which involves attention to the student’s personality. Humanitarian technologies help with this, which are based on the practical use of knowledge about a person in order to create conditions for the free and comprehensive development of the individual. The technology of educational dialogue is one of the main technologies of personality-oriented education, which has recently been extremely popular and relevant. Any person finds his essence in dialogue, which is a powerful means of preventing isolation and the occurrence of personal loneliness. Dialogue in the classroom is a special communicative atmosphere that helps the student develop the intellectual and emotional qualities of the individual. In this case, the assimilation of new material occurs not only as a result of memorization, but also because personal meanings are affected in the course of communication. Dialogue is an equal subject-subject interaction that allows you to search for the truth together. Educational dialogue is a way of relationship. Dialogue reveals the most important forms of human relationships: mutual respect, mutual enrichment, empathy, co-creation. Dialogue is a special environment in which many students feel relaxed and comfortable. In a friendly, accepting atmosphere, they enrich each other with new thoughts, reveal their creative potential, and develop personally. The goal of the dialogue is the formation of interpersonal interaction, which is a situation close to natural life in which students forget about the conventions (lesson, teacher, mark) that prevent them from expressing themselves at the personal and interpersonal levels. Characteristics of dialogue technology Dialogue learning technology prepares the student to find an independent solution. The main feature of this technology is that new knowledge is not given in ready-made form. Children “discover” them themselves in the process of independent research activities. The teacher only directs this activity and sums it up at the end. In such lessons, students think more, speak more often, and form thinking and speech more actively. They learn to stand up for themselves, take risks, take initiative, and develop character as a result. Dialogue occurs when the student makes statements like “I want to say,” “my opinion,” “I want to add,” “my point of view.” Speaking about educational dialogue, a number of features should be taken into account:  the presence of a common problem for everyone;  the presence of two or more interlocutors connected by relationships of mutual understanding;  presence of a goal for organizing dialogue; availability of feedback; the presence of dialogue relations between the teacher and the class, the teacher and the student. When constructing a dialogue lesson, it must be taken into account that dialogue is a form of communication. A dialogue lesson will not work if there are factors that inhibit the dialogue:     categorical teacher, intolerance to other opinions; lack of attention from the teacher to the child; closed questions that require monosyllabic answers or questions that may not be answered; the teacher's inability to be a good listener. At the same time, it is impossible to talk about dialogue as a special form of education if schoolchildren have not developed a culture of speech and communicative speech skills. The teacher needs to develop oral speech in each lesson, teach how to ask questions to the interlocutor, provide feedback, and change his communicative behavior. An important factor is the teacher's contact with the class. If the teacher has not found or lost mutual understanding with the class, then a negative attitude towards the dialogue partner and active rejection of all the information that comes from him appears. With full contact between the teacher and the students, dialogue contributes to the development of the communicative and mental abilities of students and their assimilation of the laws of human communication. All these ideas are reflected in the model, which is called Scheme 1). to form the communicative competence of students (see. Thus, dialogue is not just a pedagogical method and form, but is also a universal means of communication and creative interaction between equal participants in the educational process. Dialogue can be divided into three levels: 1) Dialogue with one’s own self (own reflections) this is a personal level 2) I and the other (the interaction of two value-intellectual positions). This is an interpersonal level. 3) Multidialogue (occurs when discussing problems in small groups of 57 people). Among the dialogue technologies there are:      problem-search dialogues, didactic games, educational discussions, heuristic conversations, analysis of specific situations. Dialogue learning in history lessons. History as a humanities science has its own specifics. Unlike the sciences of the natural and mathematical cycle, any humanitarian knowledge is comprehended not so much through explanation as through understanding. “It is necessary to understand the image of a man of the past and at the same time the image of the world of our contemporary, studying man in history. This can be achieved by entering into dialogue - with people of the past and, at the same time, with interpreters of events who lived in later eras, with our contemporaries, who evaluate these events and their role in history in their own way1.” A history lesson should not be limited to listing dates, events, statistics, nor should it take the form of a monologue or public lecture that students will passively listen to. Teaching should be based on dialogue and exchange of views with students to make them active participants in the lesson. Students must express their opinions freely. In addition, not a single replica of the educational dialogue should be left unanswered; if the student is not active, it means that he lacks knowledge. All of the above is reflected in the table below. Comparative analysis of the traditional and dialogue forms of the lesson Criteria Role of the teacher Role of the student Communication style Traditional lesson Dominant/leading Not always the main Authoritarian Lesson - dialogue Accompanying/guiding Main/dominant Democratic (“Union”) or Teaching methods liberal Story // teachers. Monologue is given Lesson effectiveness Teacher/student relationship is the main place Not always high Official Motivation for learning Motive - getting an explanation Conversation, role play, discussion, trainings. Dialogue is the basis of the existence of the lesson High Trust/partnership Creative/intellectual good grade; not always tall, no stress; high motivation It is better to start a dialogue lesson by posing an educational problem. 1 Mishina I.A. History teacher in the context of standardization of education // Teaching history and social studies at school. 2007. No. 6. P.25 – 29. At the beginning of the lesson, the teacher, in dialogue with the students, creates a problematic situation (for example, presents two contradictory facts). Next, students, in dialogue with the teacher, based on the problem situation, formulate a learning problem - the main question of the lesson or topic. It is usually written on the board. In dialogue with the teacher, students update their existing knowledge, which will be useful for solving a learning problem. Determine what knowledge is not enough and what needs to be learned (done) to find a solution to the problem (lesson plan). By carrying out the plan, students, with the help of the teacher, discover new knowledge by solving relevant educational tasks. They apply new knowledge, drawing a conclusion about what solution to the educational problem has been found and express this solution in the form of a verbal thesis, diagram, table, artistic image. Modern didactics identifies the following techniques for creating problem situations: 1. Leading students to a contradiction with the proposal to find a way to resolve it themselves. For example, when studying the topic “The Establishment of the Empire and the Wars of Conquest of France,” ninth-graders can be offered the following problem tasks: 1) Is Napoleon a symbol of the new monarchical power or a personality necessary for France, exhausted by wars? 2) Is the Napoleonic Empire the deeds and words of an individual or the embodiment of the aspirations of the entire people? Students must find a way to solve the problem themselves. 2. Presentation of different points of view on the same issue. Considering the topic “Foreign Policy of the USSR on the eve of the Second World War” in the 9th grade, we invite students to analyze two different points of view on the issue of signing the Molotov-Ribbentrop Pact: 1) The signing of the non-aggression pact with Nazi Germany and the secret protocol to it was a diplomatic success for the USSR. 2) The signing of the pact was a big mistake that had dire consequences for the USSR. Students must decide which of these points of view they support and why. 3. Inviting students to consider a particular historical event from different perspectives. So, speaking about Peter’s transformations, we set the students the following tasks: 1) Imagine that you are a peasant living in Russia at the beginning of the 18th century. How would you feel about the reforms of Peter the Great? Would you take part in the construction of St. Petersburg? Explain why. 2) How would you feel about the Northern War if you were a merchant? 4. Posing specific questions for generalization, justification, specification and classification, logic of reasoning.  The beginning of unification processes in Russian lands in the XIV-XV centuries. and the creation of a single state were accompanied by a struggle for leadership between the principalities. Moscow won this fight. N. M. Karamzin wrote about the rise of Moscow: “A miracle happened. The town, barely known until the end of the 14th century, raised its head and saved the fatherland.” Explain what reasons led to the rise of Moscow.  Many cities of Ancient Rus' arose on the banks of rivers. Explain the advantages of this location of the city.  The discussion about the role of the Varangians in Russian history and their nationality, the dispute between Normanists and anti-Normanists began in the middle of the 18th century. and continue to this day. Explain how the views of supporters and opponents of the Norman theory differed 5. Setting problem tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, obviously made mistakes, with limited time for solution, as well as overcoming the psychological inertia of the student. This is a task of this type: Read the text: “And here there was an evil and great slaughter for the Germans and the Chud, and the crack of breaking spears and the sound of blows of swords was heard, so that the ice on the frozen lake broke, and no ice was visible, because he was covered in blood. And I myself heard about this from an eyewitness who was there. And the Germans fled, and the Russians drove them in battle, as if through the air, and there was nowhere for them to escape, they beat them 7 miles on the ice to the Subolitsa coast, and 500 Germans fell, and countless miracles, and 50 of the best Germans were captured the governor and brought them to Novgorod, and the other Germans drowned in the lake because it was spring. And others ran away seriously wounded. This battle took place on April 5.” What event is this document dedicated to? The name of which outstanding person is associated with him? Give your own assessment of this event. 6. The situation is a contradiction between the students’ everyday understanding and scientific fact. These are the basic techniques for creating problem situations in history lessons. Which one to use in order to achieve the most effective result, the teacher decides depending on the specific situation, the topic of the lesson, and the preparedness of the students. Techniques that promote the development of dialogue and polylogue    “Brainstorming” is a form of intensification of mental activity, its goal is to stimulate the audience to quickly generate a large number of new and original ideas. A problem is presented to the students. Ori should discuss this problem and offer as many options as possible to solve it. “For these people it’s always December 14th and never the 15th.” "Bloom's Cube" The beginnings of the questions are written on the sides of the cube: “Why”, “Explain”, “Name”, “Suggest”, “Imagine”, “Share”. The student rolls the dice. It is necessary to formulate a question for the educational material according to the side on which the cube falls. "Debate". “The oprichnina gave birth to the Time of Troubles.” “Russia needed the Treaty of Brest-Litovsk.” It is necessary to find and formulate arguments “for” and “against” any thesis. This task is carried out according to the following scheme: 1. I agree with this point of view, because -  Argument 1  Argument 2 2. I am not Those who do not participate in the team make an assessment of the arguments:  Arguments that coincide with my own,  New arguments with which I agree,  New arguments with which I disagree,  Arguments that are not clear. In addition, it is good to use the following forms of education: Story-based role-playing games contribute to the development of students’ communication skills, arouse in children interest in the subject, immersion in a particular historical environment, and “living” someone’s life.  Lessons for the development of students’ creative abilities – “historical battles”, “historical living rooms”, “wise men and women.  Creation of student projects and their self-presentation.  Organization of lessons on individually oriented routes, based on students solving situations of intellectual difficulty, based on their capabilities, abilities, interests, and their subjective experience.  Lesson – historical portrait. Schoolchildren get acquainted with a memo for assessing a historical figure. Their perception of history occurs directly through specific historical images, for example: Elizabeth of England, William of Orange, Charles I, and among Russian figures, these are the images of Peter I, Catherine II, Elizaveta Petrovna, Emelyan Pugachev, etc. We can suggest the following formulations of names according to this type of lesson: “Two Elizabeths - two rulers”, “Golden Age” of Elizabeth of England and “Golden Age” of Catherine the Great, “Peter I: traditionalist or great reformer? "  Lecture lessons are different in that they are not a one-way process of presentation by one teacher. In such lessons, the student himself takes on the role of a teacher, expanding the scope of his abilities.  Lessons that promote further development of the dialogue process.  Recently, conferences have become very relevant forms of education, at which schoolchildren can actively demonstrate their skills in interactive communication.  Work that is interesting for students is also carried out with sources of knowledge, in particular with the Constitution of the Russian Federation, which leads to a significant enrichment of their subjective experience.  In modern conditions of the information society, the norm for students is to discuss educational issues using the Internet. The planned result of the pedagogical project. 1. Positive dynamics of the following components:     formation of communicative competence among students; improvement of the quality of educational and cognitive activities; students' satisfaction with the results of their activities; increasing the level of cognitive interest in history among students. 2. Increasing the intensity of the lesson through the creation of a system of motivational techniques, ICT. General conclusions of the study and its results: 1. Dialogizing the relationship between teacher and students in a history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, abilities and skills, developing the experience of creative activity, emotional and evaluative experience relationships and logic of scientific thinking. 2. The dialogic nature of a history lesson, discussion of different views, versions, comparison of points of view, argument, discussion lead students to a deeper understanding of a particular historical phenomenon or event. 3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations. 4. Dialogue has an irreplaceable educational effect. The form of dialogic communication presupposes respect for the speaker in expressing agreement or disagreement of the participants in the dialogue. 5. Dialogical construction of history lessons contributes to the humanization of the educational process and mutual understanding, trust, and cooperation between teacher and students. General conclusions of the study and its results: 1. Dialogizing the relationship between teacher and students in a history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, abilities and skills, developing the experience of creative activity, emotional and evaluative experience relationships and logic of scientific thinking. 2. The dialogic nature of a history lesson, discussion of different views, versions, comparison of points of view, argument, discussion lead students to a deeper understanding of a particular historical phenomenon or event. 3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations. 4. Dialogue has an irreplaceable educational effect. The form of dialogic communication presupposes respect for the speaker in expressing agreement or disagreement of the participants in the dialogue. 5. The dialogical structure of history lessons contributes to the humanization of the educational process and mutual understanding, trust, and cooperation between teacher and students.

Dialogue learning technology

In the conditions of modern society, the transition to new educational standards, it is necessary to create conditions for formation of the internal subjective world of the student’s personality taking into account the unique value of the child.

As a result, in modern schools there is a change in the ideology of collectivism to student-centered education, which involves attention to the student’s personality. Humanitarian technologies help with this, which are based on the practical use of knowledge about a person in order to create conditions for the free and comprehensive development of the individual.

Educational dialogue technology - this is one of the main technologies of personality-oriented education, which has recently been extremely popular and relevant. Any person finds his essence in dialogue, which is a powerful means of preventing isolation and the occurrence of personal loneliness.

Dialogue in the classroom is a special communicative atmosphere that helps the student develop the intellectual and emotional qualities of the individual. In this case, the assimilation of new material occurs not only as a result of memorization, but also because personal meanings are affected in the course of communication.

Dialogue is an equal subject-subject interaction that allows you to search for the truth together. Educational dialogue is a way of relationship. Dialogue reveals the most important forms of human relationships: mutual respect, mutual enrichment, empathy, co-creation.

Dialogue is a special environment in which many students feel relaxed and comfortable. In a friendly, accepting atmosphere, they enrich each other with new thoughts, reveal their creative potential, and develop personally.

The purpose of the dialogue is the formation of interpersonal interaction, which is a situation close to natural life in which students forget about the conventions (lesson, teacher, mark) that prevent them from expressing themselves at the personal and interpersonal levels.

Characteristics of dialogue technology

The technology of dialogic learning prepares the student to find an independent solution. The main feature of this technology is that new knowledge is not given in ready-made form. Children “discover” them themselves in the process of independent research activities. The teacher only directs this activity and sums it up at the end. In such lessons, students think more, speak more often, and form thinking and speech more actively. They learn to stand up for themselves, take risks, take initiative, and develop character as a result.

Dialogue occurs when the student makes statements like “I want to say,” “my opinion,” “I want to add,” “my point of view.”

When talking about educational dialogue, we should take into account a number of features:

· the presence of a common problem for everyone;

· the presence of two or more interlocutors connected by a relationship of mutual understanding;

· presence of a goal for organizing dialogue;

· availability of feedback;

· the presence of dialogue relations between the teacher and the class, the teacher and the student.

When constructing a dialogue lesson, it must be taken into account that dialogue is a form of communication. A dialogue lesson will not work if there are factors inhibiting dialogue:

lack of attention from the teacher to the child;

closed questions that require monosyllabic answers or questions that may not be answered;

the teacher's inability to be a good listener.

At the same time, it is impossible to talk about dialogue as a special form of education if schoolchildren have not developed a culture of speech and communicative speech skills.

The teacher needs to develop oral speech in each lesson, teach how to ask questions to the interlocutor, provide feedback, and change his communicative behavior. An important factor is the teacher's contact with the class. If the teacher has not found or lost mutual understanding with the class, then a negative attitude towards the dialogue partner and active rejection of all the information that comes from him appears. With full contact between the teacher and the students, dialogue contributes to the development of the communicative and mental abilities of students and their assimilation of the laws of human communication. All these ideas are reflected in the model, which is designed to form the communicative competence of students (see Diagram 1).

Thus , dialogue is not just a pedagogical method and form, but is also a universal means of communication and creative interaction between equal participants in the educational process.

Dialogue can be divided into three levels:

1) Dialogue with one’s own self (own thoughts) is a personal level

2) I and the other (interactions of two value-intellectual positions). This is an interpersonal level.

3) Multidialogue (occurs when discussing problems in small groups of 5-7 people).

Among the dialogue technologies there are:

problem-search dialogues

didactic games

educational discussions

heuristic conversations

analysis of specific situations.

Dialogue learning in history lessons.

History as a humanities science has its own specifics. Unlike the sciences of the natural and mathematical cycle, any humanitarian knowledge is comprehended not so much through explanation as through understanding. “It is necessary to understand the image of a man of the past and at the same time the image of the world of our contemporary, studying man in history. This can be achieved by entering into dialogue - with people of the past and, at the same time, with interpreters of events who lived in later eras, with our contemporaries, who evaluate these events and their role in history in their own way.” A history lesson should not be limited to listing dates, events, statistics, nor should it take the form of a monologue or public lecture that students will passively listen to. Teaching should be based on dialogue and exchange of views with students to make them active participants in the lesson. Students must express their opinions freely. In addition, not a single replica of the educational dialogue should be left unanswered; if the student is not active, it means that he lacks knowledge. All of the above is reflected in the table below.

Comparative analysis of traditional and dialogue forms of the lesson

Criteria

Traditional lesson

Lesson - dialogue

The role of the teacher

Dominant/leading

Accompanying /

guide

Role of the student

Not always the main one

Main/dominant

Democratic ("Union")

Teaching methods

Story // teacher's explanation.

The monologue is given the main place

Conversation, role play, discussion, training.

Dialogue is the basis of the existence of the lesson

Lesson effectiveness

Not always high

Teacher/student relationship

Official

Trust/partnership

Motivation to learn

The motive is to get a good grade; not always high

Creative/intellectual growth, no stress; high motivation

It is better to start a dialogue lesson by posing an educational problem.

At the beginning of the lesson, the teacher, in dialogue with the students, creates a problematic situation (for example, presents two contradictory facts). Next, students, in dialogue with the teacher, based on the problem situation, formulate a learning problem - the main question of the lesson or topic. It is usually written on the board.

In dialogue with the teacher, students update their existing knowledge, which will be useful for solving a learning problem. Determine what knowledge is not enough and what needs to be learned (done) to find a solution to the problem (lesson plan). By carrying out the plan, students, with the help of the teacher, discover new knowledge by solving relevant educational tasks.

They apply new knowledge, drawing a conclusion about what solution to the educational problem has been found and express this solution in the form of a verbal thesis, diagram, table, artistic image.

Modern didactics identifies the following techniques for creating problem situations:

1. Bringing students to a contradiction with an offer to find a way to resolve it themselves.

For example, when studying the topic “The Establishment of the Empire and the Wars of Conquest of France,” ninth-graders can be offered the following problem tasks: 1) Is Napoleon a symbol of the new monarchical power or a personality necessary for France, exhausted by wars? 2) Is the Napoleonic Empire the deeds and words of an individual or the embodiment of the aspirations of the entire people? Students must find a way to solve the problem themselves.

2. Presentation of different points of view on the same issue. Considering the topic “Foreign policy of the USSR on the eve of the Second World War” in the 9th grade, we invite students to analyze two different points of view on the issue of signing the Molotov-Ribbentrop Pact:

1) The signing of a non-aggression pact with Nazi Germany and a secret protocol to it was a diplomatic success for the USSR.

2) The signing of the pact was a big mistake that had dire consequences for the USSR.

Students must decide which of these points of view they support and why.

3. Inviting students to consider a particular historical event from different perspectives. So, speaking about Peter’s transformations, we set the students the following tasks: 1) Imagine that you are a peasant living in Russia at the beginning of the 18th century. How would you feel about the reforms of Peter the Great? Would you take part in the construction of St. Petersburg? Explain why. 2) How would you feel about the Northern War if you were a merchant?

4. Posing specific questions for generalization, justification, specification and classification, logic of reasoning.

The beginning of unification processes in Russian lands in the XIV-XV centuries. and the creation of a single state were accompanied by a struggle for leadership between the principalities. Moscow won this fight. N. M. Karamzin wrote about the rise of Moscow: “A miracle happened. The town, barely known until the end of the 14th century, raised its head and saved the fatherland.” Explain what reasons led to the rise of Moscow.

Many cities of Ancient Rus' arose on the banks of rivers. Explain the advantages of this location of the city.

The discussion about the role of the Varangians in Russian history and their nationality, the dispute between Normanists and anti-Normanists began in the middle of the 18th century. and continue to this day.

Explain how the views of supporters and opponents of the Norman theory differed

5. Setting problematic tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, obviously made mistakes, with limited time for solution, as well as overcoming the psychological inertia of the student. This is a task of this type: Read the text: “And here there was an evil and great slaughter for the Germans and the Chud, and the crack of breaking spears and the sound of blows of swords was heard, so that the ice on the frozen lake broke, and no ice was visible, because he was covered in blood. And I myself heard about this from an eyewitness who was there. And the Germans fled, and the Russians drove them in battle, as if through the air, and there was nowhere for them to escape, they beat them 7 miles on the ice to the Subolitsa coast, and 500 Germans fell, and countless miracles, and 50 of the best were taken prisoner German commanders and brought them to Novgorod, and other Germans drowned in the lake because it was spring.

What event is this document dedicated to? The name of which outstanding person is associated with him? Give your own assessment of this event.

6. The situation is a contradiction between the students’ everyday ideas and scientific fact.

These are the basic techniques for creating problem situations in history lessons. Which one to use in order to achieve the most effective result, the teacher decides depending on the specific situation, the topic of the lesson, and the preparedness of the students.

Techniques that promote the development of dialogue and polylogue

"Brainstorm"is a form of intensification of mental activity, its goal is to stimulate the audience to quickly generate a large number of new and original ideas. A problem is presented to the students. Ori should discuss this problem and offer as many options as possible to solve it. “For these people it’s always December 14th and never the 15th.”

"Bloom's Cube"" The beginnings of the questions are written on the sides of the cube: “Why”, “Explain”, “Name”, “Suggest”, “Imagine”, “Share”. The student rolls the dice. It is necessary to formulate a question for the educational material according to the side on which the cube falls.

"Debate".“The oprichnina gave birth to the Time of Troubles.” “Russia needed the Treaty of Brest-Litovsk.” It is necessary to find and formulate arguments for and against a thesis.

This task is performed according to the following scheme:

I agree with this point of view because -

Argument 1-
Argument 2-

Those not participating in the team make an assessment of the arguments:

Arguments that coincided with my own,

New arguments that I agree with

New arguments that I don't agree with

Incomprehensible arguments.

In addition, it is good to use the following forms of training:

Plot-role-playing games - contribute to the development of students’ communication skills, arouse children’s interest in the subject, immersion in a particular historical environment, and “living” someone’s life.

Lessons for developing students’ creative abilities – “historical battles”, “historical living rooms”, “smart guys and smart girls.

Creation of student projects and their self-presentation.

Organization of lessons on individually oriented routes, based on students solving situations of intellectual difficulty, based on their capabilities, abilities, interests, and their subjective experience.

The lesson is a historical portrait. Schoolchildren get acquainted with a memo for assessing a historical figure. Their perception of history occurs directly through specific historical images, for example: Elizabeth of England, William of Orange, Charles I, and among Russian figures, these are the images of Peter I, Catherine II, Elizaveta Petrovna, Emelyan Pugachev, etc. We can suggest the following formulations of names according to this type of lesson: “Two Elizabeths - two rulers”, “Golden Age” of Elizabeth of England and “Golden Age” of Catherine the Great, “Peter I: traditionalist or great reformer? "

Lecture lessons are different in that they are not a one-way process of presentation by one teacher. In such lessons, the student himself takes on the role of a teacher, expanding the scope of his abilities.

Lessons-seminars that contribute to the further development of the dialogue process.

Recently, conferences have become very relevant forms of education, at which schoolchildren can actively demonstrate their skills in interactive communication.

Work that is interesting for students is also carried out with sources of knowledge, in particular with the Constitution of the Russian Federation, which leads to a significant enrichment of their subjective experience.

In modern conditions of the information society, the norm for students is to discuss educational issues using the Internet.

The planned result of the pedagogical project.

Positive dynamics of the following components:

formation of communicative competence among students

improving the quality of educational and cognitive activities;

students' satisfaction with the results of their activities;

increasing the level of cognitive interest in history among students.

Increasing the intensity of the lesson through the creation of a system of motivational techniques, ICT.

1. Dialogizing the relationship between teacher and students in a history lesson enriches the possibilities of the learning process in terms of the implementation of all its components: increasing the communicative competence of students, improving the quality of knowledge, abilities and skills, developing the experience of creative activity, the experience of emotional-evaluative attitudes and the logic of scientific thinking.

2. The dialogic nature of a history lesson, discussion of different views, versions, comparison of points of view, argument, discussion lead students to a deeper understanding of a particular historical phenomenon or event.

3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations.

4. Dialogue has an irreplaceable educational effect. The form of dialogic communication presupposes respect for the speaker in expressing agreement or disagreement of the participants in the dialogue.

5. Dialogical construction of history lessons contributes to the humanization of the educational process and mutual understanding, trust, and cooperation between teacher and students.

General conclusions of the study and its results:

1. Dialogizing the relationship between teacher and students in a history lesson enriches the possibilities of the learning process in terms of implementing all its components: increasing the communicative competence of students, improving the quality of knowledge, abilities and skills, developing experience in creative activity, experience in emotional-evaluative attitudes and the logic of scientific thinking.

3. In the process of dialogue, reproductive and productive (creative) teaching methods organically merge, creating conditions for consolidating and using knowledge in new situations.

5. The dialogical structure of history lessons contributes to the humanization of the educational process and mutual understanding, trust, and cooperation between teacher and students.

Mishina I.A. History teacher in the context of standardization of education // Teaching history and social studies at school. 2007. No. 6. P.25 – 29.

The essence of dialogue technologies. Functions of educational dialogue.

Without dialogue, education turns into an artificial, dead system.

M. M. Bakhtin

The technology of educational dialogue is one of the leading technologies of personality-oriented education, and the humanization and communicative orientation of education in recent years has brought interpersonal dialogue to the first place.

The main purpose of this technology is that in the process of dialogical communication in the classroom, students look for various ways to express their thoughts, to master and defend new values. At the same time, dialogue is considered as a special sociocultural environment that creates favorable conditions for an individual to accept new experiences and change a number of established meanings.

Dialogue in the lesson is a special didactic and communicative atmosphere that helps the student not only master the dialogical way of thinking, but also provides reflection, develops the intellectual and emotional properties of the individual (sustainability of attention, observation, memory, ability to analyze the activities of a partner, imagination). In such lessons, the content of educational material is assimilated both as a result of memorization and as a result of communication, during which there is an appeal to personally significant meanings, to the depths of one’s own consciousness.

Dialogical pedagogical activity is aimed at creating by the teacher an environment that contributes to the accumulation of dialogic experience in solving humanitarian problems by the individual.

It is important not just to teach a child declensions and conjugations, not just to convey the knowledge accumulated by humanity, but to help him “fit” into the context of culture, help him find a common language with others (the world, nature, man) and realize the interdependence on each other in this world.

To conduct a dialogue means to seek the truth together. Educational dialogue is not only a form, but also a way of relationship. It allows one to be heard; The main thing in it is not the reproduction of information, but reflection and discussion of the problem. In dialogue, the most important manifestations of human relations are realized: mutual respect, complementarity, mutual enrichment, empathy, co-creation.

During the dialogue, students acquire the ability and ability to conduct it at different levels. On the first level like a dialogue with one's own I, how to communicate with yourself, your own mind - this is a personal level.

On the second level dialogue is understood as a process of interaction between qualitatively different value and intellectual positions ( I and another) is the interpersonal level.

Third level of dialogue- multidialogue - multiple simultaneous dialogue that occurs when discussing problems in small groups of 5-7 people.

The dialogue begins when the student makes statements like “I want to say”, “my opinion”, “I want to complement”, “my point of view”. The goal of dialogue is to create interpersonal dialogical interaction, which is a situation close to natural life activity in which students forget about the conventions (lesson, teacher, mark) that prevent them from expressing themselves at the personal and interpersonal levels.

Depending on the role of dialogue in the development of personal qualities (personal functions), the following types of dialogue are distinguished, differing from each other in the degree of trust and mutual penetration into another.

However, when organizing dialogue teaching, some teachers limit themselves only to external manifestations (uninhibited communication with students, free exchange of opinions, etc.), turning it, as E. V. Korotaeva believes, into a version of facilitated pedagogy: the process is given easily and freely, and The output results are often unsatisfactory.

We would like to note that organizing classes using dialogue is a serious and well-thought-out activity of the teacher.

2. Types of educational discussions.

Organization technology educational discussions

The concept of "group discussion". Why use discussions in the educational process.

How to start and how to end a discussion?

Techniques for organizing free discussion.

Evaluating discussion participants.

Tips for the Discussion Leader

Discussion is the most common form of dialogue learning.

The definition of discussion is very simple - it is orderly exchange of views . Often teachers remember the second part of this definition (“exchange of opinions”), but forget the first (“orderly”). But this is where the success of the discussion lies.

Why are discussions necessary?

D. Ondroshek: “Teachers often complain that children are passive and do not know how to discuss. They don't know what is expected of them, or they don't want to speak up in class, or they don't want confrontation, they don't want to stand out. This leads to the teacher calming down, abandoning the idea of conducting a discussion and returning to classical methods (checking homework, explaining new material, asking questions on topics studied, etc.). In such a situation, if the teacher decides for some reason to still hold a discussion, it will be the worst method.

A properly conducted discussion, in contrast to the classical method, allows you to see that each statement can be interpreted in different ways; that every truth can be viewed from different points of view; that from the many truths in life you can choose your own, without claiming that it is the only and objective one.

The discussion brings life to an inanimate subject - instead of repeating identically formulated paragraphs, the discussion begins with its own examples from life...

Teachers often face the following concerns: will this discussion be uncontrolled? Will it happen that the children will shout at each other and not let them speak? Who and how, during non-judgmental discussions, will be able to say whether the goals have been achieved, and how such a free discussion will help in studying the topic?

There is no single recipe for effective discussion, or any specific form of developing opinions in a group. A lot depends on the teacher here. Even if he did not actively interfere in the course of the discussion or did not say much, he is still responsible for the effectiveness of the discussion. He must know when to end a discussion, what to leave to the children to decide, and, based on this knowledge, help structure the discussion so that it makes sense and gives students the greatest opportunity to identify the basic principles of human rights and freedoms. In addition to a general understanding, it is necessary to understand and feel these principles and values based on your own experience...”

So, let us note once again what discussion offers us as a form of work in the lesson:

Familiarization of each participant with the information available to other participants in the discussion;

Encouraging different approaches to one phenomenon;

Coexistence of different, even opposing opinions;

At the same time, the opportunity to challenge and reject any expressed opinion;

Encouraging participants to find a common solution to the problems posed.

In addition, the guys are thinking about:

How to present information convincingly;

How to justify and argue your point of view;

How to consider all approaches to a problem;

How to try to solve it.

What dangers can await the teacher and students who decide to organize a discussion?

The discussion degenerates into a dialogue between the teacher and individual students - the teacher asks questions, the students answer.

The discussion does not work out due to the passivity of the students - the children do not want (cannot) think for themselves and express their point of view.

Only a small part of the guys take part in the discussion - a few people actively discuss the problem, while the rest passively observe or are distracted.

The discussion ceases to be orderly - the students do not listen, shout over each other, repeat what has already been said.

The teacher does not have time to record the statements of all the children and, as a result, cannot objectively evaluate their work.

Someone is taking the discussion away from the main issue.

During the discussion, passions flare up and the dispute turns personal.

Organization of space

Proper organization of space makes it possible to overcome one of the most persistent school working stereotypes: the teacher stands in front of the class and asks questions, and individual students answer him. This style of working allows for connections to be made between the adult and each (ideally) child, but does not encourage dialogue between children. If the student’s sphere of attention, in addition to the teacher, includes his classmates, then the likelihood of a discussion rather than an exchange of remarks between the teacher and students will increase.

Therefore, if you have enough energy and time for this, it is advisable to rearrange the tables a little before the discussion. How to arrange them depends on the intended form of the discussion. For example, if there are not very many children in the class and a “circle conversation” is planned, the tables can be arranged in a circle or in a horseshoe. In this case, students can sit in one row (better, but not always possible) or in two rows around the tables.

If there is a group discussion before the general discussion, the tables can be moved in pairs and the groups can be asked to sit around them. For the “wheel”, you can move the desks of the middle row and ask the children to form circles in the aisles between the rows with the tables moved in the center. In a talk show, you can prepare a place for experts at the board in advance.

Setting the rules for discussion

One way to prevent “chaos” during a discussion is to establish rules in advance. If the teacher and the students agree in advance on how to behave during the discussion, it will take much less time to solve

organizational and disciplinary problems, while much more time will be left directly on the topic of discussion. Clear rules make the classroom atmosphere more trusting, friendly and safe.

The easiest way to start a conversation about rules is after a failed, disorganized discussion where the guys were arguing and didn't show much respect for each other. Or, if you don’t really mind the time and aren’t afraid that a terrible scream will rise in the class, you can do this little exercise. The class is divided into two groups. Some simple question is chosen, for example, what tastes better - peaches or ice cream? One group is appointed by supporters of the first answer, the second - by the second (or groups are formed according to the answers, but this will take more time). “Now,” says the teacher, “you have two minutes to convince those of a different opinion that you are right. You can do anything." Usually everyone starts saying something at the same time, there is noise in the class, and it is impossible to understand anything. After two minutes, the teacher asks everyone to stop and asks: “Well, have you convinced others that you are right?” Probably not. “Okay, then let's do it differently - whoever shouts his arguments louder will be right.” The screaming begins. After a minute, you can stop him and ask him about the sensations and results. They are disappointing. “Is it fair that the one who shouts loudest is right?” Of course not. But in order for everyone to have the opportunity to speak normally and listen to others, certain rules and respect for each other are needed.

The teacher can invite students to independently develop rules that must be followed in order to successfully solve problems. Volunteers offer their options, and the teacher or one of the children writes them on the board. If the children haven’t taken something into account, the teacher can offer his own version of a rule. Each of the rules is reviewed together so that all the guys understand its meaning and figure out whether it is really necessary. (For example, in one of the schools, sixth-graders adopted the rule: “Respect everyone, and first of all the speaker.” The wording is quite abstract. The teacher asked the guys: “How do you mean “respect”?” And, after thinking, the guys decided: “Don’t interrupt, don’t laugh, listen carefully.”) Then the rule is accepted.

Here is an approximate list of such rules proposed by the American teacher F. Tibits:

Listen to the one who is speaking;

Only one person speaks;

If you want to say something, show it by raising your hand;

You cannot interrupt someone who is speaking;

When you disagree with someone, make sure you are criticizing the idea, not the person;

You cannot laugh at a person (you can laugh at a joke, but not evil);

We need to involve everyone in the discussion.

It's okay if the list created by the students in your class isn't as detailed. Rules are not immutable. The teacher can specifically draw the children’s attention to situations that require a new rule, and offer to supplement and refine the list.

An option is possible when the teacher offers the class a ready-made list of “Laws of Discussion” and consistently monitors their implementation. However, if the children realized the need for rules and took part in their development, they will be more willing to comply with them. One way or another, a lot depends on the class, and the teacher must decide for himself which method will be more effective in working with these students.

Unfortunately, simply setting rules is not a panacea (although it can greatly change the atmosphere in the classroom). The guys may sincerely want to improve, but following the rules on their own turns out to be too difficult for them. Therefore, at the first stage of work, great attention should be paid to compliance with the rules. It will be very good if you can write the rules on a large piece of paper and hang them in the classroom. The teacher can constantly draw the children’s attention to how they are doing. You can jointly develop a certain gesture or signal that any person gives when one of the rules is violated. You can appoint a special “responsible for the rules”, who monitors their compliance, points out if the rules are violated, and at the end of the discussion gives the whole group a “grade”. If desired, the teacher and the class can enter into an agreement to comply with the rules, establishing rewards and punishments.

By the way, the rules of conduct during discussion can be expanded to the rules of work in the classroom.

Start of discussion

A lot depends on how the discussion starts. Will the guys understand the topic, will the problem interest them - all this will influence the course of the discussion. For a discussion to be successful, you need to be emotionally and intellectually attuned to the problem.

If the teacher is sure that the problem is important, significant or interesting for the children, they have already thought about it, it is enough to simply formulate a topic or question. Then the discussion will begin on its own.

If the subject of a future discussion may turn out to be far from the guys and not arouse interest, it is necessary to prepare a more emotional or spectacular beginning. The teacher can read a short, colorful text (psychologists advise limiting it to 500 words), volunteers can act out a short skit (improvisationally or having prepared in advance). If possible, you can show the children some video fragment (for example, an episode from a feature or special educational film). An expert (invited or one of the guys) can briefly outline the problem and outline topics for discussion.

Also interesting is the technique "Thermometer" , which allows all students to indicate their opinion on the proposed topic before starting the discussion. This form is suitable for discussing issues on which two opposing and several intermediate opinions can be given. For example, when discussing the dispute between Pierre Bezukhov and Andrei Bolkonsky on the ferry, you can invite children to find their place on an imaginary “thermometer” scale, indicating the extreme positions: “completely agree with Pierre” and “completely agree with Andrei.” Then, having united the children into three groups (the third - standing in the middle, taking a “neutral” position), you can begin the discussion itself.

Let’s not forget that almost all active methods aim to involve children in thinking about a problem, to make the topic personally significant.

One way or another, using any of the techniques, you need to try to touch the feelings of the children, arouse their interest, and show the connection of the subject of discussion with their lives. When presenting a topic, depending on the teacher's goals, it will be possible to show several different aspects of the problem, i.e. set some framework for discussion.

To make it easier for students to stick to the topic of the discussion, so that the discussion does not go sideways, its topic in the form of a question or controversial statement should be written on the board. Here you can mark the most important subtopics and theses in advance or during the discussion. If the conversation has moved on to another topic or too much attention is paid to some minor aspect, the teacher can ask students to stop and reread what they have written.

Structuring and regulating the discussion

Any discussion can flow freely or be subject to regulation. But usually, in a free discussion, several active students very quickly emerge who talk a lot, want to talk, interrupt others, try to answer all questions, and a large group of passive students who, at best, sit silently, and at worst begin to get distracted. You can let things take their course, or you can use a whole arsenal of techniques that will help silent people become more active, and talkative ones - let others speak out. These techniques can be divided into two large groups:

Techniques for organizing a free discussion, which are designed to help “align” the discussion according to the activity of its participants (we’ll talk about them now)

Techniques for structuring discussions that organize students’ work in such a way that almost everyone is forced to work.

The task of the discussion leader is to try to reduce the importance of his role and increase the importance of the roles of the participants. His main goal is to organize the discussion process, to encourage children to take part in the dialogue, without at the same time becoming the main judge or the “ultimate truth.”

Try to maintain an atmosphere of trust and respect in the group. It never hurts to once again remind you of the rules of civilized discussion.

Make sure that all participants in the discussion understand the proposed topic or question.

Involve as many students as possible in the discussion.

Give the guys time to think about their answer. If the student does not speak immediately, give him a few seconds to collect his thoughts.

Pay attention to every answer, don't ignore anyone.

To make the discussion more fruitful, try to keep the children’s reasoning in one direction so that they do not go astray.

Ask the guys clarifying questions (for example: “You said that there are similarities here... What are the similarities?”, “What do you mean when you talk about...”, “How did you come to these conclusions?”).

From time to time, make brief summative comments to show where we are now (“So, at this point, the following points have been expressed ... Vasya actively defends the opinion that ... and Lisa argues that ..."). Important points should be written on the board.

Warn guys against unfounded generalizations.

End of discussion

D. Ondroshek: “At the end, it is necessary to once again recall and summarize the principles and conclusions that students made during the discussion. Ideally, the children themselves could formulate them, and the teacher would only confirm their decision, help them find the best expression and an approximate comprehensive formulation.”

In addition, the teacher should thank all participants in the discussion, note the contribution of active group members, and say special thanks to those who listened carefully to their comrades or involved the silent ones in the discussion. Thus, the children will receive “positive feedback”, which will help them consolidate civilized skills of participating in the discussion.

In order to encourage children to take a conscious attitude towards participating in the discussion and following the established rules, you can invite them to evaluate the discussion according to the following parameters:

1. Are you satisfied with the discussion?

2. What was good about it?

3. What do you think went wrong in the discussion? Why?

4. What disagreements and conflicts arose? How were they solved?

5. Did everyone have a chance to take part in the discussion? If not, have you tried to involve them in the discussion?

There are several forms of organizing an assessment - a brief discussion on each item, an independent answer to questions followed by summing up, a discussion of individual assessment parameters, etc. The assessment questions can be written on a large poster and hung on the classroom wall.

Discussions and assessment

Is it possible to somehow evaluate the students who participated in the discussion? This is not an easy question. There are several answers to this:

1. Do not evaluate direct participation in the discussion in any way, but give tasks for evaluation immediately after the discussion or at the next lesson. When doing the task, the student must show how he remembered and comprehended the points discussed.

2. Evaluate the work of students based on written materials that were created during the discussion (“correspondence discussion”, “silent discussion”, “aquarium”). Such assessments can be both individual and collective (to the whole group at once).

3. Give good grades to individual students for bright, deep presentations on the case.

4. Give individual student observers written assignments during the discussion.

5. Give grades to students (of course, having warned them about this in advance) for their demonstrated communication skills.

6. If this is a free discussion, where no means of regulation or structuring are used, reward active students with good grades. But then there is a danger of them monopolizing the discussion.

Technology for organizing educational discussions

Structured discussions: conversations “in a circle” (“chain”, “polylogue”, “discussion by correspondence”), discussions with preliminary work in pairs (“work buzz”, “wheel”, “sociologists”), discussions with preliminary work in groups (“aquarium”, “silent discussion”, “debate”, “binary discussion”, “hierarchical discussion”, “brainstorming”, “talk show”)

Literature

1. Active forms of teaching literature. Compiled by R.I. Albetkova M., Education, 1991.

2. Belova S. V.Dialogue is the basis of the teaching profession: Educational and methodological manual. M.: APKiPRO, 2002.

3. Zagrekova L.V. et al.Theory and technology of education. Educational manual for pedagogical students. universities M.: Higher School, 2004.

4. Korotaeva E. V.Interactive learning: organization of educational dialogues // Russian language at school, 1999, No. 5.

5. Lizinsky V. M. Techniques and forms in educational activities. - Moscow, “Pedagogical Search”, 2002.

6. Non-traditional forms of organizing training sessions. Compiled by Belyaeva N.V. - Kalinin, 1980.

7. Nichkova T. A. Active forms, methods and techniques used in Russian language lessons. Presentation,2012.nsportal.ru/sites/default/files/2012/3/aktivnye_formy_priemy_metody.pptx

O.I. GORBICH

Modern pedagogical technologies for teaching the Russian language at school

Syllabus

Newspaper no.	Lecture title
17	Lecture 1.Introduction. What is learning technology? Analysis of the content of the concept “learning technology”. History of the issue of the emergence of pedagogical educational technologies. Signs of technological effectiveness of the educational process
18	Lecture 2. Subject-oriented learning technologies. Problem. Reasons for creating these technologies. Main characteristics of domain-specific technologies, options for their implementation
19	Lecture 3. University teaching technologies at school. Features and developmental capabilities of university technologies, their specificity. Preparing and conducting lessons using university technologies, organizing independent work for students. Fostering an active, creative attitude to learning, improving the communication and speech skills of schoolchildren Test No. 1
20–21	Lectures 4–5. Technologies of personality-oriented education. Basic conceptual ideas of technologies for personality-oriented education. Technology of pedagogical workshops: reasons for creation, essence of technology, stages of work of a pedagogical workshop. Modular learning technology as an alternative to the classroom-based teaching system. The essence of the module. Organization of a modular lesson. Project method. Specifics of schoolchildren's project activities. Teaching as research. Theory and practice of collective mental activity
22	Lecture 6. Dialogue technologies for teaching the Russian language. The essence of dialogue technologies. Functions of educational dialogue. Methodological development of dialogue lessons. Discussion and its components. Technology for organizing discussion and its features Test No. 2
23	Lecture 7. Gaming technologies. Goals, objectives and theoretical and methodological foundations of gaming technology. The essence of gaming technology, its components. Organization of gaming technologies
24	Lecture 8. Computer technologies in teaching the Russian language. General information about educational information technologies. Characteristics of educational information technologies. The need to use computer technology in the practice of a modern teacher. Computer presentation programs. Information and training programs. Test programs Final work

The article was published with the support of the Economist group of companies. The Economist group of companies offers to enroll in advanced training courses for employees in Perm. Highly effective teaching methods, extensive work experience and professionalism of specialists and teachers of the Economist Group of Companies make it possible to quickly acquire the required skills and knowledge for specialists in the accounting, economic and legal professions, as well as business managers and personnel service workers. You can find out more about the services provided, read reviews from participants in educational programs and view the schedule of classes on the official website of the Economist Group of Companies www.GroupEconomist.rf

LECTURE No. 6
Dialogue technologies for teaching the Russian language

The essence of dialogue technologies. Functions of educational dialogue. Methodological development of dialogue lessons. Discussion and its components. Technology for organizing discussion and its features

Education without dialogue becomes
into an artificial, dead system.
MM. Bakhtin

Dialogical pedagogical activity is aimed at creating by the teacher an environment that contributes to the accumulation of dialogic experience in solving humanitarian problems by the individual. It is important not just to teach a child declensions and conjugations, not just to convey the knowledge accumulated by humanity, but to help him “fit” into the context of culture, help him find a common language with others (the world, nature, man) and realize the interdependence on each other in this world.

On the second level dialogue is understood as a process of interaction between qualitatively different value and intellectual positions ( I and another) is the interpersonal level.

Third level of dialogue– multidialogue – multiple simultaneous dialogue that occurs when discussing problems in small groups of 5–7 people.

Types of dialogue and their characteristics

Types of dialogue	Characteristic
Motivational	Reflects the interest of its participants in the topic, dialogical form of communication
Critical	Characterizes critical understanding of the content of the dialogue, hypothetical consideration of any solutions to the problem
Conflict	Characterized by the inconsistency of the individual’s attitude to the subject of the problem
Self-presenting	Demonstration by a person of an image that is beneficial to him
Autonomous	Internal dialogue expressing the personality’s defensive reaction
reflective	Indicates the individual's ability to conduct introspection
Self-realizing	Characterized by the moment of affirmation, self-disclosure of personality
Meaning-creative	Characterized by a person’s search for values
Spiritual	Deep penetration into the content, into each other

However, when organizing dialogue learning, some teachers limit themselves only to external manifestations (uninhibited communication with students, free exchange of opinions, etc.), turning it, as E.V. believes. Korotaev, in a version of facilitated pedagogy: the process is given easily and freely, and the output results are often unsatisfactory.

We would like to note that organizing classes using dialogue is a serious and well-thought-out activity of the teacher. The technology for organizing such classes begins with the learning space of the office. Dialogue forms of interaction are focused on face-to-face communication, so the traditional arrangement of desks, when children see the backs of the heads of those sitting in front and only one face - the teacher, is inappropriate here. Options for arranging classrooms are needed depending on the number of groups and the number of students in each group. For example:

Changing the usual arrangement of desks and the opportunity to solve posed questions together prepare students for non-traditional forms of learning. When entering a classroom where the learning space has been modernized, students become motivated to face a non-standard learning situation.

Another important aspect is the content of the dialogue. The educational field “Russian language” has ample opportunities in this regard. The deeply human content of subjects in this field of knowledge allows us to simultaneously solve three problems: educational and cognitive, communicative and developmental and socially oriented.

The goal of dialogue lessons is also that schoolchildren need to be taught to fully and fully participate in dialogue. After all, students will acquire the practice of participating in the discussion of linguistic topics in Russian language lessons, mastering the skills of dialogical speech.

The organization of dialogue lessons is also connected with the fact that dialogue in such lessons can be of two types: informational (when in the process of perception each partner receives new information) and interpretive (when during the dialogue there is an exchange of opinions, an assessment of facts known to both partners, their interpretation).

Informational dialogue is usually organized by the teacher in the process of mastering new knowledge, and interpretive dialogue can be included in any structural element of the lesson (checking homework, consolidating new knowledge, summing up). The purpose of introducing interpretive dialogue into the educational process is to develop dialogic educational and scientific speech, comprehend scientific information, operate it using terms (prepared dialogue), increase the speed of intellectual and speech reactions in spontaneous dialogue.

What exercises provide the content of the dialogue, for example, on the problem “Conditions for successful communication”, carried out after studying the topic “Communication”? Let's get to know some of them.

Exercise 1. Your speech in class should be close to scientific, that is, be educational and scientific. Such speech includes words-terms (special words used to name phenomena, objects, processes in science), for example:

Communicator- the one who enters into communication. In basic meaning it coincides with the words interlocutor, communication partner.

Communicative intention (task, goal) is the specific purpose of the statement (to convince, to move pity, to evoke sympathy, etc.).

Communication contact– connection, consistency in communication.

Write one sentence with each of these terms.

Exercise 2. What requirements for communication did people reflect in proverbs and sayings?

Anyone can gain intelligence from someone else's conversation.

The field is red with millet, and the conversation is with the mind.

When you speak, think.

He talks day until evening, but there is nothing to listen to.

Much has been said, but little has been said.

In verbosity, not without idle talk.

Know how to speak in time, be silent in time.

It's good to sing together, but talk separately.

You give him his word, and he gives you ten.

I told him about Thomas, and he told me about Yerema.

Exercise 3. Read and determine what means of establishing communicative contact the speakers used.

1. “Ancient East... Mystery and mystery in these words. Until now, the unusual way of life and culture of the ancients amazes archaeologists, ethnographers, and ethnologists...”

2. “Listen! Listen! The most original and unique article!” (This is how the author begins his message.)

3. “Poor schoolchildren! Most of them are just pathetic slaves of the textbook!” (This is also the beginning of the message.)

Exercise 4. Read the text. What rules of communication are the communicants violating?

Two young men were having a conversation while waiting for transport. Entering the trolleybus, they found themselves at a distance of three to four meters. But they continued the conversation they had begun, almost turning to shouting.

- I went to the shooting range! There's a castle hanging there!

– I know, the coach left for the competition!

The author of the proposed exercises believes that in the process of learning dialogical speech, including when performing these exercises, schoolchildren will develop the necessary skills: the ability to create the beginning of a dialogue (lead to the problem); the ability to state a problem in a response and demand information from the interlocutor; the ability to listen to your interlocutor and show this in your remarks; the ability to use linguistic means of expressing politeness and respect for the opinion of the interlocutor; the ability to be informative in dialogue; the ability to establish and maintain communicative contact, using not only verbal (linguistic) but also non-verbal means.

Now let’s look at an example of a dialogue lesson in the Russian language in the 6th grade on the topic: “The works of great Russian writers are the best textbook in the native language,” which also helps to develop the skills of participating in dialogue. Teaching these skills also includes linguistic tasks.

Commentary on the teacher's speech behavior is given in italics.

Introductory word from the teacher. Today's Russian language lesson is the first in the school year, but not the first in your life. Remember, who first taught you the Russian language lesson?

Addressing the class “remember” is an invitation to dialogue, to joint reflection.

Teacher. Whose answer is more accurate and why?

The teacher directs students to search for arguments and counterarguments. The dialogue is built taking into account the communicative and speech skills of schoolchildren of this age.

Children are unlikely to answer the question in the same way - their opinions will be divided. The teacher did not need a definite answer; the goal of the initial stage of the lesson-dialogue was to evoke a response from the students.

Teacher. This means that it is quite difficult to remember when you received your first Russian language lesson. Your opinions are divided. Let's pose the question differently: at what age does a person begin to learn Russian?

Another question is introduced, the starting point of reflection in the lesson on the topic “Teaching a person’s native language” is emphasized. An invitation to reflection. The question contains a controversial point.

Teacher. If you started learning Russian from birth, can you say that now, by the 6th grade, you have learned the Russian language, because you not only speak it, but write and read it?

(Children give the answer.)

Teacher. I agree with you. Of course, you haven't learned Russian. And not because you haven't finished school yet. The Russian language is so great and diverse, there are so many secrets and mysteries in it that you can study it all your life.

In the teacher’s agreement with the students’ opinions, there is approval, a positive assessment of the result of their reflections. The teacher expresses the key idea of the dialogue.

Teacher. And now I invite you to think and answer in writing the question: “Who or what teaches us the Russian language? Justify your answer."

(Leaflets are handed out.)

Diagnostic question.

While the students are working, the teacher walks through the rows, looks at the notes, and prepares for dialogue.

Student responses might be something like this: teachers; parents; life; a person learns his native language all his life; all the people who surround a person throughout life; books; dictionaries; TV.

The differentiation of answers is evidence of an insufficiently formed information field for students.

After a quick look at the students' answers as they write them, the teacher collects the pieces of paper and sees which answers are most numerous.

Teacher. Guys, you write that teachers teach you Russian; parents; life; all the people who surround you; a person learns his native language himself; books and even TV. Do you think writers teach you Russian?

The address emphasizes the speech role of the teacher - he directs the dialogue.

In the question there is an incentive to search for arguments; the predicted ambiguity of answers serves as an impetus for the development of dialogue.

(Students’ opinions are divided. The argument is followed by a counterargument.)

Teacher. Two points of view have been expressed. If you agree with one of them, try to defend it.

(Students think about their answers.)

The teacher gives students the opportunity to reflect and prove the correctness of their point of view.

Teacher. One cannot but agree that we are taught Russian by our parents and school teachers.

Indeed, if you had not heard your parents speak from the first days of your life, you would hardly have spoken Russian.

Those who talk about school teachers are also right. They help us learn the Russian language, help us understand that language is a system, with its own laws and rules, they reveal to us the secrets of the Russian language, without which a person cannot call himself literate.

But one cannot but agree with those who claim that we also learn our native language from writers.

Why is this statement true?

The teacher’s extended monologue statement captures the students’ attention on the correct answers, comments and supplements them. Close attention to the statement is necessary to continue the dialogue, to search for new arguments.

Teacher. Which writers can you call your Russian language teachers?

An incentive to look for the answer to the next task among the names of Russian writers.

Teacher. Whose books are examples of the Russian language for you?

A question to promote dialogue.

Teacher. In your answers you named many Russian writers, now read an excerpt from the work. Who will recognize the author and name him?

The dawn shone in the east, and the golden rows of clouds seemed to be waiting for the sun, like courtiers waiting for a sovereign; the clear sky, morning freshness, dew, breeze and birdsong filled Lisa’s heart with infantile gaiety...

(A.S. Pushkin."The young lady-peasant")

Finding the right answer is a means of activating attention.

Teacher Questions. What does A.S. represent? Pushkin? By what means A.S. Does Pushkin achieve picturesqueness in his depiction?

Encouraging exploratory reading of the text by A.S. Pushkin. This stage of the lesson requires frontal responses to enhance the learning activities of the class.

Teacher. Underline the most expressive words in the text, from your point of view.

What A.S. Pushkin calls golden rows? Why was the word used? gold, but not yellow, For example? What time of year is the text talking about? What mood is this passage filled with?

Underlining fixes students' attention on the desired problem and is aimed at understanding the details.

Teacher. Now listen to an excerpt from the poem by A.S. Pushkin “Autumn Morning” (In the book: Pushkin A.S. Collected works in one volume. M., 1984. P. 20).

The teacher reads an excerpt from the poem by heart:

Already autumn's cold hand
The heads of birch and linden trees are bare.
She rustles in the deserted oak groves,
A dead leaf swirls there day and night,
There is fog on the yellowed fields,
And an instant whistling of the wind is heard.

Invitation to joint action: teacher reads - students listen.

Teacher. What mood does this poem convey?

The teacher moves from the role of a reader to the role of a teacher directing the dialogue.

Teacher. What helped you understand and capture this mood?

Encouragement to turn to the text for an answer.

(Students name the words.)

Teacher. Do you think it’s a coincidence that A.S. Does Pushkin use these exact words?

The speech formula “what do you think?” leads students to an intermediate conclusion.

Teacher. Now read again an excerpt from the story “The Young Lady-Peasant Woman” and from the poem “Autumn Morning”. Think about it, have you acquired any new knowledge about the Russian language by reflecting on the meaning and language of these passages?

(Students answer.)

The teacher's summary word. Pushkin is a great master of the Russian language. 2009 marked the 210th anniversary of his birth. Pushkin's works do not age and will always be an example of the Russian language.

How much do you think A.S. himself? Pushkin had to study Russian, because we call him the creator of the modern Russian language?

A request for information that gives direction to the search.

The teacher's monologue statement determines the main direction of the dialogue. Children give their arguments. Opinions will certainly be divided.

Teacher. There are again two points of view in the classroom. Let's turn to Pushkin himself to resolve this issue.

Foreign proper names ending in e, and, oh, y, don't bow down. ...And many of us sin against this. They write: book written by Goeth, etc.

I’ve been publishing for 16 years now, and critics have noticed 5 grammatical errors in my poems (and rightly so):

1. fixed his gaze on distant communities

2. on the theme of mountains (vertex)

3. warrior instead of howled

4. was refused instead of he was refused

5. abbot instead of abbot.

I was always sincerely grateful to them and always corrected the noticed place. I write much more incorrectly in prose, and I speak even worse...

Many people write Yu P ka, sva T ba instead of a skirt, wedding. Never in derivative words T not used on d, neither P on b and we are talking skirt, wedding.

(In the book: Boldinskaya autumn. M., 1986. P. 306).

Teacher. What can you say about the work of A.S. Pushkin over the language of his works?

The teacher encourages students to express and defend their own point of view, but at the same time makes sure that peripheral statements do not lead the class away from the main topic of the dialogue. In an unusual move, Pushkin himself becomes a participant in the dialogue, helping to find the right solution.

It is important for the teacher to receive an emotional and intellectual response to Pushkin’s statements. The dynamics of the dialogue depend on this.

Teacher. Please draw a conclusion: who has the great Russian writer A.S. Did Pushkin study Russian? How did he improve the language of his works?

A clear orientation in the method of action (“please draw a conclusion”) leading to an intermediate conclusion. At the same time, children can draw not one, but several conclusions.

Teacher. Do you think a modern person at the beginning of the 21st century needs to learn the Russian language from A.S. Pushkin, who lived in the first third of the 19th century, almost 200 years ago?

Indirect appeal is an invitation to think, a search for a ready answer to the question posed.

The question is followed by detailed statements from students, which indicate the effectiveness of the educational dialogue. All of them, as a rule, correspond to its theme.

Teacher. You're right. And the clearest proof of your thoughts is that not only ordinary readers learn Russian from the books of A.S. Pushkin, but also excellent writers of subsequent generations. This is how Alexey Nikolaevich Tolstoy said about it: “The Russian language is, first of all, Pushkin - the indestructible mooring of the Russian language”; Mikhail Mikhailovich Prishvin: “The natural wealth of the Russian language and speech is so great that without further ado, listening to the times with your heart, in close communication with the common man and with a volume of Pushkin in your pocket, you can become an excellent writer.”

(In the book: Symphony of Reason. M., 1977. P. 216, 219).

On house students receive the task: to prepare an oral report on the topic “Which Russian writer can I call my teacher of the Russian language and why” (with examples from his works).

So, we got acquainted with a dialogue lesson on the Russian language in the 6th grade, which was organized using literary material. This material contains great opportunities for activating students’ attention regarding the topic of dialogue, because in such a lesson it is important not only the ability to speak, but also the ability to listen and delve into the main problems of the dialogue. Therefore, the material should be understandable and interesting. The texts of A.S. undoubtedly possess these qualities. Pushkin.

In addition, by working on the texts of a writer they have loved since childhood, schoolchildren learn to speak clearly, accurately and competently, avoiding excessive information and vagueness in the expression of thoughts. The teacher helps them by asking questions, tactfully rejecting peripheral information and emphasizing the main topic for the development of the dialogue.

As we have already said, the structure of the dialogue lesson can be different. The given example of a lesson on the topic “Works of Russian writers is the best textbook of the native language” demonstrates the organization of dialogue with the whole class, which has its advantages: collective work allows children to jointly admire the beauty and richness of the Russian language, and the process of painstakingly searching for the truth together with classmates awakens interest and taste for words. In such a lesson, the teacher has the opportunity to clearly and convincingly demonstrate the richness of the Russian language, teach schoolchildren to express different thoughts and feelings in it.

However, there are other forms of work in the dialogue lesson. Let's look at an example of such a lesson. The lesson was held in the 8th grade on the topic “Our Speech” and was aimed not only at assimilation and transmission of information, but also at acquiring interactive communication skills in the process of mastering new knowledge.

This lesson is taught by 11th grade students - members of the linguistic group.

8th grade students are grouped into five small groups. The lesson uses triangles of different colors, which the children receive at the beginning of the lesson and pin to their clothes. In each small group there are students with four colors of triangles.

After the teacher’s introductory speech, the 11th grade students – the presenters – give examples from children’s speech:

Four-year-old Seryozha says, putting on his overalls: “I found the sleeve, but I can’t find the leg...”;

Three-year-old Ira asks: “Swallows winter in Africa, but where do they spring?”

Children's speech is structured according to the "generative - derivative" scheme, causing affection in adults. But completely different emotions arise when you hear a variety of youth slang. Students are invited to translate the dialogue “At the Disco” into literary Russian using youth slang vocabulary, prepared by the guys from the linguistic group. This work is performed in small groups for approximately seven minutes, after which the translations are read out and intermediate reflection is carried out.

Next, eighth-graders are given the task of making an advertisement for one of the proposed dictionaries (Dictionary of the Modern Russian Literary Language, Phraseological Dictionary, Dictionary of Foreign Words, Dictionary for Radio and Television Workers, Dictionary “Difficulties of Word Usage”). First, everyone writes down their version on individual pieces of paper, after which they are discussed in a group dialogue when creating an advertisement for the selected dictionary. The results can be the most unexpected: someone acts out a skit, someone writes poetry...

Final stage involves regrouping students so that four groups are formed according to the colors of the triangles. Each group is given a worksheet with a task.

1. Put emphasis on words.

Sheet No. 1: iconography, catalog, cough, pantry, whooping cough, more beautiful, not for long, plum, patriarchy.

Sheet No. 2: bows, dishes, veterinary medicine, cough, parterre, remembering, briefly, carpenter, repeat.

Sheet No. 3: filling, call, got it, Christian, funeral, sheet, pullover, newborn, about churches.

Sheet No. 4: deepen, flyleaf, fluorography, petition, gypsy, scarf, sorrel, expert, promised.

2. Make sentences using paronyms.

Sheet No. 1: subscriber - subscription, addressee - addressee.

Sheet No. 2: offensive - touchy, thrifty - careful.

Sheet No. 3: clayey – clayey, fine – petty.

Sheet No. 4: hidden - secretive, neighboring - neighborly.

This work is first done individually, then discussed in group dialogue, after which the verification is carried out by members of the linguistic group or it is carried out in the form of mini-dictations.

Such forms of work contribute to the emotional emancipation of children, since in free dialogues, in the process of discussing topics among their friends, they feel comfortable and calm, natural and at ease, and this helps to increase genuine interest in the subject, based on collective creativity.

Evaluating the work of schoolchildren in dialogue can be carried out according to several criteria: 1) to what extent their remarks corresponded to the topic; 2) content of communication; 3) literacy; 4) compliance with speech etiquette.

QUESTIONS FOR SELF-CONTROL

1. What is the main purpose of interactive teaching technology?

2. What does it mean to build dialogue in the classroom within the framework of the humanistic teaching paradigm?

3. Name the main levels and types of dialogue.

4. What aspects of learning are important to consider when organizing dialogue in the classroom?

5. How does informational dialogue differ from interpretive dialogue?

6. Name several forms of organizing work in a dialogue lesson.

LITERATURE

1. Belova S.V. Dialogue is the basis of the teaching profession: Educational and methodological manual. M.: APKiPRO, 2002. 148 p.

2. Grablina N.V. Master class: technology of educational dialogue in a literature lesson: based on the story by V.G. Rasputin “Farewell to Matera” // Literature at school, 2005, No. 9. pp. 37–40.

3. Zagrekova L.V. and etc. Theory and technology of education. Educational manual for pedagogical students. universities M.: Higher School, 2004. 157 p.

4. Korotaeva E.V. Interactive learning: organization of educational dialogues // Russian language at school, 1999, No. 5. P. 3–8.

5. Molodtsova V.P. Educational dialogue in literature lessons (Russian language, literature, 8th grade) // Innovations in teaching experience: Test papers of students of one-year courses “Innovative pedagogical technologies”. St. Petersburg: Publishing house of the St. Petersburg State University of Pedagogical Excellence, 1999. 148 p.

6. Stand V.I. Teaching dialogical speech in Russian language lessons // Russian language at school, 2002, No. 6. P.17–21.

Plan:

The concept of “pedagogical technology”.
History of the formation of the subject of dialogue technology.
Dialogue technology, its functions, elements, principles.
Forms of dialogue technology:

seminar-discussion (group discussion);
educational discussion.

1. Terminological information.

The term “technology” (Greek – “skill”, “science”) came into pedagogy from the production sphere and became quite legitimate in relation to the process of teaching and upbringing as a whole.

The Dictionary of Modern Russian Language defines “technology” as a set of techniques used in any business, skill and art.

T.V. Masharova understands teaching technology as the construction of a system of goals (from general to specific) to achieve a certain result of student development with high variability in the use of methods, techniques, means and forms of organizing training, which is relevant for our research.

Pedagogical technology is a direction that aims to increase the efficiency of the educational process and ensure that students achieve planned learning outcomes. Initially, the term “educational technology” was used only in relation to teaching, and technology itself was understood as teaching with the help of technical means.

Currently, pedagogical technology is understood as “a consistent interconnected system of teacher actions aimed at solving pedagogical problems, or as a systematic and consistent implementation in practice of a pre-designed pedagogical process.”

Signs inherent specifically to pedagogical technology:

diagnostic targeting;
effectiveness;
efficiency;
algorithmability;
projectability;
integrity;
controllability;
adjustability;
visualization.

If we consider dialogue from this point of view, then it fits well into the complex of existing and widely practiced pedagogical technologies (programmed learning, problem-based learning). If we consider dialogue through the prism of these characteristics, then it can also qualify as a pedagogical technology.

2. History of the formation of the subject of dialogue technology.

Philosophers and teachers were the first to show interest in the problem of dialogic interaction in education:

The idea of dialogue as a whole was developed by Socrates, M. Buber, H. Gadamer, A. Camus, J.-P. Sartre, M. Heidegger, the humanistic orientation of the dialogue strategy was shown by Plato, J. A. Komensky, I. G. Pestalozzi J. -J.Russo, V.A.Disterweg, K.D.Ushinsky.
The holistic doctrine of the culture of dialogue is presented in the works of S.S. Averintsev, G.S. Batishchev, M.M. Bakhtin, V.F. Berkov, V.S. Bibler, P.S. Gurevich, D.S. Likhachev and etc.
Scientists and educators have studied models of dialogue in education and education as the ability to understand another (V.A. Petrova, A.V. Murga).
The pedagogical aspect of dialogue as a form of co-creation between teachers and students was considered by G.M. Biryukova, M.S. Kagan, S.V. Nilova.

Recently, various aspects of dialogue interaction in the educational process have been quite actively studied: pedagogical techniques for organizing dialogue in the classroom (Balakina L.L., 2000), organizing professional communication between teachers in the process of improving their qualifications (Kazachkova T.T., 2002), organizational - pedagogical foundations for the development of a teacher’s educational activity in the process of advanced training (Gorovaya V.I., 2005), training teachers for developmental pedagogical dialogue interaction with students, creating a culture of dialogue for a specialist in the socio-cultural sphere (Uskova N.G., 2003), pedagogical possibilities of dialogue in education (Sedov V.A., 2002), etc.

3. Dialogue technology, its functions, elements, principles.

As a result of the introduction of dialogue technologies in teaching, there was a transition from the traditionally established, instructive, personal-alienated, unidirectional model of teaching (extractive), in which the teacher presented specific and normatively fixed content to all students without taking into account their individuality and cognitive capabilities, to a personality-oriented model that forms the content of student learning with their direct and active participation and interaction with the teacher, united by a common subject of discussion and taking into account the individual characteristics of each student.

Elements of dialogue technology:

setting goals and clarifying them as much as possible;
strict orientation of the entire course of interaction towards specified goals;
orientation of the dialogue towards guaranteed achievement of results;
assessment of current results, correction of training aimed at achieving set goals;
final evaluation of results.

Pedagogical dialogue technology in the formation of new concepts is designed to fulfill the following functions:

cognitive;
creative;
reflective.

Principles

problematic and optimal;
gradual circulation of information;
openness and incompleteness of dialogue;
decentralization and decentralization;
parallel interaction.

Components pedagogical dialogue technology:

communicator-teacher (the one who sets the semantic direction of the dialogue, sets a “meaning task” for the student, creates an appropriate semantic setting, or is a translator of a certain meaning);
the motive and purpose of meaning-making (what in dialogue should generate the learner’s desire to verbalize personal meaning);
content (potential field of “crystallization” of meanings);
communication code (oral or written dialogue);
recipient-student (his motivational and semantic features);
result (feedback that reveals the peculiarities of meaning formation in a given dialogue, correlated with the level of the educational result).

Assignment for students. Construct a model of conversational technology that includes these components.

4. Forms of dialogue technology.

Among the dialogue technologies there are: problem-search dialogues, seminars-discussions, educational discussions, heuristic conversations, analysis of specific situations.

Seminar-discussion(group discussion) is formed as a process of dialogical communication between participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems occurs.

Teacher actions:

must organize such preparatory work as will ensure the active participation of each student in the discussion;
defines the problem and individual sub-problems that will be considered at the seminar;
selects basic and additional literature for speakers and presenters;
distributes functions and forms of student participation in collective work;
prepares students for the role of an opponent, logic;
directs all work of the seminar;
sums up the discussion;
asks questions, makes individual comments, clarifies the main provisions of the student’s report;
captures contradictions in reasoning.

Student actions:

learns to accurately express his thoughts in reports and speeches, actively defend his point of view, argue with reason, and refute the erroneous position of a fellow student;
gets the opportunity to build his own activities, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

Thus, a seminar-discussion may contain elements of brainstorming and a business game.

In the first case, participants strive to put forward as many ideas as possible without subjecting them to criticism, and then the main ones are identified, discussed and developed, and the possibilities of their proof or refutation are assessed.

In another case, a seminar-discussion receives a kind of role-playing “instrumentation”, reflecting the real positions of people participating in scientific or other discussions. You can enter, for example, the roles of presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is discussed and what didactic goals the teacher sets before the seminar lesson. If a student is appointed to the role of facilitator of a seminar-discussion, he receives all the powers of the teacher to organize the discussion: he instructs one of the students to make a report on the topic of the seminar, directs the course of the discussion, monitors the argumentation of evidence or refutations, the accuracy of the use of concepts and terms, the correctness of relationships in the process of communication, etc.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding of it, find vulnerabilities or errors, but also offer his own version of the solution.

Logician identifies contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and refutations. Psychologist is responsible for organizing productive communication and interaction of students at a seminar-discussion, achieving consistency in joint actions, goodwill in relationships, and preventing the discussion from turning into a conflict.

Expert evaluates the productivity of the entire discussion, the legitimacy of the hypotheses and proposals put forward, the conclusions drawn, and expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution.

The teacher can introduce any role position into the discussion if this is justified by the goals and content of the seminar. But a special role belongs, of course, to the teacher. He must organize such preparatory work as will ensure the active participation of each student in the discussion. It defines the problem and individual sub-problems that will be addressed at the seminar; selects basic and additional literature for speakers and presenters; distributes functions and forms of student participation in collective work; prepares students for the role of an opponent, logic; directs all work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions of the student’s report, and records contradictions in reasoning.

In such classes, a confidential tone of communication with students, interest in the opinions expressed, democracy, and integrity in demands are required. Educational discussion(from Latin discussio - research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, or dispute. In other words, a discussion consists of a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals.

The purposes of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

During the discussion, students can either complement each other or oppose each other. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of an argument. Both mutually exclusive dispute and mutually complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

preparation (awareness and competence) of students on the proposed problem;
semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);
correct behavior of participants;
The teacher's ability to conduct a discussion.

A properly organized discussion goes through three stages of development:

At the first stage students adapt to the problem and to each other, i.e. At this time, a certain attitude towards solving the problem is developed. In this case, the teacher (discussion organizer) is given the following tasks:

Formulate the problem and goals of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should yield.
Introduce the participants (if the group is meeting with this composition for the first time). To do this, you can ask each student to introduce themselves or use the “interviewing” method, which consists of students breaking into pairs and introducing each other after a short introductory (no more than 5 minutes), directed conversation.
Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).
Establish rules for the discussion, or rather, rules for speeches, since the general rules are determined by the duration of the practical lesson.
Formulate the rules for conducting a discussion, the main one of which is that everyone must speak. In addition, it is necessary to: listen carefully to the speaker, do not interrupt, justify your position, do not repeat yourself, do not allow personal confrontation, remain impartial, do not evaluate speakers without fully listening and understanding the position.
Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!
Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and working definitions of the topic being studied. Systematic clarification of the conceptual apparatus will form in students the attitude and habit of using only well-understood terms, not using obscure words, and systematically using reference literature.

Second stage- assessment stage - usually involves a situation of comparison, confrontation and even a conflict of ideas, which, if the discussion is ineptly managed, can develop into a conflict of personalities. At this stage, the teacher (organizer of the “round table”) is given the following tasks:

Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.
Collect as many opinions, ideas, suggestions as possible. To do this, it is necessary to activate each student.
Do not stray from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. You should tactfully stop those who deviate, directing them into a given “channel.”
Maintain a high level of activity for all participants. Avoid excessive activity of some at the expense of others, follow the rules, stop protracted monologues, and involve all students present in the conversation.
Promptly analyze the ideas, opinions, positions, proposals expressed before moving on to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. It is very useful to entrust summing up of interim results to students, offering them a temporary role as a leader.

Third stage- consolidation stage - involves the development of certain common or compromise opinions, positions, and decisions. At this stage, the control function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative aspects.
Help the discussants reach a consensus, which can be achieved by listening carefully to different interpretations, looking for common trends to make decisions.
Make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.
In the final speech, lead the group to constructive conclusions that have cognitive and practical significance.
Achieve a feeling of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When conducting a round table, students perceive not only the ideas expressed, new information, opinions, but also the bearers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that the teacher (organizer) should have in the process of conducting "round table":

high professionalism, good knowledge of the material within the curriculum;
speech culture and, in particular, fluent and competent knowledge of professional terminology;
communication skills, or rather, communication skills that allow the teacher to find an approach to each student, listen to each student with interest and attentively, be natural, find the necessary methods of influencing students, be demanding, while maintaining pedagogical tact.

An integral part of any discussion is the question and answer procedure. A skillfully posed question (as is the question, so is the answer) allows you to obtain additional information, clarify the speaker’s positions and thereby determine further tactics for holding the “round table”.

From a functional point of view, all questions can be divided into two groups:

Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical sign of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand that correctly?” The answer to such a question can only be “yes” or “no”.
Complementary (open) questions aimed at clarifying new properties or qualities of phenomena and objects of interest to us. Their grammatical feature is the presence of question words: what, where, when, how, why, etc.

In order to organize a discussion and exchange of information in the full sense of the word, so that the “round table” does not turn into a teacher’s monologue, the lesson must be carefully prepared. To do this, the teacher (organizer of the “round table”) must:

prepare questions in advance that could be raised for discussion at the conclusion of the discussion in order to prevent it from dying out;
do not go beyond the scope of the problem under discussion;
do not allow the discussion to turn into a dialogue between the two most active students or a teacher with a student;
ensure wide involvement in the conversation of as many students as possible, or better yet, all of them;
do not ignore any incorrect judgment, but do not immediately give the correct answer; Students should be involved in this, organizing their critical assessment in a timely manner;
do not rush to answer questions regarding the round table material yourself: such questions should be redirected to the audience;
ensure that the object of criticism is the opinion, and not the person who expressed it;
compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.

In order not to dampen student activity, the teacher should not:

turn the discussion into a quiz for students;
evaluate judgments during speeches and express your opinion ahead of time;
overwhelm the audience with lecture verbosity;
take the position of a mentor, teaching the audience and knowing the only correct answers to all questions;
remember that in a lesson conducted in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, not a lecturer, a leader of the discussion and its more competent, but equal participant.

During the round table, business noise and polyphony reign, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other hand, complicates the teacher’s work. Among this polyphony, he needs to hear the main thing, be given the opportunity to speak out, and correctly lead the thread of reasoning.

Thus, summarizing the above, we can conclude: the main didactic value of dialogue communication technology is that it allows you to manage the cognitive activity of a student in the educational process during the formation of new concepts, as well as future specialists with a new type of thinking, active, creative, able to think independently, courageous in making decisions, striving for self-education.

Literature:

Bespalko V.P. Components of pedagogical technology. – M.: Pedagogy, 1989. –190 p.
Guzeev V.V. Lectures on educational technology. – M.: Knowledge, 1992. – 60 p.
Clarin M.V. Innovations in global pedagogy: Learning based on research, play and discussion - Riga: Ped. Center “Experiment”, 1995. – 176 p.
Clarin M.V. Personal orientation in lifelong education. // Pedagogy, 1996, No. 2. – P.8.
Masharova T.V. Pedagogical theories, systems and technologies of teaching: Textbook. Kirov: Publishing house VGPU, 1997. – P. 157.
Masharova T.V., Khodyreva E.A. Educational activity. Environment. Development: Textbook. – Kirov: VSPU, 1998. – P.78.
Murashov A.A. Professional learning: impact, interaction, success. – M.: Ped. society of Russia, 2000. – 93 p.
Ozhegov S.I. Dictionary of the Russian language. - M.: Politizdat, 1968. – 837 p.

Appendix 1 (Handouts for students

Dialogue as a teaching technology: basic concepts and characteristics. Report on the topic "Dialogue technologies" Rules for organizing dialogue learning in the classroom

Modern pedagogical technologies for teaching the Russian language at school

Syllabus

LECTURE No. 6 Dialogue technologies for teaching the Russian language

LECTURE No. 6
Dialogue technologies for teaching the Russian language