The 60s of the twentieth century are characterized by the search for new teaching methods that intensify the educational and cognitive activity of students. Indicators of such activation are students’ sustained interest in knowledge and their independence in carrying out various educational activities. New teaching methods are called active or innovative. They differ from traditional ones in such features as “forced activity”, forced activation of thinking and activity, increased emotional involvement of students and the creative nature of classes; mandatory direct interaction between students and with the teacher; formation of collective efforts aimed at intensifying the learning process.
The main objectives of using innovative teaching methods are as follows:
· developing productive communication skills during the learning process;
· development of skills to argue one’s point of view, clearly formulate and clearly express thoughts;
· developing the ability to analyze complex situations, the reasons for their occurrence, identify the main and secondary, find ways and means of solution;
· development of the cognitive and emotional-volitional sphere of the personality.
Innovative teaching methods can be used when students already possess the basics of the necessary knowledge, obtained, as a rule, by traditional methods. In this regard, it is inappropriate to contrast traditional and innovative teaching methods. It is necessary to find a reasonable combination of them and the use of strengths, depending on the tasks facing the learning process and the situations that arise.
The need to use innovative teaching methods arises when creating problematic situations; cooperation and cooperation; collective interaction; management of the formation and development of individual psychological characteristics of students; involving students in constant active activities, etc.
Innovative teaching methods involve changing the traditional role of the teacher as an organizer and informant to a co-organizer, partner, integrator, and consultant.
Innovative teaching methods are divided into imitation (from the Latin imitatio - imitation of someone or something; reproduction in a variety of ways) and non-imitation.
Simulation teaching methods are associated with modeling various kinds of relationships and real life conditions during the learning process. Such modeling makes it possible to turn learning into a school of “life”, which provides students with natural non-violent socialization, making them not passive objects of the learning process, but subjects of their activities and their entire lives. Orienting students in the process of such “life” learning in the realities of social, scientific, cultural and other areas of life allows them to see the prospects of their life path and accordingly plan and consciously implement the development of their abilities.
Imitation teaching methods, in turn, can be gaming(role-playing and business games, game design, etc.) and non-fiction(analysis of specific situations, simulation exercises, training, etc.).
A game as a teaching method, it is an imitation of problem situations, including conflict situations, in which participants fulfill their assigned social roles in accordance with their goals. Educational simulation games are widely practiced. Direct emotional involvement in the situation, competitiveness and collectivism in finding the best solutions, mastering new techniques directly in practice, in the process of business communication, training the ability to quickly respond to changing circumstances have made the method of educational games very popular. However, due to limited time, individual game situations or fragments are more often used. Several types of games are used:
· O organizational and activity games (ODG), providing for the organization of collective educational and cognitive activities based on the deployment of educational content in the form of a system of problem situations and the interaction of all subjects of learning in the process of their analysis. The task of the director of educational activities is to “make” the group a unit of the learning process, but subject to the preservation of everyone’s personal position;
· role-playing games, which are characterized by the presence of a task or problem and the distribution of roles between the participants in its solution;
· business games, representing simulation modeling of real mechanisms and processes. This is a form of recreation of subject and social content, any real activity (professional, social, political, technical, etc.).
Didactic (educational) games, in which situations are created that are characterized by the inclusion of what is being studied in an unusual gaming context. This is a game version of educational and cognitive activity of students in the learning process.
Didactic games can be classified on various grounds:
X nature of activity distinguish between physical, intellectual, labor, social and psychological games;
- stages of education in high school there are didactic games in junior, middle and senior grades;
- time games are classified into short-term ones (flying games, etc., lasting up to 10-15 minutes); medium-term (fitting within the framework of one lesson); long-term (games with “continuation”, covering several lessons);
- main didactic task There are educational, training, controlling and generalizing games;
- dominant goal learning games can be cognitive, educational, developmental;
- the nature of the gaming technique There are subject games, plot games, role-playing games, business games, simulation games, and dramatization games;
- subject area games are classified according to school disciplines;
- gaming environment distinguish between games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation;
- the nature of cognitive activity Games can be reproductive, productive, or creative.
A didactic game in the learning process is set using game techniques and situations that act as a means of inducing and stimulating students to play activities. In this case, the didactic goal is set in the form of a game task; educational activities are subject to the rules of the game; educational material is used as a gaming tool; an element of competition is introduced into educational activities, which transforms a didactic task into a game one; successful completion of a didactic task is associated with the game result.
The didactic game, unlike traditional teaching methods, has primarily a developmental effect, which often prevails. Not only does learning take place there, but it also influences the personality of students as a whole.
Game Design as a teaching method, its goal is to stimulate students' interest in certain problems that require possession of a certain amount of knowledge. The essence of this method is the transition from theory to practice through the combination of academic knowledge with pragmatic ones while maintaining an appropriate balance at each stage of training.
Game design is based on educational project– a non-rigidly formulated task for students, aimed at achieving a clearly presented result obtained through their independent and group creative activity. In fact, the topic, goal and result, the conditions for organizing independent group activities and the material and technical equipment of this activity are set. For students, the project looks like a task that they can complete, since they are already quite competent in a number of problems, they know and can do a lot, they just have to show what they are capable of. The learning objectives are camouflaged here.
Game projects can be divided into five main groups.
1. Based on the dominant activity in the project, the following projects are distinguished:
- research, which are completely subordinate to the logic of research and have a structure that is approximate or completely coincides with genuine scientific research (highlighting the relevance of the research, formulating a problem, object, subject, designating tasks and research methods, sources of information, choosing a research methodology, putting forward hypotheses for solving a problem, developing ways its solutions, discussion of the results obtained, conclusions, presentation of the research results, identification of new problems for further development of the research);
- creative – these are projects that do not have a detailed structure of joint activity of participants, it is only outlined and further developed, subordinate to the genre of the final result, determined by this genre and the logic of joint activity accepted by the group, and the interests of the project participants; registration of the project results requires a clearly thought-out structure in the form of a video script, dramatization, holiday program, essay plan, article, report, etc..;
- role-playing, in which the structure is also just outlined and remains open until the work is completed; participants take on certain roles determined by the nature and content of the project (these can be literary characters or fictional heroes imitating social or business relationships, complicated by situations invented by the participants). The results of such projects are either outlined at the beginning of their implementation, or appear only at the very end. The degree of creativity here is very high, but the dominant activity is still role-playing;
- applied (practice-oriented), distinguished by the results of the activities of its participants, clearly defined from the very beginning, focused on the social interests of the participants themselves (a document created on the basis of the results of the research: an action program, recommendations, a draft law, reference material, a dictionary, a reasoned explanation of some physical or chemical phenomenon , school winter garden project, etc.). Such a project requires a carefully thought-out structure, a scenario for all the activities of its participants, defining the functions of each of them, and clear conclusions;
- introductory (informational) projects are aimed at collecting information about some object or phenomenon; they involve familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. These projects, just like research ones, require a well-thought-out structure: the purpose of the project, its relevance, sources of information (literary, media, databases, including electronic ones, interviews, questionnaires, including foreign partners, brainstorming) etc.), information processing (analysis, generalization, comparison with known facts, reasoned conclusions) and its result (article, abstract, report, video, etc.), presentation (publication, including on the Internet, discussion in a teleconference and etc.). Such projects are often integrated into research projects and become their organic part, a module.
2. According to the subject area, the following projects are distinguished:
- mono-projects– within one field of knowledge, for example, literary and creative, natural science, environmental, cultural, sports projects;
- interdisciplinary projects, which are carried out outside school hours. These are either small projects affecting two or three subjects, or quite voluminous, long-term, school-wide, aimed at solving one or another rather complex problem that is significant for all participants in the project.
3. Based on the nature of coordination, the following projects are distinguished:
WITH open coordination, when the project coordinator performs his function, unobtrusively directing the work of its participants, if necessary, organizing individual stages of the project, the activities of its individual performers;
Co hidden coordination when the coordinator does not find himself in the activities of groups of participants in his main function, but acts as a full participant in the project (one of them).
4. Depending on the number of participants, projects are:
- personal(between two partners located in different schools, regions, countries);
- doubles(between pairs of participants);
- group(between groups of participants).
5. Based on the duration of implementation, the following projects are distinguished:
- short-term– to solve a small problem or part of a larger problem. They can be developed in several lessons within the program of one subject or as interdisciplinary;
- average duration(from a week to a month);
- long-term(from a month to several months).
In the process of game project activity, three main stages are distinguished: organizational and preparatory; technological; final.
On organizational and preparatory stage the students are presented with a problem; they must realize, understand why and why they need to carry out the project, what its significance is in their life and the life of society. A goal is formulated before them - obtaining a useful product as a result of their activity, which can be both social and personal in nature. The final element of this stage is the planning of manufacturing technology, where students carry out such actions as selecting tools and equipment, determining the sequence of technological operations, and choosing the optimal manufacturing technology for the product. The means of activity at this stage are the personal experience of students, the experience of teachers, parents, as well as all working tools and devices. The results of students' activities are the acquisition of new knowledge, skills, and graphic documents. During this stage, students perform self-monitoring and self-assessment.
On technological stage, students perform technological operations, adjust their activities”, perform self-monitoring and self-assessment of work. The goal of this stage is high-quality and correct execution of labor operations. The subject of activity is the created material product, knowledge, skills and abilities; means - tools and equipment with which students work; the result is the acquisition of knowledge, skills and abilities.
On final stage, final control, adjustment and testing of the project take place. Students carry out calculations, environmental and mini-marketing research, analyze the work they have done, determine whether they have achieved their goal, and what the result of their work is.
At the end of everything, the results of the project research are formalized, the participants defend their project (product, abstract) in front of their classmates. After students finish working on a creative project, the teacher needs to organize an exhibition of design work or hold a competition.
At all stages of creating a project - from the inception of an idea to its implementation in material - the teacher conducts practical classes with the whole class, paying attention to each student, or with teams (groups of students from 3 to 5 people). Working in small groups, students acquire important skills in communication culture. Each schoolchild, when starting a project activity, chooses the topic of the project individually, but the project can be completed and designed by a group of schoolchildren, and an individual part of the project is determined for each of them.
Case Study Analysis– a non-game teaching method, the essence of which is to study, analyze and make decisions on a situation that arose as a result of events that occurred or may arise under certain circumstances in a particular organization at one time or another.
Situation analysis is an in-depth and detailed study of a real or artificial situation, carried out in order to identify its characteristic properties. This method develops students' analytical thinking, a systematic approach to problem solving, allows them to identify options for correct and erroneous decisions, select criteria for finding the optimal solution, learn to establish business contacts, make collective decisions, and resolve conflicts.
According to the educational function, four types of situations are distinguished: situation–problem– students find the reason for the described situation, pose and solve the problem; situation-assessment– students evaluate the decisions made; With situation-illustration– students receive examples on the main topics of the course based on solved problems; exercise situation– students practice solving simple problems using the analogy method.
The choice of the type of specific situation depends on factors such as the nature of the goals of studying the topic, the level of preparation of students, the availability of illustrative material and technical teaching aids; individual style of activity of the teacher.
TO non-imitation teaching methods include problem seminars, thematic discussions, problem lectures, round tables, heuristic methods. Among the latter, in turn, such teaching methods as “brainstorming”, synectics, heuristic questions, micro-discoveries, multidimensional matrices, free associations, inversion, immersion, empathy, etc. are identified.
Brainstorming method(from English brain storming Brainstorming) is a method of stimulating the creative activity of students. The basis of this method is the heuristic dialogue of Socrates, which takes into account a number of psychological and pedagogical laws. For example, generating ideas collectively is more productive than individually. In addition, under normal conditions, a person’s creative activity is often restrained by explicitly and implicitly existing barriers (psychological, social, pedagogical, etc.). The advantages of the method of collective search for original ideas are that they assume equality of all group members in the discussion. The “brainstorming” method allows you to overcome routine thinking, rationalism, and emotional lethargy. A friendly psychological climate promotes intellectual freedom and enhances intuition and imagination. There are several variations of the brainstorming method.
Direct brainstorming - This is a method of collective generation of ideas, the goal of which is to collect as many ideas as possible, free thinking from inertia, and overcome the usual train of thought when solving a creative problem. The direct brainstorming method prohibits criticizing the ideas proposed by students and encourages various remarks and jokes. The number of students in a group usually ranges from 4 to 15 people. At the same time, it is necessary that students in the group have different levels of preparedness and cognitive activity.
The brainstorming time ranges from 15 minutes to 1 hour. The selection of ideas is carried out by experts who evaluate them in two stages. First, the most original and rational ideas are selected, and then the most optimal one is determined, taking into account the specifics of the creative problem and the purpose of its solution.
Mass brainstorming is similar to a direct brainstorming session, only its audience is much larger (from 20 to 60 people). This makes it possible to significantly increase the efficiency of generating new ideas. Those present are divided into small groups of 5-6 people, who independently conduct a direct brainstorming session.
"Brainstorm" - This is another type of brainstorming method, which is accompanied by criticism of the ideas expressed. The essence of the dialogue in this case is to activate the creative potential of students during the collective generation of ideas with the subsequent formulation of counter-ideas.
Synectics method(synectics - the combination of heterogeneous elements) is used to stimulate the creative activity of students. It creates special conditions that initiate the development of unexpected and non-stereotypical analogies and associations.
First, participants in the collective search for a solution within the framework of this method are introduced to the mechanisms of creativity. Some of these mechanisms (operational) can be developed during the learning process. These include direct, personal and symbolic analogies. The development of other (non-traditional) mechanisms is not guaranteed, although training can “awaken” them. This is intuition, the ability to abstract, to associative thinking, the use of original metaphors and game elements.
When using the synectics method, one must avoid prematurely clearly formulating the problem (creative task), as this negates the further search for a solution. The discussion should begin not with the task (problem) itself, but with an analysis of some general features. Such an analysis allows us to clarify the problem and formulate it more clearly. If a solution to the problem cannot be found, a re-analysis of the situation that caused the problem should be undertaken. You can also think of a problem as a collection of tasks.
The promotion of ideas and their selection largely depend on the head of the creative group, his personal qualities and organizational abilities. He must be able to ask questions, insert remarks, clarifications, and explanations at the right place. In a word, his task is to create an environment that awakens the activity of mental activity.
Method of heuristic questions, or key question method, is used to accumulate additional information in a problem situation to systematize existing information. Heuristic questions stimulate the process of developing new strategies and tactics for solving a creative problem. In teaching practice, such questions are called suggestive.
The method of heuristic questions is based on the principles of problematicity and optimality, when skillfully posed questions reduce problematicity to an optimal level; fragmentation of information - dividing a task into subtasks, types, subtypes; goal setting - each new question formulates a new goal at a given level of solving the subtask.
The heuristic question method is easy to use, productive for any task, and develops intuitive thinking. However, it does not fully contribute to the emergence of truly original ideas and does not ensure absolute success in solving creative problems.
Micro-discovery method, developed by E.S. Sinitsyn, is based on heuristic conversation. The next microproblem is put forward in front of the class or audience, formulated in the form of a question that students are asked to answer. The difficulty of the question is carefully measured in compliance with the wave principle - easy questions are replaced by questions of medium difficulty, and the latter by very difficult ones. Easy questions contain more leading information than questions of average difficulty; difficult questions contain even less. In order to correctly answer a difficult question, the student must mobilize all his creative potential. The main condition is compliance with the interconnection of issues, i.e. Each subsequent question must take into account all previous ones. When using this teaching method, new knowledge is formed as a set of small discoveries made by the student himself. The teacher plays the role of director of all these discoveries.
The micro-discovery method harmoniously combines all the elements of non-imitation methods (brainstorming, collective discussion, synectics, etc.).
Multidimensional matrix method is a method of morphological analysis. It is aimed at solving problems that have a relatively small number of already known elements and require the search for as yet unknown new elements.
Often, something new is a non-standard combination of already known elements (devices, processes, ideas) or the known with the unknown. By purposefully and systematically solving a problem, the method of multidimensional matrices allows you to avoid many mistakes, since it is based on the principle of systematic analysis of new connections and relationships that appear during the matrix analysis of the problem under study. The advantage of the multidimensional matrix method is that it allows not only to solve a complex creative problem, but also generates many new original ideas. The disadvantages and limitations of this method are that when solving problems of medium difficulty, the matrix contains hundreds of solution options, the choice of which is optimal is not easy.
Free association method associated with the search for more and more new associations, which can ultimately lead to productive ideas for solving a problem. In the process of the emergence of associations, new relationships are revealed between the components of the problem being solved and elements of the external world based on the previous experience of creative activity of participants in the collective solution of a creative problem. Creative ideas for solving a problem arise from new associative connections. It is important that each group member participates in the discussion and offers his own association or concept, which can serve as the basis for establishing new associative connections in the process of generating new ideas. The application of this method requires delayed critical analysis.
Inversion method(appeals) is focused on finding ideas for solving a creative problem in new, unexpected directions. A new perspective allows you to look at the problem in a new way, to overcome the stereotypes of formal logic and common sense.
The inversion method is based on the principle of dualism, i.e. dialectical unity of opposite (direct and reverse) procedures of creative thinking: analysis and synthesis, logical and intuitive, static and dynamic characteristics of the object of study, external and internal aspects of the object, etc. If you cannot solve a problem from beginning to end, you should try to solve it from end to beginning.
Immersion method is rooted in the theory of knowledge and proceeds from the fact that all knowledge is constructed by the subject of knowledge and therefore represents a purely personal phenomenon. In this regard, students construct their own knowledge, and the teacher constantly opens up for them the opportunity to use the knowledge that they already possess.
Mastery of knowledge should be a natural consequence of the students' own interest, so they, as a rule, choose all the reading materials themselves and write essays on topics that interest them. The teacher has a positive attitude towards their attempts at self-expression and prepares the class to listen to the student’s work. At the same time, the exchange of students' opinions and views is a significant contribution to the process of formation of their knowledge. The teacher therefore teaches children to interact with each other in the learning process.
The willingness to take risks and make mistakes is a prerequisite for the immersion method. Going through various levels of “fallacy,” children form their own views; teachers encourage students to be independent, self-organized, and to treat their mistakes as inevitable in learning.
Empathy Method(from Greek empatheia - empathy) is often called by personal analogy. Its specificity lies in the fact that it is like a connecting link between intuitive and logical procedures of thinking. The range of analogies includes concrete and abstract analogies of living and inanimate nature, in which other analogies can be established (in form, structure, functions, processes, etc.).
When applying the empathy method, a productive technique is hyperbolization - a significant increase or, conversely, a decrease in the scale of an object or its parts. A personal analogy is very fruitful in solving a creative problem associated with a technical object, when the feelings and emotions of the person himself are attributed to it. In other words, the method of empathy (personal analogy) is based on the principle of replacing the object or process being studied with another.
The empathy method, therefore, is based on identifying the subject of creative activity with the object and subject of creative activity, and rethinking the functions of the subject being studied by “getting used to” the image of the invention. This method involves the creation of fantastic images that destroy the “barriers of common sense” and can lead to original ideas.
One of the interactive teaching methods associated with the development of professional business communication skills. Its meaning is to develop a collective solution to any problematic problem, to exchange opinions on the formulated problem and ways to solve it.
Innovative method 1.
Purpose of the lesson: as a result of the lesson, students should understand the essence of the phenomenon of personality, become familiar with the basic approaches to the analysis of personality, and relate the concepts of “person”, “personality”, “individual”, “individuality”, personality of a criminal”, “individual personality”.
Build a logical (sequential, parallel-sequential) chain, fixing the concepts:
 |
Individuality PERSON
Criminal
 | |||
Individual
Summarizing.
Innovative method 2.
Purpose of the lesson: as a result of the lesson, students should become familiar with the basic approaches to analyzing the personality of a criminal in criminology, learn to study personality, using methods of studying and correcting personality.
Group assignment for which 15 minutes are allotted. Students are divided into three small groups. Each group presents its own answer, which is commented on by representatives of the other three groups. Through teacher-directed discussion, the correct answer is formulated.
Analyze two historical documents
| date | November 29, 1825 | May 9, 1887 |
| Place of compilation | Trigorskoe village, Opochsky district | Bremen, police headquarters |
| Document type | Ticket (passport - “travel pass”) | Report |
| Contents of the document | This was given to the people of the village of Trigorsk: Alexey Khokhlov, height 2 arsh. 4 vers., dark brown hair, blue eyes, shaves his beard, 29 years old, and Arkhip Kurochkin is 2 arsh tall. 3 tops, light brown hair, thick eyebrows, crooked eyes, pockmarked, 45 years old, to certify that they were definitely sent from me and therefore I ask the Lord commanders at the outposts to grant them a free pass. This year, 1825, November 29, in the village of Trigorskoye, in Opochsky district. State Councilor Praskovya Osipova | Signal element: thin figure, height 1.75 meters, blond hair, ordinary nose, growing mustache, High German and English dialect. Clothes: dark gray coat with a dark velvet collar on a black lining, black hard Amushkan hat, boots with rubber |
Historical background: under certain circumstances A.S. Pushkin forged a “travel document” giving him the right to travel to the center of Russia - to St. Petersburg, on behalf of his neighbor P. Osipova, whose estate was located next to the village of Mikhailovsky, where the poet was in exile.
The famous 19th century criminologist Franz von List is outraged by this description, which makes it difficult to find the criminal, and gives an example: “N.N. 1.59. Small stature, rather weak figure, light hair color, narrow forehead, light eyebrows, blue eyes, pointed nose, small mouth, preserved teeth, no beard, narrow chin, pale complexion, narrow facial outline.”
As you can see, general vague features of appearance, no special features, unless, of course, you consider such a small sprout.
Only by such signs, F. List believed, it is impossible to identify the identity of the criminal; it is necessary to improve this process.
According to the theory of C. Lombroso, identify a thief, a swindler, a rapist among those present.
But first, carefully read the description of the criminal given by the author of the anthropological doctrine.
“... The criminal is a large and heavy subject, has long ulnar bones, he is often left-handed, the skull protrudes back... Drooping ears, slanted eyes, a crooked nose, rich hair on the head, but a thin beard; ... pain sensations are reduced, and hence - contempt for death, a cruel temper, the custom of tattooing... Morally, a born criminal is numb: he does not know the feeling of compassion, does not understand repentance, he has no conscience. He is... empty,... lazy, fickle, frivolous, superstitious, loves women... addicted to card playing and drunkenness; he is... more cunning than smart... expresses himself in his own special language, has his own special literature, writes in his own special handwriting, and if he is a murderer, then in a different way than if he is a thief or a swindler!
Groups receive the same tasks, then comment on the solutions proposed by other groups, evaluating their own performance and the performance of representatives of other groups with the help of the teacher. In conclusion, taking into account all the proposed options, the correct answer to the question is formulated.
Summarizing.
Innovative method 3.
Purpose of the lesson: as a result of the lesson, students should understand how the phenomenon of crime arose, why it is so stable, what shortcomings of the social system and culture cause it.
Group assignment for which 15 minutes are allotted. Students are divided into three small groups. Each group presents its own answer, which is commented on by representatives of the other three groups. Through teacher-directed discussion, the correct answer is formulated.
Summarize the official data of criminal statistics and publications on bribery and name the criminogenic conditions for the formation and commission of such crimes and determine the type of their selfish motivation.
Groups receive the same tasks, then comment on the solutions proposed by other groups, evaluating their own performance and the performance of representatives of other groups with the help of the teacher. In conclusion, taking into account all the proposed options, the correct answer to the question is formulated.
Summarizing.
Innovative method 4.
Purpose of the lesson: as a result of the lesson, students should learn to develop a criminological vision and the ability to substantiate their point of view.
Group assignment with 60 minutes to complete. Students are divided into three small groups. Each group presents its own answer, which is commented on by representatives of the other three groups. Through teacher-directed discussion, the correct answer is formulated.
1. Competition for the best team name and motto on a criminological topic (5 minutes).
2. 1. List in writing all possible types of crime according to various aspects (both quantity and quality are taken into account, within 5 minutes).
2.2. List the criminal professions in writing and pronounce them one by one (5 minutes).
2.3. Name the determinants of victims of street robbery and pickpocketing (5 minutes).
2.4. Answer the following questions (within 10 minutes).
What does “the diverse world of scammers” mean? What types of fraud are most common in the Russian Federation? Why? Justify your answer choice.
To what topic of the Criminology course does the following proverb refer: “I chased the cheap one and ended up with a nosebleed”? Name the types of crime.
Explain from the point of view of criminology why the road (street) is full of surprises.
Give some advice to potential victims (for a specific life situation: due to some circumstances you have to walk down the street in the dark and...). Team captains receive specific tasks and respond to a given topic.
3. Resolve the following situation (within 10 minutes).
3.1. Natasha would give a lot now if it were possible to erase that tragic evening from her life forever, which mercilessly crippled her girlish destiny. But you can't turn back time. All that remains is to bitterly regret what happened. And then, when her school friend Lucy, whom she had not seen for more than a year, called her and cooed into the phone: “Natasha, do you want to have a fun evening? There will be boys and music,” without hesitation, she agreed.
The evening was spent at the apartment of one of the boys, whose parents were on a business trip abroad. Natasha was immediately attracted by a young man with the habits of a local disco regular, who introduced himself as Bob.
To begin with, the host invited the guests to “take communion,” which God sent. Then we listened to foreign records and danced to “magic.” During short breaks they still “communed” and danced again. Now Natasha couldn’t even remember how she ended up alone with Bob in the next unlit room.
It was a shame to return home at dawn. It's scary to be alone and realize what happened. Bob didn't show up again, although he promised to call. Natasha lived as before, trying to forget about what happened. And when, three months later, her voice became hoarse and a pale pink rash broke out on her body, it never occurred to her to connect it with that fateful evening. She probably had a sore throat, she decided, and in addition there was also an allergy.
At the clinic, where she turned for help, the therapist urgently referred the girl to the skin and venereal disease clinic...
Name the type(s) of crime, the reasons and conditions under which Bob committed crimes. Why did Natasha become a victim of crime(s)? Which one(s)? What is victimological prevention in a particular case?
3.2. Alla unexpectedly received a call from her old friend Lyuba:
Allochka, help me out! You see, my old friend Rafik came from the south. Invites him to the restaurant of the Radost Hotel, where he is staying. But he is not alone, but with his brother. Keep me company.
Do not want. After all, I don’t know either your friend or his
That's how you'll find out. We'll while away the evening, and you'll leave when you're bored. Help me out, will you?
By eight in the evening the girlfriends were at the hotel. Rafik and his brother Zhora were already waiting for them. The girls left their coats in the young people's room, located on the 10th floor, and went down to the first floor to the restaurant.
The dinner, accompanied by the sounds of a small orchestra and a singer, was fun and carefree. In the midst of the meal, another brunette appeared at their table, whom Zhora recommended as his best friend. Introducing himself to the girls as Said, he ordered champagne “for the first acquaintance.” Then cognac appeared on the table and... more, more... By about eleven o'clock the gentlemen became noticeably tipsy. Alla said that it was time for her to go home and asked Rafik to bring her coat.
Your coat is at... I forgot where,” he said.
How did you forget? “We undressed in your room,” Alla was surprised.
What difference does it make where they undressed? Zhora will see you off now. And Lyuba and I will just pay the waiters and also come up to you with champagne and sweets.
Said followed Alla and Zhora, saying that he urgently needed to call the phone in their room. In the room, Zhora began to fool around and demanded a ransom from Alla for the coat - sex.
And I’ll get a ransom for champagne and sweets,” said Said, trying to forcibly throw the girl onto the sofa.
Guys, we didn't agree on this. Redemption some other time. Consider me a debtor,” she tried to laugh it off.
Look, she ate and drank, but she’s not going to pay, Said pressed.
He brutally grabbed Alla by the shoulders and tried to drag her onto the bed. And Alla had to work hard with her hands and feet, remembering her self-defense lessons, until, pretty rumpled, in a torn blouse and without a gold chain around her neck, she finally broke free from the tenacious male “embraces” and jumped out of the room. The floor attendant, looking at her disheveled appearance, immediately called the police.
Name the type(s) of crime, the reasons and conditions for the commission of the crime(s) by Zhora and Said. Has Alla become a victim of crime(s)? Why? What is victimological prevention in a particular case?
4. Answer the following questions (within 10 minutes).
Explain the meaning of the following combination: a weapon that is always with a woman. Your advice to women - potential victims for the use of these weapons (why and when?).
How does a thief choose a victim? What does this depend on?
5. Name one by one (the right to choose belongs to the team that is in the lead) works about the marginalized by Russian classics (5 minutes).
6. In 5 minutes, come up with sentences that would include the words “boss”, “subordinate”, “money”, “blow” (on a criminological topic).
Groups receive the same tasks, then comment on the solutions proposed by other groups, evaluating their own performance and the performance of representatives of other groups with the help of the teacher. In conclusion, taking into account all the proposed options, the correct answer to the question is formulated.
7. Captains competition. Both ask each other questions and answer them on the topic: “Criminology is power!” The original question and the original answer count (15 minutes).
Unfamiliar criminological words and phrases are given, you must try (with a hint) to explain them.
The adjectives are named one by one - the criminogenic qualities of the fox from I.A.’s fable. Krylov "The Crow and the Fox". Is the crow a victim? (Express your point of view.)
What parting words did the father give to his son Grinev (who is faster)? What is the name of this work? Who is author? Name the names of state criminals.
Can this paternal order be called a kind of preventive aspect? Why?
Summarizing.
Innovative method 5.
Purpose of the lesson: as a result of the lesson, students must understand and explain the emergence of the phenomenon of corruption crime, define this type of crime, give a criminological description of the personality of corrupt criminals, name and disclose measures to prevent this type of crime.
Group assignment for which 20 minutes are allotted. Students are divided into two groups. Each group presents its own answer, which is commented on by representatives of the other two groups. Through teacher-directed discussion, the correct answer is formulated.
1. Choose a more clear formulation of the concept of “corruption” for today. Explain your choice.
corruption is a complex social phenomenon, a product of society and social relations;
corruption - abuse of public power for private gain (YaM. Gilinsky);
corruption - ?
2. Why are the following countries the most corrupt: Russia, a number of countries of the former USSR (?), Pakistan, Tanzania, Nigeria?
Least susceptible to corruption: Denmark, Finland, Sweden, New Zealand, Canada?
3. A number of scientists argue that corruption in Russia, as a social phenomenon, is in its initial stage. Bye. But is it? But what about in ancient times, for example, those of Peter the Great, the reign of bribery and extortion?
4. Explain this diagram:
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CORRUPTION = Money Laundering
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CORRUPTION Money laundering
5. What is the role of the Anti-Corruption Council under the President of the Russian Federation, formed on November 24, 2003.
6. What is another name for bribery, lobbying, protectionism, illegal distribution and redistribution of public resources and funds, appropriation of public resources for personal purposes, illegal privatization, extortion, provision of preferential loans, orders...?
7. Why business, economics, and politics consistently become areas of criminalization:
a large number of businessmen are involved in shaping the country’s economic policy;
he who pays calls the tune;
so beneficial for everyone? :
8. The unusually named USA PATRIOT Act, passed after September 11, 2001, is a sweeping piece of legislation that expands police powers to keep US borders closed to foreign terrorists. The law establishes new types of crimes and new penalties applied to domestic and international terrorists. The law gives federal officials greater powers to monitor and intercept communications and gives the Secretary of the Treasury regulatory authority to combat corruption at U.S. financial institutions to combat foreign money laundering.
How can we take advantage of foreign experience within our country?
Groups receive the same tasks, then comment on the solutions proposed by other groups, evaluating their own performance and the performance of representatives of other groups with the help of the teacher. In conclusion, taking into account all the proposed options, the correct answer to the question is formulated.
Summarizing.
Brief Glossary of Terms
Anthropological approach to the study of crime- one of the non-traditional areas of criminology. Within the anthropological approach, crime is defined as a disease. Crime, according to supporters of this approach, is the result of degeneration, degeneration, a consequence of certain psychophysiological anomalies that lead to “moral insanity.” In this case, the concepts of sanity and general prevention of criminal punishment essentially lose their meaning. The main method of influencing crime developed by this direction is the separation of the healthy from the sick (isolation and treatment or destruction of the latter).
Architectural criminology- one of the areas of modern criminology. The essence of this concept is that there is a connection between crime and the nature of development, the location of housing, the layout of settlements, and their design:
firstly, through the planning of cities and towns, it is possible to reduce the number of so-called “blind spots”, uncontrolled territories, “dark corners” that become a source of situational victimization, where people find themselves defenseless, where no one comes to their aid in case of criminal attacks;
secondly, the nature of urban architecture can destroy the system of social control;
thirdly, incompetent, dull architecture has a negative impact on the mental state of people and often turns out to be a factor in criminal behavior.
Victimological crime prevention- one of the promising areas of influence on crime. Victimology (from Latin victima - victim) studies aspects of crime associated with the victim.
Victimism- special phenomenon. On the one hand, these are specific qualities of people that increase their likelihood of becoming a victim. On the other hand, it is like a mirror reflection of crime (everything connected with its negative consequences).
Crime Prevention- activities of state and public bodies aimed at deterring citizens from committing crimes. The essence of crime prevention is the prevention of individual crimes, i.e. prevention of not all crime, but some part of it.
Prevention- a medical term literally meaning protection from something. Within the framework of criminological theory, it is correct to study two aspects of prevention:
protection from crime of potential victims (victimological prevention);
protection of society and individuals from being affected by crime (from infection with the “virus”, readiness to commit a crime), protection from the involvement of citizens in the criminal sphere, in criminal business, criminal activity; Figuratively, this direction can be called protecting people from falling into the network of crime.
Fighting crime presupposes strict forms of denial of crime. As a rule, the search for, detention of criminals and bringing them to justice, or their destruction during resistance is associated with the struggle. Today, the fight is a critical component of any strategy to influence crime.
Willingness to commit a crime- this is a state of a subject in which he can begin illegal activity at any moment (as soon as the trigger impulse arrives).
Differential association theory- one of the most popular modern foreign criminological theories. Differential association theory reveals the mechanisms by which social disorganization criminalizes populations. Its founder is University of Illinois professor Edwin Sutherland (1883-1950).
Behaviorists R. Burgess and R. Akers supplemented E. Sutherland's theory with the concept of operant behavior. Based on the explanation of behavior according to the “stimulus-response” scheme, these scientists modified the main provisions of E. Sutherland as follows: criminal behavior is learned as a result of the fact that these forms of behavior lead the teenager and those from whom he learns to results that are useful and pleasant for them . Criminal behavior is learned when it is more strongly reinforced than non-criminal behavior.
Foreign criminological theories (modern)- a system of diverse views of foreign scientists on crime, its causes and control measures. Analysis of modern foreign practice of influencing crime shows that working criminological concepts include:
neoclassicism (the theories of I. Bentham and P. Feuerbach with minor modifications);
theory of criminal policy by F. List;
psychoanalytic concepts of crime;
sociobiological theory of destructiveness;
sociological theory of anomie (developed on the basis of the concept of E. Durkheim);
the concept of crime control (developed by E. Sutherland based on the principles of E. Durkheim);
theory of differential connection (proposed by E. Sutherland and modified by his followers);
victimological theories.
Studying the identity of the criminal- the most important area of research into the subjective preconditions of criminal behavior and the causes of crime. Fundamental methods for studying personality include questioning and observation; an intermediate form is psychological testing (combining elements of the first and second).
Clinical criminology- one of the areas of foreign criminology. Its methodological basis is the concept of a dangerous human condition developed by E. Ferri and R. Gorafalo, the essence of which was that the criminal should not be punished, but removed from a state of increased propensity to crime (and until this is done, isolated).
The most thorough methods of clinical influence on criminals (real and potential) were developed by the French criminologist Jean Pinatel. Clinical impact is carried out sequentially in accordance with the following stages: diagnosis, prognosis, re-education.
Quantitative and qualitative signs of crime- indicators of its condition, structure and dynamics. Crime as a phenomenon can be assessed and even measured in certain quantitative and qualitative indicators, which is very important for understanding the essence of this phenomenon, identifying its internal relationships, and dependence on external factors. Without an objective assessment of the scale of crime, it is impossible to adequately prepare to combat it and develop appropriate measures to effectively influence it.
Correction of negative personality traits- neutralization of the tendency to crime. Changing personality traits is one of the methods of influencing a person and his behavior.
Three levels of influence on the individual can be distinguished:
1) harsh measures (lobotomy, thalamotomy and other surgical techniques for changing the structure of the brain; violence, imprisonment, murder);
2) soft measures (persuasion, coercion, stimulation, exercise, changing the social situation of development, organizing activities);
3) subtle level of influence (suggestion, bioenergetic influence, parapsychological techniques, etc.).
Traditional methods of influencing a person are persuasion, coercion, and exercise. Complex methods include changing the social situation of personality development and organization of activities.
Criminal and criminogenic phenomena- negative social phenomena: alcoholism, drug addiction, prostitution, extremism, marginality. Many of them are alarming symptoms of the degradation of the social sphere and national culture, the decline in the level of morality and spirituality in society, the loss of people’s adequate social guidelines and the meaning of life.
Criminal personality traits- those personality traits that increase the likelihood of a person committing a crime. Personality qualities are usually called long-existing characteristics that manifest themselves in a person’s behavior in various situations.
Crime factors- social phenomena that cause crime. The most common factors that can be observed to varying degrees in any country include the following:
social disorganization, disharmony (social injustice, social inequality, social disunity, interethnic and interreligious contradictions);
shortcomings of the education system (family, religious, school, public);
low effectiveness of positive informational and ideological influence;
defects in the functioning of the law enforcement and penitentiary system.
Criminological characteristics of crime- disclosure of its qualitative and quantitative characteristics (state, structure, dynamics, character).
Criminology- a science related to the legal analysis of crime and its sociological study. The term "criminology" comes from the Latin word crimen - crime, and the Greek logos - doctrine. Literally - the doctrine of crime, and in a broad sense - about crime.
Identity of the criminal- a set of criminologically significant properties of a person that determined his commission of a crime .
Lombrosianism in criminology- the doctrine of the criminal as a special human type (deviation from the norm) and crime as a consequence of degeneration. This doctrine is based on the principles of anthropology (the science of human evolution and normal variations of its physical structure).
Methodology for identifying the causes and conditions of a crime- an algorithm, a certain sequence of actions, after completing which a person will be able to obtain information on the following issues: what criminogenic personality traits led to a certain crime or offense (or can lead to a crime); what are the reasons for their formation; what are the conditions for their sustainability; what circumstances make lawful behavior difficult; what circumstances make it possible to commit a crime (including those that prevent its suppression).
The study of the causes and conditions of a crime is preceded by the development of appropriate hypotheses (versions). To do this, you need to know the typical causes and conditions of crimes. One of the variants of the typical, most common criminogenic circumstances turns out to be the real cause or condition of a specific crime.
Methods of criminological research- a set of techniques for studying crime, the personality of the criminal, the causes of crime and measures to influence it.
Motivation for criminal behavior- the internal process of emergence, formation and implementation of criminal behavior. The motivation for criminal behavior includes the following elements: need, motive, goal, choice of ways and means to achieve it, probabilistic forecasting, decision-making, control and correction of behavior, analysis of what was committed, repentance or choice of a protective motive.
The motive of criminal behavior is an internal urge to socially dangerous action. The motivational sphere of personality is the totality of a person’s potential motivations.
Legal approach to crime analysis- traditional methodology for analyzing the criminal phenomenon. The essence of the legal approach is to consider crime as a collective concept - a set or even a system of crimes. By defining crime in this way, the authors start from individual crimes. Their entire aggregate in society forms crime.
Crime- the main object of criminological study. Everything that criminology studies is somehow related to crime. At the same time, crime is the main object of influence of measures developed by criminology. All conclusions of criminology, recommendations and proposals developed within the framework of this science are aimed at achieving the main goal - having a destructive impact on this socially dangerous phenomenon.
Causality- this is a connection between phenomena in which one gives rise to another. Causality in the criminal sphere has its own characteristics: it is indirect (informational, probabilistic) in nature.
Radical criminological theories- the concepts of foreign criminologists who believe that it is impossible to get rid of crime without fundamental social changes. Scientists engaged in research in the vein of radical criminology proceed from the fundamental theoretical position that social disorganization is an integral property of the social system; without radical changes in the latter, it will not be possible to get rid of crime or even reduce its level. The radical trend in criminology develops the more intensely, the less representatives of government agencies listen to the recommendations of criminologists, the more often they actually refuse to implement their proposals into social practice. Under these conditions, scientists have no choice. They themselves have to become organizers of effective influence on crime: organizers and implementers in the implementation of their own criminological concepts.
Social disorganization (anomie)- a crisis state of society, which is characterized by a lack of harmony and solidarity, on the one hand, between individual citizens, and on the other, between society and government structures. Anomie is a state of society in which the social mechanisms that regulate people's behavior either cease to function at all or function ineffectively.
Sociological approach to the study of crime- one of the most popular areas of criminology. The main idea of sociological criminology is that crime is a disease of society, and crimes are symptoms (signs) of this disease. The nature and scale of crime do not directly depend on the will of the legislator: which acts are prohibited under the threat of criminal repression (criminalization), and which are permitted. As history shows, in legislative practice there are possible errors, arbitrariness, lobbying, and selfish interest (the construction of a legal system that can destroy statehood). Crime depends on the nature of the social relations that have developed in society. Its objective characteristic is danger (in this sense, the number of people who are afraid of being victims of criminal attacks is a much more objective characteristic of crime than the number of registered crimes).
Stigma- a term put into the name of one of the popular foreign criminological theories. The theory of stigma reveals one of the most important factors of social disorganization - defects in the field of social response to crimes and offenses, negative aspects of relevant traditions and public opinion, defects of social mechanisms functioning in this area (police, justice, penal system). Stigma is Latin for “mark.” We know from history that branding criminals made them outcasts, and this crime control measure often initiated new, most serious crimes as a response to social rejection. This fact was generally accepted, and the authors of this theory took it as an axiom.
The introduction of modern educational and information technologies into the educational process will allow the teacher to develop the depth and strength of knowledge, consolidate skills in various fields of activity; develop technological thinking, the ability to independently plan your educational and self-educational activities; cultivate habits of strict adherence to the requirements of technological discipline in organizing training sessions. The use of a wide range of pedagogical technologies allows the teacher to use teaching time productively and achieve high learning outcomes for students.
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Application of innovative technologies in history and social studies lessons of the State Academy of Education of the Republic of Belarus "TSIGH" Tsydypova M.N.
Innovative activity is a purposeful transformation of the content of training and the organizational and technological foundations of the educational process, aimed at improving the quality of educational services, the competitiveness of educational institutions and their graduates, and ensuring the comprehensive personal and professional development of students.
The main goals of innovative activity Development of the ability to motivate actions Independently navigate the information received Formation of creative unconventional thinking Development of children through maximum disclosure of their natural abilities Qualitative change in the student’s personality
Innovative educational technologies Information and communication “case stages” (learning using specific situations) Reflection as a method of self-knowledge and self-assessment Training technologies Project technology Critical thinking technology Health-saving technologies, etc.
Case method (learning based on real situations) The main method is working in groups with documents, creating new cases. Role of the teacher: Helps students find information Coordinates the entire process Encourages and supports students
Use of ICT in the classroom: Modernity and relevance of educational material Availability of additional and accompanying material Aesthetics and clarity Possibility of block review of topics ahead of tasks Learning through games and practical activities Increasing interest in learning
The use of computer technology allows you to: Increase interest in studying the subject Expand the information field Accelerate the process of obtaining and using information Develop students’ cognitive abilities
When creating computer presentations, the most important skills in modern conditions are formed: Critical understanding of information Identification of the main thing in an information message Systematization and generalization of material Competent presentation of available information
Modular-block technology Components of activity: Motivation, fixation of needs, motives of activity Goal setting Formation of generalized abstract material to be mastered Visual representation of one’s understanding Planning of actions taking into account theoretical knowledge control of the plan or sequence of actions and their correction at key positions Control of the result Assessing the degree of satisfaction of personal interests
Lesson 1 – summary of the material using disks, videos, reference diagrams, tables from the textbook or slides, logical reference signals. The effectiveness of using these tools: - helps to create a clearer picture of the problem being studied; - activates attention; - contribute to the development of logical thinking; - facilitates understanding of cause-and-effect relationships
Lesson 2 – generalization lesson The main method is work in pairs Lesson 3 – consolidation The main method is completing individual tasks in notebooks or a workshop. Lesson 4 – control
Ideal management is when there is no management, but its functions are performed. Everyone knows what to do, and everyone does it because they want it themselves.
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The use of computer and case technologies in classes in history and social studies Tsydypova Marina Nikolaevna, teacher of history and social studies
The most striking examples of learning technologies are: technology of productive education; technology of individualized learning I. Unt; adaptive learning system A.S. Granitskaya; training based on an individually oriented curriculum by V.D. Shadrikova; computer technology; design method.
In teaching the disciplines “History” and “Social Studies”, in order to achieve the expected level of training, education, development of students and focus on solving assigned problems, it is correct, in our opinion, to move from using design technology to computer technology and vice versa.
In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, film, video)
The history room is equipped with modern equipment - a computer, a multimedia projector, disks: History of Russia: 20th century. Computer (multimedia) textbook. Clio Soft. History of the Fatherland (multimedia textbook) Zemtsov B. I. Publisher: MISS Social Science. 8th–11th grade. Multimedia teaching aid. (The authors of the publication are L.N. Bogolyubov, N.I. Gorodetskaya, L.F. Ivanova, etc.).
The project method is ways of organizing students’ independent activities to achieve a certain result (Selevko G.K.)
The case method of teaching is a method of active learning based on real situations. The advantage of cases is the ability to optimally combine theory and practice, which seems quite important when training a specialist.
consolidation of knowledge acquired in previous classes (after the theoretical course); developing skills in the practical use of conceptual schemes and familiarizing students with schemes for analyzing practical situations; examining the knowledge acquired by students during the theoretical course (at the end of the training program); practicing skills in group problem analysis and decision-making; Goals and areas of application of the case study method:
By source of information In this case, descriptions of real situations taken from practice, literature or the experience of a teacher are of great interest
According to the subject of presenting information about the situation In some cases it may be a teacher, in others it may be a student or an entire educational group presenting a case of interest for analysis and decision-making within the framework of the educational process
On a didactic basis, when a practical problem that is relevant to students is analyzed as a case in a training session. In this case, the learning situation and the position of the teacher change significantly.
Further Didactic principles of the case method: individual approach to each student, taking into account his needs and learning style; maximum provision of freedom in learning; do not overload the student with a large amount of theoretical material; concentrate only on the basic principles; ensuring the availability of the teacher for the student, who should be able to contact him at any time; developing students’ ability to work with information; providing students with a sufficient amount of visual materials and focusing on the development of the student’s strengths.
To improve the quality of education of technical school students in the disciplines “History” and “Social Studies”, methodological recommendations have been developed for students’ independent work
The use of case technologies and computer technologies in the classroom is justified by the development of analytical and practical skills, creative and communication skills; the ability to present unique information materials in multimedia form; the need to develop skills in information retrieval activities; the need for objective assessment of knowledge and skills in a shorter period of time; The ability to simulate practical activities to diagnose a situation, form hypotheses, and identify problems;
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Research activities of students to develop the project “The history of my family in the history of my country.” Tsydypova M.N., teacher of history and social studies, TSU
Purpose: Generalization of one’s own experience in using research projects in history lessons and during extracurricular hours.
Relevance: Project activity is one of the methods aimed at developing independent research skills, promoting the development of creative abilities and logical thinking, combining knowledge acquired during the educational process and introducing it to specific vital problems. The relevance of the project method for a teacher is determined primarily by the need to independently set professional goals and objectives, think through ways to implement them, and it is no coincidence that one of the parameters of the new quality of education is the ability to design.
Hypothesis: The result of work on the project is a product that is created by the project participants in the course of solving the problem posed using not only educational, but also real life experience. The project is effective because it is focused on achieving the goals of the students themselves and develops a large number of general educational skills.
Project implementation steps. 1Informational. 2. Planned. 3.Search. 4. Generalizing. 5. Presentation and defense of the project. 6.Analytical.
Since the beginning of the 20th century, world pedagogical science has been working to ensure that education is used in both school and university education. The result of this work was the emergence of a type - specialized, national schools, lyceums, gymnasiums, colleges.
Changes also affected the structure of higher education. A multi-level system has emerged that unites institutions of postgraduate education, as well as those that provide higher education. International universities and private universities began to operate, and academies and universities became the main higher institutions.
In the pedagogical process innovative teaching methods provide for the introduction of innovations in the goals, methods, content and education, in the joint activities of the teacher and the student. These innovations may be specially designed, already developed, or new ones due to pedagogical initiative.
Methods of innovation in teaching at school
Today, many teachers use modern technologies and methods to achieve learning effectiveness. These methods include active and interactive forms used in teaching. Active ones involve the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning.
Thanks to interactive methods, knowledge is effectively acquired in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.
Interactive methods promote high-quality learning of new material. These include:
Exercises of a creative nature;
Group assignments;
Educational, role-playing, business games, simulation;
Lessons-excursions;
Lessons-meetings with creative people and specialists;
Activities aimed at creative development - lessons-performances, making films, publishing newspapers;
Use of video materials, the Internet, visibility;
Solving complex issues and problems using “decision tree” and “brainstorming” methods.
That's why innovative teaching methods at school contribute to children, teach them to systematize and generalize the material being studied, discuss and debate. By comprehending and processing the acquired knowledge, students acquire the skills to apply it in practice and gain communication experience. Undoubtedly innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.
Features of the application of teaching innovation methods in universities
The main task of a higher education institution at the present stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to the changes that are taking place in the world. Therefore, they are used to prepare students for professional activities in the future.
These methods include the development of skills for solving problematic problems that do not have a clear answer, independent work on the material and the development of the ability to apply acquired knowledge in practice.
Also innovative teaching methods provide interactive training. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, and simulated situations.
One of the modern methods is learning through collaboration. It is used for small group work. This method aims to effectively assimilate educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of teamwork.
Currently used innovative teaching methods at university They also provide a method whose priority is It promotes the formation of individual moral attitudes based on developing the ability to present and defend one’s own opinion.
Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates students’ creative searches.