Use of Pedagogical Techniques in the Organization of the Educational Process on Literature

L.G. Nazimova, SEI SPO "College of traditional arts of the peoples of Transbaikalia" - GOU SPO KTINZ (Ivolginsk, Republic of Buryatia)

The concept of "pedagogical technique" is studied by many teachers and psychologists. When the teacher meets a new pedagogical task, first of all he tries to solve it with the help of the method known to him. Failure forces us to look for a non-standard solution, and if the teacher does this, he discovers a new method for solving pedagogical problems and gradually forms his own personal set.

I want to dwell on such methods, which are determined by A. Khutorsky on the basis of the main goals of general education, which form educational-cognitive, informational, communicative and value-semantic competencies.

Educational and cognitive competence - the totality of competencies of the learner in the field of independent cognitive activity. Literature lessons are the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-evaluation of educational and cognitive activity. The student learns the skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods of problem solving. I offer my students the following tricks:

"Race for the leader." From the last table of each row a sheet with the task is started up, the task is announced. The series that quickly and correctly performed the work wins. If the leader has errors, consider other answers. Victory can move to another series, which completed the task later, but more correctly. This technique is often used at the stage of updating knowledge when checking a homework.

"Collision of contradictions in practical activities". I give a task that they can easily cope with first (thanks to subjective experience or knowledge gained from studying the previous topic), but then they face a contradiction, for the solution of which new knowledge is needed. As a consequence, the students formulate a teaching task. Admission is used at each stage of the lesson when setting the educational task, at the stage of learning new material.

"Harmonization". Students perform all the tasks themselves, and then discuss the results in pairs or mini-groups, and voice the agreed material. This technique can be used during self-study.

"Ask a Question". Students are encouraged to independently ask questions to the studied topic: verbally or in writing, with the provision of time to prepare impromptu. Admission is most effective at the time of the repeating-generalizing lesson.

"Association". When getting acquainted with the new concept, it is suggested to express their associations, related to it, impressions, images, which will make it easier to learn a new topic. Reception can be used to study new material.

"Only my pluses." Learning at the end of the lesson is only called the fact that during work they have turned out best.

"Theatricalization." Students are divided into groups, they play miniatures. Reception is used after studying a new material for its consolidation.

"I am a master". At the initial stage of the study of the topic, students are identified who have shown themselves most actively and faithfully responding to a new topic. They are given the title of "Master". In the following lessons, the Wizards receive a sheet of assignments and help less successful classmates to understand the complexity of the topic. It is used in classroom workshops.

"Surprise me!". A brief report of interesting historical information, legends, unusual facts. Messages can be prepared by both the teacher and the trainees. Reception is used at the stage of learning new material and in the course of doing practical work.

«Correspondence excursion». The guide prepares information for the excursion. Creatively recycle the textbook material, fantasize, get used to the image. During the excursion, interviews with literary heroes, authors of works are taken, reports are conducted. Admission is used in the study of new material and on repeating-generalizing lessons.

"And you know that ...". Trainees must complete the phrase using information that was previously found on the topic under study. It is applied on repeated - generalizing lessons for expansion of an outlook.

"There were stories and stories." The task is given to invent a story and a fable about a certain topic. Then the students read aloud their story or fable aloud, and the rest try to guess whether it's true or not, and also explain why they think so. Reception is used in the generalization and repetition, consolidation of the studied material.

Information competence is the competence that ensures the skills of the student's activity in relation to information contained in educational subjects, as well as in the surrounding world: independently search, analyze and select the necessary information, organize, transform, preserve and transmit it.

"Creation of presentation support for the training lecture by the students". For work we offer: presentation template - a future multimedia lecture from 3 slides (title, training tasks, plan) and lecture text. Content should match the text of paragraphs on the topic, supplemented with illustrations, drawings, etc. This technique allows you to creatively organize advanced homework and learning new material.

"Transformation." After watching the video, you can give creative tasks according to its content: continue the storyline or change the story by offering your own; Make illustrations; Write a review for the film, write a review. Reception is used when studying a new topic.

"Gather the text." Groups of 4-6 people are created. Each group receives a package with the paragraph-copied paragraphs of the textbook paragraph in disjointed form. Assignment: within 1-2 min. Recover the text and come up with a question for the team-rival. Reception is effective at the stage of checking the homework.

Communicative competences include knowledge of necessary languages, ways to interact with surrounding people and events, skills of working in a group, and the ownership of social roles in the team. They should be able to imagine themselves, fill out a questionnaire, ask a question, hold a discussion.

"Interview with a literary hero." One student is summoned to the board, who answers the questions of classmates on behalf of the literary hero. Admission can be used in the study of works of art at the stage of checking the homework, consolidating and generalizing the knowledge gained.

Value-semantic competences are competences in the worldview that are related to the values of the learner, his ability to see and understand the world, to orient himself in it, to realize his role and purpose.

"Searchlight". The role of the searchlight is performed by one student, who fixes the most interesting statements, thoughts, arguments, controversial points. At the end of the lesson, he voices the notes and holds a mini-discussion. Reception is used for generalizing or integrated lessons.

"PST". On the table of each there are pyramids with letters written on the sides - P, C, T. Having received the assignment, the trainees determine for themselves how they will perform it: P - with the teacher, C- independently, T- creatively approaches the task, since it already has some experience. Reception is used at any stage of the lesson.

Literature.

Danilchuk EV Information technologies in education.-Volgograd, 2002

Baranova N.A. Informational culture of the teacher as a condition for professional development. Standards and monitoring in education. M., 2011, №4, p.54-57.

Castells M. Information age. Economics, society and culture. M., 2002.

We apply pedagogical innovations. Directory of the Deputy Director of the School 2010 № 9. P.40-48.

Chernobrovkina G.P. The use of methods of pedagogical technology in the organization of the educational process. M., 2011 № 5. p.46-53.