The actual life makes high demands to the level of the student’s preparation in general education schools. Today the main thing is not so much to transfer knowledge to school pupils, but “to teach them how to learn”, which implies the ability of each student to find and process various information and to use it in the real life. The degree of students’ activity during the lessons reflects their reaction to the methods and techniques of the teacher’s work and presents an indicator of his pedagogical skills.
The choice of this or that method in the lessons depends on different reasons. The purpose of the lesson, the experience of the students, and their knowledge should be taken into account. Such technics are used by tutors on this Internet resource: https://preply.com/en/skype/math-tutors. Active methods can be considered only those that encourage active, diligent studying of all students in the classroom, not only wiser and more inquisitive of them. Methods of teaching can be divided into three generalized groups – passive, interactive and active methods.
Active methods of training are such methods of teaching, in which the activity of the student is productive, creative, and searching. Active teaching methods include didactic games, analysis of specific situations, solving problems, learning by the algorithm, brainstorming, out-of-context operations with concepts, etc. When using active teaching methods, the role of the student changes – from an obedient “memory device” it turns into an active participant in the educational process.
This new role and its characteristic characteristics make it possible to form an active personality possessing all the necessary skills and qualities of a modern successful person. The organization of the educational process using active teaching methods is based on a number of principles, including principles of individualization, flexibility, and cooperation. The number of active teaching methods is quite large.
Active methods of training in the form of implementation can be divided into two large categories – group-based and individual methods. Many active methods of teamwork are well known to teachers. Teachers are constantly looking for ways to revive the lesson, diversify training, encouraging learners to cooperate, and establishing feedback. Let’s dwell on those techniques that have proved themselves in practice.
Creation of a Problem Situation
For example, at the beginning of the lesson, at the stage of actualization and repetition, a question is posed or a task is given to lead to a new topic in order to establish a link between the teacher’s activity and schoolchildren, to ensure the transition from the previously studied topic to a new one, to provide readiness for the next stage of training, and to include all students in the productive educational activity.
At the same time, a live dialogue is organized to discuss the problem, to find a solution or formula. Disadvantages of this technic are poor controllability of students’ cognitive activity and much time spent to achieve the assigned goals.
Formative Evaluation Methods
This is an involvement of students in appraisal activity, such as the mutual verification of mathematical tasks, independent works, assessment of their activities in the classroom and self-assessment, etc. Unusual forms of the lesson are used – lessons with elements of role-playing games (“a pupil as a teacher”), various competitions, quizzes, and creative tasks.
Students are willingly engaged in various intricate tasks, so they gladly solve riddles, crossword puzzles, etc. The game is a good ally not only in children upbringing, but also in the teaching process, so it is better to periodically use games or game elements in lessons, as well as in after-hours activities.
Practical lessons using visual and computer devices to make calculations, construct charts, and work on ready drawings assist students to discover and formulate new math knowledge for themselves.
One Task Lessons
In the case of one task lesson, we consider all possible ways to solve it. Solving of non-standard tasks allows to establish inter-subjects links and to develop a general outlook.
All the stated above methods and techniques will not replace the traditional forms of training in full, but they can complete them. Such a combination allows to rationally organizing the educational process.