1.24. METHODS OF EDUCATION AND THEIR CHARACTERISTICS

Methods of education are ways of influencing the consciousness, will, feelings, behavior of pupils with the aim of developing their qualities of education [I. P. Podlasy]. A.S. Makarenko considered them "instruments of touching the person." Methods of education show their content through:

· The direct influence of the teacher on the pupil (through persuasion, moralizing, demands, etc.);

· The creation of special conditions, situations and circumstances that force the pupil to act in a certain way;

· Public opinion reference group, or authoritative for the pupil of the person, the media;

· Joint activities of the teacher and pupils, communication, play;

· Learning and self-education processes;

· Immersion in the world of folk traditions, folklore, reading fiction.

The teacher selects and uses a system of methods according to the goals. It should be remembered that there is no bad or good method of education.

The effectiveness of the educational process is largely determined by the sequence and logic of the use of a set of methods.

In pedagogy, attempts have been repeatedly made to systematize the methods of education. For example, G. I. Shchukin identifies three groups of methods:

1) focused on the formation of a positive experience of the behavior of students in communication and activities;

2) aimed at achieving the unity of consciousness and behavior of students;

3) encouragement and punishment

In the more modern classification of L. I. Malenkova, we propose another grouping of educational methods:

1) beliefs;

2) incentives;

3) the organization of life and activities.

These classifications of methods of education are very conditional, since in the actual educational process a complex of methods and methods of education are used.

Consider individual methods of education, clarifying their distinctive features.

Schooling as a method of education involves the cultivation of the pupil's ability to organize and rational actions; behavior as a condition for the formation of the foundations of morality and stable forms of behavior. The use of this method involves the demonstration by the educator of the sample or the process of the correct execution of actions. Training is achieved through a system of exercises. This method; promotes self-organization of the pupil and penetrates into all aspects of life: learning, work, rest, play.

An example as a method of education is a convincing role model. An example is associated with a visual representation and concretization of the human ideal. It represents a long-term perspective of the aspirations of the pupil to be like an ideal image or to overcome the negative features that are somewhat characteristic of a negative image. In the process of education, the power of both positive and negative examples is equally effective.

Encouragement as a method of education is aimed at the emotional approval of the actions performed and the moral actions of a person and stimulate new ones. Types of rewards can be a variety of approval, praise, gratitude, reward, responsible assignment, kissing a loved one, moral support in a difficult situation, display of trust and admiration, care and attention, forgiveness for offense.

Methodical techniques - this is a specific manifestation of a particular method of education in practice. They define the originality of the methods used and emphasize the individual work style of the educator. In a concrete situation, the relationship between methods is dialectic and ambiguous. For example, convincing a pupil, the educator can use examples as additional arguments to create special situations of influencing the feelings, consciousness, and will of the child. At the same time, conviction can be considered as a technique when the teacher educates the child to perform work and rest.

See also

• Theory of the holistic pedagogical process