A reproductive learning method is one in which the application of previously learned is carried out based on a pattern or rule. When using this method, the activities of students are in the nature of an algorithm.

The reproductive method of teaching is used mainly for the successful formation of the skills and abilities of children. school age, contributes to the accurate reproduction of the knowledge gained, their use according to the established model or in altered, but sufficiently recognizable situations. With the help of a system of tasks, teachers competently organize the educational activities of schoolchildren for the repeated reproduction of the knowledge given to them or the indicated methods of school activity demonstrated. Even the name of this method only describes the activity of the student, but according to full description method, it is seen that it allows for the organizational, action-driven activity of the teacher. A qualified teacher practices the printed and spoken word, subject teaching aids, his students use these same means to correctly complete assignments, as if having a pattern that the teacher told them or demonstrated. The reproductive method appears during the oral reproduction of the knowledge communicated to the students, during the reproductive conversation, while solving complex physical problems. This method is also used when organizing laboratory and practical work, the implementation of which implies the presence of sufficiently accurate and detailed instructions.

In order to increase the effectiveness of the reproductive method, teachers and methodologists are developing a special structure of reproductive teaching methods, it includes exercises and tasks (called "didactic materials"), programmed materials that can establish feedback and complete self-control. However, it is necessary to remember the long-known truth that the number of repetitions is not always directly proportional to the quality of the acquired knowledge. At general meaning reproduction, the use of a large volume of tasks, tasks, exercises of the same type lowers the students' interest in the assimilated material. Therefore, it is necessary to strictly dose measures for the use of the reproductive method of teaching, while keeping a record of the individual capabilities of schoolchildren. While studying in schools, reproductive method are usually used in a fluid combination with explanatory and illustrative. During one standard lesson experienced teacher able to explain to students new material, using the explanatory-illustrative method, to consolidate the newly learned, organizing its reproduction, can also continue explaining new information again. Such an approximate change in teaching methods contributes to a change in the type and form of student activity, makes school lesson more dynamic, in this way increases the students' interest in the subject under study.

To acquire skills, abilities and knowledge through a system of special tasks, the activities of the trainees are organized for not one-time reproduction of the knowledge given to them of their activities. The teacher must know what a reproductive method of teaching is - he presents tasks, and the student, in turn, performs them - solves problems, actively makes plans, and so on. On how difficult the task is, on the mental abilities of the student, it directly depends on how long, how many times and with what time intervals he must repeat this work. Scientists have found that the assimilation of new words with careful study foreign language requires that the given words meet about 20 repetitions at a certain time. In a word, we can say that the reproduction and repetition of the method of activity according to the model is the main feature of the reproductive method of teaching. This teaching method enriches schoolchildren with knowledge, abilities and skills, forms their main mental operations, such as comparison and generalization, analysis and synthesis, but cannot guarantee development. creativity.

Reproductive education of schoolchildren usually includes a complete perception of facts and phenomena, their process of understanding (establishing the necessary connections, highlighting the main and main point, and so on), which accordingly leads to its understanding. main feature reproductive learning is about correctly imparting some obvious knowledge to learners. The student must definitely memorize the new one educational material overload your memory, while others mental processes, such as alternative, as well as independent thinking, in turn, should be blocked. The reproductive nature of thinking characterizes the active acceptance and memorization of new information presented by teachers and other sources. Usage this method it is not possible without the use of verbal, practical and visual methods and techniques of teaching, which are the material basis of such methods. In the technologies of teaching the reproductive direction, the following main features are distinguished. The main and significant advantage of this method is economy. Due to this, it is possible to transfer a considerable amount of knowledge in the shortest possible time with very little expenditure of one's own efforts. With multiple repetition, the strength of the knowledge gained can be strong.

During the reproductive construction of the story, the teacher in a finished form presents facts, important definitions of some concepts, smoothly focuses the attention of schoolchildren on the main things that should be learned in the first place, and most importantly, so that the assimilation goes on in a lasting way. With reproductive methods, visibility schooling it is used for the purpose of more active and accurate memorization of the information received. Special reproductive exercises most effectively contribute to the processing of practical skills, computer skills, since the transformation of skills into skills also requires repeated actions according to the established pattern. To a particular extent, reproductive methods are used in such cases when the content of school educational material is informative in nature, is accurate and detailed description ways of all practical action on computers, is the most difficult for schoolchildren to carry out independent search and processing of knowledge. On the basis of the reproductive method, programmed learning most often occurs. The method of reproductive direction in a computer science lesson is used when working with simulator programs, for example, such as a keyboard simulator, training and monitoring programs, for example, the principle of the functioning of a computer, control of knowledge of practical and theoretical material, performance all kinds of introductory and training tasks, exercises with further commentary.

Exercises of an introductory nature are used at the first acquaintance with the software and are usually performed under the strict guidance of your teacher. Tasks with commenting are used to develop the trainees' skills to work correctly with operations that are difficult for normal assimilation. Thus, commenting will be useful during formatting activities, as well as copying the taken text. Commenting brings the student to a clear understanding of each of his actions, gives the opportunity for teachers to make significant amendments to various actions students, competently eliminate incorrect actions and interpretations. Training tasks are aimed at repetition of the necessary actions and operations in order to develop skills and abilities. Such exercises combine into one system of tasks presented, which involve a gradual increase in the degree of complexity, as well as creative independence in the activities of students.

In order to increase the effectiveness of the reproductive method, methodologists and didactists, together with psychologists, develop such systems of tasks, exercises, programmed materials that provide proper self-control, in other words, feedback. Great attention is paid to improving the methods of instructing all students. In addition to oral explanations and demonstration of working techniques, it is for these purposes that written instructions are used and detailed diagrams and constructions, showing films and others, at the lessons of labor activity - such simulators that will provide a full opportunity to quickly master the necessary skills and abilities. In general, the reproductive method of teaching does not provide an opportunity to adequately develop the mental thinking of schoolchildren, and this is especially true of independence and flexibility of thinking, the formation of students' skills research activities... With the intensive use of these methods, there are often cases when this leads to the formalization of the educational process of assimilating new knowledge, and sometimes simply to ordinary cramming.

Therefore, along with the method of teaching discussed above, it is necessary to apply also such teaching methods that organize the active search activity of students.

The nomenclature and classification of teaching methods is characterized by a great variety, depending on what basis is chosen for their development. From the very essence of the methods, it follows that they should answer the question "how?" and show how the teacher acts and how the student acts.

The methods are subdivided according to the dominant means into verbal, visual and practical. They are also classified depending on the main didactic tasks: methods of acquiring new knowledge; methods of forming skills, skills and applying knowledge in practice; methods of testing and assessing knowledge, skills and abilities.

This classification is supplemented by methods of consolidating the material being studied and methods of students' independent work. In addition, all the variety of teaching methods is divided into three main groups:

^ organization and implementation of educational and cognitive activities ;

^ stimulation and motivation of educational and cognitive activities awn;

^ control and self-control for the effectiveness of educational and cognitive activities.

There is a classification that combines teaching methods with the appropriate teaching methods: information-generalizing and performing, explanatory and reproductive, instructive-practical and productive-practical, explanatory-motivating and partly searching, motivating and searching.

The most optimal is the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkinsh, which is based on the nature of educational and cognitive activity (or the way of assimilation) of trainees in their assimilation of the studied material. This classification includes five methods:

> explanatory and illustrative (lecture, story, work with literature, etc.);

* reproductive method;

^ problem statement;

^ - partial search (heuristic) method;

> research method.

These methods are divided into two groups:

^ reproductive(1 and 2 methods), in which the student assimilates ready-made knowledge and reproduces (reproduces) the methods of activity already known to him; ^ productive ( 4 and 5 methods), characterized in that the student obtains (subjectively) new knowledge as a result of creative activity. Problematic presentation occupies an intermediate position, since it equally presupposes both the assimilation of ready-made information and elements of creative activity. However, teachers, with certain reservations, usually classify problematic presentation as productive methods. With this in mind, consider both groups of methods.

a) Reproductive teaching methods

Explanatory and illustrative method.

It consists in the fact that the trainer communicates ready-made information by different means, and learners perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional manuals), visual aids (pictures, diagrams, films and film strips, natural objects in the classroom and during excursions), practical demonstration of ways of activity (showing a way to solve a problem, proving a theorem, ways of drawing up a plan, annotations, etc.). Students listen, watch, manipulate problems and knowledge, read, observe, correlate new information with previously learned and remember.

Explanatory and illustrative method- one of the most economical ways transmission of the generalized and systematized experience of mankind. The effectiveness of this method has been tested by many years of practice, and it has won a solid place for itself at all levels of education. This method incorporates such traditional methods as oral presentation, work with a book, laboratory work, observations at biological and geographical sites, etc. But when using all these various means, the activity of the trainees remains the same - perception, comprehension, memorization. Without this method, none of their purposeful actions can be ensured. Such an action is always based on some minimum of his knowledge of the goals, order and object of the action.

Reproductive method. For the acquisition of skills and abilities through the knowledge system, the activities of the trainees are organized to repeatedly reproduce the knowledge communicated to them and the shown methods of activity. The teacher gives tasks, and the students complete them -

solve similar problems, make plans, reproduce chemical and physical experiences etc. It depends on how difficult the task is, on the student's abilities, for how long, how many times and at what intervals he must repeat the work.

Reproduction and repetition of the mode of activity according to the model is the main feature of the reproductive method. The teacher uses spoken and printed words, clarity different kind, and the trainees perform tasks with a ready-made sample.

Both methods described enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to form them in a planned and purposeful manner. This goal is achieved through productive methods. -

b) Productive teaching methods

The most important requirement for educational institutions and an indispensable condition for scientific, technical and social progress - the formation of qualities creative personality... An analysis of the main types of creative activity shows that with its systematic implementation, a person develops such qualities as "quick orientation in changing conditions, the ability to see the problem and not be afraid of its novelty, originality and productivity of thinking, ingenuity, intuition, etc. That is, such qualities, the demand for which is very high in the present and will undoubtedly increase in the future.

The condition for the functioning of productive methods is the presence of a problem... We use the word “problem” in at least three senses. An everyday problem is an everyday difficulty, the overcoming of which is actual for a person, but which cannot be solved on the fly with the help of the possibilities that a person has at the present time. A scientific problem is an urgent scientific problem. And, finally, the educational problem is, | as a rule, a problem that has already been solved by science, but for the student it appears as a new, unknown. An educational problem is a search problem, for the solution of which the student needs new knowledge, and in the process of solving which this knowledge must be assimilated.

In solving the educational problem, four main stages (stages) can be distinguished:

> creating a problem situation;

^ analysis of the problem situation, the formulation of the problem and its presentation in the form of one or more problematic tasks;

^ solving problematic tasks (tasks) by putting forward hypotheses and their sequential testing; * checking the solution to the problem.

Problem situation- it mental condition intellectual difficulty, caused, on the one hand, by an acute desire to solve the problem, and on the other hand, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, and creating a need for acquiring new knowledge or searching for new ways of action. To create a problem situation, it is necessary to fulfill a number of conditions (requirements): the presence of a problem; optimal difficulty of the problem; the significance for students of the result of solving the problem; the presence of students' cognitive needs and cognitive activity.

Analysis of the problem situation- an important stage in the student's independent cognitive activity. At this stage, what is given and what is unknown, the relationship between them, the nature of the unknown and its relation to the given known are determined. All this allows us to formulate the problem and present it as a chain of problematic tasks of one task). The problematic task differs from the problem in a clear certainty and limitedness of what is given and what should be defined.

Correct wording and transformation of the problem into a chain of clear and specific problematic tasks is a very significant contribution to solving the problem. Next, you need to consistently work with each problematic task separately. Assumptions and guesses are put forward about a possible solution to the problematic problem. From a large, as a rule, number of guesses and assumptions, several hypotheses are put forward, i.e. sufficiently reasonable assumptions. Then problematic tasks are solved by sequential testing of the hypotheses put forward.

Checking the correctness of the solutions to the problem includes a comparison of the goal, the conditions of the problem and the result obtained. The analysis of the entire path of the problematic search is of great importance. It is necessary, as it were, to go back and once again see if there are other clearer and clearer formulations of the problem, more rational ways its solutions. It is especially important to analyze errors and understand the nature and causes of incorrect assumptions and hypotheses. All this allows not only to check the correctness of the solution to a specific problem, but also to gain valuable meaningful experience and knowledge, which is the main acquisition of the trainee.

The role of the teacher and students at the four considered stages (stages) of solving the educational problem may be different: if all four stages are performed by the teacher, then this is a problem statement. If all four stages are performed by the student, then this is a research method. If some stages are performed by the teacher, and some by the students, then there is a partial search method.

Learning with productive methods is commonly referred to as problem learning .

Introduction

In world and domestic practice, many efforts have been made to classify teaching methods. Since the method is a universal category, "multidimensional education", has many features, they serve as the basis for classifications. Different authors use different reasons to classify teaching methods.

Many classifications have been proposed based on one or more features. Each of the authors provides arguments to substantiate their classification model. Let us consider the classification of teaching methods according to the methods of student activity Razumovsky V.G. and Samoilova E.A. Classification of methods by type (nature) of cognitive activity (M.N. Skatkin, I.Ya. Lerner). The nature of cognitive activity reflects the level of independent activity of students. This classification is characterized by the following methods:

a) explanatory and illustrative (informational and reproductive);

b) reproductive (boundaries of skill and creativity);

c) problematic presentation of knowledge;

d) partial search (heuristic);

e) research.

These methods are divided into two groups:

· reproductive in which the student assimilates ready-made knowledge and reproduces (reproduces) the methods of activity already known to him;

· productive characterized in that the student obtains (subjectively) new knowledge as a result of creative activity.

Reproductive method

The reproductive method of teaching is used to form the skills and abilities of schoolchildren and contributes to the reproduction of knowledge and their application according to the model or in slightly modified, but recognizable situations. The teacher, with the help of a system of tasks, organizes the activities of schoolchildren for repeated reproduction of the knowledge communicated to them or the shown methods of activity.

The very name of the method characterizes the activity of only the student, but the description of the method shows that it presupposes organizational, stimulating activity of the teacher.

The teacher uses spoken and written words, visual teaching aids, and students use the same means to complete assignments, having a pattern communicated or shown by the teacher.

The reproductive method manifests itself in the oral reproduction of the knowledge communicated to schoolchildren, in reproductive conversation, in solving physical problems. The reproductive method is also used in the organization of laboratory and practical work, the implementation of which assumes the presence of sufficiently detailed instructions.

To increase the effectiveness of the reproductive method, methodologists and teachers develop special systems of exercises, assignments (so-called didactic materials), as well as programmed materials that provide feedback and self-control.

However, one should remember the well-known truth that the number of repetitions is far from always proportional to the quality of knowledge. With all the importance of reproduction, abuse a large number tasks and exercises of the same type reduces the interest of schoolchildren in the material being studied. Therefore, it is necessary to strictly dose the measure of the use of the reproductive method of teaching and at the same time take into account the individual capabilities of students.

In the process of teaching in basic school, the reproductive method, as a rule, is used in combination with the explanatory and illustrative method. During one lesson, the teacher can explain new material using an explanatory-illustrative method, consolidate the newly studied material, organizing its reproduction, can continue the explanation again, etc. Such a change in teaching methods contributes to a change in the types of activities of schoolchildren, makes the lesson more dynamic and thereby increases the interest of schoolchildren in the material being studied.

Explanatory and illustrative method. It can also be called information-receptive, which reflects the activities of the teacher and student with this method. It consists in the fact that the trainer communicates ready-made information by different means, and the students perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word (story, lecture, explanation), a printed word (textbook, additional manuals), visual aids (pictures, diagrams, videos), a practical demonstration of methods of activity (showing a way to solve a problem, ways of drawing up a plan, annotations and etc.). Students listen, watch, manipulate objects and knowledge, read, observe, correlate new information with previously learned, and remember. The explanatory and illustrative method is one of the most economical ways of transferring the generalized and systematized experience of mankind.

Reproductive method. For the acquisition of skills and abilities through the system of tasks, the activities of the trainees are organized to repeatedly reproduce the knowledge communicated to them and the shown methods of activity. The teacher gives tasks, and the student completes them - they solve similar problems, make plans, etc. It depends on how difficult the task is, on the student's abilities, for how long, how many times and at what intervals he must repeat the work. It has been established that the assimilation of new words when learning a foreign language requires that these words are encountered about 20 times during a certain period... In a word, reproduction and repetition of a mode of activity according to a model is the main feature of the reproductive method.

Both methods differ in that they enrich students with knowledge, abilities and skills, form their basic mental operations (comparison, analysis, synthesis, generalization, etc.), but do not guarantee the development of the creative abilities of schoolchildren, do not allow them to be systematically and purposefully to shape. For this purpose, productive teaching methods should be used.

Reproductive pedagogical technologies

Reproductive learning includes the perception of facts, phenomena, their comprehension (establishing connections, highlighting the main thing, etc.), which leads to understanding.

The main feature of reproductive education is to impart a set of obvious knowledge to students. The student must memorize educational material, overload the memory, while other mental processes - alternative and independent thinking - are blocked.

The reproductive nature of thinking involves active perception and memorization of what is reported by the teacher and other source educational information... The application of this method is not possible without the use of verbal, visual and practical methods and teaching techniques, which are, as it were, the material basis of these methods.

In reproductive learning technologies, the following features are distinguished:

The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge and skills for a minimum a short time and with little effort. With repeated repetition, the strength of knowledge can be strong.

On the whole, however, reproductive teaching methods do not allow for the proper development of the thinking of schoolchildren, and especially independence, flexibility of thinking; to form students' skills of search activity. But with excessive application, these methods lead to the formalization of the process of assimilating knowledge, and sometimes just to cramming.

Reproductive method.

The previous teaching method does not form the skills and abilities to use the acquired knowledge. This task is performed by the reproductive method. It ensures the development of students' skills and abilities to apply knowledge according to a model or in a similar situation (as opposed to creative application). In practice, it looks like this: the teacher gives the appropriate assignments, and the students complete them. Namely:

Reproduce the material explained by the teacher (verbally or in writing - at the blackboard, from the spot, using cards, etc.);

Solve similar tasks, exercises;

Work with clarity (previously used by the teacher);

Reproduce experiences and experiments;

They reproduce the teacher's actions when working with tools, mechanisms, etc.

Thus, the didactic essence of the reproductive method lies in the fact that the teacher constructs a system of tasks for reproducing knowledge and actions already known and realized by students thanks to the explanatory-illustrative method. Pupils, completing these tasks, develop in themselves the appropriate skills and abilities.

The reproductive method is also very economical in time, but at the same time it does not guarantee the development of the creative abilities of children.

Both methods - explanatory-illustrative and reproductive - are initial. Although they do not teach schoolchildren to carry out creative activity, they are at the same time a prerequisite for it. Without an appropriate fund of knowledge, skills and abilities, it is impossible to assimilate the experience of creative activity.

Problem statement method.

Problem statement method is transitional from performing to creative activity. The essence of this method lies in the fact that the teacher sets a problem and solves it himself, thereby showing the train of thought in the process of cognition:

Nominates possible ways its solutions (hypotheses);

With the help of facts and logical reasoning, he checks their reliability, reveals the correct assumption;

Draws conclusions.

The trainees not only perceive, realize and remember the ready-made knowledge, conclusions, but also follow the logic of evidence, the movement of thought of the teacher or the means replacing him (cinema, television, books, etc.). And although students in this method are not participants, but merely observers of the trainer's thought process, they learn to solve problems.

Pedagogical terminological dictionary

Reproductive teaching method

(from French reproduction - reproduction)

a way of organizing the activities of students for repeated reproduction of the knowledge communicated to them and the shown methods of action. R. m. also called instructive-reproductive, tk. an indispensable feature of this method is instruction. R. m. presupposes the organizing, stimulating activity of the teacher.

As the volume of knowledge increases, the frequency of application of RM increases. in combination with the information-receptive method, which precedes R.m. for any training option.

A certain role in the implementation of RM. learning algorithms can play. One of the means of R.m. - programmed training.

R. m. enriches students with knowledge, skills and abilities, forms their basic principles. mental operations, but does not guarantee creative development. This goal is achieved by other teaching methods, for example, the research method.

(Bim-Bad B.M. Pedagogical encyclopedic Dictionary... - M., 2002.S. 239)

see also