A small historical and legal library has been assembled in the office to help students.

A small historical and legal library has been assembled in the office to help students.

Of particular importance is positive feedback, evaluation of efforts, creating a situation of success.

The rational choice of methods and their application is determined by a specific purpose. The use of problem-based learning greatly contributes to the development of thinking. The following methods are used to activate the process:

method of use in the image. Using a certain image (“I am a river”, “I am a daisy”), try to answer the questions “How do I see the world?”, “What do I want to say to people?” method of semantic vision. What is the cause of the phenomena. What is its origin? heuristic question method. This method makes it possible to determine the essence of certain aspects of the educational problem. Most questions begin with the words: where, when, how, why. method of symbolic vision. The connection between the phenomenon and its symbol is determined (spring – rebirth, light – a symbol of good). the method of comparison allows you to analyze, structure the material, identify common features and differences. the method of constructing concepts, rules and hypotheses acquaints with the technology of research activities.

Various problems can be solved in the form of games, discussions, debates, etc.

Work in pairs or small groups has a special place in modern education. In such activity the experience of cooperation, communication, responsibility is mastered. By the way, it is very important that the composition of groups is dynamic, constantly changing, which has a positive effect on relationships and the microclimate.

Group work can be built on the principles of pair learning, mutual counseling, work on the problem, the distribution of roles and more.

Note that the use of modern methods of work makes the learning process active, and students’ thinking – creative and independent.

Thus, the purpose of personality-oriented technologies is to maintain and develop the natural qualities of the child’s health and individual abilities, to help in the formation of its subjectivity, sociality, creative self-realization.


Pedagogical process of development of creative abilities of schoolboys. Abstract

Whatever the form of the lesson, it should be organized so as to ensure the maximum possible activity of students with continuous feedback.

In the context of building an independent democratic state governed by the rule of law, the legal education of young people is becoming increasingly important. At the same time, the spiritual revival of society requires specific changes in secondary schools, which are caused by the need to form a socially active, creative personality, which, unlike a person – a pupil, able to think independently, generate new ideas, make bold, unusual decisions.

The realities of today show that such a person, realizing his creative potential, will be able to achieve success in education and work. In this context, it becomes obvious that the value of legal knowledge acquired by students within the school is not so much in their theoretical assimilation. As in the formation of skills of their practical application.

Therefore, one of the most important tasks of the course “Fundamentals of Law” is to prepare students for life. Acquisition by them of skills of lawful behavior, search of ways of the decision of life situations according to norms of the law. To implement these tasks, given the complexity of the course, I think, perhaps, only as close as possible to the lessons of law to life, encouraging students to be not observers but active participants in the processes, relationships that formed the basis of teaching the subject, involving them in joint activities. cognitive search process. And therefore the main, strategic line of the activity I consider formation of the creative buy a compare essay personality of the student.

The process of developing skills can be much more effective if learning is organized in cooperation, which is based on joint activities of teachers and students, mutual understanding and humanism, unity of interest in the aspirations of all participants and aims at personal development of students. It is such training that raises the child’s intellect, strengthens his faith in his own abilities, stimulates his activity, creativity, dignity and self-awareness. The teacher acts as an organizer, a senior, more experienced friend who knows and understands the needs, interests and capabilities of each person.

Whatever the form of the lesson, it should be organized to ensure that students are as active as possible with ongoing feedback.

It is no secret that students’ interest in knowledge is declining. In order to successfully solve this problem, I use active and interactive methods of work in the educational process, which activate the activities of students, developing their creative thinking.

Ability to communicate, think and make decisions. J.A. Comenius noted: “If learning is difficult for a child, it is primarily the fault of the methods by which it is taught.” This position has not lost its activity and significance in our time. No wonder our teachers pay so much attention to the study of the effectiveness of the use of various forms and methods of work in the educational process.

Pedagogical research shows that students learn 5% of the study material during the lecture, 10% during the reading, visual and audio materials are effective by 20%, demonstration – by 30%, work in the discussion group – 50%; practice through action is 75% effective. And only during the training of others and the immediate application of training gives 90% results.

One of the factors that increase the effectiveness of learning is group work using interactive methods. The essence of these methods is that learning occurs through the interaction of learners. It is a collaboration between the teacher and the students. The teacher acts only as a leader of students’ mental activity, directs it, helps, using the facts, to reach certain conclusions. By involving students in activities, I direct them to the knowledge of the world and myself in it and, dosing help, implement the important principle of education: “Help me to do it myself.”

Indeed, today, when the amount of information has grown to the impossibility of comprehending it by one person, I believe that the didactic function of the teacher is not to transfer knowledge, but to develop skills to acquire them. Using interactive methods, I model real life situations, offer problems for joint solution, use role-playing games.

They most contribute to the formation of students’ skills and abilities, the development of their own values ​​create an atmosphere of cooperation, creative interaction in learning.

V.O. Sukhomlinsky said that the school should not be a storehouse of knowledge, but an environment of thought. Then the subject taught by the teacher becomes not the ultimate goal of his activity, but a means of child development.

Interactive methods that I use in educational activities: “Brainstorming” is an effective method of collective discussion, finding solutions by freely expressing the views of these participants. As practice shows, by “brainstorming” you can get dozens of ideas in just a few minutes. In class, I name the topic of discussion and invite students to participate in its discussion by “assault.”

I try to avoid “closed” questions, which can be unambiguously answered “yes” or “no”, I ask closed questions that start with “how”, “why”, I encourage students to express their ideas and feelings.

It is very important to involve all students in the lessons. Methods such as Circle and Microphone help me with this. Working in small groups is useful for developing discussion skills. Most students find it easier to speak in a small group, and this method saves time because it meets the need to listen to each child in a large group.

The Loan Position method helps to discuss a discussion issue in class. I use it to provide and practice communication skills.

Stimulates the manifestation of students’ independence, their creative abilities role play. The purpose of this method is to determine the attitude of students to a particular life situation, to help them gain experience in overcoming a conflict situation through role play.

“Teaching – learning.” This method gives students the opportunity to participate in learning and transfer their knowledge to others.

I use the “Press” method in cases when there are conflicting opinions on a certain problem and it is necessary to take and argue a clearly defined position on the social problem under discussion.

In order to process a significant amount of information in a short period of time I use the method “Openwork saw”.

In order to develop discussion skills, I use the “Aquarium” method.

In addition, I practice composing and solving situational problems, conducting competitive lessons, role-playing games, discussions, debates, etc.

In Velykokamyanska Secondary School of I-III grades. I teach the course “Fundamentals of Law” and history. For the last 6 years, my students have been regular winners of the second round of the All-Ukrainian Olympiads and winners of the third round. Constantly participate in educational and scientific competitions. During this period, 8 students study at the historical faculty of universities.

A small historical and legal library has been set up in the office to help students. For me as a teacher, it is very important that the knowledge gained by students is used in life.

I direct all my activity to the formation of a creative personality. Because I believe that by educating a person who is able to creatively assimilate knowledge and apply it in practice, we will revive the intellectual potential of the country, on which the future of our state, and therefore ours, the citizens of Ukraine, depends.


Educational and cognitive discipline of students: methods of organization and implementation. Abstract

For formation of motives of educational activity all arsenal of methods of training is used: verbal, visual and practical, reproductive and search, inductive and deductive and others.

Any activity involves the presence of a motivation component. This also applies to learning activities that will be more successful when a positive attitude of the student to learning, cognitive interest, the need for knowledge, a sense of duty and responsibility. The very name “methods of stimulation and motivation” reflects the unity of teacher and student activities: teacher incentives and the formation of student motivation.