scholarly journals Active teaching methods as a component of innovation in geography teaching

Introduction. In times of rapid informatization of society and change of technology, the main task of the modern educational process should be to expanse and deepen intellectual abilities of an individual, to motivate and prepare a person for independent work with information fl ows, to develop critical thinking and creative skills. The usage of active teaching methods helps to achieve such goals. The methods of active teaching and learning have attracted the interest of teachers and other professionals in the fi eld of education. A large number of literary sources demonstrate the benefi ts of an active approach that engages students in the learning process and requires from them action more than observations; provides a deeper and more complete understanding of the subject. The purpose of this article is to analyze the usage of active teaching methods as a component of innovation in the educational process of geography teaching in general educational institutions. The main material. One of the fi rst commonly used and detailed methods of active teaching was the method of business games. Mary Birshtein was the author of the world’s fi rst business game. Active methods of teaching are ways to enhance the educational and cognitive activity of pupils, which encourage them to actively engage into intellectual and practical activity in the process of mastering the subject. Not only the teacher is active, but pupils are active as well. There are such special features of active teaching: – a purposeful activation of schoolchildren’s thinking; – enough time to engage pupils into the learning process, their activity must be sustainable and long-lasting; – an independent creative decision-making process, high degree of motivation and emotionality of schoolchildren; – a constant interaction of subjects of educational activity with the help of direct and feedback links, free exchange of thoughts on the ways of solving some problem. There are different approaches to the classification of active teaching methods. A. Smolkin conducted a classification based on the nature of educational and cognitive and gaming activities, due to which methods of active teaching are divided into imitation and non-imitation. There are also group and individual methods. There are various methods and forms of active teaching organization: – lectures (problem lectures, lectures-visualizations, lectures with pre-planned mistakes, lectures in form of press conferences, lectures-conversation, lectures-discussion, lectures with the analysis of specific situations); – different techniques of group work organization (training that targets students to the exchange of information such as brain attack); – different methods (discussion, game simulation, etc.). In the new educational process functions and roles of teachers and pupils during classes are changing. Many researchers distinguish the following roles of a teacher: the head; the facilitator; the mentor; the adviser; the organizer; the full participant of the cognitive process. Roles of a pupil are: the researcher; the pupil who is actively involved in the cognitive process along with the teacher. With the development of modern technology, it becomes easier for teachers of geography to diversify the teaching process through various computer programs that develop spatial thinking, the ability to analyze and compare. Internet technology makes it possible to get information from almost anywhere in the world. Active teaching methods help to learn the management of the current information flow, its analysis and effective communication with each other, which is important in the modern world. There are plenty of active teaching methods, and creation of the new ones is regulated only by the imagination of teachers. In this article have been proposed some active teaching methods to be used in school, namely, 22 methods. Their classification due to the usage at some stage of the lesson (actualization of knowledge, study of the new material, discussion, generalization and repetition) has been suggested. Conclusions. There is a broad methodological base, a lot of recommendations and tips for conducting lessons using active teaching methods. In general, the literature review has shown that the issues of activation of education are relevant nowadays and more and more teachers become interested in it. Therefore it is possible to assume that in future the usage of active teaching methods will turn from modern tendencies and innovations to the obligatory condition for the educational process. The schemes of possible interactions of selected active teaching methods in the lesson of geography, at different stages of the lesson have been proposed. The two presented schemes allow teachers to devote more time and attention to the discussion during the lesson, which is a great approach for senior schoolchildren, since in high school students are most often focused on active and demonstrative language activities. And the following two schemes are focused on studying a new topic in the class. Such a set and such a sequence of methods provide a comfortable and interesting lesson for pupils of general education institutions.

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.


2020 ◽  
Vol 20 (1) ◽  
pp. 49-54
Author(s):  
Zhypargul Aydarova ◽  

The article talks about the need to apply pedagogical methods, techniques, and learning technologies to help students actively and more actively participate in the cognitive process as a result of changes in the education system. Pedagogical principles that affect the effectiveness of the educational process, serve as the basis for the application. The main purpose of applying the proposed pedagogical methods is to interest students in the reading process, which is why they must be selected taking into account the age characteristics of adolescents. In addition, the article offers an answer to the question of how can we raise the activity of teenage children? Applying reading and writing in the activities of students of adolescents in the learning process, we can build their informational competence.


Author(s):  
Zh.D. Nurzhanova ◽  
◽  
G.B. Sarsenova ◽  

The article is devoted to the issue of using Internet resources in teaching English, contributing to the development of listening skills. The expediency of using video materials in a foreign language lesson as a means of intensifying the educational process and giving it a maximum communicative orientation is considered. The article considers the concept of listening as a receptive type of speech activity that exists in the methodology of teaching a foreign language. Video auditing is a lightweight version of listening, because the video sequence helps students guess what is happening on the screen and better understand the situation. A pilot experiment to identify the attitude of students to video auditing showed a clear preference for this type of educational activity. The author gives examples of active teaching methods and techniques that stimulate the creative aspect of applying knowledge and skills by students in the process of forming communicative competence. The article presents a method of working with video materials, and it lists the types of Internet sites that can be used by teacher in a foreign language lesson.


2020 ◽  
Vol 71 (1) ◽  
pp. 655-659
Author(s):  
Sh. Kalbergenova ◽  
◽  
B. Sansyzbayeva ◽  
B. Koshkarbayeva ◽  
◽  
...  

Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.


Author(s):  
Ibrahim Qsaem Mohammad Ababneh

This study aimed to identify the common teaching methods of vocational education teachers in Al- Mafraq Governorate in Jordan through application to a sample of (180) male and female teachers. And a tool for the study was developed consisting of (20) paragraphs, and after making sure of the tool's sincerity and its stability. The study reached the following results: that professional education teachers use a variety of teaching methods, some of which are traditional and others are modern, noting that (practical presentation style, project method, problem solving method, and method of dialogue and discussion) is the most common among professional education teachers, and that justifications Usage is mainly due to the appropriate occasion of the content of the subject of vocational education, the importance of the appropriate method to develop student discovery skills, and employing the method that makes the student the focus of educational process, and there were no statistically significant differences attributable to gender variations or the educational qualification in Yen differences appeared statistically significant Tazly variable experience on common teaching methods of professional education teachers in favor of the experience category 5-10 years. The researcher recommended a number of recommendations, the most important of which were: holding training courses for vocational education teachers in order to train them on how to choose appropriate teaching methods for the vocational education course, and the need to prepare evidence that shows the steps for teaching the content of the vocational education curriculum for professional education teachers to use when employing modern teaching methods.


2020 ◽  
Vol 8 (2) ◽  
pp. 18-29
Author(s):  
Vita Datsenko ◽  
◽  
Lilua Egorova ◽  
Tatiana Nenastina ◽  
◽  
...  

The work considered a system of knowledge control of the Kharkiv National Automobile and Highway University. It was shown that the quality of higher education depends mainly on the level of student training, the qualifications of teaching staff, the organization of the learning process, the efficiency of monitoring the quality of the education, and also factors allowing to improve the quality of education in the university. Assessment of the knowledge quality received by the students in the "Chemistry" discipline was carried out among the students of the Automobile Faculty of the KHNADU, entered the first year of the Bachelor of full-time education, during 2014/15–2018/19 academic years. The control was carried out with the help of traditional pedagogical practice types – the main (preliminary, final, and control of residual knowledge) and periodical (current and thematic knowledge tests). Statistical research on the performance of the main types of students' knowledge control, as more significant, shows that the important part of educational activity in university is an effective organization of its control. It was established that main principles of the control of students’ knowledge received during learning subject are the regularity and systematical conduct, the objectivity of assessment of the level of students' skills, the ability to identify the actual level of learning educational materials by the students, the timeliness of identification of the gaps in the learning process by the teacher and applying ways to overcome them. The internal and external factors affecting the performance of students during studying the "Chemistry" discipline have been distinguished. The internal factors are the knowledge level before entering the university and the motivation for learning the subject. The external are an organization of the educational process, self-organization of student learning activity, teaching methods and forms and professionalism of the educator, quality of additional services (holding consultations and individual lessons), educator-student relationship. It was identified that during studying the "Chemistry" discipline, the influence of the factors that students had before entering the university is weakened, and the external factors, which appeared in the process of studying in university, have a significant impact.


Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn

The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. Examples of interaction between a teacher and a student are analyzed. It is noted that the conduct of professional games has a multi-faceted approach and is carried out according to a certain model. Systematic and purposeful use of games as a method of teaching English to medical students contributes to the effective learning in the educational process.


2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 57-67
Author(s):  
Liliya Manchulenko ◽  
Nataliia Nosovets ◽  
Hanna Chorna ◽  
Olena Fonariuk ◽  
Tetiana Turbar

The purpose of this article is to evaluate the effectiveness of models of training students in pedagogical specialties based on the theory of constructivism. The research methodology is based on a survey of students on the acquisition of knowledge in the learning process on the example of universities in Ukraine and Poland. The results of the study demonstrate the formation of students' knowledge in the process of organizing learning based on the methods of pedagogical constructivism. Students of the experimental group demonstrate a higher level of activity if the teacher uses communication and trust-oriented teaching methods. The scientific value of this research lies in the possibility of using the results of student surveys by teachers of pedagogical universities to understand which elements of constructivist pedagogy should be used to increase the efficiency of the educational process.


2020 ◽  
Vol 10 (4) ◽  
pp. 87
Author(s):  
Nina Pološki Vokić ◽  
Ana Aleksić

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.


2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.


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