Reception- a component that complements and specifies the method in detail. A variety of techniques are used when teaching children. They are aimed at optimizing the assimilation of movements, awareness of the motor task, and the individual development of each child.
Techniques must correspond to the program content of motor material, age and typological characteristics, level of mastery of movements, and general development of the child. An appropriate selection of techniques allows you to influence all analytical systems, activate consciousness, independence and creativity when performing motor tasks.
IN General didactic techniques are used in the theory and methodology of physical education.
The visual method techniques are varied. So, visual techniques provide: correct, clear display of the movement pattern or its individual elements; imitation of patterns of surrounding life; the use of visual landmarks to form orientation in space; use of films, videos, photographs, graphs, drawings, television programs, etc.
Techniques involving tactile-muscular visibility, are based on the direct assistance of the teacher, who, by touching the child, clarifies and directs the position of individual parts of the body. For example, so that the child stops slouching and takes the correct physiological position of the body, the teacher runs his hand along the back; or if the child finds it difficult to bend forward, the teacher will help the child lean lower. The use of this technique should be short-term. Otherwise, the child gets used to the help of an adult and does not strive to independently perform the movement in a high-quality manner.
Subject visibility includes the use of objects and aids to form ideas about the execution of a movement. This technique helps control and correct body position when performing exercises. So, to form correct posture, they use walking with a bag on the head, general developmental exercises with a stick, etc.
Visual and auditory techniques promote sound regulation of movements. They are carried out to the accompaniment of music, songs, the rhythm of a tambourine, drum, accompanied by jokes and the reading of poems. For example, a child walks with pleasure to rhythmic poems like:
On a smooth path,
On a flat path
Our feet are walking.
Top, top, top, top -
Our feet are walking.
The use of auditory visualization not only improves the quality of movements, regulates tempo and rhythm, but also causes an emotional uplift in the child and a desire to perform movements.
Used techniques for a brief simultaneous description and explanation of physical exercises. They are based on the child’s motor and life experience, his ideas. This explanations, accompanying a specific display of movement or its individual elements; instructions about performing the movement; conversation, anticipating the introduction of new physical exercises and outdoor games; clarifying the plot of an outdoor game or the sequence of motor actions, etc.; questions, which the teacher asks the child before starting physical exercises in order to find out how much he has understood the sequence of motor actions, or to check existing ideas about game actions, images of plot-based outdoor games, and to clarify game rules.
Methods of musical education are defined as the actions of the teacher aimed at the overall musical and aesthetic development of the child. They are built on the basis of active interaction between an adult and a child. In this difficult pedagogical process The leading role is given to the adult, who, taking into account the individual needs, interests and experience of the child, organizes his activities.
The methods consist of more specific techniques. Technique is the practical element of the method.
Methods depend:
From specific educational tasks;
On the nature of various types of musical activity;
Settings;
Source of information, etc.
The most common classification in pedagogy is the division of methods into visual, verbal and practical, those. division based on various sources of knowledge transfer and perception.
Visual method in musical education has two varieties: visual-auditory and visual-visual.
Visual-auditory method. The performance of musical works by the teacher and the use of TCO are the main contents of this method. The music director must be able to expressively, brightly, and artistically perform musical works in order to evoke in children empathy for music and its emotional perception. Music can be performed both live and in audio recordings.
Visual-visual method ( paintings, drawings, color cards, etc.) are used to concretize impressions, awaken their imagination, illustrate unfamiliar phenomena, images, introduce musical instruments, etc.
Verbal method is used to organize the attention of children, convey to them certain knowledge: about music, composers, performers, musical instruments, explain the musical works they listen to, and teach them to independently apply mastered performing and creative skills. Conversation, story, explanation, clarification - these are the varieties of this method in music education.
The tone of the teacher’s speech and the manner of communication with children are important. The emotional coloring of speech can arouse and maintain children’s interest in music and musical activities. The development of children's figurative speech in music classes involves the use of poems and fairy tales. A poem can precede listening to a piece of music if it is similar in mood to the nature of the music.
Practical method in musical education is also very important. In each type of performance, preschoolers master certain skills and abilities that allow them to successfully express themselves in independent and creative activity.
When teaching singing, the teacher shows children the techniques of diction, proper breathing, and sound production.
An expressive display of musical-rhythmic movements (how to hold your back, arms, march, choose a movement that matches the nature of the music, diversify them in accordance with the change in the nature of the music) is important for children to master them.
In order for the training to be developmental, creative nature, a combination of all methods is necessary. If they do not achieve the goal, you need to replace them in time. The fading of children's interest in activities is a signal for an immediate switch to new methods and techniques, other types of musical activities or a different repertoire.
The choice of methods and techniques also depends on the age of the children. In early preschool age, when children do not yet have diverse life and musical experience, there is a large proportion of visual (including visual) and practical methods and techniques. Children of this age do not yet have access to the widespread use of verbal methods.
The choice of methods and techniques also determines the stage of work on a piece of music. If a piece is unfamiliar to children, they cannot immediately begin to learn it. You need to listen to the melody several times to connect your actions with its character. At the first stage of working on a piece, the leading place is occupied by visual-auditory and verbal methods (conversation about the nature of the music). At the second stage, when children master the methods of performance, the role of the practical method and demonstration of performance techniques increases. At the third stage (the piece has been learned), the role of the visual-auditory method is very important, since it is the sound of music that encourages children to creative pursuits.
(Document)
n1.doc
Test
Discipline: Pedagogy
Topic: " Visual methods and techniques of teaching, technology of use»
1. General characteristics teaching methods
Training in kindergarten is an integral part of the pedagogical process aimed at the comprehensive development and education of a preschool child. It, as in school, is a purposeful and organized process of forming knowledge, skills and abilities, nurturing attitudes, skills and habits of behavior, built on the principles of didactics, having a clear program, taking place in specially created conditions, using special methods and techniques .
The learning process is carried out using various methods. A method is a system of sequential methods of interrelated activities of teachers and students, aimed at achieving the set educational objectives.
In accordance with the basic forms of thinking of a preschooler, which determine the nature of the methods of his activity in the learning process, three groups of methods are distinguished: visual; practical; verbal.
All three groups of methods are used in teaching throughout preschool age, just as basic forms of thinking coexist. Each of the identified groups of methods involves the inclusion of techniques of a different nature (visual demonstration of a sample, method of action, question, explanation, game techniques - imitation of voice, movement, etc.), as a result of which each method uses all three forms of thinking in various combinations with the leading, determining role of one of them.
In general, learning in kindergarten classes is characterized by the liveliness and spontaneity of children’s expressions, a variety of methods of action, small educational content, reliance on children’s experience, a broad and bright visual basis, the use of playful and entertaining teaching techniques, and multifaceted connections between learning and children’s everyday activities.
2. Visual methods and techniques of teaching
The group of visual methods used in preschool education includes:
Observation;
Looking at paintings;
Demonstration of filmstrips and films, videos;
Demonstration of visual aids;
Displaying images using computers;
Some teaching techniques, in some cases acting as independent methods: showing a sample task, method of action, etc.
2.1. Observation
Observation
– one of the main, leading methods of preschool education. Depending on the nature of the cognitive tasks in teaching, observations of different types are used:
– recognizing nature, during which knowledge is formed about the properties and qualities of objects and phenomena;
– for changing and transforming objects;
– reproductive nature, when the state of an object is established based on individual characteristics, and the picture of the entire phenomenon is determined in part.
Observation -
This is the ability to peer into the phenomena of the surrounding world, highlight the essential, fundamental in them, notice the changes taking place, establish their causes, and draw conclusions. A child should be taught to observe from an early age, developing his powers of observation, the ability to concentrate on what is observed, notice the main thing, reflect on what he sees, and express thoughts in words.
Direct observation by children of the objects being studied is important for the formation of full-fledged ideas and the development of cognitive processes - perception, memory, thinking, imagination. In the process of observation, a variety of mental activities of the child are carried out: searching for answers to the questions posed, comparison, comparison.
Observations are carried out during special classes (observation of fish, cats and kittens), and on excursions. However, the teacher must be able to use any unplanned situation to organize observations, if it makes it possible to enrich children with vivid ideas and evoke in them a range of feelings (surprise, admiration, enjoyment of beauty, etc.). For example, a flock of bullfinches flew to the site, a rainbow appeared in the sky, workers were repairing the roof of the veranda, etc.
In teaching preschoolers they use different types of observations: short-term and long-term observations, as well as repeated and comparative ones. Long-term observations make it possible to acquaint children with the process of development, with changes in the state of a particular object, which seems to be necessary material for the development of mental activity (comparison, discrimination, identification of essential features, establishment of cause-and-effect relationships). For long-term observations, various objects are selected that are in the stage of transformation, change, development (building a house; birds flying to the site of a preschool institution; a plant grown in a corner of nature or in a vegetable garden, in a flower garden).
Comparative Observations are of particular value for the development of children’s mental activity. Children of middle preschool age are offered two directly observable objects for comparison: a sparrow and a crow, a birch and a spruce. Older preschoolers can compare an observed object with another that is not directly perceived in at the moment(comparison by presentation): bus and tram, river and pond, newspaper and letter, square and forest.
The effectiveness of the observation method is ensured when the teacher fulfills the following requirements:
The object of observation should be interesting for children, since if there is interest, more distinct ideas are formed;
– there must be clarity and specificity in setting goals and observation tasks for children, which ensures completeness of perception (we will observe a rabbit, then we will draw it, we will come up with a story about it);
– systematic, consistent deployment of the observation process in accordance with the assigned tasks and features of the objects;
The object is observed under conditions that allow its characteristic features to be revealed. Therefore, whenever possible, observations should be carried out in a natural setting (it is better to observe a rabbit on the lawn of a kindergarten, and not in a group room, etc.);
Taking into account the age capabilities of children when selecting the scope of ideas formed during observation;
Observation must be accompanied by an exact specific word: name objects, their signs, actions;
The knowledge acquired in the process of observation, the feelings that have arisen and the attitude towards what is observed must receive their further development in children’s activities (retelling, drawing, modeling, artistic work, playing).
The teacher uses questions to direct the children’s attention to certain aspects of the observed objects and explains the connections between phenomena. It is necessary to encourage children to pronounce the names of objects, actions, and signs during observation, due to which more complete and conscious ideas are formed, the vocabulary is enriched, and coherent speech develops. During the observation, brief explanations should be given, you can refer to a line of a poem, a proverb, folk superstition. However, the main content of ideas should be formed on the basis of the active cognitive activity of the children themselves.
Education that is not sufficiently based on observation leads to the formation of formal knowledge in the child that does not have a strong sensory basis.
2.2. Visual method - looking at paintings, reproductions of paintings and pictures
This is an important method of teaching preschoolers, allowing them to solve a number of didactic problems. Visual aids give the child a visual image of familiar and unfamiliar objects. With the help of paintings, reproductions of paintings and pictures, children form static visual images.
Looking at paintings, first of all, helps the child understand that painting reflects the reality around us, and also allows the artist to depict the fruit of his fantasy and imagination. In addition, this is very important for the development of the child’s aesthetic tastes, moral and emotional assessments and ideas about the environment. Looking at paintings helps you better understand and even feel vivid emotional experiences, teaches you to empathize, and form your own attitude towards what you see.
In addition to shaping the artistic tastes of preschoolers, there is an important educational moment here - familiarity with the works of famous artists of the past and present, the ability to distinguish between genres of painting (portrait, landscape, still life). Excursions to museums play a big role here. fine arts. Excursions should be organized with the participation of a specialist who could most fully reveal artistic material to children. In this case, it is necessary to take into account the age, psychological and intellectual capabilities of the group of preschoolers.
In the picture you can examine in detail the object, its components, and identify properties that a child is not always able to notice in life. Thanks to this, ideas about the world around us are clarified, expanded, and deepened.
Looking at pictures helps develop observation, mental processes (comparison, discrimination, generalization, analysis), enriches speech, and influences the child’s interests. The picture provides food for the child’s imagination and creative activity.
The demonstration of paintings and reproductions of paintings plays a major role in broadening the horizons of children, since it becomes possible to give an idea of those events, phenomena, objects that are not in the experience of students, which they cannot directly perceive. For example, animals of different geographical latitudes, events of past years, the work of adults, cities and countries, and much more.
The preschool uses different types paintings First of all - this specially created didactic pictures, often combined into special series (about the seasons, the animal world, etc.). Introducing children to culture and art are reproductions of paintings by famous artists(for example, “The Rooks Have Arrived” by A.K. Savrasov, “Golden Autumn”, “March” by I.I. Levitan, “Ivan Tsarevich on the Gray Wolf”, “Alyonushka” by V.M. Vasnetsov, etc.). It is also used as a visual teaching aid. book graphics(illustrations in the book), with the help of which the heroes of the work come to life, the countries and cities where the events take place appear. In addition, the teacher selects subject pictures, classifies them by topic (“Toys”, “Transport”, “Adult Labor”, “Animals”, “Our City”, etc.)” designs and uses them for individual lessons with children, as well as as handouts for group and frontal classes classes.
2.3. Visual method: demonstration of slides, filmstrips, films, videos, performances
Visual method: demonstrating filmstrips, films, videos, performances in educational work helps solve two big problems:
1) expanding children’s knowledge and developing their speech;
2) education of a cultural spectator capable of deep perception.
For educational purposes, slides, filmstrips, videos are shown in classes, and computer programs are used. With the help of slides, the teacher’s story can be illustrated, which will make it more convincing and brighter. Filmstrips and videos provide an opportunity to introduce children to educational films, the peculiarity of which is educational content.
Two types of educational films are used when working with preschoolers:
Essays;
Plot.
An example would be the films “Where the Bread Came From,” “Moscow is Under Construction,” “The Kremlin,” “Mug of Milk,” etc. The perception of such a film requires preparing children, asking them questions that they must answer after watching. Therefore, the film demonstration is part of the lesson, the duration of which does not exceed 10 minutes.
The general methodology for demonstrating educational films consists of the following stages:
– a preliminary conversation with children, during which the children’s experience and knowledge about the phenomenon to which the educational film is dedicated comes to life. As a result of the discussion, the children are given a new cognitive task, then they are shown a film;
– after watching the film, in a short conversation, children exchange impressions with peers and the teacher. This conversation should not require the content of the film to be reproduced. The teacher only asks questions that allow him to find out how the children have learned the content, helps them understand ideas, make connections;
– a few days later the film is shown again, with attention drawn to those aspects that were not sufficiently perceived or understood the previous time;
– after re-watching, a conversation is held. It includes a retelling of the content, its analysis - highlighting significant facts and connections between them. During the conversation, it is important to preserve and deepen the emotional impression of the film watched, the children’s empathy for the events perceived and their relationship to the characters.
It must be taken into account that a simple demonstration of an object, phenomenon, or its image does not ensure that the child identifies the necessary aspects and properties of these objects. Spontaneously occurring perception does not lead to the formation of correct ideas about objects. The ability to perceive and understand what is shown on the screen is formed under the influence of an adult.
Organization consists in the fact that an adult, in strict sequence, identifies various aspects and properties of an object, linking individual knowledge into a holistic idea of the object. At the same time, the high emotionality of children is also important - they are captivated by the brightness and dynamism of phenomena, the external side of the actions and deeds of the heroes. In this regard, there is a need to teach children to deeply perceive the content.
It is important for a preschooler to watch performances, the showing of which is organized by kindergarten teachers. For this purpose, actors of theaters or theater studios are invited. During the performance, there is live communication between actors (characters) and children. Children emotionally evaluate what is happening, carefully following the progress of the performance. In addition to inviting theater actors to preschool institutions, it is useful to take children to children's performances in the theater. After all, visiting the theater itself can become a real holiday, giving many new vivid impressions and exciting experiences.
Theater can become a source of joy for children, instill in them the talent to be spectators, to understand performing arts. Watching performances allows you to develop aesthetic, moral and emotional sensitivity, and help children comprehend the laws of theatrical art. Playing with imagination allows you to develop creative thinking. Immediately after the performance, preschoolers answer questions about the plot and the meaning of the performance shown. At the same time, educators can assess the intellectual level of children’s preparation due to the completeness and correctness of their answers, and give children the necessary explanations about new concepts that they learned during the performance.
2.4. Visual teaching techniques:showing methods of action, showing a sample
These techniques are based largely on imitation and its role in the child’s acquisition of knowledge and skills. Demonstration of actions, methods of work, and the sequence of its implementation is used in physical education, music classes, visual arts classes, and in labor training. This technique reveals to children the task of the upcoming activity, directs their attention, memory, and thinking. The display must be clear and precise. It is necessary for children to see every movement and notice the peculiarities of its implementation.
The teacher denotes each of his actions with the word: “I make a hole in the ground, but not very deep. Now I carefully take the cutting. Be careful, because it has very thin roots, they can be easily damaged.” The word should complement the movement, characterize its direction. Sometimes the teacher involves one of the students in demonstrating individual movements and actions, having prepared the child in advance.
Showing a sample is used in teaching visual arts and work, especially manual and artistic work. The teacher involves children in analyzing the sample and determines the stages of implementation.
Unfortunately, in mass practice there are often cases when a teacher explains or shows children what they already know how to do. As a result, the child “links the instructions” to a specific situation. Similar work in other conditions again requires clarification. The result is “learned helplessness.” If a teacher wants to develop independence and creative abilities in children, he should show only those actions and ways of working that seem new to them.
For example, the children learned how to make boxes using a pattern. After some time, they are given a learning task - to make a toy according to a pattern (theme - to choose from: basket, stroller, cart, wheelbarrow). The basis of the design is the same, so the techniques for working with the pattern should not be shown again. But it is necessary to encourage children to look for ways to transform a box into another object.
Depending on the level of knowledge and skills of the students, the teacher offers them either a full sample (primary training in techniques), or a partial one (only new elements), or several samples to choose from (creative embodiment of previously learned techniques).
3. Application of visual methods and techniques
3.1. The use of visual methods in the physical education system
In the physical education system, general didactic methods are widely used: visual, verbal (verbal), practical.
Visual methods form ideas about movement, the brightness of sensory perception and motor sensations, and develop sensory abilities.
This group of methods includes demonstration of physical exercises, the use of visual aids (drawings, photographs, cinemagrams, filmstrips, films), imitation (imitation) of visual landmarks, sound signals, and assistance.
Physical exercise demonstration . When shown to children through the organs of debate, a visual image of physical exercise is created. Demonstration is used when children are introduced to new movements. The exercise is demonstrated several times. In order to create in a child the correct visual idea of a physical exercise and encourage him to perform it in the best possible way, it is necessary to show the movement at a high technical level, that is, at full strength, at a normal pace, with emphasized ease. After this, the exercise is explained in general and shown again.
In the future, the demonstration is used to create visual representations of individual elements of the exercise technique. And before the show, children are told which element they should pay attention to. As the exercise is mastered (if possible), they resort to partial demonstration, i.e., showing the element of the technique that is being mastered in this lesson. When children have already created a correct visual and muscular-motor idea of movement, it is advisable to evoke its image with a word, while activating the child’s thinking.
The teacher carefully prepares for the show. It is important to choose the right place so that the exercise shown is visible to all children. For example, it is advisable to demonstrate general developmental exercises while standing on an elevation and at some distance from the group, with short children placed in front. The most complex exercises (throwing, jumping, etc.) should be shown in different planes in order to create a correct idea of the position of the torso, legs, and arms.
During the learning process, it is useful to give children the task of observing their comrades and noting the quality of the exercises.
Use of visual aids. To clarify the technique of physical exercises, visual aids in the form of planar images (paintings, drawings, photographs, filmograms, filmstrips), as well as films, are used.
It is advisable to show visual aids in free time from classes. By looking at them, children clarify their visual ideas about physical exercises, perform them more correctly in physical education classes and more accurately depict them in their drawings.
Imitation. Imitating the actions of animals, birds, insects, natural phenomena and social life occupies an important place when teaching children physical exercise. It is known that a preschooler is characterized by imitation, the desire to copy what he observes, what he is told about, what he reads. By imitating, for example, the actions of a bunny or mouse, children get into character and perform the exercises with great pleasure. The positive emotions that arise in this case encourage you to repeat the same movement many times, which helps to consolidate a motor skill, improve its quality, and develop endurance.
Images that correspond to the nature of the movement being learned help create a correct visual representation of it. For example, to perform jumps on two legs, moving forward, the teacher uses the image of a sparrow. Images that do not fully correspond to the nature of the movement being learned (jumping like bunnies) are used to ensure that children perform physical exercises with great interest. Such images are used after the movement has been largely mastered, i.e. when consolidating motor skills.
Imitation is widely used in mastering general developmental exercises and movements such as walking, running, etc. Children can imitate the movements and habits of animals (bear, fox, bunny, etc.), birds (goose, rooster, hen, sparrow, heron) , insects (butterfly, beetle, fly, mosquito, bee, caterpillar), plants (flower, grass, etc.), various types of transport (train, tram, car, plane), labor operations (chopping wood, rinsing clothes, cutting with scissors etc.). Imitation is used in all age groups. But more often it is used when working with younger children. This is due to the visual-figurative nature of the thinking of children of this age and the use of simple exercises for which it is easy to select images.
Visual landmarks (objects, floor markings) stimulate children to activity, help them clarify their ideas about the movement being learned, master the most difficult elements of the technique, and also contribute to more energetic performance of exercises. For example, bright toys stimulate children to walk and crawl. The task of touching an object suspended above the raised arms encourages the child to increase the force of the push and jump to the appropriate height; The task of reaching the toes with your hands when bending helps to increase the amplitude of movement. Visual landmarks are usually used after children have already created general idea about the movements being learned.
Sound landmarks are used to master the rhythm and regulate the tempo of movements, and also as a signal for the beginning and end of an action, to record the correct execution of the exercise (when crawling under the rope to which the bell is attached, the child bends down lower so as not to touch it).
Visual and auditory techniques contribute to the sound regulation of movements. They are carried out to the accompaniment of music, songs, the rhythm of a tambourine, drum, accompanied by jokes and the reading of poems. For example, a child walks with pleasure to rhythmic poems like:
Along a level path, Along a level path Our feet walk. Top, top, top, top - Our legs are walking.
The use of auditory visualization not only improves the quality of movements, regulates tempo and rhythm, but also causes an emotional uplift in the child and a desire to perform movements.
All teaching methods and techniques play vital role in the formation of motor skills and should be used in combination.
3.2. Visual method in music education
The visual method in music education has two varieties: visual-auditory and visual-visual.
Visual-auditory method is the leading method of musical education, since without it the perception of music is impossible. The performance of musical works by the teacher or the use of TCO is the main content of this method. The music director must be able to expressively, brightly, and artistically perform musical works in order to evoke in children empathy for music and its emotional perception.
Music can be performed both live and recorded. It is known that live performance is more effective; recording cannot completely replace it. But as a technique, the use of a recording can be effective, especially when it is given in comparison with the “live” sound of the work.
Let's consider options for the problematic use of the visual-auditory method. In some cases, there may not be a problem: the teacher performs a piece of music, the children listen to it.
But it is also possible to create problematic situations. This is facilitated by techniques that encourage children to make comparisons, comparisons, and searches for analogies. For example, a comparison of “live” sound and a recording, a comparison of two (three) works that contrast with each other. The task becomes more complicated if children compare works that are less contrasting, similar in mood, genre, etc. Older children are able to distinguish between versions of the teacher’s performance of the same work.
Visual-visual method in musical education it has an auxiliary meaning and can be classified as a technique. Visual clarity (paintings, drawings, color cards, etc.) is used to concretize impressions, awaken their imagination, illustrate unfamiliar phenomena, images, introduce musical instruments, etc.
Visual clarity should be combined with auditory clarity, helping auditory perception. It is not always used, but only when necessary, depending on the age of the children (in junior groups its use is more justified), the presence of programming and imagery in the musical image. Before listening to a piece of music, visual clarity is used only when something needs to be explained and illustrated (for example, show an image of a musical instrument that will sound).
Imposing on children any ideas about a piece of music before listening to it in the form of a finished picture impoverishes the process of perceiving music and over-specifies it. Therefore, the use of visual clarity is more justified only after several listenings to the work, when children have already formed their own ideas about the musical image.
Techniques of visual clarity are not always problematic in nature (the teacher can illustrate and specify what he has said). It is more effective to use them in problematic situation(in combination with other methods and techniques). The children are given the task of choosing from two (three) paintings one that matches the mood of a piece of music, or comparing two (three) musical pieces with the painting and choosing the one closest to it in figurative content, means of expression, selecting and placing colored cards (dark ones) on the panel or light), corresponding to the mood of the music, etc.
The use of visual techniques in music classes facilitates the assimilation of certain knowledge, makes learning problematic, interests children, develops imagination, encourages them to compare, contrast, and search for analogies when listening to various pieces of music.
In addition to those mentioned above, visual methods are also used in visual arts classes and in labor training.
Thus, visual teaching methods are aimed at forming in the child clear ideas about objects and phenomena of the surrounding world (the success of their development depends on how well children develop their ability to observe their surroundings, establish connections between phenomena of reality, and identify the general and the individual). creativity), the development of perception as the leading cognitive process, as well as the development of visual-effective, visual-figurative forms of thinking and speech, the main types of activity of a preschooler - games, visual and labor activities.
References
1. Preschool pedagogy. Lecture notes. Pichugina N.O., Aidasheva G.A., Assaulova S.V. - M.: Publishing house: Phoenix, 2004. - 384 p.
2. Kozlova S.A., Kulikova T.A. Preschool pedagogy: Tutorial for students average ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000. - 416 p.
3. Kosminskaya V.B. et al. “Theory and methodology of visual activity in kindergarten.” - M., “Prosveshchenie”, 1977.
4. Visual methods of teaching physical exercises. Access mode: http://parohod.kg/fisic-vospitanie
5. Characteristics of methods and techniques of music education. Access mode: http://shkolniks.ru/music-vospitanie
Most often it is represented by CDs, audio cassettes, tape recordings, and less often records. Sound information is reproduced using tape recorders, electrophones, players, and radios. Such recordings are designed to promote correct voice placement, development of literary pronunciation, and correct placement of accents. Voiceover of fragments literary works forms in the student an idea of the emotional coloring of tone, the possibilities of using intonation in order to harmonize the first and second communicative plans.
Visual or screen aids.
They include banners, slides, filmstrips, and didactic materials for projection.
Transparencies are large-format transparencies that are assembled in such a way that the corresponding parts of the complete image of an object, process, device, mechanism, etc. reproduce the dynamics of development or movement.
For example, on the screen you can simulate the flight of a bird by overlaying drawings with different positions of its wings.
The technology for manufacturing dynamic banners, according to N.Est.Moiseyuk, is based on the following sequence of actions: 1) selection of the object of study; 2) “phasing” of its elements; 3) development of a plan-scenario for banners. The demonstration technology is that all the banners are superimposed on the base frame in a logical sequence, according to the mentioned scenario plan. This overlay provides a dynamic image of the object.
Transparencies are demonstrated using graphic projectors - devices that allow you to project diagrams, graphs, charts, drawings, records, etc. on a screen, which are made on large-format transparent film. The advantage of graphic projectors is that they can be used in darkened rooms and make it possible to move the film in forward and reverse directions. This allows you to make the necessary notes during a lesson, erase what was written down, move data, open or close part of the material, and the like.
A somewhat similar function is implemented by an overhead projector, which is intended to be used instead of a blackboard, which is reflected in a certain way in its name: “CODoscope” - K - blackboard, O - optical, D - board.
Transparencies are photographic black-and-white or color images on film or glass that are projected onto a screen using an epidiascope. Transparencies are often made by teachers themselves if there is a need to project certain handwritten, printed or drawn materials, photographs, illustrations, etc. onto the screen.
Filmstrips are a kind of screen composition, which is made up of a selection of frames in a certain plot sequence, which allows you to demonstrate individual phases of development, convey movement, and the internal dynamics of phenomena and events. The use of filmstrips in the classroom involves active analytical and synthetic activity of students, aimed at understanding the educational content in its interrelations. However, there are cases of inappropriate use. This most often happens when the teacher tries to be sure to demonstrate all the frames, which takes up time for carrying out other types of educational work necessary for this lesson.
Sometimes filmstrips are made with sound recorded on a record or tape.
Audiovisual or visual-auditory aids.
These include educational films, television, videos, filmstrips with sound.
Educational cinema began to develop in the pre-war years of the 20th century. Since that time, the production of didactic film products has improved significantly. Its expanded didactic capabilities are explained by the fact that the film has the ability to influence not only the student’s visual and auditory analyzers, but also his emotional sphere. Among educational films, a distinction is made between integral films, which often consist of several parts, and film fragments, the duration of which reaches 3-5 minutes.
Using educational cinema, the teacher must, on the one hand, have a sense of proportion, and on the other, reasonably determine its place and role in the system of other didactic means.
Television not only opened up the possibility of holding famous film lessons at school, but also came to the aid of students and teachers in preparing for lessons at home. Educational material, as a rule, is widely covered using the latest achievements of science and technology. Thanks to educational television programs, especially wide opportunities for conducting film lessons have appeared for teachers of history, geography, literature, music, and labor training.
Daytime programs intended for direct use in lessons can be: 1) from the topic of a specific lesson (most often, materials that are inaccessible to schools are shown); 2) television lectures (visual materials are selected in a logical sequence and are accompanied by the presenter’s story); 3) transfer of a general nature (the result of the knowledge acquired by students in the process of demonstrating a rich visual material or a filmed research experiment); 4) television excursions dedicated to familiarization with those objects that students cannot visit (remote museums, nature reserves, picturesque corners of nature, foreign countries, etc.); 5) TV shows dedicated to the addition educational materials textbook (for example, fragments of a film about rare natural phenomena or social life).
Evening television programs related to the school curriculum are aimed at: 1) helping students complete complex homework (students are offered a system of qualified explanations aimed at explaining the essence of the tasks and the algorithm of actions for their implementation); 2) consultations for teachers (they create the opportunity to watch educational television programs in advance, with which it is possible to work in the lesson, having previously received the appropriate methodological recommendations); 3) telelectures, teleexcursions, which during the demonstration exceed the duration of the lesson; 4) lessons that bring advanced pedagogical experience to the teaching community (demonstrated directly from schools as a kind of calling card of an innovative teacher).
Answer:
Music education methods are presented represent a variety of ways to guide the process of musical education. Aimed at shaping the personality and comprehensive musical development of a preschool child. The methods are carried out under conditions of direct contact between the teacher and the children, his influence and effective assistance in the process of their active learning and independent musical activity.
Taking into account the age and individual characteristics of children of each period preschool childhood and in connection with this level of general and musical development, the teacher purposefully creates an environment for music classes that ensures the general musical and creative orientation of all children’s activities in the process of their communication with music.
The first method in music education is visual-auditory. Music reflects in artistic images the objective life surrounding children, and in musical education is the primary source of a special, unique artistic and figurative knowledge acquired through the external senses, through auditory sensations and perceptions. This is the first stage of sensory cognition. Music, evoking diverse moods, emotions, feelings of a child under the influence of close, familiar artistic images of a musical work.
The second method in music education is verbal, addressed to the child’s consciousness, deepening his empathy for an artistic musical image, giving it meaning, convincing of its truthfulness. For a child, one of such means of cognition, especially those close and understandable to him, is the specific figurative word of the teacher. The essence of life phenomena and objects is reflected in thought and expressed in words. Thought, word is the second stage of knowledge. The teacher's word helps the child understand the idea and content of a piece of music.
The third method in music education is artistic and practical, which is based on musical creative and performing activity, closely related to the learning process. Gradually, the child comes to reflect empathetic artistic images in the performing activities available to him - in singing, playing music, dancing, playing children's musical instruments, and in a kind of productive children's creative activity under the guidance of a teacher. It gives the child the opportunity to effectively test the correctness of musical education and artistic thought in active, versatile and independent activities.
Visual-auditory, verbal and artistic-practical methods in the pedagogical process are interconnected. This is required by the specifics of musical education and related learning, in which feeling and thought, emotional and conscious components represent a unity that provides the child with comprehension and the power of empathy for musical images.
At the beginning of working with young children, the teacher gradually introduces them to music and contributes to the emergence of their first artistic perceptions and impressions. In the process of mastering certain knowledge, skills and abilities, the child is gradually brought to greater independence. When teaching and involving a child in independent actions, taking into account their age-related activity and great capabilities, the teacher in some cases uses the method of direct influence, offering the child a sample and method of execution (singing a song, its fragments, performing a dance movement), and in others uses the method of indirect pedagogical impact on the independent activity of children (clarification of the emotional characteristics of the game image: a small, cheerful bird, an angry, angry wolf. Encourages the child to be more expressive of movements).
In senior and preparatory groups The teacher-musician uses the method of problem-based education and training, especially encouraging and developing in children an independent search for solutions to perform creative tasks which the teacher offers them.
In the process of musical and artistic education of children, the appropriate combination and implementation of the already mentioned and a number of other methods and techniques depends on the tasks of aesthetic education, as well as on various aspects of the pedagogical process.
Methods and techniques are defined:
1. The sources from which children acquire knowledge (the use of visual aids, methods of verbal-figurative emotional explanations, etc.).
2. Types of artistic activities and their educational tasks (techniques for developing artistic perception of reproductive and creative activities in accordance with the music training program).
3. Types and stages of musical and artistic activities (specifics of techniques for certain types of artistic and musical activities; techniques depending on the types of classes - complex, single-type, thematic, accounting and control; techniques at the initial meeting with a task, when implementing them, when transferring them to new situations ).
4. The tasks of developing artistic creative abilities (techniques for developing an ear for music, visual observation, special abilities - a sense of rhythm, composition; the formation of productive creativity).
5. The requirement to comply with the age-related capabilities of children (techniques for teaching younger children; game situations, entertainment, bright visuals, instructions from the teacher, his active role; techniques for teaching older children: the formation of artistic interests, inclinations, the development of self-control, self-esteem, changing the nature of visibility in accordance with the instructions of the teacher , fascination with the role of search situations, methods of independent action).
6. An individually differentiated approach is the establishment of correct relationships in the process of collective lessons between: techniques of an individual approach and approaches to small groups of children, united by similar levels of artistic preparedness, as well as techniques for addressing the entire group (frontal approach).
Each main method contains a certain set of developed methodological techniques that, in response to its main task and specificity, detail, specify, and clarify its method.
The widespread creative use by the teacher of individual methodological techniques and their combinations enriches the methodology of music education as a whole, individualizes it, warns against established cliches, and helps to work creatively.
