Verbal teaching methods: types, classification, characteristics

Since speech is what distinguishes humanity from the diverse forms of life represented on earth, the transfer of experience from older generations to younger ones through communication is logical. And such communication involves interaction through words. From this, a rich practice of applying verbal teaching methods arises. In them, the main semantic load falls on such a speech unit as a word. Despite the statements of some educators about the antiquity and lack of effectiveness of this method of transmitting information, there are positive characteristics of verbal teaching methods.

Principles for classifying the interaction between student and teacher

Communication and transmission of information through language accompanies a person all his life. When considering historical retrospectives, one can notice that teaching was treated differently with the help of words in pedagogy. In the Middle Ages, verbal teaching methods were not as scientifically sound as they are in modern times, but they were almost the only way to obtain knowledge.

With the advent of specially organized classes for children, and after them schools, teachers began to systematize the variety of interactions between the teacher and the student. So in pedagogy appeared teaching methods: verbal, visual, practical. The origin of the term “method”, as usual, is of Greek origin (methodos). In the literal translation it sounds like "a way of understanding the truth or achieving the desired result."

In modern pedagogy, a method is a way to achieve educational goals, as well as a model of the activity of the teacher and student in the framework of didactics.

In the history of pedagogy, it is customary to distinguish the following types of verbal teaching methods: oral and written, as well as monological and dialogical. It should be noted that in the "pure" form they are rarely used, since only a reasonable combination contributes to the achievement of the goal. Modern science offers the following classification criteria for verbal, visual, and practical teaching methods:

1. The division according to the form of the source of information (verbal, if the source is a word; visual, if the source is observable phenomena, illustrations; practical in the case of acquiring knowledge through actions). The idea belongs to E.I. Perovsky.
2. Determination of the form of interaction between subjects (academic - the replication of "finished" knowledge; active - based on the student’s search activity; interactive - implies the emergence of new knowledge based on the joint activity of participants).
3. The use of logical operations in the learning process.
4. Division by the structure of the studied material.

Features of using verbal teaching methods

Childhood is a period of rapid growth and development, therefore it is important to consider the capabilities of a growing organism in the perception, understanding and interpretation of information received orally. Based on age-related features, a model of using verbal, visual, practical teaching methods is being built.

Significant differences in the education and upbringing of children are observed in early and preschool childhood, primary, secondary and senior levels of school. So, the verbal methods of teaching preschoolers are characterized by laconicism of statements, dynamism and mandatory compliance with the child's life experience. These requirements are dictated by the visual-objective form of thinking of preschool children.

But in the elementary school the formation of abstract logical thinking takes place, so the arsenal of verbal and practical teaching methods is significantly increasing and acquiring a more complex structure. Depending on the age of the students, the nature of the methods used also changes: the length and complexity of the sentence, the amount of perceived and reproducible text, the subject of the stories, the complexity of the images of the main characters, etc.

Types of verbal methods

Classification is carried out according to the set goals. There are seven types of verbal teaching methods:

• story;
• explanation;
• briefing;
• lecture;
• conversation;
• discussion;
• work with the book.

The success of the study of the material depends on the skillful use of techniques, which, in turn, should involve as many receptors as possible. Therefore, verbal and visual teaching methods are usually applied in a coordinated tandem.

Scientific studies of recent decades in the field of pedagogy have proved that a rational division of class time into "working hours" and "rest" is not 10 and 5 minutes, but 7 and 3. Under rest means any change of activity. The use of verbal methods and teaching methods, taking into account the time intervals of 7/3, is the most effective at the moment.

Story

The monological method of narrative, consistent, logical presentation of the material by the teacher. The frequency of its use depends on the age category of students: the older the contingent, the less often the story is used. One of the verbal methods of teaching preschoolers, as well as primary schoolchildren. It is used in the humanities to educate middle-school students. In working with high school students, a story is less effective than other types of verbal methods. Therefore, its use is justified in rare cases.

With apparent simplicity, the use of a story in a lesson or lesson requires the teacher to be prepared, possess artistic skills, be able to maintain the attention of the public and present material, adapting to the level of students.

In kindergarten, the story of how the teaching method affects children, provided that they rely on personal experience, are absent, the absence of a large number of details that prevent the kids from following the main idea. The presentation of the material must necessarily cause an emotional response, empathy. Hence the requirements for the teacher when using this method:

• expressiveness and intelligibility of speech (unfortunately, educators with speech defects are increasingly appearing, although, no matter how scolded the USSR, the presence of such a feature automatically closed the doors to the university before the applicant);
• use of the entire repertoire of verbal and non-verbal dictionary (at the level of Stanislavsky “I believe”);
• the novelty and originality of the presentation of information (based on the experience of children).

At school, the requirements for the use of the method increase:

• the story may contain only accurate, genuine information indicating reliable scientific sources;
• built according to a clear logic of presentation;
• the material is supplied in a clear and accessible language;
• contains a personal assessment of the facts and events presented by the teacher.

The presentation of the material can take a variety of forms - from a narrative story to a retelling of what has been read, but is rarely used in teaching natural sciences.

Explanation

Refers to verbal teaching methods of monological presentation. It implies a comprehensive interpretation (of both individual elements of the studied subject, and all interactions in the system), the use of calculations, reference to observations and experimental results, finding evidence using logical reasoning.

Using the explanation is possible both at the stage of studying new material, and during the consolidation of the past. Unlike the previous method, it is used in humanitarian and exact disciplines, since it is convenient for solving problems in chemistry, physics, geometry, algebra, as well as in establishing causal relationships in the phenomena of society, nature, and various systems. The rules of Russian literature and language, logic are studied in a combination of verbal and visual teaching methods. Often, the questions of the teacher and students are added to the listed types of communication, which gradually turn into conversation. The minimum requirements for using an explanation are:

• a clear understanding of the ways to achieve the goal of explanation, a clear statement of tasks;
• logical and scientifically based evidence of the existence of causal relationships;
• methodical and justified use of comparison and juxtaposition, other methods of establishing patterns;
• the presence of noteworthy examples and the strict logic of the presentation of the material.

In the lessons in the lower grades of the school, the explanation is used only as one of the methods of influence, due to the age characteristics of the students. The most complete and comprehensive use of the technique in question occurs when interacting with middle and senior children. Abstract logical thinking and the establishment of causal relationships are fully accessible to them. The use of verbal teaching methods depends on preparedness and experience - both the teacher and the audience.

Briefing

The word is derived from the French instruire, which translates as "teach," "instruct." Briefing, as a rule, refers to the monologic method of presentation of the material. It is a verbal method of teaching, which is characterized by concreteness and brevity, the practical orientation of the content. It is a plan for the upcoming practical work, which briefly describes the methods for completing tasks, as well as warnings about common mistakes due to violation of the rules for working with components and safety precautions.

Conducting a briefing is usually accompanied by a video sequence or illustrations, diagrams - this helps students to navigate in the assignment, keeping instructions and recommendations.

By practical significance, the briefing is conditionally divided into three types: introductory, current (which in turn is frontal and individual) and final. The purpose of the first is to familiarize yourself with the plan and rules of work in the lesson. The second is intended to clarify controversial issues with an explanation and demonstration of techniques for performing certain actions. The final briefing is held at the end of the lesson in order to summarize the results of the activity.

In high school, a written form of instruction is often used, since students have sufficient self-organization and the ability to read the instruction correctly.

Conversation

One way of communication between teacher and students. In the classification of verbal teaching methods, conversation is a dialogical kind. Its implementation involves the communication of subjects of the process on pre-selected and logically built issues. Depending on the purpose and nature of the conversation, the following categories can be distinguished:

• introductory (designed to prepare students for the perception of new information and activate existing knowledge);
• communication of new knowledge (carried out to clarify the studied patterns and rules);
• repeat-generalizing (contribute to the independent reproduction of the studied material by students);
• control and correction (carried out in order to consolidate the studied material and verify the formed ideas, abilities and associated assessment of the result);
• instructive;
• problematic (with the help of questions, the teacher outlines the problem that students try to solve independently (or together with the teacher)).

Minimum interview requirements:

• expediency of posing questions;
• the appropriate form of questions is considered to be short, clear, meaningful;
• double questions should be avoided;
• it is inappropriate to use questions that “prompt” or encourage the guessing of the answer;
• Do not use questions that require short yes or no answers.

The fruitfulness of the conversation to a large extent depends on the endurance of these requirements. Like all methods, conversation has its advantages and disadvantages. The advantages include:

• the active role of students throughout the lesson;
• stimulation of the development of memory, attention and speaking of children;
• possession of strong educational power;
• the method can be used in the study of any discipline.

Disadvantages include a large investment of time and the presence of risk elements (receive an erroneous answer to a question). A feature of the conversation is a collective joint activity, during which questions are raised not only by the teacher, but also by the students.

A huge role in organizing this type of training is played by the personality and experience of the teacher, his ability to take into account the individual characteristics of children in questions addressed to him. An important factor in the involvement in the discussion of the problem is the reliance on the personal experience of students, the relationship of the issues with practice.

Lecture

The word has passed into Russian from Latin (lectio - reading) and means a monologic sequential presentation of voluminous educational material on a specific topic or question. A lecture is considered the most difficult type of training organization. This is due to the features of its implementation, which have advantages and disadvantages.

Advantages include the ability to broadcast taught knowledge to any number of audiences by one lecturer. The disadvantages include various “involvement” in the awareness of the topic of the audience, averaging of the material presented.

Conducting a lecture implies the presence of certain skills among students, namely the ability to isolate the main thoughts from the general flow of information and outline them using diagrams, tables and figures. In this regard, conducting lessons using this method is possible only in high school.

The difference between a lecture and such monological types of training as a story and an explanation is in the amount of material provided for students, the requirements for its scientific nature, structuredness and validity of evidence. It is advisable to use them when presenting material with coverage of the history of the issue, relying on excerpts from documents, evidence and facts confirming the theory under consideration.

The main requirements for the organization of such activities are:

• scientific approach to the interpretation of content;
• high-quality selection of information;
• accessible language for the presentation of information and the use of illustrative examples;
• compliance with the logic and consistency in the presentation of the material;
• literacy, intelligibility and expressiveness of the lecturer's speech.

The content distinguishes nine types of lectures:

1. Introductory. Usually the first lecture at the beginning of any course, designed to form a general idea of ​​the subject under study.
2. Lecture information. The most common type, the purpose of which is the presentation and explanation of scientific theories and terms.
3. Sightseeing. It is called upon to reveal interdisciplinary and intradisciplinary connections for students in the systematization of scientific knowledge.
4. Problematic lecture. It differs from those listed by the organization of the process of interaction between the lecturer and students. Collaboration and dialogue with the teacher can reach a high level through solving problematic issues.
5. Lecture visualization. It is built on commenting and explaining the prepared footage on the selected topic.
6. Binary lecture. It is carried out in the form of a dialogue between two teachers (debate, discussion, conversation, etc.).
7. Lecture with planned errors. This form is carried out in order to activate attention and a critical attitude to information, as well as to diagnose listeners.
8. Lecture Conference. It is a disclosure of the problem with the help of a system of prepared small reports performed by listeners.
9. Lecture consultation. It is carried out in the form of "questions-answers" or "questions-answers-discussion". Possible lecturer answers throughout the course, as well as the study of new material through discussion.

In the general classification of teaching methods, visual and verbal more often than others are held in tandem and act as a complement to each other. In lectures, this feature is most pronounced.

Discussion

One of the most interesting and dynamic teaching methods, designed to stimulate the manifestation of cognitive interest of students. Translated from Latin, the word discussio means "consideration". A discussion means a reasoned study of a question from different points of view of opponents. From a dispute and polemic, it is distinguished by its purpose - finding and accepting agreement on the topic under discussion.

The advantage of the discussion is the ability to express and formulate thoughts in a dispute situation, not necessarily correct, but interesting and extraordinary. , .

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• compilation of a thematic thesaurus (work on enriching the vocabulary);
• compilation of formal logical models (here we can include mnemonics, schemes for better memorization of material, and other techniques).

The formation and development of such skills is possible only against the background of the careful, patient work of the subjects of education. But mastering them pays off with interest.