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«Наука через призму времени»
Декабрь, 2018 / Международный научный журнал
«Наука через призму времени» №12 (21) 2018
Автор: Коваленко Виктория Сергеевна, преподаватель кафедры иностранных языков
Рубрика: Педагогические науки
Название статьи: Group discussions and their role in the teaching process in high school seminars
Дата публикации: 6.12.2018
УДК 377.131.14
GROUP DISCUSSIONS AND THEIR ROLE IN THE TEACHING PROCESS IN HIGH SCHOOL
SEMINARS
Коваленко Виктория Сергеевна
преподаватель кафедры иностранных языков
Веретельникова Юлия Яковлевна
преподаватель кафедры иностранных языков, кандидат педагогических наук
Зенина
Ирина Викторовна
преподаватель кафедры иностранных языков
Саратовский государственный медицинский университет, г.Саратов
Аннотация. Данная статья посвящена вопросу групповых дискуссий в образовательном процессе на примере образовательного процесса в вузе. Авторы статьи считают дискуссию одним из наиболее продуктивных способов ведения семинара. Также в статье приводятся различные примеры дискуссионных занятий, и авторы рассуждают о возможных причинах неудач при их проведении.
Ключевые слова: дискуссия, вуз, работа в группах, образовательный процесс.
Abstract. This
article is dedicated to the question of group discussions in the teaching
process in high schools. The authors of the article believe that discussion is
one of the most productive methods of a seminar. Also there are some examples
of discussion lessons types in the article, and the authors argue about
possible reasons of bad results in discussion seminars.
Keywords: discussion,
high school, group work, teaching process.
The contemporary
teaching process in high schools alongside with different educational strategies
involves significant expansion of students’ educational activity. This agenda
is particularly relevant today, as the educational process should be hold like
communication, interaction, exchange of opinions between students or between
students and a tutor.
Today the process of
education in many high schools is organized with the help of group, interactive
methods of training, which is discussion, role-playing, and simulation game. The
educational discussion is the most common method. Its main task is to identify
the existing diversity of participants views on any problem and, if necessary, to
perform their comprehensive analysis.
According to M.V. Klarin
discussion is a method of debate and resolution of controversial issues [1, c.
117]. Currently, it is one of the most widespread forms of educational activity
that stimulates the initiative of students and reflexive thinking. In contrast
to the debate being an exchange of opinions, discussion is a debate-dispute, some
conflict of opinions. Discussion should be an equal debate between tutors and
students concerning questions of different nature.
In our opinion, the
discussion should be a leading method of training in the learning process of
disciplines where there may be ambiguity in the explanation of phenomena.
It is clear that for
better assimilation of knowledge, it is necessary to discuss it with somebody.
L.S. Vygotsky, S.L. Rubinstein and many other researchers proved that
intellectual growth is a product of both internal and external, or social processes.
They promoted the opinion that a higher level of thinking arises from
relationships expressed through a dialogue between people. M.V. Klarin writes
that when generated and debated together, people start thinking differently,
far superior than if doing the same individually. In groups and in private
conversations, they consider problems from different angles, agree or argue,
monitor differences, resolve them and weigh the alternatives [1, c. 86].
According to E.N.
Korneeva the main types of discussion are free discussions, focused
discussions, the council of experts, debate on professional and life incidents,
metaplan and brainstorming [2].
Each participant of a free discussion takes the floor when his
or her opinion is ready to be expressed, and he or she is encouraged to share
the thoughts with others. When these two conditions are present, a mature
performance may be performed. A distinctive feature of this form of discussion
work is the lack of strict regulation of work time, the number of speakers and their
performances.
Focused discussions are most often held on political, economic, scientific, social,
ethno-cultural, religious and other topics. In high schools students choose
speakers in advance, prepare for their performance, select the material for it,
think over the form of performance. The overall success of focused discussion
largely depends on properly prepared speakers. The tutor also has to encourage
the rest of the group to active support. This type of discussion allows to form
a panoramic view or consciousness among students, critical thinking and
contributes to the development of personal citizenship.
Any council of experts is aimed to work out a union decision. Here a
tutor has to prepare a decision draft. During the discussion on this draft the
students are divided into two groups according to disagreement with opinions.
This type of discussions can take place at high school seminars, round tables
during scientific conferences, symposia.
During debates on professional and life incidents,
a tutor creates problem situations, borrowed from professional practice not yet
available to students. Students are required to provide a full analysis of the
situation and make an appropriate decision. The advantage of this type is that
real practice really can help in decision-making.
While having a metaplan a tutor suggests writing
briefly on the special cards the number of questions that are thought to be
profitable for discussion. The discussion is held on the question that had
scored the most.
The organization of brainstorming can be represented by the
following steps such as formulation of the problem, formation of an expert
group, training intellectual warm-up, actual “brain storm”, evaluation and
selection of results, and their synthesis.
As for the results of
discussion – it can be successful or not. Our teaching experience has proved
that sometimes tutors, being afraid to lose group management during a lively
and chaotic discussion, turn the lesson into a boring superintendence. However,
they should encourage a self-organization.
We think that holding
discussions as a part of seminars helps to break the ice and achieve better
understanding with students. In case of unsuccessful discussion a teacher
should not quit, but practice the skill further.
V.A. Slastenin claims
that studies on the use of discussion in different training environments have shown
that it is inferior to the direct presentation in terms of information transfer
effectiveness, but highly effective for remembering information, creative
understanding of the studied material and the formation of value orientations [3,
c. 102].
It should be noted that the method of discussion
provides the development of spirituality and formation of morality. Discussion
is one of the most difficult options for interactive seminars. Successful
discussion is always based on preliminary students’ work. The topic chosen for
discussion should be interesting and relevant for students. What is worth
noting is that the emotional state of a tutor is directly reflected onto the
behavior of students. That is way discussion is thought to be one of the most
important forms of education that contributes to the development of the child's
personality.
Discussion
requires the student to mobilize all skills, encourages the development and
deepening of new knowledge, expands horizons and makes one master a whole range
of communication skills. In General, the discussion can be held in other
classes, training activities, as part of them. For example, the method of
discussion, along with role-playing games, may precede the method of projects
or be part of the project work. Any kind of discussion can be used in higher
education.
Список литературы:
- Кларин М.В. Инновации в мировой педагогике: обучение на основе исследования, игр, дискуссии: анализ зарубежного опыта / М.В. Кларин. – Рига: Эксперимент, 1998. – 180 с.
- Корнеева Е.Н. Активные методы социально-психологического обучения: Учебное пособие. [Электронный ресурс] – ГОУ ВПО "Ярославский государственный педагогический университет им. К.Д. Ушинского", 2009.
- Сластенин В.А., Подымова Л.С. Педагогика: Инновационная деятельность. – Минск, 2003.
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