GROUPS TRAINING

The organizational structure of group
of teaching methods, including write term papers for money can be combined, i.e. contain different forms: group (when one teaches
one teaches many people), paired, individual. At that, group communication is the dominant one. Group methods of teaching may include:
- class-lesson organization;
- lecture and seminar system;
- forms of differentiation of the educational process;
- Didactic games;
- the Bell-Lancaster system;
- brigade-laboratory method;
- project method;
- Trump method.
Various forms of organization of collective-cognitive activity are used, both frontal and in-class group. distinguishes five levels of collective learning and cognitive activity:
- frontal (simultaneous) work in class, aimed at achieving a common goal;
- work in static pairs;
- group work (on the principles of differentiation);
- intergroup work (each group has its own task in the common goal);
- frontal-collective activity with the active
participation of all schoolchildren.
Actually the third and fourth levels of the organization of educational work in class are called the group technologies in practice only.
Such work requires temporary division of the class into groups for joint decision of certain tasks. Pupils .
are offered to discuss the task, to outline ways of its solution, to put them into practice, and, finally, to present the
the result they found together. This form of work is better than frontal,
provides consideration of individual features of pupils.
Hypothesis: the way of organization of children's activity is a
a special factor of joint (collective) activity,
which has a powerful stimulating effect on child development. Group technologies as a collective activity imply:
- mutual enrichment of students in the group;
- organization of joint actions, leading to an activation of learning and cognitive processes;
- distribution of initial actions and operations (set by the system of tasks, conditioned by the features of the studied object);
- communication, exchange, and mutual understanding, without which it is impossible to distribute, exchange, and understand each other, and thanks to which
planning of conditions of activity adequate to the account task
and the choice of the appropriate means of action;
- exchange of ways of action - set by the necessity
for the creation of various ways of doing something to get an aggregate product of activity, i.e. a problem solution;
- mutual understanding is dictated by the nature of inclusion
of pupils in joint activity;