Discussion as a method of teaching, contributing to the development of critical thinking, consciousness and responsibility

Discussion as a method of teaching attracted the attention of educators and psychologists in the thirties of the XX century. Today, this method, belonging to active learning, is used to revitalize interpersonal processes in various activities: education, creativity, management, psychotherapy and many others.

AMO and their types

Classification of active teaching methods provides for their division into two types - individual and group. Individuals are applicable to an individual who carries out a professional, general, special or other type of preparation without contacting other students. Group methods are used to train a certain number of students.

The most optimal is the classification of active teaching methods , which involves dividing them into four main groups that combine individual and group activities with the primacy of the latter.

1) Discussion as a method of training is based on direct and active communication of participants. At the same time, the leader takes a detached position, facilitates the organization of interaction, exchanges views, manages the development and adoption of a group decision.

2) Methods that use elements of the game that contribute to finding new experiences that a person could not get for different reasons.

3) Ranking methods that enhance the activity of students due to the created effect of competition and additional motivation for the needs of achievements.

4) Trainings, allowing to exert a stimulating, developing and corrective influence on the personality and its behavior.

Discussion as one of the methods of active learning

It should be noted that the discussion as a method of teaching is based on the organizational communication of students in the course of work on solving educational or professional problems. As a discussion method, a "round table", a Socratic conversation, an analysis of a specific situation, panel discussion, brainstorming and others can be chosen.

Any discussion involves discussion of a problem, question or topic, in the process of working on which there were different judgments. It is built on the successive speeches of participants presenting their point of view. But the discussion will be successful only if the activity is shown not only by speakers and the speaker, but also by listeners asking questions assessing reports leading to counterarguments.

Another of the important conditions for polemics is its objectivity. In this regard, the role of the facilitator is the ability to keep it within the framework of the topic, not to focus on details and small details.

But discussion as a method of teaching can be used only if a single point of view has not been developed by science or practice, and several schools work on solving the problem or there are different directions in its study. This method is most actively used in the study of the humanities and social sciences.

Therefore, the discussion as a method of teaching contributes to the non-standardization of the educational process, it has a beneficial effect on the thinking and behavior of the trainees, contributes to the development of their responsibility and consciousness.

The essence of the analytical-synthetic method of teaching

To teach literacy in school and at the present stage, the analytic-synthetic method is used, the method of instruction developed by KD Ushinsky. It is based on the study of the sounds of living speech. The essence of this method of training consists in the allocation of sentences from the coherent speech, from sentences - words, from words - syllables, from syllables - sounds. Such actions are an analysis. Along with this, the reverse process occurs: syllables are composed of sounds, syllables - words, words - sentences, and sentences - coherent texts. These actions are a synthesis.

Thus, the analytical-synthetic method - the method of teaching literacy promotes the development and upbringing of the individual. Thanks to the system of speech, analytical and synthetic exercises, the intellectual development of students becomes effective. This method allows pupils to make a deeper analysis of the phenomena occurring in nature and surrounding life, because it is based on their personal experience.