Non-traditional forms of learning as one of the ways to improve the quality of knowledge

Modern pedagogy in the concept of "forms of learning" includes general forms of education and forms, with the help of which the organization of educational and upbringing activities takes place. Common forms include individual, collective and group work. Lessons, circles as subject, as well as creative and technical, excursions, student scientific societies are forms of organization of educational and upbringing activities.

Also the concept of "form of education" is interpreted as the organization of the learning process, which has developed historically and is distinguished by its stability and logical completeness. She is characterized by systematic, integrity, ability to improve, the constant composition of students, a certain mode of conduct and personality-active character.

The main form by which the process of schooling is organized is a lesson, since most of the time spent at the school is allocated to it. The system by which children are trained during the lesson in the classroom has stood the test of time. And although at the present time criticism against it is heard from all sides, it is used today in almost all countries of the world. The class-lesson system has its positive and negative sides. Its advantages include simplicity in organization, simplicity in management, efficiency. At the same time, the negative side is that it is not always possible to apply an individual approach to students due to a strict organizational structure.

Modern forms of school education

Many researchers are of the opinion that the interest in students in the subject will appear due to the presentation of the content of the material being studied. Practice shows that if the interest is reduced only to the content side of the new information, then interest in the students will appear only from case to case.

If the students during the lesson are not actively involved in the activity, then the interest that has arisen to the content of the material will never turn into cognitive interest. To encourage children to cognitive activity, it is necessary to constantly combine traditional forms of education and non-traditional forms of education in their work.

Training in the form of a class-lesson form is the main one in the educational process. But the lesson will never be interesting for the student if he is constantly offered to be included in a work that is monotonous in structure and technique. Therefore, traditional forms of education in this form are unacceptable today.

The framework of the usual lesson becomes close, in this connection new forms of its organization and methods of conducting appear. A non-standard lesson is one of the ways of teaching and educating schoolchildren. This type of learning activity is an improvisation-based activity with an unconventional construction. For such lessons there are no methodological aids. They are based on the talent, knowledge, skills and skill of the teacher.

At the present stage, non-traditional forms of training can be applied in classes with different levels of training. It can be lessons in various subjects, held in verse or fairy tales, lessons-excursions, lessons-conferences, lessons-discussions, lessons-plays.

Naturally, schoolchildren prefer non-traditional forms of education, because they are interesting in their organization, design and methods of conducting. But such methods should not be considered the main, because you can not turn the education process into a game. The educational process should maximally promote the mental development of schoolchildren. And the teacher's task is to awaken the children's need for knowledge, the desire to assimilate them and constantly improve.

Therefore, there is no doubt that non-traditional forms of teaching contribute to the expansion of the field of activity of the teacher, awaken the intellectual activity of students, and, consequently, enhance the effectiveness of the learning process.

For lessons to be always cognitive and interesting, the teacher constantly needs to think, seek, try. Therefore, the use of non-traditional forms of teaching contributes to the development of creative inclinations not only of schoolchildren, but also of the teacher himself.