The path to success is modern technology of teaching

Perhaps it is impossible to meet a teacher who does not want his subject to cause deep interest among schoolchildren. Yes, so that students not only know how to write different formulas and equations on the board and conjugate irregular verbs, but also logically thought, could imagine a complete and logical picture of the world, could perceive a foreign language as a living organism, and not a collection of grammatical rules.

To help any teacher to achieve this level of their lessons so that they can become effective, modern teaching technologies can make it possible to achieve truly amazing results with much less effort of the teacher and students. For this, various technical means are used, which have gone far ahead compared to simple tape recorders and players of the recent past. Interactive whiteboard, computer, projector - this is not a complete list of all the technical means.

A fairly familiar idea of a typical lesson is drawn to us by a teacher with a piece of chalk in one hand and a rag in the other, standing in front of the school board and explaining a new topic. But now it became clear that a simple hearing of the finished information is extremely inefficient. It only seems that it is worthwhile for the teacher to intelligibly explain the material, how immediately the students will remember everything they need and fully understand the material.

In fact, purely mechanical (heard - learned) knowledge can not be transferred from head to head. Hence, the student from the passive object of learning must be turned into an active participant in the educational process, which is what modern teaching technologies assume. Consequently, the educator should also cease to play the role of a mere informer, but become an organizer of cognitive activity of students and a kind of catalyst for the process and a generator of ideas.

So now modern teaching technologies are often forced to completely forget about the chalk-smeared hands of the teacher. And the school board itself has undergone many changes. Now this is an interactive whiteboard that allows the learner to interact directly with the material being studied. So the student can independently build diagrams and graphs, view and study with a great degree of clarity a variety of chemical formulas, build complex structures and much more.

Modern technologies of teaching a foreign language also fundamentally differ from the traditional memorization of words of language and grammatical rules. Now the practical approach to the problem of language learning comes to the fore. Moreover, in this case we are already talking not about studying a language that nobody really wants, but about practical mastering of the language.

In this case, the mechanical memorizing of individual words and grammatical rules, which are the most ineffective method, as exemplified by secondary schools, when even foreign students are unable to speak the language, becomes unnecessary. Modern technology of teaching presupposes the practical mastery of the language and the study of the existence of language as a living organism.

Very closely with the modern methods of mastering a foreign language, group learning technologies are also connected. It is the group that can play whole scenes of communication on the street or in a restaurant, and not in accordance with a previously prepared scenario, but completely "spontaneously", with a complete imitation of the real situation, which the slide demonstration on the screen can help.

Thus, one can draw a far-reaching conclusion: success can become most complete if, during the lesson, knowledge is created by the student independently, under the strict guidance of the teacher as a result of the properly organized special cognitive activity that he has organized.