Lyutaya L.F.,
teacher of general professional disciplines GBPOU "Bryukhovetsky Agrarian College", Art. Bryukhovetskaya, Krasnodar Territory
APPLICATION OF CONCENTRATED TRAINING WHEN TEACHING THE DISCIPLINE “TECHNICAL MECHANICS”
The development of technology and the introduction of new technologies in modern production involves increasing the educational level, professional skills and mobility of modern specialists. Modern society needs an individual who is able to independently and creatively acquire, assimilate and apply knowledge in changing production conditions. Analysis of the modern lesson-based teaching system reveals a number of shortcomings and contradictions. The assimilation of an academic discipline with such an organization of training is extended over a long time; it is not the ability to see patterns that is introduced into the absolute, but the knowledge of specific rules, individual formulas; the educational material studied in lessons is very diverse: a kaleidoscope of new concepts, laws, rules, principles, dates, phenomena falls on students in almost every lesson. “The consequence of this “content vinaigrette” is that students’ attention is scattered across a number of subjects. The constant change of subjects, classrooms, and teachers does not allow students to immerse themselves completely in any of them, does not give them the opportunity to dwell on something, to think more deeply about a question or subject that interests them.” Resolving this contradiction requires a transition to a different organization of learning, which would bring the educational process as close as possible to the natural psychological characteristics of human perception, assimilation and memorization of information. Concentrated training meets this task. “The purpose of concentrated learning is to eliminate the multi-subject nature of the school day, the kaleidoscopic nature of sensations and impressions in the formation of knowledge, and the fragmentation of the cognition process. The effectiveness of the educational process during concentrated training is achieved through the real integration of all components of the learning process: target, content, control and assessment. Concentrated training follows the spirit of demo-
cratization and humanization of education, unites all the components of the pedagogical process, meets the needs of a modern secondary vocational school."
The discipline “Technical Mechanics” plays an important role in the formation of the technical engineering thinking of the future mechanical technician, and contributes to the formation of skills to independently navigate the rapid flow of scientific and technical information. The ever-increasing volume of information and the use of new methods of structural design require the selection of the necessary information for the training of specialists of a certain profile. The extensive path of simply increasing the amount of study time has been exhausted. Achieving, when studying “Technical Mechanics”, such goals as integrity, consistency of the cognition process, interest in learning, variety of educational activities within the framework of the class-lesson system with its multi-subject nature and dispersal of the process of studying the discipline does not give the desired pedagogical effect. To achieve these goals, the teacher needs to: systematize educational material; highlight the main thing, the main thing; structure it using the uniformity of the structure of formulas and the similarity of laws and phenomena; to establish the unity of calculation methods in the discipline “Technical Mechanics” and their practical orientation; organize independent work of students. “Russian universities have accumulated positive experience of concentrated training in certain disciplines: pedagogy (V.S. Bezrukova, Ekaterinburg Engineering Pedagogical Institute]); special subjects (V.M. Gareev et al., Ufa Aviation Institute; A.T. Popov, T.V. Davydov, Magnitogorsk Mining and Metallurgical Institute]". The educational technology of concentrated training is considered as one of the approaches to organizing training, which makes it possible to remove difficulties that are not always possible to overcome within the framework of the traditional class-lesson system of organizing training.
“Concentrated learning is a technology for organizing learning in which, for a short or long period, students’ energy and working time are concentrated on the study of one or more disciplines.” The purpose of concentrated training is to increase - 64 -
research on the quality of teaching and education of students (achieving systematic knowledge, their mobility, etc.) by creating an optimal organizational structure of the educational process. The purpose of concentrated education is also to eliminate the multi-subject nature of the school day, the kaleidoscopic nature of sensations and impressions in the formation of knowledge, and the fragmentation of the cognition process. Didactic and methodological support for the process of concentrated teaching in the discipline “Technical Mechanics” includes: designing the content of the discipline “Technical Mechanics” in conditions of concentrated training, methodological support for concentrated teaching in the discipline, teacher training as a condition for the implementation of concentrated training. The implementation of the educational technology of concentrated teaching in the discipline “Technical Mechanics” in the pedagogical process requires adequate structuring of the content of educational information. The educational process of teaching the discipline is designed to be modular in content and concentrated in form. The didactic conditions for the implementation of concentrated teaching of the discipline consist in preparing the content of the discipline for the conditions of concentrated teaching according to the following algorithm: analysis of the content of the subject for the need and possibility of systematization and structuring, highlighting common objects of study; key, core issues; preparing the content of the subject for the conditions of concentration (building a structural diagram of the subject, forming modules (blocks) of content); designing the work program of the subject (designing modules for presenting and understanding educational material and developing the time aspect of concentrated learning); in developing didactic and methodological support for the process of concentrated learning. The main means of teaching are a block-modular program of the discipline, a schedule of immersion in the discipline, didactic and methodological support for each block. The modular program for studying the discipline "Technical Mechanics" reflects the content component of the learning process (content of educational information), the procedural component (forms and methods of teaching), as well as the requirements for the student’s skills in the subject and the time aspect.The study of the content of the module is built in accordance with the structural diagram of the module.
Block diagram of the content of the training module of section 2 “Strength of materials”
The educational material is structured based on the principles of integrity and consistency. A "core" of knowledge is identified (postulates, laws, patterns], around which a "shell" is formed - material of an applied nature. The content of the discipline structured in this way also requires appropriate means for visual representation and formation of systemic knowledge among students. For this purpose, reference signals are widely used and notes, structural and logical diagrams, tables, educational presentations. Concentrated training allows you to diversify to the greatest extent the forms and methods of studying educational material, ensuring the integrity of its assimilation. The main educational and organizational unit in concentrated training becomes not a lesson, but an educational block, which includes various forms of training organization. Modules are divided into blocks. Block - temporary educational unit
a unit containing a relatively independent part of educational material. In the conditions of a radical change in the educational process, structured educational blocks consist of theoretical training (lectures), independent work of students on educational material in various forms, practical classes, laboratory work, tests, tests, test assignments. A necessary condition for the implementation of concentrated training is the training of the teacher Changing the form of teaching and the structure of the entire educational process required a change in the content of the teacher’s teaching activities, which, in turn, implied not only the restructuring of educational material into larger didactic units, but also a variety of types of activities and forms of educational interaction with students in the learning process. An indispensable condition for success is the rethinking of each teacher’s place and role in the pedagogical process. In the new conditions, each teacher must be ready to conduct qualitatively not just one lesson a day, but to “work” on an entire topic, to act not just as a carrier of educational information and controller, but to be the organizer of educational and cognitive activities of students in various forms, to use a wide range of methods and techniques in professional activities. Concentrated training allows for saving educational time (a large volume is studied in a shorter time), ensures the integration of theory and practice; promotes the implementation of a holistic process of cognition, knowledge and skills are formed in unity; creates favorable conditions for cooperation and communication between teachers and students, creates a favorable microclimate ; increases the level of assimilation of the material; activates cognitive interest; forms the motive for learning.
List of used literature
1. Bilbas A.N. Subject-group form of organizing classes // Public education. 1993. No. 2. P. 20-21.
2. Ibragimov G.I., Kolesnikov V.G. Concentrated training in secondary vocational school. Kazan, 1998. P. 103.
3. Concentrated training in the system of secondary vocational education // Secondary vocational education. 1996. No. 3. P. 83-89.
4. Klyueva G.A. Concentrated training in the theoretical foundations of the profession in primary vocational school. Kazan, 2000. 13 p.
5. Lukyanova V.S., Ostapenko A.A. School of self-expression. Azov experimental-pedagogical complex: three years of journey // Pedagogical Bulletin of Kuban. Krasnodar. 1998. No. 1. P. 20-25.
6. Ostapenko A.A. “Immersion” lessons in physics // Physics at school. 1988. No. 4. P. 25-28.
7. Ostapenko A.A. Concentrated learning: models of educational technology. Krasnodar: Department of Education and Science, 1998, 56 p.
8. Prokhorova Ya.G. Concentrated teaching of the Russian language in primary school. Azovskaya: AESPC, 1997. 32 p.
For about ten years I have been using a rating system for monitoring the quality of knowledge when teaching students the discipline "Technical Mechanics". Checkpoints have been worked out, tasks and their ratings have been optimally thought out. Students are involved in the process of constant work, from lesson to lesson. Only completed assignments on time bring maximum results and bring everyone closer to the successful completion of the discipline. The students are satisfied, the teacher is satisfied.
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The successful development of modern society presupposes a close relationship between socio-economic progress and constant improvement of the education system. The second year of secondary vocational education continues the transition to training based on new federal state standards of the third generation (FSES), the distinctive feature of which is their focus on learning outcomes and labor market requirements. A trained young specialist should be included in production and social processes without any problems, productively using the qualifications, experience and competencies acquired during training. The education system must not only ensure that students master certain educational content, but - and this is the main thing - create conditions for launching mechanisms of self-education, self-development, and responsibility for their activities. “The right to study must be returned to the student,” says V.A. Karsonov, and one cannot but agree with him.
The success of training largely depends on the proper organization of control of educational activities. Checking and assessing the “quality of education” is a necessary condition for optimizing the learning process.
The issues of learning control have always received considerable attention. This is reflected in the works of psychologists L.S. Vygotsky, A.N. Leontyeva, V.V. Davydova and others. Methods and forms of knowledge control are discussed in the works of domestic (Yu.K. Babanensky, M.I. Zaretsky, V.M. Polonetsky, Z.A. Reshetova, etc.) and foreign (A. Anastasi, N. Kronlund, A. Hughes, etc.) teachers. At the new stage of development of education, assessment of the quality of training of students and graduates is carried out in two main directions: assessment of the level of mastery of disciplines (MDK, professional modules) and assessment of the competencies of students.
The task of each teacher is to study and use the accumulated experience, develop and apply their own methods and forms of knowledge quality control. For many years I have been using a rating system for assessing the quality of knowledge in teaching the discipline of technical mechanics. This is one of the most popular modern monitoring technologies, which allows an integrated assessment of all types of student activities and a quantitative characterization of the quality of specialist training. The correctness of my choice is confirmed by the positive dynamics of growth in academic performance and quality of knowledge in a technical discipline that is traditionally difficult for students. I use my experience in this system, accumulated didactic and methodological material when creating a fund of assessment tools for this discipline.
The rating system, in contrast to the 5-point system, is characterized by the integral nature of the assessment. This allows me to consider the learning process in dynamics, compare the rating indicators of different students (groups) with each other at different points in time, on different modules, analyze the advantages and disadvantages of certain innovations, rebuild and predict future results.
The rating system is open and transparent. This is manifested in the fact that working conditions and assessment of the quality of knowledge, skills and abilities are brought to the attention of students in advance. Which also corresponds to the requirements of the Federal State Educational Standard for Secondary Professional Education “for assessing the quality of mastering the main professional educational program” in that “specific forms and procedures for current control of knowledge, intermediate certification for each discipline and professional module are developed by the educational institution independently and brought to the attention of students during the first two months from the start of training.” I introduce the group to the system for assessing the quality of knowledge at the first lesson in the discipline. Detailed information about the work program, a list of mandatory control points (events) and the time of their implementation, the principle of rating (minimum and maximum points) for these control points, the module, the final result, ways to obtain additional points, etc. are issued in the form of an Information Sheet (Memo). This is given to each student and posted on the information board. From the first lessons I make it clear that the success of the final result depends on the conscientious, responsible, regular fulfillment of all the teacher’s requirements. Each student gets the opportunity to clearly plan their achievements. By participating in the work of organizing control of all types: stage-by-stage, milestone, final, see your shortcomings. Everyone can take measures to improve their rating, for example, by performing independent work of a more complex level, solving problems of increased complexity. The teacher has the opportunity to stimulate the work of each student, his independent additional work to expand and deepen his knowledge of the subject. Moreover, a significant amount of time is allocated for the student’s independent work in the discipline (in the third generation Federal State Educational Standard). I assign extra points for completing assignments early. All these agreements and additional conditions may change and be adjusted depending on the level of training of the group, changes in working conditions during the semester, etc.
The rating system has advantages over the traditional five-point system from a psychological point of view. There is no negative point when everyone is divided into “successful” and “unsuccessful”. An experienced teacher knows that the number of “twos” often does not stimulate, but, on the contrary, creates indifference. A rating result (even a small one) at the end of each topic or section encourages any progress! There are no “bad” grades here; even a small answer earns its own point, which goes into the general fund.
The rating system for monitoring the quality of knowledge makes it possible to create conditions under which both sides of the educational process receive satisfaction from work and study. And the inspiring power of success will immediately bring its positive results!
The use of a rating system for assessing the quality of knowledge does not require changing the structure of the educational process and is best combined with a block-modular training system. The division of the content of the academic discipline into sections and topics is already contained in the work program. It is necessary to begin the development of rating indicators with an analysis of available methodological materials to ensure control and determine the main control points.
Simplicity, accessibility, obviousness (primarily for the student) and logic should be primarily taken into account when choosing a particular system of rating indicators. The list of checkpoints necessarily includes a test, an exam, a report on practical work, control and independent work, homework and other activities.
Developing a rating indicator for each control point is the most responsible and time-consuming process for a teacher. It is necessary to take into account, first of all, the level of significance of each control point in terms of its contribution to the study of the topic, section and discipline as a whole. The choice of a multi-point system can be anything and depends on the individuality of the teacher. It is recommended not to greatly increase the range of estimates and use the so-called “significance coefficient” (from 2 to 10 for current control and up to 25 for final control), i.e. all events are ranked. To determine the lower limits of assessment indicators (minimum score), it is recommended to use the “assimilation coefficient”, in most cases - 0.7, although from 0.4 to 1.0 are used.
The student’s oral response, work at the blackboard, technical dictation, or completion of an individual test task is scored from 3 to 5 points;
Independent work (small test tasks during the lesson) is scored from 5 to 10 points;
Homework (written work) – from 7 to 11 points;
Calculation and graphic tasks (according to options) – from 18 to 30 points;
Practical work – from 12 to 20 points;
Test work – from 15 to 25 points.
In addition to the main control points, points are given for checking notebooks (6-10 points): I take into account keeping a notebook and regularly completing all homework. Final certification - exam - from 20 to 30 points.
The rating system allows you to intensify the extracurricular (independent) work of students: preparation of messages and abstracts, design and research work, presentations, compilation and solution of crossword puzzles, problems of increased complexity, production of manuals, etc. - is assessed with appropriate points. Points for independent work can amount to up to 40% of the number of points for this module, which is a good motivation for this activity and allows for a better assessment of the developed competencies.
If a student misses a test point for a valid reason, then this work is completed in additional time and is assessed with the same number of points. Missing a control event without a good reason is penalized by the fact that work completed in extra time is assessed at a minimum. If the control measure is not completed (even by the minimum score), the work is allowed to be repeated, but is assessed only at the lower limit.
For each module (discipline section), a rating indicator card is compiled, which indicates the total number of points (from and to), all control points and the corresponding points. At the end of the semester, the results of all cards are entered into the general card for the discipline (summary by module), the result is summed up (the corresponding column), then there is a column for the final certification (exam, test) and the final rating. The point system allows the student to score such a total amount that he can be exempted from the exam (if he meets the “excellent” mark) or can improve his result if he meets the “good” mark.
In a multi-point rating scale, as in a five-point scale, there should be three characteristic areas: the area of unsatisfactory assessments, which should occupy up to 60% of the entire scale, the area of transitional assessments - approximately 10%, and the area of good and excellent assessments - 30%. Depending on the type of learning activity, module structure, etc. The maximum score may change, but the percentages of the above areas should remain the same.
The rating system I have developed and used (its visual manifestation is cards for recording rating indicators) allows you to easily and quickly (with some experience) summarize the achievements of each student, analyze the performance of the entire group and each individual, identify shortcomings, and take timely measures to change unfavorable situations . Even at the initial stage of using this knowledge control system, an increase in students’ motivation for learning activities becomes obvious, the desire to learn regularly becomes natural, and a conscious interest in the results of their work is noted.
The use of a rating system for monitoring the quality of knowledge opens up new opportunities for the teacher to improve the forms and content of control activities. The rating will make it possible to fully implement the methodological function of control: improving the work of the teacher himself. Allows each of us to evaluate teaching methods, see our strengths and weaknesses, and choose the best options for teaching activities.
The use of a rating system creates a significant additional burden for the teacher. This includes determining the “cost” of rating indicators, selecting and compiling a list of control points, the need to constantly certify students and regularly summarize results, and, above all, methodological support for control in all sections and topics.
Current control ensures regular management of educational activities, their correction, and stimulates constant interest in cognitive activity. This determines the forms and content of control activities: a frontal survey, individual oral answers are supplemented with homework (in writing), independent work (in writing, for 10 minutes), and test assignments. In order to have a reliable idea of the level of material learned, tasks must be multi-variant and multi-level (implementing a student-oriented approach). Of course, this is additional methodological work and burden when checking work.
Midterm control allows you to determine the quality of students’ study of educational material by sections and topics and the ability to apply the acquired skills and abilities when performing practical tasks. I organize this type of control using tests of medium level (up to 15 points) and increased complexity (up to 25 points). One cannot help but mention the educational significance of this moment: students learn to realistically assess their capabilities, make responsible decisions, develop self-criticism, and draw the right conclusions for the future.
The final control, aimed at checking the final learning results, is an exam that consists of a test and a practical part (also multi-level). All of the listed methods, forms of control, and the corresponding methodological support are reflected in the CBS for this discipline.
The rating system for monitoring the quality of knowledge is a “living”, changeable system. This forces the teacher to be constantly in search, improve the forms and methods of control activities, adjust the teaching material (increasing options, introducing tasks of varying complexity, developing additional tasks, tasks of increased complexity, etc.), sometimes revise the teaching methodology itself, study the accumulated experience colleagues. This stimulates the creative activity of the teacher, promotes his professional growth and has a beneficial effect on the learning process as a whole.
The use of a rating system for assessing the quality of knowledge allows us to judge the real achievements of each student with greater objectivity. Rating - an individual integrated numerical indicator forces everyone to work towards the final result. Starting with low scores for an oral response and for work in class, the student is gradually drawn into systematic, conscientious work from lesson to lesson. If you didn’t score points today (or didn’t score well), you can correct the situation in subsequent lessons. Reflection makes it possible to get a better result: choose a more difficult task, prepare more thoroughly for the checkpoint, etc.
Monitoring the quality of knowledge using ratings allows maximum consideration of the individual psychological characteristics of the student as an individual.
- stimulate the student’s systematic work;
- the student himself can predict grades of his work step by step and see the state of his affairs at any time;
- cultivate responsibility, integrity and discipline;
- evaluate knowledge objectively and flexibly;
- make timely adjustments;
- improve the comprehensive educational and methodological support of the subject.
Literature
- Federal State Educational Standard for Secondary Education - III
- Vygotsky L.S. Pedagogical psychology - M., 1991
- Zvonnikov V.I., Chelyshkova M.B. Quality control of training during certification: a competency-based approach: a textbook. M., 2009
- Zvonnikov V.I., Chelyshkova M.B. Modern means of assessing learning outcomes. M., 2009
- Karsonov V.A. Pedagogical technologies in education – Saratov, 2001
- Sosonko V.E. Monitoring the educational activities of students in secondary specialized educational institutions using a rating system - NMC SPO, 1998
- Sosonko V.E. Organization of control over the mastery of educational activities using rating indicators - NMC SPO - M, 1998
- Karchina O.I. The use of elements of the rating system in the educational process - SPO No. 2, 2001
- Kuznetsova L.M. Rating system of knowledge control – Specialist No. 4, 2006
- Orlov N.F. Block-modular system (from work experience) – Specialist No. 6, 2006
- Pastukhova I.P. Methodological support for the design of control and evaluation tools in the discipline. SPO No. 10, 2012
- Semushina L.G. Recommendations for the implementation of modern teaching technologies – Specialist No. 9, No. 10, 2005
METHODOLOGICAL REPORT
“Advanced technologies for studying the discipline of Technical Mechanics”
teacher of special disciplines
GOBPOU "Gryazinsky Technical College"
1. Active learning methods are methods that encourage independent acquisition of knowledge
In recent decades, so-called active learning methods have become widespread, encouraging students to independently acquire knowledge, activating their cognitive activity, development of thinking, and the formation of practical skills. Problem-search and creative-reproducing methods are aimed at solving these problems.
Active learning methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge, its memorization and reproduction by the student, but at the student’s independent mastery of knowledge and skills in the process of active cognitive and practical activity.
To enhance the cognitive activity of students, traditional teaching methods are used using such techniques as asking questions when presenting the material, including individual practical exercises, situational tasks, turning to visual and technical teaching aids, encouraging them to take notes, and creating supporting notes.
The features of active teaching methods are to encourage students to engage in practical and mental activity, without which there is no movement forward in mastering knowledge.
The emergence and development of active methods is due to the new tasks that arise before the learning process, which consist in not only giving students knowledge, but also ensuring the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of rapid growth of information it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.
Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.
Cognitive independence is usually understood as the desire and ability to think independently, the ability to navigate a new situation, find one’s own approach to solving a problem, the desire to understand not only the educational information being absorbed, but also the methods of obtaining it, a critical approach to the judgments of others, and the independence of one’s own judgments.
Cognitive activity and cognitive independence are qualities that characterize a person’s intellectual abilities to learn. Like other abilities, they are manifested and developed in activity. The lack of conditions for the manifestation of activity and independence leads to the fact that they do not develop. That is why only the widespread use of active methods that encourage mental and practical activity, and from the very beginning of the learning process, develops such important intellectual qualities of a person, which further ensure his active desire to constantly master knowledge and apply it in practice.
Active learning methods can be used at different stages of the educational process: during the initial acquisition of knowledge, consolidation and improvement of knowledge, and the formation of skills. It is impossible to sharply divide the available teaching methods into active and inactive.
Depending on the focus on the formation of a knowledge system or the mastery of skills, active teaching methods are divided into non-imitation and imitation. Imitation training, as a rule, involves teaching professional skills and abilities and is associated with modeling professional activities. When used, both professional activity situations and professional activity itself are simulated. Imitation methods, in turn, are divided into gaming and non-gaming, depending on the conditions accepted by students, the roles they perform, the relationships between roles, the established rules, and the presence of elements of competition when performing tasks.
2. Conducting a lesson using the brainstorming method
The problem of developing the creative abilities of students is acquiring enormous socio-economic and social significance these days. One of the factors for the successful development of society is the training of educated, creatively thinking personnel focused on accelerating scientific and technological progress. Active learning methods help solve the problem of developing students' creative abilities in the education system. Lessons in which the search activity of students comes to the fore bring much more benefit than those in which you only need to mechanically memorize and conscientiously absorb the truth expressed by the teacher. Students, to some extent, must be researchers, pioneers. Probably, it is necessary to intensify the learning process, make wider use of active learning methods - problem-based, research, which include business and role-playing games, method, case analysis method, brainstorming method, individual workshops, etc.
This methodological report discusses one of the classes in the discipline “Technical Mechanics”, conducted using the “brainstorming” method. The Epod method promotes the development of dynamic thought processes, forms the ability to focus on any “narrow” issue of the topic being studied. The essence of this method is a collective search for ways to solve problems.
Using the “brainstorming” method requires the teacher to prepare in advance, select a topic for the lesson, and select problems for which students will have to find solutions. It is necessary to carefully and more than once think through the brainstorming procedure, prepare and justify educational tasks, and multiply the conditions and rules for generating ideas.
It is necessary to prepare thoroughly for the final assessment. During the year, you can conduct two to three classes using this method. To conduct such a lesson in the discipline “Technical Mechanics”, the topic “Flat system of arbitrarily located forces” was chosen.
By the time this lesson is conducted, students have already accumulated certain basic knowledge and received the basic basis for a fruitful study of this topic. They already know the basic axioms of statics, the concepts of force, systems of forces, have the skill of adding a flat system of converging forces, have a complete understanding of the conditions for the equilibrium of systems of forces, and practically know how to compose equilibrium equations. Taking all this into account, the teacher carefully develops a lesson plan and scenario.
3. Conducting a lesson using role-playing method
One of the methods of interactive learning is a game, which allows you to involve the largest number of students in the learning process and make learning interesting, exciting and fruitful.
Using interactive games, I pursued the goal of creating comfortable learning conditions in which the student feels successful and intellectually competent, which makes the entire learning process productive.
Any teacher, first of all, cultivates and develops interest in the subject. But the more seriously from a professional, scientific and pedagogical point of view he approaches the solution of this complex problem, the more successfully he solves another, no less important one - the awakening and development in students, on the basis of a special interest, of the desire to study related subjects and master the entire body of knowledge.
Studying the topic “Friction” is of practical importance in the development of students’ analytical thinking. Friction in machines and mechanisms plays a very contradictory role. In some cases, friction is a negative phenomenon; they try to get rid of it, if not completely, then at least reduce it in order to increase efficiency. mechanisms and machines.
In other cases, on the contrary, they increase the cohesion between individual parts to ensure the normal operation of mechanisms (clutches, belt drives, friction gears, brakes, etc.).
This material is not difficult to study, so you can give students the opportunity to study it on their own, and then reinforce it in the lesson using role-playing in the form of a “court hearing.”
Knowledge and skills, which are then developed in the process of solving problems, will be useful to students when studying many topics in technical mechanics, as well as when studying special disciplines and in practical activities.
Before teaching a lesson, the teacher must review the educational material on the topic both in textbooks on technical mechanics and in textbooks on special disciplines, as well as in special literature on friction, in the encyclopedia (TSB). Then divide the material “pros” and “cons”, taking into account the positive and negative role of friction in machines and mechanisms. After this, it will finally become clear how many roles should be involved in the game. This work needs to be carried out: in advance, even when drawing up a calendar and thematic plan.
About two weeks before the lesson, it is necessary to announce in the group about the upcoming game, its purpose, distribute roles taking into account the wishes of the students, indicate what literature to use and direct students to show creative initiative not only in the content of their speeches, but also in their design with visual aids .
Draw students' attention to the fact that in their speeches information about new progressive materials, types of lubricants, and efficiency is desirable. - economic indicators of machines and their individual mechanisms, as well as examples of the practical application of the studied material in agricultural machinery.
The “chairman of the court” and the “assessors” receive brief instructions from the teacher on evaluating the performances of other participants in the game. - For greater objectivity of their assessments, it is advisable to select the “chairman of the court” and “assessors” from among the most successful students.
On the eve of the lesson, the teacher, together with the participants in the game, clarify the course of the “trial”, decorate the class, provide the lesson with visual aids and TOO.
In the auditorium, two tables are set aside for the “court hearing”. They are covered with a tablecloth, a carafe of water is placed, and a bell rings.
The “court” is conducted by the “chairman”. “Assessors” monitor students’ performances and give grades. The “court secretary” calls the participants of the meeting.
The speaking participants in the “court” support their speech with posters, models, machine parts and other visual aids that they have prepared.
The teacher is in the “courtroom” and does not interfere with the course of the game. Only after the “verdict” is made when summing up the lesson does he assess the students’ preparation for the game. Then he announces the next stage of the lesson - solving problems on the topic “Friction”, indicates the purpose of this stage, and the numbers of problems to be solved in the lesson. While solving problems independently, the teacher advises students, and upon completion of the work, makes a conclusion about the lesson and gives grades.
Homework assignments can be given individually for those who did not complete the assignment in class.
4. Problem and game situations when studying the topic
For future mechanical technicians, knowledge of material on this topic is of great importance. Welded joints in all branches of the machine-building complex have almost completely replaced rivet joints due to the great economic effect. Adhesive joints are now widespread in all areas of the national economy for joining a wide variety of materials that cannot be welded. A mechanical technician must have a good knowledge of their technology.
When studying Materials Science, students have already received a certain amount of knowledge on welded and adhesive joints. During practical training in the welding shop, we acquired the skills to perform welding work and consolidated theoretical knowledge. In the section “Strength of Materials”, when studying the topics “Tension and Compression” and “Practical Calculations for Shear and Bearing”, students solved problems for calculating the simplest butt welded joints.
In the disciplines “Engineering Graphics” and “Fundamentals of Standardization, Tolerances and Fit,” students became familiar with state standards for designating welded joints in drawings. Students, after studying the topic “Welded and adhesive joints,” should be able to perform verification calculations of butt and lap welded joints under axial loading of the parts being connected and at the same time be able to select the permissible stress from reference books. The success of acquiring such skills will largely depend on the level of knowledge they acquired while studying mathematics and the basics of computer science.
The ability to make calculations for the strength of welded joints in specific assembly units will be useful to students in the future when developing the structural part of their diploma project. Knowledge of welded joints will be useful to students, will facilitate their study of many topics in the discipline “Maintenance and Repair”, will help them understand the feasibility of welded large-sized structures, in particular, welded gears (when studying the topic “Gears”). All of the above explains the importance of studying this topic.
The program allocates four hours to study the topic “Welded and adhesive joints”. The material is studied in full according to the program. The peculiarity of this topic is that in a relatively short period of time it is necessary to thoroughly study the material and acquire skills in calculating welded joints with recording in long-term memory, therefore it is desirable to use active teaching methods in lessons that will allow students to consciously acquire the necessary amount of knowledge and skills and ensure their strength. It is advisable to use the two hours allocated by the program to study material on the topic, and two hours to consolidate, generalize, systematize this knowledge and develop skills.
Conducting a lesson of this type has a number of common features. In this lesson, of all levels of learning, only perception, understanding and comprehension are realized. Before moving on to presenting new material, the teacher creates a different psychological mood: he emphasizes the theoretical and practical significance of the lesson topic, sets cognitive tasks for students, and, if the content of the material allows, a problem, communicates a plan for presenting the educational material. It is advisable to begin the explanation of new material by updating the background knowledge and showing the internal and interdisciplinary connections of the topic.
The central part of the lesson is devoted to the primary perception of educational material. The presentation must be distinguished by strict logical consistency and sufficiency of facts that reveal the effect of a particular law.
It is especially important when explaining something new to reveal the relationships between the foundations and the conclusions that follow from them.
In students’ perception of new lesson material, a big role is played by the questions that the teacher can pose during the presentation. They encourage students to follow the logic of presentation, isolate the main thing, express their observations, guesses, draw conclusions, and briefly formulate a conclusion. To enhance mental activity, it is good to use diagrams, drawings, and supporting notes.
The success of mastering the main content of the educational material must be identified in the same lesson by analyzing the answers to questions and retelling of the material given by students on a particular scientific position
A lesson of this type has great real opportunities for the development and education of students, especially if it is structured as a problem lesson.
A lesson on improving knowledge, developing skills and abilities on the topic “Welded and adhesive joints” must be carried out after studying the theoretical material on this topic. The main didactic goals in this case are repetition, generalization, and systematization of knowledge.
The distinctive features of this type of lesson are as follows: during their implementation, the essence of the basic scientific concepts and the most significant theoretical conclusions that were studied in this topic is repeated; various connections are established between the phenomena being studied; various phenomena and events are classified according to different criteria; the studied phenomena are assessed based on certain criteria; teaching methods and techniques are used that contribute to the development of intellectual skills in students; tasks are performed that require the synthesis of knowledge from a new angle, the application of knowledge in new educational and production situations, preference is given to tasks of a creative nature.
This methodological report provides a methodology for conducting classes to improve knowledge, develop skills and abilities using a business game, and holding various competitions.
A business game is a management simulation game, during which participants, simulating the activities of a particular person, make decisions based on a given situation. It is aimed at developing students’ skills to analyze specific situations and make appropriate decisions. During the game, creative thinking develops, and if it is carried out in the form of competition between teams within a group, then a spirit of collectivism is developed, responsibility for the decision made to the team.
In this case, the business game is variable in nature, since it contains various variants of tasks: this is a cross-sectional survey, and solving problems, crosswords, and holding competitions. All this makes the lesson more interesting for students; the material is summarized in a playful way and is competitive in nature.
By the beginning of the lesson (according to the assignment in the last lesson), the names of both teams and mottos are known, captains have been chosen, one question has been prepared for each team and two for the captains. Students were required to draw (A4 format) expert cards for accounting and knowledge assessment and display them in a visible place so that students could immediately see their and their team’s results. This is necessary to maintain the spirit of competition, friendship and rivalry.
The lesson begins with the teacher checking homework: the captain of each team introduces himself and his team. Then two people from each team are selected as experts who will evaluate the students’ work. Experts and a teacher form a jury of 5 people. Then the teacher reminds the topic of the lesson and the goal, creates the initial motivation for the students’ cognitive activity: “Today we are holding a lesson-competition between the teams (“Stimulus” and “Universal”), it will consist of the following stages:
Checking notes on adhesive joints (homework assignment);
Oral answers to the teacher’s questions and one question from another team;
Problem solving;
Solving crossword puzzles;
Captains competition.
Your task is to take an active part in the competition in order to get a good mark yourself and not let the team down. The score will be given based on the number of points scored, which the experts will put on their card. If the number of points is 10, the score is “3”; 14 – “4”; 17 – “5”.
How points will be assigned will be specifically stated at each stage, but the following will be taken into account: the quality of answers, additions, reviews of the answer. Everyone, including experts, will receive assessments. The team that scores the most points is awarded the title “Winner Team,” and the student who scores the most points is awarded the title “Expert in Permanent Connections.” If you have questions about the organization of the lesson, you should answer them.
Conclusion
This methodological report examines the conduct of seminar lessons using game methods.
To study the topic “Welded and adhesive joints,” methods for game and problem situations are proposed.
Using the role-playing method, it is proposed to study the topic “Friction” in the “Statics” section.
One of the lessons was developed using the brainstorming method. This method contributes to the development of the dynamism of students' mental activity.
Separate topics in the sections “Statics” and “Strength of Materials” are developed using supporting notes, where theoretical material is depicted in the form of diagrams. With this method of teaching, students more effectively absorb the information received and master the skills of mental activity.
The considered methods interested the students, increased their creativity and activity during the lesson. In addition, the preparation of such classes required students to work independently not only during classes, but also outside of class.
1The implementation of the requirements of the main undergraduate educational program presupposes that graduates have developed certain competencies. This paper examines the impact of passive, active and interactive learning tools on learning outcomes. Groups with different approaches to teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering” are compared. The results of intermediate certifications in technical disciplines were monitored for several years. If we talk about mastery of theoretical material, the results of exams and coursework showed an increase in grades by approximately 3%. However, in the field of solving practical problems, the results are approximately 8–9% higher in groups where innovative pedagogical technologies were used. In addition, students developed the skills of searching for information, the ability to communicate orally and in writing, and working in a team.
technical disciplines
development of competencies
interactive teaching methods
1. Design of the main educational programs of a university in the implementation of level training based on federal state educational standards / ed. S.V. Korshunova. – M.: MIPC MSTU im. N.E. Bauman, 2010. – 212 p.
2. Raevskaya L.T. Professional competencies in the study of theoretical mechanics / L.T. Raevskaya // Education and science: current state and development prospects: a collection of scientific papers based on the materials of the International Scientific and Practical Conference on July 31, 2014: at 6 o’clock. Part 1. – Tambov: Ucom Consulting Company LLC, 2014. – pp. 143-144.
3. Buderetskaya I.V. Interactive teaching methods //Materials of the seminar “Interactive methods and innovative teaching technologies in the educational process” [Electronic resource]. – URL: http://nsportal.ru/nachalnaya-shkola/materialy-mo/2013/12/21/interaktivnye-metody-obucheniya (date of access: 06/09/2017).
4. Tatur Yu.G. Educational process at a university: methodology and design experience: textbook. allowance /Yu.G. Tatur. – M.: Publishing house of MSTU im. N.E. Bauman, 2009. – 262 p.
5. Rogova E.M. Features of organizing the learning process based on the case method. Methodical manual / ed. M.A. Malysheva / Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg). – Department of operational printing of the National Research University Higher School of Economics – St. Petersburg, 2011. – 134 p.
In the federal state educational standards of higher education, a mandatory requirement for the results of mastering a bachelor's degree program is the formation of a certain set of competencies. The concept of competence includes modules - knowledge, skills, and personal qualities. “A modular educational program is a set and sequence of modules aimed at mastering the competencies necessary to assign a qualification.”
Innovative technologies are those that involve not so much mastering a discipline, but rather the formation of competencies, for which they use active and interactive teaching methods. Such technologies include, for example, information and communication technologies (involving computer science in the study of technical disciplines), personality-oriented technologies (developing students’ natural abilities, communication abilities), didactic (using new techniques, methods in the educational process), etc.
From the first meetings with students, teachers of technical disciplines must provide a specific understanding of the goals of studying the discipline, the contribution of this discipline to the formation of competencies. To achieve this, the educational program should provide mostly problem-based, research-based learning, motivating future graduates to acquire the required competencies. It is customary to identify several basic methods of organizing classes used by teachers in their field. The passive method is a form of interaction between the teacher and the student, in which the teacher is the main actor who controls the course of the lesson, and the students act as passive listeners. We do not believe that the passive method should be completely abandoned. The question is the ratio, the share of passive methods in the entire process of cognition. This method should not prevail.
An active learning method is an organization of the educational process that promotes more active interaction with the teacher than the passive method. If passive methods assumed an authoritarian style of interaction, then active ones assumed a democratic style. At the same time, the teacher “has to reconsider the traditional teaching methodology, when in the classroom there is only the usual blackboard and chalk.”
Interactive method. Today it is not enough to be competent only in your field and be able to transfer a certain amount of knowledge to students. Currently, the teacher needs to organize the process in such a way as to involve the students themselves in acquiring knowledge, which is facilitated by active, and even more so, interactive teaching methods. It is known that students more easily understand and remember the material they have studied through active involvement in the learning process. The interactive method is the “closure” of students to themselves. The main thing is communication between students in the process of gaining knowledge. The role of the teacher in interactive classes comes down to directing the students’ activities to achieve the goals of the lesson. Interactive learning is primarily dialogue learning.
There are many forms of active and interactive learning, let us recall just a few of them: creative tasks, lectures with errors, brainstorming, conferences with presentation of reports and discussion, educational discussion, learning using computer programs, case method. The case method can be represented as a complex system that includes other, simpler methods of cognition. It includes modeling, system analysis, problem method, thought experiment, simulation modeling, classification methods, game methods, which plays its role in the case method. The acquisition of competencies is based on activity. This means that the very possibility of acquiring knowledge, skills, and abilities depends on the activity of students. Correctly organizing this activity is the task of a teacher at a higher educational institution.
Objectives of the study
Long-term observations of the educational process have revealed increasingly weaker mathematical preparation of applicants, a lack of independence and interest in learning, a desire to look for an answer on the Internet for any reason, an inability to concentrate, a fear of public speaking and a lack of tolerance for the statements of others. All this stimulated the search for some new approaches to working with current students.
In the learning process, it is necessary to pay attention, first of all, to those methods in which students identify themselves with the educational material, are included in the situation being studied, are encouraged to take active action, experience a state of success and motivate their behavior accordingly. For example, a discussion in small groups gives each participant a chance to contribute something of their own to the discussion, feel independent from the teacher, demonstrate leadership qualities, and repeat the material. And although new views on learning are not accepted by all teachers as a guide to changing their own teaching patterns, searching for interactive ways to interact with the group, we cannot ignore research data confirming that the use of active approaches is an effective way of teaching.
The purpose of our experimental study was to determine the possibility and effectiveness of using active and interactive forms in teaching technical disciplines. The objectives of the study were the following: to monitor the results of intermediate certifications in several technical disciplines in a number of groups for three years; in several groups, gradually from year to year increase the share of active and interactive approaches both in lectures and in practical and laboratory classes; Conduct traditional classes in technical disciplines in one group; conduct a comparative analysis of the results of intermediate certifications in groups with a large proportion of active methods and in the group of traditional training for three years; collect information, if possible, about the main most effective methods. Classes in all groups were taught by the same teacher.
Research methods
Based on the objectives of the study, groups of directions were selected on 03/08/01. “Construction”, 03.13.02. “Electrical power engineering and electrical engineering” (undergraduate profile), with which the authors of this article worked. We used active forms of interaction in teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering”. Theoretical mechanics is studied in the third semester, students take an exam and graded coursework. Technical Mechanics is given in the fourth semester and students must take credit as a result. The course “Modeling in Engineering” is taught to third-year bachelors, intermediate certification is a pass.
Several methods were selected.
The brainstorming method was used mainly in the lecture. Lectures necessarily contained problematic questions, the answer to which was proposed to be found using this method. In theoretical mechanics, for example, it was necessary to determine the number of unknown reactions of supports in statics, to formulate the concept of vector-moment or the order of solving problems. In the course of technical mechanics, when first getting acquainted with Assur groups, it was proposed to calculate the class of a given Assur group, simulate a 4th class group, followed by a presentation in front of the entire audience, in which it was necessary to justify your choice. In the lecture on the discipline “Modeling in Engineering,” after explaining the classification of types of modeling, it was proposed to characterize the CFD modeling program (computational fluid dynamics), which reproduces on a computer the process of flowing around an object with some liquid or gas (which was demonstrated by showing slides). It was necessary to answer the questions: real or mental model, dynamic or static, discrete or continuous, etc.
The “creative task” method helped develop students’ research skills. Students received such assignments after becoming familiar with the basic approaches to formalizing and modeling the equilibrium and motion of material bodies. For example, in theoretical mechanics, in the tasks of the “Statics” section, first-year students were asked not only to calculate the reactions of bonds, but also to find their dependence on the type of bonds. After a little research, they should come to a conclusion about the advantages of certain supports. In the “Kinematics” and “Dynamics” sections, students solve the same problem using different methods, which broadens their horizons, helps them repeat the material, and develops problem-solving skills. In technical mechanics, it was necessary to conduct a comparative analysis of methods for solving statically indeterminate problems. Beam-rod structures were proposed for consideration; the decision should be made using the energy method and the method of comparing deformations and justifying the advantages of one or another method.
The case study method is a proposal to a group of a specific situation in order to find a solution, justify this decision with a detailed analysis of the search for a solution. It became possible to use the case method in teaching technical disciplines for work in small groups. Small group activities are one of the most effective strategies, as they give all students the opportunity to participate in the work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, and resolve disagreements). For example, first-year students who began studying theoretical mechanics were offered tasks like: “Two loads of masses m1=m kg and m2=3m kg, connected by a weightless inextensible thread, must be lifted and transferred. One worker suggested lifting a weight by holding the first weight, a second worker suggested holding on to the second weight while lifting, and a third said that no matter which weight to hold on to, it would not break the thread between the weights. Who is right? In which situation is the probability of the thread breaking less, if in any case the same force F is applied to the corresponding load for lifting? At the beginning of the lesson, the principles of working in a group were discussed: the lesson is not a lecture, general work is expected with the participation of each student in the group; all participants are equal regardless of age, social status, experience; each participant has the right to his own opinion on any issue; there is no place for direct criticism of the individual (only the idea can be criticized).
The time for discussing the task and solution was limited to 30-40 minutes. After which, a representative from each group made a short presentation in accordance with the list of issues that needed to be covered. The questions included not only the result of the solution, but also an analysis of the process of finding a solution. After the presentation of all groups, the teacher summed up the results, indicating common mistakes, and drew conclusions.
The “Computer Simulation” method was used in teaching the discipline “Modeling in Technology”. Students, for example, were offered tasks on modeling a technological process using visualization tools. It was proposed to diagnose the transient process when starting up the device, and then use the method of selecting parameters to optimize the transient process. The group was divided into subgroups of 2 students. The following goals were set: 1) familiarization with the instrumental applications of the Scilab software package, gaining skills in initial work with the Xcos visual modeling system; 2) computer research of the dynamic properties of the object. As an example, we proposed the simplest closed system for controlling the liquid level in a flow with negative feedback, including a control object (CO) in the form of an inertial link of the 1st order with a delay and a control device (CU) representing a PI regulator (see Fig. 1 ). The flow level h is adjusted by changing the position S of the adjustable gate.
Rice. 1. Diagram of the liquid level control system
Students must create a model of the system from the appropriate blocks in the application palette, investigate the transient process, select such transfer coefficients and integration time constants that would reduce the transient process time and the amplitude of oscillations when starting the level control system. Parameters kр - regulator transfer coefficient; Ti - integration time were tuning. hЗ - specified flow level. Modeling the process began with drawing up a differential equation and obtaining the transfer functions of the control object (Wo-(p)) and the control device (Wр-(p)). After working in the program according to the resulting graph of the transient process, it was necessary to verify the correctness of the specified adjustment parameters of the regulator kp and Ti. By selecting parameters, we optimized the transient process.
Testing method. The department has developed sets of test tasks on computers, containing hundreds of tasks in sections of general technical disciplines. They are offered to students to check their mastery of the material after completing some sections of technical disciplines during the semester. These tasks require some research and quite a lot of calculation. In the department's computer class, testing on specific topics helps to master the educational material.
Thus, such professional competencies as PC-1, PC-2, PC5, PC-6 are formed, which are necessary, for example, for qualifying bachelors in the field of “Construction”.
General cultural competencies should also be developed during the study of technical disciplines. The ability to logically correct, reasonedly construct oral speech (OK-2), culture of thinking, goal setting, self-development, advanced training (OK-1, OK-6), organizational abilities, teamwork. To develop competent oral communication skills and overcome the fear of public speaking, for example, in the process of studying the “Technical Mechanics” course, each student is asked to prepare an essay and give a presentation on a chosen topic. Students are introduced to the rules for creating slides for a presentation and are given a time to speak. Here are several topics of reports related to future professional activities in the field of mechanical engineering: methods and means of protection against vehicle vibrations; industrial safety; vibration and protection against it, vibration damping.
Results. conclusions
Our universities use a hundred-point assessment of the results of intermediate certification. Let us present several results. Average score for the group for course work in theoretical mechanics (in groups where the share of active and interactive methods increased annually): 1st year - 71.2 points, 2nd year - 75.4 points, 3rd year - 76 ,2 points. Approximately the same dynamics can be seen in exam grades in theoretical mechanics. Average score for the test in technical mechanics: 1st year - 75.9 points, 2nd year - 79.7 points, 3rd year - 88.3 points. In the group with a predominance of passive learning tools, the results remained approximately the same over three years: 70-73 points for course work, 70-75 for the test in technical mechanics. The average score for the group for the test in engineering modeling: 1st year - 68.3 points, 2nd year - 76.4 points, 3rd year - 78.2 points. Figure 2 shows the average results for the last three academic years compared to the 2013-14 academic year (passive learning method predominated) in some technical disciplines.
Fig.2. Row 1 - modeling in technology, row 2 - theoretical mechanics, row 3 - technical mechanics
Thus, we can state an improvement in learning outcomes in all disciplines, but the changes in technical mechanics are especially noticeable, where the average score for 3 years was 81.3, and in relation to the average the increase in the third year was 8.6%. And although the results for other disciplines are more modest, it can be assumed that the use of active and interactive approaches in teaching makes it possible to more effectively approach the requirements of federal state educational standards. The use of innovative technologies requires significant methodological work from the teacher: preparing cards, assignments, slides, manuals. All this contributes to a higher level of mastery of educational material. In addition, this can be achieved by solving non-standard problems, participating in intra-university, city and regional competitions, for example, in theoretical mechanics, in which students of our university actively participate. The main results in the formation of general cultural competencies are as follows: students became more active in the educational process and acquired the skill of working in a team. In the future, it is planned to extend the experience of using new teaching methods to such disciplines as “Mechatronics” for masters, “Analytical Mechanics”, “Strength of Materials”.
Bibliographic link
Raevskaya L.T., Karyakin A.L. INNOVATIVE TECHNOLOGIES IN TEACHING TECHNICAL DISCIPLINES // Modern problems of science and education. – 2017. – No. 5.;URL: http://science-education.ru/ru/article/view?id=26753 (access date: November 26, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
As a form of practical training in teaching general professional disciplines (using the example of technical mechanics) Shchepinova Lyudmila Sergeevna teacher of special disciplines GBOU SPO PT 2 Moscow, g * Role-playing games
The concept of role-playing games Role-playing games occupy an important place among modern psychological and pedagogical teaching technologies. As a method, they became widespread in the 70s of the 20th century. To increase the effectiveness of an educational game, its technology must meet certain requirements: · The game must correspond to the learning objectives; · A certain psychological preparation of the game participants is necessary, which would correspond to the content of the game; · Possibility of using creative elements in the game; · The teacher should act not only as a leader, but also as a proofreader and consultant during the game.
The concept of a role-playing game Any educational game consists of several stages: 1. Creating a gaming atmosphere. At this stage, the content and main task of the game are determined, psychological preparation of its participants is carried out; 2. Organization of the game process, including instruction - explanation of the rules and conditions of the game to the participants - and distribution of roles among them; 3. Carrying out a game, as a result of which the task must be solved; 4. Summing up. Analysis of the course and results of the game both by the participants themselves and by experts (psychologist, teacher).
Role-playing game “Job interview for the position of an auto mechanic at BMW” for the position of an auto mechanic at BMW” The game simulates an interview conducted by a large automobile company when searching for applicants for vacancies of auto mechanics. One of our technical school students actually found himself in a similar situation, and after his story, the idea arose to conduct a similar role-playing game. This interview reveals the basic theoretical knowledge of applicants on the basics of theoretical mechanics (strength of materials, machine parts, etc.) and practical skills in solving simple problems.
The procedure for conducting a role-playing game Before the lesson, students are given the task: to repeat the following sections of theoretical mechanics: basic concepts and axioms of statics, a plane system of converging forces, a pair of forces and the moment of force about a point. At the beginning of the lesson, the teacher explains the goals and objectives of the lesson, the format of the lesson. Students then receive two task cards and an interview sheet. The teacher marks the option number on each sheet. A possible layout of options is presented on the slide. Within minutes, everyone solves the problems on the back of the interview sheet. Then the teacher invites the four most prepared students, who are assigned the role of expert examiners as representatives of the company. In front of each of them there is a sheet with theoretical questions (slide 9).
Interview sheet Number of copies - according to the number of participants Format - Interview sheet (F, I, O) Question code (option number) Number of points Total points Examiner’s signature
Task card ex. Three converging forces F 1, F 2 and F 3 are given. Find their resultant R. Option number F1F1 F2F2 F3F
Task card ex. Show on the diagram all the forces acting on the part AB
Row2 row3 row Possible distribution scheme of options
Theoretical questions for the interview Topic question 1. What system of forces is called balanced? 2. What force is called the resultant of this system of forces? Topic of question 3. First axiom of statics. Can a body be in equilibrium under the influence of one force? 4. Second axiom of statics. Corollary from the first and second axioms; 5. Third axiom of statics; Fourth axiom of statics; Topic of question 6. What is a connection? How is the reaction force of the connection always directed? Types of connections. 7. What is the direction of the coupling reaction force of a smooth surface (support)? Ball joint? 8. What is the direction of the bond reaction force of the thread? Rod? Cylindrical hinge? Topic of question 9. Definition of converging forces. Does such a system have a resultant? 10. Equilibrium condition for a plane system of converging forces (geometric and analytical); 11. What is the projection of force on an axis? What sign can the projection have? 12. Addition of converging forces (geometric and analytical); Topic of question 13. Moment of force relative to a point, its properties. 14. Couple of forces, moment of couple. Equivalent pairs. 15. Addition of pairs lying in the same plane. 16. Condition for equilibrium of a system of pairs lying in the same plane. Only 10 questions. Each question is scored according to a point system: 0; 1 or 2
Procedure for conducting a role-playing game (continued) In total, you need to ask 10 questions. Each answer is rated on a three-point scale: “0”, “1”, “2”. Tasks are assessed in the same way. Next, all the points received are summed up, and the results are entered into the final sheet (slide 12). Then the results are announced: Those who have scored points are invited to work from the coming Monday with a starting salary of $1000. Those who have scored points are invited to work from the next Monday with a starting salary of $800. Those who have scored points are in the reserve with the possibility of an invitation with an additional interview. Those with less than 13 points come back in a year!
Final statement Last name I. O. Number of points 1. Abdrakhmanov R.R. 2.Altunin D.S. 3.Bebikh G.K. 4. Gadzhiev A.M. 5.Galkin D.A. 6.Gusenko P.S. 7. Dunenkov P. A. 8. Zinoviev B. A. 9. Zorkin I. R. 10. Ivanov D. A. 11. Katsapov S.V. 12.Kovalenko I.M. 13. Kondratenko N.V. 14. Kosorukov M.R. 15.Kudinov M.M. 16. Mavlonov N. K. 17. Meliev Z. M. 18. Novoselov M. I. 19. Peshalov A. B. 20. Pisarev V. I. 21. Spassky D. A. 22. Sukhorukov I. S. 23. Khodyakov D. S. 24. Khomyakov A. M. 25. Shchekoldin N. I.
What is needed to play the game: sheet with theoretical questions - 4 copies; card with a graphic task - 15 copies; card with an analytical task - 15 copies; interview sheet - according to the number of participants; final statement - 1 copy. Internet sources used: Shools-geograf.at.>…kachestvo_obrazovanija…vidy …kachestvo_obrazovanija…vidy"> 
Results of the role-playing game During the role-playing game, 18 student applicants were interviewed. One of them scored the maximum possible number of points - 24 points. This student also played the role of a specialist expert. An analysis of the progress of the game showed that for a group of about 20 people it is difficult to conduct a role-playing game in one lesson of 45 minutes: processing the results and their announcement took about another 20 minutes. Some psychological difficulties also arose: one of the supposed experts, quite well prepared, at the last moment refused to play his role. In general, based on the results of the game, the following conclusions can be drawn: - the role-playing game significantly increased the students’ interest in the discipline; - almost all students were involved in the gameplay with interest, were waiting for this lesson, and were preparing for it; - preparation for a role-play lesson should be carried out by the teacher very intensively and include a psychological aspect; - imitates a real situation, develops behavioral skills during employment.
