Using case technologies in training sessions. Case technology methodological development on the topic Case technology in games for the middle group

YAROSLAV RAILWAY TECHNICAL SCHOOL -

branch of a state educational institution

"Moscow State Transport University"

For use, reproduction, processing, applications must be submitted to

technical school branch of MIIT

Yaroslavl, Moskovsky prospect, 151, telephone

INTRODUCTION

Recently, significant attention has been paid in vocational education to creating conditions for improving the quality and level of professional training. Training should be focused on developing the ability to solve specific life situations.

A high-quality specialist (professional) is someone who provides high-quality work results in any conditions. Such a specialist has equally developed analytical and creative thinking: analytical thinking is based mainly on knowledge, creative thinking is based on skills and the ability to quickly simulate the decision-making process in non-standard situations. Traditional training conveys mainly information (knowledge) to future specialists, forming them only by half, if not by a third. There has become so much knowledge, and professional skills have become so diverse and even sophisticated that knowledge in full has become impossible to transfer, and the quality of training of a specialist at the required level has become impossible to develop by traditional means.

Interactive methods in modern teaching are the only opportunity for an inexperienced young person to “hold in his hands” the technologies described in theory.

An effective training method that meets the requirements of employers is currently the case method, i.e., consideration of specific cases of business practice. This teaching method allows you to prepare competitive specialists.

Among interactive teaching methods, case studies occupy a special place. On the one hand, learning from the analysis of countless situations is as old as the world. On the other hand, modern production experience is so multifaceted that it will take too much time to study, comprehend and remember it, and training a specialist will simply be impossible.

Being an interactive teaching method, it gains a positive attitude from students who see it as a game that provides mastery of theoretical concepts and mastery of the practical use of the material. It is equally important that the analysis of situations has a strong impact on the professionalization of students, contributes to their maturation, and creates interest and positive motivation in relation to their studies.

Training using the case method helps develop the ability to solve practical problems taking into account specific conditions. Provides an opportunity to develop such qualification characteristics as the ability to conduct analysis, the ability to clearly formulate and express one’s position.

The main ideas of educational technology are as follows:

Prepare specialists with developed analytical, practical, communication and social skills;

Adapt students to new living conditions and labor market in modern society

Thus, case studies are a comprehensive tool for action learning.

It should be noted that I distinguish two approaches to the concept of case technology.

First approach.

Case - from English case – “portfolio”. This is the most common type of distance learning. Each student is provided with educational and practical aids in all disciplines studied. The “portfolio” includes educational computer disks, audio and video cassettes, regular books, as well as tests for each section of the subject being studied.

Second approach.

Case method is a method of interactive learning based on real situations.

BASIC CONCEPTS

Case- this is a description of a real situation. A case is a “piece” of real life (in English terminology TRUE LIFE).

Case- these are events that actually happened in a particular field of activity and are described by the authors in order to provoke a discussion in the classroom, “encourage” students to discuss and analyze the situation, and make a decision.

Case is a “snapshot of reality”, a “photograph of reality”.

Case- not just a truthful description of events, but a unified information complex that allows you to understand the situation.

Case - method– this is interactive training, which involves the creation of a “focus group”, project technologies, trainings, etc.

Case study (situation analysis)– this is a technology that allows you to reproduce human activity at a certain position in a specific field of activity.

A case is an event that actually happened in a particular field of activity and is described by the authors in order to provoke a discussion in the classroom, “encourage” students to discuss and analyze the situation, and make a decision.

A feature of the case teaching method is its educational openness on the one hand, and on the other, closedness and rigidity in learning effectiveness.

There are two types of case sources:

Basic or primary

Life practical situation;

Education, because it determines the goals and objectives of training and education, which are then integrated in the case method;

Secondary

Scientific and statistical materials, social surveys;

Analyzes of scientific articles, monographs;

INTERNET and its resources.

A well-made case provokes a discussion, tying students to real facts, and allows them to simulate a real problem that they will later have to face in practice. In addition, cases develop analytical, research, communication skills, develop the ability to analyze a situation, plan a strategy and make management decisions. A good case must satisfy the following requirements:

Comply with the clearly stated purpose of creation,

Have an appropriate level of difficulty,

Illustrate several aspects of real life,

Don't become outdated too quickly

Have a national coloring,

Illustrate typical situations,

Develop analytical thinking,

Provoke discussion.

The basis of the technology is a set of cases containing information about a specific task or problem, on the basis of which, through theoretical analysis based on acquired and existing knowledge, a conclusion is drawn about further practical solutions and application of the results obtained.

Case study- method of analyzing situations. Its essence is that students are asked to comprehend and analyze a real life situation, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. At the same time, the problem itself does not have clear solutions.

Case method- this is a type of preparing a decision and learning to make it using an analysis of the parameters of specific situations taken from practical activities. Cases allow students and specialists to improve their analytical skills by justifying and convincingly defending their position during discussions, and to find the most rational measures based on a given situation. The case method is a tool that facilitates and improves the exchange of ideas in developing responsible actions.

Case method acts as a specific practical method of organizing the educational process, a method of discussion from the point of view of stimulating and motivating the educational process. It provides a clear description of a practical problem and a demonstration of the search for ways to solve it. Finally, according to the criterion of practicality, it most often represents a practically problematic method.

Case method can be presented in a methodological context as a complex system into which other, simpler methods of cognition are integrated. It includes modeling, system analysis, problem method, thought experiment, methods of description, classification, game methods, which play their roles in the case method.

Case method is a teaching method in which students and teachers participate in direct discussions of business situations and problems. The case involves solving a problem, and at the same time there are many alternatives, there is no single solution. A case is not a well-formulated problem; most likely, it is a problem “hidden” behind a mass of facts and events. Learning to find and formulate a problem is fundamental to the case method of teaching.

The essence of the case method is that the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs. In teaching using the case method, the zone of proximal development of students expands to the area of ​​problem situations - an area in which the transition from ignorance to knowledge becomes a natural link, a zone of its active development.

The case represents some kind of role-playing system. A role is understood as a set of requirements for individuals occupying certain social positions. The high concentration of roles in a case leads to the transformation of the case method into its extreme role-playing form - a game-based teaching method that combines a game with a subtle technology of intellectual development and a total control system. The actions in the case are either given in the description, and then they need to be understood (consequences, effectiveness), or they must be proposed as a way to solve the problem. But in any case, developing a model of practical action seems to be an effective means of developing the professional qualities of students.

What are the features of this method?

Firstly, the method is intended to obtain knowledge not in the exact sciences, but in those disciplines in which the truth is pluralistic, i.e. there is no unambiguous answer to a cognitive question, but there are several answers that can compete in the degree of truth. The task of teaching is focused on obtaining not just one, but many truths and orienting them in the problem field.

Secondly, the emphasis of education is shifted not to the mastery of ready-made knowledge, but to its development, to the co-creation of student and teacher. Hence the fundamental difference between the case method and traditional methods.

Thirdly, the result of applying the method is not only knowledge, but also professional skills.

Fourth, the technology of the method is quite simple. According to certain rules, a model of a specific situation that occurred in real life is developed, and the complex of knowledge and practical skills that students need to obtain is reflected. This model is a text ranging from several to several dozen pages, which is called a “case”. Students pre-read and study the case, drawing on lecture course materials and other various sources of information. This is followed by a detailed discussion of the content. In this case, the teacher acts as a facilitator, generating questions, recording answers, supporting the discussion, i.e., as a manager of the co-creation process.

Fifthly, the undoubted advantage of the method is not only the acquisition of knowledge and the formation of practical skills, but also the development of students’ value system, professional positions, and life attitudes.

Sixth, the classic defect of traditional teaching associated with dryness and low emotionality in the presentation of the material is overcome. There are so many emotions, creative competition and even struggle in the case method that a well-organized discussion of a case resembles a theatrical performance.

The presence of disputes, discussions, and argumentation in the structure of the case method greatly trains the participants in the discussion and teaches them to comply with the norms and rules of communication. In this regard, the load on the teacher increases, who must be quite emotional throughout the entire learning process, resolve and prevent conflicts, create an atmosphere of cooperation and competition at the same time, and most importantly, ensure respect for the student’s personal rights.

Brief historical background. Case study method originated at Harvard Business School at the beginning of the 20th century. therefore it is often called the Harvard method. In 1908, teachers at Harvard Business School in Boston abandoned traditional lectures when teaching economics. Instead, they placed case discussions at the center of the training. Having collected extensive material on specific cases (cases), we developed this method into an independent teaching concept. In connection with the desire of schools to bring classes closer to the practice of studying specific cases, the case method is increasingly used in the study of economic disciplines.

In 1920 After the publication of the collection of cases, the entire management education system at Harvard School was transferred to the CASE STUDY method ( training based on real situations). In recent years, case teaching methods have found wide application in medicine, law, mathematics, cultural studies, political science, economics, and business education.

Teachers who practice the case method have different understandings of its essence. For example, Harvard Business School defines the case method as: “A teaching method in which students and teachers engage in direct discussion of business situations or problems. These cases, usually written and drawn from the experiences of real people working in business, are read, studied and discussed by students. Cases form the basis of teacher-led class conversation. Therefore, the case method includes both a special type of educational material and special ways of using this material in the educational process.”

There is another interpretation of the case method by Professor R. Merry from Harvard: “By case method I understand the study of a subject by students by considering a large number of cases in certain combinations. Such training and attempts to manage various administrative situations develops in the student, often unconsciously, an understanding and ability to think in the language of the main problems that a manager faces in a particular field of activity.”

The widespread dissemination of the method in the world began in the 70-80s, at the same time the method became famous in the USSR. Situation analysis began to be used in training managers, mainly in economic specialties of universities, primarily as a method of teaching decision making. Significant contributions to the development and implementation of this method were made by others.

However, the development of the method in the USSR at that time was very controversial. On the one hand, the use of the situation analysis method led to the widespread use of game and discussion teaching methods, but on the other hand, the pressure of ideology and the closed nature of the education system gradually forced the method out of classrooms.

A new wave of interest in the case study methodology began in the 90s.

Advantages of the method:

Allows you to demonstrate academic theory from the point of view of real events;

Allows you to interest students in studying a specific subject, in the context of other subjects and phenomena;

Promotes the active acquisition of knowledge and skills in collecting, processing and analyzing information;

Develops:

§ analytical skills (the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present it, find information gaps and be able to restore them).

§ practical skills (use of academic theories, methods and principles in practice).

§ creative skills (as a rule, a case cannot be solved with logic alone). Creative skills are very important in generating alternative solutions that cannot be found logically.

§ communication skills (the ability to lead a discussion, convince others, use visual material and other media tools, cooperate in groups, defend one’s own point of view, convince opponents, write a short, convincing report)

§ social skills (during the CASE discussion, certain social skills are developed: assessing people’s behavior, listening skills, supporting a discussion or arguing an opposing opinion, etc.)

§ self-analysis (disagreement in a discussion contributes to the awareness and analysis of the opinions of others and one’s own. Emerging moral and ethical problems require the development of social skills to solve them).

Allows you to best meet the goals of professional training;

Allows for block-modular construction of learning new material;

Helps to develop students’ independent work skills when preparing for a lesson and when working with a case;

Guarantees the concentration of all activities at work stages;

Exercising control both by teachers and students;

TYPES AND TYPES OF CASES

Depending on the purpose of training in management, there are different types and types of cases.

1.According to the source of information:

"Field"- based on facts from real life, the object is the activities of an enterprise or organization.

"Cabinet"- the sources are formal in nature, and the case is prepared at the teacher’s desk.

"Library"- source of information literature.

"Classic"- problematic issues.

2.By volume of information:

"American"- long.

"Western European"- short.

3.According to the degree of interaction with the main sources:

Practical cases. They reflect absolutely real life situations. The main task of a practical case is to reflect a life situation in detail. He creates “actual” or “standard” models of situations that are most common in life and that a specialist will have to encounter in the course of his professional activities.

Educational cases. The main task here is training. In the teaching case, educational and educational tasks come first, so the situation, problem and plot here are not real or practical, but as they can be in life. Such cases are characterized by artificiality, “assembly” of the most important and truthful details of life. Such a case allows you to see what is typical in situations and predetermines the ability to analyze situations through the use of analogy.

Research cases. They are focused on research activities and them the main meaning is that it acts as a model for obtaining new knowledge about the situation and ways of behaving in it. Its educational function is reduced to teaching scientific research skills through the use of the modeling method.

4.According to the content and organization of the material presented (according to the learning objective):

Cases on analysis and assessment of the situation. They are divided:

Extra-organizational cases. They primarily deal with the analysis and understanding of the state of the environment of a business organization, its external environment. Therefore, such cases describe in detail the problems around the organization (ecology, laws, reforms, etc.); they are easy to distinguish from other cases due to the lack of in-depth materials about the organization itself. The sources for the case are “library” materials from newspapers, magazines and reports.

Intra-organizational cases. They focus on facts and events within a business organization. Such cases are used in courses on organizational and managerial problems and on “human” relations. In terms of content, the material in the cases should reveal signs of organizational conflict, multivariate decision-making methods and alternativeness of the decisions themselves, subjectivity and role behavior, the dynamics of events and the possibility of implementing the proposed solution.

Cases teaching problem solving and decision making.

Cases that teach problem solving and decision making are very popular. First of all, such cases provide that a decision must be made on the basis of insufficient or redundant information, facts, data and events described in the cases. In this way, students are brought closest to reality and learn to build “relationships” between the information at their disposal and the solution being developed.

Case studies that illustrate a problem, concept, or solution as a whole.

It was with them that many teachers of business disciplines began to use cases. The reason is that they are easy to find in the press among newspaper and magazine articles and book episodes. Today, video clips from educational and even feature films have become widespread. In classes, such cases often take the form of an “in-basket,” an incident, and introductory illustrations of the problem presented in class. Illustrative cases are short in text (from one paragraph to several pages) and contain almost no “excessive” information. They are also convenient for tests, mini-tests and quick tests. A serious drawback of illustrative cases is that they “die” relatively quickly, like yesterday’s newspaper.

5. Types of cases depending on the degree of complexity

First degree of difficulty: there is a practical situation, there is a solution. Students determine whether a solution is appropriate for a given situation. Is another solution possible?

Second degree of difficulty: there is a practical situation. Students are asked to find the correct solution.

Third degree of difficulty: there is a practical situation. The student himself identifies the problem and finds solutions.

6. According to the form of presentation of the case:

Printed

Multimedia

Video

METHODOLOGY FOR USING CASES IN THE EDUCATIONAL PROCESS

The case method can be presented in a methodological context as a complex system into which other, simpler methods of cognition are integrated. It includes modeling, system analysis, problem method, thought experiment, methods of description, classification, game methods, which play their roles in the case method.

The case method includes both a special type of educational material and special ways of using this material in the educational process. The case method is also a specific practical method for organizing the educational process, a method of discussion from the point of view of stimulating and motivating the educational process, as well as a method of laboratory and practical control and self-control.

The case method allows you to establish the optimal combination of theoretical training and practical skills. A very important part of being a teacher when using the case method is the ability to lead a discussion, guide it delicately, patiently ask leading questions, challenge the group and lead students to the final phase of decision-making.

In the organization of the educational process, this is due to the fact that the teacher and student are both responsible and free in the learning process. The teacher is responsible for the collection and selection of educational material, and the effective organization of its use. He is free to choose the most suitable cases from the many existing ones. Students are responsible for preparing for class and effectively completing case assignments, although they are free to develop solutions and draw conclusions from the case analysis. Students may make erroneous decisions because the case analysis takes place in the classroom. Although, as future specialists, they must be aware of the extent of responsibility for an incorrect decision in real life.

A case is not just a truthful description of events, but a single information complex that allows you to understand the situation. In addition, it should include a set of questions that encourage solving the problem at hand.

Students pre-read and study the case, drawing on lecture course materials and other various sources of information. The use of this technology allows you to organize the student’s extracurricular work, making it meaningful, interesting and effective.

The classroom element of the technology is a detailed discussion of the content. In this case, the teacher acts as a facilitator, generating questions, recording answers, supporting the discussion, i.e., as a manager of the co-creation process.

The main task of a practical case is to reflect a life situation in detail. In essence, this case creates a practical, what is called an “acting” model of the situation. At the same time, the educational purpose of such a case can be reduced to training students, consolidating knowledge, skills and behavioral skills (decision making) in a given situation. Such cases should be as clear and detailed as possible. Its main meaning comes down to understanding life and gaining the ability to perform optimal activities.

Cases can be used at different stages of learning: in the process of presenting new material and in the control process.

The teacher’s activities when using the case method include two phases.

The first phase is the complex creative work of creating a case and questions for its analysis. It is carried out outside the classroom and includes the research, methodological and design activities of the teacher.

However, a well-prepared case is not enough to effectively conduct a lesson. To do this, it is also necessary to prepare methodological support, both for students’ independent work and for the upcoming lesson.

The second phase includes the teacher’s activities in the classroom, where he makes introductory and closing remarks, organizes small groups and discussions, maintains a businesslike mood in the classroom, and evaluates students’ contributions to the analysis of the situation.

It is often useful to meet with several participants before the class to review the data, compare analyses, and discuss strategies before analyzing a case in class. It is then that the choice of strategies can be tested and refined, and the understanding of the problems of a given situational model can be explored and enriched through the perceptions of other people.

Analyzing a case and finding an effective way to present this analysis in the classroom represents the most serious phase of learning. It involves identifying the facts and defining the parts of the problem, as well as their relationship.

The peculiarity of the work of a teacher practicing the case method is that he not only realizes his abilities to the maximum, but also develops them. The main content of a teacher’s activity includes the performance of several functions - teaching, educating, organizing and research. They are perceived in unity, although for many some dominate over others. If in real teaching activities these functions are quite often implemented separately, then in the process of teaching cases their syncretic, organic unity is observed.

Municipal educational institution

additional education for children

Vetluzhsky District Children's Art House

Methodological development

Club classes

"Testoplasty"

on topic

“Use of case methods in group work”

Ganzina Marina Evgenievna, additional education teacher

Vetluga, 2014

Introduction………………………………………………………………………………………...3

Theoretical part……………………..……………………….………......4

1. Concept and types of case technologies………………………………………...4

   The use of case technology within the framework of the general educational process…….………………………………………………………..……6

Practical part……..…………………………………………...8

1. Planning a lesson using the case method…………..…….....8

   Plan – summary of the lesson on the topic “Correct preparation of salt dough”………………………………………………………….…...8

Conclusion………………………………………………………………………………….15

List of used literature……………………….16

Appendix No. 1……………………………………………………………………………….17

Appendix No. 2………………………………………………………………………………….18

Introduction

In connection with educational reforms in our country, there is a constant search for effective teaching methods, one of them is the so-called case technologies.

Case technologies combine role-playing games, the project method, and situational analysis. Case technology is not a repetition of the teacher, not a retelling of the words of the teacher or article, not an answer to the teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in practice.

These technologies help to increase students’ interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

The purpose of the work is: developing a lesson for the “Testoplasty” circle using case technology.

This goal led to the formulation of the following tasks:

study the theoretical aspect and history of the case method;

draw up a lesson plan on the topic “Correct preparation of salt dough” using case technology;

analyze and evaluate the effectiveness of using case technology in circle classes.

The logic of the study determined the structure of this work, which included an introduction, theoretical and practical parts, conclusion and bibliography.

When preparing the methodological work, educational literature, articles from pedagogical scientific and methodological publications and electronic resources were used.

Theoretical part

Concept and types of case technologies

The key component of situation analysis technology is the case. This is a real life problem situation that triggers the learning process in the classroom. At the same time, a case is a complex didactic tool that includes not only a description of a real event, but also methodological techniques that ensure its analysis and comprehension. Therefore, the success of all work in the lesson largely depends on the quality of the case chosen or created by the teacher.

For the first time, working with cases as part of the educational process was implemented at Harvard Business School in 1908, which is why it is often called the Harvard method. In leading business schools in Western Europe, cases began to be actively used in the 60s. In Russia, this technology began to be introduced only in the last 3-4 years.

During the development and application of technology, specialists created a huge number of cases, so over time there was a need to classify them. It should be noted that there are no uniform criteria for classifying cases at the moment, and each author systematizes cases on his own grounds. However, knowledge of the main types of cases will help the teacher make the optimal choice of the type of case, taking into account the specific content of the specific topic being studied.

By the method of their creation

Field - cases based on a problem situation, based on real facts, associated with real-life objects, phenomena, people.

Desk - cases that represent a typical generalization of many real facts. They are created when it is difficult to find a single real example to illustrate a phenomenon or process.

By structure

Structured cases are a short and precise presentation of the situation with specific numbers and data. For this type of case there is a certain number of correct answers. They are intended to assess knowledge and/or ability to use one formula, skill, technique in a certain area of ​​knowledge.

Unstructured cases. They represent material with a large amount of data and are designed to assess the style and speed of thinking, the ability to separate the important from the secondary, and skills in working in a certain area. For them, there are several correct answer options and usually the possibility of finding a non-standard solution is not excluded.

Ground breaking cases can be either very short or long. Observing the solution of such a case makes it possible to see whether a person is able to think outside the box, how many creative ideas he can come up with in the allotted time. If there is a group decision, can he pick up someone else’s idea, develop it and use it in practice?

By size

Full cases (on average 20-25 pages) are designed for team work over several days and usually involve a team presentation to present their solution.

Condensed cases (3-5 pages) are intended for analysis directly in class and involve general discussion.

Mini-cases (1-2 pages), like condensed cases, are intended to be taught in class and are often used to illustrate theory taught in class. In many cases, a mini-case can be formulated briefly, in the form of one or two paragraphs, and accompanied by questions that need to be answered in a discussion.

In addition, there are cases in which the problem is clearly formulated, and students need to find ways to solve it, and cases in which there is no clear formulation of the problem - it must first be formulated independently, and then proposed solutions.

Using case technology within the general educational process

The method of specific cases is based on simulation modeling; in other words, the use of the case method in teaching students is preceded by the development of a specific example or the use of ready-made materials describing the situation of real professional activity. Case technologies, due to their focus on specific, practical problems that specialists in many fields of activity are called upon to solve, make it possible to increase students’ learning motivation, since it becomes clear to them why, in what situation this or that educational material may be useful, and how to apply it in specific practical activities. The use of this pedagogical technology makes it possible to develop important intellectual skills in students, which will be in demand during further education and in professional activities.

“Case” method is based on a set of didactic principles:

1. Individual approach to each student, taking into account his characteristics, needs and learning style;

2. Maximum provision of freedom in learning;

3. Providing a sufficient amount of visual materials;

4. Concentration on the main points, rather than “loading” students with a large amount of theoretical material;

5. Ensuring the availability of the teacher for the student;

6. Formation of self-government skills in students, the ability to work with information;

7. Focus on developing students' strengths and positive qualities.

Organization of student work based on case technology

To analyze a specific situation, working with case materials depends on their volume, the complexity of the issue and the degree of students’ awareness of this information.

The following alternative options are possible:

Students study the case materials in advance, also get acquainted with the literature recommended by the teacher, and some of the tasks for working with the case are completed at home individually by each person.

Students are familiarized in advance only with the materials of the case; some of the tasks for working with the case are completed at home individually by each person.

Students receive a case directly in class and work with it. This option is suitable for small cases, approximately 1 page, illustrating any theories, concepts, educational content, and can be used at the beginning of a lesson in order to activate students’ thinking and increase their motivation for the topic being studied.

Stages of organizing the educational process

1. Preparatory ( determining the place of the case in the training course; source search; creating a case layout; description of the lesson)

2. Introductory ( involving students in the analysis of the real situation, choosing the optimal form of presenting material for familiarization)

3. Analytical ( discussion of the situation in groups or individual study of the problem by students; preparation of a decision)

4. Final ( The main task of this stage is to present and justify the solution to the case).

The main stages of case technology in the classes of the “Testoplasty” circle are:

preparation and provision by the teacher of educational and methodological material on the topic being studied to the student;

systematic and consistent work with students to study each issue of the topic, involving both the child’s independent study of individual issues and work in the classroom or individual consultations;

obligatory generalization of the topic being studied by the teacher, identification of gaps in the study of topic issues and their elimination;

diagnostics and reflection of the results of activities upon completion of studying the topic.

Flow chart for creating a case:

1. Determination of the section of the educational program to which the situation describing the problem is devoted.

2. Formulation of educational goals and objectives to be solved in the process of working on the case.

3. Defining the problem of the situation and creating a generalized model (note that the type of situation must be chosen: life, educational, scientific).

4. Search for an analogue of a generalized model of a situation in real life, education or science.

5. Determination of sources and methods of collecting information.

6. Selection of techniques for working with this case.

7. Determining the desired result based on the students’ work with this case (drawing up an assessment sheet).

8. Creation of a case and its testing during the learning process.

Practical part

Using the case method in the “Testoplasty” club classes

on the topic “Correct preparation of salt dough”

2.1. Planning a lesson using the case method

Main goals of using the case method are the following:

generalization, activation and consolidation of students’ knowledge acquired while studying the topic;

the ability to analyze a situation, understand the essence of problems, propose possible solutions and choose the best one;

developing students’ skills in group work, cooperation, mutual assistance;

Main task: addressing the realities of life for their subsequent comprehension and transformation.

Number and composition of participants:

1) students of the “Testoplasty” club are divided into 2 groups,

2) an expert commission represented by a teacher,

4) the main character who will set the rhythm and course of the lesson is the teacher.

Methodological advice for the preparatory period necessary for conducting the lesson:

The classroom environment must be appropriate: the tables must be arranged so that their division into 2 groups can be clearly seen.

The board presents visual materials on methods of preparing salt dough and tools for work.

Handouts (products and tools for making salt dough).

When compiling this lesson, Internet resources were used, which presented experience in case technologies.

Plan - lesson notes

Topic: “Correct preparation of salt dough.”

Age: 7 years (1st grade)

Organizational structure of the lesson

Progress of the lesson

Organizational moment of the lesson (3 min). Checking students' readiness for class. Declaration of goals and objectives.

Learning new material (18 min).

We begin our lesson today with the history of making salt dough.

A story from the history of salt dough. When did people learn to make dough? What products were made from the dough? How salt dough and crafts made from it appeared.

Independent work of students (15 min). First, the teacher reads the case and the assignments of the case. Students are then divided into two groups in rows. A speaker is selected from each group. Discussion follows. After the discussion, speakers from each team give answers to the case assignments. And opponents can ask their own questions. Since the children in the circle are 7 years old and still read slowly and poorly, the teacher reads the case himself. And then the case assignments. Each subsequent task is discussed sequentially after summing up the previous task.

Practical work (35 min)

I propose to start making salt dough.

Students begin to work independently on kneading the dough.

Each student kneads their own dough.

The teacher conducts ongoing instruction and carries out targeted rounds. The first walkthrough is to check the organization of workplaces and compliance with safe work practices. The second walkthrough is to check the correctness of work methods and technological sequence. The third round is acceptance and evaluation of work.

Well done! Now is the time to compare how you completed the task.

Consolidation of the material covered (5 min).

Questions to consolidate what you have learned:

What recipes exist for making salt dough?

What recipe did we use in today's lesson?

What rules must be followed when kneading salt dough to use it later for making crafts?

1. Summary of the lesson (5 min). Reflection.

3. This case is intended for classes at the Testoplasty group. Covers the section of the general developmental program “Testoplasty” on the topic “Correct preparation of salt dough” in an entertaining game form. The main task is to help students actively master the educational material and freely navigate the issues being studied. Overcoming difficulties, trying to think and reflect will bring not only deep cognitive satisfaction, but also great joy.

   During the lesson, multi-level training is carried out: the level of perception of educational material, the level of knowledge reproduction, the level of mastering knowledge with changed conditions, the level of obtaining new knowledge on the basis of previously acquired knowledge.

   When studying new material, it is necessary to emphasize that the recipe for preparing the dough should not be changed or violated. Students, while completing the case assignment, must analyze the correctness (or incorrectness) of the behavior of the characters in the case assignment (Katya and Misha) and must find the answers themselves.

   After reading the assignment, students give examples most often heard in the assignment or seen at home, recall stories and fairy tales, and share their own experiences. Therefore, completing the case task will not be particularly difficult for them.

4. Conclusion

5. Almost any teacher who wants to implement the case method will be able to do this quite professionally, having studied specialized literature, completed training and having teaching situations on hand. However, the choice in favor of using interactive learning technologies should not become an end in itself: after all, each of the situational analysis technologies should be implemented taking into account educational goals and objectives, the characteristics of the educational group, their interests and needs, the level of competence, regulations and many other factors that determine the possibilities of implementation case method, their preparation and implementation.

   Using the case method in the “Testoplasty” class can be an excellent alternative to a boring and uninteresting lesson for students. In addition, case technologies will help students unlock their potential not only within one subject area, but will also be able to expand their knowledge in many areas of human activity.

7. List of used literature

I.P. Arefiev. Entertaining technology lessons. 5 grades M.: School press. – 2005.- 80 C.

Perova E.N. Lessons on the course "Technology". – M.: “5 for knowledge”, 2008

Technology. Service labor grade 5. Edited by V.D. Simonenko Ventana-Graf, 2005

Technology. 2nd grade: technological maps of lessons according to the textbook by O.A. Kurevina, E.A. Luttseva, - Volgograd: Teacher, 2013. – 1-94 p.

Video “Porridge, our mother” [Electronic resource]. – Access mode: http://vk.com/video?q=%D0%BA%D0%B0%D1%88%D0%B0%20%D0%BC%D0%B0%D1%82%D1%8C §ion=search&z=video2562615_159163570

Video material “Masha and the Bear. Episode 16 Masha + porridge” [Electronic resource]. – Access mode: http://www.masha-mult.ru/2012/12/masha-i-medved-16seria-online.html

Electronic resource: http://www.openclass.ru/node/227792

Electronic resource: http://www.proshkolu.ru/lib/id/3544/

Analyze the situation in this task and identify the main problem. (Katya kneaded the dough incorrectly. She used coarse salt instead of fine salt and therefore she was unable to make a neat craft; the dough crumbled.)

Why did this happen to Katya? (Katya started kneading the dough incorrectly. First, mix salt and flour, and then add water little by little until the dough stops sticking to your hands. Katya added coarse salt to the dough)

Did Katya follow the rules for kneading the dough and the recipe?

Make your own plan for preparing the dough.

4. Students are divided into 2 teams.

   Since the students are 7 years old (1st grade) and they still don’t read well, and the task is quite large, the cases are not distributed to the teams, but are read out by the teacher.

   Speakers from each team, after a short discussion, express their point of view. Then the teacher sets the case assignments one by one. teacher I ask questions.

   Each team, after a short discussion, gives its answer. We compare the answers of both teams. Pros and cons. Why did this happen? Did Katya follow the recipe and the rules for kneading the dough?

   Then each group makes its own plan for preparing the dough and kneads the dough according to its plan.

   To summarize the lesson, we review and compare the dough kneading plan that each team has drawn up, and compare the dough of both teams. How did the dough turn out (sticky, homogeneous, without lumps, does it stick to your hands, does it crumble).

The essence of the “case” technology The essence of the “case” technology is the creation and assembly of specially developed educational materials into a special set (case) and their transfer (forwarding) to students. Each case is a complete set of educational and methodological materials developed on the basis of production situations that develop students’ skills in independently constructing algorithms for solving production problems. The results of completed projects must be, as they say, “tangible”, i.e., if it is a theoretical problem, then a specific solution, if practical, a specific result, ready for use (in the classroom, at school, in real life). If we talk about this method as a pedagogical technology, then this technology involves a set of research, search, problem methods, creative in their very essence.

High efficiency of the case method 1) development of skills in structuring information and identifying problems; 2) mastering technologies for developing management decisions of various types (strategic, tactical); 3) updating and critical evaluation of accumulated experience in decision-making practice; 4) effective communication in the process of collective search and justification of a decision; 5) destruction of stereotypes and cliches in organizing the search for the right solution; 6) stimulation of innovation through the synergy of knowledge, development of systemic, conceptual knowledge; 7) increasing motivation to expand the base of theoretical knowledge to solve applied problems.

Requirements for the content of the case 1. A specific situation that occurs in real life is considered (main cases, facts). 2. Information may not be presented completely, i.e. be of an orienting nature. 3. It is possible to supplement the case with data that may occur in reality.

Results possible when using the “Case Method”: Educational 1. Assimilation of new information 2. Mastery of the data collection method 3. Mastery of the analysis method 4. Ability to work with text 5. Correlation of theoretical and practical knowledge Educational 1. Creation of an original product 2. Education and achievement 2. Education and achievement of personal goals personal goals 3. Increasing the level of communication skills communication skills 4. Gaining experience in making decisions, acting in a new situation, solving problems

Student’s work with a case Stage 1: familiarization with the situation and its features; Stage 2: identifying the main problem(s), Stage 3: proposing concepts or topics for brainstorming; Stage 4 analysis of the consequences of making a particular decision; Stage 5: case solution, proposal of one or more options for the sequence of actions.

Teacher’s actions in case technology: 1) creating a case or using an existing one; 2) distribution of students into small groups (4-6 people); 3) familiarizing students with the situation, the system for evaluating solutions to the problem, deadlines for completing tasks, organizing students’ work in small groups, identifying speakers; 4) organizing the presentation of solutions in small groups; 5) organization of general discussion; 6) a generalizing speech by the teacher, his analysis of the situation; 7) assessment of students by the teacher.

The use of this technology in the educational process provides the following goals and objectives: 1. Formation of competence in the field of independent cognitive activity. 2. Formation of skills to see a problem and outline ways to solve it. 3. Development of interest in the process of learning in the classroom.

10 Basic Rules for Case Analysis 1 Read the case twice: once to get a general idea and a second time to get a good grasp of the facts. In addition, tables and graphs must be carefully analyzed. 2 Make a list of problems that you will have to deal with. 3 If numerical data is offered, an attempt should be made to evaluate and explain it. 4 Recognizing problems to which existing knowledge can be applied. 5 Drawing up a thorough analysis of the existing situation. 6 Support proposals for solving a problem through sound argumentation. 7 Drawing up diagrams, tables, graphs that provide the basis for your own “solution”. 8 Drawing up a list of priorities for your own proposals, taking into account that in reality there will be quite scarce resources 9 Monitoring your own action plan to check whether all areas of the problem have actually been developed. 10 Do not propose solutions that are doomed to failure and thus may have disastrous consequences.

Real life situations, depicted in detail and in detail. At the same time, their educational purpose can be reduced to training students, consolidating knowledge, skills and behavior (decision making) in a given situation. Cases should be as clear and detailed as possible.

Local material Most of the cases may be based on local material. Students feel more confident if they know well the environment and context in which the events described in the cases take place; it is much more difficult for them to discuss, for example, the American environment, the behavior and motives of Americans.

Statistical materials They can play the role of a direct tool for diagnosing the situation, as material for calculating indicators that are most essential for understanding the situation. Materials can be placed either in the text of the case itself or in the appendix.

Approximate structure of a case 1. Situation - case, problem, story from real life 2. Context of the situation - chronological, historical, context of place, features of the action or participants in the situation. 3. Commentary on the situation presented by the author 4. Questions or tasks for working with the case 5. Applications

What are the characteristics of a “good case”? 1. A good case tells the story. 2. A good case focuses on a topic of interest. 3. A good case does not extend beyond the last five years. 4. A well-chosen case can evoke a feeling of empathy for the characters in the case. 5. A good case study includes quotes from sources. 6. A good case contains problems that the student can understand. 7. A good case requires an assessment of decisions already made.

Organization of work with the case 1. Introductory stage - involving students in analyzing the situation, choosing the optimal form of presenting the material for familiarization. 2. Analytical stage – discussion of the situation in groups or individual study of the problem by students and preparation of solution options. 3. Final stage – presentation and justification of the case solution option.

What does the use of case technology give to the Teacher to the Student Access to a database of modern educational and methodological materials Organization of a flexible educational process Reduction of time spent preparing for lessons Continuous professional development Possibility of implementing some elements of the educational process outside of class hours Working with additional materials Constant access to the consultation database Opportunity to do it yourself prepare for certification Communication with other students in the group Mastering modern information technologies

List of references and sources of ready-made cases 1. Changes in educational institutions: experience of research using the case-stage method / edited by G.N. Prozumentova.- Tomsk, Mikhailova, E.I. Case and case method: general concepts / E.I. Mikhailova / Marketing Pozhitneva V.V. Case technologies for the development of giftedness//Chemistry at school S Polat E.S. Modern pedagogical and information technologies in the education system: a textbook for students. universities / Polat E.S. ; Bukharkina M.Yu. - 2nd ed., erased. - M: Academy, p. 5. Pyryeva V.V. Case teaching technology and its application in studying the topic “Algorithms” // Informatics and Education. – , P.25-28

List of references and sources of ready-made cases 6. Smolyaninova, O.G. Innovative technologies for teaching students based on the Case Study method // Innovations in Russian education: collection - M.: VPO, Situational analysis, or anatomy of the Case method / edited by Yu.P. Surmina – Kyiv: Center for Innovation and Development, htm

Lecture

The essence of case technology study . The history of the creation of technology and its reception in Russian education. Main functions and characteristics of case technology. Pedagogical effects of case technology.

Case structure. Types of cases. The educational case as an interactive method of involving students in solving specific problems.

Theoretical block on the topic

The case study method (analysis of specific situations) is one of the options for using modern pedagogical technologies in educational practice, aimed at solving the problems of the Federal State Educational Standard.

Case technologies ( case study) - technologies based on compiling sets (cases) of textual educational materials on a specific topic and assignments on a specific problem situation in it, and transferring them to students for independent study (with the possibility of consultation with a teacher) and solving the task, followed by collective discussing the topic and options to develop the most rational and creative proposals.

Analysis of specific educational situations (case study) - a training method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; working with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; working with assumptions and conclusions; evaluation of alternatives; decision making; listening and understanding other people - group work skills

Case-study method or method of specific situations (from the English case - case, situation) - a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases).

Case ( Case-studies) are educational specific situations specially developed on the basis of factual material for the purpose of subsequent analysis in training sessions.

History of the Case Study Method

The birthplace of this method is the United States of America, and more precisely, the Harvard Business School. It was first used in the educational process at Harvard Law School in 1870; The implementation of this method at Harvard Business School began in 1920. The first collections of cases were published in 1925 in the Harvard University Business Reports. The Case Study method is most widely used in teaching economics, management and business sciences abroad.

Currently, two classical case-study schools coexist – Harvard (American) and Manchester (European). Within the framework of the first school, the goal of the method is to teach the search for the only correct solution, the second one assumes a multivariate solution to the problem. American cases are larger in volume (20-25 pages of text, plus 8-10 pages of illustrations), European cases are 1.5-2 times shorter.

The leader in the collection and dissemination of cases is The Case Clearing House of Great Britain and Ireland, created in 1973 on the initiative of 22 higher education institutions; since 1991 it has been called the European Case Clearing House (ECCH).

ECCH is a non-profit organization that is affiliated with case study organizations located around the world.

Currently, ECCH includes about 340 organizations, including The Harvard Business School Publishing, Institute for Management Development (IMB) in Lausanne, Switzerland, INSEAD, Fontainebleau in France, IESE Barcelona in Spain, London Business School in England , and the Cranfield School of Management. Each of these organizations has its own collection of case studies, which ECCH has the right to distribute.

The case-study method (or, as they wrote in the twenties, the “case method”) was known to teachers of economic disciplines in our country back in the 20s of the last century. In September 1926, a conference of teachers on economic disciplines in Soviet party schools was held, but the method was not accepted as “non-Soviet.” In Russia, the case method began to be actively used in teaching in the 80s, first at Moscow State University, and then at academic and industry institutes, and later at special training and retraining courses. Recently, it has found widespread use in the study of medicine, law, mathematics, distance learning, school education and other sciences.

Educational resource of the method case-study

The case method allows you to demonstrate theory from the point of view of real events. It allows students to become interested in studying the subject, promotes the active acquisition of knowledge and skills of independent collection, processing and analysis of information characterizing various situations, for subsequent discussion in a team showing their own version of solving an issue or problem.

This method is classified as a modern pedagogical technology, so its mastery by teachers is important for increasing the efficiency of the teaching and educational process.

Any case allows the teacher to use it at various stages of the educational process: at the learning stage, at the stage of checking learning results.

This method is especially successful in teaching adults, distance learning, teaching economics and management, as well as in developing materials for independent study of topics by schoolchildren with subsequent elaboration of questions at a seminar or reporting lesson, in the development of their own creative thinking.

A good “case”, as a rule, teaches you to look for non-trivial approaches, since there is no single correct solution. “What I especially appreciate about the case method is the independence of thought,” says Peter Ekman. - In real business there are five or six ways to solve a problem. And although there is a classic solution for every situation, this does not mean that it will be optimal. You can make a good decision, but its results will lead to bad consequences. You can make a decision that everyone around you considers bad, but it will lead you to the desired results.”

Method Case-Study promotes the development of various practical skills. They can be described in one phrase - creative problem solving and developing the ability to analyze a situation and make a decision. A distinctive feature of this method is the creation of a problem situation based on facts from real life.

The method develops the following skills:

1. “Analytical skills: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find gaps in information and be able to restore them, think clearly and logically.

2. Practical skills: The level of complexity of the problem presented in the case, specifically reduced in comparison with the real situation, facilitates the easier formation in practice of skills in using theory, methods and principles, and allows one to overcome the barrier of theory difficulty.

3. Creative skills. As a rule, logic alone cannot solve a situation. Creative skills are very important in generating alternative solutions that cannot be found logically.

4. Communication skills: ability to lead a discussion and persuade others. Use visual material and ICT tools, cooperate in groups, defend your own point of view, convince opponents, write a short, convincing report.

5. Social skills: the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.

6. Self-analysis.Disagreement in a discussion promotes awareness and analysis of the opinions of others and one’s own.

Case design technology s tudy

The following main stages of creating cases are distinguished:

· defining goals;

· selection of a situation (problem) according to the criteria;

· selection of necessary sources of information on the topic, creation by the teacher of a short version of educational materials for independent study by students or students of the theory of the issue; defining the main concepts that students must learn;

· preparation of primary material in the case;

· examination of the material;

· preparation of methodological recommendations for its use, questions for subsequent discussion of the problem, the task itself, algorithms in possible options, instructions on the types of providing a solution to the task, etc.

· discussion and solution of the case, conducting the final lesson, control of the topic.

Mastery of the method of using cases by teachers is now in great demand, since in addition to subject training, it allows students to widely develop the skills of working with information and communication technologies that are so necessary for a modern educated person, as well as knowledge of the basics of research and design activities.

The process of preparing students to solve Case is based on the skills and abilities of working with information means, which allows updating existing knowledge and intensifying research activities. For example, at the stage of collecting information, various sources based on modern communications are used: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. These sources often provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of many available facts to present the overall picture of the phenomenon or event being studied. At the final stage - presenting what you have studied and your own version of a reasoned solution, for the convenience of working with the information offered to others, it is necessary to present it in the form of presentations, text messages, tables, graphs, diagrams, etc.

A good CASE must satisfy the following requirements:

· correspond to the clearly stated purpose of creation;

· have a level of difficulty appropriate for the category of listeners;

· illustrate several aspects of a subject or practice in life;

· do not become outdated too quickly;

· have a national color;

· be relevant today;

· illustrate typical situations;

· develop analytical thinking;

· provoke discussion;

· have multiple solutions.

Some scientists believe that there are “dead” and “living” cases. “Dead” cases include cases that already contain all the information necessary for analysis. To “revive” a case, it is necessary to construct it in such a way as to provoke students to search for additional information for analysis and search for their own solution. This allows the case to develop and remain relevant for a long time.

In our country, cases are compiled by interested parties at their level of understanding. Good “cases,” as a rule, are written by experienced teachers or groups of students, undergraduates, and graduate students who are highly motivated to learn, together with the teacher. Compiling such educational material requires painstaking work in selecting content, collecting facts and figures, developing a short theoretical set for independent study of the topic, methodological recommendations, assignments, etc.

The first method of obtaining cases is widely used by Western business schools, and the second is widespread in Russia (since there is no money allocated for collecting information for writing “cases”, so everyone strives to “get the material for free” somewhere - for example, borrow from a friend , who has visited some Western business school, a collection of practical problems and business games, make the required number of photocopies from it or use the complete algorithm of someone else’s subject for use in your teaching practice).

Technology of working with a case in the educational process

The technology of working with a case in the educational process includes the following stages:

1) individual independent work of students with case materials (identifying a problem, formulating key alternatives, proposing a solution or recommended action);

2) work in small groups to agree on the vision of the key problem and its solutions;

3) presentation and examination of the results of small groups in a general discussion.

When teaching using cases, “at least 6 formats can be used:

1. Teacher – student “Cross-examination”

Discussion between teacher and student. The student's opinion, position or recommendation will be examined through a series of questions. The logic of the statements will be thoroughly examined, so the student needs to be extremely attentive and deeply knowledgeable about the topic.

2. Teacher - student. "Advocate"

Usually this is a discussion between teacher and student, but sometimes other students may participate. The teacher assumes a completely unsuitable role for advocacy and asks the student (and perhaps others) to take the position of lawyer. You need to actively think and reason, arrange facts, conceptual or theoretical information, and personal experience in a certain order.

3. Teacher-student. "Hypothetical format"

Similar to the previous one, but there is one difference: the teacher will present a hypothetical situation that goes beyond the student's position or recommendation on the issue. He will be asked to evaluate this hypothetical situation. During the discussion, you need to be open to the possible need to modify your position.

4. Student-student: confrontation and/or cooperation

In this format, the discussion is conducted between students, and the teacher observes and draws conclusions for himself. Both cooperation and confrontation arise. For example, a classmate may challenge a position by providing new information. We must try to “repel the challenge.” The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).

5. Student-student: “Play a role”

The teacher may ask the student to take on a specific role and interact with other classmates in it.

6. Teacher-class: “Silent format”

The teacher may raise a question that was initially directed to an individual and then to the entire class (because an individual student was unable to answer).

You should not assume that “cases” can replace learning new material, theory, and lectures. Their preparation and testing methods require a lot of time. The tasks are not easy to complete, which may discourage some students from completing them.

Sections: General pedagogical technologies

To organize a successful pedagogical process responsible for improving the quality of student learning, it is necessary to change all the components that determine the state of the educational space:

• provide appropriate methods and forms of organizing the educational development process,
• master the methodology of their constant adjustment,
• create the necessary educational and material base,
• to design and implement such pedagogical technologies that will most effectively solve the assigned tasks, in the course of co-creation and interaction between the teacher and his students.

Case technologies are a group of educational technologies, teaching methods and techniques based on solving specific problems and tasks. They are classified as interactive teaching methods; they allow all students, including the teacher, to interact. The name case technology comes from the Latin casus - a confusing unusual case; and also from the English case - briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive from the teacher a package of documents (case), with the help of which they either identify a problem and ways to solve it, or develop options for solving a difficult situation when the problem is identified.

The tasks facing the teacher for the implementation of curriculum in the disciplines have led to the fact that today in modern pedagogical practice and theory the most striking examples are - case technology, which underlies complex technologies:

• technology of productive education;
• technology of individualized learning I. Unt;
• adaptive learning system A.S. Granitskaya;
• training based on an individually oriented curriculum by V.D. Shadrikova;
• computer technology;
• design method.
• information and communication technology.

A teacher must have the appropriate professional qualities that are inherent to an innovative teacher: the ability to change his role functions if necessary (an organizer of students’ independent activities, an experimenter, a participant in joint research activities, etc.); carry out diagnostics of the results of students’ activities, taking into account the nature of the pedagogical system (basic or specialized level of training) and the individuality of students; organize the activities of students so that they can exercise the right to choose the type of educational activity; if necessary, move from using one teaching technology to another, and if it fails, do not immediately abandon the previously chosen technology or methodology, but try to analyze and continue the experiment, making the necessary amendments to the organization of activities (reflection).

In teaching academic disciplines, in order to achieve the expected level of training, education, development of students and focus on solving assigned problems, it is correct, in our opinion, to move from using case technology to computer technology and vice versa.

Recently, we are increasingly using information technology. Educational information technologies are understood as structures of interconnected processes of information processing using computer and software tools.

In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, film, video).

One of the case technologies is computer technology, which can be carried out through: the use of computer training on individual topics, sections for individual didactic tasks, as the main, defining, most significant of the parts used in this technology, as monotechnology (when all training, all management educational process, including all types of diagnostics, monitoring, are based on the use of a computer), however, monotechnologies are not sufficiently implemented by teachers in our city, due to the lack of technical equipment. The biology and mathematics classrooms are equipped with modern equipment - a computer, an interactive whiteboard, a TV and a VCR, disks:

1. 1C: Tutor;

2. Multimedia complex;

3. Educational electronic publication;

Many teachers face the problem of developing positive motivation for students. No, and there cannot be a universal solution to this problem, so the teacher himself finds the optimal ways, based on the characteristics of the class group, the age group of students, their level of readiness for positive educational activities. The ultimate goal of working with children in this direction is to achieve the highest manifestation of motivation - persistent interest in the subject. Often the learning process turns into a routine chore for children. This happens when school and studies cease to be an organic part of a student’s life. If a child feels that he is not a full participant in the educational process, but only a passive subject, obliged to perceive the flow of theoretical information falling on him, then it will be difficult to achieve a high level of motivation.

The basis for creating conditions for positive motivation of a student is interest. Awakening interest in him is a process in which the teacher plays one of the main roles. A child’s interest in learning directly depends on the content of education, so we should not be surprised when in one case a student shows apathy and complete indifference in class, and in another he really works with interest.

The formation of interest in a subject occurs according to the following scheme:

• at the first stage - surprise and curiosity. This stage of the cognitive orientation of the student’s personality is characterized by the fact that the object is not the content of the lesson, but external aspects or historical material, or the applied nature of what is being studied together with visual aids, the skill of the teacher, and forms of work.
• the second stage is from curiosity to inquisitiveness.

As the stock of specific knowledge is enriched, the student becomes aware of facts, laws, and theorems, he attaches increasing importance to the real content of the object of his interest.

• the third stage is from curiosity to sustained interest.

There are various methods based on the results of teaching practice and aimed at developing stable cognitive motives in schoolchildren, among which the use of ICT in the classroom provides great opportunities for mathematics teachers.

Rapidly developing information and communication technologies place new demands on the generation entering life. However, modern achievements of ICT, of course, in no way detract from all the best achievements and methodological developments in the field of teaching academic subjects, in which a significant place is also given to various methods of subject-oriented motivation of schoolchildren. The use of ICT tools should be a reasonable and now integral addition to the teaching system of teachers. Proper use of modern information technologies in the classroom, on the one hand, helps to increase students’ educational motivation and develop key competencies in them, and on the other hand, organizes the work of students and teachers.

To create positive motivation for schoolchildren’s learning, we conduct lessons in a non-standard form using information and communication technologies. The introduction of modern information computer technologies into the educational process ensures the unity of educational, developmental and educational functions of training.

ICT use cases can be varied and include different relevant elements. There is no single template here, and there shouldn’t be. A teacher who thinks creatively is always in search and in this work new opportunities are revealed to him to realize his potential. And we must not, of course, forget about the main goal of using ICT – achieving a high level of academic and subject motivation among students. It is necessary to remember that ICT is one of the most important components of the educational process and excessive passion for it can turn into a useless pastime for schoolchildren. Therefore, the work of any teacher should be based on the principle of reasonable proportionality of the teaching aids used, their logical compatibility, and compliance with space-time boundaries. The foundation of his work - planning - will help the teacher take these elements into account and not go to extremes. The use of the ICT component both to form positive motivation for students and to achieve active interest in the subject can be represented in the following activities:

• Studying rules by topic using electronic textbooks.
• Search for additional theoretical material via the Internet.
• Training and competitive testing in a game form with non-standard assessment (emoticons, humorous audio comments).
• Training and diagnostic testing.
• Thematic testing.
• E-mail homework (on the Internet).
• Control testing.
• Testing in the State Examination and Unified State Exam format with automatic verification of results and indication of gaps.
• Practical (working with texts).
• Game forms of activity using ICT: competitions for the speed and quality of completing tasks of various levels of complexity.
• Preparation of thematic Power Point presentations.
• Multimedia teaching aids: “Live Mathematics”.
• Using an interactive whiteboard.

The work does not require special knowledge or skills. After projecting an image onto the board, users manipulate it with a light touch of a pencil and make appropriate notes and corrections. Individual images and fragments of text can be highlighted, which allows students to focus their attention on this particular material. One hundred percent clarity, the ability to illustrate any type of material (text, video, multimedia, diagrams, etc.). High level of activity of children in the lesson; lack of fear of answering at the board.

The listed forms of activity, which, of course, do not claim to be exhaustive, on the use of ICT technologies both to achieve positive motivation of students when teaching mathematics to secondary school students, and when preparing for the State Examination and the Unified State Exam of senior students, require the active activity of schoolchildren. It is also important that in this way children develop an interest in achieving a positive result.

The use of these technologies allowed us to:

1. Significantly save time in the lesson;

2. Increase the level of visibility during training;

3. Introduce elements of entertainment, revive the learning process;

4. Attract passive listeners;

5. Provide instant feedback;

6. Activate students’ cognitive activity and desire to study the subject;

7. Ensure repetition of previously covered material against the backdrop of new activities.

In our opinion, the use of ICT in lessons is necessary. The introduction of ICT into the educational process stimulates cognitive interest in mathematics, creating conditions for motivation to study this subject, helping to increase the efficiency of learning and self-study, and improving the quality of education.

Students created presentations that allow them not only to acquire computer skills, but also to independently, having studied the topic, confidently explain it to other children and assert themselves.

The project method is a way of organizing independent activities of students to achieve a certain result. One of the varieties of the design method is the case method.

The case method of teaching is a method of active learning based on real situations. The advantage of cases is the opportunity to optimally combine theory and practice, which seems quite important when preparing students to pass the State Examination and Unified State Examinations, as well as to realize themselves in society.

The use of the case method allows you to develop skills in working with a variety of sources of information. The process of solving the problem outlined in the case is a creative process of cognition, implying the collective nature of cognitive activity.

The following goals and areas of application of the method of analyzing a specific situation are identified:

• consolidation of knowledge acquired in previous classes (after the theoretical course);
• developing skills in the practical use of conceptual schemes and familiarizing students with schemes for analyzing practical situations (during seminars, during the main training course);
• developing skills in group problem analysis and decision making;
• examination of the knowledge acquired by students during the theoretical course (at the end of the training program).

The case method is based on a set of certain didactic principles:

• individual approach to each student, taking into account his needs and learning style,
• maximum provision of freedom in learning (the possibility of freedom to choose a statement, form of learning, type of tasks and method of their implementation);
• providing students with a sufficient amount of visual materials that relate to the tasks (articles in print, video, audio cassettes and CDs, products of companies whose activities are being analyzed);
• do not overload students with a large amount of theoretical material, concentrate only on the main points;
• ensuring accessibility of the presentation of educational material for students;
• developing in students the ability to work with information and process it;

The peculiarity of the work of a teacher practicing the case method is that he not only realizes his abilities to the maximum, but also develops them. The main content of a teacher’s activity includes performing several functions:

educational,

Educating,

Organizing

Research.

The teacher’s activities when using the case method include two phases.

1. The first phase is a complex creative work of creating a case and questions for its analysis. It is carried out outside the classroom and includes the research, methodological and design activities of the teacher.

However, a well-prepared case is not enough to effectively conduct a lesson. To do this, it is also necessary to prepare methodological support, both for the independent work of schoolchildren and for the upcoming lesson.

2. The second phase includes the teacher’s activities in the classroom, where he makes introductory and concluding remarks, organizes small groups and discussions, maintains a businesslike mood in the classroom, and evaluates students’ contributions to the analysis of the situation.

The case method develops the competence qualities of an individual: analytical skills, practical skills, creative skills, communication skills, social skills. The presence of disputes, discussions, and argumentation in the structure of the case method greatly trains the participants in the discussion and teaches them to comply with the norms and rules of communication.

All of the above provisions served as the basis for the first attempts to use case technologies in the study of the disciplines of biology and mathematics.

Case technologies provide more opportunities for working with information and evaluating alternative solutions, which is very important nowadays, when the volume of information flows increases every day and different points of view on the same event are covered.

In life, students will need the ability to think logically, formulate a question, argue an answer, draw their own conclusions, and defend their opinion.

The advantage of case technologies is their flexibility and variability, which contributes to the development of creativity in teachers and students.

Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, and the capabilities of the students. The greatest effect can be achieved with a reasonable combination of traditional and interactive teaching technologies, when they are interconnected and complement each other.