Forms of discussion in the educational process. Technologies for conducting educational discussions

Study discussion

Traditionally, the word "discussion" is understood as an exchange of views in all its forms. An appropriate teaching method is to hold discussions on a specific problem in relatively small groups of learners (6 to 15 people).

The educational discussion differs in that its problems are new only for a group of persons participating in the discussion; its approximate result is known to the organizer. The purpose of the educational discussion is to master the methods of discussion, search and formulation of arguments, and their analysis by the participants. A well-organized educational discussion is a factor in the development of communicative and analytical skills, it allows you to identify the level of understanding on a specific topic, problem.

Forms of discussion:

Round table - a conversation in which small groups of students (5 people) participate on equal terms, who consistently discuss the questions raised;

Expert group meeting, first option. Usually 4-6 participants, with a pre-appointed chairperson, who discuss the intended problem and then present their positions to the whole class. During the discussion, the rest of the class is a silent participant, not having the right to join the discussion. This form is reminiscent of television "Talk Shows" and is effective only if the topic is relevant to all; Expert group meeting, second option. The class is divided into microgroups at the preparatory stage, each microgroup independently discusses the problem posed and chooses an expert who will represent the opinion of the group. At the main stage, the discussion takes place between experts - representatives of the groups. Groups do not have the right to interfere in the discussion, but can, if necessary, take a "time-out" and recall the expert for consultation.

Forum - a discussion similar to the first version of the "expert group meeting", during which this group enters into an exchange of views with the "audience" (class);

Brainstorming is done in two stages. At the first stage, the class, divided into microgroups, puts forward ideas for solving the problem. The stage lasts from 15 minutes to 1 hour. There is a strict rule: "Ideas are expressed, recorded, but not discussed." At the second stage, the ideas put forward are discussed. At the same time, the group that expressed the ideas does not discuss them itself. To do this, either each group sends a representative with a list of ideas to the neighboring group, or a group of experts is formed in advance, which does not work at the first stage.

The symposium is a more formalized discussion than the previous one, during which the participants make presentations (abstracts) representing their points of view, after which they answer the questions of the “audience” (class). The symposium is effective as a general lesson. Several symposia are usually organized throughout the year for all students to speak;

Debate is an explicitly formalized discussion, built on the basis of pre-fixed speeches of participants - representatives of two opposing, rival teams (groups) - and rebuttals. A variant of this type of discussion is the so-called "parliamentary debate", which reproduces the procedure for discussing issues in the British Parliament. In them, the discussion begins with a speech by representatives from each of the parties, after which a rostrum is provided for questions and comments from participants in turn from each side;

Court session - a discussion that simulates a trial (hearing).

Cross discussion is one of the methods of the technology for the development of critical thinking of the RCMCP. To organize cross-discussion, a topic is needed that brings together two opposing points of view. In the first stage, each of the students individually writes three to five arguments in support of each of the points of view. Arguments are summarized in microgroups, and each microgroup presents a list of five arguments for one point of view and five arguments for a second point of view. A general list of arguments is compiled. After that, the class is divided into two groups - the first group includes those students who are closer to the first point of view, the second - those who are closer to the second point of view. Each group ranks their arguments in order of importance. Discussion between the groups takes place in a cross-cutting mode: the first group expresses its first argument - the second group refutes it - the second group expresses its first argument - the first group refutes it, etc.

Educational discussion-dialogue. This form also requires a topic with two opposing points of view. At the preparatory stage, the class is divided into fours, in each four, two pairs are determined: one will defend the first point of view, the other - the second. After that, the class prepares for the discussion - reads the literature on the topic, selects examples, etc. At the main stage, the class immediately sits in fours and at the same time there are discussions between pairs in fours. When the discussions are almost over, the teacher instructs the couples to switch roles - those who defended the first point of view should defend the second, and vice versa. In this case, arguments that have already been expressed by the opposite couple should not be repeated. The discussion continues.

An educational discussion is a purposeful and orderly exchange of ideas, judgments, opinions in a group for the sake of finding truths, and each of those present in their own way participates in the organization of this exchange of ideas. It is important that the search for new knowledge is organized - an assessment, a benchmark for subsequent independent work. For the discussion, the class can be divided into subgroups of 5 to 10 people. The more students learn to think based on contrasting comparisons, the greater the creative potential becomes.

Discussion is inferior in efficiency to presentation, transmission of information, but at the same time it is productive for consolidating information, creative comprehension of the studied material and the formation of value orientations. Among the factors of in-depth assimilation of the material during the discussion, we highlight the following:

Information exchange;

Stimulating different approaches to the same subject, phenomenon;

Coexistence of dissenting opinions and suggestions;

Ability to reject any of the expressed opinions;

Encouraging participants to seek a group agreement.

Didactic goals and types. discussions

Discussion should not take place if the solutions are known to the teacher in advance and could be presented in the usual way. Problem is an obligatory didactic guideline.

The sequence of stages of group discussion of the problem:

Search and definition of the problem (difficulty), solved by group methods (by developing a common approach, reaching agreement);

Formulation of the problem in the course of group analysis, discussion;

Analysis of the problem;

Attempts to find a solution to the problem (they can be a process that includes discussion, collection of data, attraction of additional sources of information, etc. The group makes preliminary conclusions, collects opinions, etc., moving towards agreement);

In a traditional, conventional lesson, there can be an "evolutionary" transition to discussion:

a) discussion with a teacher as a leader;

b) discussion with students as a facilitator;

c) discussion without a leader (self-organizing).

Forms of discussion

In pedagogical practice, curtailed forms of discussion have also become widespread:

1. "Round table" - a conversation in which all participants of a small group of students participate on an equal footing. An exchange of views takes place both between them and with the rest of the class.

2. “Panel meeting” - usually a group of students with a pre-appointed chairperson first discusses the problem in the group and then presents their positions to the whole class. At the same time, each participant makes a short report on the issue of discussion.

3. "Forum" - A discussion similar to an "expert group meeting" in which the group exchanges views with the class.

4. "Court session" - a discussion simulating a court hearing.

5. "Debate" - a formalized discussion based on pre-fixed speeches of participants of two rival groups (teams). The discussion begins with a presentation by representatives from each of the parties, after which a rostrum is provided to the participants for questions and comments.

Preparing a discussion, creating temporary groups

The average number of group participants is 6 people. The division of the class into groups is carried out for a limited time (5-6 minutes). The groups are assigned tasks aimed at preparing the basis for the next stage of the educational process.

Tasks of temporary groups:

Preparation of classroom discussion;

Possible reformulation of the topic of discussion, if it is deadlocked;

Choosing a discussion option or moving on to planning practical assignments, projects, etc .;

Brainstorming;

Exchange of views, personal experience;

Asking questions, problems for an upcoming educational study or classroom discussion;

Identification and discussion of emerging discrepancies. When working with small temporary groups, it is necessary to remember the purpose, time, results. The groups need to know what kind of outcome is expected from their discussion. Within the groups, a presenter is appointed, a speaker is selected. Sometimes a list of sentences or main ideas is written on a blackboard (or with the help of an overhead projector).

Intergroup dialogue

Roles and functions are assigned to each group. The "analyst" asks questions to the group members during the discussion, questioning ideas and formulations. The recorder "records everything that relates to the solution of the problem, he also usually speaks with a" position "from the whole group. The" observer "evaluates the participation of each member of the group based on the criteria set by the teacher.

The order of the class is as follows:

a) problem statement;

b) breakdown of participants into groups, distribution of roles, explanations of the teacher about what is expected of the participants in the discussion;

c) discussion of the problem in small groups;

d) presenting the results of the discussion to the whole class;

e) continuation of the discussion and summing up.

Start of discussion

Seating all participants so that everyone can see the faces of others.

Techniques, introduction to the discussion:

Problem statement and case description;

Role-playing game;

Demonstration of a film or video recording, illustrative materials;

Inviting experts;

Computers and tape recordings;

Incentive questions such as "what would happen if ...?" etc.

Leading the discussion

The teacher guides the discussion with questions that do not require an unambiguous answer.

The productivity of collecting ideas is improved if the teacher:

Gives you time to think about your answers;

Does not allow ambiguous questions;

Doesn't ignore any answer;

Changes the line of reasoning (for example, the question: "What other factors can influence?", Etc.);

Clarifies children's statements by asking clarifying questions;

Encourages students to deepen their thoughts (for example:

The course of the discussion

In conducting educational discussions, a significant place belongs to the creation of an atmosphere of benevolence and attention to everyone. At the same time, refrain from anything - hidden or even more open -

approval or disapproval. Use remarks to clarify statements.

An important condition for guiding the discussion is focusing the attention and thoughts of the participants on the issues being discussed. Sometimes you may notice: "It seems that we have moved away from the topic of discussion ..."

With a lengthy discussion, an interim summarization of the results of the discussion is carried out. And then the "recorder" comes in, sums up the discussion at the current moment, so that the class is better oriented in the course of further discussion.

Summing up the current results of the discussion by the teacher:

Summary of the main topic;

Review of the presented "data, information;

Summarizing what has already been discussed and presenting issues for further discussion;

Reformulation, retelling of all the conclusions made so far;

Analysis of the discussion

The overall result should be a guideline for moving on to the study of the next topic.

This teaching method consists in conducting educational group discussions on a specific problem in relatively small groups of students (from 6 to 15 people).

Traditionally, the concept of "discussion" is understood as an exchange of opinions in all its forms. The experience of history shows that no development of society is possible without an exchange of opinions and accompanying debates and disputes. This is especially true of development in the field of spiritual life and professional development of a person.

Discussion as a collective discussion can be of a different nature, depending on the process being studied, the level of its problematic nature and, as a consequence, the statements made.

Although in the scientific pedagogical literature, discussions are not classified according to the components of activity (subject, object, means, goals, operations, needs, conditions, results), in practice, the discussion is considered as a universal phenomenon that, in essence, can be mechanically transferred without change from one area to another, for example, from science to professional pedagogy or the methodology of teaching a professionally oriented foreign language.

An educational discussion differs from other types of discussions in that the novelty of its problems applies only to the group of persons participating in the discussion, that is, the solution to the problem that has already been found in science is to be found in the educational process in this audience.

For a teacher organizing an educational discussion, the result, as a rule, is already known in advance. The aim here is the search process, which should lead to objectively known, but subjective, from the point of view of students, new knowledge. Moreover, this search should naturally lead to the task planned by the teacher. This can be, in our opinion, only if the search for a solution to the problem (group discussion) is completely controlled by the teacher.

Management here is twofold. First, in order to conduct a discussion, the teacher creates and maintains a certain level of student relationships - the relationship of benevolence and frankness, that is, the teacher's management of the discussion is of a communicative nature. Secondly, the teacher controls the process of finding the truth. It is generally accepted that educational discussion is permissible "provided that the teacher is able to ensure the correctness of the conclusions."

Summarizing the above, the following specific features of an optimally organized and conducted educational discussion can be distinguished:

1) a high degree of competence in the problem of the teacher-organizer and, as a rule, the students have sufficient practical experience in solving such problems;

2) a high level of forecasting the solution of typical problem situations due to serious methodological training of the teacher-organizer, that is, a relatively low level of improvisation on the part of the teacher. At the same time, a fairly high level of improvisation on the part of the students. Hence the need for the teacher to be able to control the discussion process;

3) the goal and result of the educational discussion are a high level of assimilation by students of true knowledge, overcoming delusions, the development of dialectical thinking in them;

4) the source of true knowledge is variable. Depending on the specific problem situation, it is either the teacher-organizer, or the students, or the latter deduce true knowledge with the help of the teacher.

In conclusion, it should be noted that this method allows you to make the most of the experience of listeners, contributing to a better assimilation of the material they are studying. This is due to the fact that in a group discussion, it is not the teacher who tells the listeners what is right, but the students themselves develop evidence, substantiation of the principles and approaches proposed by the teacher, making the most of their personal experience.

Educational group discussions are most effective when studying and working through complex material and the formation of the necessary attitudes. This active teaching method provides good opportunities for feedback, reinforcement, practice, motivation and transfer of knowledge and skills from one area to another.

Let us further consider one of the most popular methods in Western practice for improving the qualifications of executive personnel - the analysis of specific practical situations (case-study - English, Fallstudie - German). Over the past decade, this method has found more and more widespread use in business education in Russia in the study of various disciplines: marketing, personnel management, business foreign language, etc.

The goals of a group discussion can be very different depending on its subject and the way the discussion is organized.

• 1. Most often, the purpose of the discussion is: reaching a definite opinion on the problem under discussion, in this case such tasks can be set as:
  • - the participants' awareness of their opinions, judgments, assessments on the topic of discussion;
  • - clarification of mutual positions in the dispute;
  • - developing a respectful attitude towards other opinions;
  • -development of the ability to see the problem from different sides, understanding the ambiguity of possible solutions characteristic of most problems;
  • - refusal to perceive the superiority of any point of view;
  • - developing skills to formulate a single group decision, taking into account different points of view, including the opinion of the minority.
• 2. The discussion method is actively used to find ways

solving the problem, while the following tasks can be solved:

• -development of skills to analyze a problem or problem situation;
• -search and development of promising ideas;
• -development of the ability to produce multiple solutions;
• - finding the optimal solution among several alternatives.
• 3. Another common purpose of the discussion method is to increase communicative competence. The tasks solved in this case can be as follows:
  • -development of the ability to formulate questions and value judgments, conduct polemics;
  • -development of the ability to accurately express their thoughts in a speech, to speak briefly and to the point;
  • -forming the ability to actively defend their point of view;
  • -development of the ability to reasonably argue, refute the erroneous position of the enemy;
  • -development of the ability to carry out constructive criticism of existing points of view and perceive critical remarks in their address;
  • -the ability to listen and interact with other participants;
  • -development of the ability to speak in public.
• 4. Within the framework of socio-psychological training, discussion is often used to launch the processes of group dynamics, to establish and develop relationships in the group. In this case, the tasks can be formulated as follows:
  • -structuring the group, nominating leaders, assigning roles;
  • - strengthening the cohesion of the group;
  • -actualization and resolution of latent intra-group conflicts;
  • -optimization of the role structure of the group;
  • -conducting group reflection through the analysis of individual experiences;
  • - giving group decisions the status of a group norm;
  • -involvement of the participants in the discussion in the subsequent implementation of group decisions.
• 4. At the same time, discussion methods can be used in the learning process with the aim of deeper assimilation, clarification of theoretical issues (in the educational discussion).
• 5. For psychotherapeutic purposes, the discussion is used to facilitate self-knowledge and self-disclosure of the participants, expand their views on the situation that has arisen, search for a way out of it, and receive support

and feedback, deepening knowledge of oneself.

Forms of group discussion can be classified on different grounds.

So, according to the degree of structuredness, they are distinguished:

structured discussions in which the topic is clearly set, questions for discussion, the order of statements, time is regulated (for example, brainstorming);

unstructured, in which the topic is chosen by the participants themselves, the discussion is conducted freely, practically without rules, the moderator plays a passive role, the discussion time is not formally limited (for example, discussions in meeting groups). Such discussions can spontaneously arise during a training session, its "danger" is that it exacerbates intragroup conflicts, intensifies the processes of group dynamics, it is difficult to control it and predict its result, which accordingly requires the development of specific skills from the leader.

On the subject of discussion, the discussion is divided into (N.V. Semilet):

thematic, in which problems that are significant for all members of the group are discussed (for example, "How to manage yourself in difficult situations?", "Conflict - evil or good?", etc.);

biographies based on the past experience of the participants; such a discussion involves a discussion of the client's life story, individual episodes and events of his biography, problems, conflicts, relationships, attitudes, behavioral features, etc.;

interactional, the material of which is the structure and content of relationships between group members; the features of interpersonal interaction in a group and situations arising in the course of the group process are analyzed.

Another criterion for classifying discussion methods is the form of organizing the discussion. According to this feature, many types of discussions can be distinguished. Let's list some of them:

Progressive discussion aimed at group problem solving. It is carried out as follows: after presenting the problem, the participants are invited to put forward ideas about ways to solve it, which are recorded on the board, then each option is discussed, all ideas are ranked, after which the most optimal solution is selected in the discussion.

Subgroup discussion. This method consists in the fact that for the initial discussion of the problem the group is divided into several subgroups (2-4, depending on the size of the group, the number of members of each microgroup can vary from three to 5-7 people). After the members of the subgroup come to a common opinion on the issue under discussion or develop their own approach to solving the problem, a discussion in the "large" group is organized. To present the results of its work, each subgroup nominates a representative, but it is also possible that the opinion of the microgroup is expressed by all (or almost all) of its members. Then the whole discussion is summed up.

Relay method. The performance of the participants is organized according to the principle of a relay race: if you have spoken - pass the floor to another participant. Quite often in discussions constructed in this way, a "relay baton" is also used, the role of which is played by an object (for example, a soft toy or a small ball). Often this method is used at the initial stages of the development of a group of social and psychological training, it allows you to structure the discussion, reduce anxiety, speak out to all members of the group, and limit the talkativeness of individual participants.

Discussion-competition. All participants are divided into teams. A jury is selected, which determines the criteria for evaluating the proposed solutions: the depth of the solution, its evidence, consistency, clarity, adequacy of the goal. The topic of the discussion is agreed (for example, prepare and conduct two fragments of the lesson) and the points system. In this case, the moderator himself can lead the discussion. At the end of the discussion, the jury announces the results and comments on them.

Free discussion. It differs in the minimum regulation of the actions of the participants, each acts on the basis of his own position, and expresses exclusively his opinion. The time and terms of the performance are not limited. The moderator only guides the discussion by encouraging the participants to speak openly. This exchange of opinions leads to high emotional involvement of the participants. The topic for such a discussion is selected as relevant, useful for personal and professional development. In conclusion, the presenter sums up what issues were discussed, thanks the participants for their active work.

Directed discussion. In contrast to the free one, so-called speakers are appointed here (there can be up to 5-6 of them), whose position is known in advance. It can represent the point of view of a group (professional community, party, etc.). All other participants in the directed discussion are divided into groups of support for the points of view presented by the speakers; they can complement the speech of the speaker. Participants are positioned in sectors behind the back of their speaker, which usually stand in a circle. The order and time of the speakers' presentation is established by the regulations. Speeches of the speakers start a discussion, and after that polemics or general discussion can begin. Summing up the results of the directed discussion involves a brief designation by the presenter of all the positions presented by the speakers, an assessment of the course of the controversy that erupted between the participants, the revealed similarities, differences, advantages and disadvantages of each of the stated points of view or approaches.

Debate. The discussion in this type of discussion is built around a topic with an ambiguous solution (for example, abortion, euthanasia, etc.). Participants are divided into 2-3 subgroups (at will or by drawing of lots) representing opposing points of view. Then each team presents its position, answers the opponents' questions, puts forward counterarguments. In conclusion, the discussion is summed up.

The main features of the educational discussion is that it is a purposeful and orderly exchange of ideas, judgments, opinions in a group for the sake of searching for truth (more precisely, truths), and all participants - each in their own way - participate in organizing this exchange. The purposefulness of the discussion is not submission to its didactic tasks, which are important only to the teacher, but a clear aspiration for each student to search for new knowledge - a guideline for subsequent independent work, knowledge of assessment (facts, phenomena). Interaction and self-organization of the participants - that is, not alternate answers to the students' questions to each other, not statements in anticipation of his assessment, but the appeal of students to each other, discussion of the ideas themselves, points of view, problems; organizational efforts, adherence to the rules of discussion on the part of the students themselves.

Survey studies on the use of discussion in various learning conditions indicate that it is inferior to presentation in terms of the effectiveness of information transfer, but is highly effective for consolidating information, creative comprehension of the studied material and the formation of value orientations.

Among factors of in-depth assimilation of the material during the discussion foreign researchers name the following:

- acquaintance of each participant during the discussion with the information that other participants have (exchange of information);

–Admission of different, disagreeing opinions and assumptions about the subject under discussion;

–The ability to criticize and reject any of the expressed opinions;

- encouraging participants to seek a group agreement in the form of a common opinion or solution.

Difficulty conducting a discussion.

The purposefulness of the discussion is most clearly manifested in reaching conclusions. However, here, as the experience of Western educators shows, a certain contradiction lies. This discussion should not turn into a didactic illustration, a means of formulating a predetermined thesis (although it often happens that a discussion becomes an effective means of persuading one point of view or another). In the course of this discussion, each participant thinks freely and expresses his point of view, no matter how popular and unacceptable to others it may be.

Difficulties that are often emphasized in recommendations for teachers, a combination of orderliness in the course of the discussion with a lack of regulation, politeness without hierarchical subordination in the classroom, ease and ease, humor without swagger, etc. Special tasks are faced by the leader of the discussion: he should not so much direct as stimulate, encourage participants to exchange points of view. The exchange of opinions between the participants should take place freely, so that for an outsider view, the course of the discussion may seem even chaotic. Of course, chaotic scattering of replicas is an extreme that must be avoided. However, Western educators are usually more concerned with the other extreme: the reduction of the discussion to a consistent exchange of questions and answers between teacher and students. This kind of work in the classroom, as, for example, authoritative American didactists claim L. Clarke and I. Starr, already ceases to be a real discussion. Experience and research data show that in practice, the moment of self-organization is still sometimes overshadowed by the teacher's concern for orderliness. In other words, many teachers, with their remarks, statements, monologues, actually replace the self-organization of children with direct control. The interaction changes accordingly: students turn to the teacher as an arbiter. This also reduces the degree of independence of their cognitive search.

Intergroup dialogue. One of the most common in practice effective ways of organizing an educational discussion that increases the independence of children is dividing the class into small groups (five to seven people) and the subsequent organization of a kind of intergroup dialogue. In each of the small groups, the main roles of the function are distributed among the participants:

- "leader (organizer)" - his task is to organize a discussion of the issue, problem, involve all members of the group in it;

- "analyst" - asks questions to the participants during the discussion of the problem, questioning the expressed ideas, formulations;

- "recorder" - records everything related to the solution of the problem; after the end of the initial discussion, it is he who usually speaks to the class to present the opinion, position of his group;

- "observer" - his task is to assess the participation of each member of the group based on the criteria set by the teacher.

The order of work of the class with this method of organizing the discussion is as follows:

1. Statement of the problem.

2. Breakdown of participants into groups, distribution of roles in small groups, explanations of the teacher about what is the expected participation of students in the discussion.

3. Discussion of the problem in small groups.

4. Presenting the results of the discussion to the whole class.

5. Continuation of discussion and summing up.

Start of discussion. The teacher needs to make sure that the students have a clear idea of ​​the subject and general framework of the discussion, as well as the order in which it will be conducted. When organizing a discussion, Western teachers pay attention to creating a favorable, psychologically comfortable environment, seeing in it a guarantee of success. For example, the placement of the participants should be such that everyone can see everyone's face - this is usually achieved by placing students in a circle. In terms of content, it is important to preliminary clarify the topic, issue. The introductory part is structured in such a way as to update the information available to students, enter the necessary information, and create interest in the problem.

Introductory part Emotional and intellectual attitude for the upcoming discussion. In the experience of conducting educational discussions, various options for organizing the introductory part have been accumulated. For example: preliminary brief discussion in small groups (four to six students). You can also use a pre-assigned assignment for one or more students to present to the class with an introductory problem message that explains the problem statement. Sometimes the teacher can use a short pre-survey. In general, it is possible to single out and list a number of specific methods of introducing into the discussion that are used in the experience of a foreign school:

- statement of the problem;

-role-playing game;

–Demonstration of a filmstrip or film;

–Demonstration of material (objects, illustrative material, etc.);

- invitation of experts (experts are people who are sufficiently well and widely informed in the issues under discussion);

–Use of news;

–Magnitophone records;

- dramatization, role-playing of any episode;

- stimulating questions, especially questions like “what?”, “How?”, “Why?”, And “what happened if ...?” Etc.

The experience of conducting discussions shows that the use of any of the introductory techniques should be associated with a small investment of time - so as to bring the students to the discussion as soon as possible. You should by all means avoid "getting stuck" at any of the introductory moments, otherwise the discussion itself will be very difficult, if not impossible to really "start".

Leading a discussion: using In the course of the discussion, a considerable skill is required from the teacher so that his participation is not limited to directive remarks or the expression of his own judgments. In terms of content, the main tool in the hands of the teacher is questions. Skillful use of questions, briefly recording the key points of the current discussion on the blackboard - these are the seemingly simple techniques that an experienced teacher uses. However, the type of questions and their nature are important. Long-term research and practice show the high efficiency of open-type questions that stimulate thinking - “divergent” or “evaluative” in their meaningful nature. "Open" questions, unlike "closed" questions, do not imply a short, unambiguous answer (usually these are questions like "how?", "Why?", "Under what conditions?", "What can happen if ...?" And. etc.). "Divergent" questions (as opposed to "convergent") do not imply the presence of the only correct answer, they encourage a search, creative thinking. "Evaluative" questions are associated with the development of a student's own assessment of this or that phenomenon, his own judgment on the issue. In the experience of foreign teachers, a number of techniques can be distinguished that help such a transition. All of them are associated with a direct appeal of the teacher to children with questions that encourage exploratory thinking, active formation and critical understanding of their own point of view.

Techniques that stimulate cognitive activity and creative initiative. Idea generation productivity is improved when the teacher:

- gives time for students to think about the answers;

- avoids vague, ambiguous questions;

- pays attention to each answer (does not ignore any answer);

- changes the course of the student's reasoning expands the thought or changes its direction (for example, asks questions such as: "What other information can be used?", "What other factors can influence?", "What alternatives are possible here?" Etc.);

- complements, clarifies the statements of children, asking clarifying questions (for example, "You said that there is a similarity here; similarity in what?", "What do you mean when you say ...?" Etc.);

- warns against excessive generalizations (for example: “On the basis of what data can one prove that this is true under any conditions?”, “When, under what conditions will this statement be true?” Etc.);

- encourages students to deepen their thoughts (for example: "So, you have an answer; how did you come to it? How can you show that this is true?").

The course of the discussion.

In the experience of conducting educational discussions, a significant place belongs to the creation of an atmosphere of benevolence and attention to everyone. So, an unconditional rule is a general interested attitude towards students, when they feel that the teacher listens to each of them with equal attention and respect, both to the person and to the point of view expressed. But what about mistakes? This is one of the most difficult questions facing the moderator. After all, one more of the unconditional rules for conducting a discussion is to refrain from any kind - hidden or even more open statements of approval or disapproval. At the same time, of course, one should not ignore the illogicality of reasoning, obvious contradictions, unreasonable, unsubstantiated statements. The general approach is usually to use tactful remarks (usually by means of questions) to clarify the reasons for the statements, the evidence supporting the expressed opinion, to induce to think about the logical consequences of the expressed ideas.

It is quite appropriate to ask the speaker to confirm or prove his statement, to refer to any information or sources, to clarify the uncertainty. For example, ask: "What does this term mean?" or: "What question are we trying to solve in this case?" etc. An important element of guiding the discussion is the focusing of the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues discussed. Sometimes, when deviating from the topic, it is enough