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NIKOLAID. NIKANDROV
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InterationalReviewof Education- InterationaleZeitschriffiir Eniehungswiusnschaft
RevueInternaionalede Pcdagogie36(3): 251-260, 1990. 0 1990 UnescoInstitutefor
EducationandKluwerAcademic Printedin theNetherlands.
Publishers.
DefiningTeachingMethods
'Traditional'and'Progressive'Methods
ProgrammedLearning
Categorizationsof TeachingMethods
Manyattemptshavebeenmadeto categorizeteachingmethodswhilerarely
differentiatingbetween methods, techniques,strategiesand approaches.
As is well known,any rlassificationin its propersense requiresa criterion
and it is here that a stumblingblock appears.Any single criterionwould
seem insufficient,several taken together would (1) in most cases fail
logical requirementsand (2) make the classifirationa very cumbersome
thing and difficultfor teachers to use. This is why in many cases for
practicalpurposesa classificationis replacedby a simple enumeration,
whichmay be quite sufficientFor example,in manyeditionsof Teaching
Tipsby McKeachie(1986 and earlier),checklistsof teachingtechniques
are given which include books, lectures, discussions,student panels,
student reports,guest lecturersor resource persons, films, TV, slides,
bulletinboards,recordings,field trips,laboratorywork,role-playing,buzz-
groups, study-guides,periodicals,teaching machines and programmed
texts,and computer-aided instruction.A standardtextbookused by Soviet
students of education (ed. Babansky 1983) suggests a very elaborate
system of methods.It containsthree groups:methodsof organi7ingand
Levelsof Achievement
The TeachingText
Conclusion
As is perhaps clear from this analysis, there is no single way to tell tradi-
tion from innovation in the matter of teaching methods. While some critics
of education would merely say there is hardly any innovation at all, there
is still a steady, albeit slow, movement from student passivity to active
involvement as a very general trend. However, another approach is to
subsume the category of teaching method under a wider notion of teaching
text. This makes it possible to include more concrete factors of teaching
which would otherwise seem very remote from methodology.
References