Patterns are objectively existing connections tasks of education and social. phenomena. Ped. Z. have their own specifics. They reflect the relationship of 3 elements of the learning process - teaching, learning, educational content.
Principle by definition Kharlamov is main points that determine the content, organization, forms and methods academic work schools. He believed that P. is the fundamental requirements for the organization of the educational process. The first attempt to classify the principles of learning. belongs to Comenius. He has a guiding principle - conformity to nature. Great attention. gave P. training. and Ushinsky. In his class. preference is given to the principle of visibility.
Principles: the connection of theory with practice, scientific, systematic, conscientiousness, activity, visibility, individualization of training, accessibility and strength.
Podlasy believed that didactic principles (principles of didactics) are the main provisions that determine the content, organizational forms and methods of the educational process in accordance with its general goals and patterns. He considered the connection between theory and practice to be the main one.
The principle of visibility in teaching, its development Ya.A. Comenius, K.D. Ushinsky and others. Features of using the principle of visibility in primary school. Classification visual aids learning.
The principle of visibility was proclaimed by Comenius as the "golden rule of didactics"
The role of visibility is 1. in establishing the attention of students 2. In a better perception of the content of educational material 3. More effective. consolidation of educational material. It is implemented through the use of visual aids.
Creatures. 2 groups visually. allowances. 1. Object-shaped (natural (graberia) and three-dimensional (Scarecrows)) 2. Symbolic (figuratively symbolic, conventionally symbolic (maps, tables).
The principle of visualization of learning presupposes, first of all, the assimilation
learners of knowledge through direct observation of objects and
phenomena, through their sensory perception.
According to many K.D. Ushinsky, visual learning is learning, a cat. is based on specific images directly perceived by schools. From all means of visibility Ushin. painting plays a big role. He says that if you associate words with pictures, the child will quickly remember them.
Visual aids can serve as the basis. a source of knowledge (description of the picture), or may play a secondary role (counting material, or illustration).
Requirements for the use of visual aids:
1. Accounting for age characteristics 2. Accounting for knowledge and general. development level children 3. Aesthetics and ease of use 4. Sense of proportion (3-7 pieces)
The problem of differentiation and individualization of teaching junior students school age. Personally oriented educational process, technologies for its implementation in primary school.
Differentiation - according to Inge Unt - is the accounting of individuals. characteristics of students in the form when they are grouped on the basis of any characteristics for individual learning.
According to Inge Unt, individualization is taking into account in the learning process the individual characteristics of students in all its forms and methods, regardless of which features and to what extent are taken into account.
If we take into account the principle of individualization, then we must reconsider our attitude towards the child (as a subject capable of initiating his activity) - the child can express his desires. A person is free until his actions interfere with another.
1. Reb. -value - we refuse value judgments (good-bad)
2. Reb - uniqueness - has the right to behave differently from others
3. Reb - unpredictable in actions - his individual choice
As a subject: comparing reb. with oneself, use the multidimensional nature of the measurement (not 1 quality), the rejection of value judgments (low - high. medium)
4. If reb. bad at the exit - it's not bad reb. , and the education system
A personality-oriented approach is a system of interrelated concepts, ideas, methods of action to ensure and support the processes of self-knowledge, self-construction and self-realization of the child's personality, the development of his unique individuality.
The most significant principles of personal oriented learning are:
Using the child's subjective experience
Providing freedom of choice when performing tasks, solving problems, encouraging independent choice
Realization of children's creativity
The information base of the lesson is developing, the role of the teacher is to create conditions to allow each child to express himself.
In lessons with a student-centered approach, it is necessary to provide a guide to independent work, independent discoveries of the student. Each lesson creates a problem situation.
Inclinations are identified and taken into account in the learning process (children really like creative work, draw, invent, compose, learn a verse)
Didactic materials are used, varying for students with different academic performance
One of the reasons for the reluctance to study is that a student with weak abilities is offered tasks for which he is not yet ready, cannot cope, and a student with good abilities, quickly coping with the task, gets bored. It is good if the child has the opportunity to choose tasks according to his abilities. For this, leveled tasks with varying degrees of difficulty are used. The assignments are set up like this. that students follow different paths to achieve the same goal.
82. Features of the implementation of the principles of education in primary school.
There are a small number of specific basic ZUNs that all primary school graduates must possess. They must, in particular, be able to read, write and count. There are also general, sometimes called general educational, skills. These include the ability to collect facts, compare them, organize, express their thoughts on paper and orally, reason logically, discover something new, make decisions and make choices. These skills could not even be called general educational, but general intellectual, since they are needed not only in educational, but also in the intellectual activity of a person in general. Since this kind of activity is becoming more and more essential in most jobs, in most professions, then we are talking about life skills in general. (Now it has become fashionable, following some Western sources, to talk about competencies, or competencies, which are understood as the ability to apply knowledge and skills in a certain area in various real practical situations).
There are other skills - to empathize with another person, to act together, to feel beautiful, to give a moral assessment of one's desires and actions and to follow the norms, principles and rules.
For the formation of these skills (both the most specific, basic, and the most generalized and sublime), there are many ways. The choice of the way of formation of skills determines the school. The result is influenced by both the conditions purposefully created by the teacher, and random circumstances (he fell ill, interest in what he saw on TV coincided with the topic covered at school) and situations (unloved teacher, there are no chemical reagents at school), as well as the initial abilities and personality type of the student.
One of the main directions in the development of modern education, in particular, should be a greater degree of its individualization, when we begin to demand less of the same from everyone, but achieve more of our own for everyone and much more - for everyone together.
At the same time, even for specific ZUNs that everyone should receive (such as the ability to add numbers), individual ways of mastering them will be selected. Generalized ZUNs will be formed on these different paths for general specific ZUNs and on different material for different students. Individual achievements in all their diversity will be encouraged and evaluated. In everything individually comprehended, we will add to the student our recognition and formal points for what he did, and not subtract for what he failed.
Speaking about the educational environment and about the material and information means used in the educational process, we often focus on the extent to which the environment corresponds to the task of mastering a given system of ZUNs - a specific subject content. We are far from belittling the role of ZUNs and the role of the educational environment in their formation, but we would like to dwell on something else. Over time, both in education and in human civilization as a whole, it becomes more and more clear that the most important result of education is some general models of human activity, including intellectual activity, although not only.
We are talking about a person planning his work and adjusting plans, about the ability to control the results of work, its progress and his behavior, about cooperation and division of labor, about strategies for individual and common gain, about analyzing his experience and searching for patterns, about the ability to make an arbitrary choice. , build models of social situations and try on roles, the ability to argue, defend one's point of view, understand and accept the opponent's point of view, etc.
It is remarkable that many of the skills mentioned above, the importance of which, in general, has never been denied, are easily achieved in certain children's games and very problematic, with difficulty in a lesson situation. Moreover, starting to discuss this with both practical Russian teachers and professionals in science and pedagogy, one comes across the fact that these skills are really difficult to combine with the generally accepted content of education¦. At best, they will tell you that everything relates to education and, of course, education is extremely important, but the interlocutor is busy with something else.
Without trying to draw a line between education and training in educational process, we still try to challenge the formulated pessimistic point of view. We will try to substantiate the hope that the effective achievement of standard ZUNs can be carried out in the course of the educational process, in which activity models (including gaming ones) that are clearly and unambiguously correlated with the skills of interest to us will be widely used. At the same time, the educational environment, in which the educational process is carried out by its subjects - the student and the teacher, turns out to be quite significant.
Learning lines in elementary school.
Study of straight line develops one of the main components of spatial representations - the concept of linear extent. The knowledge of linear extent is formed both in mathematics lessons and in drawing, physical education, and labor lessons, starting from the first steps of learning.
In parallel with this, measuring operations refine their knowledge of the extent, establish a connection between spatial and quantitative representations. Gradually, these associations become stronger, ideas about extension are refined and developed, and the results obtained by measuring with an instrument and by eye converge.
In the 1st grade program geometric material does not stand out as a special topic, but there is an indication of the development of spatial representations in the measurement process. Already in the first lessons, you can introduce students of grade I to a centimeter and connect the study of numbers and the counting process with the construction of segments and the numerical axis
Image straight line can be illustrated with a stretched thread or rubber cord, edges of geometric bodies, a trace on a sheet of paper after bending it, a trace of a moving point. Students can find straight lines on many objects around them in and out of the classroom, indicate practical cases when it is necessary to lay straight lines (when building houses, sheds, fences, roads, planting trees, etc.)
rice. one
Schoolchildren form the concept of a straight line (unlimited), a ray bounded by the starting point, and a segment bounded on both sides (Fig. 1)
rice. 2
Various exercises are used to clarify these concepts. For example, in Figure 2, children must find a straight line, a ray, a segment (straight line AB, rays BA, WB, GB, GA, segment VG).
rice. 3
The task for Figure 3 is that the students must complete similar drawings in their notebooks and sign under them, respectively, a straight line, a ray, a segment.
Interesting exercises that develop children can be done by considering segments on a straight line (Fig. 4). Students usually see only adjacent segments. Meanwhile, here you can find segments AB, AG, BG, etc. By measuring, the children are convinced that AB + BV = AB, etc.
rice. 4
By constructing a series of lines passing through one point, the children are convinced that such lines can be drawn “many” (as many as you like). After that, it is not difficult to bring them to the axiom of a straight line passing through 2 points. Children are given tasks that show that it is usually impossible to draw one straight line through 3.4 points.
The concept of horizontal and vertical direction can be shown on a vessel with water in which a weight hanging on a thread is immersed.
Along with the construction of intersecting lines passing through one point, it is possible to set the construction of lines that must be continued until the intersection (Fig. 5).
rice. five
After that, it is possible to give the concept of non-intersecting lines(parallel). For this purpose, first, the construction of straight lines on checkered paper is used so that the distances of any point of one straight line to another line are equal, and then on unlined paper.
The construction of segments should be associated with the acquisition of skills in handling drawing accessories (ruler, square, compasses). Drawing is the language of technology. It is necessary to use drawings more widely in classes with children.
Practical work with segments brings arithmetic closer to geometry. All arithmetic operations are performed on the segments, while tasks are checked using measurement and calculation.
Study of a straight line is accompanied by exercises in the development of the eye with their gradual complication from class to class. First, students determine by eye the length of the segments drawn on the board, the length of various objects, draw segments of a given length by eye. In order to avoid groundless fortune-telling, when determining distances by eye, it is necessary to focus on the length of the colored strips drawn on the board or attached to it at 1 meter, 1 decimeter, 1 centimeter. Eye development exercises can be varied in various ways. The distances determined by eye are checked by measurement, the value of the error is set. Thus, the primary concepts of approximate values and errors are laid.
Pedagogical technology: concept, content. Modern educational technologies in elementary grades.
The concept of "pedagogical technology" can be considered in three aspects:
scientific - as part of pedagogical science, studying and developing the goals, content and methods of teaching and designing pedagogical processes;
procedural - as a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
activity - the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Pedagogical technologies- a set of methods, means, techniques used in communication to achieve a positive learning outcome.
Pedagogical technology - the search for an answer to the question "how to teach everyone everything effectively." The concept of "ped. technology” arose in the middle. 20th century The reasons why the process of searching for a ped was activated. technologies: training in modern. conditional is of mass character (age is one, but abilities are different); the requirements for the quality of education are growing, the level of education for all students is increasing, and the range of individuals. differences among children is huge, so the conditions in schools are average.
Ped levels. technologies: 1) general pedagogical level (general pedagogical technology is being created, which gives a general idea of the holistic process in a certain region at a certain stage); 2) private-methodical = subject (ped. technology is used in the meaning of “methodology” - a set of means, methods for the implementation of certain content within one subject); 3) local = modular (solution of particular didactic problems).
The structure of pedagogical technology:
1) conceptual basis (basic theoretical idea. For example, separate education for children and girls); 2) the content of the training (learning objectives - general and specific); 3) the procedural part (organization of the accounting process, methods and forms of accounting activities of schools). Criteria ped. technologies: 1) conceptuality; 2) consistency; 3) manageability; 4) efficiency; 5) reproducibility. Ped. technology:
1) the technology of transforming ZUN (traditional): the transfer of information from the teacher to the student, the reproduction of the learned knowledge, the basis is the class-lesson system; active activity of the teacher and passive activity of the students. 2) technology of stage-by-stage formation of minds. actions (the main theory of P. Ya. Galperin) includes: awareness of the scheme of the basis of the action, direct execution of the action, options for more complex actions, the transition from the external form of presentation to the internal, any resulting action is performed independently, i.e. skill becomes skill. 3) the technology of collective mutual learning (authors A. G. Rivin and V. K. Dyachenko): main. teacher's ability to combine collective. and ind. forms of work with schools.
Stages: preparatory (they must have the ability to navigate in space, the ability to listen and hear a partner, work in a noisy environment, find the necessary information in additional sources, the ability to translate an image into a word and a word into an image) and introductory (general rules of the game, methods interaction in groups), this is learning in moving pairs, includes mutual learning and mutual control. 4) technology of complete assimilation (J. Carroll and B. Bloom): the goal is the reorganization of class-uroch. systems. They are trying to achieve complete assimilation of knowledge by all teachers. Control on a two-point system (pass-fail). The student who fails must have an alternative. Focus on small numbers and the use of individual forms of work.
5) technology of developmental education (L. Zankov, D. Elkonin, V. Davydov, V. Repkin): Developmental education takes into account: the main psychological neoplasms of a given age that arise and develop in this age period; the leading activity of this period, which determines the emergence and development of the corresponding neoplasms; the content and methods of joint implementation of this activity; the relationship with other activities; a system of methods that allows you to determine the levels of development of neoplasms.
The transformation of a child into a subject interested in self-change and capable of it, the transformation of a student into a student. Providing conditions for such a transformation is the main. development goal. education, which is fundamentally different from the purpose of the traditional. schools - to prepare the child for the performance of certain functions in society. life. The foundation of the structure of the content of each subject is a system of concepts that exhaust the foundations of this science.
The introduction of these concepts into training is carried out in the definition. sequences, starting with basic concepts. (For example, in Russian, learning begins with the introduction of the concepts “sound” - “letter” - “phoneme”, over which “word” - “phrase” - “sentence” - “text” are then “built on”. Similar system of concepts and creates the foundation for the study and operation of any linguistic system). As a result of such training, schoolchildren form a system of concepts that determines the logic and development of this field of knowledge.
Education is carried out by consistently setting a number of learning tasks for the child that require the assimilation of concepts. Information in finished form is not submitted. In the process of solving the problem, the child himself organizes his cognitive and educational activities, while acquiring knowledge and developing his own ways of working.
The process of solving a problem by each child is included in the collective activity of the class, which, in the end, ensures the discovery and assimilation of a generalized method of activity that is optimal for a given task. In his educational activities, the child is in a state of constant reflection: for him, it is important not only “what” I do, but also “how”, “in what ways” I do it. The technology of problem-module learning (the material is given in enlarged blocks, mini-textbooks are compiled, rating scales are used, assimilation assessments).
Technology M. Montessori (Italian teacher, who based the system of working with children on the ideas of free education). Leading ped. ideas: every child from birth is endowed with one inherent potential for development, a cat. can only be realized in the child's own activities. The task of the teacher is to create an environment that makes it easier for the child to discover his own potential. Montessori identified 3 stages of development: 1) up to 6 years (the period of "absorbing consciousness", language, sensorimotor development.
The teacher organizes the environment in the cat. nah-Xia special materials, with a cat. the child develops his sensory sphere, forms practical skills); 2) from 6 to 9 years (a child is a researcher, learns the world with the help of imagination); 3) from 9 to 12 years old (the child is a scientist). Instead of a class-lesson system - free work of children in a developing environment (reflexive and didactic circles), immersion in certain areas of knowledge in the third year and creative studio-workshops.
Plan.
I. Questions for theoretical discussion
1. General and specific patterns of education in elementary school.
2. Actually didactic patterns of the learning process.
3. Didactic principles and rules of teaching in elementary school.
II. Practical work.
Exercise 1. On the basis of the studied literature, prepare an "intellectual abstract" (structural-logical diagram) to reveal the concepts of "patterns of learning", "laws of learning", "didactic principles", "didactic rule", reflect their relationship.
Task 2. Working with pedagogical text.
Analyze the article by V.V. Davydov and reasonably explain what changes in the content of the principles of education were made by the famous psychologist V.V. Davydov? Describe the new principles of school teaching described in the article (thesis).
Task 3. To study fragments from the book by Ya. A. Comenius "The Great Didactics" and formulate the principles of teaching in its interpretation.
Davydov, V.V. Scientific support of education in the light of new pedagogical thinking / V.V. Davydov // New pedagogical thinking / ed. A.V. Petrovsky. - M., 1989. - S. 74-78)
The “principle of accessibility” is reflected in the entire practice of constructing educational subjects: at each stage of education, children are given only what they can afford at a given age. But who and when exactly and unambiguously could determine the measure of this “feasibility”? It is clear that this measure took shape spontaneously, in the actual practice of teaching, which in advance, based on social requirements, predetermined the level of requirements for school-age children. These requirements turned into "opportunities" and "norms" mental development child, sanctioned then (retroactively) by authority developmental psychology and didactics. But this is one side of the matter, which manifests itself, obviously, in ignoring the concrete historical and social conditioning of childhood itself and the characteristics of its individual periods. Let's consider the other side. Theory and practice proceed from the assumption that education only utilizes the child's already established and available mental capabilities. And the content of education and the requirements for the child are limited to this real, "cash" level. This leads to ignoring the concrete historical nature of the very capabilities of the child and the truly developing role of learning, not in their flat sense that learning "adds intelligence", but in the fact that, by restructuring the learning system in certain historical circumstances, it is possible and necessary to change the general type and general rates of mental development of children at different levels of education. practical meaning the principle of accessibility contradicts the idea of developmental education.
The "principle of consciousness" can be recognized as sound, if only because it is directed against formal cramming and scholasticism in teaching. "Know and understand what you know." But what does it mean to "understand"? Traditional teaching proceeds from the fact that any knowledge gets its design in the form of distinct and consistently developed verbal abstractions. Each verbal abstraction must be correlated by the child with a well-defined image-representation (link to specific examples, illustrations). Such consciousness, oddly enough, closes the circle of knowledge acquired by a person in the sphere of connection between the meanings of words and their sensory-visual correlates, and this is one of the internal mechanisms of empirical-classifying thinking that opposes theoretical-perceiving thinking.
Let us briefly formulate the characteristics of possible new principles of school teaching.
"Principle of accessibility" it is necessary to transform it into a comprehensively disclosed principle of developmental education, i.e. into such a structure of education, in which it is possible to control the pace and content of development through the organization of educational influences. Such training should really "lead" development, within itself create the conditions and prerequisites for mental development in accordance with the high standards and requirements of the future school. In essence, this will be a compensatory and active construction of any missing or missing "links" of the psyche, which are necessary for a high level of frontal work with students. It is expedient to oppose the traditionally interpreted principle of consciousness operating principle, understood as the basis and means of building, preserving and applying knowledge. "Consciousness" can really be realized only if schoolchildren receive knowledge not in a ready-made form, but find out the conditions of its origin. And this is possible only when children perform those specific actions of transforming objects, thanks to which, in their own educational practice, the internal properties of the object are modeled and recreated, which become the content of the concept. Characteristically, it is these actions that reveal and build the universal essential relation of objects that serve as a source of theoretical abstractions, generalizations and concepts (in other words, theoretical knowledge). The initial form of such knowledge lies precisely in those methods of activity that allow the reproduction of an object through the identification of the possibility for students to discover the general content of a certain concept as the basis for the subsequent derivation of its particular manifestations. The need to move from the universal to the particular is affirmed.
True, the most universal is understood in this case as the genetically initial connection of the system under study, which, in its development and differentiation, gives rise to all its concreteness. Such a universal must be distinguished from formal sameness, singled out in an empirical concept. The requirement to single out the universal and to build a specific system in education based on it is a consequence of the “principle of objectivity”, which radically changes our capabilities in the construction and teaching of educational subjects. They can now be built in accordance with the content and form of development of concepts in a particular scientific field. The study of the laws of the projection of scientific knowledge itself into a plane subject, which preserves the main categories of their development in science itself, is the carrying task of a whole complex of disciplines (epistemology, logic, history of science, psychology, didactics, private methods and all those sciences that can be represented at school).
In our opinion, the application of new psychological and didactic principles makes it possible to specifically determine the essential features of the future school and, above all, indicate the conditions under which the formation of the means of theoretical scientific thinking will become the norm, and not the exception, which it is in the current school.
Literature.
a) basic literature:
1. Grebenyuk O.S., Grebenyuk T.B. Theory of learning: Proc. for stud. higher education, institutions. - M.: Publishing house VLADOS - PRESS, 2003. -384 p.
2. Zagvyazinsky, V. I. Learning theory: modern interpretation / V. I. Zagvyazinsky. - M., 2006. - 192 p.
3. Zagrekova L. V. Didactics: textbook for students. higher textbook manager / L.V. Zagrekova, V.V. Nikolina. - M .: Higher. school, 2007. - 383 p.
4. Kukushin V.S., Boldyreva-Varaksina A.V. Primary Pedagogy
Education / Under the general. ed. V.S. Kukushina. - M.: ICC "Mart"; Rostov n/a: ICC "Mart"; 2005. - 592 p.
5. Makhmutov M.I. Problem learning. - M., 1975 .
6. Panina, T. S. Modern means activation of learning / T. S. Panina, L.N. Vavilov / ed. T. S. Panina. - M. : Academy, 2008. - 176 p.
7. Pedagogy modern school: Fundamentals of Pedagogy. Didactics: Course of lectures. - Minsk, 2011. - 384 p. (electronic variant).
8. Podlasy I.P. Pedagogy of elementary school: Proc. allowance for students. pedagogical colleges. – M.: Humanit. ed. center VLADOS, 2000. - 400 p.: ill.
9. Simonov, V.P. Evaluation of the quality of education and upbringing in educational systems: Uch. allowance / V. P. Simonov. - M., 2006.
10. Savchenko O. Didactics of the Pochatkovo school. - K., 1999.
11. Smirnov S. et al. Pedagogy: pedagogical theories, systems, technologies. -
12. Slastenin V., Isaev I., Shiyanov E. Pedagogy. - M., 2003.
13. Terekhova N.V. Didactics primary education: Proc. Benefit. - Tyumen, TSU, 2013.-148p. (electronic variant).
14. Khutorskoy A. Modern didactics. - St. Petersburg. – 2001.
b) additional literature:
1. Guzeev, V.V. Educational Technology: From Admission to Philosophy. M., 1996. - 112 p.
2. Guzeev V.V. Planning for educational outcomes and educational
technology. - M., 2000. - 256 p.
3. Zagrekova L.V. Theory and technology of education: tutorial for universities / L.V. Zagrekova, V.V. Nikolina. – M.: high school, 2004. - 156 p.
4. Zvereva M.V. The study of the effectiveness of education in primary grades. - M., 2001.
5. The concept of federal state educational standards general education: project / Ros. acad. education; ed. A. M. Kondakova, A. A. Kuznetsova. – M.: Enlightenment, 2008. – 39 p. – (Standards of the second generation)
6. Pedagogy: Textbook / L.P. Krivshenko [and others]; Ed. L.P. Krivshenko. – M.: Prospekt, 2004. – 428 p.
7. Pedagogy: textbook for pedagogical universities / V.A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. - 4th ed. - M.: School Press, 2004. - 566 p.
8. Pedagogy of the modern school: Fundamentals of Pedagogy. Didactics: Course of lectures. - Minsk, 2011. - 384 p. (electronic variant).
9. Selevko, G.K. Encyclopedia educational technologies: teaching aid: in 2 volumes / G.K. Selevko. - M .: Research Institute of School Technologies. – (Encyclopedia of educational technologies). T. 2. - 2006. -815 p.
10. Federal component state standard general education. Part I. Initial general education. Basic general
education. / Ministry of Education Russian Federation. - M. 2004. - 221 p.
11. Educational system "School 2100" - quality education for all. Collection of materials / Under scientific. ed. DI. Feldstein. – M.: Balass, 2006.
12. "School 2100". Priority areas of development Educational program/ Under the scientific editorship of A.A. Leontiev; issue 4. - M.: Balass, 2000.
Information block
Laws of learning
In addition to the basic laws, learning, like any other type of human activity, has its own laws. Thanks to these laws, it is possible to identify the internal connections of the learning process, they reflect its development. Science identifies a number of basic pedagogical laws.
1. Long known the relationship of learning and mental development of the individual. Properly delivered education is focused on the development of the child, aimed at shaping the correct moral, aesthetic, spiritual, creative and other attitudes in him.
2. A person lives in society, interacts with it. Depending on the social order goals, methods and content of training are built.
3. Studying proccess can not be considered in isolation from the upbringing of the child. The teacher educates the student not only through moralizing conversations (which most often turns out to be less effective). He educates with his tone, manner of talking, manner of dressing, etc.
4. The learning process is harmonious combination content, motivation, emotionality and other components of the educational process.
5. Theory and practice in education are inextricably linked.
6. Collective and individual organizations are also inextricably linked. learning activities.
Systematic learning can only be traced by considering the learning process as a whole. Learning process- Pedagogically sound, consistent, continuous change of acts of learning, during which the tasks of development and education of the individual are solved. In the learning process, its subjects, the teacher and the student, participate in interconnected activities. In order to characterize the learning process as a system, it is necessary to trace this system in its dynamics.
Patterns of learning
Patterns in pedagogy is an expression of the operation of laws in specific conditions. Their peculiarity is that the regularities in pedagogy are of a probabilistic and statistical nature, i.e. they cannot foresee all situations and accurately determine the manifestation of laws in the learning process.
Patterns of learning can also be divided into two types.
1. Objective, inherent in the learning process in its essence, manifesting itself as soon as it arises in any form, regardless of the method of activity of the teacher and the content of education.
2. Patterns that manifest themselves depending on the activities and means undertaken by the teaching and learning, and therefore, the content of education that they use.
The second group of regularities is due to the fact that the pedagogical process is associated with the purposeful and conscious activity of two interrelated subjects - the teacher and the student. Therefore, the degree of awareness of the functions of their actions by the teacher and the degree of adequate contact of the student with him and the subject of assimilation determine the manifestation of one or another learning pattern to a certain extent. So, until the teacher is aware of the role of visualization or creative tasks in teaching and does not apply them, the patterns associated with the role of these means will not appear.
In this way, learning process- an objective process, colored by the subjective characteristics of its participants.
Examples of the law of the first group.
1. Educational nature of education. Every act of teaching has an educative effect on students in one way or another. This influence can be positive, negative or neutral.
2. Any learning requires a purposeful interaction of the teaching, the learner and the studied object. Interaction can be direct or indirect.
3. Student activity: learning occurs only when students are active.
4. The educational process is carried out only if the goals of the student correspond to the goals of the teacher, taking into account the ways of mastering the content being studied.
An example of the law of the first group is the nature of learning. Another law is the purposeful interaction of the teacher, the learner and the object of study.
Examples of the law of the second group.
1. Concepts can be assimilated only if the cognitive activity of students is organized to correlate some concepts with others, to separate one from the other.
2. Skills can be formed only if the organization of the reproduction of operations and actions underlying the skill.
3. The strength of assimilation of the content of educational material is the greater, the more systematically organized is the direct and delayed repetition of this content and its introduction into the system of previously learned content.
4. The training of students in complex methods of activity depends on how the teacher ensured successful previous mastery of simple activities that are part of a complex method, and the readiness of students to determine situations in which these actions can be applied.
5. Any set of objectively interconnected information is assimilated only depending on whether the teacher presents it in one of its characteristic systems of connections, while relying on the students' actual experience.
6. Any units of information and methods of activity become knowledge and skills, depending on the degree of support organized by their presenter on the level of knowledge and skills already achieved at the time of presentation of the new content.
7. The level and quality of assimilation depend on the teacher's consideration of the degree of importance for students of the content being assimilated.
Learning principles
As a rule, the laws and patterns of learning are implemented through its principles.
Learning principles These are the conditions on the basis of which the teaching activity of the teacher and the cognitive activity of the student are built.
The development of the principles of education has been going on for several centuries. For the first time, the teacher spoke and tried to formulate the principles of teaching Jan Comenius. In his work "Great Didactics" he called them the foundations on which the entire pedagogical process should be built. Comenius formulated a number of rules in teaching that teachers use to this day: from near to far, from concrete to abstract etc.
In addition to him, the substantiation of didactic principles was J.-J. Rousseau, J. G. Pestalozzi.
Rousseau, for example, believed that the fundamental basis of education is the contact of the child with nature. This principle is called "principle of natural learning".
Pestalozzi considered visibility as the basis pedagogical activity. He believed that visualization brings the basis to logical thinking.
An invaluable role in the development of the principles of education was played by K. D. Ushinsky. He highlights a number of principles used in modern didactics.
1. Systematic, accessible and feasible training.
2. Consciousness and activity of learning.
3. Strength of knowledge.
4. Visualization of training.
5. Nationality of learning.
6. Educational nature of education.
7. Scientific teaching.
Let's consider them separately.
The principle of science. Knowledge of reality can be right or wrong. Education should be based on official scientific concepts and use scientific methods knowledge.
The principle of scientific education focuses the attention of the teacher on the search for pedagogically sound ways of forming scientific knowledge. He submits to the organization cognitive activity students the following requirements.
1. Getting Started scientific teaching, you need to understand well which side of the experience of mankind the student learns and how to properly organize the transition of thought from phenomenon to essence, from external, observable properties to internal ones.
2. Understand the impact on student development scientific species knowledge.
3. To see in the program educational material the possibility of a more or less deep explanation of reality. This gives grounds for creative search, individual approach.
4. To know the ways of systematization and generalization of the child's ideas in the process of formation of initial scientific concepts.
An important role in enriching students with patriotic knowledge, in shaping culture and interethnic relations is played by familiarizing them with the interstate relations of the people in the past and present. Rich material for this is contained in geography lessons, which deal with economic ties between states and peoples, reveal issues of providing assistance different peoples each other, cultural interactions.
Education and various forms extracurricular activities allow teachers to carry out diverse educational work with students on the formation of their intellectual and sensory sphere, the development of their consciousness associated with patriotism and the culture of interethnic relations.
The stability and degree of maturity of moral consciousness is achieved when students' knowledge in the field of patriotism and the culture of interethnic relations is emotionally experienced and takes the form of deep personal views and convictions.
The knowledge acquired by a person on issues of patriotism and culture does not always determine the mindset and behavior corresponding to these qualities.
On a personal level, these principles, or motives for activity and behavior, the formation of which is the most important task of educating students in patriotism and a culture of interethnic relations, take the form of views and beliefs. This process is of great methodological complexity and is associated with considerable practical difficulties.
In order to give educational work an emotional character with the aim of deeply influencing the consciousness and feelings of students in the field of patriotism and culture of interethnic relations and developing their respective views and beliefs, teachers use vivid factual material for this.
The systematic assimilation of scientific knowledge begins at school. Initial scientific knowledge arises on the basis of a child's diverse ideas about the world around him.
The success of teaching depends on how the teacher will organize the mental activity of schoolchildren in the process of assimilation of initial scientific knowledge. It is necessary to determine the totality of sensory images that form the basis of the original concept. Then it is necessary to generalize, systematize the ideas so that the student can imagine that side of reality, which is characterized in the concept. Next, the teacher highlights the available scientific features of the concept being formed.
The principle of systematicity. The teacher requires consistency in the presentation of the material so that the student can imagine real relationships, connections between objects and phenomena.
Systematic lies in the fact that all trainees are regularly diagnosed from the first to the last day of their stay in educational institution. The principle of systematicity requires an integrated approach to diagnosing, in which various forms, methods and means of monitoring, verification, evaluation are used in close interconnection and unity, subject to one goal.
Ensuring the systematic and consistent learning requires students to deeply comprehend the logic and system in the content of the acquired knowledge, as well as systematic work on repetition and generalization of the studied material. It is also necessary to accustom schoolchildren to regular work with a book, to observations of natural phenomena, to cultivate the skills of organization and consistency in acquiring knowledge. One of the common reasons for student failure is their lack of a system in their academic work, their inability to be persistent and diligent in learning.
In the implementation of systematic and consistent learning, an important role belongs to the verification and assessment of students' knowledge. Accounting and assessment of knowledge are carried out in order to monitor the work of students and identify the quality of their progress. At the same time, they accustom schoolchildren to the systematic assimilation of the material being studied, and contribute to the prevention and overcoming of gaps in knowledge.
The principle of systematicity implies that the presentation of educational material by the teacher is brought to the level of systemicity in the minds of students, so that knowledge is given to students not only in a certain sequence, but that they are interconnected.
The historical experience of schools in any period of social development convincingly shows that it is impossible to fulfill the tasks of education outside the system.
The system of explanation depends on those ideas that are objectively presented in the educational material, on which of them the teacher intends to explain, how the teacher understands the age-related possibilities for mastering knowledge, on the features of mental activity characteristic of children of a given age and development, on the prevailing traditional understanding of the process acquisition of knowledge in the classroom. At present, in the light of new ideas for improving primary education, approaches to the content and system of explaining the material in the lesson are changing.
Answer. A regularity is a stable and recurring significant relationship in the educational process, the implementation of which allows you to achieve effective results in the development and formation of personality. The upbringing of a developing personality occurs only in the process of including it in activity. Types of activities in the school: teaching and educational (mental development); civil-public and patriotic (development of patriotism); socially useful productive labor (cleaning the territory); artistic and aesthetic; physical culture and health; game (developing the child mobile, role-playing, sports, didactic).
1) There is a natural connection between training and education: the teaching activity of the teacher is of an educational nature. 2) Another pattern suggests that there is a relationship between teacher-student interaction and learning outcomes. The more intense the conscious educational and cognitive activity of the student, the higher the quality of education. 3) The strength of the assimilation of educational material depends on the systematic direct and reflected repetition of what has been studied, on its inclusion in the previously studied and in the new material.
The task of didactics is to establish the patterns of learning and give knowledge about this to the teacher, to make the learning process more conscious, manageable, and effective for him. At the same time, it should be remembered that in the process of learning, other regularities act and manifest themselves - psychological, physiological, epistemological, etc.
The principles of learning are guiding ideas, regulatory requirements for the organization and conduct of the didactic process. The following system of principles of education in modern general education school. 1) The principle of developing and educating nature. Education is aimed at the comprehensive development of the individual, at the formation of not only knowledge and skills, but also certain moral and aesthetic qualities. 2) The principle of scientificity. This principle is embodied in curricula and textbooks, schoolchildren are taught the elements of scientific research, scientific methods, methods of scientific organization of educational work. Use the problem situation in the educational activity. 3) The principle of linking learning with practice. For this, an analysis of examples and situations from real life is used, and local history material is widely used in lessons and unscheduled classes. 4) The principle of systematicity and consistency involves the teaching and assimilation of knowledge in a certain order, system. 5) The principle of accessibility requires taking into account the peculiarities of the development of students, analyzing the material from the point of view of their capabilities, so that they do not experience intellectual, moral, physical overload. 6) The principle of visibility - efficiency. Learning depends on the appropriate involvement of the senses in the perception and processing of educational material (coins, figures, paintings, maps, diagrams, etc.). 7) The principle of consciousness and activity of students. It is expressed in the fact that students are aware of the goals of learning, show interest in knowledge, pose problems and are able to seek their solutions. 8) The principle of strength requires that knowledge be firmly fixed in the memory of students, become part of their consciousness, the basis of habits and behavior. 9) The principle of a rational combination of collective and individual forms and methods of educational work. The teacher can and should experience different forms of organization of learning: lesson, excursion, workshops, as well as different ways of interaction of students: individual work, work in pairs, in small and large groups.
The patterns and principles of learning are important components that are inherent not only in learning, but in all sciences without exception, and the definition of learning patterns largely depends on the level of development of the humanities and anthropological sciences. Today, in view of the existing level of development, it is possible to formulate some patterns and principles of education.
The pattern of learning is a system of general, essential, objective, necessary and consistently recurring links between pedagogical phenomena, as well as the components of the learning process that characterize their functioning and development. Distinguish internal and external patterns.
Internal patterns are: the subordination of the result of learning to the activity of the student and learning, the dependence of learning on the way of finding a contradiction between cognitive (practical) tasks and the level of skills, knowledge and skills of students necessary for their solution, their mental development.
External patterns are: the developing and educating nature of learning, the social conditionality of the methods, goals and content of learning, the dependence of the learning outcomes on the characteristics of the learner's contact with the elements of the world around him, the implementation of learning in communication and on the basis of a web-active approach.
Speaking in a more understandable language, then external patterns include the dependence of the learning process on social conditions and processes (the level of culture, the political and economic situation, etc.). Internal patterns refer to the links between the components of the learning process, for example, between the student, the teacher and educational material, between goals, means, methods and forms of education.
All these patterns can be considered precisely established, since they have been tested, confirmed and explained many times. Since the learning process is always influenced by economic, social, cultural and other phenomena, in the course of further development new patterns of the learning process will be established.
Patterns and principles of learning are closely interconnected with each other. And all for the reason that, on the basis of regularities, this is exactly what happens. Principles are understood as general provisions that determine the requirements for the organization, content, management and implementation of the learning process. In pedagogical science, the principles of cultural and natural conformity, problematic, optimality, consistency, consistency, accessibility in education and training, and many others have been formulated. Understanding the principles of learning makes it possible to organize learning depending on its patterns, as well as reasonably determine the goal, choose adequate
The principles of teaching can be divided into general didactic and methodical. The general didactic principles of teaching include the principles of consciousness, accessibility, feasibility, strength, visibility, activity, educative learning, and individualization. Methodological principles of teaching is the principle of accounting mother tongue, the principle of communicative orientation and the principle of integration and differentiation.
Thus, the patterns and principles of learning are in direct connection with each other. First, patterns arise, and only then, due to their development, principles arise, the development of which is also largely associated with the development of new learning concepts and theories.