Purposes and functions of training. Learning: Learning Objectives for Children Learning Objectives in Brief
The most important stage in the formation of a person as a person is training. The goals of training are to acquire valuable knowledge, skills and abilities, as well as to develop creativity and ethical perspectives. All this people begin to receive from the school bench, under the professional guidance of a teacher. For which, in turn, learning is a responsible pedagogical process, the purpose of which is to provide students with knowledge. In general, in this regard, everything is a little more complicated than it seems. Therefore, it is worth considering the learning process in more detail from a pedagogical point of view.
Upbringing
This is the first aspect that includes training. The goals of education, as mentioned above, are not only to provide students with education, but also to instill in them ethical views. Education is one of the components of pedagogy. This is a set of methods aimed at shaping the personality of the child. The socialization of the student is directly related to the concept of education. Which implies the assimilation by pupils of the basics of their native culture, the concepts of good and evil, knowledge of customs and traditions, awareness of good and bad deeds.
By the way, for centuries, pedagogy was considered the science of the art of education. However, today its subject is a holistic process called education, which includes the development of the individual, its socialization, upbringing and training. Moreover, each of the listed components determines the others. One cannot exist without the other. And a good teacher is a teacher who is able to implement all of the above.
Specificity
It is important to note that the purpose of training, education is determined by the society in which it is implemented. Setting goals depends on many factors. For example, from regional characteristics, cultural traditions, the level of development of social and economic progress, dominant religious beliefs, and state policy.
However, the main goal of the learning process is to achieve the ideal of personality by students. In any case, that's how it's supposed to be. Children must learn the material culture and spiritual values that have been accumulated by mankind for a long time. But that is not all. Also, each of the students must reveal their inner potential and embark on the path of self-realization. But in this he should be helped not only by the teacher, but also by his parents.
Getting a general education
This is what all kids go to school for. And what the training is about. The goals of education are multifaceted, but getting an education is above all. Hence the primary duties of the teacher.
Each teacher must provide students with the necessary level of assimilation of systematized knowledge relating to society, nature, culture, technology. Information of this nature should adapt pupils to later life and the educational process.
Another goal of teaching children is to develop their abilities, interests, attention, thinking, memory, imagination, will and feelings. And also practical and cognitive skills. It is very important. After all, developed thinking and the presence of useful abilities give the child the opportunity to replenish their knowledge and improve.
Also, the teacher is obliged to contribute to the formation of a worldview, as well as aesthetic and moral values. In addition, the teacher helps to reveal in each student the ability to self-educate. All the versatility of teaching activity makes it possible to understand that a teacher is not just a person who gives knowledge in any subject. It is also an educator, mentor and guide to life.
Main goals
As you can already understand, the teacher has a lot of them. And it is necessary to tell about the tasks in more detail, discussing the goals and content of the training.
The teacher should be engaged in the education of the will, the development of individual abilities for figurative perception and abstract thinking, create the prerequisites for mental development and instill good habits (for example, reading).
But this is not all that is included in the tasks of the teacher. The teacher should be engaged in the development of the emotional life of pupils, use their mental abilities, teach them to think critically and do quality work. It also reveals their social and moral feelings.
In addition, the goals and objectives of training affect mental education. The teacher should be able to arouse in pupils an interest in the subject, a sense of responsibility, a desire to take the initiative. All this forms in children the skills for causal thinking and the ability for comprehensive perception. This is especially important in the early stages of education.
Professional aspect
Talking about the tasks of a teacher, it is worth referring to the developments of Benjamin Bloom, an American psychologist of teaching methods. He singled out several most important didactic pedagogical goals that are realized in the process of education.
The most important of them are knowledge, understanding and application. All are consistent. First, the teacher must convey to the students a certain amount of information. Then to achieve understanding from the pupils - each of them must “pass” the acquired knowledge through himself, realize their meaning and meaning. It's one thing to listen to a lecture on solving equations. But it is quite another thing to understand how they are solved. This is the whole point. And here is the third goal. After gaining knowledge and understanding it, the student must apply it, focusing on what he has learned. If three goals are realized, then we can say that the teacher has achieved the main thing - he taught his pupils.
Passion for beauty
Why is art and artistic education so important in the process of education? Because it's something beautiful. The unity between a person and a work of art is difficult to overestimate, because experiences are transmitted in such a special connection. And acquaintance with the beautiful is one of the most important aspects that education includes.
The learning objectives are to introduce children to music, art, ballet, poetry, architecture. Art is imaginative. And it, as you know, contributes to the development of the emotional life of children and their thinking. A good teacher knows that sensory experience is directly connected with the action of imagination. Why is it important? Because the basis of humanity is the development of emotional life. This is the basis of moral values. Only a moral person, familiar with the concept of morality, can become a person, a full-fledged member of society. And this is the goal of each of us.
The formation of personality
It occurs in children in the process of receiving school education. Therefore, the goals of teaching, educating each student are to form his inner "core". The teacher should help children understand the most important concept of self-control, which will be useful to them in later life. In the learning process, it will also manifest itself, but only when comparing the result obtained with the standard, sample.
Children also need to acquire the ability to independently determine the goal and take actions to achieve it. Also, the teacher is obliged to teach them to plan and control the course of their activities, compare new results with previous ones, and evaluate them. All this prepares them for adulthood and helps them become familiar with the concept of responsibility.
Socialization
Everyone knows that this is the name of the process of integrating the individual into the social system. And socialization is one of the goals of training and education. The main task of each school is to prepare responsible, creative, enterprising, highly moral and competent citizens of the Russian Federation.
However, it is worth returning to socialization. Education is one of the highest values. And both for the individual and for society as a whole. After all, outside of education, its integration, stability and integrity are impossible. It is on how strongly children will be involved in the process of schooling that the interest in obtaining higher education depends. And subsequently in the development of production, which affects the growth of national income.
Self-realization
This is what every child in school should ideally achieve. Recall at least the words of the famous American psychologist William Glasser. He assured that if personal needs child are not implemented at home, they must be implemented at school. A good teacher is obliged to provide students with what they lack. And usually it's a good relationship. But students do not only communicate with teachers. They undergo socialization in a children's society, among other pupils, their peers. The role of the teacher is also important here. He is obliged to convey to each student how important it is to be kind to others - because this helps to come to a sense of spiritual satisfaction.
School is not just an institution. This is a socio-psychological group. And the extent to which students realize their activity in the field of play, communication and learning largely depends on their interaction with the teacher and with each other.
Preparing for independence
All the goals and objectives of training are aimed at developing the most important personal qualities in students. And also to instill in them independence. What is the most difficult goal to achieve. Every teacher is faced with the task of teaching pupils to love work. And this can only happen if the students understand that this is important for themselves. It is necessary to convey to them that work is a virtue of morality. It ennobles, spiritually develops, helps to realize oneself in life, achieve important goals, find oneself.
In addition, the teacher should help his students understand - nothing in this life is given just like that. But having cultivated perseverance, hard work and determination, many manage to achieve unprecedented heights. The teacher should interest the students in work, show them prospects, give them an incentive, motivation. And awaken the desire to strive for something. This is the purpose of teaching methods and the whole process as such.
Pedagogical work
Based on the foregoing, it can be understood that the goals of learning are many educational processes and their achievement, which occurs only thanks to the diligence of a specialist and his responsibility. Good teachers are able to implement all the functions of pedagogy - social, cognitive, scientific and developmental, prognostic, diagnostic, organizational and methodological, design and constructive. However, this is not the whole list. Pedagogy also performs an integrating function, educational, enlightening, organizing, practical and transformative.
All this makes it clear that teaching is a whole social phenomenon. Which becomes successful only if it is carried out by people who have fundamentally developed thinking, love for their work, organization, responsibility, and two or three dozen other qualities.
Introduction
1. The concept of the learning process, its goals and functions
2. Principles of learning
Conclusion
Bibliography
Introduction
important pedagogical regularity is the dependence of the content of education, methods, means and forms on the goals of education and training set by society, on the goals of a particular school. The lack of a clear goal turns a coherent logical learning process into a random set of actions for teachers and students in mastering knowledge, skills and abilities, leads to a violation of the systemic and systematic nature of knowledge, which does not contribute to the formation of a scientific worldview, and also makes it difficult to manage the educational process.
Teaching is a planned and systematic work of a teacher with students, based on the implementation and consolidation of changes in their knowledge, attitudes, behavior and in the personality itself under the influence of teaching, mastering knowledge and values, as well as their own practical activities. Learning is a purposeful activity, which implies the intention of the teacher to stimulate learning as a subjective activity of the students themselves.
Learning is a purposeful process of organizing and stimulating active learning and cognitive activity students to master scientific knowledge, skills and abilities, the development of creative abilities, worldview, moral and aesthetic views and beliefs.
1. The concept of the learning process, its goals and functions
Under learning understand the active purposeful cognitive activity of the student under the guidance of a teacher, as a result of which the student acquires a system of scientific knowledge, skills and abilities, he develops an interest in learning, develops cognitive and creative abilities and needs, as well as the moral qualities of the individual.
There are several definitions of the term "learning process".
"The learning process is the movement of a student under the guidance of a teacher along the path of mastering knowledge" (N. V. Savin).
"The learning process is a complex unity of the activities of the teacher and the activities of students aimed at a common goal - equipping students with knowledge, skills, and their development and education" (G.I. Shchukina).
"The learning process is a purposeful interaction between a teacher and students, during which the tasks of educating students are solved" (Yu. K. Babansky).
Different understanding of the learning process indicates that this is a rather complex phenomenon. If we generalize all the above concepts, then learning process can be defined as the interaction of a teacher and students, in which students, with the help and under the guidance of a teacher, realize the motives of their cognitive activity, master the system of scientific knowledge about the world around them and form a scientific worldview, comprehensively develop intelligence and the ability to learn, as well as moral qualities and value orientations in accordance with personal and public interests and needs.
The learning process is characterized by the following features:
a) purposefulness;
b) integrity;
c) bilateralism;
V) Team work teachers and students;
d) managing the development and education of students;
e) organization and management of this process.
Thus, pedagogical categories "education" And "learning process" are not identical concepts. Category "education" defines the phenomenon, while the concept "learning process"(or "learning process") is the development of learning in time and space, the successive change of stages of learning.
The objectives of the learning process are:
Stimulation of educational cognitive activity students;
Formation of cognitive needs;
Organization of cognitive activity of students to master scientific knowledge, skills and abilities;
Development of cognitive and creative abilities of students;
Formation of learning skills for subsequent self-education and creative activity;
Formation of scientific outlook and education of moral and aesthetic culture.
The contradictions and regularities of the educational process determine its functions. A holistic learning process performs a number of important functions.
First, this educational function. In accordance with it, the main purpose of the learning process is to:
To equip students with a system of scientific knowledge, skills and abilities in accordance with the accepted standard of education;
To teach how to creatively use this knowledge, skills and abilities in practical activities;
Teach yourself to acquire knowledge;
To broaden the general outlook for choosing a further path of education and professional self-determination.
Secondly, developmental function learning. In the process of mastering the system of knowledge, skills and abilities, the development of:
Logical thinking (abstraction, concretization, comparison, analysis, generalization, comparison, etc.);
Imagination;
Various types of memory (auditory, visual, logical, associative, emotional, etc.);
Qualities of the mind (curiosity, flexibility, criticality, creativity, depth, breadth, independence);
Speeches ( lexicon, imagery, clarity and accuracy of expression of thought);
Cognitive interest and cognitive needs;
Sensory and motor areas.
Thus, the implementation of this learning function provides a developed human intellect, creates conditions for constant self-education, reasonable organization of intellectual activity, conscious vocational education, creativity.
Third, educational function learning. The learning process as a process of interaction between a teacher and students objectively has an educative character and creates conditions not only for mastering knowledge, skills and abilities, mental development of the individual, but also for the upbringing and socialization of the individual. The educational function is manifested in providing:
Awareness by the student of his learning activities as socially significant;
Formation of his moral and value orientations in the process of mastering knowledge, skills and abilities;
upbringing moral qualities personality;
Formation of positive motives for learning;
Shaping the experience of communication between students and cooperation with teachers in educational process;
The educational impact of the teacher's personality as an example to follow.
Thus, mastering knowledge about the surrounding reality and about himself, the student acquires the ability to make decisions that regulate his attitude to reality. At the same time, he learns moral, social and aesthetic values and, experiencing them, forms his attitude towards them and creates a system of values that guides him in his practical activities.
2. Principles of learning
Learning principles(didactic principles) are the main (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in accordance with its goals and patterns.
The principles of learning characterize the ways in which laws and regularities are used in accordance with the intended goals.
The principles of teaching in their origin are a theoretical generalization of pedagogical practice. They are objective in nature and arise from practical experience. Therefore, principles are guidelines that govern activities in the learning process of people. They cover all aspects of the learning process.
At the same time, the principles are subjective, as they are reflected in the teacher's mind in different ways, with varying degrees of completeness and accuracy.
Misunderstanding of the principles of education or their ignorance, inability to follow their requirements do not cancel their existence, but make the learning process unscientific, ineffective, contradictory.
Compliance with the principles of learning is the most important condition for the effectiveness of the learning process, an indicator pedagogical culture teacher.
The history of the development of the school and pedagogy shows how, under the influence of the changing demands of life, the principles of teaching change, that is, the principles of teaching are of a historical nature. Some principles disappear, others appear. This suggests that didactics should sensitively capture changes in society's requirements for education and respond to them in a timely manner, i.e., build such a system of principles of education that would correctly indicate the path to achieving the goal of education.
Scientists have long paid great attention to the substantiation of the principles of learning. The first attempts in this direction were made by Ya. A. Comenius, J.-J. Rousseau, J. G. Pestalozzi. Ya. A. Comenius formulated and substantiated such principles of education as the principle of natural conformity, strength, accessibility, systematicity, etc.
K. D. Ushinsky attached great importance to the principles of education. They most fully disclose didactic principles:
Teaching should be within the reach of the students, neither too difficult nor too easy;
Education should in every possible way develop in children independence, activity, initiative;
Order and systematicity is one of the main conditions for success in learning, the school must provide sufficiently deep and thorough knowledge;
Education should be conducted in a natural way, in accordance with the psychological characteristics of students;
The teaching of any subject must without fail proceed in such a way that only as much work is left to the share of the pupil as young forces can overcome.
The wording and number of principles changed in subsequent decades (Yu. K. Babansky, M. A. Danilov, B. P. Esipov, T. A. Ilyina, M. N. Skatkin, G. I. Shchukina, etc.). This is the result of the fact that the objective laws of the pedagogical process have not yet been fully discovered.
Content of training includes knowledge in close connection with skills, experience of creative activity and emotional and valuable attitude to the world. Its nature and volume is determined by the social order educational system. Each era forms this content in accordance with its characteristic culture, philosophy and pedagogical theory. The main document that determines the content of various levels and areas of education is the state educational standard, on the basis of which curricula, programs, textbooks, etc. are developed. Yes, content general education gives a person the opportunity to participate in social, non-professional activities, forms a civic position, his attitude to the world and determining his place in it, and special education gives a person the knowledge and skills necessary in a particular field of activity.
Learning objectives- organizing and directing the beginning of the educational process, determining its content, methods and forms. They include universal, social-group, individual-personal learning tasks. The goals of learning change, as does the content of learning, as society changes and develops.
Subject of learning- the central link in the system of elements of the learning process. A teacher who provides guidance on the activities of students acting as objects of learning.
Content and learning objectives: standards, plans, programs, textbooks
Under learning content understand certain information that is used in the learning process. The content of training includes four main elements: knowledge, skills, experience of creative activity and experience of emotional and valuable attitude to reality. The whole set educational information is determined by the social order of the education system on the part of the individual, society and the state and adapts, adapts to the conditions of this educational system. Each historical epoch, developing its own culture, creating pedagogical theories peculiar to it, restructures the content of education accordingly.
The main documents that determine the content of education in modern educational systems are standards, curricula, programs and textbooks.
When determining the content of training, attention is drawn to the fulfillment of the following basic requirements for this most important component of the learning process:
1. didactic processing educational material, its adaptation, adaptation to learning conditions, real time budget. This requirement requires careful consideration of those essential differences that always exist between a particular science and the corresponding academic subject. An academic discipline differs from a specific science both in terms of a set of concepts and in the very logic of presentation. The skill of the teacher, his high professionalism is manifested not only in a deep knowledge of the content of a scientific discipline, but also in the art of selection, selection from it of that part that corresponds to specific learning conditions. Science turns into an academic subject only if it is synthesized, merged with didactics;
2. psychologization the content of training suggests that when selecting educational information for its effective assimilation, it is necessary to take into account psychological features trainees, their age characteristics and level of training.
But at the same time, both didactic and psychological processing of the material of science should in no case be carried out to the detriment of its objectivity, scientific character, which is one of the main difficulties in developing the content of education;
3. security links between theory and practice, education and upbringing suggests that even when determining the content of theoretical disciplines, such as mathematics, philosophy, etc., one should not be distracted from reality. Even an abstract, abstract theory in the educational process, if possible, should be combined with the formation of skills, the acquisition of creative experience, the ability to correctly assess reality;
Learning objectives
Problem learning objectives deserves to be considered in more detail. The purpose of education is its defining, all-penetrating beginning, influencing all its aspects: content, methods, means. The well-known remark of the Roman philosopher Seneca that for a ship without a harbor, no wind will be favorable, is also applicable to goal-setting in the education system. Aimless learning will inevitably be fruitless. In different historical periods, different countries before training, a variety of goals were set, depending on the specifics of different eras, peoples and civilizations. The goals differed in their scope, they could be universal, social-group, individual-personal. However, in any educational system, the main goal was singled out, to which all the others were subordinate, and which determined the whole character of this educational system. It is the goals of education that distinguish one educational system from another.
The entire history of pedagogy can be represented as a chain of successive goals of education, their origin, implementation and death. There are no goals of education that are equally suitable for all times and peoples. Like everything else in the world, they are mobile, changeable, and have a specific historical character. They are set and determined by the level of economic and cultural development of society, the achievements of philosophical and pedagogical thought, the capabilities of the existing system of educational institutions, and the teaching staff.
Two types of upbringing, opposite in goals, have developed in Ancient Greece. They were based on polarized notions of comparative value. individual and society.
Spartan type was focused primarily on the needs of society and the subordination of the interests of the individual to them.
Athenian type as the main goal of education, he considered the personality, the comprehensive development of the abilities inherent in it by nature. Even then, this second type of education showed its high viability. However, within its framework, historical development Two different options for determining the goals and objectives of training have taken shape:
- "reporting", "reproductive" education, considering as the main goal of education the assimilation of the basics of sciences, knowledge useful for life. This direction, which has survived to this day, is sometimes called academic;
- "Developing", "productive" training, as the main goal of training, indicates the development of thinking, logic, and creative abilities of the individual.
The truth in this dispute seems to lie somewhere in the middle. Today, most specialists in learning theory come to the conclusion that it is impossible to develop a person’s creative abilities without creating a solid base for him in the form of a certain amount of scientific knowledge. Based on the rich historical experience in determining the constructive goals of education, modern didactics formulates them as a set of the following tasks:
- assimilation by trainees of a certain volume of knowledge about oneself, other people, nature. Moreover, we are talking not only about some sum of facts, but also about the need to explain the connections between them, as well as the ability to apply knowledge in specific situations, and ideally - about the ability to solve problems based on knowledge from different areas;
- ability development students, their thinking, logic, memory, imagination, feelings, will, cognitive and practical skills; paramount importance is attached to the formation of the ability to self-education, which is especially important in modern era when the acquired knowledge quickly becomes obsolete and continuous learning becomes necessary, including through self-study;
- mastery of professional knowledge in the chosen specialty, preparation for creative work in their profession with the achievement in it high level skill, maturity of professionalism;
- development cultural needs, civil, moral, aesthetic motivations and interests.
Setting learning objectives orients teachers and students towards achieving the end result of learning. A clear goal allows you to accurately select the content of training, highlight the main didactic units in it and the teaching methods corresponding to them, streamline all aspects of the learning process, give it the necessary integrity and unity.
Evidence of the defining role of goal-setting is the process of development of national education. For more than seventy years, Soviet pedagogy has proclaimed high democratic goals: the education of a comprehensively and harmoniously developed personality, combining high mental development, moral purity and physical perfection. However, words were often at odds with deeds. IN real life there was a suppression of the rights and freedoms of the individual, a strict subordination of the entire system of education to the monopoly dominant ideology was carried out.
However, today there is no reason to abandon the previously proclaimed goal, since there is no reasonable alternative to it. But in its implementation, it is necessary to take into account previously made mistakes.
In addition, some of its emphasis should be shifted. If earlier the training of a specialist capable of working for the benefit of the state and society was put forward as the main goal of training and education, today the emphasis is shifted to the task of self-realization of the individual, the satisfaction of his needs. These changes contribute to the reunification of modern Russian education with the world and domestic humanistic tradition of education.
The national feature of Russian culture and education has long been increased attention to the inner world of a person, his individual moral position. An outstanding philosopher of the XVIII century. G.S. Pan(1722-1794) urged his readers:
Drop the Copernican spheres.
Look into the soul caves...
What matters to you
You will find in yourself.
And in arranging this inner peace of a person, the main task of education is the assertion positive attitude to the world and people, the ideals of goodness and justice as the highest values. “We boldly express our conviction,” wrote K.D. Ushinsky- that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge. Another famous Russian teacher M.I. Demkov believed that religion and morality play a huge role in people's lives. Strengthening their influence is the task of moral and religious education.
Today there is no reason to abandon these traditional goals of education for Russia. It is only necessary to create conditions for their implementation.
- standards;
- plans;
- programs;
- textbooks.
Let us briefly consider the features of each of these documents.
1.Education standards, established, as a rule, by the state, determine the mandatory minimum of knowledge for a particular level or direction, the specialty of training, as well as for each of the subjects of teaching. (Law of the Russian Federation "On Education", art. 9, p. 6).
They indicate the amount of time required for training, the list of disciplines studied, the list of didactic units that determine the minimum content of each of them. At the same time, the list of disciplines is usually divided into cycles of social and humanitarian, natural sciences, special and other disciplines. By the ratio of the time allotted for the study of these cycles, one can judge the goals of this educational system. Thus, an increase in the time for the humanitarian cycle indicates a target setting for humanization, democratization, which characterizes Russian education at the present time.
The standard is the initial and most stable part of the content of training; all its content is based on it.
Through the creation and implementation of standards, the state realizes its leading role in the education system. Compliance with standards is mandatory for all types of educational institutions, regardless of ownership. The main purpose of their introduction is to prevent a decrease in the level of education of citizens, to create equal conditions for education for all types of educational institutions, to establish the same requirements for the knowledge, skills and abilities of graduates. Based on the standard, an equal measurement of the quality of education is carried out for all, and for graduates general education schools- single State exam(USE). The state educational standard is a kind of guarantee of the quality of education.
2.Educational plans are compiled on the basis of standards and specify their application in the real conditions of a given educational institution. To streamline this work, the state usually offers educational institutions of the same type model curriculum on which they develop their work plans. IN standard plans for each direction or level of training, federal, regional and individual (for a particular university, school) components are indicated. On their basis, educational institutions of individual regions (republics, territories, regions), individual educational institutions are given the right to develop individual work plans, subject to compliance with educational standards. Thus, the dual task is solved, on the one hand, maintaining a single educational space in the country, and on the other hand, conditions are created for differentiated learning, taking into account the specific needs of individual contingents of students, i.e. implements the most important principle social development: unity in diversity.
The working curriculum is the main document of an educational institution that determines the overall duration, duration of the academic year, semesters, holidays, examination sessions, a complete list of subjects studied and the amount of time allocated to each of them, the structure and duration of workshops. The curriculum is the application of the state standard to the specific conditions of a given educational institution.
3. Training program- one of the main documents that determine the content of training. It is compiled for each of the subjects included in the curriculum, and on the basis of the state standard for the corresponding academic discipline. The curriculum, as a rule, contains an introduction outlining the objectives of studying this subject, the basic requirements for the knowledge, skills and abilities of students, thematic plan studying the material with its distribution by time and type training sessions, a list of necessary teaching aids, visual aids, recommended literature. The main part of the program is a list of topics to be studied, indicating the main concepts that make up the content of each topic. The programs also include data on the forms of studying the course (lectures, lessons, seminars, practical exercises), as well as information on the forms of control.
Programs are developed by departments of universities, subject associations of schools and are the main guiding documents for the work of a teacher.
One of the modern innovations in this matter is the granting of the right to individual teachers to create in the same educational institution alternative learning programs, taking into account the peculiarities of different levels of development and the nature of the interests of groups of students. However, the ways of practical application of such programs are still poorly developed.
4. Textbook - It is also one of the main carriers of the content of education. The textbook reflects in detail the content of education in a particular subject. The textbook is created in accordance with the standard and the program for this discipline, which is usually certified by the appropriate stamp of the state supervisory authority. Today, the textbook can be presented not only in print, but also in electronic form. Electronic textbooks, the so-called computer training programs (CEPs), are especially widely used in distance learning in the form of cassettes, disks, and Internet sites.
The textbook, in whatever form it may be presented, is intended to perform several functions:
- informational, consisting in the representation of the amount of knowledge that defines the corresponding curriculum;
- educational, with the help of which the control of the cognitive actions of the student is carried out. To this end, the textbook provides questions, exercises, tasks:
- control, which is presented in the form of control tests, control works and so on.
Ideally, the textbook should serve as a model for the entire educational process.
Anyway, good tutorial must meet such elementary requirements as brevity, accessibility, structuredness, i.e. clear division into blocks, modules, etc.
Unfortunately, many modern textbooks, both printed and electronic, are limited only to the first of these functions, i.e. they give only educational information and do not show how to work with it, leaving it up to the reader himself, who is not always ready for this.
To ensure high-quality assimilation of the content of educational subjects, other types of educational literature: reference books, books for additional reading, atlases, collections of tasks and exercises, etc. Learning outcomes largely depend on the quality of educational literature. The need for the integrated use of various types of educational information, both on paper and on electronic media, is recognized, since each of them has its own advantages and disadvantages.
It should be emphasized that for all the importance of the content of training for the overall results educational activities this factor, however, is not the most important. It is recognized that of the three main factors influencing the quality of education - the quality of the teacher's work, the level of activity of the students and the content of the training - this last factor occupies only the third place in terms of its importance. In the first place is the effectiveness of the teacher. It is the teacher who is the central figure of the entire educational process.
“In education,” Ushinsky said, “everything should be based on the personality of the educator, because the educational power is poured out only from a living source. human personality. No statutes and programs, no artificial institution mechanism, no matter how cunningly invented, can replace personalities in education."
Therefore, along with the content of training, another and more important didactic problem is the problem of the quality of the teacher's activity, the teaching methods used by him, on which, first of all, the overall effectiveness of any education system depends.
The science that studies and investigates the problems of education and training is called didactics. Didactics is a part of pedagogy that studies the most important problems of the theoretical foundations of education
Along with the term "didactics", pedagogical science uses the term learning theory.
Basic task didactics is to identify the patterns that govern learning process, and using them to successfully achieve educational tasks.
Learning objectives, although being limited, are achieved in the process of obtaining empirical knowledge. There was an interest in laws, which intensified as the goals of education and the conditions for its implementation became more complex.
The considered difference between the laws of learning as a social activity and other types of social life and their laws suggests another difficulty in determining the laws in didactics. The laws of social life do not ensure the achievement of every individual goal. Learning also involves goals for each student. Note that the learning of each individual is a consequence of many interaction factors. Each of these factors is a prerequisite for learning, so the implementation of this set is extremely difficult. Consequently, it is difficult to achieve the goal of learning in relation to all students.
. Education- the process and result of the assimilation of knowledge, skills, abilities. There are primary, secondary, higher education, general and special education.
A simple pedagogical situation consists in organizing the reproduction of the activity given by the teacher. This situation is described as a system of cooperative activity: the process of learning and the organization of this process by the teacher. The teacher in this situation should form an idea of the activity and broadcast it to the student.
object science is a real learning process. Didactics provides knowledge about the basic laws of education, characterizes its principles, methods and content.
Learning theory as a science includes several categories.
The essence of the learning process. Considers learning as part of the overall educational process.
Teaching methods. The techniques used by the teacher in their professional activities are studied.
Principles of teaching. These are the main views on learning activities.
Organization of training. Deals with the organization of educational work, discovers new forms of organization of education. The key form of organizing learning today is the lesson.
The activities of the teacher. Behavior and work of the teacher during the implementation of the educational process.
Student activities. Behavior and work of the student during the implementation of the educational process.
Being a pedagogical discipline, didactics operates with the same concepts as pedagogy: “education”, “upbringing”, “pedagogical activity”, etc.
Under education understand the purposeful process and result of mastering the system of scientific knowledge, cognitive skills and abilities by students, the formation on this basis of a worldview, moral and other personality traits. Education is realized under the influence of learning.
Under learning is understood as a purposeful process of interaction between a teacher and students, during which, mainly, education is carried out and a significant contribution is made to the upbringing and development of the individual.
Education can not fully solve the problems of educating a personality and its development, therefore, an extracurricular educational process is simultaneously carried out at the school. Under the influence of training and education, the process of holistic comprehensive development of the individual is realized.
Education represents the unity of the processes of teaching and learning. teaching call the process of the teacher's activity in the course of training, and teaching- student activity. Learning also occurs during self-education. From the patterns identified by didactics, some fundamental requirements follow, the observance of which ensures the optimal functioning of learning. They are called learning principles.
Education performs one of the main tasks of personality development - to transfer knowledge from the experience of mankind to the younger generation, to form the skills, attitudes and beliefs necessary in life.
Primary education contains great potential opportunities for the comprehensive development of younger students. To reveal and realize these possibilities is the most important task of the didactics of elementary education.
Education sets the task for the individual development of the student - to master the modern level of knowledge for this era. Individual development in the learning process always lags behind the socio-historical. Socio-historical knowledge always goes ahead of the individual.
Education- a special kind of human relations, in the course of which education, upbringing and transfer of the experience of human activity to the subject of training are carried out. Outside of teaching, socio-historical development breaks away from the individual and loses one of the sources of its self-propulsion.
The learning process is associated with the development and formation of the student's knowledge, skills and abilities in any discipline. Teaching is usually caused motivation.
Motivation- this is a process that encourages moving towards the goal; a factor that determines behavior and encourages activity. It is known that there are two levels of motivation: external and internal. Many educators tend to use external incentives. They believe that students should be forced to study, encouraged or punished, parents should be involved in controlling children.
However, there is an opinion that systematic long-term control over the actions of the child significantly reduces the desire of students to work and can even completely destroy it.
It is important to develop internal motives student. The level of internal needs for each person is different and changes in parallel with psychological needs (the need for survival, security, belonging, self-respect, creativity and the need for self-actualization).
56. Principles of learning.
To organize the educational process, specific instructions are needed that are not contained in the laws of education. Practical guidance is contained in the principles and rules of training.
Didactic principles- a set of provisions reflecting the most acceptable and productive teaching methods, organizational specifics, content and standards corresponding to a specific level of development of society.
1. The principle of consciousness and activity . This principle reflects the need to develop motivation for learning and stimulate learning activities. This principle is based on the understanding that without the efforts of the trainees, the learning process will not have results. Training should be conscious, meaningful, purposeful from the point of view of the student.
2. The principle of visibility has been popular since ancient times and is quite effective, being intuitive. Using, where possible, visual material, the teacher opens another channel of perception for students - visual, which significantly increases the efficiency of assimilation of new information and contributes to the intensity of learning, as it allows you to present maximum new material in a short time. 3. The principle of systematic and consistent gives a systematic character to the learning process, which is a necessary condition for the effectiveness of any impact. As a result of training, a person should form a clear, clear and generally understandable picture of the world with its inherent system of interrelated patterns and concepts.
4. Strength principle . The purpose of this principle is a strong and long-term assimilation of the acquired knowledge. This goal is achieved through the development of interest and a positive attitude of the student to the discipline being studied. To do this, the teacher should strive to establish positive emotional contact with students.
5. The principle of accessibility implies the development of the content of the learning process, taking into account the capabilities of the trainees. An important condition for accessibility is the correct sequence of presentation of educational material. To assimilate new information, the student must have the appropriate basic knowledge.
6. Scientific principle consists in a careful selection of information that makes up the content of training that meets the following requirements: students should be offered for assimilation only firmly established, scientifically based knowledge, methods of presenting this knowledge should correspond to the specific scientific field to which they belong.
7. The principle of connection between theory and practice is based on the central concept of philosophy: practice is the main material for knowledge. Practical activity plays an undeniably large role in pedagogical science. The practical side of pedagogy includes the experience of ancestors, observations of teachers, experimental pedagogical activity, etc. Practically acquired knowledge is the most reliable source of information. However, in itself, the information obtained in the course of practical activities cannot be the engine of pedagogical science and cannot has value.
57. Methods, means and forms of the learning process.
Under methods learning should understand the methods of teaching the teacher and the organization of educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied
The classification of teaching methods in pedagogy can be as follows:
Explanatory-illustrative method. Students receive knowledge in lectures, from educational or methodical literature, through visual teaching aids. Perceiving and comprehending facts, assessments and conclusions, students remain within the framework of reproductive (reproducing) thinking. In high school, this method finds the widest application for transferring a large amount of information;
reproductive method. It includes the application of what has been learned on the basis of a pattern or rule. The activity of trainees is algorithmic in nature, that is, it is carried out according to instructions, prescriptions, rules in situations similar to those shown in the example.
Problem presentation method. Using a variety of sources and means, the teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view and different approaches, shows a way to solve the problem. Students become witnesses and accomplices scientific research. Both in the past and in the present, this approach is widely used.
Partial search or heuristic method. It consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated) under the guidance of a teacher, or on the basis of heuristic programs and instructions. The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves when working with programs (including computer ones) and teaching aids.
research method. After analyzing the material, setting problems and tasks, a brief oral or written briefing, students independently study the literature, conduct observations and measurements. Empirical data are generalized and conclusions are formulated in accordance with the main provisions of epistemology: facts are established, their invariance and correspondence to a hypothesis or theory are determined. Depending on the circumstances, induction (knowledge moves from the particular to the general) or deduction (cognition moves from the general to the particular) is used.
Form pedagogical- sustainable completed organization of the pedagogical process in the unity of all its components. The form is considered as a way of expressing the content, and therefore, as its carrier. Thanks to the form of the content takes on the appearance, becomes usable ( additional classes, briefing, quiz, test, lecture, dispute, lesson, excursion, conversation, meeting, evening, consultation, exam, ruler, review, raid, etc.). Any form consists of the same components: goals, principles, content, methods and means of teaching. All forms are in complex interaction. Individual shape- in-depth individualization of training, when everyone is given an independent task and is expected to high level of cognitive activity and independence of each student
group form - provides for the division of a group of students into subgroups to perform certain identical or different tasks: performing laboratory and practical work, solving problems and exercises.
front shape- involves the joint activity of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem. The teacher asks everyone, talks to everyone, controls everyone, etc. Simultaneous advancement in learning is ensured for everyone. Consider some of the shapes in more detail.
Lesson- a collective form of learning, which is inherent permanent staff students, a certain scope of classes, strict regulation of educational work on the same educational material for all. Lesson types:
1. lessons-lectures 2. laboratory (practical) classes 3. knowledge testing and assessment lessons 4. combined lessons.
Extracurricular activities as a form of education were introduced in the late 60s - early 70s. in the process of another unsuccessful attempt to reform school education. These classes are designed to give a deeper study of the subject to everyone, although in practice, they are very often used to work with lagging students.
Excursions- a form of organization of training, in which educational work is carried out within the framework of direct acquaintance with the objects of study.
Homework- a form of organization of learning, in which educational work is characterized by the absence of direct guidance from the teacher.
Extracurricular work: Olympiads, circles, etc., should contribute to the best development of individual abilities of students.
Means of education- these are objects created by man, as well as objects of natural nature, used in the educational process as carriers of educational information and a tool for the activity of the teacher and students to achieve the goals of education, education and development.
58. Quality control of learning outcomes.
current control- the most efficient, dynamic and flexible verification of learning outcomes. It usually accompanies the process of developing skills and habits, therefore, it is carried out at the first stages of training, when it is still difficult to talk about the formation of students' skills and abilities. Its main goal is to analyze the course of formation of knowledge and skills of students. This will give the teacher and student the opportunity to respond to shortcomings in a timely manner, identify their causes and take the necessary measures to eliminate them; return to not yet learned rules, operations and actions. Current control is especially important for the teacher as a means of timely adjustment of their activities, making changes in the planning of subsequent education and preventing academic failure.
During this period, the student should have the right to make a mistake, to a detailed, joint analysis with the teacher of the sequence of educational actions. This determines the pedagogical inexpediency of haste in applying a digital assessment - a mark punishing for any mistake, and strengthening the value of the assessment in the form of analytical judgments that explain possible ways to correct errors. This approach supports the situation of success and forms the correct attitude of the student to control.
Thematic control consists in checking the assimilation of the program material on each major topic of the course, and the assessment fixes the result.
The specifics of this type of control:
the student is given additional time to prepare and is given the opportunity to retake, complete the material, correct the previously received mark;
when setting the final mark, the teacher does not focus on the average score, but takes into account only the final marks on the subject being handed over, which “cancel” the previous, lower ones, which makes the control more objective;
the possibility of obtaining a higher assessment of their knowledge. Clarification and deepening of knowledge becomes a motivated action of the student, reflects his desire and interest in learning.
Final control is carried out as an assessment of learning outcomes for a certain, sufficiently large period of study time - a quarter, half a year, a year. Thus, final examinations are carried out four times a year: for I, P, III educational quarter and at the end of the year. When placing transfer marks (in the next quarter, in the next class), preference is given to higher ones.
For example, a student performs the final control work on "4", while in the process of current control the ratio between "4" and "3" was in favor of "3". This circumstance does not give the teacher the right to reduce the final mark, and the student ultimately receives a "4". At the same time, another student who had a solid "4" during the school year wrote a final test with a "3". The assessment of his previous performance leaves the teacher the right to increase his final mark to "4".
The organization of the learning process is primarily associated with a clear definition of its goals, as well as the awareness and acceptance of these goals by students. Learning objectives - organization of the assimilation of social experience as society realizes and comprehends that necessary part of it, which constitutes the content. This is nothing more than an ideal (mental) anticipation of its results, that is, what the teacher and students should strive for.
The practical definition of learning objectives is a rather complex process and requires careful thinking from the teacher. However, it should be remembered that both in the training system in general and during each lesson separately, three main groups of interrelated goals are solved: educational goals(mastery of knowledge, skills and abilities), to the second - developing goals(development of thinking, memory, creativity) and to the third - educational goals(formation of scientific outlook, morality and aesthetic culture). Therefore, when designing the conduct of training sessions, the teacher needs to determine in detail both educational and developmental-educational goals, as well as the level at which these target settings will be solved.
Education, considered from the objective (objective) side, has the following three basic goals :
Mastering by students the basics of scientific knowledge about nature, society, technology and art (the formation of a worldview, skills and abilities that ensure the possibility of independent use of this knowledge; ways of scientific thinking and research methods within individual subjects);
general preparation of students for practical activities, which allows a person to learn and transform nature, society and culture and is carried out, first of all, through cognitive activity;
Formation of students' scientific convictions and a holistic perception of the world based on them.
Learning, considered from the personal (subjective) side, also includes three basic goals , which are inextricably linked with the implementation of the above objective goals:
1) general development of thinking and cognitive abilities;
2) formation of needs, motivation, interests and hobbies of students;
3) instilling in students skills for self-education, necessary conditions which are the mastery of the "technique" of self-education and the habit of working on one's own education.
To achieve the goals in the learning process, it is necessary to solve the following learning tasks:
1) stimulation of educational and cognitive activity of trainees;
2) organization of their cognitive activity to master scientific knowledge, skills and abilities;
3) development of thinking, memory, creative abilities and talents;
4) development of a scientific worldview and moral and aesthetic culture;
5) improvement of educational skills and abilities.
The organization of training assumes that the teacher implements the following components of ped. activities:
Setting goals for educational work;
formation of students' needs in mastering the studied material;
Determining the content of the material to be mastered by students;
organization of educational and cognitive activities for students to master the studied material;
giving the educational activity of students an emotionally positive character;
regulation and control of educational activities of students;
Evaluation of the results of students' activities.
Students carry out educational and cognitive activities, which in turn consist of the corresponding components:
awareness of the goals and objectives of training;
development and deepening of the needs and motives of educational and cognitive activity;
comprehension of the topic of new material and the main issues to be mastered;
Perception, comprehension, memorization of educational material, application of knowledge in practice and subsequent repetition;
manifestation of emotional attitude and volitional efforts in educational and cognitive activity;
Self-control and making adjustments to educational and cognitive activities;
Self-assessment of the results of their educational and cognitive activities.
The possession of the studied material and the mental development of students occurs only in the process of their own active educational and cognitive activity. The experience of internal contradictions between knowledge and ignorance is driving force teaching, cognitive activity of students.
The driving forces in shaping the need for learning in students are:
The personality of the teacher, his erudition(from lat. eruditio- learning, education and teaching excellence. When a teacher has a perfect and deep knowledge of science, in the process of teaching he operates with interesting details and facts, strikes students with his vast outlook, delights them with his education. In this case, the psychological mechanism of imitation is triggered, and students experience internal contradictions between the achieved and required level of their knowledge, which stimulates them to more active learning.
The benevolent attitude of the teacher towards students, based on respect and exactingness towards them, contributes to the formation of the need for learning. Respect for the teacher helps to strengthen students' self-esteem, the manifestation of benevolence towards the teacher, which naturally encourages them to diligently master his subject. The exactingness of a respected teacher allows them to experience shortcomings in their teaching and behavior (internal contradiction) and causes a desire to overcome them. If a negative relationship develops between the teacher and students, this has a very negative effect on the cognitive activity of the latter.
To develop the need and interest in mastering knowledge great importance have teaching methods specially used for this purpose by the teacher: demonstration of visual aids, technical teaching aids, involvement in the process of presenting new material clear examples and facts, the creation of problematic and existing knowledge to solve them, the ability of the teacher to create situations that excite students' internal contradictions between newly emerging cognitive tasks and the insufficient level of existing knowledge to solve them, the ability of the teacher to cause surprise in relation to the ingenuity and power of the human mind in cognition of deep phenomena of nature, the development of science and technology.
A significant influence on the formation of the need for knowledge acquisition is exerted by general pattern education, according to which the active activity of students is stimulated by the joy of success in learning. Each student lives in hope and strives for successful mastery of knowledge. If these hopes and aspirations come true, students gain confidence in their abilities, and they study with even greater willingness. In those cases when the student begins to lag behind, when the difficulties in learning are not only not overcome, but even increase, he loses faith in success and weakens his efforts, and in other cases completely stops academic work. Difficult teaching, as a rule, is unproductive and often completely kills the desire not only to study, but also to attend school.
In connection with the provisions considered, it is necessary to correctly approach the assessment of those cases when a student does not study well, violates order and discipline in the classroom, does not show proper care and activity when presenting new material by the teacher, and sometimes defiantly interferes with learning others. In such cases, it is usually said that the student does not want to learn, although it would be more correct to say: he has no need for learning. Based on the latter assessment, then such a student does not need elaborations, reproaches and notations, but assistance in overcoming difficulties, in applying more skillful methods of shaping his need for learning, developing interest in mastering knowledge.
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