Theory of learning. Lecture notes

LECTURE No. 1. The educational process, its essence, driving forces and contradictions

1. The essence of the learning process, its goals

The science that studies and investigates the problems of education and training is called didactics.

The term "didactics" comes from the Greek didaktikos, which translates as "teaching". For the first time this word appeared thanks to a German teacher Wolfgang Rathke, who wrote a course of lectures entitled "A Brief Report from Didactics, or the Art of Teaching Ratikhia". Later, this term appeared in the work of the Czech scientist, teacher Yana Kamensky "Great didactics representing the universal art of teaching everything to all." Thus, didactics is “the art of teaching everything to everyone”.

Along with the term "didactics", pedagogical science uses the term learning theory.

Didactics is a part of pedagogy that studies the most important problems of the theoretical foundations of education. Basic task didactics is to identify the patterns that govern learning process, and using them to successfully achieve educational tasks.

A person in the learning process must master that side of social experience, which includes knowledge, practical skills, as well as ways of creative activity. It is generally accepted to call the law in didactics the essential connection of learning phenomena, which determines their necessary manifestation and development. But the learning process differs in one characteristic from other phenomena of social life, and, accordingly, the laws of learning, fixed by didactics, reflect this feature.

Almost all the consequences of social life are the result of individual activity, which is aimed at goals and objects. On the other hand, the activity of learning pursues rather narrow, limited social goals, which are directly related to the laws of learning. Note that it is not at all necessary that the laws of learning and the goals of its subjects coincide.

Learning objectives, although 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.

Didactics and psychology of education. Psychology and didactics are closely related. The commonality of psychology and didactics is that they have single object- the process of education and upbringing; their difference is determined by different aspects of the study of this object. Psychology explores the psychological patterns of the formation of the human psyche in the process of its formation, or the psychological mechanisms of assimilation of a system of properties, abilities, and individual experience of a person.

Didactics studies the conditions (organizational forms, methods, teaching aids) that must be created for the effective flow of assimilation processes in accordance with their psychological patterns. Therefore, a meaningful construction of a system of organizational forms, methods, teaching aids should be based on the task of psychological mechanisms for the assimilation of a system of knowledge, skills, and abilities by a person. That is, didactics should be based on the data of pedagogical psychology.

Knowledge of the psychological mechanisms of assimilation and the pedagogical conditions in which they are implemented form the necessary basis for the development of teaching methods, which act as the main means of pedagogical activity. It is impossible to meaningfully use and develop teaching methods without knowing the psychological laws and pedagogical principles on which they are based.

There is a continuous chain of connections: "pedagogical psychology" - "didactics" - "methodology" - "practice". These connections reflect successive design stages. educational process. The ultimate goal of the educational process is the formation of personality. 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.

The student must accept this activity, enter into it and perform. The functions of the teacher, therefore, consist in the consciousness of the idea of ​​the activity of the student and in the involvement of the student in the activity. Finally, the teacher monitors the performance and the result of the activity. Control, therefore, is a specific function of educational and pedagogical activity.

If the control result is negative, then the process is repeated.

If the problem situation is the student's misunderstanding of the given idea of ​​the activity, then in the course of reflection this activity is divided into parts, according to the stages of entry and implementation of the activity. Then this reflexive knowledge turns into normative, and again the teacher demonstrates entry into the activity, organizes the involvement of the student, control over the implementation of the activity, etc. Such is the logic of didactics. Pedagogical activity is a special organizational and managerial activity that organizes and manages the student's educational activities.

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 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 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 process of which education, upbringing and transfer of the experience of human activity to the subject of learning 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, creative needs and the need for self-actualization).

Education arose at the earliest stages of human development and consisted in transferring the experience of ancestors to younger generations. The ancient hunter had to learn how to use weapons, cook food, make tools, and protect himself from enemies. A similar type of training is also characteristic of the animal world, when a mother teaches her cubs to hunt and hide from enemies. The ancient man looked at his older relatives, watched their speech, behavior and tried to repeat everything that they did. Thus, it turned out that the child was engaged in self-education, because in the primitive tribes there were no specially trained teachers.

In the course of evolution, with the complication of human relations, the education system also improved: special institutions appeared in which education was carried out. Learning has become a purposeful process.

Let's try to compare a first grader who can neither read nor write, and a school graduate. What turned a child who does not know the basics of literacy into a highly developed personality capable of creative activity and understanding reality? That force was learning.

But knowledge cannot be simply transferred from one person to another. Such a task can be carried out only with the active participation of the student, with his counter activity. No wonder the French physicist Pascal said that "a student is not a vessel to be filled, but a torch to be lit." From this it can be concluded that education- this is a two-way process of activity, both a teacher and a student, as a result of which the student develops knowledge and skills if he has motivation.

The developmental goals of teaching a foreign language are to develop all aspects of the personality of the trainees: their worldview, outlook, thinking and imagination, memory, feelings and emotions, the need for further knowledge, self-education and self-education.

The essence of the developing component lies in the fact that the process of language acquisition is aimed at developing in the student as a subject of activity, the personality of such properties, aspects, processes, mechanisms that play the most important role for the process of cognition, education, teaching, and, consequently, for the formation individuality. In the process of mastering foreign language The following cognitive abilities are developed:
A) perceptual level- meaningfulness of perception, distribution of attention, auditory differentiation, involuntary memorization etc.;
b) modeling level- anticipation (prediction) of the structure of the phrase, text, content of the statement; guess based on word formation, context; analysis, synthesis, comparison, association to words, analogy, abstraction and generalization, performance of logical operations in the process of information perception;
V) reproductive level- recalling a word or speech sample from memory, imitation, discursive awareness of rules-instructions, memos, etc.;
G) productive level- construction of speech units of different levels, transformation, combination, improvisation in the process of generating an independent statement; the ability to emotional and evaluative activity, namely: the expression of feelings and emotions; sociability as an explicit and implicit expression of one's attitude towards people; self-assessment of one's statements, actions, successes, etc.; development of abilities for reflection and critical thinking.

Thus, the developmental impact on schoolchildren is exerted by the formation of educational and organizational, educational and intellectual, educational and informational and educational and communicative skills in them in the process of teaching a foreign language.

Educational and organizational skills are formed in the educational process 1) when using different modes of work: teacher - class, teacher - student, student - student, student - class, etc.; 2) in independent work students in oral speech (laboratory workshop, sound recording, etc.); 3) in independent work on reading and writing; 4) when using a test method of control, the implementation of self-control and self-correction.

Educational and intellectual skills develop through the organization of work with educational material with its appropriate presentation. So, the ability to abstract is formed when working with speech samples, typical sentences, when the student masters grammar, going from the general to the particular. Many exercises form students' ability to differentiate, for example, on the basis of number, time, modality. The development of conceptual forms of thinking is carried out when working on linguistic material, for example, vocabulary, idioms of the language.

The development of educational and intellectual skills is also carried out when teaching logic in the construction of foreign language statements, when reading, in the course of solving speech problems.

Educational and informational skills and abilities are formed both when working on oral speech and when reading. In the first case, students determine what information they want to convey or receive, in the second - what to “subtract” from the text, where to get additional help in order to better understand the text (textbook, dictionary, reference book). To do this, you need to be able to use reference books and other sources of information.

Formation educational and communication skills due to the very nature of the subject "Foreign language". Oral and written speech serve as both a means and a goal of language learning. Mastering a foreign language involves the formation of skills to build a statement various types: message, persuasion, description, etc.; use a variety of questions; convey the content of what was heard, read in different volumes.

Personal learning goals are behavioral or gnostic principles that students identify as important to their own learning. They may refer to general work habits, individual subjects, learning topics, or all of the above.

What are personal learning goals and why are they so important?

Personal learning goals directly affect the improvement of the quality of learning and academic performance and enhance the abilities of students, as well as influence the development of students as active participants in the educational process, their ability to become independent and motivate them to great achievements.

Previous research in student motivation and performance has shown that students who set their own work goals tend to achieve more than those students set by the instructor.

The first group of students is more confident and takes on more complex tasks, regardless of ability, and their self-esteem and attitude to mastering and solving the problem remains high even in case of failure.

When students are helped to gain insight into their own thought and learning processes, they are more likely to think about the effectiveness of the strategies they have used to achieve their learning goals. Action planning, monitoring progress toward a goal, and evaluating results can help students achieve greater control over their thinking and learning processes and teach them to "learn".

Stages of development of personal training goals

The development of personal learning goals includes the following steps:

• defining personal learning goals (and strategies to achieve them);
• process monitoring;
• progress reporting;
• analysis and development of new goals.

All stages of the cycle are great importance, and in practice they flow into each other. The process is cyclical. In doing so, the teacher plays a critical role throughout the entire process, not just the development and reporting stages.

Institutions will need to choose the best way to manage the development, monitoring and reporting of students' personal learning goals. This method depends on the organization of the educational institution. Like most initiatives, the process of developing, monitoring and reporting personal learning goals will work best when it is understood by all involved.

This process includes, first of all, a discussion of the educational process between the student and the teacher. The productivity of such discussions underpins the entire process. It should also be carried out in a spirit of openness and cooperation and increase the level of diversity in the educational process.

Talks about learning provoke students to think:

• about their own thought and learning processes and stimulate their work;
• about the next possible steps in the learning process and future plans;
• about setting goals and achieving them;
• whether the teaching method is effective;
• what they need to help them understand;
• how they could improve their performance.

Before working with students to develop a system of personal learning goals, it is important for teachers to emphasize collaborative work to discuss and define existing learning goals, and then to consider examples of acceptable and unacceptable goals (for example, too ambitious or, conversely, not ambitious enough, too vague, unattainable and others).

Developing a shared understanding of learning objectives empowers employees mutual language for communication. Goal setting, taking personal responsibility for one's learning, and evaluating one's abilities can then become a regular part of discussion within the learning community.

Personal learning goals and learning process

Personal learning goals are an integral part of the system Victorian major educational standards(CEE,VELS), pedagogy, accountability and a key element of planning curricula.

Personal learning goals are the axis of the learning process. The following information is intended to assist teachers in developing personal goal systems in the educational field.

Personal learning goals and the Victorian Core Education Standards

Personal learning goals are an integral part of the system Victorian Basic Educational Standards (CEE, in English - VELS). One of the basic principles CEE is the development of students of three main abilities:

• the ability to manage oneself as a person and in relation to others;
• the ability to understand the world in which we live;
• the ability to function effectively in this world.

The process of developing, monitoring and reporting in the area of ​​personal learning goals is an integral part of all these areas and helps students to achieve success in them, but, above all, there is a close connection between these processes and the field of personal learning. This area is characterized by support for the development of autonomy in learners who value themselves as participants in the educational process, who are able to "manage their own learning and growth by monitoring them, as well as creating and analyzing their learning goals." ( Victorian Basic Educational Standards, 2005)

Personal learning goals and principles of learning and teachingP-12

Individual learning goals are also woven into systems of learning and teaching principles. P-12.

Principles of learning and teaching P-12 indicate that students learn best when:

1. The learning environment is supportive and productive;
2. The learning environment promotes independence, interaction and self-motivation;
3. The needs of students, their perspectives and interests are reflected in the curriculum;
4. Students are interested in developing deep levels of thinking and applying different assessment methods;
5. Practice is an essential part of learning;
6. Teaching is strongly connected to communities and practice outside of the school is provided.

Setting personal learning goals, in particular, refers to principles two and five.

The second principle focuses on creating a learning environment that promotes independence, interaction, and self-motivation. Teachers encourage and support students to take responsibility for their own learning and strive to structure the experience to allow students to make their own choices.

The fifth principle works with assessment as an integral part of learning and teaching, with the active participation of students in the assessment process, as well as encouraging reflection and self-assessment.

For more information on learning and teaching principles see: http://www.education.vic.gov.au/studentlearning/teachingprinciples/default.htm . The material at the link contains detailed information on the six principles identified above, case studies, frequently asked questions, data collection tools, and contact information.

Personal learning goals and assessment as learning

Department of Education Assessment Consulting Section focuses on three main objectives of assessment:

• evaluation for learning - occurs when teachers use the conclusions about the student's performance for general information about the learning process;
• assessment as learning - occurs when students reflect on and monitor their progress in order to shape their future goals;
• learning assessment - occurs when teachers use the results of students' learning to draw conclusions about the goals and standards of the educational process.

There is a particularly strong relationship between assessment as learning and the process of developing and monitoring personal learning goals. When assessed as learning, students can control their learning process and use the resulting feedback to adapt and adjust their goals and real circumstances.

Assessment as learning plays an important role in improving learning outcomes - not only because students are actively involved in the assessment process, but also because it develops the skills that underlie effective development, monitoring and reporting in the area of ​​personal learning goals.

Secondary learning card

The Secondary Learning Card Template (Secondary School) includes a Personal Learning Goals page. The following sections must be completed each semester:

• my learning goals;
• student comment;
• teacher comment;
• my future learning goals.

Primary Learning Card

The Primary Education Card Template (Primary School) does not include a Personal Learning Goals page, but schools can add one if they wish. However, the template does have a section for students to comment on their progress during the semester.

Student support

Development of a system of personal learning goals

Students should be aware that the process of setting personal goals is a key part of their learning.

Personal goals can help students bridge the gap between what they have achieved and what they want to achieve. Effective personal learning goals:

• important to a particular student;
• can be achieved through one student's own actions;
• have reasonable timeframes (for example, one semester);
• include a specific action plan;
• respond to next questions student:
• What do I need in order to take action?
• How can I be successful with this goal?
• What do I need to study?
• Why will this help my learning?
• What actions should I take to achieve this goal?
• How will this affect my future?

It is important that students develop a sense of ownership of their learning goals. The combination of discussion, reflection and sharing will help students develop responsibility and develop a range of skills and strategies to achieve goals. For more information, see: Examples of learning objectives related to a range of areas of the Victorian Core Education Standards in the Pro Forma and Other Illustrative Material section.

Activity Support

Ways to support students in developing personal learning goals include:

• educating students about the types of goals that can be set for themselves and the importance of choosing a limited number of goals related to their own learning needs;
• helping students to become aware of themselves as participants in the educational process and analyze their strengths and weaknesses. Teachers can use a range of self-esteem strategies and tools to help students reflect on what they have learned and decide where they want to go next;
• providing students with the set of settings they need to focus on their goals, such as:
• My strengths…
• I feel disappointed when...
• I need help when...
• I need to know more about...
• fixing goals as a declaration of intent, not just a wish list. “I will be persistent and focused on my math” rather than “I want to improve my math”;
• scheduling the goal-setting system by technology SMART. SMART– a goal setting system that will help ensure general scheme goal setting in educational institution. According to it, goals are determined by five criteria:
• Specific(specificity): the goal should be as clear and specific as possible; when setting, the final result should be clearly presented;
• Measurable(measurability): goals must be measurable so that it can be known that they have been achieved;
• Attainable(achievability): goals must be achievable in terms of external factors and internal resources;
• Relevant(relevance): goals should be related to other, more general, as well as strategic goals, and work towards their achievement. That is, what you are doing today is necessary in order to get what is planned for the month, and, therefore, meets the main life goals;
• time bound(certainty in time): the goal must be clearly defined in time, there must be specific deadlines (and intermediate milestones) for its achievement;
• in the early stages, provide students with ready-made examples of personal learning goals to choose from, as this will help facilitate the process of setting goals and allow students to understand how they can set their own goals. For example, "I will ask the right questions that will help me understand better" rather than the less specific "I will ask questions." Students can use examples of learning objectives and work individually or in groups to determine their own goals that will meet the standards. SMART– will be clear, specific and achievable within a certain period, for example, in a semester;
• setting up the processes of student interaction and discussion of each other's personal goals. Student presentations and discussions can encourage students to communicate and share their goals with others. It will also help students learn from each other the correct expression of goals and strategies to achieve them;
• discussion with students:
• goals and achievements from the previous semester;
• their strengths and areas of development (including extracurricular areas);
• their goals in the short and long term;
• By leading the discussion, educators can help students:
• set achievable and worthy goals;
• develop an action plan to achieve the goals;
• plan to monitor and analyze your goals;
• Teaching students to discuss and present their goals in a presentation that includes:
• a review of the goals of the last semester - achievements, problems and their brief analysis;
• learning objectives for the current semester - justification of the goals and their certainty in time;
• an action plan to achieve each goal - actions, possible problems and a plan to overcome them;
• an action plan for monitoring goals - with whom, when and how the student can discuss their progress;
• reflection - with whom, when and how.

A publication or presentation can be developed using a variety of software applications and the results can be added to a student's portfolio. Work can also be done collectively for evaluation general level development and preparation;

• using visual elements such as a table KWHL(What do I know? What do I want to know? How will I know? What have I learned?). This strategy encourages students to:
• actively participate in the process of developing their own learning objectives;
• plan ways to achieve your goals;
• determine what they have done to achieve their goals;
• integration of personal learning goals into existing programs training used in educational institutions, such as Habits of Mind and You Can Do It.

Strategies for achieving personal learning goals

Strategies for achieving personal learning goals should be considered while students achieve their goals, and also throughout the monitoring process. In planning and working on these strategies, students need help developing simple and clear strategies.

Strategies should be built based on the students' learning style, their ability to learn independently, personal characteristics, specific learning goals set by students.

Activity support

Some ways to support students in identifying and building strategies include:

• discussion " SMART» (specific, measurable, realistic) learning objectives with students, revealing aspects of the development process that students are not aware of. In addition to specific and important learning goals, students are aware that these goals can be achieved through their actions and within a certain period. Developing personal learning goals as part of this process helps students focus on planning to achieve their goals within a given time frame. The following questions may be helpful:
• What am I going to achieve?
• How am I going to achieve this?
• When will I get it?
• Divide personal learning goals into smaller achievable goals. This process:
• gives students the opportunity to go step by step to make progress in their personal learning goals;
• helps students improve their time management skills;
• makes control more targeted and focused.

For example, if the goal is to find out the right kinds of questions to ask that would help me understand something better, then students can determine which questions to ask (closed or open questions and their explanations) and consider appropriateness. When planning to monitor their progress, students can list questions such as: “Can I imagine what I heard or read?”, “Do I understand this?”, “What will I ask?” Students will be able to plan questions to ask in their classes and can record in their diary about improving their learning with questions asked. This record can be used as evidence for monitoring and reporting the achievement of your goals.

• Asking metacognitive questions aimed at increasing the student's awareness of what needs to be done and how to do it, for example:
• What exactly do I need to do?
• Why am I doing this?
• What do I already know about it?
• What options and alternatives do I have?
• How will I evaluate it?
• What strategies could I use?
• How do I know that I have been successful?
• How will I control my success next time?
• Giving students the opportunity to imagine what it will be like when they achieve their personal learning goals. Visualization allows students to describe what the learning goal achieved will be like and the process they can use to achieve it. Students can use individual time for reflection, drawing, talking with their teacher, class discussions, and using a range of tools such as flowcharts, mind maps, graphic organizers.
• Questions are a powerful tool to help students visualize their goals and the process to achieve them:
• What will I see, my knowledge or my actions?
• How do I see my actions?
• What ways do I see to achieve this?

Monitoring personal learning goals

Monitoring needs reflection. Reflection leads to conclusions about the degree of success or progress and allows you to explain the lack of improvement. It also provides a framework for developing future goals and reflecting on what has been achieved.

When teachers help students reflect and monitor their progress towards their learning goals, they ask students to think about their learning.

Students must also create a conscious and deep understanding of their own behavior and learning.

Students need easy ways to review and record their learning progress over the course of a semester, and they need to develop strategies that will have value as evidence of progress toward a goal. The proof must be specific.

Activity support

Some ways to support students in displaying and monitoring their goals include:

• students using portfolios, study journals, and other simple devices to reflect on recent work and how far they have progressed towards their personal learning goals. Students can reflect on their learning at a set time each week, or at a time that is most appropriate for it. At this time, systematic clues may occur, such as:
• This week I found out...
• Now I can do...
• Next week I'll be doing...
• I know what I do best when...
• Using spontaneous "60-Second Brainstorming" in the classroom at any time. Teachers will simply ask students to stop and think about how their learning is going right now and how they are progressing towards their personal learning goals. It is very important that teachers provide 60 seconds of quiet reflection time.
• Decide on clear criteria that will describe quality and progress towards the successful achievement of personal learning goals. These criteria can be:
• helping students present the types of knowledge, skills and behaviors they would like to develop;
• help them find evidence;
• monitor their progress towards achieving their goals.
• Providing students with a permanent opportunity to comment on their personal learning goals. We understand that this is an ongoing process, not a one-time process or one that can be left for the end of the semester. Teachers can also expand the monitoring process to include information from the student's teachers, peers, or family.
• Most high school students use a school or study planner to write important dates, time or information. Students can use their planner to record relevant learning information to prove their progress. Some of these planners also include skills learning tips to give students strategies for identifying and reflecting learning goals. They can also make suggestions for planning and improvement.
• Using the platform as a way to keep the student focused on their learning goals and track their progress over time. For example, teachers create a platform that includes the headings "Learning Goals" and "Week" with space for brief notes on progress.
• Alternatively, students can create a diagram with three columns:
• my learning goals;
• the strategies I use;
• I showed that I achieved this when I...
• Ask metacognitive questions such as:
• What steps will I take to do this?
• Which strategy will I try first?
• Is this strategy the best one to use at this time?
• What will I do next?
• Are there strategies that I haven't used yet?
• What can I do to improve my work?

For more information, see the following documents:

Goal Setting Action Plan Form Term One
Student Learning And Improvement Reflection Form
Personal Learning Goals Pro Forma One
Personal Learning Goals Pro Form Two
Student Success Plan and Portfolio Examples

Personal Learning Goals Report

When students report progress towards their personal learning learning goals, they should provide a summary of their learning and the extent to which they have achieved their goals. When preparing a report on personal learning goals, students use:

• evidence collected throughout the monitoring process;
• reflections on their learning;
• feedback received from peers, parents, teachers and other relevant people.

Student comments on the report card are the culmination of the monitoring process - it is a summation and final assessment of the progress made towards achieving the goals set at the beginning of the semester.

Teachers should make time for students to reflect on their progress and prepare their report. This exercise is important because it helps students think:

• about what they have achieved;
• about their learning process;
• about their academic strengths;
• about areas that need to be improved and steps that need to be taken further.

While the Personal Learning Goals Report is produced towards the end of the semester and can be seen as an end point of progress, it can also be seen as the start of the next cycle of developing, monitoring and reporting Personal Learning Goals for the next semester.

Activity support

Suggestions to help students write a report include:

• creating leading questions such as:
• How well am I achieving my goals?
• Was I successful?
• What do I need to be better?
• A student guide to help assess the effectiveness (or strengths) and weaknesses of some sample student comments.
• Create step-by-step checklists where you:
• write comments on each of your goals;
• explain your accomplishments by focusing on the positive;
• identify areas for improvement;
• start sentences with: “I”, “I succeeded”, “I still need”.
• Providing hints:
• Good news: I really succeeded in…
• Bad news: I think more effort needs to be put into this because…
• Good news: some ways I can do better...

Process

Organization of the process

Each school will arrange for the development, monitoring and reporting of personal learning learning objectives and student comments, which will vary from school to school. Students should be able to record information in various formats (Word, plain text, handwritten) depending on what is practiced at that school. These processes must be secure and must ensure the privacy of the student's identity in communicating their personal learning goals to the teacher(s).

IN primary school this may be the most suitable process organized by each class teacher as part of a class subroutine.

IN high school this process can be organized with the help of subjects or different circles (for example, this can be the focus of the program in English), through pastoral groups or home groups.

Templates

Students can complete the templates using the appropriate software or database to simplify the process. One model is to use catchy templates in which students write down their comments.

Cloud Data Storage «Dropbox»

Some schools offer safe « Dropbox" online, where students can store on the school computer server copies of their personal learning goals that they have typed into Word. Documents in « Dropbox" can only be accessed by teachers.

The student can add copies, edit them during the semester and send a message to « Dropbox" for safe storage. By the end of the semester, the teacher can return the final and edited version to each student so that they can evaluate how they have progressed towards the learning goals they have set, as well as write down their future learning goals.

Instructor can cut and paste student goals and comments from their document Word, as well as their own comments in the report at the end of the semester.

Schedule

Beginning of the first semester

Students set personal learning goals at the start of the first semester. These goals may be general or specific. This will be done prior to the start of your studies to determine what is most important in the context of your program. In subsequent reports, students may modify, adapt, and add this to their current goals in this section.

End of the first semester - beginning of the second semester

To receive a report at the end of the first semester, the teacher and students comment on how well they achieve their goals. The "My Future Goals" section ends to make it easier to set goals for the second semester. Future learning goals may be similar or complementary to past goals, or they may be completely different.

End of second semester

At the end of the second academic semester, the teacher and students comment on the progress in achieving the goals. The "My Future Goals" section is being completed to make it easier to set new learning goals for the first semester of next year.

During the first and second semesters

During the first and second semesters, students closely monitor progress towards achieving their goals. Students can continue to monitor their goals on an ongoing basis in their free time regardless of the structured activities at school.

Models for implementation in secondary schools

There are several ways in which schools can incorporate the development of personal learning objectives into the curriculum. Each of them has its own advantages and disadvantages, which will be different for each of the schools. The following are examples of how students' personal learning goals can be developed in schools.

In the subject area

In this model, students develop personal learning goals as part of their study in a particular subject area. The area of ​​"personal learning" is a good area to focus on learning, assessment and accountability within the subject.

Advantages

The advantage of this approach is that the process of developing, monitoring and reporting on learning objectives can be contained in a specific subject area with one teacher involved in the process. This approach does not require additional activities within the school.

Flaws

The predominant disadvantage is that only one teacher is involved in the process. Learning objectives may or may not be subject specific, cannot be seen as part of a single student learning experience, and are also not integrated into curriculum planning and organizational structures.

Home group or pastoral care

In this model, the home group or pastoral care teacher is responsible for guiding, supporting, and working with students in their home group to develop, monitor, and reflect their personal learning goals. Time is set aside on a regular basis in the home group for students to discuss, write or reflect on developing and achieving their learning goals. The home group teacher personally interviews each of the students for the first two weeks during the first and third terms (semesters), when students develop their goals, and then supports the students in the process of monitoring and reporting on progress made during the remainder of the semester. It is ideal for a home group teacher to teach students in at least one of his subjects.

Translation: Vyacheslav Gladkov

Learning objectives have two aspects: subject and personal

Subject aspect - this is the mastery of the basics of scientific knowledge by students, general preparation for practical activities and the formation of scientific convictions.

Personal aspect - this is the development of the ability to think (mastery of such mental operations as classification, synthesis, comparison, etc.), the development of creative and cognitive abilities, as well as such psychological qualities as perception, imagination, memory, attention, motor sphere.

Learning objectives cannot be limited only to the formation of knowledge, skills and abilities. It is necessary in the learning process to no lesser extent form the direction. Such an approach to setting goals requires a significant improvement in the learning process as a whole, and the formation of knowledge, skills and abilities is far from being the main goal. Education should contribute to the education of the individual, i.e., pursue both objective and personal goals.

Setting goals in the learning process should cause the need to achieve this goal. But for this, a motive must arise - for the sake of which the student must strive for this goal. This stage is ignored by many teachers (according to some experts, about 90% of teachers). The learning process begins, as a rule, from the second stage: the teacher immediately suggests the topic of the lesson, gives a sample, and the students master the corresponding operations according to the model.

Thus, at first the goal must be realized and accepted by the students, and only after that the necessary educational actions are carried out (analysis, comparison, comparison, classification, comparison, highlighting the main thing, systematization of facts, etc.). In the process of completing the task, the conditions of control (self-control) should be applied: predictive, step-by-step (operational) and final.

7.2. Principles and rules of training

Learning process - this is a specific socio-pedagogical system, and any system is based on some general provisions, which are called principles. Didactic principles are decisive in the selection of the content of education, in the choice of methods and forms of education, etc.

Learning principles is a historical and at the same time social category. They are improved depending on the historical features of the development of society, on the level of development of science and culture in it. For the first time, the principles of education were formulated by the great Czech teacher J. A. Comenius in his "Great Didactics" in 1632.

Sometimes the principles are considered not as the fundamental provisions of the learning process, but as some kind of "working tools in the hands of the teacher", with the help of which you can only "train" the student, without giving him the opportunity to consciously master a certain amount of knowledge. In other cases, the principles are considered from everyday, simplified positions. So, for example, the principle of "practicality" is put forward instead of "relationship between theory and practice."

In everyday life, we often talk about principle of interest. Interest, indeed, plays a big role in the learning process, but it cannot be elevated to a didactic principle, because it is unacceptable for one to study only mathematics (it is interesting to him), and the other only literature in the process of general educational preparation of students at school. Interest should be formed in the very process of learning, cognition, and not only in the content of the material being studied.

In the educational process, all didactic principles are very closely intertwined, and sometimes it is impossible to clearly determine which of them underlies learning. However, they make it possible to carry out learning in such a way that it corresponds to the logic of knowledge as such.

From the teaching principleslearning rules , reflecting the more specific provisions of a particular principle, i.e., each didactic principle has its own specific implementation rules. If the principles of learning apply to the entire learning process, then the rules apply only to its individual sides, stages, components. All the principles of didactics in their unity objectively reflect the most important laws of the learning process.

The principle of visibility. In the process of cognition of the surrounding reality (the same in the process of teaching), all human senses participate. Therefore, the principle of visibility expresses the need for the formation of students' ideas and concepts on the basis of all sensory perceptions of objects and phenomena. However, the capacity of the sense organs, or "communication channels" of a person with the outside world, is different. They note the highest information throughput of the organs of vision, thereby putting the principle of visibility in the first place. However, it provides not only reliance on vision, but also on all other senses. The great Russian teacher K. D. Ushinsky also drew attention to this provision. He noted that the greater the number of sense organs involved in the perception of any impression, the more firmly it is fixed in our memory. Physiologists and psychologists explain this situation by the fact that all human senses are interconnected. It has been experimentally proven that if a person receives information simultaneously with the help of sight and hearing, then it is perceived more sharply compared to the information that comes only through sight or only through hearing.

The visibility used in the process of studying various academic disciplines has its own specific features, its own types. However, didactics studies the learning process as such, regardless of any academic subject, so it studies the most general types of visualization.

natural, or natural, visibility. This type includes natural objects and phenomena, that is, those that occur in reality. For example, in the learning process, plants or animals are demonstrated in biology lessons, electric motors are demonstrated in the study of physics, etc.

pictorial visibility. This type includes layouts, models of any technical devices, stands, various screen tools (educational films, filmstrips, etc.), graphic teaching aids (posters, diagrams, tables, drawings, etc.). This type includes most of the visual aids that are used in the learning process.

A specific type of visualization is verbal visualization. This type includes vivid verbal descriptions or stories about interesting cases, for example, when studying history or literature, various kinds of sound means (tape and video recordings).

Another type of visibility is practical demonstration teaching certain actions: performing physical exercises in physical education classes, working with a certain tool in labor training lessons, performing specific practical operations in teaching a profession, etc.

All these main types of visualization are very often supplemented by another peculiar type, this is the so-called inner vision, when in the learning process, as it were, reliance is placed on the previous experience of students, when they are asked to simply imagine some situation, some phenomenon.

Recently, special importance in the learning process is given to pictorial presentation. The advantages of visual presentation (training films, for example) are that it makes it possible to show some phenomena at an accelerated pace (rust formation during metal corrosion) or at a slower pace (combustion of a combustible mixture in an engine).

The principle of visibility is implemented through the following learning rules:

1) even the simplest, technically imperfect, outdated manuals cannot be ignored if they give a positive result. These can be, for example, homemade manuals made by a teacher or students;

2) visual aids should be used not to “update” the learning process, but as the most important means of successful learning;

3) when using visual aids, a certain sense of proportion must be observed. Even if the teacher has a large number of good manuals for a particular educational material, this does not mean that they must all be used in the lesson. This leads to a dispersion of attention, and the assimilation of the material will be difficult;

4) it is necessary to demonstrate visual aids only when they are necessary in the course of presentation educational material. Up to a certain point, it is desirable that all prepared visual aids (instruments, maps, etc.) be somehow hidden from the eyes of students. They must be shown in a certain sequence and at the right time;

5) in order to concentrate the attention of students, it is necessary to guide their observations. Before demonstrating a visual aid, it is necessary to explain the purpose and sequence of observation, to warn about some side, insignificant phenomena.

Visual aids by themselves do not play any special role in the learning process, they are effective only in combination with the word of the teacher. Very often, the principle of visualization is perceived by teachers as the need for students to directly observe certain phenomena. However, not every perception is and is not always productive, it can be such only with active thinking, when questions arise and students strive to find answers to them.

There are different ways of combining words and visualization, which are analyzed and summarized in detail by L. V. Zankov.

The most typical of them are the following:

with the help of a word, the teacher reports information about objects and phenomena, and then, demonstrating the appropriate visual aids, confirms the veracity of his information;

with the help of the word, the teacher directs the students' observations, and they acquire knowledge about the relevant phenomena in the process of direct observation of this phenomenon.

Obviously, the second method is more effective than the first, since it focuses on the activation of students, but the first is most often used. This is explained by the fact that the first method is more economical in time, it is easier for the teacher and requires less time to prepare for classes.

On the one hand, visualization can be used to enrich the sensory experience of students. In these cases, it should be as bright and colorful as possible (for example, when studying history, literature, etc.).

On the other hand, visualization can be used to clarify the essence of the phenomenon. When junior schoolchildren Since we teach counting, we don’t need posters with beautiful boats or planes, we need posters with ordinary pencils, because otherwise we will draw the attention of children not to the number of objects, not to the count, but to the airplanes to the picture itself.

The principle of consciousness and activity. One of the most important goals of education is to form in students the right attitude to the surrounding reality and the corresponding beliefs. It is well known that only that knowledge becomes a person's beliefs that are acquired consciously. However, in the process of learning, only knowledge is transferred to students, and each person develops his own beliefs independently, that is, consciously.

Consciousness in the assimilation of material by students largely depends on the activities of the teacher, who needs to constantly monitor the attention of students in the learning process, stimulate him by posing problem situations, but not questions at the level of actual development, which does not contribute to the activation of students' attention.

In the learning process, it is necessary to take into account, first of all, the most common signs of conscious assimilation of knowledge:

students should be able to put their knowledge into the correct verbal shell (the expression “I know, but I can’t say” is a sign of lack of knowledge);

consciousness is also expressed in the positive attitude of students to the material being studied, in their interest;

a sign of conscious assimilation of educational material is the degree of independence; the higher it is, the more consciously the knowledge is assimilated.

The following can be distinguished rules of the principle of consciousness and activity in training:

1) students should always be clear about the meaning of the educational tasks assigned to them, they must understand the purpose of training. The lesson should begin with a statement of the problem and be based on the previous experience of students, on their existing system of knowledge. The teacher must use all the techniques at his disposal to arouse students' interest in the material being studied;

2) students must acquire in the process of learning not only information about objects and phenomena, but also understand their inner essence, they must come to an understanding of patterns that they can then use in practice;

3) research by psychologists shows that the most important condition for the activity of students is the presence of self-control and self-esteem in the learning process. Therefore, one of the tasks of the teacher is to form their needs and skills for such activities. Self-control and self-assessment should become an obligatory element of modern teaching technologies;

4) a special role in the conscious and active assimilation of knowledge belongs to the interest, which can manifest itself through the use of clear examples, the use of additional educational material unknown to students, etc. To implement the principle of consciousness and activity, it is necessary to form interest not only in the content of the material being studied, but also in the learning process itself. Students should be interested not only in obtaining new information, but also in learning, they should be interested in the process of cognition itself.

Compliance with these rules contributes to the formation of beliefs, rather than the accumulation of formal knowledge. Compliance with this didactic principle is of great importance, since “beliefs cannot be bought in a shop” (wrote D. I. Pisarev) - they are formed in the process of cognitive activity.

The principle of accessibility(natural conformity) lies in the need to match the content, methods and forms of teaching to the age characteristics of students, their level of development. However, accessibility should not be replaced by “ease”, learning cannot do without straining the mental strength of students.

Do not forget that a high level of development is achieved at the limit of possibilities. Therefore, the learning process should be difficult, but feasible for students.

When it comes to labor education, they usually mean only "lessons of labor", although the most important way of such education is the educational work of students. Teaching is a daily long hours of work. It is necessary that the learning process be difficult, but feasible and interesting, so that students feel self-confidence, which leads to creative activity.

The availability of education is primarily determined by the age characteristics of students, but other factors must also be taken into account. If students are armed with more rational methods of work on the assimilation of knowledge, then this will expand their cognitive capabilities, which means that more complex educational material will be accessible. Accessibility is determined by many factors: adherence to the principles of didactics, careful selection of content, the use of a more effective system for studying it, more rational working methods, the skill of the teacher himself, etc.

For example, at the beginning of the XX century. training began at the age of 9-10, then at the age of 8, and since 1944 they began to teach from the age of 7, now officially training begins at the age of 6. And this does not mean that the very content of education was “lowered”, the nature of education has changed. And today, some of the knowledge that was formed in the recent past by schoolchildren of 12-13 years of age is easily assimilated by 8-9-year-old children.

The availability of educational material cannot be equated with its complexity. It may be difficult for one student and not at all difficult for another. Therefore, accessibility should be determined by the level of training of the student, his mental and physical capabilities.

As a rule, the principle of accessibility is violated for three main reasons:

1) the educational material is inaccessible to students in its depth (a large number of abstract reasoning, incomprehensible formulas, mathematical calculations, etc.), and they cannot understand the essence of the material being studied;

2) the material is not available in terms of volume, in this case, students do not always have time to “digest” the corresponding amount of material and assimilate it superficially;

3) the material is not available to students due to physical overstrain. In this case, it is not just the fatigue of schoolchildren that is meant, but overstrain in the process of performing an unusually large physical load (at home, in sports sections, etc.).

There are the following accessibility rules in training:

1) one of the main rules is the need to match the pace of communication of information by the teacher and the speed of assimilation of this information by students. Very often the question arises: should the teacher speak quickly or slowly? It cannot be answered unambiguously. The speed of information reported by the teacher should take into account the characteristics of the age, readiness and general development of students;

2) in the learning process, it is necessary to focus students primarily on understanding the material being studied, and not on memorization. The traditional reproductive (explanatory and illustrative) learning process focuses specifically on remembering, on repeating the information given by the teacher. Therefore, it is necessary to put students in problem situations, to offer them, for example, a task of practical content, for the solution of which it is necessary to use in practice the knowledge given by the teacher, and not just repeat them;

3) it is necessary to observe such traditional rules as “from simple to complex”, “from close to far”, “from easy to difficult”, “from known to unknown”, etc. However, it is necessary to remember the relativity of these rules. The concept of "close" is also not interpreted in a literal sense.

The learning process cannot be easy. “Easy” in this case means that the student is able to overcome the difficulties set before him on his own.

“From the known to the unknown”: the student can acquire new knowledge only on the basis of and with the help of the information already in his mind and the previously developed desire to learn something new, interesting or useful for him.

These rules cannot be considered in a simplified way and used mainly in only one direction; induction should coexist with deduction, which will enrich the methodological baggage of the teacher.

Scientific principle unlike many others, for a long time it was not necessary in the organization of education, since science itself did not play a significant role in the process of human labor activity. Therefore, he was not distinguished by Ya. A. Comenius. In the future, with the increasing role of knowledge in the practical activities of mankind, in social production, along with everyday everyday interpretations of the phenomena of the surrounding world, its scientific understanding became necessary. After that, the question arose of introducing the principle of scientific character into the education system.

The main goal of this principle is that students understand that everything in this world is subject to laws and that knowledge of them is necessary for everyone living in modern society.

There are the following scientific principle rules:

1) the principle of scientific character requires that the proposed educational material correspond to modern achievements of science. Simplification of complex scientific provisions should not lead to a distortion of their scientific essence. Terminology should remain the same throughout the study;

2) in the learning process, it is necessary to acquaint students with the latest achievements in the relevant sciences, with ongoing discussions and newly emerged hypotheses. In an accessible form, it is also necessary to introduce the methods of scientific research, that is, to include students in independent research: conducting observations, setting up experiments, working with literary sources, advancing relevant problems and resolving them;

3) it is necessary not only to provide a truthful interpretation of individual phenomena, especially in the field of social sciences, but also to familiarize students with different points of view on them;

4) in the process of studying the patterns of development of the objective world, students should form a scientific worldview;

5) in the learning process, it is necessary to expose various kinds of pseudoscientific and erroneous theories, views and ideas.

The principle of an individual approach to students in the conditions of collective work. The learning process as a process of transferring accumulated experience to the younger generations for a long time (until the end of the 16th century) was mainly in the nature of individual apprenticeship. For the first time, the experience of collective learning was applied and substantiated by Ya. A. Komensky. With the emergence and development of collective forms of education, the need for the principle of an individual approach to the student arose.

It is in the team that the need for self-expression, the need for communication and imitation appears. Therefore, it is necessary to educate the study group precisely as a team, which is one of the most important conditions for the active work of each student.

Individual approach- this is not work with lagging students, it must be applied to each member of the children's team. At the same time, it is necessary to take into account what place the student occupies in it, how comrades treat him. It is impossible, for example, to address one student by his first name and another by his last name. All students should be treated equally and kindly.

Individual approach to students should take into account their susceptibility to learning, or learnability. Signs of learning: stock of knowledge and skills; receptivity to the assimilation of new material and the ability to comprehend it; the ability to independently apply acquired knowledge in solving various problems; the ability to generalize, highlight the essential features of new material, etc.

The teacher does not teach, but only helps to learn, it is necessary that students understand this.

The principle of systematic and consistent. For the first time this principle, like many others, was applied by Ya. A. Comenius, who believed that, as in nature, everything in training should be interconnected and expedient.

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.

Systematic thinking consists in establishing associations, i.e., connections between the studied phenomena and objects. The same thing happens with the parallel study of various subjects according to the school curriculum, so-called intersubject connections are established between them, which are one of the most important conditions for implementing the principle of systematicity and consistency in the educational process.

For interdisciplinary connections, it is necessary to single out the so-called "cross-cutting objects", as psychologists recommend. These are the most important phenomena that are studied in different academic subjects (for example, the level of cultural development of a certain historical era, the features of which are studied both in the lessons of History and in the lessons of literature). Between such subjects as history and literature, mathematics and physics, drawing and labor training, interdisciplinary connections should be constantly made, everyday contacts between teachers should be maintained (mutual attendance at classes, joint long-term planning, highlighting "cross-cutting topics", etc. In In recent years, individual teachers have been developing their own integrative programs for the comprehensive study of certain sections of academic subjects.

The implementation of the principle of systematicity and consistency presupposes continuity in the learning process, i.e., a logical sequence and connection between academic subjects studied at different levels of schooling (at primary, basic and secondary), so that each time the newly studied material is based on what students learned earlier.

The following can be distinguished rules of the principle of systematicity and sequence:

1. The implementation of continuity and the establishment of associations in the learning process in order to implement this principle largely depends on the planning of educational work (for example, practical exercises should be carried out only after studying the theoretical material, when this material is learned in a complex; when studying new material, it is necessary to rely on previously acquired knowledge, etc.).

2. The teacher does not have the moral right to proceed to the study of the next educational material if he is not sure that the previous one has been mastered (even if the teacher is limited by the scope of the program, the number of hours to study a particular topic).

3. In order to implement this principle, it is necessary to carry out, as it were, “anticipatory learning”. At each lesson, when studying any educational material, it is necessary to create a “ground” for studying the next one. For a novice teacher, it is necessary each time to prepare not only for the next lesson, but, as it were, for two or even several at the same time.

4. The principle of systematicity and consistency requires constant repetition of the studied material. However, repetition should not be limited only to the reproduction of what has been passed (the traditional reproductive nature of education just focuses on such reproduction: repetition after the teacher, retelling about what was read in the textbook, etc.). It is necessary that when repeating what has been passed, students consider it from new positions, link it with their personal experience, comparing observations, with knowledge of other academic disciplines, etc.

Of great importance for the implementation of the principle of systematicity and consistency is the practical activity of students when they can apply theoretical knowledge in practice. The importance of such a connection is emphasized by the introduction of an independent principle: the connection between theory and practice.

The principle of strength in mastering knowledge, skills and abilities. This principle means the student's ability, if necessary, to reproduce what he has learned and use the relevant knowledge in practical activities, that is, strength is not only deep memorization, but also the ability to use what memory has. This is the main feature of this principle.

Erroneous is traditional (reproductive) learning, which focuses only on memorization, on repeating what the teacher told or read in the textbook. Such a learning process focuses only on the development of the mechanical memory of students, for which multiple repetition is used. In fact, it is necessary to develop both logical and mechanical memory on the basis of the development of elements of the students' rational activity. It is necessary that students memorize only the basic concepts, fundamental, key, and having the skills of rational activity, they will be able to independently substantiate new concepts, explain facts, etc.

There are the following accessibility rules:

1. It is necessary to give such instructions for memorization: what, how and for what it is necessary to memorize. For example, the teacher says “this must be remembered well”, “this must be remembered forever”, etc. Such attitudes, as it were, activate the attention of students and make them want to remember the relevant information.

2. Must be able to "prevent forgetting." Reference signals (schemes) play a huge role in this.

3. A stronger memorization is also facilitated by the recording by students of the most important information received in the learning process. Even if all the formulas, definitions, dates, etc. are in the relevant textbooks, it is also desirable to write them down, which allows you to carry out an additional mental operation, better understand and comprehend the information being studied, and therefore remember it better.

4. Strength in mastering information is greatly facilitated by systematic repetition (“repetition is the mother of learning”). However, not every repetition gives a corresponding positive result. It should not be considered only as a copy of the past. To repeat means to reproduce what has been learned from the standpoint of new information, to link the studied material with new facts, with personal experience, with personal observations, etc. Such repetition will contribute to the formation of interest in the learning process as a whole.

5. Strength in mastering information is largely facilitated by various forms of independent work of students.

The principle of connection between theory and practice. Practice is the basis of knowledge. Therefore, students should understand that theoretical research is carried out not by itself and not for the sake of the development of science itself, but to improve practical activities, improve people's lives. The problems that various sciences solve are always posed by practice, and the results of solving scientific problems are always tested by practice and introduced into practice, into social production, into life, in order to improve it.

The main feature of this principle is that students, first of all, understand the significance of theory in a person’s life, in his practical activities, and that they are able to apply the acquired knowledge to solve practical problems that arise before them. Such skills are one of the most important criteria for the quality of students' knowledge.

Very often, the most important means of implementing the requirements of this principle is the organization of labor training lessons at school. Indeed, the labor activity of schoolchildren in the learning process is no less significant than the educational one. They must be one. In addition, the educational activity of schoolchildren itself should be considered as the most important way of their labor education.

The traditional ways of linking theory with practice are various excursions, students doing laboratory and practical work, organizing various kinds of observations of specific objects and phenomena, etc. However, usually when organizing the learning process, they forget about such a way as supporting students' actual experience. Studying works of art in literature lessons, in particular poetry, students should not only perceive the content, memorize it, but also, as it were, transfer what is happening with the heroes of literary works.

Sometimes the principle of connection between theory and practice is replaced by the so-called polytechnical principle. This concept is more particular in relation to the principle of linking learning with life and applies only to the implementation of polytechnic education.

The patterns of the learning process find their concrete expression in principles, but they are by no means identical. The greatest attention was paid to the identification of patterns of learning throughout the development of pedagogical science.

One regularity is the educative nature of education, to which Ya. A. Comenius paid attention. However, Comenius did not separate this regularity from didactic principles, he considered it in the general series with principles. Therefore, in many teaching aids and today, when it comes to nurturing education, it is called a principle.

The educative nature of learning is indeed a regularity. If there is a learning process as such, when knowledge or skills to handle a specific object are formed, then there is always an attitude towards this phenomenon or object. Attitude determines a person's behavior, the nature of his activity, so the learning process always educates. A poorly organized learning process, when students are distracted, seemingly engaged in extraneous matters, and the teacher cannot involve them in the learning process, then in this case the learning process educates. In this case, some (perhaps even positive) personality traits are formed, some attitude to certain phenomena.

The second, no less important regularity of the learning process is that the learning process is developing. K. D. Ushinsky assigned a special role to this regularity. The learning process, if it is managed in some way, always develops.

Recently, quite a lot of attention has been paid to the problem of the laws of the learning process. However, authors often do not distinguish between the most important processes that are completely different in their essence. They sometimes combine the process of personal development and the learning process or identify the learning process with a holistic pedagogical process.

It is called upon to intensify the activity of students, to contribute as much as possible to their revealing. It is characterized by two-sidedness: on the one hand, a teacher takes part in it, who explains the material and plays a leading role in learning, on the other hand, students who master new knowledge. There is no doubt that this process will be effective only if the teacher and students actively interact with each other.

Bilateralism as a feature of the learning process plays a leading role, because the acquisition of knowledge involves the cooperation of the teacher and students, during which new information is assimilated, skills and abilities are developed, and the creative inclinations of pupils are educated and developed.

However, although the learning process in pedagogy provides for the interaction of a teacher and students, but cooperation alone is not enough to obtain solid and deep knowledge. It is necessary to think over how to organize the educational and students, to constantly activate and stimulate it. It often happens that the teacher, during the explanation, is forced to make a remark to the students, failing to arouse interest in the material being studied and, thus, not arousing in the children the desire to acquire new knowledge. In this case, training will not bring results.

Attention should also be paid to this feature. If during the interaction of the teacher and students in the learning process direct contacts are provided, then what about homework, which is an important part of domestic education. In this case, one can hardly speak of cooperation and interaction. Therefore, the learning process in pedagogy should be built using such methods so that it stimulates and activates the learning and cognitive activity students in the process of mastering new knowledge, acquiring new skills, developing their creative inclinations, moral and aesthetic views and worldview.

Challenges facing the learning process

The foregoing allows us to formulate the most important tasks of the learning process:

A clear and thoughtful organization of the activities of students in the process of mastering scientific knowledge, acquiring new skills;

Constant stimulation of the cognitive and educational activities of pupils;

Work on the development of memory, thinking, creativity;

Formation scientific view on peace, moral and aesthetic education;

Work on improving the skills and abilities acquired during the training.

Thus, the tasks of the learning process are the result of a deep understanding by the teacher of the goals that are set for training or education, as well as the conditions and methods by which they will be implemented in practice.

The learning process is a system with integrity

The learning process as a system consists of the following components: learning objectives, teacher activities, student activities, and the final result. The variable components of this process include control tools: this is the content of the material being studied, and the methods used in the learning process, and visual, educational, technical aids, textbooks (material resources), TCO, and representing the learning activities of students.

Learning objectives and their end result involve connections and interdependence - both constants and variables. They create unity and integrity, which have the properties of integration and are subject to common educational goals, which provide for the preparation of the younger generation for an active life and activity in conditions modern society. The unifying element of all these components is the joint coordinated activity of teaching and learning, a necessary component of which is communication.

Therefore, the learning process as a system is closely related to the concepts of complexity and integrity. It consists of many elements that are in close connection with each other: educational information, goals, means of communication between the teacher and students, forms and methods by which the management of all types of students' activities is carried out.

The most important and reliable way that allows you to get a systematic education is education. in pedagogy, it is a close cooperation between the teacher and the student, which is aimed at achieving the goal set for learning, and is designed to be the result of transformations in the personal qualities of students.