Salnikova Maria
Examples of fragments of elementary school lessons in accordance with the patterns and principles of teaching
Main principles of didactics:
So, to the main didactic principles include:
The principle of purposefulness
Principle
The principle of visibility
Principle consciousness and activity
Strength principle
Principle education and development
But the teacher should not only know these principles, but also follow certain requirements when implementing them. Let's talk about this in more detail.
The principle of purposefulness
Principle purposefulness is manifested in the main goal of the basic directions of development of the middle and vocational education. This is expressed in the fact that organized, methodological and meaningful foundations of the pedagogical process should be created. In addition, these foundations must be able to adapt to the ever-changing conditions of society and scientific progress.
Requirements the principle of purposefulness:
Secondary specialized institutions should correspond main educational goals
Training must match curriculum and include compulsory programs in the specialty
Principle systematic and consistent
Principle systematic and consistent implies a special order and system of teaching based on a clear logical chronology. This means that the information taught must be strictly planned, consisting of completed sections, modules and steps. Each educational topic should consist of ideological centers and main concepts to which the remaining parts of the topic, lectures or lectures are subordinated. lessons. The most important component here is the structural-logical schemes that reveal the conceptual hierarchy and knowledge system.
Requirements principle systematic and sequences:
The material in the curriculum should be arranged in a strict and logical sequence, which should also be observed in the methods of transmitting information to students.
Students must acquire knowledge, skills and abilities sequentially, simultaneously putting them into practice
Example Grade 4 world around
Related lesson: "Battle of Kulikovo".
Practical session on topic: "Compilation of reporting documentation on battles".
In the next lesson, a survey is conducted on the topic covered.
The principle of visibility
The principle of visibility, according to "Great Didactics" Comenius, is "golden rule" education. It states that in order to improve performance learning needs to be applied means of visualization and rely on the visual organs - this is the main thing. Additional is the involvement of other sense organs in the process of perception of data. essence principle visual perception lies in the fact that students must be provided with everything that is visible for perception by sight, everything that is heard for perception by hearing, everything that is subject to taste for perception by taste, for perception by touch - everything that is accessible to touch. But it is vision that has the maximum information content, since it gives a person 80% of knowledge.
Requirements visibility principle:
Application visibility should have a clear didactic purpose
Demonstration of something should have its own order and be carried out methodically.
The amount of visibility should be determined purposefully
Separate types of visualization should be combined with each other.
Students should conduct their own analysis of what is being observed
Demonstrating something should correspond cultural requirements
To design visualization should apply psychological requirements
The teacher should be able to draw conclusions from the process of their demonstrations.
Example
In Grade 1, students recited a poem they had previously learned by heart. "Winter" Z. Alexandrova. The poem has lines:
In the garden where the finches sang
Today - look -
Like pink apples
On the branches of snowmen.
Inviting the students to look at the drawing, the teacher asks:
Apples. (the student did not understand the question)
And who sometimes sits on the branches of an apple tree in winter and reminds us of pink apples?
Bullfinches.
Show the bullfinch in the picture. (student shows)
How is a bullfinch similar to a rose apple?
He's just as red.
What is the purpose of visual aids used in this lesson fragment?
Principle consciousness and activity
Principle consciousness and activity is a consequence of that feature educational activities, according to which in the pedagogical process two parties involved: teacher and student. Both parties must be active in the process learning and accurately understand and realize each of its goals. Naturally, the main role is given to the teacher, who must stimulate the cognitive activity of his student. Based on this, the teacher is the subject of education, and the student is the object. The activity of the student is expressed in the assimilation of the content learning and its goals, as well as in independent organization and planning of their work and verification of its results. The activity of the teacher, in turn, consists in the formation of motives learning and application interests of a cognitive nature, the formation of cognitive inclinations and the use of various educational methods, For example, discussions, business games, competitive elements, etc.
Requirements principle consciousness and activity:
Educational process must be bilateral
The teacher is obliged to encourage students to do independent and creative work.
The educational process should include active forms learning
Students should be included in the process of self-learning
The teacher should develop in students scientific thinking and a professional creative approach to acquiring knowledge, as well as the skill of free and independent learning. applications this knowledge to solve specific practical problems
Example Literary reading 4 Class:
Before reading the story of L. N. Tolstoy "Shark" it turned out that all the children saw the shark in the picture, on TV, and even approximately correctly determined its length (10-12 pm). The teacher posted a picture. The children examined the device of the shark's teeth, drew attention to the protective nature of its color, and when the teacher asked them to measure 8 m. (shark length) and told how a shark, turning its belly up, grabs its prey, there were exclamations: "Oh, how big!", "That's how dangerous!" The children began to ask questions: "Can a shark bite a human?", "Does she attack the boat?", "Is she dangerous to the ship?"
Example: math grade 1
Students answer the teacher's questions, count in chorus under the guidance of the teacher
Answer the teacher's questions, ask each other questions with a word "How many". - How many yellow ones? - How many big ones? - How many little ones? How many carrots do rabbits have? How many mushrooms do squirrels have? - How many daisies? - How many bells?
(Consciously and arbitrarily build speech statements orally. Use visual material in a textbook for solving a learning problem)
Strength principle
Principle strength is based on the requirement of fixing the content learning in the minds of students and becoming the basis of their behavior. But such a result can only be achieved if students show a desire for knowledge, the material is systematically repeated, and the results learning planned control is provided.
Requirements strength principle:
All requirements for the above principles must be effectively implemented
Knowledge should be repeated and consolidated, and skills and abilities should be put into practice
The acquired knowledge, skills and abilities should be systematically monitored
In the process of the educational process, an individual approach to each student should be carried out.
Russian language example:
A student who has poorly mastered the grammatical rule and made a mistake in a word "went", the teacher suggested to stay in the class after lessons and repeat the rule, write this word several times "I went". The student did the right thing
Principle education and development
Principle learning speaks of that all elements of the pedagogical process should be aimed at educating and developing in students not only those qualities and skills that are required for life in society and work, but also all kinds of benefactors that condition the development of the student as an adequate, healthy, decent, wealthy, striving to knowledge and living personality. That is why, in the ideas of Comenius, education and upbringing go "hand in hand".
Requirements principle educative and developing learning:
Leading goals must be correctly defined learning: developing, educating and cognitive
In the process of classes, students should form a scientific worldview
Discipline, cultural behavior skills, intelligence, humanity, civic responsibility and patriotism should be brought up in students.
Students should develop creative thinking, initiative and independence
Students should develop the ability to independently draw conclusions, compare, compare, highlight the main, generalize, analyze, etc.
From what we have said above, it follows that each of principles didactics is interconnected with others, and together they make up a complete system. For example, scientific side learning cannot be separated from its accessibility, the strength of assimilation of new information can only be ensured by the activity of students, etc., etc.
In addition to basic didactic principles we would also like to provide information that is very important for any person whose life and work is somehow connected with education. Next, we invite you to familiarize yourself with some of the requirements that Jan Comenius put forward for the educational process - they are taken from his work "Great didactics"
Example Grade 2 English
The teacher reads the sample and explains the meaning of the word brother. Children repeat in chorus and individually. The teacher asks the children to read the words under the pictures, and then the students say sentences according to the model.
Patterns in pedagogy is an expression of the operation of laws in specific conditions. Their peculiarity is that regularities in pedagogy are probabilistic-statistical in nature, i.e. it is impossible to foresee all situations and accurately determine the manifestation of laws in the learning process. Patterns are manifested and distinguished mainly by experience. Allocate two kinds of learning patterns.
1. The external laws of the learning process characterize the dependence of learning on social processes and conditions.
2. The internal laws of the learning process establish links between its components: between goals, content, means, methods, forms. There are a lot of such regularities in pedagogy. Here are some of them:
1) the teaching activity of the teacher is predominantly educational in nature. This pattern reveals the connection between training and education;
2) there is a relationship between teacher-student interaction and learning outcomes. Following this pattern, the learning process cannot be successful if there is no holistic team of students and teachers, if their unity is absent;
3) the strength of assimilation of educational material depends on the systematic direct and delayed repetition of what has been studied, on its inclusion in new material;
4) in the learning process, in addition to didactic laws, psychological, physiological, epistemological laws and patterns operate.
Principles of the learning process- the basic requirements for the organization of education, which guide the teacher. There are several fundamental principles of education:
1) The principle of developing and nurturing education aims to achieve the goal of all-round development of the individual. For this you need:
1) pay attention to the personality of the student;
2) to teach the student to think causally.
2) The principle of conscious activity is carried out subject to the following rules:
1) understanding the goals and objectives of the forthcoming work;
2) reliance on the interests of students;
3) fostering activity among students;
4) the use of problem-based learning;
5) development of independence in students.
3) The principle of visibility- training is carried out on specific samples perceived by students with the help of visual, motor and tactical sensations. In this case, you need:
1) use visual objects;
2) jointly produce teaching aids;
3) use technical means learning.
4) The principle of systematicity and consistency. meet the following requirements:
1) educational material should be divided into parts, blocks;
2) it is necessary to use structural and logical plans, schemes, tables;
3) there must be a logical lesson system;
4) it is necessary to apply generalizing lessons to systematize knowledge.
5) The principle of scientificity passes when using the following rules:
1) training should take place on the basis of advanced pedagogical experience;
2) teaching should be aimed at forming students' dialectical approach to the subjects being studied;
3) it is necessary to use scientific terms;
4) it is necessary to inform students about the latest scientific achievements;
5) it is necessary to encourage research work.
6) The principle of accessibility is based taking into account the age and individual characteristics of students in the learning process. For its implementation, the following rules must be observed:
1) organization of training with a gradual increase in the difficulty of the educational material;
2) accounting age features students;
3) accessibility, use of analogies.
7) The strength principle is based on the following rules:
1) systematic repetition of educational material;
2) freeing the memory of students from secondary material;
3) the use of logic in teaching;
4) application of various norms and methods of knowledge control.
8) The principle of the relationship between theory and practice. For implementation of this principle should:
1) practice to prove the need scientific knowledge;
2) inform students about scientific discoveries;
3) introduce the scientific organization of labor into the educational process;
4) teach students to apply knowledge in practice.
9) The principle of completeness of the learning process based on achieving maximum assimilation of the material. For a successful result you need:
1) after studying a major topic or section, check the assimilation of educational material by students;
2) use such training methods that allow you to achieve the desired results in a short period of time.
Developmental learning- direction in the theory and practice of education, focused on the development of physical, cognitive and moral abilities of students through the use of their potential. In the late 1950s L. V. Zankov developed a didactic system for developing education based on interrelated principles:
1) training at a high level of difficulty;
2) the leading role of theoretical knowledge;
3) a high rate of learning the material;
4) students' awareness of the learning process;
5) systematic work on the development of all students.
These principles were concretized in the programs and ways of teaching junior schoolchildren grammar and spelling of the Russian language, reading, mathematics, history, natural history, drawing, music. The developmental effect of L. V. Zankov's system testified that the traditional elementary education, which cultivates in children the foundations of empirical consciousness and thinking, does this insufficiently and completely.
The concept of law, patterns and principles of learning
The problem of laws, patterns and principles of education is one of the most relevant in pedagogy. It has been discussed many times, but even today there is no clear distinction between these concepts, sometimes laws are replaced by principles, laws and laws are identified.
Consider the most common understanding of this problem.
The concepts of "law" and "regularity" are understood in pedagogy as philosophical categories. Law - this is a necessary, essential, stable, recurring relationship between phenomena. The law expresses the connection between objects, the constituent elements of a given object, between the properties of things, and also between the properties within a thing.
Knowledge of laws makes it possible to reveal not any connections and relationships, but those that reflect phenomena in their entirety.
Education as a holistic phenomenon is one of the most significant subsystems of society. Therefore, its laws, like the laws of society, are the product of its internal self-organization, and are not the result of the manifestation of some external force. Hence it follows thatpedagogical law is a category denoting objective, essential, necessary, general and consistently recurring connections between the phenomena of education, components of the pedagogical system, reflecting the mechanisms of its self-organization, development and functioning .
If such a nature of the connection is observed under certain conditions (that is, not always), then these connections express patterns.
In modern didactics, regularities are mainly formulated, since in the learning process it is almost always necessary to create certain conditions for the implementation of the law in teaching.
Patterns of learning- these are steadily repeating connections between the constituent parts, components of the learning process.
Objective laws and regularities, reflecting the essential and necessary connections between the phenomena and factors of learning, make it possible to understand the general picture of the development of didactic processes. However, they do not contain direct instructions for practical activities, but are only theoretical basis to develop and improve its technology. Practical recommendations and the requirements for the implementation of training are expressed and consolidated in the principles and rules of training.
Principles of teaching (didactic principles)- these 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.
Such guidelines characterize the ways in which laws and regularities are used in accordance with the intended purposes.
The principles of teaching in their origin are a theoretical generalization of pedagogical practice. They are objective in nature, arise from the experience of practical activities, therefore they are guidelines that regulate activities in the process of teaching people. The principles cover all aspects of the learning process.
At the same time, they are subjective in nature, as they are reflected in the teacher's mind in different ways, with varying degrees of completeness and accuracy.
Misunderstanding or ignorance of the principles of education, as well as the inability to follow their requirements, do not cancel their existence, but make the learning process unscientific, ineffective, and contradictory.
Separate aspects of the application of certain principles of teaching reveal the didactic rules that follow from these principles.
Learning Rules- these are specific instructions on how to act in a typical pedagogical situation of the learning process.
Some theorists of didactics and practicing teachers oppose the allocation of teaching rules and strict adherence to them, since this, they believe, fetters the creative initiative of the teacher. However, the categorical denial of such rules is unlawful. Practical experience is most often fixed in the rules. Therefore, they must be followed, but approached creatively.
Slastenin V.A., Isaev I.F., Shiyanov E.N.General Pedagogy: Proc. allowance / Ed. V.A. Slastenina: At 2 pm M., 2002.
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Overview of the basic laws and patterns of learning
Consider what laws and patterns operate in the learning process.
In teaching, the general laws of dialectics and specific pedagogical laws are manifested.
To the general laws of dialecticsinclude: the law of unity and struggle of opposites, the law of the transition of quantitative accumulations into qualitative changes, the law of negation.
In the learning process, the law of unity and struggle of opposites operates. Contradictions arise due to the fact that modern requirements, which are the result of new social conditions, changed capabilities of the individual, the current educational situation, come into conflict with traditional, well-established ideas and views on the learning process. This, in turn, requires a change in the content and technology of the learning process.
The law of the transition of quantitative accumulations into qualitative changes also manifests itself in the learning process. All qualitative characteristics of a person (beliefs, motives, attitudes, needs, value orientations, individual style of activity, skills and abilities) are the result of quantitative accumulations.
The transition of quantity into quality corresponds to the mechanism of the law of negation. Personal and mental neoplasms absorb everything previously accumulated by a person. The qualities that appeared in a later period “deny” the previously established ones. The action of the denial mechanism is manifested in the process of forming learning skills, when, on the basis of multiple repetitions, individual actions are transformed into a complex skill (writing, counting, reading).
In addition to the general laws of dialectics in education, there are alsospecific pedagogical laws.Scientists have identified and substantiated a number of such laws. For example, I.G. Pestalozzi formulated the following law of learning: from vague contemplation to clear ideas and from them to clear concepts.
The German educator E. Meiman substantiated several specific laws:
- the development of the individual from the very beginning is determined to a predominant extent by natural inclinations;
- those functions that are most important for the life and satisfaction of the elementary needs of the child develop first of all;
- sincere and physical development children occur unevenly.
Theorists and practitioners have identified a large number of didactic patterns. So, in the textbook I.P. Podlasiy gives more than 70 different patterns of learning .
In order to streamline the various patterns of learning, they are classified.
There are general and particular (specific) regularities.
General patternsinherent in any educational process, they cover the entire education system. General rules include the following:
The action of particular regularities extends to certain aspects of the education system. TO private the regularities of the learning process include:
- actually didactic (learning results depend on the methods used, teaching aids, professionalism of the teacher, etc.);
- epistemological (learning outcomes depend on the cognitive activity of students, the ability and need to learn, etc.);
- psychological (learning outcomes depend on the learning abilities of students, the level and persistence of attention, the characteristics of thinking, etc.);
- sociological (the development of an individual depends on the development of all other individuals with whom he is in direct or indirect communication, on the level of the intellectual environment, on the style of communication between the teacher and students, etc.);
- organizational (the effectiveness of the learning process depends on the organization, on how much it develops in students the need to learn, forms cognitive interests, brings satisfaction, stimulates cognitive activity, etc.).
The patterns of learning find their concrete expression in the principles and the rules of learning that follow from them.
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Principles and rules of training
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, Zh.Zh. Russo, I.G. Pestalozzi. Ya.A. Comenius formulated and substantiated such principles of education as the principle of natural conformity, strength, accessibility, systematicity, etc.
K.D. attached great importance to the principles of education. Ushinsky.
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 explained by the fact that the objective laws of the pedagogical process have not yet been fully discovered.
In the classical theory of learning, the following didactic principles are considered the most generally recognized: scientific, visual, accessible, conscious and active, systematic and consistent, strength of assimilation, educative learning, personal approach, connection between theory and practice. Let's consider them and note some rules that ensure the implementation of these principles.
Scientific principleassumes that the content of education corresponds to the level of development modern science and technology, experience accumulated by world civilization. This principle requires that students be offered authentic, firmly established by science knowledge (objective knowledge) for assimilation. scientific facts, concepts, theories, teachings, laws, regularities, latest discoveries in different areas of human knowledge) and at the same time teaching methods were used that were close in nature to the methods of the science under study.
The rules for implementing the requirements of the scientific principle require the use of:
- logic and language of the studied science;
- basic concepts and theories as close as possible to the level of modern understanding of these issues by science;
- methods of concrete science;
- scientific methods of knowledge of natural and social phenomena.
The principle of visibilitybecame one of the first in the history of pedagogy. It was noted that the effectiveness of training depends on the degree of involvement in the perception of the human senses. The more diverse the sensory perceptions of the educational material, the more firmly it is assimilated. This pattern has long found its expression in this didactic principle.
Visualization in learning theory is understood more broadly than direct visual perception. It also involves the use of motor, tactile, auditory and gustatory senses.
Ways to implement this principle were formulated by Ya.A. Comenius in The Golden Rule of Didactics: “Everything that is possible to provide for perception by the senses, namely: visible - for perception by sight, heard - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch. If any objects and phenomena can be perceived by several senses at once, leave them to several senses.
The visual aids are:
- natural objects: plants, animals, natural and industrial objects;
- voluminous visual aids: models, models, models, herbariums, etc.;
- visual means: paintings, photographs, filmstrips, drawings;
- symbolic visual aids: maps, diagrams, tables, drawings, etc.;
- audiovisual means: films, tape recordings, television programs, computer equipment;
- self-made "reference signals" in the form of abstracts, diagrams, drawings, tables, sketches, etc.
Through the use of visual aids, students develop interest in learning, develop observation, attention, thinking, and knowledge acquire personal meaning.
The practice of teaching has developed a large number of rules that reveal the application of the principle of visibility. Visibility needs to be used:
- as a reflection of the essence of the studied objects and phenomena, a vivid and figurative display of what needs to be learned;
- not only to confirm the reliability of the studied objects and phenomena, but also as a source of knowledge;
- as a person grows up, more in a symbolic form than in an objective one;
- V various types and in moderation, since their excessive amount scatters attention and interferes with the perception of the main thing;
- for aesthetic education.
The principle of accessibilityrequires that the material, its volume, methods of study correspond to the abilities of students, the level of their intellectual, moral and aesthetic development.
If the content of the material being studied is too complicated, the students' motivational attitude to learning decreases, volitional efforts quickly weaken, working capacity drops sharply, and excessive fatigue appears.
However, the principle of accessibility does not mean that training should be extremely elementary. Research and practice show that with a simplified content, interest in learning decreases, the necessary volitional efforts are not formed, and the desired development of working capacity does not occur. In the learning process, its developing function is poorly implemented.
In this regard, L.V. Zankov, as one of the principles of developmental learning, put forward the principle of learning at a high level of difficulty. But at the same time, it is important to skillfully use it in practice so that training, while remaining accessible, at the same time requires certain efforts and leads to personal development. To do this, the content of training tasks should not only correspond to the real capabilities of the trainees, but be in the zone of their understanding, that is, require them to think, think, but those that they can actually carry out under the guidance of the teacher.
To implement the principle of accessibility in practice, a number of rules must be observed:
- in learning to go from the easy to the difficult, from the known to the unknown, from the simple to the complex, from the near to the far;
- explain in simple, accessible language;
- use analogy, comparison, comparison, opposition and other techniques.
The principle of consciousness and activityrequires conscious assimilation of knowledge in the process of active cognitive and practical activity. Consciousness in learning implies a positive attitude of students to learning, their understanding of the essence of the problems being studied, and conviction in the significance of the knowledge gained. Activity in learning is an intense mental and practical activity of students, acting as a prerequisite, condition and result of the conscious assimilation of knowledge, skills and abilities.
To put into practice the principle of consciousness and activity, the following rules should be observed:
- to achieve a clear understanding by the trainees of the goals and objectives of the work ahead;
- use active and intensive teaching methods;
- logically link the unknown with the known;
- teach students to find cause and effect relationships.
The principle of systematic and consistentinvolves the teaching and assimilation of knowledge in a certain order, system. It requires a logical construction of both the content and the learning process.
This principle is based on certain patterns: a person only has effective knowledge when a clear picture of the existing world is reflected in his mind; the process of development of trainees slows down if there is no system and consistency in learning; only in a certain way organized training is a universal means of forming a system of scientific knowledge.
The principle of systematic and consistent teaching requires compliance with a number of didactic rules:
- formation of a knowledge system based on understanding their relationship;
- use of diagrams, plans, tables, reference notes, modules and other forms of logical representation of educational material;
- implementation of intersubject communications;
- coordination of the activities of all subjects of the pedagogical process on the basis of the unity of requirements, ensuring continuity in their activities.
Strength principleassimilation involves the stable consolidation of knowledge in the memory of students.
This principle is based on the natural provisions established by science: the strength of mastering the educational material depends on objective factors (the content of the material, its structure, teaching methods, etc.) and the subjective attitude of students to this knowledge, learning; memory acts selectively, therefore, important and interesting educational material for students is better fixed and retained longer.
The strength of the assimilation of knowledge is achieved by observing the following rules:
- the student shows intellectual cognitive activity;
- a variety of approaches, forms, teaching methods are used, since monotony extinguishes interest in learning, reduces the efficiency of assimilation;
- the thought of students is activated, questions are posed for comparison, comparison, generalization, the establishment of causal and associative relationships.
The principle of connection between theory and practicesuggests that the study of scientific problems is carried out in close connection with the disclosure of the most important ways of using them in life. In this case, the trainees develop a truly scientific view of life phenomena, a scientific worldview is formed.
This principle is based on regularities: practice is the criterion of truth, the source of knowledge and the area of application of theoretical results; practice checks, confirms and directs the quality of education; the more the knowledge acquired by students is connected with life, applied in practice, used to transform the surrounding processes and phenomena, the higher the consciousness of learning and interest in it.
Rules for implementing this principle:
- reliance in training on the existing practical experience of students;
- showing the scope of theoretical knowledge;
- studying modern technologies, progressive methods of labor, new production relations;
- solving problems and exercises based on production achievements.
The principle of nurturing educationreflects the objective regularity of the learning process. There can be no learning without education. Even if the teacher does not set a special goal to have an educational impact on students, he educates them through the content of the educational material, the methods used to organize cognitive activity, his personal qualities, and his attitude to the knowledge communicated. This impact is greatly enhanced if the teacher sets an appropriate task, strives to effectively use all the means at his disposal, and observes the following rules:
- achieves that behind concepts, definitions, laws, formulations, symbols, students understand the phenomena of nature and social progress, the real existence of the objective world, behind the form - the content, behind the phenomena - the essence, behind the outward signs- the internal state of the material world and its laws;
- respects the personality of the trainee and at the same time shows reasonable demands on him. Demanding, not based on respect, causes discontent and aggressiveness; benevolence without exactingness leads to a violation of discipline, to disorganization, disobedience of trainees;
It does not humiliate, but elevates the personality of the student, showing sensitivity and attentiveness to the weaknesses of knowledge or skills, tactfully corrects mistakes, stimulates to overcome difficulties.
The principle of personal approachrequires that the content, forms and methods of teaching correspond to the age stages and individual characteristics trainees. The level of cognitive abilities and personal development determines the organization of educational activities. It is important to take into account the peculiarities of thinking, memory, stability of attention, temperament, character, interests of the student.
There are two main ways to take into account personal characteristics:
- individual approach (educational work is carried out according to a single program with everyone, with the individualization of forms and methods of work with everyone);
- differentiated approach (dividing students into homogeneous groups according to abilities, opportunities, interests, etc. and working with them on different programs).
Until the 90s. 20th century The main direction in the work of the school was an individual approach. Currently, priority is given to the differentiation of training.
The didactic principles listed above are generally accepted, they form the basis of the traditional system of education. Some authors identify other principles that go beyond the didactic tradition and correspond to the trends in the development of modern education.
We have considered only those who wear general character and underpin the teaching of all academic disciplines. However, in a number of methods, special principles are proposed and considered, reflecting the specifics and features of teaching a particular academic discipline. For example, in the methodology of teaching geography, the principle of local history and homeland studies is put forward, in the methodology of biology, the principle of the typicality of biological objects, in the methodology of the Russian language, the principle of developing a sense of language, in the methodology of teaching literature, the principle of historicism, etc.
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Relationship of learning principles
In the real learning process, the principles are interrelated with each other. It is impossible to both overestimate and underestimate this or that principle, because this leads to a decrease in the effectiveness of training. Only in combination they provide a successful choice of content, methods, means, forms of education and allow you to effectively solve the problems of a modern school.
Questions and tasks for self-examination
- What is the difference between the law of learning and didactic regularity?
- What is the principle of learning?
- How do you explain the presence of a large number of provisions that claim the status of didactic principles?
- Describe the basic principles of teaching.
- Give some rules for implementing the principle of accessibility.
Literature
Main
- Poor IP. Pedagogy. New course: Textbook: In 2 books. Book. 1.M., 1999.
- Slastenin V.A., Isaev I.F., Shiyanov E.M.General Pedagogy: Proc. allowance / Ed. V.A. Slastenin. At 2 pm M., 2002.
- Khutorskoy A.V. Modern didactics: Textbook. St. Petersburg, 2001.
Additional
- Aleksandrov G.N. On the laws of the learning process // Soviet Pedagogy. 1986. No. 3.
- Bezrukova B.C. Pedagogy. Projective Pedagogy. Yekaterinburg, 1996.
- Lerner I.Ya. The learning process and its patterns. M., 1980.
- Likhachev B.T. Pedagogy. M., 1995.
Podlasy I.P. Study of the patterns of the didactic process. Kyiv, 1991.
82. Features of the implementation of the principles of learning in primary school.
There are a small number of specific basic ZUNs that all primary school graduates must possess. They must, in particular, be able to read, write and count. There are also general, sometimes called general educational, skills. These include the ability to collect facts, compare them, organize, express their thoughts on paper and orally, reason logically, discover something new, make decisions and make choices. These skills could not even be called general educational, but general intellectual, since they are needed not only in educational, but also in the intellectual activity of a person in general. Since this kind of activity is becoming more and more essential in most jobs, in most professions, then we are talking about life skills in general. (Now it has become fashionable, following some Western sources, to talk about competencies, or competencies, which are understood as the ability to apply knowledge and skills in a particular area in various real practical situations).
There are other skills - to empathize with another person, to act together, to feel beautiful, to give a moral assessment of one's desires and actions and to follow the norms, principles and rules.
For the formation of these skills (both the most specific, basic, and the most generalized and sublime), there are many ways. The choice of the way of formation of skills determines the school. The result is influenced by both the conditions purposefully created by the teacher, and random circumstances (he fell ill, interest in what he saw on TV coincided with the topic being covered at school) and situations (unloved teacher, there are no chemicals in the school), as well as the initial abilities and personality type of the student.
One of the main directions in the development of modern education, in particular, should be a greater degree of its individualization, when we begin to demand less of the same from everyone, but achieve more of our own for everyone and much more - for everyone together.
At the same time, even for specific ZUNs that everyone should receive (such as the ability to add numbers), individual ways of mastering them will be selected. Generalized ZUNs will be formed on these different paths for general specific ZUNs and on different material for different students. Individual achievements in all their diversity will be encouraged and evaluated. In everything individually comprehended, we will add to the student our recognition and formal points for what he did, and not subtract for what he failed.
Speaking about the educational environment and about the material and information means used in the educational process, we often focus on the extent to which the environment corresponds to the task of mastering a given system of ZUNs - a specific subject content. We are far from belittling the role of ZUNs and the role of the educational environment in their formation, but we would like to dwell on something else. Over time, both in education and in human civilization as a whole, it becomes more and more clear that the most important result of education is some general models of human activity, including intellectual activity, although not only.
We are talking about planning a person’s work and adjusting plans, the ability to control the results of work, its progress and one’s behavior, cooperation and division of labor, strategies for individual and common gain, analysis of one’s experience and search for patterns, the ability to make an arbitrary choice. , build models of social situations and try on roles, the ability to argue, defend one's point of view, understand and accept the opponent's point of view, etc.
It is remarkable that many of the skills that are mentioned above, the importance of which, in general, has never been denied, are easily achieved in certain children's games and very problematic, with difficulty in a lesson situation. Moreover, starting to discuss this with both practical Russian teachers and professionals in science and pedagogy, one comes across the fact that these skills are really difficult to combine with the generally accepted content of education¦. At best, they will tell you that everything relates to education and, of course, education is extremely important, but the interlocutor is busy with something else.
Without trying to draw a line between upbringing and training in the educational process, we will still try to challenge the formulated pessimistic point of view. We will try to substantiate the hope that the effective achievement of standard ZUNs can be carried out in the course of the educational process, in which activity models (including gaming ones) that are clearly and unambiguously correlated with the skills we are interested in will be widely used. At the same time, the educational environment, in which the educational process is carried out by its subjects - the student and the teacher, turns out to be quite significant.
Learning lines in elementary school.
Studying straight line develops one of the main components of spatial representations - the concept of linear extent. The knowledge of linear extent is formed both in mathematics lessons and in drawing, physical education, and labor lessons, starting from the first steps of learning.
In parallel with this, measuring operations refine their knowledge of the extent, establish a connection between spatial and quantitative representations. Gradually, these associations become stronger, ideas about extension are refined and developed, and the results obtained by measuring with an instrument and by eye converge.
In the 1st grade program geometric material does not stand out as a special topic, but there is an indication of the development of spatial representations in the measurement process. Already in the first lessons, you can introduce students of grade I to a centimeter and connect the study of numbers and the counting process with the construction of segments and the numerical axis
Image straight line can be illustrated with a stretched thread or rubber cord, edges of geometric bodies, a trace on a sheet of paper after bending it, a trace of a moving point. Students can find straight lines on many objects around them in and out of the classroom, indicate practical cases when it is necessary to lay straight lines (when building houses, sheds, fences, roads, planting trees, etc.)
rice. 1
Schoolchildren form the concept of a straight line (unlimited), a ray bounded by the starting point, and a segment bounded on both sides (Fig. 1)
rice. 2
Various exercises are used to clarify these concepts. For example, in Figure 2, children must find a straight line, a ray, a segment (straight line AB, rays BA, WB, GB, GA, segment VG).
rice. 3
The task for Figure 3 is that the students must complete similar drawings in their notebooks and sign under them, respectively, a straight line, a ray, a segment.
Interesting exercises that develop children can be done by considering segments on a straight line (Fig. 4). Students usually see only adjacent segments. Meanwhile, here you can find segments AB, AG, BG, etc. By measuring, the children are convinced that AB + BV = AB, etc.
rice. 4
By constructing a series of lines passing through one point, the children are convinced that such lines can be drawn “many” (as many as you like). After that, it is not difficult to bring them to the axiom of a straight line passing through 2 points. Children are given tasks that show that it is usually impossible to draw one straight line through 3.4 points.
The concept of horizontal and vertical direction can be shown on a vessel with water in which a weight hanging on a thread is immersed.
Along with the construction of intersecting lines passing through one point, it is possible to set the construction of lines that must be continued until the intersection (Fig. 5).
rice. 5
After that, it is possible to give the concept of non-intersecting lines(parallel). For this purpose, first, the construction of straight lines on checkered paper is used so that the distances of any point of one straight line to another line are equal, and then on unlined paper.
The construction of segments should be associated with the acquisition of skills in handling drawing accessories (ruler, square, compasses). Drawing is the language of technology. It is necessary to use drawings more widely in classes with children.
Practical work with segments brings arithmetic closer to geometry. All arithmetic operations are performed on the segments, while tasks are checked using measurement and calculation.
Study of a straight line is accompanied by exercises in the development of the eye with their gradual complication from class to class. First, students determine by eye the length of the segments drawn on the board, the length of various objects, draw segments of a given length by eye. In order to avoid groundless guessing, when determining distances by eye, it is necessary to focus on the length of the colored strips drawn on the board or attached to it at 1 meter, 1 decimeter, 1 centimeter. Eye development exercises can be varied in various ways. The distances determined by eye are checked by measurement, the value of the error is set. Thus, the primary concepts of approximate values and errors are laid.
Pedagogical technology: concept, content. Modern educational technologies in elementary grades.
The concept of "pedagogical technology" can be considered in three aspects:
scientific - as part of pedagogical science, studying and developing the goals, content and methods of teaching and designing pedagogical processes;
procedural - as a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
activity - the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Pedagogical technologies- a set of methods, means, techniques used in communication to achieve a positive learning outcome.
Pedagogical technology - the search for an answer to the question "how to teach everyone everything effectively." The concept of "ped. technology” arose in the middle. 20th century The reasons why the process of searching for a ped was activated. technologies: training in modern. conditional is of mass character (age is one, but abilities are different); the requirements for the quality of education are growing, the level of education for all students is increasing, and the range of individuals. differences among children is huge, so the conditions in schools are average.
Ped levels. technologies: 1) general pedagogical level (general pedagogical technology is being created, which gives a general idea of the holistic process in a certain region at a certain stage); 2) private-methodical = subject (ped. technology is used in the meaning of “methodology” - a set of means, methods for the implementation of certain content within one subject); 3) local = modular (solution of particular didactic problems).
The structure of pedagogical technology:
1) conceptual basis (basic theoretical idea. For example, separate education for children and girls); 2) the content of the training (learning objectives - general and specific); 3) the procedural part (organization of the accounting process, methods and forms of accounting activities of schools). Criteria ped. technologies: 1) conceptuality; 2) consistency; 3) manageability; 4) efficiency; 5) reproducibility. Ped. technologies:
1) the technology of transforming ZUN (traditional): the transfer of information from the teacher to the student, the reproduction of the learned knowledge, the basis is the class-lesson system; active activity of the teacher and passive activity of the students. 2) technology of stage-by-stage formation of minds. actions (the main theory of P.Ya. Galperin) includes: awareness of the scheme of the basis of the action, direct execution of the action, options for more complex actions, the transition from the external form of presentation to the internal, any resulting action is performed independently, i.e. skill becomes skill. 3) the technology of collective mutual learning (authors A. G. Rivin and V. K. Dyachenko): main. teacher's ability to combine collective. and ind. forms of work with schools.
Stages: preparatory (they must have the ability to navigate in space, the ability to listen and hear a partner, work in a noisy environment, find the necessary information in additional sources, the ability to translate an image into a word and a word into an image) and introductory (general rules of the game, methods interaction in groups), this is learning in moving pairs, includes mutual learning and mutual control. 4) technology of complete assimilation (J. Carroll and B. Bloom): the goal is the reorganization of class-uroch. systems. They are trying to achieve complete assimilation of knowledge by all teachers. Control on a two-point system (pass-fail). The student who fails must have an alternative. Focus on small numbers and the use of individual forms of work.
5) technology of developmental education (L. Zankov, D. Elkonin, V. Davydov, V. Repkin): Developmental education takes into account: the main psychological neoplasms of a given age that arise and develop in this age period; the leading activity of this period, which determines the emergence and development of the corresponding neoplasms; the content and methods of joint implementation of this activity; the relationship with other activities; a system of methods that allows you to determine the levels of development of neoplasms.
The transformation of a child into a subject interested in self-change and capable of it, the transformation of a student into a student. Providing conditions for such a transformation is the main. development goal. education, which is fundamentally different from the purpose of the traditional. schools - to prepare the child for the performance of certain functions in society. life. The foundation of the structure of the content of each subject is a system of concepts that exhaust the foundations of this science.
The introduction of these concepts into training is carried out in the definition. sequences, starting with basic concepts. (For example, in Russian, learning begins with the introduction of the concepts “sound” - “letter” - “phoneme”, over which “word” - “phrase” - “sentence” - “text” are then “built on”. Similar system of concepts and creates the foundation for the study and operation of any linguistic system). As a result of such training, schoolchildren form a system of concepts that determines the logic and development of this field of knowledge.
Education is carried out by consistently setting a number of learning tasks for the child that require the assimilation of concepts. Information in finished form is not submitted. In the process of solving the problem, the child himself organizes his cognitive and educational activities, while acquiring knowledge and developing his own ways of working.
The process of solving a problem by each child is included in the collective activity of the class, which, in the end, ensures the discovery and assimilation of a generalized method of activity that is optimal for a given task. In his educational activities, the child is in a state of constant reflection: for him, it is important not only “what” I do, but also “how”, “in what ways” I do it. The technology of problem-module learning (the material is given in enlarged blocks, mini-textbooks are compiled, rating scales are used, assimilation assessments).
Technology M. Montessori (Italian teacher, who based the system of working with children on the ideas of free education). Leading ped. ideas: every child from birth is endowed with one inherent potential for development, a cat. can only be realized in the child's own activities. The task of the teacher is to create an environment that makes it easier for the child to discover his own potential. Montessori identified 3 stages of development: 1) up to 6 years (the period of "absorbing consciousness", language, sensorimotor development.
The teacher organizes the environment in the cat. nah-Xia special materials, with a cat. the child develops his sensory sphere, forms practical skills); 2) from 6 to 9 years (a child is a researcher, learns the world with the help of imagination); 3) from 9 to 12 years old (the child is a scientist). Instead of a class-lesson system - free work of children in a developing environment (reflexive and didactic circles), immersion in certain areas of knowledge in the third year and creative studio-workshops.
Plan.
I. Questions for theoretical discussion
1. General and specific patterns of education in elementary school.
2. Actually didactic patterns of the learning process.
3. Didactic principles and rules of teaching in elementary school.
II. Practical work.
Exercise 1. On the basis of the studied literature, prepare an "intellectual abstract" (structural-logical diagram) to reveal the concepts of "patterns of learning", "laws of learning", "didactic principles", "didactic rule", reflect their relationship.
Task 2. Working with pedagogical text.
Analyze the article by V.V. Davydov and reasonably explain what changes in the content of the principles of education were made by the famous psychologist V.V. Davydov? Describe the new principles of school teaching described in the article (thesis).
Task 3. To study fragments from the book by Ya. A. Comenius "The Great Didactics" and formulate the principles of teaching in its interpretation.
Davydov, V.V. Scientific support of education in the light of new pedagogical thinking / V.V. Davydov // New pedagogical thinking / ed. A.V. Petrovsky. - M., 1989. - S. 74-78)
The “principle of accessibility” is reflected in the entire practice of constructing educational subjects: at each stage of education, children are given only what they can afford at a given age. But who and when exactly and unambiguously could determine the measure of this “feasibility”? It is clear that this measure took shape spontaneously, in the actual practice of teaching, which in advance, based on social requirements, predetermined the level of requirements for school-age children. These requirements turned into "opportunities" and "norms" mental development child, sanctioned later (retroactively) by the authority of developmental psychology and didactics. But this is one side of the matter, which manifests itself, obviously, in ignoring the concrete historical and social conditioning of childhood itself and the characteristics of its individual periods. Let's consider the other side. Theory and practice proceed from the assumption that education only utilizes the child's already established and available mental capabilities. And the content of education and the requirements for the child are limited to this real, "cash" level. This leads to ignoring the concrete historical nature of the very capabilities of the child and the truly developing role of learning, not in their flat sense that learning “adds intelligence”, but in the fact that, by restructuring the learning system in certain historical circumstances, it is possible and necessary to change the general type and general rates of mental development of children at different levels of education. practical meaning the principle of accessibility contradicts the idea of developmental education.
The "principle of consciousness" can be recognized as sound, if only because it is directed against formal cramming and scholasticism in teaching. "Know and understand what you know." But what does it mean to "understand"? Traditional teaching proceeds from the fact that any knowledge gets its design in the form of distinct and consistently developed verbal abstractions. Each verbal abstraction must be correlated by the child with a well-defined image-representation (link to specific examples, illustrations). Such consciousness, oddly enough, closes the circle of knowledge acquired by a person in the sphere of the connection between the meanings of words and their sensually visual correlates, and this is one of the internal mechanisms of empirical classifying thinking, which is opposed to theoretically comprehending thinking.
Let us briefly formulate the characteristics of possible new principles of school teaching.
"Principle of accessibility" it is necessary to transform it into a comprehensively disclosed principle of developmental education, i.e. into such a structure of education, in which it is possible to control the pace and content of development through the organization of educational influences. Such training should really "lead" development, within itself create the conditions and prerequisites for mental development in accordance with the high standards and requirements of the future school. In essence, it will be a compensatory and active construction of any missing or missing “links” of the psyche that are necessary for high level frontal work with students. It is expedient to oppose the traditionally interpreted principle of consciousness operating principle, understood as the basis and means of building, preserving and applying knowledge. "Consciousness" can really be realized only if schoolchildren receive knowledge not in a ready-made form, but find out the conditions of its origin. And this is possible only when children perform those specific actions of transforming objects, thanks to which, in their own educational practice, the internal properties of the object are modeled and recreated, which become the content of the concept. Characteristically, it is these actions that reveal and build the universal essential relation of objects that serve as a source of theoretical abstractions, generalizations and concepts (in other words, theoretical knowledge). The initial form of such knowledge is precisely contained in those methods of activity that allow you to reproduce the object through identifying the possibility for students to discover the general content of a certain concept as the basis for the subsequent derivation of its particular manifestations. The need to move from the universal to the particular is affirmed.
True, the most universal is understood in this case as the genetically initial connection of the system under study, which, in its development and differentiation, gives rise to all its concreteness. Such a universal must be distinguished from formal sameness, singled out in an empirical concept. The requirement to single out the universal and to build a specific system in education based on it is a consequence of the “principle of objectivity”, which radically changes our capabilities in the construction and teaching of academic subjects. They can now be built in accordance with the content and form of development of concepts in a particular scientific field. The study of the laws of projection of scientific knowledge proper into the plane of an academic subject that preserves the main categories of their development in science itself is the main task of a whole complex of disciplines (epistemology, logic, history of science, psychology, didactics, private methods and all those sciences that can be represented in school).
In our opinion, the application of new psychological and didactic principles makes it possible to specifically determine the essential features of the future school and, above all, indicate the conditions under which the formation of the means of theoretical scientific thinking will become the norm, and not the exception, which it is in the current school.
Literature.
a) basic literature:
1. Grebenyuk O.S., Grebenyuk T.B. Theory of learning: Proc. for stud. higher education, institutions. - M.: Publishing house VLADOS - PRESS, 2003. -384 p.
2. Zagvyazinsky, V. I. Learning theory: modern interpretation / V. I. Zagvyazinsky. - M., 2006. - 192 p.
3. Zagrekova L. V. Didactics: textbook for students. higher textbook manager / L.V. Zagrekova, V.V. Nikolina. - M .: Higher. school, 2007. - 383 p.
4. Kukushin V.S., Boldyreva-Varaksina A.V. Primary Pedagogy
Education / Under the general. ed. V.S. Kukushina. - M.: ICC "Mart"; Rostov n/a: ICC "Mart"; 2005. - 592 p.
5. Makhmutov M.I. Problem learning. − M., 1975 .
6. Panina, T. S. Modern means activation of learning / T. S. Panina, L.N. Vavilov / ed. T. S. Panina. - M. : Academy, 2008. - 176 p.
7. Pedagogy of the modern school: Fundamentals of Pedagogy. Didactics: Course of lectures. - Minsk, 2011. - 384 p. (electronic variant).
8. Podlasy I.P. Pedagogy of elementary school: Proc. allowance for students. pedagogical colleges. – M.: Humanit. ed. center VLADOS, 2000. - 400 p.: ill.
9. Simonov, V.P. Evaluation of the quality of education and upbringing in educational systems: Uch. allowance / V. P. Simonov. - M., 2006.
10. Savchenko O. Didactics of the Pochatkovo school. - K., 1999.
11. Smirnov S. et al. Pedagogy: pedagogical theories, systems, technologies. -
12. Slastenin V., Isaev I., Shiyanov E. Pedagogy. - M., 2003.
13. Terekhova N.V. Didactics primary education: Proc. Benefit. - Tyumen, TSU, 2013.-148p. (electronic variant).
14. Khutorskoy A. Modern didactics. - St. Petersburg. – 2001.
b) additional literature:
1. Guzeev, V.V. Educational Technology: From Admission to Philosophy. M., 1996. - 112 p.
2. Guzeev V.V. Planning for educational outcomes and educational
technology. - M., 2000. - 256 p.
3. Zagrekova L.V. Theory and technology of education: tutorial for universities / L.V. Zagrekova, V.V. Nikolina. – M.: graduate School, 2004. - 156 p.
4. Zvereva M.V. The study of the effectiveness of education in primary grades. - M., 2001.
5. The concept of federal state educational standards of general education: project / Ros. acad. education; ed. A. M. Kondakova, A. A. Kuznetsova. – M.: Enlightenment, 2008. – 39 p. – (Standards of the second generation)
6. Pedagogy: Textbook / L.P. Krivshenko [and others]; Ed. L.P. Krivshenko. – M.: Prospekt, 2004. – 428 p.
7. Pedagogy: textbook for pedagogical universities / V.A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. - 4th ed. - M.: School Press, 2004. - 566 p.
8. Pedagogy of the modern school: Fundamentals of Pedagogy. Didactics: Course of lectures. - Minsk, 2011. - 384 p. (electronic variant).
9. Selevko, G.K. Encyclopedia of Educational Technologies: teaching aid: in 2 volumes / G.K. Selevko. - M .: Research Institute of School Technologies. – (Encyclopedia of educational technologies). T. 2. - 2006. -815 p.
10. Federal component of the state standard of general education. Part I. Initial general education. Basic general
education. / Ministry of Education Russian Federation. - M. 2004. - 221 p.
11. Educational system "School 2100" - quality education for all. Collection of materials / Under scientific. ed. DI. Feldstein. – M.: Balass, 2006.
12. "School 2100". Priority areas of development Educational program/ Under the scientific editorship of A.A. Leontiev; issue 4. - M.: Balass, 2000.
Information block
Laws of Learning
In addition to the basic laws, learning, like any other type of human activity, has its own laws. Thanks to these laws, it is possible to identify the internal connections of the learning process, they reflect its development. Science identifies a number of basic pedagogical laws.
1. Long known the relationship of learning and mental development of the individual. Properly delivered education is focused on the development of the child, aimed at shaping the correct moral, aesthetic, spiritual, creative and other attitudes in him.
2. A person lives in society, interacts with it. Depending on the social order goals, methods and content of training are built.
3. Learning process can not be considered in isolation from the upbringing of the child. The teacher educates the student not only through moralizing conversations (which most often turns out to be less effective). He educates with his tone, manner of talking, manner of dressing, etc.
4. The learning process is harmonious combination content, motivation, emotionality and other components of the educational process.
5. Theory and practice in education are inextricably linked.
6. Also inextricably linked are the collective and individual organization educational activity.
Systematic learning can only be traced by considering the learning process as a whole. Learning process- Pedagogically sound, consistent, continuous change of acts of learning, during which the tasks of development and education of the individual are solved. In the learning process, its subjects, the teacher and the student, participate in interconnected activities. In order to characterize the learning process as a system, it is necessary to trace this system in its dynamics.
Patterns of learning
Patterns in pedagogy is an expression of the operation of laws in specific conditions. Their peculiarity is that the regularities in pedagogy are of a probabilistic and statistical nature, i.e. they cannot foresee all situations and accurately determine the manifestation of laws in the learning process.
Patterns of learning can also be divided into two types.
1. Objective, inherent in the learning process in its essence, manifesting itself as soon as it arises in any form, regardless of the method of activity of the teacher and the content of education.
2. Patterns that manifest themselves depending on the activities and means undertaken by the teaching and learning, and therefore, the content of education that they use.
The second group of regularities is due to the fact that the pedagogical process is associated with the purposeful and conscious activity of two interrelated subjects - the teacher and the student. Therefore, the degree of awareness of the functions of their actions by the teacher and the degree of adequate contact of the student with him and the subject of assimilation determine the manifestation of one or another learning pattern to a certain extent. So, until the teacher is aware of the role of visualization or creative tasks in teaching and does not apply them, the patterns associated with the role of these means will not appear.
Thus, learning process- an objective process, colored by the subjective characteristics of its participants.
Examples of the law of the first group.
1. Educational nature of education. Every act of teaching has an educative effect on students in one way or another. This influence can be positive, negative or neutral.
2. Any learning requires a purposeful interaction of the teaching, the learner and the studied object. Interaction can be direct or indirect.
3. Student activity: learning occurs only when students are active.
4. The educational process is carried out only if the goals of the student correspond to the goals of the teacher, taking into account the ways of mastering the content being studied.
An example of the law of the first group is the nature of learning. Another law is the purposeful interaction of the teacher, the learner and the object of study.
Examples of the law of the second group.
1. Concepts can be assimilated only if the cognitive activity of students is organized to correlate some concepts with others, to separate one from the other.
2. Skills can be formed only if the organization of the reproduction of operations and actions underlying the skill.
3. The strength of assimilation of the content of educational material is the greater, the more systematically organized is the direct and delayed repetition of this content and its introduction into the system of previously learned content.
4. The training of students in complex ways of activity depends on how the teacher ensured successful previous mastery simple views activities that are part of a complex method, and the willingness of students to identify situations in which these actions can be applied.
5. Any set of objectively interconnected information is assimilated only depending on whether the teacher presents it in one of its characteristic systems of connections, while relying on the students' actual experience.
6. Any units of information and methods of activity become knowledge and skills, depending on the degree of support organized by their presenter on the level of knowledge and skills already achieved at the time of presentation of the new content.
7. The level and quality of assimilation depend on the teacher's consideration of the degree of importance for students of the content being assimilated.
Learning principles
As a rule, the laws and patterns of learning are implemented through its principles.
Learning principles These are the conditions on the basis of which the teaching activity of the teacher and the cognitive activity of the student are built.
The development of the principles of education has been going on for several centuries. For the first time, the teacher spoke and tried to formulate the principles of teaching Jan Comenius. In his work "Great Didactics" he called them the foundations on which the entire pedagogical process should be built. Comenius formulated a number of rules in teaching that teachers use to this day: from near to far, from concrete to abstract etc.
In addition to him, the substantiation of didactic principles was J.-J. Rousseau, J. G. Pestalozzi.
Rousseau, for example, believed that the fundamental basis of education is the contact of the child with nature. This principle is called "principle of natural learning".
Pestalozzi considered visualization as the basis of pedagogical activity. He believed that visualization brings the basis to logical thinking.
An invaluable role in the development of the principles of education was played by K. D. Ushinsky. He highlights a number of principles used in modern didactics.
1. Systematic, accessible and feasible training.
2. Consciousness and activity of learning.
3. Strength of knowledge.
4. Visualization of training.
5. Nationality of learning.
6. Educational nature of education.
7. Scientific teaching.
Let's consider them separately.
The principle of science. Knowledge of reality can be right or wrong. Education should be based on official scientific concepts and use scientific methods of knowledge.
The principle of scientific education focuses the attention of the teacher on the search for pedagogically sound ways of forming scientific knowledge. He makes the following demands on the organization of cognitive activity of students.
1. When embarking on scientific education, it is necessary to understand well which side of the human experience the student is assimilating and how to properly organize the transition of thought from phenomenon to essence, from external, observable properties to internal ones.
2. Understand the impact on the development of schoolchildren of scientific types of knowledge.
3. See in software educational material the possibility of a more or less profound explanation of reality. This gives grounds for creative search, individual approach.
4. To know the ways of systematization and generalization of the child's ideas in the process of formation of initial scientific concepts.
An important role in enriching students with patriotic knowledge, in shaping culture and interethnic relations is played by familiarizing them with the interstate relations of the people in the past and present. Rich material for this is contained in geography lessons, which deal with economic relations between states and peoples, reveal the issues of helping different peoples to each other, and the mutual influence of cultures.
Education and various forms of extracurricular work allow teachers to carry out diverse educational work with students to form their intellectual and sensory sphere, develop their consciousness associated with patriotism and the culture of interethnic relations.
The stability and degree of maturity of moral consciousness is achieved when students' knowledge in the field of patriotism and the culture of interethnic relations is emotionally experienced and takes the form of deep personal views and beliefs.
The knowledge acquired by a person on issues of patriotism and culture does not always determine the mindset and behavior corresponding to these qualities.
On a personal level, these principles, or motives for activity and behavior, the formation of which is the most important task of educating students in patriotism and a culture of interethnic relations, take the form of views and beliefs. This process is of great methodological complexity and is associated with considerable practical difficulties.
To give educational work emotional character in order to deeply influence it on the consciousness and feelings of students in the field of patriotism and culture of interethnic relations and develop their respective views and beliefs, teachers use vivid factual material for this.
The systematic assimilation of scientific knowledge begins at school. Initial scientific knowledge arises on the basis of a child's diverse ideas about the world around him.
The success of teaching depends on how the teacher will organize the mental activity of schoolchildren in the process of assimilation of initial scientific knowledge. It is necessary to determine the totality of sensory images that form the basis of the original concept. Then it is necessary to generalize, systematize the ideas so that the student can imagine that side of reality, which is characterized in the concept. Next, the teacher highlights the available scientific features of the concept being formed.
The principle of systematicity. The teacher requires consistency in the presentation of the material so that the student can imagine real relationship, connections of objects, phenomena.
Systematic lies in the fact that all trainees are regularly diagnosed from the first to the last day of their stay in educational institution. The principle of systematicity requires an integrated approach to diagnosing, in which various forms, methods and means of monitoring, verification, evaluation are used in close interconnection and unity, subject to one goal.
Ensuring the systematic and consistent learning requires students to deeply comprehend the logic and system in the content of the acquired knowledge, as well as systematic work on repetition and generalization of the studied material. It is also necessary to accustom schoolchildren to regular work with a book, to observations of natural phenomena, to cultivate the skills of organization and consistency in acquiring knowledge. One of the common reasons for student failure is the lack of a system in academic work, inability to show perseverance and diligence in teaching.
In the implementation of systematic and consistent learning, an important role belongs to the verification and assessment of students' knowledge. Accounting and assessment of knowledge are carried out in order to monitor the work of students and identify the quality of their progress. At the same time, they accustom schoolchildren to the systematic assimilation of the material being studied, and contribute to the prevention and overcoming of gaps in knowledge.
The principle of systematicity implies that the presentation of educational material by the teacher is brought to the level of systemicity in the minds of students, so that knowledge is given to students not only in a certain sequence, but that they are interconnected.
The historical experience of schools in any period of social development convincingly shows that it is impossible to fulfill the tasks of education outside the system.
The system of explanation depends on those ideas that are objectively presented in the educational material, on which of them the teacher intends to explain, how the teacher understands the age-related possibilities for mastering knowledge, on the features of mental activity characteristic of children of a given age and development, on the prevailing traditional understanding of the process acquisition of knowledge in the classroom. At present, in the light of new ideas for improving primary education, approaches to the content and system of explaining the material in the lesson are changing.
