The quality of education in modern didactics. Modern didactics. The feasibility of educational requirements in the classroom, the achievement of educational goals is determined, as a rule, in the process of monitoring the level of humanistic relations
Didactic system- this is a certain integral structure of the implementation of education, which differs in its own criteria, designated positions and views on this process. There are three fundamentally different didactic systems that were used in different historical time periods.
One of them was developed by the German philosopher and teacher I. Herbart. His system has many shortcomings and erroneous ideas about the learning process as a whole, which is explained by its authoritarian nature. The most widespread use of Herbart's didactic system dates back to the 19th century. His system, based on the theory of ethics and psychology, has the main goal of forming a strong, strong-willed personality, with a specific ideology and morality, and is called the "scientific system of pedagogy." Herbart developed the main ideas on which, in his opinion, the theory of education should be based:
The idea of perfection, which determines the direction of aspiration and the ultimate goal of personality formation.
The idea of benevolence, interpreted as a conscious submission to the desires and aspirations of others for the purpose of consistent communication and interaction.
The idea of law, designed to regulate relations between people by defining the rights and obligations of everyone.
The idea of justice, according to which all unfair actions against any person should be punished and compensated.
The idea of inner freedom lies in the right to choose and direct volitional efforts in the direction corresponding to it.
In the didactic system of Herbart there is no relationship between education and upbringing. In his view, the tasks of education include only increasing intellectual and physical development, as well as accustoming to order. The leading role is given to the teacher, who undividedly manages the learning process in strict accordance with the curriculum and in the conditions of maintaining discipline and complete obedience. Such actions on the part of the teacher are aimed mainly at the formation of a strong-willed personality. The role of students is passive perception and assimilation of educational material. Pupils are not allowed to show creative abilities, a deeper interest than provided by the content of the material, to object to the teacher. Within the framework of this system, all students of the same group are considered equal, the individual characteristics of each are not taken into account, and the level of knowledge of each student must correspond to the intended goal. The teacher, in turn, has no right to enrich the lesson with additional information, encourage the achievements of individual students and exceed the level of a certain emotional contact with students. At the same time, in order to maintain discipline, the use of prohibitions, the imposition of restrictions and "soft corporal punishment" was allowed. Practical skills and abilities did not take place in Herbart's didactics, and therefore it practically did not play a role in a person's daily activities and did not prepare a person for a full life in society.
According to modern estimates, the Herbart system did not give any positive results in teaching, but, based on the errors of this system, other areas of didactics developed contrary to this one. One of them is the didactic system of the American philosopher, psychologist and teacher D. Dewey, which can be described as an alternative to the Herbart system.
In the Dewey didactic system, the decisive role in learning is assigned to the students themselves. The effectiveness of training depends on the cognitive and active activity of the students themselves. Moreover, verbal teaching methods are practically absent. The teacher in this system plays the role of an assistant, called only to determine the direction of the educational process and to provide assistance to students when they need it. The process of acquiring knowledge, skills and abilities, according to Dewey, occurs most effectively only as a result of the practical activities of students, overcoming the difficulties and problems that a teacher should create in accordance with the curriculum. Problems should correspond to the age characteristics and basic knowledge of the students. On the way to solving problems, students go through several stages: feeling the problem (difficulty), defining the problem, formulating the proposed solution, implementing this solution, analyzing the results. The basis of the Dewey system is practical activity, and the theoretical is used to a minimum, the curriculum does not have a clearly developed structure, but contains only indicative information in certain areas. The teacher himself can vary the curriculum in accordance with the needs and inclinations of the students. Dewey's didactic system has a progressive and democratic character, personality-oriented orientation. The disadvantages of this system include its theoretical insufficiency, the inconsistency of providing students with a system of scientific knowledge, which is necessary as a basis for finding solutions to overcome a particular problem situation. The Dewey system is completely opposite to the Herbart system, and, as a result, it is able to solve those problems that are weak points of Herbart's didactics.
The modern didactic system arose taking into account the achievements and mistakes of the didactics of Herbart and Dewey, and is the basis of modern pedagogical practice. One of the most progressive areas of the new didactics is learning “through discovery”. The system of such training was developed by the American psychologist and teacher D. Brunner. This system is based on the acquisition of knowledge through students making their own discoveries, based on their theoretical knowledge base. This way of learning encourages students to actively think, reason, experiment, formulate and generalize the results of their activities, as well as acquire skills and abilities.
Some of the main characteristics of modern didactics can be identified.
One of them is its methodological basis, based on the objective laws of the philosophy of knowledge. Much attention in the development of teaching methods is given to a combination of harmonious theory and practice.
The systems-structural approach to learning ensures the full and interconnected influence of all currently available scientific knowledge.
Modern didactics combines the managerial role of the teacher with the active initiative of students. The main thing is to achieve the goal of training, and compliance with any rules for its implementation is determined only by the desire for the fastest and most stable result.
The development of curricula and plans is carried out taking into account the maximum adaptation to the conditions of education and its subjects.
The technology of training and education should have a certain flexibility depending on the direction and specifics of specific types of training programs.
In the previous paragraphs, we have characterized the main features of Herbart's didactics, as well as the didactics of the Progressives. Herbart's supporters were inclined to see the main subject of research in general didactics in the activity of the teacher. In this regard, they paid great attention to the search for effective methods and organizational forms of transferring knowledge to students (formal levels of education). In turn, supporters of progressive didactics, the provisions of which determined the direction of the so-called new school, concentrated their attention primarily on the activities of students. Analyzing the learning process, they focused on the search for such methods and organizational forms of educational work that would most contribute to the activation of students, accustom them to independently acquire knowledge in the course of practical and, to a lesser extent, theoretical work. At the same time, they paid special attention to solving problems related directly to the requests and interests of students.
Modern didactics, which forms the theoretical foundation of the socialist school, differs fundamentally from the two didactic systems described above. This does not mean, however, that it rejects all the propositions and principles put forward by the Herbartists and Progressives. Accepting some of them with certain reservations, for example, Herbart's principle of students studying the foundations of systematized knowledge about nature, society, technology, culture, or the principle of activating students in the learning process put forward by progressives, this didactics proceeds from other philosophical and psychological premises and ensures the implementation of social functions. First of all, it proceeds from taking into account the demands for education of the entire younger generation, and not just the group of students that represents the privileged classes and groups, which is typical primarily for the elite Herbart school, as well as some areas of the "new school".
In particular, modern didactics, the principles of which underlie the activities of the education systems of the socialist countries, are distinguished from traditional didactics, as well as didactics, which served as the basis of the system of new education, in the following features:
1. The philosophical basis of this didactics is dialectical and historical materialism, thanks to which it was able to overcome the one-sided approach to the analysis and interpretation of the cognitive process, as well as the sources, mechanisms and goals of knowledge, which is characteristic of various philosophical trends, especially empiricism, rationalism and pragmatism, which , being related to the learning process, led to an overestimation of the role of "live contemplation", "abstract thinking" or a peculiarly understood practice, while simultaneously underestimating the other "stages of cognition of reality". In contrast to these positions, modern didactics seeks to develop such a model of the learning process that would allow us to combine sensory cognition with thinking, practice - both as a source of knowledge and as a criterion for its truth - with theory, individual goals and requests. on education with state policy in this area. Thus, we are talking about creating a universal and at the same time very flexible model of the education system.
It is precisely because of these features that the modern model of the learning process does not rigidly and statically connect the individual links in the process of cognition with certain phases of the psychophysiological development of students. It is considered incorrect to teach children at first only at the level of concrete material and only then, as if at the second stage, at the abstract level, because each level of concrete, visual-effective and figurative knowledge about the subject corresponds to a certain level of abstract thinking. It is impossible to recognize as true the recommendation to involve students in practical activities, which are, as it were, the third link in the cognition of reality, only after they go through the stages of cognition that precede this stage with the help of feelings and thinking. At the same time, it is necessary - and it is this requirement that is one of the main and most important in the described approach - from the first days of the child's stay at school, take care of the development of his abstract thinking.
It is also necessary that the elements of the student's activity be linked to both concrete and abstract thinking. It is in such a strict, albeit differentially applied at individual levels of education, unification into a single integrity of the elements of sensory and intellectual consciousness, as well as the activities of students, that the differences between the modern model of the learning process and models typical of other didactic systems lie.
Putting forward the requirement of parallel development and simultaneous interaction of feelings, thinking and practical activity in cognition, the modern didactic system is moving towards the elimination of the contradiction typical of Herbartism and progressivism between theory and practice, between knowledge and skills, between the ability to describe and change reality, and, finally, between volumes of knowledge received by the student from the teacher and acquired by him independently.
expansion block
In contrast to empiricism, which assigns the role of the decisive factor in establishing the adequacy and truth of knowledge to feelings, rationalism, which assigns the same role to thinking, and pragmatism, which ascribes the same meaning to subjectivistically understood practice, the dialectical-materialist theory of knowledge proceeds from the fact that:the object of cognition is the world, a reality that exists objectively, i.e., independently of the subject who cognizes it, which itself acts as its element and at the same time the object of cognition;
- cognition is based on experience, i.e., on impressions, sensations that arise in the subject in the course of his active interaction with the reality surrounding him;
- cognition is an objective and active reflection of reality in the mind of the subject;
- knowledge is true if its result - a judgment or representation - is consistent with reality and can be verified in practice in the broad sense of this concept;
- knowledge is carried out as a result of the interaction of feelings, thinking and practice, and it proceeds "from living contemplation to abstract thinking andfrom it to practice"[Lenin V. I. Full. coll. op. - T. 29. - S. 152].
Thus, according to the principles of dialectical materialism, the starting point in the process of human cognition of the objectively existing world is sensory cognition, "living contemplation." The external world affects our senses in the form of objects (things), phenomena, events and processes. We cognize these objects, phenomena and processes with the help of feelings, accumulating certain sensations (in the case of reflection of individual features), perceptions (when we reflect in integrity certain sets of features inherent in individual objects, etc.), as well as ideas (when we reproduce abouttimes of objects, phenomena or processes that do not currently affect our senses, based on past experience, given sensations and perceptions).
Thanks to sensations, perceptions and ideas, a person receives a kind of material from which, in the course of such processes as analysis, synthesis and comparison, concepts and judgments arise. It is these processes that form the central link of cognition, which is “abstract mentality”, which is fixed in words, these “signals of signals”, which allow a person to make various generalizations, both true and false.
2. The place of Herbart's mechanical psychology and Dewey's behaviorism in didactics was taken by psychology, understood as the science of complex activities of living beings. The basis for the development of activities aimed at obtaining specific results is related to the need for a person to regulate his relations with the outside world. The main type of activity is practical activity, and above all, productive labor, as a result of which a person changes the reality around him and is himself changed by it. The primary form of activity, understood in this way, are movements (sensory-motor activity) caused by stimuli. In the course of biological evolution, these movements become more and more complex, and their nature and course are increasingly influenced by the central analytical-synthetic processes, speech and consciousness. Thus, a qualitatively new mental activity arises, characteristic of a person, determined by labor as the main form of his practical activity. Play and learning, being activities derived from labor, play a fundamental role in the process of mental development of children and youth. That is why their correct organization, which differs both from the heteronomy and rigorism of the Herbartists, and from the excessive autonomy and spontaneity of the “new education”, is the main concern of the creators of the modern didactic system.
3. In the modern didactic system, the essence of the learning process is understood differently than in the concepts of Herbartists and Progressives. At the present time, we do not accept either the reduction of this process to the transfer of ready-made knowledge to students, or attempts to transform it into uncontrolled by the teacher, spontaneous research actions of students. In turn, our system proceeds from the principle that students must master the basics of systematized knowledge, as well as certain skills and abilities, both on the path of independent searches, which, however, are organized by the teacher and are meaningfully determined by the training program, and through the perception of a certain part of the information. in finished form. This last path is recommended when the process of self-acquisition of knowledge takes too much time or does not lead to the development of the abilities and cognitive interests of students.
Therefore, modern didactics rejects the concepts of the formal stages of education of the Herbartists and Dewey as unsuitable. The functions of these concepts are now being adopted by a more flexible and comprehensive concept of the elements of the learning process. This concept takes into account not only the diversity and multiplicity of tasks solved in educational institutions of various types and levels, but also, in accordance with the broadly understood subject of research in general didactics, the diversity of activities performed by the teacher and students.
4. Compared with the Herbartian and progressive systems, modern general didactics proceeds from other principles for selecting the content of education in programs for individual subjects.
Herbartists, when developing curricula, did not take into account the needs and interests of students at all, moreover, they overestimated the importance of "book knowledge" for their intellectual and moral development. The training programs they developed were one-sided, overloaded with educational material and appealed mainly to memory. At the same time, these programs were logical, provided students with systematic knowledge, primarily in the field of the humanities, as well as introducing students to a common culture.
The basic principles of constructing the educational programs of the progressives were associated with the requirement to ensure the spontaneous activity of students, mainly in practical activities and related intellectual operations. The principle of condensed repetition of the historical path of human development was adopted as the main one. The second of these principles proceeds from the proposition that the cultural ontogeny of the child resembles the cultural phylogeny of the whole society. That is why programs were created that aimed to allow students to understand the needs of man's struggle with the forces of nature, the importance of cooperation in overcoming various difficulties, in a word, to understand the historical mechanisms of the development of civilization. For these purposes, appropriate conditions were also created for students to perform such work as spinning, weaving, gardening, cooking, etc. As a result of this understanding of the purpose of educational work, individual subjects appeared only in the programs of the senior classes, with the main attention scientific problems. A consequence of the third principle of constructing progressive curricula, which affirms the need to adapt the content of education to the needs and interests of students, was that these programs were only of a general, indicative nature. This allowed teachers to introduce into them the problems that are of interest to the students of this class at the moment, without imposing on them strict deadlines for studying it. Of course, this approach had its good and bad sides. The good thing was that the students, working independently and without haste, mastered fundamental knowledge in their chosen field, but the weak side was that their knowledge, limited to selected problems, was incomplete and unsystematic.
In contrast to the principles of constructing training programs described above, modern didactics, primarily the didactic system developed and implemented in the socialist countries (which we will have in mind when speaking of the “modern didactic system”), emphasizes the need to take into account, when selecting the content of training, needs such as public as well as individual. Representatives of this didactics proceed from the fact that students must learn the basics of systematic knowledge about nature, society, technology and culture, which will allow them to understand the reality around them, as well as actively participate - of course, in accessible to studentsmeasure - in its transformation. At the same time, the lack of relevant interests among students cannot prevent the mastery of this knowledge, because such an interest can be successfully formed, developed and directed.
In addition, from the point of view of the modern didactic system, training programs should be designed so that students can carry out various types of theoretical and practical activities, combine theory with practice, which is an important condition for their comprehensive development. By the full, all-round development of students, we mean their intellectual, moral, physical and aesthetic development, as well as their mastery of a certain stock of technical knowledge necessary in the life of a person at the end of the 20th century.
5. Modern didactics does not share the views of the Herbartists on the need for a strict division of the content of education into separate academic subjects already in the primary grades of secondary school. However, she does not consider correct the requirements of progressives, according to which education without taking into account this kind of division should be preserved for a long time. Speaking for the integrity of education at the propaedeutic level and for the subject - at a higher level, supporters of the modern didactic system recognize the need to limit holistic education to I and II or I, II and III classes of the school, as well as to harmonize the content of individual subjects starting from the third grade.
6. Herbart's didactics underestimated the need to organize group forms of student work. She did not find acceptable ways to individualize the pace and content of training. Progressivists, on the other hand, overestimated the educational and didactic merits of group lessons and various forms of individualization of the work of students, while underestimating the collective teaching conducted by the teacher with the whole class.
Modern didactics avoids these extremes, emphasizing the expediency of using various organizational forms of education (individual, group and collective forms of work) and recommending that when choosing one of them, be guided by the goals and objectives of training and education. Unlike both progressives and other areas of the “new education”, modern didactics proceeds from the fact that the final results of education are not exclusively predetermined either by hereditary factors (as the supporters of nativism claimed) or by the characteristics of the environment (sociologism). It cannot be denied that these factors influence the course and results of the learning process, but its final results are determined by the conscious and purposeful activity of the teacher. That is why representatives of modern didactics reject both the idea of the progressives about the teacher as an "observer and adviser" of students, and the concept of the Herbartists, which endows the teacher with a heteronomous function in the process of transferring knowledge. To avoid these extremes, modern didactics affirms the leading role of the teacher in the learning process, while recognizing the importance of independent work of students,student's initiative over the teacher's initiative "relies:
- a) modern didactics;
- b) Dewey's didactics;
- c) Herbartian didactics.
7. When developing training programs, modern didactics is guided by:
- a) public and individual requests, emphasizing the need to create conditions for students to facilitate the implementation of a rich arsenal of types of theoretical and practical activities;
- b) the principle of spontaneous activity of students;
- c) the desire to provide students with the widest possible stock of knowledge.
8. Supporters focus on the need to consciously form the needs and interests of students:
- a) progressive didactics;
- b) modern didactics;
- c) Herbartian didactics.
(Correct answers: 1b, 2c, Za, 4b, 5c, 6b, 7a, 8b.)
If all answers are correct, go to question 9. If you choose other answers, read the following passages again\' and then answer question 9.
- 1st question - § 3, point 1.
- 2nd question - § 3, paragraph 2.
- 3rd question - § 3, paragraph 3.
- 4th question - § 3, point 3.
- 5th question - § 3, point 3.
- 6th question: a - the whole of § 3.
- in - the whole chapter 2.
- 7th question - § 3, paragraph 4.
- 8th question: a - § 3, paragraph 4.
- in - the whole chapter 2.
9. In ... didactics, the need to organize group forms of work for students was underestimated, and didactics ... clearly overestimated it. In contrast to them, modern didactics emphasizes the expediency of using various organizational forms in teaching, including ..., ... and .... (Answers: Herbartian; progressive; individual, group, collective.)
10. Heredity and the social environment certainly influence the course and results of the learning process, but its final results depend on ... (finish this sentence and discuss the answer with your friends or the teacher who leads the class).
The above provisions of the modern didactic system certainly do not exhaust their list. We will consider its other provisions that are of interest to us in the subsequent chapters of the textbook, in which, respectively, the goals, content, process, principles, methods, organizational forms, and teaching aids will be disclosed.
In the conditions of the traditional classroom system, in real practice, forced education and pedagogical violence often occur. If such a learning model is implemented with an authoritarian style of pedagogical communication and management using a reporting-illustrative methodological system, then the consequences for the child's personal development are extremely negative and socially dangerous. The presented characteristic of real educational practice contradicts all the provisions of the didactic concept, built from the standpoint of understanding learning as a developing and educating process. The modern theory of learning is based on the implementation of approaches: personal, activity, holistic, optimization, technological and creative.
Personal approach organically connected with the principle of personalization of pedagogical interaction, which requires the rejection of role masks, adequate inclusion in this process of personal experience (feelings, experiences, emotions, corresponding actions and deeds). Depersonalized pedagogical interaction is rigidly determined by role prescriptions, which contradicts another humanistic metaprinciple - a polysubjective (dialogical) approach. This principle is due to the fact that only in the conditions of subject-subject relations, equal educational cooperation and interaction, harmonious development of the personality is possible.
Value Approach proposes the subjectification of the objective values of the human community, i.e., their transformation into personal meanings. The essence of personality-oriented education, from the standpoint of a value approach, is to overcome the contradiction between values and personal meanings by presenting pupils with certain value systems and creating conditions for their free choice and "living", since only in this way can values become personal meanings. In the process of familiarizing children with values, semantic universals play a special role. Semantic universals, according to V. Frankl, are creativity, attitude, experience. These values do not need any additional mechanisms for translating them into a personal plane, they themselves are “semantic units of life” (A.N. Leontiev). Thus, from the standpoint of the value approach, personality-oriented education can be viewed as a process of familiarizing the child with values, as a result of which he “forms a coherent system of personal meanings” (A.N. Leontiev).
The activity approach is implemented through the influence, formation and organization of children's activities as developing.
A holistic approach reflects an approach to personality as a set of any traits and qualities. (I.A. Zimnyaya, V.A. Karakovsky, Z.A. Malkova, L.I. Novikova, M.I. Rozhkov, N.L. Selivanova, A.I. Shemshurina, etc.), based on universal human values, ideas of collective creative education, design and strengthening of educational systems.
Technological approach - training taking into account modern technologies.
A creative approach means that each person is individual, she strives for self-expression, the school should help in this.
At the same time, training performs the following functions: social, personality-developing, health saving, social protection, cultural transmission
The social, pedagogical, psychological essence of education is most fully and vividly manifested in its practically expedient functions. Among them, the most significant – educational function. The main meaning of the educational function is to equip students with a system of scientific knowledge, skills and abilities and its use in practice.
educational function. The educative nature of education is a clearly manifested pattern that operates immutably in any era and in any conditions. The educational function organically follows from the very content, forms and methods of teaching, but at the same time it is also carried out through a special organization of communication between the teacher and students. Objectively, training cannot but bring up certain views, beliefs, attitudes, personality traits. The formation of personality is generally impossible without the assimilation of a system of moral and other concepts, norms and requirements.
Personallydevelopmental function. Just as the educative function, the developing nature of learning objectively follows from the very nature of this social process. Properly delivered education always develops, however, the developmental function is carried out more effectively with a special focus on the interaction of teachers and students for the comprehensive development of the individual. This special focus of education on the development of the student's personality has been consolidated in the term "developmental education". In the context of traditional approaches to the organization of learning, the implementation of the developmental function, as a rule, comes down to the development of speech and thinking, since it is the development of verbal processes that most clearly expresses the overall development of the student. However, this understanding of the direction of learning, which narrows the developing function, loses sight of the fact that both speech and the thinking associated with it develop more efficiently with the corresponding development of the sensory, emotional-volitional, motor and motivational-need spheres of the personality. Thus, the developmental nature of education implies an orientation towards the development of the personality as an integral mental system.
Health savings - in the process of learning it is necessary to monitor the health of children, violations of safety rules are unacceptable.
Social protection is expressed in the fact that in a modern school there is always an active psychologist, a social teacher who monitors the implementation of the rights of the child.
Broadcasting culture is not only to educate children, but also to orient them in the world of modern culture, to give knowledge about modern cultural values.
There is no single didactic system as such in science; there are a number of theories that have something in common. The learning objectives in most hikes include not only the formation of knowledge, but also the general development of students, intellectual, labor, artistic skills. The content of education is built mainly as a subject, although there are integrative courses in both junior and senior grades. The learning process should adequately meet the goals and content of education and therefore is understood as two-sided and controlled: the teacher directs the educational and cognitive activities of students, organizes and leads it, while stimulating their independent work, avoiding the extremes of traditional, explanatory, and reformist, research, didactics and using their dignity.
Lecture No. 10 Goals and content of education
Learning Goals in Secondary School
Educational goals- one of the defining components of the pedagogical system. They depend on the social order - the requirements of society for the education of citizens. However, when building a pedagogical system, goals are specified on the basis of psychological and didactic knowledge.
In the history of didactic teachings, there are two views on the goals of education. The first states that the goal is the development of thinking, memory and other abilities of the individual. This was called "formal education". According to the second, the purpose of education is the assimilation of the basics, sciences, the formation of specific, necessary knowledge in life. This was called "material education".
Modern didactics believes that personality development does not occur without the development of knowledge. Therefore, the goals of general education are specified in the following tasks:
· ensuring the necessary level of assimilation of systematized knowledge about nature, society, technology, culture, which will determine the adaptation of students to further learning and life;
development of interests, abilities, thinking, attention, imagination, memory, feelings, will, cognitive and practical skills; the task is almost the main one, since developed thinking and other abilities allow a school graduate to replenish knowledge and improve themselves;
· formation of scientific outlook, moral, esthetic and other qualities;
Formation of abilities for self-education, needs and skills for self-improvement; this task is important in the context of continuous education, because in the modern era knowledge quickly becomes obsolete and there is a need for the ability and readiness to constantly learn independently;
· the formation of knowledge about the basics of production and organization of labor in industry and management, the development of skills to use technical devices, including electronic ones.
Taxonomy of Learning Objectives
Since the 1950s, there has been a tendency in didactics to formulate learning goals in terms of behavior, in the form of an accurate description of planned changes in students' knowledge and skills, in final results, observable signs and actions that can be objectively quantitatively and qualitatively assessed. In the taxonomy of learning goals, which was developed by the American psychologist B. Bloom, three groups of goals are distinguished: cognitive, affective, psychomotor.
The list of goals in the cognitive group, which is of first importance in the development of knowledge and the development of intellectual skills, looks like this.
1. Knowledge. The student knows facts, terminology, theories, methods, principles.
2. Understanding. The student explains the connections between phenomena, transforms the material, describes the consequences arising from the data.
3. Application. The student uses concepts, principles, rules in specific situations.
4. Analysis. The student identifies hidden assumptions, essential features, logic of reasoning.
5. Synthesis. The student writes an essay, makes an experiment plan, solves problems based on knowledge from different areas.
Here is an example of formulating learning objectives in terms of behavior: in three months, each graduate of the course should be able to type on a typewriter from dictation at a speed of at least 200 beats per minute, allowing no more than two erroneous strokes.
This setting of goals orients teachers towards achieving the end result of learning - the state of the student, achieved by the planned educational impact. This allows you to accurately select the content of training, divide it into methodological units and individual lessons. Thus, the purpose of education as a component of PS determines other aspects of education, primarily its content.
Factors for selecting the content of education
Education is the process and result of mastering the system of scientific knowledge, cognitive skills and abilities by students, the formation on this basis of the worldview, moral and other qualities of the individual, the development of his creative forces and abilities.
In didactics, there are a number of theories for the selection of the content of education, which substantiate the list of knowledge studied in secondary school and the sequence of their assimilation. They proceed from the definition of a number of factors that determine the content of education. The latter include the following.
Social, professional, cultural requirements of society to the school graduate Education should prepare the graduate for various types of activities: cognitive, professional, social, cultural, leisure, personal and family. To prepare for this, the school must have a set of subjects of study.
The second factor in the selection of the content of education is the degree of its satisfaction with the principle of scientificity (correspondence to the modern level of scientific knowledge about the world, culture, technology), as well as the principle of systematicity, consistency and a number of other didactic principles.
The third factor is that the content of education should correspond to the psychological capabilities and development of schoolchildren at different levels of education: junior, middle and senior school age.
The fourth factor is the needs of the individual and education, not only society puts forward requirements for education, but also citizens have the right to choose it. Therefore, in pedagogy there are such concepts as the educational needs of the population, educational services, additional education, differentiated learning. The functions of the state are to provide education that meets state standards in education - the mandatory minimum amount of knowledge in a particular educational program and the required level of its assimilation.
Educational programs
Under educational program the content of education of a certain level and direction is understood. In the direction there is a general and vocational education. General education has levels: pre-school education, elementary school, basic general education (incomplete secondary school), complete secondary general education.
The educational task of elementary school is to teach reading, writing, numeracy and the ability to learn, incomplete. Secondary school - the formation of knowledge on the basics of science, complete secondary school - the deepening of knowledge, the formation of knowledge in accordance with interests, abilities, preparation for professional self-determination. These tasks determine the selection and set of subjects in a general education school.
Vocational education aims to provide knowledge and skills in any professional field, activity, to ensure the training of a specialist of the appropriate qualification. Its content is made up of special disciplines, although there are general educational ones among them. The level of vocational education is divided into primary, secondary, higher and postgraduate.
The content of education is reflected in a number of documents, textbooks, educational and methodological manuals. Academic plan general education school is a document containing a list of subjects studied in it, their distribution by year of study and the number of hours for each subject. Government bodies are developing curricula options that include federal, regional and school components. The first two are in the competence of the state and regions; school component- academic disciplines assigned by the school. The Education Act gives schools the right to make individual curricula, provided they meet state educational standards. As a rule, all curricula of Russian schools now provide for differentiated education from the 10th grade or earlier. This means the presence of compulsory subjects for all and an in-depth study of a number of subjects that express some specialization in the direction: natural-mathematical, humanitarian, etc. There is also a set of elective subjects, optional, although they are not very common. Differentiated education, its timing, and degree constitute a problem of theoretical and practical nature, since it directly affects the development of the individual and the completeness of education.
Training program- a document characterizing a separate academic subject. It includes a list of topics of the studied material, recommendations on the amount of time for each topic and the entire course; a list of knowledge, skills and abilities formed during the study of the subject, methodological recommendations on the means of training and control. This is a document for a school teacher.
There are three principles for the arrangement of material in the program: linear, concentric and helical. With a linear structure, parts of the material are arranged in series. In the concentric program, individual topics or sections are studied intermittently, repeating at a new level several times during the entire training period. Spiral programs combine sequence and cyclicity.
Academic subject- this is didactically processed knowledge on the basics of any science, art, activity to achieve educational goals. Subjects are combined into cycles: natural-mathematical, humanitarian, artistic, industrial and labor, physical culture and health. Each group of subjects has its own functions and role in achieving educational goals.
An important question is the amount of hours for each group. In the curricula of the socialist countries, until recently, the volume of natural and mathematical disciplines was much larger than in Western countries and, accordingly, there were fewer hours for other cycles. According to the new curricula, at present in Russia the ratio of the volume of hours by cycles of subjects is approaching Western standards. However, there is a danger of losing the depth of training students in the basics of fundamental sciences: mathematics, physics, chemistry, biology.
An important problem in didactics is also the question of connections between subjects. It is believed that the subject system of teaching does not provide a complete picture of the world in the minds of students, does not stimulate them to systematic analysis and vision of reality. To solve this problem, didactics recommends that the teacher establish interdisciplinary connections - to see common themes, cross-cutting, fundamental problems in different academic disciplines and build training based on a set of subjects. For this, there is also a recommendation to do integrative courses - academic disciplines that combine knowledge from different scientific fields.
textbooks
Textbook- This is an educational book that reflects in detail the content of education, educational information to be mastered. At the same time, the textbook should be considered not only as a carrier of information, but as a means of teaching. There are several functions of the textbook. The main one is informational. The textbook presents information not only in the form of text, but also in photographs, drawings, diagrams.
The second equally important function of the textbook is teaching. With the help of the textbook, the cognitive actions of the student are managed. In textbooks and teaching aids, tasks, questions, exercises are given, which should ensure the process of assimilation. That is why scientists interpret the textbook as an information model of learning, as a kind of scenario of the educational process, which reflects the theory and methodology of the learning process. From these positions, the textbook should reflect the goals of learning, describe its content, define a system of cognitive actions with the material, forms of learning and methods of control. However, modern textbooks basically only provide educational information and do not show how to work with it, leaving it to the teacher or student to determine.
Didactics distinguishes a number of functions of the textbook: motivational, control, self-educational, etc.
Lecture No. 11 The learning process
The concept of the learning process
Learning process- this is an organized interaction of a teacher and students to achieve educational goals. The essence of the learning process is to stimulate and organize the active educational and cognitive activity of students in mastering their knowledge, developing abilities, and developing views. Modern didactics considers the learning process as a two-sided one: teaching, the activity of the teacher, and teaching, the activity of the students.
V.P. Bespalko expresses the learning process by the formula:
DP \u003d M + Af + Au,
where DP - didactic process;
M - motivation of students to study;
Af - functioning algorithm, educational and cognitive activity of the student;
Ау - control algorithm, activity of a teacher in teaching management.
Based on the general goals of education, the learning process has the following functions: educational, developmental, educational , as well as incentive and organizational . They act in unity, in a complex way, but for practical activities, planning of learning tasks, they should be recognized, singled out.
educational function consists in the formation of knowledge, skills and abilities of students, in their assimilation of laws, theories, activities. Knowledge is understood as the preservation in memory and the ability to reproduce and use the facts of science, theories, concepts, etc. Skill is the possession of ways to apply knowledge in practice. A skill is an automated action, an element of skill.
educational function is that in the process of mastering knowledge, students form views, feelings, values, personality traits, behavioral habits. This happens both unintentionally and due to the special organization of the learning process, the selection of content, in the course of implementing the principle of nurturing education.
Developmental learning function. As was said, learning leads to development (L.S. Vygotsky). In the process of learning, the development of the psychomotor, sensory, intellectual, emotional-volitional, motivational-need spheres of the individual takes place. It is carried out more efficiently if training is specially organized, meets the principles of developmental education, uses adequate methods and means (see L.V. Zankov, V.V. Davydov, I.A. Menchinskaya, N.F. Talyzina, etc.)