Organizational forms of education and their development in school didactics. Formation and improvement of forms of training 7 problems of improving organizational forms of training

Class-lesson system is the earliest for modern times and widespread in world practice. Its creator as an expanded system was J.A. Komensky in the 17th century. Class and lesson as didactic concepts are already about 400 years old. The classroom-lesson system is characterized by the following features. Students of approximately the same age and grade level form a class that remains largely constant throughout the school period. The class operates according to a single annual curriculum and programs, according to a permanent schedule. The basic unit of classes is the lesson. A lesson is usually devoted to one academic subject, topic. The teacher supervises the work of students in the lesson. He evaluates the results of studies in his subject and at the end of the school year makes a decision about the students' promotion to the next grade. The academic year, day, lesson schedule, holidays are also signs of a class-lesson system.
Its advantages: a clear organizational structure, simple management, the ability for children to interact with each other, educate them in the educational process, and cost-effectiveness.
Its disadvantages: difficulty in taking into account the individual characteristics of students and in organizing individual work with them both in content and in the pace and methods of teaching; a strict organizational structure makes it difficult to connect learning with real life and confines it to school. All this pushes teachers to look for other teaching systems, here are some of them.
An attempt to reform the class-lesson system was made simultaneously by the English priest Bell and the Indian teacher Lancaster at the beginning of the 19th century. The new system was named Bell Lancastrian peer teaching system: older students who received knowledge from the teacher taught those who knew less. This allowed one teacher to teach many children at once, but gave low quality. The system has not found widespread use.

At the end of the 19th century, forms of selective education appeared - Batavian system in the USA and Mannheim system in Western Europe (Mannheim) - founder J. Sickinger.

The essence of the Batavian system is that the teacher’s time was divided into two parts: the first was allocated to collective work with the class, and the second to individual lessons with those students who needed them.

The Mannheim system was characterized by the fact that, while maintaining the class-lesson system, students, depending on their abilities, level of intellectual development and degree of preparation, were distributed into different classes. Selection into classes was based on psychometric measurements, teacher characteristics and examination results. Depending on success, it was possible to change classes, but this almost never happened, since the system did not allow weak students to reach a high level. Its elements are preserved in some Western schools.
In Europe and the United States at the beginning of the 20th century, many educational systems were tested in 1905 aimed at ensuring individual active independent learning. The most radical of them is a system of individualized learning, first used by teacher Elena Parkhurst in Dalton (USA) and called Dalton plan, or laboratory system, or workshop system, according to which the student took assignments for the year in each subject and reported on them within the prescribed time frame. There was no one-size-fits-all schedule. Collective work was carried out for one hour a day, the rest of the time - individual work in subject workshops, laboratories, consultations with teachers. In the USSR in the 1920s, a modification of the Dalton plan called the brigade-laboratory system was used. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories, reported collectively, and teachers provided consultations. This system, while developing the independence of students, however, reduced the level of training, which stopped its existence in the USSR in 1932.

In the 20s, domestic schools began to use a project-based teaching system (project method), borrowed from the American school, where it was developed by W. Kilpatrick. He believed that the basis of school programs should be the child's experiential activities, related to the reality around him and based on his interests. Neither the state nor the teacher can develop a curriculum in advance; it is created by children together with teachers during the learning process and is drawn from the surrounding reality. Students themselves choose the topic of project development. Depending on the specialization of the study group, it should reflect the socio-political, economic, production, cultural and everyday aspects of the surrounding reality. The main goal of the projects was for the child to accumulate certain tools for solving problems, searching and researching in life situations. The refusal to systematically study academic subjects led to a decrease in the level of general education training of children and the system was not widely used.
In the 50s of the 20th century, he became very famous Trump's plan named after its developer, American professor of pedagogy L. Trump, is a system that stimulates individual learning, using flexible forms of learning. It included three forms of work: lectures using technical means for large groups of 100-150 students, 40% of the time; work in groups of 10-15 people, 20% of the time; individual work in school classrooms, 40% of the time. At the same time, there are no classes; small groups change their composition. The system requires a well-coordinated team of teachers, clear organization, material support, and has certain advantages.
Currently, attempts are being made to improve classroom and other systems. In the West, in development of the Trump plan, there are “non-graded classes”: a student in one subject can study in the 5th grade program, and in another subject be in the 3rd grade. There are projects and experiments to create “open schools”: training takes place in educational centers with libraries and workshops, which leads to the destruction of the “school” institution itself. In general, the search for forms of training goes in the direction of individualization, psychologization, and technologization of training.

In modern domestic schools, the lesson remains the main form of educational organization.

Lesson- this is a form of organizing training with a group of students of the same age, permanent composition, classes on a fixed schedule and with a uniform training program for all.

The lesson presents the purpose, content, means and methods of teaching; The personality and skill of the teacher, the individual and age characteristics of students are revealed, the goals and objectives of training, education and development are realized.

In each lesson, you can highlight its main components (explanation of new material, consolidation, repetition, testing of knowledge, skills, abilities). These components can appear in various combinations and determine the structure of the lesson, the relationship between its stages, i.e. its structure.

Lesson structure- the totality of its elements, parts, ensuring the integrity of the lesson and the achievement of didactic goals. The variety of lesson structures implies a variety of their types.

There is the most common lesson classification for didactic purposes. The following types of lessons are identified: - a lesson in mastering new knowledge, - a lesson in the formation and improvement of skills and abilities, - a lesson in generalizing and systematizing knowledge, - a lesson in repetition, consolidation of knowledge, - test lessons, - combined lessons in which several didactic tasks are solved. (Esipov, Ogorodnikov, Shchukina).
I.N. Kazantsev classifies lessons according to two criteria: content and method of delivery. According to the content, for example, biology lessons are divided into lessons of botany, zoology, anatomy, etc., and according to the method of delivery - lessons - excursions, film lessons, independent work lessons, etc.

IN AND. Zhuravlev proposes to classify lessons depending on the components predominant in them. There are mixed (combined) and special lessons. In the structure of special lessons, one component predominates: lessons in mastering new material, consolidating, repeating, monitoring, testing knowledge.

The typical structure of a combined lesson is as follows: organizational moment, checking homework, questioning students on the material covered, learning new material, consolidating it, and giving homework. This is a traditional, quite effective lesson structure.

When conducting a lesson, the issue of organizing children's educational activities is important. The following are distinguished: forms of work children at the lesson: frontal, individual, group. The first involves the joint actions of all students in the class under the guidance of the teacher. The second means independent work of each student. Organizing group work in the classroom is effective. Students work in a group of 4-7 people or in pairs; tasks for groups can be the same or different. The results of the groups' work are reported and evaluated. The composition of the groups can be homogeneous in preparation or heterogeneous. Working in groups stimulates student activity, interaction, mutual learning, and creates psychological comfort, especially for weak students.

Other forms of training

In addition to the lesson, the following forms of education are accepted in domestic didactics: excursion, workshop and seminars, elective classes, consultations, additional classes, homework, extracurricular and extracurricular activities (clubs, clubs, olympiads, competitions, games, exhibitions). Let us characterize some of them.
Excursion - a form of education in which students gain knowledge through direct observation of an object, acquaintance with reality (factory, cultural institution, nature, historical and artistic monuments). Depending on the didactic purpose and content of the subject of study, excursions can be: introductory when studying new material; accompanying its study; final when consolidating what has been learned; industrial, natural science, historical and literary, local history. The method of conducting an excursion requires that the teacher professionally determine the goals and content of the excursion, plan the composition of the objects of study, forms and methods of organizing student activities, ways of recording the phenomena being studied, summing up and a number of organizational issues.
Homeschool work - This is an independent learning activity that complements the lesson and is part of the learning cycle. Its special functions are to develop the ability to learn independently, determine tasks and means of work, and plan learning. It develops the student’s thinking, will, and character. Homework serves the function of preparing students for lifelong learning. But its main purpose is to consolidate the knowledge and skills acquired in the lesson, practice skills, and master new material.
Non-standard lessons

Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. Based on the form of delivery, the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword puzzle, quiz.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review.

3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a lesson “The understudy begins to act.”

4. Lessons that resemble public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Fantasy lessons: fairy tale lesson, surprise lesson, 21st century lesson, “Gift from Hottabych” lesson.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council, editorial council.

The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

“Improving the forms and methods of teaching in educational

process"

Speech at the methodological commission

natural-mathematical cycle

February, 2016

2015 – 2016 academic year G.

(slide 1) Dynamism and continuous development have long come into our lives; the latest teaching methods and tools, automated teaching systems, and electronic technology are being introduced everywhere.

Changes in content, methods and means of teaching have caused significant changes in methodology. In recent years, teaching methods, which in their content and methods of implementation are impossible without a high level of external and internal activity of students, have attracted increasing attention from pedagogical science and practice.

(slide 2) What is a method? And what is form? The term “method” comes from the Greek word “methodos”, which means a path, a way of moving towards the truth, towards the expected result. A method is a way to achieve a goal, a link between the designed goal and the final result. A teaching method is a way of interconnected activities between a teacher and a student to achieve the goals of learning, development and education. The hallmark of a method is activity.

(slide 3) The form of organization of activity is a system of means by which the teacher achieves the inclusion of students in activities based on a combination of different types of work.

(slide 4) The passive method (Scheme 1) is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc.

(slide 5) The active method (Scheme 2) is a form of interaction between students and teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students are on equal rights. If passive methods presupposed an authoritarian style of interaction, then active ones presuppose a more democratic style. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

(slide 6) Interactive method (Scheme 3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher’s place in interactive lessons comes down to directing students’ activities to achieve the lesson’s goals. The teacher also develops a lesson plan (usually, these are interactive exercises and assignments during which the student learns the material).

Therefore, the main components of interactive lessons are interactive exercises and tasks that students complete. An important difference between interactive exercises and assignments and ordinary ones is that by completing them, students not only and not so much consolidate already learned material, but learn new ones.

It is obvious that when solving the problem of finding methods and forms of teaching and upbringing, it is necessary to give preference to active forms and methods that contribute to the development of the motivational sphere of students and their creative activity.

(slide 7) Features of the methods Active learning methods (ALM) are a set of pedagogical actions and techniques aimed at organizing the educational process and creating, through special means, conditions that motivate students to independently, proactively and creatively master educational material in the process of cognitive activity.

(slide 8) Appearanceactive learning methods is associated with the desire of teachers to intensify the cognitive activity of students or contribute to its improvement. In the educational process, three types of activity are clearly manifested:thinking, action and speech . Another one in the implicit -emotional and personal perception of information. Depending on the type of active learning methods used, either one of the types or a combination of them can be implemented in the lesson. The degree of student activation is considered depending on which and how many of the four types of student activity are manifested during the lesson. For example, onlectures use thinking (primarily memory) , in a practical lesson - thinking and action, in discussion - thinking, speech and sometimes emotional and personal perception, Vbusiness game - all types of activities , on excursions - only emotional and personal perception. This approach is consistent with experimental data, which indicate that whenlecture delivery no more material is absorbed20-30% information, withindependent work with literature - up to 50%, when speaking - up to 70%, and with personal participation inof the activity being studied (for example, work for an individual entrepreneur) - up to 90%. The methods can be used as independent pedagogical developments or in combination with traditional ones. There are also principles for enhancing traditional forms of learning. Approaches to the systematic use of MAO are set out in the theory of Active learning.

(slide 9) Signs of methods.

The teaching method is characterized by three features. It means

The purpose of training ,

way of assimilation And

nature of interaction between learning subjects . Therefore, the concept of teaching method reflects:

1) Methods of teaching work of the teacher and methods of educational work of students in their interrelation;

2) The specifics of their work to achieve various learning goals.

(slide 10) Classification of teaching methods

Basic approaches to the classification of teaching methods

The earliest classification is the division of teaching methods into teacher methods (story, explanation, conversation) and student work methods (exercises, independent work).

A common classification of teaching methods is based on the source of knowledge. In accordance with this approach, the following are distinguished:

a) verbal methods (the source of knowledge is the spoken or printed word);

b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);

c) practical methods (students gain knowledge and develop skills by performing practical actions).

(slide 11) Verbal teaching methods

Let's look at this classification in more detail.Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers - Ya.A. Komensky, K.D. Ushinsky and others - opposed the absolutization of their meaning, argued for the need to supplement them with visual and practical methods. Nowadays they are often called obsolete, “inactive”. The evaluation of this group of methods must be approached objectively. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students.

Verbal methods are divided into the following types:story, explanation, conversation, discussion, lecture, work with a book.

(slide 12) Visual methods

Visual teaching methods are understood as those in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended to visually and sensorially familiarize students with phenomena, processes, objects in their natural form or in a symbolic representation using all kinds of drawings, reproductions, diagrams, etc. In modern schools, screen-based technical means are widely used for this purpose.

Visual teaching methods can be divided into two large groups:

Illustration method involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc.

Demonstration method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

In modern conditions, special attention is paid to the use of such a visual aid aspersonal computer . Currently, the task of creating computer rooms in schools and introducing computers into the educational process is being solved. They allow students to clearly see in dynamics many processes that were previously learned from the text of the textbook. Computers make it possible to simulate certain processes and situations, to select from a number of possible solutions the most optimal ones according to certain criteria, i.e. significantly expand the possibilities of visual methods in the educational process.

When using visual teaching methods, it is necessary to observe a number of conditions :

a) the visualization used must be appropriate for the age of the students;

b) visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;

c) observation should be organized in such a way that all students can clearly see the object being demonstrated;

d) it is necessary to clearly highlight the main, essential things when showing illustrations;

e) think through in detail the explanations given during the demonstration of phenomena;

f) the clarity demonstrated must be precisely consistent with the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or demonstration device.

(slide 13) Practical methods

These methods are based on the practical activities of students. These include exercises, laboratory and practical work.

Exercises . Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the issue being studied and the age of the students.

Exercises by their nature are divided intooral, written, graphic and educational work. When performing each of them, students perform mental and practical work.

According to the degree of independence of students when performing exercises, they are distinguished:

a) exercises to reproduce what is known for the purpose of consolidation -reproducing exercises;

b) exercises on applying knowledge in new conditions -training exercises.

If, while performing actions, a student speaks to himself or out loud and comments on upcoming operations, such exercises are calledcommented . Commenting on actions helps the teacher detect common mistakes and make adjustments to students’ actions.

Let's consider the features of using exercises.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Writing exercises are used to consolidate knowledge and develop skills in its application. Their use contributes to the development of logical thinking, written language culture, and independence in work. Written exercises can be combined with oral and graphic exercises.

TOgraphic exercises include student work on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work, excursions, etc.

Graphic exercises are usually performed simultaneously with written ones and solve common educational problems. Their use helps students better perceive, comprehend and remember educational material, and contributes to the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, canbe of a reproductive, training or creative nature.

TOtraining and labor exercises include practical work of students with a production and labor orientation. The purpose of these exercises is to apply students' theoretical knowledge in their work activities. Such exercises contribute to the labor education of students.

Exercises are effective only if a number of requirements are met: students’ conscious approach to their implementation; compliance with the didactic sequence in performing the exercises.

First, exercises for memorizing and memorizing educational material, then - for reproduction - application of previously learned - for independent transfer of what has been learned to non-standard situations - for creative application, with the help of which new material is included in the system of already acquired knowledge, skills and abilities. Problem-search exercises that develop students’ ability to guess and intuition are also extremely necessary.

Laboratory works - this is the conduct by students, on the instructions of the teacher, of experiments using instruments, using tools and other technical devices, i.e. This is the study by students of any phenomena with the help of special equipment.

Laboratory work is carried out in an illustrative or research manner.

A type of research laboratory work can be long-term observations by students of individual phenomena, such as: the growth of plants and the development of animals, the weather, wind, cloudiness, the behavior of rivers and lakes depending on the weather, etc. In some schools, as part of laboratory work, it is practiced to instruct schoolchildren to collect and replenish exhibits from local history museums or school museums, study the folklore of their region, etc. In any case, the teacher draws up instructions, and students record the results of the work in the form of reports, numerical indicators, graphs, diagrams , tables. Laboratory work can be part of a lesson, occupy a lesson or more.

Practical work are carried out after studying large sections, the topics are general in nature. They can be carried out not only in the classroom, but also outside the school (measurements on the ground, work on the school site).

A special type of practical teaching methods consists of classes with teaching machines, simulator machines and tutors.

This is a brief description of teaching methods, classified according to sources of knowledge. It has been repeatedly and quite reasonably criticized in the pedagogical literature. Its main disadvantage is that this classification does not reflect the nature of students’ cognitive activity in learning, nor does it reflect the degree of their independence in educational work. Nevertheless, it is this classification that is most popular among practicing teachers and methodological scientists.

(slide 14) Working on the use of various forms and methods of teaching and educating students, we take as a basis 4 factors that influence the choice of teaching method:

material and didactic base,

content of educational material,

level of training and education of students,

level of methodological training of the teacher.

(slide 15 ) Innovative activities of teachers are part of methodological work aimed at fulfilling one of the most important tasks in the quality and efficiency of the teaching and educational process - further improvement of forms, methods and means of conducting lessons, i.e. creation of educational technologies.

Today it can already be stated that forms and methods of teaching are becoming more active in schools. Active forms and methods of teaching mean a wide range of activities: programmed training taking into account the growing characteristics, abilities and inclinations of the student, the widespread use of educational visual aids, technical means and devices, various types and forms of classes in classrooms, classrooms, conducting lessons with taking into account the zoning of space. New training programs can give the expected pedagogical effect only in combination with a new, more advanced form of training.

The organization and planning of single-subject and single-topic lessons in combined classes deserves special attention. Many topics in the elementary education programs are repeated in each grade, but at different levels. Therefore, it is possible to plan the educational process so that lessons on these topics are taught simultaneously in all classes.

One of the questionnaires you took revealed the level of innovation potential of the team. A total of ____ people answered the test questions. When asked to assess the conditions for the development of innovation, the person rated ____ as very good; _____ person as good;___ person as satisfactory and no one chose the answer option that there are no conditions for development.

(slide 13) At the same time, ____ a person from _____ feels ready to master various innovations. And finally, what is the obstacle in mastering and developing innovations ____people believe that this is a lack of time; ____person that the reason is poor awareness; ____- lack of stimulation; ___ people lack the necessary theoretical knowledge. And if these data are analyzed, then 97% of teachers are ready to master innovations, but 47% need to take qualification courses, since they lack the necessary theoretical knowledge.

(slide 15) The purpose of the test “What is your creative potential?”, which was answered by 32 teachers, was to determine the degree of satisfaction with life in the team, as well as with various aspects of life. When analyzing the responses, it was possible to identify a coefficient. And if it was above 3, then it was considered a high degree of satisfaction. If 2, then the average degree of satisfaction. If less than 2, then low. Let's see what we got. Please note that the coefficient fluctuates between marks 2 and 3, which shows satisfaction with life at school. From the results of surveys of our team, you can see that we have great potential for successful development and are ready to embrace innovations.

And in order to successfully solve the problems of methodological work it is necessary:

Study and creative understanding of all regulatory program and methodological documents;

Active implementation and use of achievements and recommendations of psychological and pedagogical science;

Studying and introducing the achievements of innovative teachers into work practice;

Diagnostics and forecasting of the results of the educational process;

Stimulating initiative, creativity and increased activity in research and search work;

The use of modern methods, forms, types, means and new technologies in the educational process;

Identification and prevention of shortcomings, difficulties and overload in work;

Willingness for self-education and self-improvement.

I want to finish my report with a report on the lessons conducted using computer technology for the first half of the 2012-2013 school year. d. Total lessons taught ____ in the classroom for the first half of the year _____ of which ___% using ID. The number of teachers who use ICT in the classroom is ___ teachers (___%), of which ___ (___%) use ID.

Today our colleagues will share their experience and tell you how to put active learning methods into practice. _______________________________________ will tell you about the use of ID; ____________________________________________ – about the use of MAO in chemistry lessons and ______________________ will highlight this issue during extracurricular activities.

Resolution of the teachers' council:

Approve the work of methodological commissions on a single methodological topic: “The use of new active forms and methods of teaching in the educational process.”

Create a creative group of teachers to form and implement experience in modern teaching technologies.Rep. _____________________

In order to improve the skills of the team, conduct methodological weeks annually.Rep. Deputy director for water management, VR, subject teachers.

Develop a program for the development of educational activities at school.Reply . ham. directors of water management, teachers.

In didactics, attempts are being made to define the organizational form of education. The approach of I.M. Cheredov seems to be the most reasonable. He defines the organizational form of training as a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, and types of activities of students.

In the history of pedagogy and education, the most famous are three main organizational systems of education, differing from each other in the quantitative coverage of students, the ratio of collective and individual forms of organizing students’ activities, the degree of their independence and the specifics of the management of the educational process on the part of the teacher: individual, class-lesson and lecture-based. -seminar system.

The system of individual education developed in primitive society as a transfer of experience from one person to another, from older to younger. With the advent of writing, the elder of the clan or the priest passed on experience through speaking signs to his potential successor, working with him individually.

As scientific knowledge developed and access to education expanded for a larger circle of people, the system of individual education was uniquely transformed into an individual-group one. The teacher still taught 10-15 people individually. Having presented the material to one, he gave him a task for independent work and moved on to another, third, etc. Having finished working with the latter, the teacher returned to the first, checked the completion of the task, presented a new portion of the material, gave the task, and so on until the student, in the teacher’s assessment, had mastered the science, craft or art. The content of education was strictly individualized, so the group could include students of different ages and varying degrees of preparedness. The beginning and end of classes for each student, as well as the timing of training, were also individualized. It was rare for a teacher to gather all the students in a group for group discussions, instruction, or memorization of scriptures and poems.

In the Middle Ages, due to the increase in the number of students, it became possible to select children of approximately the same age into groups. This necessitated the creation of a more advanced organizational training system. It became a classroom-lesson system developed in the 17th century. Ya. A. Komensky and described by him in the book “Great Didactics”. He introduced an academic year in schools, divided students into groups (classes), divided the school day into equal segments and called them lessons. The classroom-based teaching system was further developed by K. D. Ushinsky. He scientifically substantiated all its advantages and developed a coherent theory of the lesson, especially its organizational structure and typology. A. Disterweg made a great contribution to the development of the scientific foundations of lesson organization. He developed a system of principles and rules of teaching relating to the activities of teachers and students, and substantiated the need to take into account the age capabilities of students. The search for organizational forms of training that would replace the classroom-lesson system was associated primarily with problems of quantitative enrollment of students and management of the educational process.

So, at the end of the 19th century. In England, a training system was formed that simultaneously covered six hundred or more students.

The teacher, being in the same room with students of different ages and levels of preparedness, taught the older and more successful ones, and they, in turn, taught the younger ones. During the lesson, he also observed the work of groups led by his assistant monitors. This education system received the name Bellancaster from the names of its creators - priest A. Bell and teacher D. Lancaster. Its invention was prompted by a desire to resolve the contradiction between the need for a wider dissemination of elementary knowledge among workers and maintaining a minimum cost for the education and training of teachers.

Other scientists and practitioners directed their efforts to search for such organizational forms of teaching that would remove the disadvantages of the lesson, in particular its focus on the average student, the uniformity of content and the average pace of educational progress, and the invariability of the structure. The disadvantage of the traditional lesson was that it hindered the development of cognitive activity and independence of students.

The idea of ​​K.D. Ushinsky that children in the classroom, if possible, work independently, and the teacher supervised this independent work and provided material for it, at the beginning of the 20th century. E. Parkhurst tried to implement it in the USA with the support of influential teachers at that time, John and Evelina Dewey. In accordance with her proposed color-blind laboratory plan (color-blind plan), traditional lessons in the form of lessons were canceled. Students received written assignments and, after consultation, teachers worked on them independently according to an individual plan. However, work experience showed that most students were unable to study independently without the help of a teacher. The dalton plan is not widely used.

With the advent of the first universities, the lecture and seminar system of education was born. It has undergone virtually no significant changes since its creation. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of training within the lecture-seminar system. Its constant attributes are colloquiums, tests and exams. The experience of directly transferring the lecture-seminar system to school did not justify itself.

In the modern period, the modernization of the classroom-lesson education system was carried out by a teacher from the Odessa region N.P. Guzik. He called it lecture-seminar, although it would be more accurate to call it lecture-laboratory: lecture -> lecture with elements of conversation -> practical and laboratory classes.

So, organizational forms of education are the external expression of the coordinated activities of teachers and students, carried out in an established manner and in a certain mode. They are socially conditioned, regulate the joint activities of the teacher and students, determine the relationship between the individual and the collective in the educational process, the degree of student activity in educational activities and the ways in which the teacher manages it.

The innovative path of development of the education sector causes a corresponding change in the goals, forms and methods of management. In conditions where intellectual property is not protected by law, it is necessary to find new forms of relations between commercial structures at an educational institution and management, as well as to improve organizational forms of management of educational institutions.

To improve the organizational forms of management of educational institutions operating in market conditions, it is necessary to comply with the principles of marketing and a differentiated approach, taking into account the peculiarities of the functioning of these institutions in a particular region. Solving problems in the field of education is possible only if the policy of each educational institution changes towards development based on the principles of marketing and program-targeted management, carried out on the basis of the principles of marketing and program-targeted management, carried out on the basis of the development and implementation of marketing programs for a specific target market educational services. Targeted marketing programs, a set of works to develop the regulatory framework for the commercial implementation of the results of scientific research and innovative developments, as well as the formation on their basis of an organizational and economic mechanism for managing elements of the education system can provide conditions for solving the problems of adapting educational institutions to market relations.

As a result of the development of science and technology, methods of communication are changing so quickly that there is a need for continuous professional education, the leading component of which is professional educational institutions. The system of lifelong education can be represented by a set of educational programs, institutions and information and communication networks aimed at meeting the cognitive needs of the individual throughout life.

Today, entrepreneurs in all industries need specialists who can perform integrated functions. Identifying the features and priority of these functions is the task of the management system of educational institutions that develop and implement programs for the development of the educational process.

To implement plans to improve the mechanism for managing the education sector, in our opinion, the following is necessary:

• - carrying out the integration of primary and secondary education units to bring secondary vocational educational institutions closer to the needs of the regions;
• - development of amendments to existing legislation to streamline integrated institutions with the right to implement educational programs for primary, secondary and initial degrees of higher education (on the basis of universities);
• - creation of regulations for state certification of scientific and research activities of the university and its relationship with the educational process.

Under the Ministry of Education of the region, it is recommended to create departments (groups) of continuous primary, secondary general and vocational education, as well as the creation of task forces under the ministry studying educational issues (on training programs, vocational education, university, academic, etc.), whose activities coordinated by a collegial body under the Ministry of Education. It would be advisable to create information and distribution centers to organize job fairs.

The economic and social changes taking place in the country have revealed a clear trend towards convergence of educational systems, which is manifested in the emergence of similarities in structures and functions, despite the fact that the country's leadership assigns an important role to vocational education in the process of socio-economic development, the need to increase the level of priority of vocational education needs broad public support.

Regions today need a new system for training independently competent professionals of various profiles, in contrast to the previously existing system for training specialists in mass professions, which creates the basis for the comprehensive development of the social and economic structure. In other words, the development of creative thinking of specialists produced by professional institutions can be considered as an integrated factor in solving social, economic and personal problems.

In accordance with the guidelines of the Ministry of Education of Russia, in a vocational lyceum that prepares skilled workers and technicians, when mastering a related profession, a distinction is made between the implementation of standards of primary and secondary vocational education. This hinders the creation of a system of lifelong education and the provision of opportunities to integrate its levels in the educational process. Although professional institutions have such opportunities, neither the Ministry nor the Academy of Vocational Education of Russia, which unites workers in primary, secondary and higher education at various levels, solve the problem of meeting the needs of society.

It is more expedient to solve the problem of integration of institutions of primary and secondary vocational education at the level of the subjects of the Federation, the regional level.

Vocational training colleges, which have received priority in the integration of primary and secondary vocational education programs in science-intensive, high-tech industries, are today faced with a low level of educational preparation of mass school applicants, which does not correspond to the level of college admission requirements. In this regard, in modern theory and practice of management organization, much attention is paid to program-targeted management structures, which in an organized manner solve the problem of cross-functional coordination and unification of various types of activities, subordinating them to the achievement of certain goals. Such forms of management organization make it possible to solve the problems of an effective combination of “vertical” and “horizontal” connections in management and the optimal balance of centralization.

An important element of all new organizational forms are management information systems, the task of which is to link together operations that are spatially and organizationally separated from each other. Price management systems, the task of which is to determine how federal programs are implemented in terms of the results achieved in comparison with the resources expended, have become widespread in the organization of government administration (ministry). Such a system can ensure that each program or ministry manager has clear program goals and clarity on what end results should be achieved. The concept of a management system by objectives can be expressed by the following basic principles:

• - regulation of goals for each program and their subordination to achieving the effectiveness of all activities to implement the program;
• - the program must have one specific manager who is responsible for the final results and has sufficient authority to manage the program;
• - indicators for assessing results must meet the given goals and the tasks arising from them;
• - deadlines for the implementation of all program elements must be developed as planned for all indicators, including the resource use indicator;
• - constant and timely adjustment of actual results with planned targets.

The development of such a system begins with an analysis of the basic information needs for higher authorities and the formulation of general, final goals and a system of goals at lower levels that determine intermediate results. Matrix management structures are quite effective when used in the research activities of universities. Management of research and development financed by the government (federal, regional) should be carried out primarily using a program-targeted method.

Large programs should be managed by the Ministry of Education, carrying out their coordination, general management, organizational services and control over all research and development in the region (country) for the relevant programs.

Many experts in the field of organizing the management of scientific research and development believe that it is more advisable to have specialized bodies for the targeted management of individual programs than to create integrated management bodies. The organization of research activities in educational institutions can be carried out both within the framework of a linear-functional structure and a program-targeted one. Within an educational institution, fundamental and applied research is carried out by a limited number of departments for which traditional forms of management are acceptable. When carrying out research tasks of national importance, special programs are developed, for the management of which a management body can be created, performing primarily control and coordination functions, since direct organizational and scientific management cannot, for the most part, be concentrated at one level due to diverse content and creative nature of the work performed. This is due to the fact that mainly specialized educational and research programs involve not only educational institutions, but also research and design institutes, commercial and industrial complexes, financial institutions, and various funds. The powers of the coordinating bodies are limited to collecting information, assessing planned and actual indicators of the implementation of the program goal, agreeing on individual decisions and preparing proposals for senior management.

The organization of management of the education sector in perfect conditions is based on a set of principles, methods and forms that differ significantly from those used in other areas of activity. Therefore, to assess the mechanism and organizational form of management, it is necessary to consider the field of education as a whole separately from other socio-cultural spheres of activity. Under the influence of the requirements of scientific and technological progress and the market economy, a new concept for assessing the quality of education and the tasks of managing them is being formulated in the country, which is reflected in the use of appropriate organizational forms of management.

When considering various alternatives for organizing work to ensure a high-quality level of education and its maintenance, it is necessary to remember that their construction follows from the goals of education and, at the same time, is determined by the nature of market relations. At the same time, the quality of education can be understood as the degree of compliance of its program with the requirements imposed by society and the economy to perform certain functions after receiving education.

However, it is impossible to have an unambiguous approach to assessing the quality of all levels of education, since objective and market assessment of the quality of education can be very contradictory and are determined by the relationship between supply and demand, competition of educational institutions of various forms of ownership, organization and economic potential of consumers. In the absence of state control over the quality of education and the formation of requirements for it, education actually turns into an uncontrollable process. This situation cannot be viewed from a “good-bad” perspective; it is necessary that higher education clearly differentiates between the training of research personnel and qualified specialists for the service sector, as the basis of the future “information society.” This is aggravated today by the fact that the commercial aspects of industry development can displace the necessary fundamental knowledge from higher education, the level of quality of which is correspondingly reduced. In this regard, it is necessary to distinguish between organizational and methodological management of educational and commercial activities in professional institutions. At the same time, the functioning of structures that are different in the nature of scientific and practical activities within the framework of one educational complex needs to be coordinated based on the creation of a new economic mechanism that connects all these areas. Today, a traditional organizational structure of higher educational institutions has emerged, the activities of which are implied in the following areas: educational, methodological, educational, R&D and administrative.

Educational, methodological and educational activities are carried out by faculties, special research units, and administrative and economic work is carried out by service and auxiliary economic units.

In market conditions, the role of the marketing, commercial and information functions of a professional institution increases sharply. The degree of complexity of the structure of the organizational system of professional institutions depends on the composition and nature of the functions performed by the system. The main goal is to realize the educational (educational) and scientific-practical potential of the institution. An enlarged diagram of the organizational structure of managing the commercial activities of a higher educational institution is presented in Fig. 3

The processes of managing educational activities carried out by faculties are quite well studied and implemented. However, managing the commercial activities of professional educational institutions requires the use of marketing orientation and the implementation of additional areas of activity. Despite the fact that the marketing concept allows you to analyze and maximally satisfy consumer demand for educational and research services, it is only a guide to planning. At the same time, focusing on the consumer means studying the needs of the market and developing plans to satisfy them.

In this case, goods and services act as a means to achieve a goal, and not the goal itself. From the position of integrated marketing, all types of commercial activities are coordinated to satisfy the interests of consumers of educational institutions' services. Depending on the range of services provided, the nature of the participation of marketing specialists changes, which is reflected in the organizational structure of marketing departments. The marketing service (department, group) studies target markets for educational, research services and other types of commercial activities, and also carries out planning based on the development of marketing programs, the complexity of which depends on the quality of educational services, based on the mission of the university, the content of its activities and industry specifics.

First of all, the product complex of an educational institution is examined, which includes methods, methods, and activities that can make the educational institution more attractive and interesting for consumers.

One of the problems of professional secondary and higher educational institutions is the problem of employing graduates, especially at the regional level, therefore it is rational to have in the management structure of the activities of these institutions information and distribution units for organizing job fairs, which can be elements of marketing departments. A new approach to the training of workers, professionals and specialists gives grounds for a new look at the problem of educating students, the relationship between the team and the individual, the role of the individual in the team in the team.

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This requires the development of a system of continuity in educational work at each stage of vocational training, as well as self-education, the role of the public, the social environment and the family. A permanent Bank of information is needed (at the regional and federal levels) about changes in the content of labor, territorial and professional needs for new professions.

At the same time, the priority nature of the development of education in terms of primary vocational education in relation to the country’s economy is necessary, since this is of decisive importance for the formation of the labor market, ensuring effective employment and the development of human resources. At the same time, regionalization and municipalization of vocational (primary, secondary) education, corresponding to the real potential of the Russian economy, is becoming relevant.

Regional educational management structures need to coordinate the efforts of regional scientific and educational institutions to introduce applied developments into the practice of continuing professional education, as well as ensure coordination of interactions with international organizations in the field of introducing best practices into the practice of educational institutions.

On the basis of vocational educational institutions, it is advisable for the governing bodies of regional education to organize training and retraining for socially vulnerable sections of the adult population.

The subject-lesson system is the most common in world practice. It was created by Ya.A. as an expanded system in the 17th century. Comenius. Class and teaching as didactic concepts are about 400 years old. The subject-lesson system is characterized by the following features: students of approximately the same age and level of training form a class, which maintains a largely constant composition throughout the entire training period. The class operates according to a single annual curriculum and programs, according to the schedule. A lesson is usually devoted to one academic subject, topic. The work of the students is supervised by the teacher. He evaluates the results of studies in his subject and at the end of the academic year makes a decision on the transfer of students to the next level. The academic year, the day, the schedule of subjects, vacations are also signs of a subject-lesson system.

It is necessary to note the following advantages of the subject-lesson system: a clear organizational structure, simple management, the ability for students to interact with each other, educate them in the educational process, and cost-effectiveness.

Its disadvantages include: the difficulty of taking into account the individual characteristics of students and organizing individual work with them both in content and in the pace and methods of training; The strict organizational structure makes it difficult to connect learning with real life. All this pushes teachers to look for other teaching systems, here are some of them.

1. At the beginning of the 19th century, the system of mutual teaching (Bellancaster) was widespread: senior teachers who received knowledge from the teacher taught those who knew less. This allowed one teacher to teach many students at once, but gave low quality.

2. According to the Mannheim system (20s of the twentieth century, Europe), groups were created that differed in the level of development, abilities, and training of students: weak, medium and strong. Selection into groups was determined by exam results. Depending on success, it was possible to change the group, but this almost never happened, since the system did not allow weak students to reach a high level.

3. In Europe and the USA at the beginning of the twentieth century, many educational systems were tested aimed at ensuring individual active and independent learning work. The most radical of them is the Dalton plan, according to which the student took assignments for a year in each subject and reported on them within a specified time frame. There was no one-size-fits-all schedule. Collective work was carried out for one hour a day, the rest of the time - individual work in subject workshops, laboratories, consultations with teachers. In the USSR in the 1920s, a modification of the Dalton plan called the brigade-laboratory system was used. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories, reported collectively, and teachers provided consultations. However, this system, while developing the independence of students, reduced the level of their training.

4. In the 1950s, the Trump Plan emerged - a system that stimulates individual learning, using flexible forms. It included three forms of work: lectures using technical means for large groups (100 - 150 students), 40% of the time; work in groups of 10 - 15 people, 20% of the time; individual work in offices, 40% of the time. However, there are no classes. Small groups change their composition. This system requires a well-coordinated team of teachers, clear organization, material support and has certain advantages.

Currently, attempts are being made to improve classroom and other systems. In the West, as part of the development of the Trump plan, “non-graduated classes” are being organized: a student in one subject can study according to the program in one course, and in another subject in another course. There are projects and experiments to create “open educational institutions”: training takes place in educational centers with libraries and workshops, which leads to the destruction of the institution. In general, the search for forms of education goes in the direction of individualization, psychologization and the use of technical means.

The implementation of educational content is carried out in various organizational forms, which are designed to streamline the educational process in educational institutions.

Organizational forms of training- These are types of training sessions that differ from each other in didactic goals, composition of students and listeners, location, duration, content of activities of the teacher and students. In organizational forms of training, a system of interaction between teaching and management of educational activities is implemented, carried out according to a certain, pre-established order and regime.

Within the framework of various organizational forms of training, the teacher ensures active cognitive activity of students using frontal, group and individual work.

Front work involves the joint activity of the entire group: the teacher presents educational material for the whole group, sets the same tasks, and the students solve one problem and master a common topic. The frontal form of organizing the educational activities of students ensures the overall advancement of students to a certain level of professional education. However, such work cannot be universal, since when using it, the specific characteristics and level of development of each student and listener are not sufficiently taken into account.

At group work The training group is divided into several subgroups that perform the same or different tasks. The number of students in a group depends on the academic subject and the task (from 2 to 10 people, but more often the average number is 3-5 students, listeners). Group work of students can be used for various purposes: solving problems and exercises, performing laboratory and practical work, studying new material. Deliberately used group work creates favorable educational opportunities and accustoms students to collective methods of work.

At individual work Each student receives a task that he completes independently of the others. Therefore, the individual form of organizing cognitive activity presupposes a high level of activity and independence of students. An individual form of organizing educational work is especially appropriate for such types of work in which the individual characteristics and capabilities of students can be more clearly demonstrated. For the same learning tasks, by selecting a system of individualized tasks, you can adjust the pace of work in accordance with the individual capabilities of the students.

Individual forms are most appropriate when performing various exercises and tasks. They are successfully used in programmed training, as well as to deepen knowledge and eliminate gaps in the study of material among students and trainees. Individual work is of particular importance for developing the need for self-education and developing appropriate independent work skills.

Frontal, group and individual work of students can be combined in different ways within the framework of individual organizational forms of training, creating variable opportunities for the implementation of educational, educational and developmental functions of training. The choice of organizational forms is dictated by the characteristics of the academic subject, the content of the educational material, and the characteristics of the study group.

The course system established in higher educational institutions is characterized by a strict schedule of the educational process with the distribution of all disciplines of the curriculum, educational and work practice, as well as tests and exams across courses and semesters.

The course system of education involves a variety of types of training sessions conducted with groups of students of different composition: lectures - with streams (courses) of students and listeners, practical, laboratory, seminar classes - with groups and subgroups of students and listeners; special seminars, electives - with groups formed by interests; various types of practice - with separately formed groups, etc.

The leading feature for classifying organizational forms of training is their didactic goals. Didactic goals are determined by the completeness of the cycle of pedagogical management and guidance of students’ educational activities, including their preparation for mastering new materials, assimilation of new information, performing exercises and solving problems to master skills, control and correction.

As a rule, each organizational form of training has several didactic goals, but among them the leading ones can be identified, that is, those that contain the main purpose of a particular organizational form. For example, lectures allow you to solve a set of didactic goals - the presentation of new knowledge, their motivation and generalization, but the leading didactic goal of the lecture is the presentation of educational information. In practical classes, students consolidate and systematize their knowledge, but the main didactic goal is the formation of practical skills.

In the structure of the learning process we can distinguish three groups of organizational forms:

v aimed primarily at theoretical training of students: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________;

v aimed primarily at practical training of students: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________;

v forms of monitoring students’ knowledge and skills: ____________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Each of the organizational forms of training has certain features, without which optimization of the learning process is unthinkable. Let us characterize the main organizational forms of training.

Lesson- this is a form of organizing training for a group of students of the same age, a permanent composition, classes are held according to a fixed schedule and with a uniform training program for all. The system of training professional personnel uses only individual components inherent in the lesson form of training. However, according to the requirements of the state educational standard, all students must know this form.

As an organizational form, a lesson is characterized by the constancy of the time allotted for it (usually 2 hours), the constancy of the composition of students (study group), and is carried out mainly in the classroom (auditorium) according to a schedule, under the guidance of a teacher.

During the lesson, a set of didactic goals are solved:

Communicating new knowledge to students; organization of independent study of new educational material;

Repetition and consolidation of the material covered; clarification, generalization and systematization of acquired knowledge: experimental confirmation of theoretical principles;

Formation of practical skills: a) necessary for mastering subsequent academic disciplines; b) professional skills and abilities; c) skills and abilities of independent mental work;

Monitoring, analysis and assessment of students’ knowledge and skills, adjustment of the educational process based on the test results: clarification and addition of knowledge, reinforcement of skills;

Development of students' cognitive abilities.

It is this feature of the lesson (a wide range of didactic goals), which distinguishes it from other forms of organizing the educational process, that constitutes its advantage and pedagogical value.

A lesson is the most flexible and moving form of organizing the educational process: it allows the teacher to more quickly respond to learning results.

When classifying lessons according to didactic purpose, the following types are distinguished:

A lesson in mastering new knowledge;

Lesson in developing and improving skills;

Lesson of generalization and systematization of knowledge;

Test classes;

Lesson of repetition, consolidation of knowledge;

Combined classes in which several didactic tasks are solved.

These classes in their pure form are not often used in practice, with the exception of combined ones, but the classification still helps to understand the important characteristics of the lesson, in particular its structure. The structure of a lesson is the totality of its elements and parts that ensure the integrity of the lesson and the achievement of didactic goals. The structure also depends on the goals, content, methods and means of teaching, and the level of training of students. The typical structure of a combined lesson is as follows: an organizational moment, a survey of students on the material covered, learning new material, consolidating it and assigning independent work. However, this traditional, fairly effective structure of the lesson, turning into a template, reduces the level of learning. Therefore, we are looking for ways to improve the structure of the lesson.

Each lesson has didactic, methodological, psychological, educational and hygienic aspects. The didactic substructure includes three stages: updating knowledge and methods of activity, forming new knowledge and methods of cognitive action, and applying the acquired knowledge and skills. The methodological substructure obliges you to plan specific types of activities: performing exercises, solving problems; explanation of the material using adequate methods and means; solving problems under the guidance of a teacher and independently. Well-thought-out methodological support for any lesson allows us not to forget about the psychological component of the lesson, which involves creating motivation, psychological comfort, taking into account the age and individual characteristics of students, the nature of psychological operations of knowledge acquisition, the concentration of the teacher, his ability to distribute his attention among all students, self-control and self-control , kindness and justice.

The educational aspects of the lesson include: setting educational goals, implementing educational opportunities inherent in the content and methods of teaching, influencing the motivational sphere of students’ personality, stimulating and forming a positive attitude towards learning, developing their independence and creative abilities, high demands of the teacher, combined with respect for the personality of students, compliance pedagogical tact.

Hygienic requirements include the prevention of mental and physical fatigue (providing clean air in the classroom, a temperature regime favorable for training sessions, compliance with lighting standards, compliance of educational furniture with the physical characteristics of students).

In the theory and practice of the lesson, an important place is occupied by the issues of preparing the teacher for the lesson. At the same time, he relies on knowledge of the learning process, subject methodology, and educational psychology.

METHODS AND FORMS OF EDUCATION

We already know that the categories of goal, content, and means reveal the essence of the educational process, explaining what it strives for, what it is filled with, and what it is aimed at. There is another very important category related to the question - how to educate? This is a category of education method.

General the principle of choosing educational methods is the humanism of the teacher’s relationship with his students: the desire to apply methods that enable each individual to develop their abilities, realize and preserve their individuality, and realize their own Self.