Advanced learning and advanced education. Advanced learning as a way to improve the quality of vocational education
Dmitry Babich, RIA Novosti columnist.
Advanced education is a two-way process, as is known. In order for people to prepare themselves in advance for a new specialty that is more in demand on the labor market, not only opportunities are needed, but also desire. Surveys conducted by the research group of the Internet portal Superjob, as well as within the framework of the EU-Russia Cooperation Program (formerly TACIS), refute the widespread belief that the Russian labor force is inert and immobile. Up to 64 percent of respondents expressed their readiness to retrain - completely or partially. It is especially interesting to see how and into whom representatives of the most “risky” professions from the point of view of unemployment would like to retrain.
Unlike the nineties, when Soviet industry collapsed, today the most endangered category of workers is office workers, “white collar” workers. The risk is especially great for people in those professions that were in great demand in the pre-crisis years - personnel officers, journalists, economists. So, HR officers most often would like to retrain as accountants (12 percent), sales managers (10 percent) or psychologists (10 percent). Journalists are not averse to trying themselves as PR managers (28 percent); they are somewhat less willing to see themselves mastering blue-collar professions (15 percent). Representatives of blue-collar professions affected by the crisis (mechanical engineers, builders, metallurgists) see a way out in mastering related professions, moving to a new place of residence where their skills will be in demand, or - less often - in opening their own business.
A separate group are state employees. This category of the population has fixed incomes, so the crisis did not lead to a sharp change in its financial situation. Nevertheless, as the general director of the All-Russian Center for the Study of Public Opinion (VTsIOM) Valery Fedorov responds, these people still have a victim complex due to the fall in income and social status in the nineties, so this very conservative group of the population is ready to consider the possibility of expanding or change of qualifications. For example, school teachers most often see a way out in mastering teaching a new subject (12 percent) or moving into the field of working with personnel (recruitment managers or psychologists).
In any case, people see advanced training as the most preferable and painless solution to the problem of future employment. Three other “cures” for unemployment offered by the state - organizing public works, self-employment through opening a small business, moving to a new place of residence where a specialty will be in greater demand - in general seem to people to be much more problematic and painful. This is understandable. TO public works in Russia they are not used to, and people do not believe, that one can receive normal money for such work (usually low-skilled). Small business is always associated with risk and responsible decisions, and people in Russia are justifiably afraid of moving. The state's proposed reimbursement of expenses for work at a distance from home (say, in another region) is 550 rubles per day. This money may be enough to somehow provide a roof over one person’s head, but, of course, it is not enough to provide for the life of a family. Moreover, in Russia Good work Traditionally, you can find them through friends or relatives, but they may not be available in the new place. So, unlike the United States, where a family on average changes its state of residence 3-4 times during its existence in search of better earnings, the Russian way out of unemployment is, first of all, advanced education.
But the question is: how to realize, in principle, people’s desire to learn? In 2008-2009, the problem was solved primarily through urgent (for up to three months) training of people at the primary level vocational education. Total in personnel retraining programs, according to data Federal service on labor and employment, up to 1.8 million people participate. For comparison: only 8.2 thousand Russians used moving to a new place of residence as a remedy for unemployment. Another 40 thousand opened their own businesses.
It turns out that retraining is still far ahead of other methods of saving from unemployment. But so far, as we see, the help has primarily affected “blue collar” workers - representatives of blue-collar professions. Two factors were sufficient here - the brevity of training and the low level of unemployment benefits in Russia (from 850 to 4900 rubles). Now the developers of federal programs are setting themselves a more difficult task - to cover white-collar workers with advanced education, taking into account the needs of the post-crisis economy. One of the tasks is to help specialists master automated production management information systems (the English abbreviation for this concept is ERP).
“It is precisely the employees of enterprises in traditional sectors of the economy where technological re-equipment will take place that advanced training programs are primarily aimed at,” said Vladimir Miklushevsky, Deputy Minister of Education and Science of the Russian Federation, who is in charge of this area, in an interview with Izvestia. - This is a measure aimed at increasing labor productivity and improving product quality, because any ERP system is an important element of the quality management system. And a specialist who works at an enterprise must simply have good computer skills, have IT competencies at the appropriate level, be able to enter data into this program, use it in his work, and so on.”
Here education should be proactive. It is impossible to train a good programmer, system administrator or financier in 2-3 months. It is very good if it is possible to organize such training directly at the company, predicting in advance possible changes in the labor market and the mood of employees. For example, Kaspersky Lab has developed software, allowing company management to detect a situation where an employee, say, en masse sends out his resume to other companies.
“We would under no circumstances want this technology to be used to interfere with the personal lives of employees or lead to any repressive measures,” says Natalya Kasperskaya, Chairman of the Board of Directors of Kaspersky Lab. - The correct response to an increase in an employee’s anxiety level is to remove fears, organize additional training, and possibly mutual training of employees. Such programs (in English they are called cross-training programs) exist in our company, where up to one and a half thousand people work.”
It is expected to start working this year federal program, under which about 280 thousand people will receive training in various specialties. The training will last 1-2 years, and it will be equivalent to a second higher education. For white collar workers this will have an important psychological effect. Obtaining a working specialty for a former bank employee is a career break and a decrease in social status. What can't be said about the second one? higher education. “One of the main problems is to change ideas about the prestige, the status of this or that work,” notes the head of VTsIOM Valery Fedorov.
Another right way is to organize internships for employees who want to learn new things, and especially for recent university graduates. It is no secret that yesterday's students, who have no experience yet, are one of the most vulnerable groups of the population in terms of employment. According to experts, up to 13 percent of university and technical school graduates will not be able to immediately find work this year. Thanks to the programs of the Ministry of Education and Science of the Russian Federation and regional initiatives, this year 50 thousand students were able to find temporary employment. And here one of the main positive effects is psychological: the guys do not feel unnecessary; when looking for a “full-time job,” they will not have those fears and complexes that usually oppress a young specialist.
“Graduates have the opportunity, at the expense of the budget, to work at a specific workplace for up to six months in order to acquire the necessary skills, take a closer look at the enterprise, and during this time the company will take a closer look at them,” explains Vladimir Miklushevsky. “In essence, we provide the graduate with an adaptation period, the opportunity for a smoother transition into independent working life.”
But even if your company or region doesn't help you prepare for new job, the main advice of psychologists and sociologists is not to sit idly by. If you were transferred to part-time work and the company did not bother to take up the freed-up time with advanced training, find an opportunity to train yourself. Information about the training programs offered can be obtained from employment centers in your area of residence. “The main thing is not to be idle and to be in shape,” notes Andrei Pershin, author of the book “Without Anesthesia” about unemployment during the crisis. And here one cannot but agree with him.
Principles - basic starting points
the provisions of any theory, science in general, these are the basic requirements for To anything. Pedagogical principles are the basic ideas, following which helps to best achieve the set pedagogical goals.
Let's consider the pedagogical principles of forming educational relationships:
The principle of conformity to nature is one of the oldest pedagogical principles.
Rules for implementing the principle of conformity to nature:
The pedagogical process should be built according to the age and individual characteristics of students;
Know the zones of proximal development that determine the capabilities of students, rely on them when organizing educational relations;
Direct the pedagogical process towards the development of self-education, self-education, and self-learning of students.
The principle of humanization can be considered as a principle of social protection of a growing person, as a principle of humanizing the relationships of students with teachers and among themselves, when the pedagogical process is based on full recognition of the student’s civil rights And respect for him.
The principle of integrity orderliness means achieving unity and interconnection of all components of the pedagogical process. The principle of democratization means providing participants in the pedagogical process with certain freedoms for self-development and self-regulation And self-determination, self-training and self-education. The principle of cultural conformity involves maximum use in the upbringing and education of the culture of the environment in which a particular educational institution is located (the culture of a nation, country, region). The principle of unity and consistency of the actions of the educational institution and the student’s lifestyle is aimed at organizing a comprehensive pedagogical process, establishing connections between all spheres of students’ life activities, ensuring mutual compensation, and complementarity of all spheres of life activity. The principle of professional expediency ensures the selection of content, methods, tools And forms of training of specialists, taking into account the characteristics of the chosen specialty, in order to develop professionally important qualities, knowledge and skills. The principle of polytechnicism is aimed at training specialists and general workers on the basis of identifying and studying an invariant scientific basis common to various sciences, technical disciplines, and production technologies, which will allow students to transfer knowledge and skills from one area to another.
All groups of principles are closely related to each other, but V At the same time, each principle has its own zone of most complete implementation; for example, for classes in the humanities, the principle of professional expediency is not applicable.
1.2. Basic concepts of didactics
Didactics studies the principles, patterns, goals, content, forms and methods of teaching.
Let's consider the basic concepts of didactics.
Training is purposeful, pre-designed communication, during which the education, upbringing and development of the student is carried out, certain aspects of the experience of mankind, the experience of activity and cognition are assimilated.
Learning as a process is characterized by the joint activity of the teacher and students, with the goal of developing the latter, forming their knowledge, skills, abilities, i.e. general indicative basis for specific activities. The teacher carries out activities designated by the term “teaching”; the student is included in the learning activity, in which his cognitive needs are satisfied. The learning process is largely generated by motivation.
Typically, training is characterized as follows: it is the transfer of certain knowledge, skills and abilities to a person. But knowledge cannot simply be transferred and “received”; it can only be “obtained” as a result of the active activity of the student himself. If there is no counter activity, then he does not acquire any knowledge or skills. Consequently, the “teacher-student” relationship cannot be reduced to the “transmitter-receiver” relationship. Activity and interaction of both participants in the educational process are necessary. The French physicist Pascal correctly noted: “The student is not a vessel that needs to be filled, but a torch that needs to be lit.” Learning can be characterized as a process of active interaction between the teacher and the student, as a result of which the student develops certain knowledge and skills based on his own activity. And the teacher creates the necessary conditions for the student’s activity, directs it, controls it, and provides the necessary tools and information for it. The function of teaching is to maximize the adaptation of symbolic and material means to develop people’s ability to perform. Education is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students to master scientific knowledge, skills, and development of creative abilities, worldview and moral and aesthetic views.
If the teacher fails to arouse students’ activity in acquiring knowledge, if he does not stimulate their learning, then no learning occurs, and the student can only formally sit through classes. IN process training it is necessary to solve the following problems:
Stimulating educational and cognitive activity of students;
Organization of their cognitive activity to master scientific knowledge and skills;
V development of thinking, memory, creative abilities;
Improving educational skills;
Development of a scientific worldview and moral and aesthetic culture.
The organization of training assumes that the teacher implements the following components:
Setting goals for educational work;
Forming the needs of students in mastering the material being studied;
Determining the content of the material to be mastered by students;
Organization of educational and cognitive activities for students to master the material being studied;
Giving students' educational activities an emotionally positive nature;
Regulation and control of students' educational activities;
Assessing student performance.
In parallel, students carry out educational and cognitive activities, which in turn consists of the following components:
Awareness of the goals and objectives of training;
Development and deepening of the needs and motives of educational and cognitive activity;
Understanding the topic of new material and the main issues to be learned;
Perception, comprehension, memorization of educational material, application of knowledge in practice and subsequent repetition;
Manifestation of emotional attitude and volitional efforts in educational and cognitive activities;
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Self-control and making adjustments to educational and cognitive activities;
Self-assessment of the results of one’s educational and cognitive activities.
The pedagogical process is presented as a system of five elements (N.V. Kuzmina): 1) the purpose of learning (T) (why teach); 2) content of educational information (C) (what to teach); 3) methods, teaching techniques, means of pedagogical communication (M) (how to teach); 4) teacher (II); 5) student (U). Like any large system, it is characterized by the intersection of connections (horizontal, vertical, etc.).
The pedagogical process is a way of organizing educational relations, which consists in the purposeful selection and use of external factors in the development of participants. The pedagogical process is created by the teacher. Wherever the pedagogical process takes place, no matter what kind of teacher it is created, it will have the same structure.
PURPOSE -» PRINCIPLES -> CONTENTS -* METHODS ->■ MEANS -> FORMS.
The goal reflects the final result of pedagogical interaction that the teacher and student strive for. Principles are intended to determine the main directions for achieving the goal. Content is part of the experience of generations, which is passed on to students to achieve a goal in accordance with the chosen directions. The content of education is a specially selected and recognized by society (state) system of elements of the objective experience of mankind, the assimilation of which is necessary for successful activity in a certain field.
Methods are the actions of the teacher and the student through which the content is transmitted and received. Means as materialized objective ways of “working” With contents are used in conjunction with methods. The forms of organization of the pedagogical process give it logical completeness and completeness.
The dynamism of the pedagogical process is achieved as a result of the interaction of its three structures: pedagogical, methodological and psychological. We have already examined the pedagogical structure in detail. But the pedagogical process also has its own methodological structure. To create it, the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and students are determined. For example, the methodological structure of an excursion includes preparatory instruction, movement to the observation site, observation of the object, recording what was seen, and discussion of the results. The pedagogical and methodological structure of the pedagogical process are organically interconnected. In addition to these two structures, the pedagogical process includes an even more complex structure - psychological: 1) processes of perception, thinking, comprehension, memorization, assimilation of information; 2) students’ expression of interest, inclinations, motivation for learning, dynamics of emotional mood; 3) rises and falls of physical and neuropsychic stress, dynamics of activity, performance and fatigue. Thus, in the psychological structure of a lesson, three psychological substructures can be distinguished: 1) cognitive processes, 2) motivation for learning, 3) tension.
In order for the pedagogical process to “work” and “set into motion”, a component such as management is necessary. Pedagogical management is the process of transferring pedagogical situations, processes from one state to another, corresponding set goal.
The management process consists of the following components:
Goal setting;
Information support (diagnosis of students’ characteristics);
Formulation of tasks depending on the purpose and characteristics of students;
Designing, planning activities to achieve the goal (planning content, methods, means, forms);
Project implementation;
Monitoring the progress of implementation;
Adjustment;
Summarizing.
Can be formulated modern didactic principles of higher and secondary schools in the following way:
1. Developmental and educational training.
2. Scientific and accessible, feasible difficulty.
3. Consciousness and creative activity of students with the leadership role of the teacher.
4. Visualization and development of theoretical thinking.
5. Systematic And systematic training.
6. Transition from training to self-education.
7. The connection between learning and life and professional practice.
8. Durability of learning outcomes and development of students' cognitive abilities.
9. Positive emotional background of learning.
10. The collective nature of learning and taking into account the individual abilities of students.
11. Humanization and humanization of learning.
12. Computerization of training.
13. Integrative learning, taking into account interdisciplinary connections.
14. Innovativeness of training.
The most important didactic principles are the following:
training must be scientific and have a worldview orientation;
Learning should be characterized by problems;
Training must be visual;
Learning must be active and conscious;
Training must be accessible;
Training must be systematic and consistent;
In the learning process, it is necessary to carry out the education, development and upbringing of students in organic unity.
In the 60-70s, L. V. Zankov formulated new didactic principles:
Training must be carried out at a high level of difficulty;
In learning, it is necessary to maintain a fast pace in the passage of the material being studied;
The predominant importance in training is the mastery of theoretical knowledge.
In higher education didactics, principles of teaching are highlighted that reflect the specific features of the educational process in higher education: ensuring unity in the scientific and educational activities of students (I. I. Kobylyatsky); professional orientation (A. V. Barabanshchikov); professional mobility (Yu. V. Kiselev, V. A. Lisitsyn, etc.); problematic (T.V. Kudryavtsev); emotionality and majority of the entire learning process (R. A. Nizamov, F. I. Naumenko).
Recently, ideas have been expressed about identifying a group of principles of teaching in higher education that would synthesize all existing principles:
Focus of higher education on the development of the personality of the future specialist;
Compliance of the content of university education with modern and projected trends in the development of science (technology) and production (technology);
An optimal combination of general, group and individual forms of organizing the educational process at a university;
Rational use modern methods and teaching aids at various stages of specialist training;
Compliance of the results of training of specialists with the requirements imposed by the specific field of their professional activity, ensuring their competitiveness.
An important element of modern higher education is methodological preparation. The development of science and practice has reached such a level that a student is unable to assimilate and remember everything necessary for his future work. That's why he's better assimilate such educational material, which, with its minimum quantity, will arm him with the maximum amount of information and, on the other hand, will allow him to work successfully in a number of areas in the future. Here the task arises of the most economical selection of scientific knowledge in all subjects of study at the university. But this is not enough. At the same time, it is important to comprehensively develop students’ general intelligence and the ability to solve various problems.
University education and training has its own special principles.(as opposed to school ones), such as, for example:
Training in what is needed in practical work after university;
Taking into account the age, socio-psychological and individual characteristics of students;
Professional orientation of training and education;
Organic connection of learning with scientific, social and industrial activities.
Advanced learning technology
One of the powerful levers for nurturing hard work, desire and ability to study well is considered to be the creation of conditions that ensure the child’s success in school. educational work, a feeling of joy on the path of progress from ignorance to knowledge, from inability to skill, i.e. awareness of the meaning and results of one’s efforts.
To fight for success in learning means to teach children to learn, to help everyone believe in their abilities, to cultivate organization, independence, responsibility, and discipline. It is imperative to help children in the process of learning to manage their learning in such a way that children gradually master the self-regulation of their activities, their educational work.
Anticipatory learning is a type of learning in which brief basics of a topic are given by the teacher before the study of it begins in the program. Brief basics can be given as abstracts when considering related topics, or they can be unobtrusive mentions, examples, and associations. It is assumed that anticipatory learning is effective when learning topics that are difficult to understand. Advanced learning implies the development of students' thinking ahead of their age capabilities.
The method of promising advanced learning was first developed by primary school teacher S.N. Lysenkova.
Classification parameters:
By level of application:general pedagogical.
On a philosophical basis:humanistic.
According to the main development factor:sociogenic with assumptions of biogenic and psychogenic factors.
According to the concept of assimilation:associative-reflexive with elements of stage-by-stage interiorization.
By orientation to personal structures:informational with elements of the operating room.
By the nature of the content:teaching educational, secular, technocratic, general education.
By type of control:small group system.
By organizational form:traditional class-lesson, academic with elements of differentiation and individualization.
On approach to the child:cooperation, partnership.
According to the prevailing method:explanatory and illustrative with elements of dialogue.
In the direction of modernization:efficiency of organization and management of the educational process.
Target orientations:
Mastering knowledge; reference to standards.
Successful learning for everyone.
Conceptual provisions:
Personal approach to cooperation pedagogy.
Success is the main condition for children's development in learning.
Comfort in the classroom: friendliness, mutual assistance; a child who does not succeed in something does not feel inferior, is not embarrassed to answer, and is not afraid of making a mistake.
Preventing mistakes, not working on them.
Consistency, systematic content of educational material.
Differentiation, accessibility of tasks for everyone.
To complete independence - gradually.
Through a knowledgeable student to teach an ignorant one.
Content Features: in order to reduce the objective difficulty of some issues in the program, it is necessary to anticipate their introduction into the educational process.
A difficult topic must be started not at the hours specified by the program, but much earlier. This beginning is different for each topic. The topic is given in small doses at each lesson. The topic is revealed slowly, sequentially, with all the necessary logical transitions. First, strong, then average, and only then weak students are involved in the discussion. It turns out that all the children teach each other a little. Both the teacher and the students feel completely differently in the space of time.
Thus, the assimilation of material occurs in three stages:
First stage – promising preparation: slow, consistent introduction to new concepts, disclosure of the topic. At this stage, there is an active development of evidentiary speech using supports. In progress practical work with commentary control. When answering, the wishes of the children are taken into account. As a rule, strong students are active at this stage.
Second phase – work on the textbook: clarification of concepts and generalization of material. Schoolchildren already consciously navigate the generalization scheme, master evidence, and cope with independent tasks at school and at home. It is at this stage that it is asked homework on a difficult topic using sufficiently prepared material. It is at this stage that moments of advance occur, since in the promising period many tasks on the pages of the textbook have already been completed.
Third stage – use of saved time (created advance). Schemes go away, the skill of quick action is formed. It is at this stage that a new perspective is born, no longer encountering any difficulties.
And most importantly, at no stage there is no tension in the work of the teacher and students. From the first to the last minute of the lesson, children are active: with and without support patterns, orally and in writing, under control and independently. Each student has a feasible question, an accessible task (but not lower than the requirements of the program!). And for all 45 minutes we adhere to the basic principle - to do everything reasonably and with reason. “I prove, I remember the rule, I check,” sounds the voice of the answerer. Not a step without a thought!
Features of the technique:commented control.
The methodological technique “commented control” essentially represents an answer from the spot about what the student is doing, helps to optimally involve the whole class in the work, and provide continuous feedback to the whole class.
The commenting method was widespread in the 60s as an experience of Lipetsk teachers. Lysenkova developed it: she combined commentary on 3 actions: “I think, I speak, I write down.” The student announces out loud what he is currently doing; At the same time, the task of managing the activities of the entire class is solved.
Using commented control:
The average and weak are drawn to the strong student;
The logic of reasoning, evidence, and independence of thinking develops;
The student is placed in the position of a teacher managing the classroom.
Commented management allows you to make educational work meaningful and at the same time provides feedback: it gives the teacher the opportunity to control the level of knowledge of students, notice the lag in time, and ensure progress in mastering knowledge and practical skills.
Features of the technique: reference diagrams , or simply supports - conclusions that are born before the eyes of students in the process of explanation and are drawn up in the form of tables, cards, typesetting, drawings, drawings.
With this type of work, students are spared from mechanical memorization of rules and formulations. They assimilate them meaningfully: they make up a rule according to the support scheme given to them, performing a practical task - solving an example, problem, equation, grammatical task.
Supporting diagrams in the classroom will become constant helpers for students, a condition for conflict-free, business-like, friendly communication, the basis for children’s confidence in their ability to overcome difficulties, and an impulse for active, interested work. Support diagrams provide higher efficiency, as well as an energetic pace of the lesson. Children do not need to remember the rules necessary to complete the task, wasting precious lesson time on this: they read them on the diagrams. Read today, tomorrow. After a week they no longer read: they have learned it, acquired the conscious skill of working in accordance with the rule. And after another two weeks the scheme is removed: it is no longer needed.
A very important condition when working with support diagrams: they must be constantly connected to the work in the lesson, and not hang like posters. Only then will they help the teacher teach better and the children learn more easily.
“Advanced learning of the most important topics, working for the future - this is not only deep knowledge, but also a reserve of time.”
This is especially true in teaching the Russian language. The faster a student masters the entire language system and practically consolidates this knowledge, the sooner he will learn to write correctly. In addition, prospective preparation allows you to avoid mistakes, since it is impossible to select a text that contains only studied spellings.
Large topics in the Russian language are divided into stages and are gradually introduced during the academic year. The use of generalizing diagrams, tables, and sets of cards on topics is also effective in implementing perspective. They make it possible, after the first introduction to the topic, to carry out rapid repetition later in the lesson and lead children prospectively to a generalization of the entire topic, strengthening the work on its most difficult section. After this preparatory work explanation of the material on the topic no longer takes much time, it is in the nature of generalization and thorough consolidation. It makes it easier to complete independent tasks in class and at home. The tasks are not something new for the children; they have been preparing for them for a long time.
Prospective preparation in the educational system is the opportunity to pass difficult topics along the way by approaching the material currently being studied in class. It is possible for children to realize and comprehend everything that happens in the lesson, to explain, justify, and prove their actions. That is why, as a result, all students are able to speak well and coherently, reason logically when solving problems, and performing grammar exercises.
Bibliography
- Bespalko, V.P. Pedagogy and progressive teaching technologies.[Text] /V.P. Fingerless. - M.: Pedagogy, 2011. - 336 p.
- Ivanov, V. N. Educational technologies in modern world. [Text] /V.N. Ivanov. - M.: ARGUS, 2014. – 78 p.
- Pedagogy. [Text] Textbook for students of pedagogical universities and teacher training colleges/ Ed. I.P. Faggot. – M.: Pedagogical Society of Russia, 2011. – 640 p., p. 129-192.
- Stolyarenko, L.D., Samygin, S.I. Pedagogy: 100 exam answers [Text]./L.D. Stolyarenko, S.I. Samygin – M.: ICC “Mart”, 2013.
Definition 1
Didactics is an element of pedagogy that deals with the development of problems of education and training.
The concept of didactics
What is didactics? Now we will try to answer this question. This term was first used in the works of the German teacher Rathke, and in their context it meant the art of teaching.
Comenius awarded didactics the title of the universal art of teaching anyone and everyone anything. At the beginning of the 19th century, Herbart defined didactics as a consistent and holistic theory of educational teaching.
Definition 2
In our time didactics in pedagogy is a concept that is defined as the most significant part scientific knowledge, which is based on the study and research of problems of training and education. Didactics can equally rightly be called both theoretical and applied science, which studies existing learning processes.
Knowledge acquired as a product of didactic research makes it possible to transform the content of education in accordance with changing goals, to find principles, as well as methods and means of teaching, to invent and implement previously unused educational technologies. Didactics has its own concepts. The main categories of didactics form the following list: teaching, learning, education, learning, knowledge, skills, abilities, as well as goals, content, types, forms, organization, learning outcomes, means, methods.
Principles of didactics
Definition 3Didactic principles- these are fundamental provisions that, in accordance with its general goals and laws, determine the program, methods and organizational types of the educational process.
Definition 4
Actually, principles of teaching in pedagogy- these are concepts that characterize the main ways of applying laws in accordance with designated goals.
Definition 5
Didactic principles of teaching in pedagogy are the basic requirements for organizing the educational process from a practical point of view.
The principle of assigning the task of achieving goals and resolving problems of upbringing, education, as well as the growth of the overall development of students to learning
This principle is based on the fact that learning is determined by the needs of society for the comprehensive development of the individual. An exceptionally harmoniously developed personality has the opportunity to successfully take part in public life. The practical implementation of this principle occurs through comprehensive lesson planning, which contributes to solving a wider range of problems, thereby intensifying the educational process, increasing its effectiveness. Following this principle has a positive effect on the growth of the importance of goal setting in the learning process, and also forms its focus.
The principle of scientific teaching
The above principle is based on the dependence of the content of science on educational subjects. To comply with it, it is necessary to fill the content of training with objective scientific facts, laws, concepts, and theories of the relevant fields of science. It is also required that they be exposed to the achievements of modern times and the potential results and ways of growth of science. The scientific principle is implemented first in the production process teaching aids and programs that should combine modern, classical and potentially useful scientific principles.
Note 1
Along with this, it is necessary to take into account the distinctive features of the ages of students and the time allocated for mastering any particular discipline. The content of training programs should include exclusively scientific foundations; it is also undesirable to add various controversial issues to their composition. According to the scientific principle, during the learning process, students should develop a dialectical-materialistic way of thinking.
The principle of connecting learning with life
In the conditions set by scientific and technological progress, science is gradually beginning to be used as a productive force. School education should provide students with not only the examination of scientific solutions and problems, but also the disclosure of options for their use in a variety of fields human life, examples of areas of application include industry, Agriculture And social life. The implementation of this principle in pedagogy helps students more easily perceive the concept of the connection between science and practice.
The principle of consistency and systematicity
The principle of consistency and systematicity in training sets the following conditions: the acquired skills, knowledge or abilities must be formed according to a certain system, subject to some accepted order, in which all elements of training consistently rely on each other and are logically interconnected. Pavlov, who considers the consistency and gradualness of various types of training to be physiologically natural in the field of pedagogy, always focused on the importance and effectiveness of the above principle. It is the systematic nature of the learning process that makes it possible to obtain maximum learning results in a relatively short time. A certain consistency in the process of acquiring and assimilating a certain array new information requires highlighting and focusing attention on the key concepts present in the material selected for study, finding their causal and functional connections with other concepts, determining their origin and subsequent development process. In the learning process, indicating interdisciplinary connections also plays a rather important role. It is necessary to implement a consistency-based systematic approach not only in the work of teachers, but also in the activities carried out by their students.
Accessibility principle
The principle of accessibility has, at the very basis of its concept, the need to build the learning process taking into account the actual abilities of students and to exclude moral and physical overloads that negatively affect its work. The content of the program, which is too difficult to assimilate, provokes a decline in motivation, and can also cause a decrease in the volitional efforts made by students and their overall performance. The teacher's task is to determine the complexity necessary for effective teaching. Do not forget that excessive simplification of the process also has its negative impact, and specifically leads to a drop in interest in learning. To be most effective, the program must remain accessible, but also challenging in terms of effort to lead to personal growth.
The principle of student activity in learning
Definition 6In pedagogy activity is a concept that denotes the student’s desire to independently acquire skills and knowledge.
In the learning process, the condition of coordinated work between learning and teaching is extremely important. The desired result is achieved only if both of these elements function in close interrelation. This principle characterizes the student’s activity in his learning as a subject of the process. The direction of students’ activities should be to independently search for the necessary knowledge. The entire learning process must also be conscious. If students receive and assimilate knowledge consciously, they will have the opportunity to transform into stable beliefs, and the formation of formalism will also be stopped. In order to successfully implement this principle, it is necessary to use conversations as often as possible in teaching and, in the course of them, create various problematic situations, provoke students’ mental activity, which consists in arguing their opinion.
The principle of visualization of learning
Visibility in didactics consists not only in visual perception, but also in perception through motor and tactile sensations. Visualization of learning is achieved through the use of a variety of illustrations, laboratory and practical work, and demonstrations. In the process of implementing this principle, it is simultaneously necessary to improve both visual-figurative thinking and abstract-logical thinking.
The principle of combining different types of training depending on the content of the program and tasks
During the learning process they find their application different ways training from the following list:
- visual,
- practical,
- verbal,
- reproductive,
- search engines,
- methods of motivation and stimulation of educational activities.
The list of teaching aids is no less diverse. The teacher must be able to choose the most effective combination of teaching methods and means. Didactics expressed the appropriate connection between methods and content with learning goals. If the choice turns out to be suitable for solving the set goals and takes into account the characteristics of the content and the real abilities of the students, then under certain conditions the effectiveness of the learning process will be the highest possible.
The principle of combining different types of training organization depending on the methods, goals and content of training
In didactic conditions, the current methods of organizing training are divided into classroom and extracurricular. Within such lessons, individual and group methods of organizing training are used. The level of effectiveness is closely related to the teaching method adopted. This connection is determined by didactics.
The principle of creating favorable conditions for learning
The level of effectiveness of the educational process is significantly dependent on the presence of four main groups of conditions:
- educational and material,
- moral and psychological,
- school hygiene,
- aesthetic.
The principle of strength in pedagogy
This principle implies the strength of skills in educational and cognitive activity, ideological and moral beliefs, and options for socially valuable behavior.
Note 2
An exclusively complex set of learning principles has the ability to ensure the success of finding goals, choosing methods, content, means, and forms of learning. Only the combined use of didactic principles makes it possible to guarantee the successful solution of the tasks posed to the modern school
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The principle of pedagogical optimism (anticipation)
The law of social pedagogy: the more trust and respect for the child, the more demanding and trusting in him, gives rise to the principle of pedagogical optimism, which is one of essential principles socialization, which is associated with the discovery and development of the child’s strengths and positive sides, and sometimes their reorientation (volitional, risk-taking, etc.) towards personal and socially oriented development. The principle of pedagogical optimism basically involves relying on the positive in the child. Experts note that a person has an inherent motivation for improvement: even the most difficult children have a desire for moral self-improvement. However, it is easy to extinguish if you address them with shouts, reproaches and lectures. And vice versa, this desire can be strengthened if you notice and encourage the teenager’s initiative and impulses to destroy his usual forms of behavior.
The history of the development and formation of this principle dates back to ancient times. It is associated with the names of Confucius, Plato, Vittorino da Feltre and others. The pedagogical development was given to it by J. Comenius in the “Great Didactics”, proclaiming: “Teach everyone and everything.” Pedagogical optimism is expressed in the fact that all children are capable of learning and education, except for those from whom “God has taken away their minds.” A. Makarenko significantly developed this principle, raised it to a qualitatively different height, formalized its structure, introducing new content. His great merit is that he superbly demonstrated its beneficial effect on a fundamentally different population - orphans, minors and juvenile delinquents.
S. Shatsky also categorically did not accept the “Lombrosian ideology”. He was sure that all children, both rich and poor parents, did not have a criminal predisposition. They are all capable of learning and education. “And I think,” he wrote, “that everything valuable in a person - this reservoir of values in a child - will always remain in him; It’s only due to one or another external reason that it’s overgrown with bark, and we feel disgust because we’re overgrown ourselves.” What they grow into depends largely on their environment and upbringing: “The same dregs of society, whom we look at with such disgust, fear or regret, were children like everyone else.” And the teacher “puts pressure on us”: “Every day we pass by all sorts of people, and many of them could be a hundred times better, more talented and more useful than us if they were in our place, and we are the worst if we were in place their..." .
Thus, our innovative teachers affirmed in theory and in practice the principle accepting the child as he is, long before its theoretical formulation by foreign teachers and psychologists. And this is another example of how, due to ignorance of our own history of pedagogy, we find ourselves in some kind of flawed and even dependent position, instead of being proud of the achievements of our outstanding domestic innovative teachers.
A. Makarenko introduced a new term - “personality design”. The good in a person “must always be projected,” he wrote, and the teacher is obliged to do this. He must approach a person with an optimistic hypothesis, even with some risk of being wrong.” The problem of education and “personality design” is the problem of a harmonious combination of the general and the individual in pedagogical work. He reduced this question to an algorithm: there must be a general “standard” program and an individual adjustment to it. “General standard” - the student must be brave, courageous, honest, hardworking, and a patriot. At the same time, A. Makarenko warned that the program should not be the same for everyone: it is impossible to “drive every individual into a single program, into a standard and achieve this standard.”
With this, he formulated an innovative methodological position in the development of educational goals. We should consider “designing the personality” of a student as an ideal option for implementing the principle of openness, cooperation and proactiveness for the socio-pedagogical system. The teacher constantly contacted Special attention to the obligatory dissimilarity of the final result: we “must always remember, no matter how whole a person may appear to us in a broad generalization, he still cannot be considered a completely monotonous phenomenon.” Speaking about the mass character of education, A. Makarenko warned: “General and individual personality traits in individual living phenomena form endlessly intricate knots, and therefore personality design becomes an extremely difficult matter and requires caution.” He saw the main danger in the fact that “...we will always have attempts to cut everyone off with one number, to squeeze a person into a standard template, to educate a narrow series of human types - this seems to be an easier matter than differentiated education.”
This formulation by an innovative teacher of the problem of the relationship between the collective and the individual in the educational process largely dismisses the accusations of Makarenkovsky pedagogy in the education of a “cog”, the formation of a conformist worldview, etc. In this formulation of the problem, one sees a special humanism and democratism in A. Makarenko’s pedagogical worldview: in this version of education, the possibility of a child’s personal tragedy arising as a result of a split personality, the acquisition of double morality, etc. is excluded. At the same time, the accusation that his pedagogy is “barracks-like” is also rejected, since the pupil (and only he) alone is given the final right to decide what to do, what to choose.
His pedagogical logic is pragmatic and life-oriented: children are raised people of tomorrow and therefore their qualities must be formed taking into account future living conditions and the problems that they will have to solve, therefore teachers are obliged to design the qualities of their students in perspective of the requirements of the future society.
The principle of relying on the positive in the child and his subjective experience inevitably raises the question of the need to study the child. He must be considered as a person with existing psychophysiological capabilities given to him by nature, with his inherent worldview; with your own interests, life values and aspirations, personal needs that he wants to realize. All this must be identified and directed into a socially and personally significant direction of his development in order to ensure the dynamics of this process based on the child’s initial data. By identifying the positive in a student and relying on it, relying on trust, the teacher, as it were, anticipates (designs) the process of elevating him as an individual. If a student masters new forms of behavior and activity, achieves tangible success in working on himself, experiences joy, inner satisfaction, his confidence in his abilities is strengthened, and his desire for further growth and self-improvement is strengthened.
The principle of pedagogical optimism, as it were, loops the system of principles of social pedagogy, since it is inextricably linked with all its other principles. Humanism and pedagogical optimism must be a holistic phenomenon - mutual, not one-sided, but equivalent (of equal value) for everyone: children cannot be happy if this is achieved by trampling on the human dignity of teachers (parents, adults) and vice versa. We cannot allow “our nerves to be a pedagogical instrument, we cannot allow that we can raise children with the help of our heartache, the torment of our soul. After all, we are people,” exclaimed
A. Makarenko. If children are happy, and teachers (and adults) suffer and suffer, then this is perverted humanism.
Humanism in pedagogy (and not only in it) “does not come apart” in parts and cannot be relative or reduced - partial or one-sided, socially privileged. Humanism has no nationality, it is international: it has no race or “party affiliation.” In a certain sense, it is apolitical, since it has a protective (immune) system, which is based on the altruistic nature of man. Humanism is not defined by any particular religious denomination, etc., since it grows from the essence of human nature. This position constitutes the cornerstone of innovative pedagogy, combining its main elements, giving it integrity.
