Forms of implementation of educational activities. Forms of educational activity, its classification. Application of knowledge and methods of action
Form system learning activities students in the lesson are frontal, individual and group. These forms also have all the components learning process. They differ from each other in the number of students and ways of organizing work.
frontal the form of organization of educational activity of students is called this type of activity in the lesson, when all students of the class, under the direct supervision of the teacher, perform a common task. At the same time, the teacher conducts work with the whole class at the same pace. In the process of telling, explaining, showing and under, he seeks to influence all those present at the same time. The ability to keep the class in sight, to see the work of each student, to steal the atmosphere of creative teamwork, to stimulate the activity of students are important conditions for the effectiveness of this form of organization of educational activities of students.
Most often it is used at the stage of primary assimilation of new material. With a problematic, informational and explanatory-illustrative presentation, which is accompanied by creative tasks of varying complexity, this form allows you to involve all students in active educational and cognitive activities.
A significant drawback of the frontal form of educational work is that it is, by its nature, focused on average students. For an abstract average student, the volume and level of complexity of the material, and the pace of work, are calculated. Students with low learning opportunities in such conditions are not able to gain knowledge: they require more attention from the teacher, and more time to complete assignments. If, however, the pace is reduced, then it will negatively affect strong students; the latter are satisfied not by an increase in the number of tasks, but by their creative nature, the complication of content. Therefore, in order to maximize the effectiveness of the educational activity of students in the classroom, along with this form, other forms of organization of educational robotics are used.
. Individual form of organization of work of students provides for the independent performance by the student of the same tasks for the whole class without contact with other students, but at the same pace for all. According to the individual form of organization of work, the student performs the exercise, times. Binding
task, conducts experiments, writes an essay, abstract, report, etc. An individual task can be work with a textbook, reference book, dictionary, map, etc. Widely practiced is individual work in a grammatical study.
The individual form of work is used at all stages of the lesson, to solve various didactic tasks: the assimilation of new knowledge and its consolidation, the formation and consolidation of skills and abilities, to repeat the creation and generalization of the material covered. It prevails in the performance of homework, independent and control tasks in the classroom.
The advantages of this form of organization of educational work is that it allows each student to deepen and consolidate knowledge, develop the necessary skills, abilities, experience of cognitive creative activity, etc.
However, the individual form of organization has disadvantages: the student perceives, comprehends and assimilates the educational material in isolation, his efforts almost do not agree with the efforts of others, and the result of these efforts, his assessment concerns and interests only the student and the teacher. This shortcoming is compensated by the group form of activity of students.
The group form of learning activity emerged as an alternative to the existing traditional forms of learning. It is based on ideas. J-J. Rousseau. YGPestaloishchi,. J. Dewey free development and raising a child. YG. GPestaloishchi believed that a skillful combination of individual and group learning activities increases the activity, amateur performance of students, creates conditions for mutual learning, which contributes to the successful mastery of s. Nunn, skills and habits of newcomers.
At the beginning of the 20th century, group learning as a specific form of its organization appeared in the region. Dalton Plan (USA). In the 20-30s, it was used in the Soviet school under the name "brigade-la plowing method" The word "brigade" emphasized the collectivity in work, and "laboratory" - compatibility in the implementation of educational tasks at vikonan's primary tasks.
According to the curricula approved. People's Commissariat in 1930, c. In the USSR, classes were liquidated, they were replaced by units and brigades, and the material of various educational subjects was grouped around ko. Complex-projects. As a result of knowledge about nature (physics, chemistry, biology) and knowledge about society (social science, history, geography, literature, etc.), students had to learn in the process of implementing complex topics and projects (for example, "the struggle for the industrial financial plan", "the struggle for collectivization village", etc.). The application of new forms of education quickly led to significant shortcomings: lack of c. UCHN gives her a sufficient amount of systematized knowledge, a decrease in the role of the teacher, waste of time. These shortcomings were identified in the resolution. Central Committee. VKP (b) "On curricula and mode in primary and secondary school" (1931), where the team-laboratory method and the project method were condemned, and the project method was condemned.
For many years, no forms of learning, alternative lessons, have been used or developed. And rational grains, which included group forms, were forgotten
V. Western. Europe and. In the United States, group forms of educational activity of students were actively developed and improved. French teachers made a significant contribution to the development of the theory of group learning activities. K. K. Garcia,. S. Frenet,. R. Gal,. RKuzine, Polish -. Vokon,. R. Petrikovsky,. ChKupisevich. Group forms have become widespread in the practice of the American school, where they are used in teaching various subjects. Research carried out. National Training Center (USA, Maryland) in the 80s of the XX century, show that thanks to group training, the percentage of assimilation of the material increases dramatically, since there is no effect not only on the minds of students, but also on their feelings, will (actions, practice, practice).
Only in the 1960s, in connection with the study of the problem cognitive activity and the independence of students in Soviet didactics, there was again an interest in group forms of education (MODagashov, BPEsipov, IMCheredo ravdov).
The reorientation of the learning process to the student's personality has significantly intensified research into group forms of schoolchildren's learning activities. Significant contribution to development general principles group training done pr cancer. VKDyachenko. VVKotova. HYLIIMETSA,. Yushalovanogo,. ISF. Nor,. OJ. Savchenko,. OGYaroshenko and Druoshenko and others.
. Group form of organization of educational activities of students provides for the creation of small groups within the same class. There are the following forms of group interaction:
1. Paired form of study - two students do some work together. The form is used to achieve any didactic goal: mastering, consolidating, testing knowledge, etc.
Working in pairs gives students time to think, exchange ideas with a partner, and only then verbalize their thoughts in front of the class. It promotes the development of speaking, communication, critical thinking, onuwata persuasion and discussion skills.
2Cooperative-group learning activities - it is a form of organizing learning in small groups of students united by a common educational goal. According to this organization of learning, the teacher directs the work of each student indirectly through the tasks with which he directs the activity of the group. Fulfilling part of the common goal for the whole class, the group presents and defends the completed task in the process of collective discussion. The main results of such a discussion become over the bath of the whole class and are recorded by all those present at the lessons.
3. Differentiated-group the form provides for the organization of the work of student groups with various educational opportunities. The task is differentiated by the level of complexity or by their number
4Lankova form provides for the organization of educational activities in permanent small student groups managed by leaders. Students work on a single task
5. Individual-group form provides for the distribution of educational work among group members, when each member of the group performs part of a common task. The result of the implementation is first discussed and evaluated in the group, and then submitted for consideration by the entire class and the teacher.
Groups can be stable or temporary, homogeneous or heterogeneous.
The number of students in a group depends on the total number of students in the class, the nature and amount of knowledge developed, the availability necessary materials, the time allotted to complete the work. A group of 3-5 people is considered optimal, since in the case of a smaller number of students it is difficult to comprehensively consider the problem, and in the case of a larger one, it is difficult to determine what work each student has done.
Grouping can be carried out by the teacher (mostly on a voluntary basis, according to the results of the lottery) or by the students themselves of their choice
Groups can be homogeneous (homogeneous), i.e. grouped according to certain characteristics, for example, by the level of educational opportunities, or heterogeneous (diverse). In heterogeneous groups, when strong, average and weak students enter one group, creative thinking is better stimulated, an intensive exchange of ideas takes place. To do this, enough time is provided for the expression of different views, a detailed discussion of the problem, for considering the issue from different perspectives. Bokyiv.
The teacher directs the work of each student indirectly, through the tasks that he proposes to the group, and which regulate the activities of students
The relationship between the teacher and the students takes on the character of cooperation, because the teacher directly interferes in the work of the groups only if the students have questions and they themselves turn to the teacher for help.
The solution of specific educational problems is carried out thanks to the joint efforts of the members of the group. At the same time, learning activity does not isolate students from each other, does not limit their communication, mutual assistance and cooperation, but, on the contrary, creates opportunities for combining efforts to act in a coordinated and coordinated manner, to be jointly responsible for the results of completing a learning task, while tasks in a group are performed in such a way that allows you to take into account and evaluate the individual contribution of each member of the group.
Contacts and exchange of opinions in the group significantly activate the activity of all students - members of the group, stimulate the development of thinking, contribute to the development and improvement of their speech, replenishment of knowledge, and expansion of individual experience.
In the group learning activities of students, the ability to learn, plan, model, exercise self-control, mutual control, reflection, etc. is successfully formed. It plays an important role in the implementation of the educational function of learning. Mutual understanding, mutual assistance, collectivity, responsibility, independence, the ability to prove and defend one's point of view, cultures and dialogue are brought up in group educational activities.
The table shows the possibilities of choosing the form of group learning activities at different stages of the lesson:
Forms of group learning activities at different stages of the lesson
Table 7
The success of working in groups depends on the teacher's ability to complete groups, organize work in them, distribute their attention so that each group and each of its participants feel the teacher's interest in their success, in normal and fruitful interpersonal relationships.
The principle of purpose. The essence of its requirements is that all educational and educational work and each specific pedagogical task should be subordinated to the solution of the general goal of education - the formation of the personality of a humanist, an active creator and an optimist, whether in the classroom or outside school hours. Having accepted as the most attractive goal of the all-round development of the personality, educators must subordinate all their work to this goal. For example, when solving the problem of acquiring knowledge on a particular subject by students in a lesson, it is necessary to take care no less of the development of their thinking, morality, aesthetic feelings, and the strengthening of their health. In the same way, when organizing leisure time for pupils, it is important to take care not only of creating conditions for their entertainment, but also of improving their physical condition, improving interpersonal relationships, and enriching them with information about different aspects of reality. In education, there should be no aimless activities and aimless time spent, and organized activities should serve the humane goal of the comprehensive improvement of the individual.
The requirements of this principle are successfully implemented when the following rules are followed: 1) to plan educational work as a way to achieve the common goal of education; 2) conduct education on the basis of the formation of an ideal (individual goal) in the pupil, corresponding to the general “goal; 3) determine the place of each event in the general system of educational work as a stage on the way to the goal; 4) to prepare and conduct each event on the basis of a systematic approach to solving the problems of training and education.
The principle of science. Students and pupils learn the provisions firmly established in science at the level of modern achievements, and teachers and educators ensure that students acquire knowledge not by memorization, but by scientific proof, by involving pupils in activities to solve cognitive problems and in scientific research activities. The importance of this principle was successfully commented on by science fiction writer A. Azimov. He wrote: “Scientific justification is not at all the only way to the truth. Revelation, intuition, dazzling insight and undeniable authority - they all lead to the truth in a more direct and more reliable way. And the temptation is great for the teacher to lead the students to the truth in the shortest way: by the power of his authority and the authority of the great scientists to affirm the truth in the minds of the students. But this path is not the best: none of these "alternative" paths to the truth "forces". Scientific evidence, on the other hand, makes people feel "... a compulsion to agree with the conclusions, even if at first they had strong doubts about the essence of the issue" *.
* Azimov A. At first. - M, 1989. - S. 35.
To fulfill the requirements of this principle in training and education, the following rules must be taken into account: 1) when studying an object, it is necessary to use the language of science, the subject of which it is; 2) study the phenomena of nature and public life in their development, in dynamics; reveal the dialectics of social and natural phenomena; 3) ensure the correct perception of the objects under study; 4) in the course of training (education) to demonstrate to students the logic of the emergence and development scientific knowledge; 5) to reveal to students the prospects for the development of science and the possibility of their participation in scientific research - in the present and in the future.
The principle of accessibility means the requirements for the compliance of the content and methods of teaching and education, as well as the volume of the studied material with the age characteristics of the pupils, the level of their intellectual, moral and aesthetic development. Organizing training and education at a high level of scientificity, the teacher-educator must ensure that difficult material is accessible to pupils.
Rules to follow to implement accessibility requirements: 1) explain in a simple, in plain language; 2) state the new, linking it with the known; 3) studying new material, begin to consider it with examples close to the experience of the child; 4) to analyze with the student the most important and most difficult parts of the textbook; 5) do not exceed the norms for the amount of homework.
Ya.A. Comenius proclaimed the following four rules of accessibility: from easy to difficult; from the known to the unknown; from simple to complex; from near to far.
The principle of visibility requires that learning be carried out based on the sensory experience of children. Ya.A. Komensky formed the “golden rule of didactics”: “Everything that is possible can be presented for perception by the senses, namely: visible - for perception by sight, heard - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch. If any objects can be perceived by several senses at once, let them be grasped at once by several senses. In accordance with this rule, teachers have been teaching students in schools for three centuries. In the education of morality, a special place is occupied by the use of an example as one of the ways to implement the principle of visibility.
In the 50s. 20th century L.V. Zankov formulated a position on four forms of correlation between visibility and the teacher's words in teaching:
1) the student, studying a visual image (diagram, image of an object), finds the necessary information himself. The teacher leads the student's observation, draws his attention to essential features;
2) the teacher reports information about the object being studied, illustrating their validity by showing a visual aid;
3) when studying the connections between phenomena, the student in the course of observation (performing laboratory work) discovers these connections himself, the teacher, with the help of a word, leads students to comprehend the connections;
4) the teacher reports on the connection between the phenomena and illustrates their presence by showing.
In these cases, when using the same manuals, the ways in which students acquire knowledge are fundamentally different: in the first and third cases, they acquire knowledge through their own mental and practical activity, which has the nature of a search; in the second and fourth cases, they receive ready-made knowledge from the teacher, and their activity is expressed mainly in memorizing and understanding the knowledge they impart (Zankov L.V. Visualization and activation in learning. - M., 1960).
The principle of consciousness and activity of students in learning requires ensuring the conscious assimilation of knowledge through the vigorous activity of students to acquire them. K.D. Ushinsky, developing the ideas of Ya.A. Komensky about consciousness and activity in learning, wrote: “You should always give the child the opportunity to do activities in accordance with his strength, and help him only where he lacks strength, gradually weakening this help” *.
* Ushinsky K. D. Works: In 11 volumes - M., 1950. - T. 10. - S. 509.
Modern researchers of the problems of activating the educational process consider three types of student activity in learning: reproducing, interpreting, and creative. As the main means of activating learning, a problem-based approach to teaching and learning is recommended. independent work students *.
* Cm.: Shamova T. I. Activation of the teachings of schoolchildren. - M. 1982. - S. 52-62.
The implementation of the requirements of this principle is facilitated by the observance of the following rules:
Everything that children can learn for themselves, they must learn for themselves;
The teacher should use problem-based learning methods as widely as possible;
When solving pedagogical problems, it is necessary to encourage children to make comparisons, to compare the new with the known;
Fascinating facts from the history of science, the lives of scientists and public figures should be used;
It is necessary to draw the attention of students to practical activities for the application of knowledge in different situations;
Reveal the links between educational problems and the problems of real science;
Develop internal incentives for activity (the need for knowledge, interest in it, a sense of responsibility, duty);
Teaching itself should be carried out vigorously, supporting the optimism of students and confidence in success;
Create and maintain the necessary hygienic, psychological and social conditions to ensure the active creative activity of students.
L.V. Zankov formulated five provisions that ensure the high activity of students in learning: 1) teaching should be conducted at a high level of difficulty; 2) the leading role in teaching should belong to theoretical knowledge; 3) the study of program material must be carried out at a fast pace; 4) students should be aware of the learning process itself; 5) it is necessary to carry out purposeful and systematic work on the general development of all students, including the weakest*.
* Training and development / Ed. L.V. Zankov. - M., 1975. - S. 49-55.
The principle of education and training in real life-related activities(the principle of connection with life, education in work). “The implementation of this principle requires such a construction of the educational process, in which all the vital activity of children is felt by them as significant, people need, society and bringing personal satisfaction " (Shchukina G.I. school pedagogy. - M., 1977. - S. 17). Acquiring knowledge, the student must not only get acquainted with the scope of their application, but also develop the skills and abilities to use them in various areas of their own lives.
In the pedagogical process, practice either precedes the study of theoretical positions, or is carried out after studying the theory to confirm the truth of the knowledge gained and their qualified use. In some cases, practice is an immediate goal for pupils (students): mastering speech, writing, drawing, drafting, developing skills in labor training classes, etc.
Rules for implementing the requirements of this principle:
Rely in training and education on the practical experience of the pupils;
Show as widely as possible the areas of application of theoretical knowledge in life;
Develop skills and abilities to use knowledge in life;
To involve students in participation in intellectual, physical, spiritual work;
Create conditions for students to use the acquired knowledge, stimulate their application and transfer to others;
Show students that the emergence of a theory is always due to the practical needs of society (humanity).
The principle of systematic and consistent in education and training. It requires the formation of a system of knowledge among students, and not just the sum of information from different sciences, the formation of a worldview as a system of knowledge and the attitude of the individual to the surrounding reality. “As in nature, everything interlocks with one another,” Ya.A. Comenius, - so in teaching you need to connect one with the other in exactly this way, and not otherwise. And all assimilated knowledge should "... constitute one encyclopedia, in which everything should flow from a common root and stand in its own place."
* Comenius Ya.A. Selected pedagogical works: In 2 volumes - M., 1982. - V. 1. - P.336.
It is possible to develop a system of knowledge and systemic thinking among pupils only through consistent and coordinated activities of all educators. Hence the requirement for continuity in the activities of the school, family, community, teachers of various subjects, and educators. What is being done today should flow from yesterday's actions and their results and find its continuation in tomorrow's educational work.
The main condition for the implementation of the requirements of this principle is the implementation interdisciplinary connections, those. linking together knowledge from different academic disciplines, from different topics of the same discipline, from the areas of ethics, aesthetics, labor, ecology, law, etc. “The most effective interdisciplinary connection is moral,” says the teacher of literature E.N. Ilyin*. Other rules include:
* Cm.: Ilyin E. N. path to the student. - M., 1988.
Studying academic discipline and education should be carried out systematically, without interruptions;
Pupils should present consistent uniform requirements;
The work of students must proceed in a certain sequence, system, their life must be built in accordance with a certain regime of work and rest;
Activities of all entities pedagogical process should be organized and coordinated in accordance with the achievements of pedagogical science.
Strength principle requires a strong (for a long time) assimilation of the basic, so-called skeletal, knowledge of the foundations of science, moral, aesthetic and other concepts, rules of conduct, developed skills and abilities. To meet the requirements of this principle, the following rules should be followed:
Create a setting for memorization;
Repeat what needs to be remembered, organizing the current, periodic, final repetition; give preference to active rather than passive repetition;
Provide and organize the application of knowledge;
Alternate types of educational activities;
Link material for memorization in an association, divide it into parts, highlight the main thing, etc.
It should be remembered that the implementation of the requirements of all other principles contributes to a solid assimilation of the material, especially the principles of visibility, systematicity, consciousness and activity. K.D. Ushinsky, characterizing the 18 rules for educating memory, first calls the strengthening of health, care for the calmness, confidence, cheerfulness of the student *. Not to frighten the child, not to interfere with his concentration, not to set overwhelming tasks means also to fulfill the requirements of the principle of strength.
* Ushinsky K. D. Works: In 11 volumes - M., 1950. - T. 10. - S. 424-435.
The principle of taking into account age and individual differences. Education and training cannot be abstract, without taking into account the individuality of the pupil. The very fact that the pupil is the subject of education characterizes this process as individually-special in relation to everyone in different age periods, when the measure of subjectivity is not the same. In addition, the peculiarities of thinking and memory, stability of attention, the speed of developing skills, the degree of activity, training and upbringing, the conditions of home education, temperament, will, character, interests - all this is individual and must be taken into account in the implementation of educational work with everyone.
Increasing attention to the development of individuality and the humanization of the pedagogical process have actualized such concepts as personality-oriented education, personality-centered education. Their essence is the need to accept the pupil as an educator not with a pre-formulated program of actions with him (for example, a future comprehensively developed person), but as he is. On this basis, it is important to proceed in education from the interests, abilities and capabilities of the child, and not social and scientific, basically abstract requirements for a person.
There are two main ways of taking into account the individual characteristics of pupils in the pedagogical process. First way - individual approach in training and education, carried out according to uniform programs. These programs are designed to ensure that everyone moves towards the common goal of education. Accounting for the individuality of each is carried out by correcting the methodology of working with him. Three such directions of individualization of achieving a single common goal can be distinguished: 1) individualization in terms of the volume of activities performed; 2) individualization according to the difficulty of the tasks performed; 3) individualization in terms of the nature and quantity of assistance provided, when the development of the general program is ensured and the weak through individual (including additional) work with them.
The second way is differentiation, or the division of students into groups (streams) depending primarily on abilities, as well as interests, preparedness and upbringing. First of all, differentiation in Russian schools is manifested in the allocation of correction classes for children with some delay in mental development And alignment classes for children with significant gaps in the assimilation of the school curriculum for organizational, pedagogical and social, rather than physiological reasons. In addition, differentiation is manifested in the creation special schools for children with a high level of development of abilities(gymnasiums, lyceums), and in schools - classes of a certain orientation: physical and mathematical, humanitarian, etc. The deepening of differentiation is carried out in electives, various forms of extracurricular work(in circles, sections, etc.). Elements of differentiation can also be used in class lessons: even under the conditions of a fairly careful selection of class students according to their abilities, the possibilities for mastering specific topics by them are far from the same. Therefore, the division of students in the class into dynamic groups depending on the theoretical preparedness, the development of skills and abilities, character traits, it can have a positive impact on the results of educational work.
The principle of education in a team. The essence of the requirements of this principle follows from the position that a person as a social being receives the necessary conditions for the comprehensive development of his inclinations only in a team. A team is understood as a stable group of people united by a single socially useful goal and common activities to achieve it. The true spiritual richness of a personality lies in the richness of its actual relationships (K. Marx). The educational value of the team lies in the fact that in it the pupil has the opportunity to enter into a variety of relationships with others: business, personal, humanistic, intellectual, ideological and educational, educational and labor, amateur creative, etc. (A.S. Makarenko, V.A. Sukhomlinsky). Interpersonal relations in a team are determined by a wide range of types of group activities that are personally significant for each of its members. Responsible dependence relations, when everyone is in the position of a responsible organizer and a dependent performer, do not allow leveling the personality, but create conditions for everyone to acquire the necessary experience of social life, civic development. The possibility of forming microgroups of interest within the team and the dynamic connection of the team with other teams as necessary condition its development contribute to the satisfaction of the need for the development of individuality.
Team- dynamic association. It goes through three stages in its development.(according to A.S. Makarenko) (scheme 17). At the first stage, the requirements for the pupils are made by the educator, he also organizes activities for the implementation of these requirements on the basis of the enthusiasm of the pupils for the near, medium and long-range perspectives-goals (the system of perspective lines).
Student development
At the second stage, the requirements for the team are made by the formed asset - self-government bodies that organize the activities of the pupils. The position of the educator becomes hidden, conditions are created for the implementation of the principle of parallel action, when the educator influences the team through self-government bodies that influence pupils in the same direction as the educator.
At the third stage of the development of the team, the asset expands significantly due to the variety of activities, internal and external relations, by increasing the activity of all members of the team. Great importance at this stage acquire traditions - sustainable forms collective response to certain life situations (holidays, patronage, charity events, the form of relations between members of the team, etc.).
In the 70s. a significant contribution to the theory of the collective was made by L.I. Novikova. She proposed to consider the stages of development of the team depending on the degree of its influence on the formation of individuality: the first stage is the creation of a formal structure of the team under the direct influence of educators; the second - the stage of mass education due to the acceptance by all of the common goals and norms of relations; the third - the stage of individual education in the conditions of a developed informal structure that ensures the satisfaction of the individual needs of each *. Many objections have been raised against the principle of education in a team, especially by supporters of personality-oriented education, representatives of existentialism and others. In their opinion, the collective levels the personality, hinders the development of individuality, and only under the conditions of totalitarian regimes can the idea of the collective gain recognition. However, observant representatives of even the "market" ideology have long come to the conclusion about the high educational value of the team. For example, F.U. Taylor, one of the founders of the theory of the scientific organization of labor in conditions of capitalist relations, wrote at the beginning of the 20th century: “The time is coming when all great achievements will be carried out through such collective cooperation, where each individual person performs those functions for which he is best suited. where each man retains his own individuality and is unsurpassed in his particular function, where no man loses anything of his originality and proper personal initiative, yet each works under control and in harmonious cooperation with many others. This means that the point is not in ideology, but in the objective correspondence of the social essence of a person to the conditions that are created in the collective for the development of his natural inclinations, for the formation and development of individuality.
* Cm.: Novikova L. I. Pedagogy of the children's team: Questions of theory. - M., 1978.
**Taylor F.W. Principles of scientific management. - M., 1991. - S. 102.
The principle of unity of exactingness and respect for the personality of the pupil. The requirements of this principle can also be considered in the structure of the principle of humanistic purposefulness of education: education is unthinkable without making demands, but these requirements must be humane, presented to the pupil not only in the interests of society, but also in the interests of the pupil himself. This is the essence of humanism: recognition of the individual as a value, respect for the individual implies the presentation of certain requirements to it and the fulfillment of these requirements by it as a guarantee of both the preservation and realization of the individual's own rights, and ensuring the rights and freedoms of other members of society.
However, in modern conditions(as in any other, except for the conditions of an ideal society), there is a need to single out an independent principle of the unity of exactingness and respect for the pupil: it determines the degree of exactingness towards the pupil, characteristic of the historical period and living conditions, and the degree of priority of the individual's claims to personal and social recognition. The love of the educator for the pupil acquires a true educational value only in combination with reasonable exactingness towards him. The measure of the latter is determined by the development of socio-economic conditions and, accordingly, the level of development of social consciousness.
In practical educational work, the requirements of this principle are most clearly expressed by A.S. Makarenko in his aphorism: as much exactingness to a person as possible, but at the same time as much respect for him as possible. Consistent implementation of this principle is associated with the implementation rules for relying on the positive: in education, the basis should not be the fight against shortcomings, but the development of the existing positive in the pupil, the formation of positive personality traits and qualities and, thereby, the displacement (or obstruction of the formation and development) of negative ones.
Children themselves do not like undemanding educators. After all, exactingness is a certain order, predictability of prospects, security. Pupils are ready to accept even higher demands if they are sure of the sincere disposition of the educator (teacher) towards them, if they know that the demands are made not in the name of an abstract concept of order, but in their interests. Trust, openly shown, and control (unobtrusive), following the methodology for applying the method of demand (see the chapter "Methods for the implementation of the pedagogical process") are important conditions for the implementation of this principle.
In conclusion, the characteristics of all the principles of training and education should be noted that their requirements are closely interconnected, and their implementation is also in close mutual dependence: the implementation of the requirements of any of the principles to some extent affects the fulfillment of the requirements of all the others. This is a consequence of the integrity of the pedagogical process and at the same time helps to strengthen this quality of the pedagogical system.
1. Define the forms of organization of educational work, taking into account the possibility of singling them out according to outward sign and their internal structure.
2. Name the main forms of educational and out-of-class educational work.
3. Formulate the basic requirements for the lesson as the main form of organizing training and education.
4. Define the principle of organizing the educational process.
5. Make a summary of the explanation of any topic of the subject in accordance with a different combination of words and visualization (according to L.V. Zankov).
6. Think about the possibilities of studying one of the topics of the academic subject on the basis of scientific evidence and persuasion by the power of authority.
Didactics high school. - M., 1982. - Ch. 2, 5, 6, 8.
Makhmutov M.I. Modern lesson. - M., 1985.
Ilyin E. N. path to the student. - M., 1988.
Shevchenko S.D. School lesson: How to teach everyone. - M., 1990.
Kondratenkov A. E. The work and talent of a teacher. - M., 1989.
Volkov I.P. Involving students in creativity. - M., 1982.
Yakovlev A.M., Sohor A.M. Methods and technique of the lesson at school. - M., 1985.
Fridman L. M. Pedagogical experience through the eyes of a psychologist. - M., 1987.
CONCLUSION
We examined the main provisions of the science of education - pedagogy.
The centuries-old development of science and the accumulated experience of the practical use of its achievements allow us to formulate the following most important conclusions:
1. Education as a social phenomenon pursues the goal of comprehensive improvement and development of the individual to ensure a harmonious combination of the individuality of each person and public interests.
2. The process of moving towards the goal of education is called the pedagogical process. It is carried out against a broad natural and social background with the direct participation of pupils, parents, and teachers in it.
3. Education in its essence is the formation and development of human consciousness and the development of experience of certain behavior in cooperation with the social environment. It is conditioned by socio-economic relations in society and has the opposite, although not always directly noticeable, influence on the development and improvement of social relations. The physiological basis of education is the formation of conditioned reflexes under the influence of external and internal stimuli and the development on this basis of certain responses of the body. However, this is only the basis, the very behavior and attitude of a person are formed as a result of emotional and mental assessments of life situations. They are formed as a result of forecasting possible consequences various options behavior and attitudes and conscious choice life path influenced by the educational environment.
4. The pedagogical process as a comprehensive development and formation of personality is a system of interrelated activities of the subjects of this process - educators and pupils. This system is considered in pedagogy as consisting of many subsystems of lower levels: the system of public education of the country, the education system of the subject of the Federation (republic, region), the education system in the district, city, educational system of the school. The latter, in turn, is subdivided into a didactic system, a system of extracurricular educational work, a system of material and technical support for the educational process, a management system, etc.
The systematic approach in the study of the problems of education and in the organization of practical educational work is characterized by the consideration of each element of the pedagogical process in its close connection with all others.
5. The development of the personality is carried out in the activity of the personality itself. The results of development are directly related to the variety and quality of the activities performed by the individual. All the variety of cognitive, artistic, creative, sports, entertainment, household and other activities can be reduced to its four most common types - educational, play, work and communication. In accordance with this, the game, teaching, work and communication of pupils are considered as the most important means of education.
6. Physiological characteristics and the specifics of the living conditions of pupils determine the need for individualization of the use of funds and especially the methods of their application in relation to each educatee. His health, temperament, abilities, living conditions, relationships with others, interests and inclinations should be taken into account in education and not necessarily undergo a radical restructuring, overcoming. The socially valuable qualities and orientation of the personality should be developed and formed on the basis of the individual properties inherent in the pupil - this is the essence of the personal approach in education. Education is the approval of the individual way of life of the pupil in the system of positive educational values.
In science, the concept forms considered from both purely linguistic and philosophical positions. IN explanatory dictionary S. I. Ozhegov, the concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content. In other words, form- this is an external appearance, an external outline, a certain established order. The form of any object, process, phenomenon is determined by its content and, in turn, has the opposite effect on it. In the "Philosophical Encyclopedia" the concept of form is defined as the internal organization of content; the form "embraces the system of stable connections of the subject" and, thus, expresses the internal connection and method of organization, interaction of the elements and processes of the phenomenon both among themselves and with external conditions. The form has a relative independence, which increases the more, the more history this form has.
With regard to learning, the form is a special design of the learning process, the nature of which is determined by the content of the learning process, methods, techniques, means, activities of students. This design is internal organization of content which in real pedagogical activity the process of interaction, communication between a teacher and students when working on a certain educational material. This content is the basis for the development of the learning process, the way of its existence; it has its own movement and contains the possibilities of unlimited improvement, which determines its leading role in increasing the effectiveness of training. Thus, form of education should be understood as a construction of segments, cycles of the learning process, which are realized in a combination of the teacher's control activity and the controlled educational activity of students to assimilate a certain content of educational material and master the methods of activity. Representing the external view, the external outline of segments - learning cycles, the form reflects the system of their stable connections and connections of components within each learning cycle and as a didactic category designates the external side of the organization of the educational process, which is related to the number of trainees, the time and place of training, as well as the order of its implementation.
Some researchers believe that in pedagogy there is a need to point out the difference between two terms that include the word "form": "form of learning" and "form of organization of learning." In the first case, this is the collective, frontal and individual work of students in a lesson or any training session; in the second case - some kind of lesson (lesson, lecture, seminars, practical and laboratory classes, debate, conference, test, subject circle, etc.). In philosophy under organization is understood as "ordering, establishing, bringing into the system some material or spiritual object, location, ratio of parts of an object." Moreover, it is precisely these "two meanings of the concept of organization that relate both to objects of nature and social activity and characterize the organization as the location and interconnection of the elements of a whole (the subject part of the organization), their actions and interactions (the functional part)" .
Based on this interpretation of the term "organization", it is rightly stated that form of learning organization involves "ordering, establishing, bringing into a system" the interaction of a teacher with students when working on a certain content of the material (I. M. Peredov). The organization of training aims to ensure the optimal functioning of the process of managing educational activities on the part of the teacher. Built on the optimal combination of process components as an integral dynamic system, it contributes to its effectiveness. The organization of training involves the construction of specific forms that would provide conditions for effective educational work of students under the guidance of a teacher.
Here is one example of such an organization. The lesson begins with students reading a paragraph, a chapter of a textbook from the point of view of a task, while they write out questions that arise during reading, fix incomprehensible things. The teacher, in turn, collects these questions, classifies, notes their quality and depth, content, establishes their connection with the previous topic, other academic subjects, current problems of production, economics, culture, and life. After each student has become familiar with the new material at his own pace, students' questions are clarified and sorted out. The most prepared students answer them. The teacher, as necessary, clarifies, supplements the answers of the students, answers the most difficult questions, using the teaching methods and techniques known to him. Then practical classes begin: exercises, problem solving, laboratory work. Here the teacher evaluates not only knowledge, but also the ability to apply it. At the same time, he can attract stronger students to help weak students, creating creative groups, expanding much-needed business communication. According to the results practical work ratings are given. Those who did not cope with the task work through the material of the topic being studied in reserve time (out of class, out of class) together with the teacher and strong students.
In this nature of the training session, the forms of organizing the educational activities of students, the forms of organizing training are very clearly visible. The above example of the organization of educational work means that the same form of education (for example, a lesson, a lecture) can have different modifications and structures depending on the tasks and methods of educational work organized by the teacher.
The history of world pedagogical thought and teaching practice knows a wide variety of forms of organization of learning. Their emergence, development, improvement, gradual death of some of them are connected with the requirements and needs of a developing society, because each new historical stage in the development of society leaves its mark on the organization of education. As a result, pedagogical science has accumulated significant empirical material in this area. The question arose about the need to systematize the diversity of forms of organization of education, to isolate the most effective, corresponding to the spirit of the times, the historical era. In this regard, scientists identified such grounds for classifying the forms of organization of education as the number and composition of students, place of study, duration of study work. On these grounds, the forms of education are divided accordingly:
- - for individual
- - individual-group;
- - collective;
- - cool;
- - auditorium; extracurricular;
- - extracurricular.
Note that this classification is not strictly scientific and is not recognized by all academic teachers, however, this approach to the classification of forms of organization of education allows us to slightly streamline their diversity.
An epochal phenomenon not only in the history of the development of pedagogical thought, but also in the history of the development of society as a whole was the justification by Ya. A. Comenius lesson system of education, the main unit of training sessions in which the lesson was made. The advantages of such a system include:
- a) a clear organizational structure that ensures the orderliness of the entire educational process; ease of management;
- b) the possibility of children interacting with each other in the process of collective discussion of problems, collective search for solutions to problems;
- c) the constant emotional impact of the teacher's personality on students, their upbringing in the learning process;
- d) the cost-effectiveness of teaching, since the teacher works simultaneously with a fairly large group of students;
- e) creating conditions for introducing a competitive spirit into the educational activities of schoolchildren and at the same time ensuring systematic and consistent progress in their movement from ignorance to knowledge.
Noting these advantages, it is impossible not to see a number of significant shortcomings in the classroom system. Thus, the class-lesson system is focused mainly on the average student: it creates unbearable difficulties for the weak and delays the development of the abilities of stronger students; create difficulties for teachers in taking into account the individual characteristics of students in organizational and individual work with them, both in terms of content, and in terms of the pace and methods of teaching; does not provide organized communication between older and younger students, etc.
Along with the lesson, the system of general forms of organization of educational activities of students includes a whole range of forms of organization of the educational process, such as lectures, seminars, practical and laboratory classes, disputes, conferences, tests, exams, optional classes, consultations; forms of extracurricular, extracurricular work (subject circles, studios, scientific societies, olympiads, competitions), etc.
Lecture- this is an organic unity of the teaching method and organizational form, which consists in a systematic, consistent, monologue presentation by the teacher (teacher, lecturer) of educational material, which, as a rule, is of a pronounced theoretical nature.
Seminar- one of the main forms of organization of practical classes, the specificity of which is the collective discussion by students (students) of messages, reports, abstracts made by them independently under the guidance of a teacher. The purpose of the workshop is in-depth study topic or section of the course.
Laboratory and practical classes- one of the forms of interaction between the teacher and students. It consists in conducting experiments by students on the instructions of the teacher with the use of instruments, the use of tools and other technical devices. In the process of laboratory and practical exercises, observations, analysis and comparison of observational data, formulation of conclusions take place. Mental operations are combined with physical actions, moral acts, since students, with the help of technical means, influence the studied substances and materials, cause phenomena and processes of interest to them, which significantly increases the productivity of cognitive interest.
Optional- one of the types of differentiation of teaching by interests; optional academic subject studied by students of higher and secondary educational institutions at their request to expand their general cultural and theoretical horizons or to obtain an additional specialty.
Dispute- Collective discussion of topical problems that lie in the sphere of life of the participants and their social experience. The dispute enables its participants to apply their knowledge and experience in understanding and resolving the problem under discussion.
Note that within the framework of these forms of education, collective, group, individual, frontal work of students of both a differentiated and undifferentiated nature can be organized. When the same task is given to the whole class, the entire study group (written work, laboratory or even practical task in the workshops), then this is an example undifferentiated individual work of a frontal nature. When a class, a study group as a whole, or each subgroup individually collectively solves one problem, jointly masters common theme, then collective, frontal or group work.
The most important feature of the above forms of organization of educational activities is the fact that in any of them the student learns to work: listen, discuss issues in teamwork; concentrate and organize their work, express their opinions, listen to others, refute their arguments or agree with them, argue their evidence and supplement others, make notes, compose reports, compile a bibliography, work with sources of knowledge, organize their own workplace, plan your actions, keep within the allotted time, etc.
Cm.: Makhmutov M.I. Modern lesson. M., 1985. S. 49.
The success and effectiveness of educational work depends on the skillful use of the variety of forms of its organization. Scientific and pedagogical research presents various interpretations concepts organizational forms learning. Form
(from lat. form)- external view, external outline, certain, established order. The form of an object, process, phenomenon is determined by their content and, in turn, has the opposite effect on them. There are various definitions of organizational forms of learning, which contain certain distinctive features of the form. As a rule, the enumerated signs of organizational forms of training coincide. According to M. A. Molchanova, the most fruitful approach to the definition of the category "organizational forms of education" is the dialectical unity of content and form. Content and form are philosophical categories, in the relationship of which the content, being the defining side of the whole, represents the unity of all the constituent elements of the object, its properties, internal processes, connections, contradictions and tendencies, and the form is a way of existence and expression of content.
As I.M. Cheredov points out, the forms of organization of learning perform an integrative function, since they include all the main elements of the learning process in an orderly manner. The form of organization in this case is considered as a special construction that characterizes the "external" side of the learning process, due to the content, methods, techniques, means, types of educational activities, the peculiarities of the relationship between the teacher and students when working on educational material. It is the form that determines how the educational process should be organized.
Analyzing this pedagogical phenomenon, I.F. Kharlamov, for example, believes that the concept of the form of organization of education “does not have a sufficiently clear definition in didactics ... Many scientists simply bypass this issue and confine themselves to the ordinary idea of the essence of this category” f 12, p. . 231-232]. So, Yu.K. Babansky understands the form of organization of education as an external expression of any content, noting that the forms of organization of education are included in the operational and activity component of the learning process and represent an external expression of the coordinated activity of the teacher and students, carried out in the prescribed manner and in a certain mode. Therefore, the term "form" is also used to denote the internal organization of content and is thus associated with the concept of "structure".
B.T. Likhachev considers the form of education as “a purposeful, clearly organized, rich in content and methodically equipped system of cognitive and educational communication, interaction, relations between the teacher and students” . S. A. Smirnov understands the form of education as “a way of organizing the activities of students, which determines the number and nature of the interconnections of participants in the learning process” .
IN teaching aids N. A. Sorokina, M. N. Skatkina, I. Ya.
V.I. Andreev, in turn, puts forward the following, more complete definition: “The form of learning organization is a holistic systemic characteristic of the learning process in terms of the characteristics of the interaction between the teacher and students, the relationship between management and self-government, the characteristics of the place and time of learning, the number of students , goals, means, content, methods and learning outcomes.
The form of education, notes B.T. Likhachev, is realized as an organic unity of content, teaching tools and methods, since a single and isolated form of education has only a private teaching and educational value. Simultaneously efficiency real practice learning is provided not by separate forms, but by their thoughtful, interconnected system that performs the following functions:
educational, allowing you to design and use form data to create the most effective conditions transferring knowledge, skills and abilities to children, shaping their worldview and developing abilities;
educational, providing a consistent introduction of students to a variety of activities. As a result, the development of the intellectual, moral, emotional and physical qualities of the individual;
organizational, requiring clear methodological elaboration and instrumentation educational process;
psychological, suggesting the optimal development of all mental processes in students that contribute to learning;
developing, associated with the creation of a variety of conditions for full-fledged intellectual activity;
systematizing And structuring, providing scientific consistency and consistency in the transfer of information educational material;
complexing And coordinating, representing the relationship of the forms of education themselves in order to increase the efficiency of the educational process;
stimulating, taking into account the age characteristics of students.
In general, all researchers admit that the implementation of these functions in unity various forms teaching contributes to the professional development of the teacher and the personal development of students.
Currently, there are various forms of organization of the educational process, classification
which are carried out for various reasons. M.I. Makhmutov and S.A. Smirnov emphasize that in didactics there is a need to point out the differences in terms that include the word “form”:
form of education(pedagogical technology);
the form of the student's learning activity;
form of organization of current educational work class, group.
Ch. Kupisevich and I.P. Podlasy propose to classify the forms of education according to the following indicators:
the number of students participating in the learning process (collective, individual forms);
place organization of study (school and extracurricular);
duration classes (classroom and extracurricular activities), a classic lesson - 45 minutes, a paired lesson - 90 minutes, a paired shortened lesson - 70 minutes, as well as "no bells" lessons of arbitrary duration.
According to modern researchers I.F.Isaev, A.I. Mishchenko, V.A. Slastenin, E.N. Shiyanov, didactics recognizes the presence of three of the most well-known basic systems of organizational design of the pedagogical process, which differ from one another in the quantitative coverage of students, the ratio of collective and individual forms of organizing the activities of students, the degree of their independence and the specifics of the management of the educational process by the teacher. They include:
individual training;
class-lesson system;
lecture and seminar system.
Of particular interest are the studies of modern didacts, in particular T. I. Shamova, who argue that organizational forms of education can be united by the following common goals:
1. Mastering new knowledge. In this case, the following forms are appropriate - school educational, problematic lecture, excursion, laboratory work, educational labor practice.
2. Consolidation of knowledge, formation of skills and abilities - workshop, laboratory work, seminar, consultation.
3. Skill Development it is expedient to independently apply knowledge in a complex of new situations - seminars, debates, discussions, role-playing and educational business games.
4. Generalization individual knowledge and their systematization - conferences, lessons-generalizations, seminars.
5. Level detection mastering knowledge, skills and abilities - a lesson in the control and correction of knowledge, a colloquium, a seminar-test, a public review of knowledge.
In the work of V. I. Andreev, based on the analysis of all available classifications, an integral three-dimensional model of the system
matization of various forms of organization of training, presented below.
The three-dimensional model is based on the idea of considering the following components in the systematics of the forms of education:
general forms as features of the interaction of participants in the educational process (individual, pair, group, collective, frontal);
external component, which is focused on the features of the transfer of educational material to students (lesson, game, seminar, lecture, excursion, laboratory lesson, etc.);
internal component from the point of view of the dominant learning goal (introductory lesson, practical lesson, combined form of organizing a lesson).
For a holistic understanding of the features of the forms of organization of the educational process, let's consider its main characteristics according to the presented three-dimensional model.
Three-dimensional model of systematics of forms of organization of learning 248
General forms of organization of training
Individual form developed in primitive society as the transfer of experience from the older generation to the younger, from one person to another. Its essence was the individual performance of certain tasks in the house of a teacher or the student himself on the basis of their direct contact.
Currently, this form of education is used to adapt the degree of complexity of educational tasks, provide assistance taking into account the individual characteristics of the student and optimize the educational process itself. In this regard, the main advantage of this form of education is the ability to completely individualize the content, methods and pace of education, tracking and correcting both teaching and learning activities.
Pair form associated with the communicative interaction between a teacher and a pair of students performing a common learning task under his guidance.
One of the forms of such an organization of education is tutoring, earlier - tutoring.
group form- when the teacher communicates with a group of children of more than three people who interact both with each other and with the teacher in order to implement educational tasks.
collective form- one of the most complex forms of organization of students' activities, considering the training of a holistic team with a leader from among the students. This form is focused on active mutual learning of students, their cohesion and mutual understanding.
front shape, i.e. "facing the audience", involves the simultaneous training of a group of students or a whole class, solving the same type learning objectives followed by monitoring of the results by the teacher. This traditional form of organization of the educational process is associated with the "averaging" of students, since the uniformity of tasks does not take into account their individual characteristics.
