Functions of the learning process education development education presentation. Presentation on the topic "essence, structure and functions of the learning process". e) laboratory work

State budgetary educational institution of secondary

vocational education of the Sverdlovsk region

"Kamyshlovsky Pedagogical College"

Forms of training organization

Completed by a student of group 2 "A":

Pasevin Valeria

Concept Form of organization of training;
Empirical classification of educational organization forms;
Theoretical classification of the basic forms of training organization;
Specific forms of training organization;
List of references.

Form of organization of training is a way to streamline the interaction of participants in a training. In didactics, such classifications are distinguished forms of training organization: 1. 2. Theoretical classification of the basic forms of training organization 3. Specific forms of training organization

Empirical classification of educational organization forms

The classification is empirical, since it is based on a quantitative characteristic: if general class work is carried out, that is, the act of learning is carried out in relation to the entire educational collective (class), then these are frontal forms; if the class is divided into relatively autonomous parts (groups), then the group; and if each student of the class works separately, independently of the others, then they are individual.

Usually there are three groups of forms of education:

Frontal

Group

the teacher communicates with all students; students are given one or several didactic tasks; learners share in the team, shared success or failure.

Individual

it is a form of organizing student activities in which small groups of about three or five students are created in the class for joint educational work.

Kinds:

this is a form of work in the lesson, which assumes that each student receives a task for independent fulfillment, specially selected for him in accordance with his training and learning capabilities.

Link
Cooperative group
Differentiated group

Kinds:

Individualized
Individual-group

Group form of study

Frontal training

Individual form of study

Theoretical classification of the basic forms of training organization

The theoretical classification of the basic forms of organization of training is based on possible structures of human interaction .

The list of these structures is limited to the following situations: mediated communication, communication in a pair and communication in a group.

In turn, in a group there can be two different structures of interaction of its participants: "one speaks, does - the rest listen, observe" and "each communicates with each in turn."

individually-mediated form organization of training - corresponds to mediated communication;
steam room - corresponds to interaction in a separate pair;
group - corresponds to communication in a group;
collective - corresponds to the interaction in the group.

Specific forms of organization with students in the learning process

The learning process is implemented only through specific

forms of its organization. Among the specific forms of organizing work with students in the learning process are: lesson and extracurricular .

Extracurricular

Lesson

a) lesson

1) regular:

b) lecture

2) episodic:

a) homework

c) seminar

a) abstract works

b) optional classes or group, individual

d) workshop

e) laboratory work

c) mugs

b) thematic conferences

c) evenings on the subject

d) work with popular science literature

f) offset

d) Olympiads

e) television broadcasts

g) exam

f) additional classes

Dyachenko V.K. New didactics. M .: Public education, 2001.
Dyachenko V.K. The organizational structure of the educational process and its development ... M .: Pedagogika 1989.
Litvinskaya I. G. On the question of the forms of organization of training // Collective way of teaching: scientific method. magazine.
Pedagogy: pedagogical theories, systems, technologies: textbook / ed. S. A. Smirnova. 2nd ed. Moscow: Academy, 1999.
Pedagogy: Textbook / ed. PI Pidkasistogo. M .: Pedagogical Society of Russia, 1998.
Cheredov I.M. Forms of educational work in high school. M .: Education, 1988.

Interaction Learning necessarily presupposes the interaction of the teacher and the learners. Subject and object of learning Not just the teacher's influence on the student, but their interaction !!! Interaction can take place both in a direct and indirect form. The learning process is not a mechanical sum of teaching and learning, it is a qualitatively new, holistic phenomenon

Communication in the learning process. The unity of knowledge and learning Communication in the learning process affects: the motivation of learning, the formation of a positive attitude to learning, the creation of favorable psychological conditions Teacher characteristics that contribute to successful communication: Passion Clarity, organization in work, tact in relationships and assistance in learning, objectivity in evaluation Endurance in difficult situations

The role of environmental influences in the learning process. Personal development is influenced by the Environment, Mass media, Labor activity, Sports, Play and leisure activities A purposeful application of efforts is required to create a child's environment !!!

Learning content Determined by: curriculum, state curricula, textbooks on this subject. The content of individual lessons is concretized by the teacher, taking into account: the tasks set, the specifics of the production and social environment of the school, the level of preparedness, the interests of the students.

Operational-activity component The operational-activity component reflects the procedural essence of training. It is in the activities of teachers and trainees, in their interaction, flowing in time, that the task of appropriating the wide social experience of mankind by schoolchildren is realized. The operational-activity component is implemented through certain methods, means and forms of organization of teaching and learning

Control and regulation component The control and regulation component assumes control of the teacher and self-control of trainees. Control is carried out with the help of tests, surveys, tests and exams. Self-control includes self-examination of students, who independently check the degree of assimilation of the studied material Control and self-control ensure the functioning of feedback in the educational process, the teacher receives information about the degree of difficulties, about the quality of the learning process Feedback causes the need to correct, regulate the educational process, make changes in methods, forms and teaching means Regulation of the process is carried out not only by the teacher, but also by the students themselves (self-regulation of their actions, work on mistakes, repetition of questions that cause difficulties).

Evaluative-effective component The evaluative-effective component of training involves: assessment by teachers and self-assessment by students of the results achieved in the learning process, establishing their compliance with the set educational tasks, identifying the causes of deficiencies, designing new tasks that also take into account the need to fill the gaps in knowledge and skills ...

The relationship of training components The purpose of training determines its content. The purpose and content of training require certain methods, means and forms of stimulation and organization of training. In the course of training, current control and regulation of the process is required. Finally, all components of the learning process in their totality provide a certain result.

A teacher is a creator, he creates a lesson as a work of pedagogical skill, creates it for children and together with children. The lesson should have its own face, originality, which is provided by the individual style of the teacher and the personal originality of the students. But besides the creative uniqueness and skill, the teacher's literacy should also be visible in the lesson: - the meaning of what factors determine the meaning and essence of the lesson; - the ability to plan, conduct and analyze the lesson.

A lesson is a living cell of the educational process. All the most important and the most important thing for teachers happens in the classroom

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2014 Lesson as the main form of organizing the educational process Pavlina Shulyatyeva, methodologist of OGOBU SPO ITTRIS

The purpose of the seminar: To bring knowledge of the lesson theory (structure, goal-setting) into the system

"A lesson is a mirror of the general and pedagogical culture of a teacher, a measure of his intellectual wealth, an indicator of his outlook and erudition." Sukhomlinsky

A lesson is a form of organizing training with a group of students of the same age, constant composition, lesson according to a fixed schedule and with a single curriculum for all. All components of the educational process are presented in this form. A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.

Only in the lesson you can see: - what are the relations between the teacher and the student; - deeply or superficially, he knows his subject; - who he is: a primitive informant or organizer of the process of teaching children; -does it provide solid knowledge, skills and abilities;

General requirements for the lesson: DIDACTICAL, EDUCATIONAL, ORGANIZATIONAL.

Components of the lesson: Organizational - the organization of students throughout the lesson, the readiness of the student for the lesson, order and discipline. Target - setting learning goals for students, both for the entire lesson and for its individual stages. Motivational - determining the significance of the studied material both in this topic and throughout the course.

Components of the lesson: Communicative - the level of communication between the teacher and the team of students. Content - the selection of material for study, consolidation, repetition, independent work, etc. Technological - the choice of forms, methods and techniques of teaching, optimal for a given type of lesson, for a given topic, for a given team, etc. Control and evaluation - the use of an assessment of the student's activity in the lesson to stimulate his activity and the development of cognitive interest. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson.

The organization of the lesson is possible only if certain rules are observed: First, the definition of the goals and objectives of the lesson; The second is to clarify the type of lesson; Third - clarification of the type of lesson; Fourth - the choice of teaching methods and techniques; Fifth - defining the structure of the lesson.

Goals and objectives of the lesson For the purposes and objectives, it is necessary to design the activities of the teacher and students. The goal is a programmed result that should be obtained at the end of the lesson (model of the desired future) .Only in the case when the student realizes the meaning of the educational task and accepts it as personally significant for him, his activity will become motivated and purposeful. The goals should be sufficiently tense, achievable, conscious learners, promising and flexible, that is, responsive to changing conditions and the possibilities of achieving them. The objectives of the lesson should be as specific as possible, so that when summing up the lesson, we can reasonably answer the question "Has the lesson achieved its goal?"

Lesson Objectives and Objectives Objectives are steps to achieve a goal. The objectives of the lesson include: organizing interaction; assimilation of knowledge, abilities, skills; development of abilities, experience of creative activity, communication, etc. The objectives of the lesson should be formulated in such a way that it can be seen by means of which the set goals of the lesson were achieved. Tasks are set FOR STUDENTS in a language they understand (what students should do in the lesson)

The learning task is the goal that the student sets for himself What? What for?

Learning goals Set on the basis of the TOPIC and the type of lesson (study the topic, repeat, summarize ....), Include the mastery by the learners of the knowledge system, practical skills and skills for setting learning goals and objectives, it is recommended to use verbs indicating an action with a certain result: “ choose ”,“ name ”,“ define ”,“ illustrate ”,“ write ”,“ list ”,“ execute ”,“ systematize ”...

Teaching objectives example: history lesson on the topic "Reforms of Peter I". The teacher set goals: 1. Explain to the students that the reforms of Peter I led to the strengthening of the royal power. 2. To reveal the progressive nature of Peter's reforms. 3. To form value judgments based on the generalization of events and phenomena of a certain historical period. The teacher set these goals for himself, not for the students. For students, TASKS are set based on the goals: 1. Select the state reforms carried out by Peter I 2. Group the customs, highlighting those that existed before Peter I and introduced by him. 3. Indicate at least 6 signs that characterize the reforms of Peter I.

Educational goals In each lesson, an educational goal should be set. THE LESSON MUST BE TRAINED. V. goals contribute to: fostering a positive attitude towards knowledge, towards the learning process; the formation of ideas, views, beliefs, personality traits, assessment, self-esteem and independence; gaining experience of adequate behavior in any society. Educational work in the lesson should be planned in the most careful way. The formulation of educational goals should also be specific. The following formulations can be used when setting an educational goal: arouse interest, arouse curiosity, arouse interest in solving problems on their own, encourage students to be active, express their attitude ... instill, strengthen ... skills;

Educational goals Formation of moral qualities: Demanding to oneself Pride Conscientiousness Responsibility Self-esteem Honesty Modesty Self-esteem Perseverance Neatness Feelings of duty Responsibility Diligence Empathy Feelings of pride in what has been achieved Patriotic feelings

Educational goals Formation of moral qualities: Formation of humane attitudes towards "other people": Partnerships of Kindness Delicacy Politeness Modesty Discipline Responsibility Honesty

Developing goals A developing goal should be set in the lesson. Developing goals contribute to: the formation of general educational and special skills; improving mental operations; the development of the emotional sphere, monologue speech of students, question-answer form, dialogue, communicative culture; implementation of self-control and self-esteem, and in general - the formation and development of personality. For example: teach to compare, teach to highlight the main thing, teach to build analogues, develop an eye, develop analytical skills to develop the ability to navigate the terrain.

Developing goals Development of thinking: Teach to analyze Teach to highlight the main thing Teach to compare Teach to build analogies Teach to generalize and systematize Teach to prove and refute Teach to define and explain concepts Teach to pose and solve problems

All lessons can be divided into groups: - Lesson familiarization of students with new material; -Lesson consolidation of knowledge; -General lessons -Lesson testing knowledge, abilities, skills.

Familiarization lesson This is a lesson, the content of which is new, unknown to learners material, includes a relatively wide range of issues and requires a significant amount of time to study it. Introduction lesson structure: Repetition of the previous material; Explaining new material by the teacher; Verification of understanding and primary consolidation of knowledge; Home assignment. Introductory lesson forms: Lecture, excursion, conversation, laboratory work, conference, traditional lesson

Consolidation lesson The main content of the work in this lesson is the secondary comprehension of previously acquired knowledge in order to consolidate it. Pinning lesson structure: Checking homework; Performing oral exercises; Writing exercises; Checking the completion of tasks; Home assignment. Forms of consolidation lesson: Seminar, workshop, consultation, laboratory work, conference, lesson of key tasks, work in pairs of constant and mixed type

Generalization lesson: The most significant questions from the previously covered material are systematized and reproduced, the existing gaps in the knowledge of students are filled and the most important ideas of the course being studied are revealed. Such lessons are carried out at the end of the study of individual topics, sections and training courses in general. Their mandatory elements are the introduction and conclusion of the teacher. Forms of generalization lessons: Narration, short messages, reading individual passages from a textbook or a teacher's conversation with students.

Lesson in checking knowledge, abilities and skills: Allows the teacher to identify the level of training of students in a particular area, to identify shortcomings in mastering the material, help to outline ways of further work. Control lessons require the student to apply all his knowledge, skills, and abilities on a given topic. Verification can be carried out both orally and in writing. Forms of lessons for checking ZUN: Independent work, test lesson, test work, interview, quizzes, games, etc.

Forms of organization of the educational process: Lecture is the most difficult type of lesson even for an experienced teacher. The lecture form of teaching gives a positive effect in those cases when: The volume of theoretical material is large, but there are not enough tasks for it; Most of the material is of an auxiliary nature and is not required for assimilation by all students; What was learned earlier is not enough to organize learning in an active mode, i.e. the topic for learners is almost new; An introductory or overview story of the teacher on a major topic of the course is required.

Seminar Most often it is used to consider additional material, the reproduction of which is not required for each student, but individual conclusions and facts are very useful and even necessary. In preparation for the seminar, students acquire the skills of conducting scientific research and its design, learn to defend their beliefs, and review the speeches of their comrades. The seminar combines the form of conversation and discussion of students in order to deepen and improve knowledge

Consultation The purpose of its holding is to teach the student to think about the problem, to understand what difficulties arise when getting acquainted with a certain topic; and to resolve these difficulties - to formulate the questions to which he would like to receive an answer. At the very beginning of the consultation, trainees can be helped to formulate questions. For each consultation, students can be invited to prepare cards with questions and tasks.

Lesson - test The test is a special stage in the control, the purpose of which is to check whether the students have reached the level of compulsory training. The tests are subdivided into current and thematic. The current ones are carried out systematically in the course of studying the topic and cover small semantic portions. Thematic are arranged at the end of the study of the topic. Tests are: Open - this is when students provide lists of compulsory questions; Closed - tests without providing lists of compulsory questions. Systematic control of students' knowledge is one of the main conditions for improving the quality of education.

Thank you for your attention prepared by Shulyatyeva P.N. 2014

For example, the skills of reading and writing, the rational organization of independent cognitive activity, the ability to work with textbooks, reference books, bibliographic apparatus, etc.

Educational functionlearning consists in the fact that in the learning process, students develop views, scientific worldview, understanding of the laws of nature, society and thinking, moral and aesthetic ideas, the ability to follow the norms of behavior in society, to comply with the laws adopted in it. In the learning process, the needs of the individual, motives of activity, social behavior, values \u200b\u200band value orientations are also formed.

Opportunities for upbringing are primarily provided by the content of education. All academic subjects have one or another educational potential.

Humanities and socio-economic disciplines have great opportunities for the formation of personal qualities of students.

THE ESSENCE OF THE LEARNING PROCESS

FUNCTIONS OF THE LEARNING PROCESS

The content of the disciplines of the natural science cycle contributes to the formation of a worldview, a single picture of the world in the minds of students, the development on this basis of views on life and work.

The educational effect in the learning process is also exerted by the nature of communication between the teacher and the student, students among themselves, the psychological climate in the team.

There are different styles of communication between participants in the educational process: authoritarian, democratic, liberal. Modern pedagogy believes that the optimal is democratic, which combines a humane, respectful attitude of the teacher to students, giving them a certain independence, involving them in organizing the learning process.

Education always educates, but not automatically and sometimes not in the right direction, therefore, the implementation of the educational function of teaching requires the organization of the educational process, the selection of its content, the choice of forms and methods to proceed from correctly understood educational tasks.

Simultaneously with the educational and upbringing functions, the learning process implements anddeveloping function... In the process of learning, in addition to the assimilation of knowledge, skills and abilities by students, they develop.

THE ESSENCE OF THE LEARNING PROCESS

FUNCTIONS OF THE LEARNING PROCESS

Moreover, it is carried out in all directions: the development of speech, thinking, sensory and motor spheres of the personality,emotional-volitional and need-motivational areas. "Learning leads development" - asserts one of the important laws of psychology, formulated by LS Vygotsky. It is promoted by both the content of education, the methods and forms of teaching used, and the active, varied, conscious activity of the students.

Although correctly delivered training always develops, this function is more successfully implemented in the presence of a special focus. In theory and practice, special teaching technologies have been developed that pursue precisely the goals of personality development.

A significant contribution to the creation of a system of developing education was made by Russian scientists P.A. Galperin,

V.V.Davydov, L.V. Zankov, D.B. Elkonin and others.

THE ESSENCE OF THE LEARNING PROCESS

FUNCTIONS OF THE LEARNING PROCESS

I.Ya.Galperin and N.F.Talyzina developed the theory of the phased formation of mental actions. L.V. Zankov substantiated a set of principles for the development of thinking in the learning process: increasing the proportion of theoretical material, learning at a fast pace and at a high level of difficulty, ensuring that students are aware of their learning actions. A.M. Matyushkin, M.I. Makhmutov developed the basics of problem learning. I.Ya.Lerner and M.N.Skatkin proposed a system of developing methods of teaching, V.V.Davydov and D. B. Elkonin - the concept of meaningful generalization in teaching, G.I.Shchukin - methods of enhancing the cognitive activity of students. D. Kabalevsky, I. Volkov developed a methodological system that contributes to the development of the emotional sphere, the richness of feelings, experiences from the perception of nature and art, people around.

In addition to educational, upbringing and developing, some scientists also distinguishstimulating and organizing functions of training. The learning process must be built in such a way that it encourages students to further educational and cognitive actions, organizes them for learning new things.

It is indisputable that all the functions of the learning process are interdependent and are implemented in all of its didactic components.

THE ESSENCE OF THE LEARNING PROCESS

Methodological framework

learning

There are various methodological approaches to explaining the essence of learning. Of the foreign concepts, the most common ones that reveal the mechanisms of learning are behavioristic and pragmatic theories.

Behavioral theoryreceived wide distribution in the teaching practice of the USA and many European countries. Its adherents consider all the phenomena of mental life as a set of acts of behavior. They identify the psyche of humans and animals, reduce all complex life activities to the formula "stimulus - response". From their point of view, the learning process is the art of managing stimuli in order to cause or prevent certain reactions, and the learning process is a set of reactions to stimuli and stimulating situations.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF LEARNING

The development of consciousness is identified with the formation of students' reactions, i.e. They view learning as developing the ability to react in a certain way to certain situations, and not as developing the ability to act or think.

Thus, the conscious activity of a person in the learning process is explained not by mental, but by physiological processes. The students' conscious actions are replaced by purely reflex actions. Behaviorists see the difference between humans and highly organized animals in the fact that they can be influenced by secondary, verbal, stimuli, which also arise

responses.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF LEARNING

Unlike behavioristspragmatists reduce learning only to the expansion of the student's personal experience, so that he can adapt as best as possible to the existing social order. Education can only contribute to the manifestation of the inherent in a person from birth opportunities. Therefore, its goal is to teach the child to live. And this means adapting to the environment, satisfying personal interests and needs without focusing on the social environment, based on subjectively perceived benefits.

In accordance with these views, pragmatists argue that learning is a purely individual process. They do not consider it necessary to form systematic knowledge, skills and abilities, and therefore deny the scientific justification of curricula and programs. Pragmatists belittle the importance of the teacher in the learning process, assigning him the role of an assistant, a consultant.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF LEARNING

For them, the main mechanism and, accordingly, the method of acquiring knowledge, skills and abilities is "learning by doing", ie. implementation of practical tasks, exercises.

Besides behaviorism and pragmatism, there are other learning theories. Some of them reject both the physiological and psychological foundations of the educational process, reducing it only to the reactions occurring in the student's soul. The mechanism for obtaining knowledge, skills and abilities, whether they or not

as they do not explain, or reduce to intuition, insight, discernment, etc. This focus is existentialismand neo-Thomism, which diminish the role of teaching, subordinate intellectual development to the education of feelings. The explanation of such a position proceeds from the statement that only individual facts can be cognized, but without their awareness, without taking into account the relationship of laws.

There are other approaches to explaining the learning mechanism.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF LEARNING

Currently, most scientists share the point of view thattheoretical and methodological

the basis of education is materialistic

theory of knowledge (epistemology) , according to which the real world is objective and exists outside of human consciousness, it is cognizable. Cognition is a reflection of reality in consciousness, active mental and emotional activity, the result of which is knowledge, generalizations in the form of theories, laws, scientific concepts.

The dialectical way of knowing the truth, objective reality goes from living contemplation to abstract thinking and from it to practice.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF LEARNING

In the process of living contemplation, i.e. through sensations, perception, active study of objective reality, certain ideas about certain phenomena and objects arise. These views provide the basis for generalizations. Abstract thinking makes it possible to establish general signs of cognizable phenomena, to assimilate concepts, judgments, inferences, to establish essential, necessary, stable connections between phenomena, ie. deduce certain laws and patterns.

All these provisions of epistemology are directly related to educational knowledge. Teaching is always associated with knowledge. The task of training is to make the laws of nature, development of society and human mental processes

the property of the consciousness of students.

THE ESSENCE OF THE LEARNING PROCESS

Mordovia State University N.P. Ogareva

Faculty: matamatic

Specialty: maths

Leading functions and structure of the learning process

Completed: student of group 301,

Rizaev S.N.

Checked: candidate ped. Sci., Senior Lecturer, Batyaeva T.A.

Saransk 2001

1. Introduction ……………………………………………………… .3

2. Functions of the learning process ………………………………… 4

3. The structure of the learning process ……………………………… ..11

4. Conclusion ………………………………………………. …… 18

5. References …………………………………………… 19

Introduction.

The concept of "learning process" refers to the initial in pedagogical science, its definition is complex and contradictory. For many years in pedagogy it has been defined as a two-way process - the process of teaching and learning.

In the writings of ancient and medieval thinkers, the concepts of “teaching” and “learning process” are understood mainly as teaching. At the beginning of this century, the concept of teaching began to include two components of this process - teaching and learning. Teaching is understood as the activity of teachers to organize the assimilation of educational material, and learning is understood as the activity of students to assimilate the knowledge offered to them. Somewhat later, the concept of teaching reflected both the teacher's controlling activity in shaping students' methods of cognitive activity, and the joint activity of the teacher and students.

This paper discusses concepts such as the leading functions of the learning process and the structure of the learning process. The first question reveals the meaning of the following functions of the learning process:

Educational;

Developing;

Vocational guidance.

The second question tells about the structure of the learning process, which includes the following elements:

Learning as a process;

The purpose of training;

Learning cognition mechanisms;

Teacher as a defining beginning of the learning process and others.

Functions of the learning process.

Education as a social phenomenon is a purposeful, organized, systematic transfer to the older generation and the assimilation by the younger generation of the experience of social relations, social consciousness, the culture of productive labor, knowledge about active transformation and environmental protection. It ensures the continuity of generations, the full functioning of society and the appropriate level of personality development. This is its objective purpose in society.

Education consists of two inextricably linked phenomena: teaching adults and educational work, called the teaching of children. Teaching is a special activity of adults aimed at transferring to children the amount of knowledge, skills and abilities and educating them in the learning process. Teaching is a specially organized, active independent cognitive, labor and aesthetic activity of children, aimed at mastering knowledge, skills and abilities, developing mental processes and abilities.

The social, pedagogical, psychological essence of training is most fully and vividly manifested in its practically expedient functions. Among them, the most significant - educational function ... The main meaning of the educational function is to equip students with a system of scientific knowledge, skills, and their use in practice.

Scientific knowledge includes facts, concepts, laws, patterns, theories, a generalized picture of the world. In accordance with the educational function, they should become the property of the individual, enter the structure of his experience. The fullest implementation of this function should ensure the completeness, systematicity and awareness of knowledge, their strength and effectiveness. This requires such an organization of the learning process so that elements that are important for understanding the main ideas and significant cause-and-effect relationships do not fall out of the content of the academic subject reflecting the relevant area of \u200b\u200bscientific knowledge, so that empty voids do not form in the general system of knowledge. Knowledge should be ordered in a special way, acquiring more and more harmony and logical subordination, so that new knowledge flows from what was previously acquired and paves the way for the development of the next.

The end result of the implementation of the educational function is the effectiveness of knowledge, expressed in the conscious operation of them, in the ability to mobilize previous knowledge to obtain new ones, as well as the formation of the most important both special (in the subject) and general educational skills and abilities.

Skill as a skillful action is directed by a clearly perceived goal, and the basis of a skill, that is, an automated action, is a system of strengthened connections. Skills are formed as a result of exercises that vary the conditions of educational activity and provide for its gradual complication. To develop skills, repeated exercises are required under the same conditions.

The implementation of the educational function is inextricably linked with the formation of skills in working with a book, reference literature, bibliographic apparatus, organizing independent work, taking notes, etc.

Educational function ... The upbringing nature of education is a clearly manifested pattern that acts immutably in any era and in any conditions. The upbringing function organically follows from the content itself, forms and methods of teaching, but at the same time it is carried out through a special organization of communication between the teacher and the students. Objectively, training cannot but educate certain views, beliefs, attitudes, personality traits. Personality formation is generally impossible without mastering the system of moral and other concepts, norms and requirements.

Education always brings up, but not automatically and not always in the right direction. Therefore, the implementation of the upbringing function requires, when organizing a school subject, selecting content, choosing forms and methods, to proceed from the correctly understood tasks of upbringing at a particular stage of the development of society. The most important aspect of the implementation of the upbringing function of training is the formation of the motives of educational activity, which initially determine its success.

Developmental function ... Just like the upbringing function, the developmental character of teaching objectively follows from the very nature of this social process. Correctly delivered training always develops, however, the developmental function is carried out more effectively with a special orientation of the interaction of teachers and students on the all-round development of the personality. This special focus of teaching on the development of the student's personality was consolidated in the term "developmental learning". In the context of traditional approaches to the organization of learning, the implementation of the developmental function, as a rule, is reduced to the development of speech and thinking, since it is the development of verbal processes that more clearly than others expresses the general development of the student. However, this understanding of the orientation of teaching, which narrows the developmental function, overlooks the fact that both speech and the thinking associated with it develop more effectively with the appropriate development of the sensory, emotional-volitional, motor and motivational-need spheres of the personality. Thus, the developmental nature of training presupposes an orientation towards the development of the personality as an integral mental system.

Since the 1960s, pedagogical science has been developing various approaches to the construction of developing education. L. V. Zankov substantiated a set of principles for the development of thinking in the learning process: an increase in the proportion of theoretical material; learning at a fast pace and at a high level of difficulty; ensuring students' awareness of the learning process. AM Matyushkin, MI Makhmutov and others developed the foundations of problem learning. I. Ya. Lerner and MN Skatkin proposed a system of developing teaching methods; VV Davydov and DB Elkonin developed the concept of meaningful generalization in teaching; I. Ya. Gol'perin, NF Talyzin and others substantiated the theory of the gradual formation of mental actions. The unifying idea of \u200b\u200bleading scientific research and pedagogical practice of developmental education is the idea of \u200b\u200bthe need to significantly expand the sphere of developmental influence of education. Full intellectual, social and moral development of the personality is the result of educational and upbringing functions implemented in the unity.

Acquired the actual sound and career guidance function learning ... The secondary school lays the foundations for vocational guidance work with children in terms of identifying and developing inclinations, abilities, interests, talents, inclinations. For these purposes, special schools, gymnasiums, lyceums, colleges, differentiation of education, classes and groups of in-depth study of individual subjects are organized. An important role in this matter is played by a well-organized combination of education with productive labor. With high school students, special career guidance work is carried out in special career guidance rooms and at enterprises. In the process of teaching and productive labor, acquiring specific knowledge and skills in the field of a particular profession, focusing personal interest on certain general educational knowledge, the student gets the opportunity to orientate and choose a profession, directly move into the sphere of production or continue education in higher education.

All the main functions of training, expressing its deep essence, are closely interconnected and interact with each other. Knowledge is the basis of worldview, professional interests, material for mental development and the formation of spiritual needs; spiritual needs stimulate the expansion of knowledge and career guidance searches; mental development facilitates the process of mastering knowledge; emotional-volitional and effective-practical development acts as a strong stimulus for educational, socially useful, productive work.

The functions of the learning process include the functions of its constituent parts.

The functions of the forms of education are complex and diverse. Among them in the first place teaching and educational ... The form of education is designed and used in order to create the best conditions for the transfer of knowledge, skills, skills to children, the formation of their worldview, the development of talents, and practical abilities. Educational the function is provided by the consistent introduction of schoolchildren with the help of a system of forms of education in a variety of activities. As a result, all spiritual and physical forces are actively involved in the work: intellectual, emotional-volitional, efficient-practical. Organizational the function of teaching is that the need to match the volume and quality of the content of education to the age-related capabilities of children requires the teacher to have a clear organizational and methodological instrumentation for the presentation of the material, and strictly select aids. Psychological the function of the forms of education is to develop a certain activity biorhythm in students, the habit of working at the same time. Habitual time and familiar conditions of study sessions give children a mental state of emancipation, freedom, optimal tension of spiritual forces. The informal form of training sessions in conjunction with active methods performs developing function. It is especially effective when a variety of forms are used in the study of a topic in the educational process.

Forms of organization of the educational process ensure the collective and individual activities of children, performing integrating-differentiating function. The educational process is basically a process of collective cognitive activity. Children learn together, exchange information in practical matters, learn mutual understanding and mutual assistance. At the same time, learning is a process of developing the capabilities of a person. Therefore, each form of collective classes should have the ability to individualize the activities of schoolchildren, provide work on advanced programs for some and pull up to the average compulsory level of others. Systematizing and structuring the functions of organizational forms of training consist in the fact that they require a breakdown of all educational material into parts and topics, its structuring and systematization both as a whole and for each lesson.

In relation to each other, the forms of education are able to perform integrating and coordinating functions. In order to increase the effectiveness of the assimilation of material by children, on the basis of any form of teaching, the components of other forms can be combined and used. When studying a whole topic, one form, for example, a lesson, can play the role of the main, basic, leading in relation to others - seminars that provide additional material. Finally, stimulating the function of the form of organizing training sessions is manifested with the greatest force when it corresponds to the characteristics of the age of children, the specifics of the development of their psyche and body. So, the lecture form, with its monotony, is capable of suppressing any cognitive activity in primary schoolchildren. Meanwhile, as a lesson - the dramatization of the story, including imagination, speech, thinking, the body as a whole, stimulates their vigorous activity.

The functions of teaching methods provide teaching and educational interaction between the teacher and students. Their essence and originality is as follows. The direct function of teaching methods is to transfer and organize the assimilation of knowledge by children, the formation of their worldview. On the basis of knowledge, the method provides for the development of students' skills and abilities, their consolidation in the child's nervous system as neuropsychic formations. Such a direct function of teaching methods is to ensure the development of human powers in a child: intellectual abilities, giftedness, voice, sight, smell, hearing, physical strength, sensory, emotional, spiritual-need, volitional spheres. The implementation of these two functions in unity provides training, ideological and moral education and neuropsychic development of the child. The indirect functions of teaching are to develop in schoolchildren the inclinations and foundations of a culture of mental and physical labor - the foundation for the implementation of lifelong education, for the development of their desire for self-education. The educational function of teaching methods is aimed at the development of cognitive and creative activity in children. The effectiveness of the learning and upbringing process largely depends on how quickly and successfully the child turns from an object of didactic influences into a subject of cognitive activity. Setting in motion with the help of teaching methods all the essential forces of schoolchildren awakens their interest in the content and problems of educational activity, ensures success in the education of cognitive activity.

Thus, teaching methods as a set of techniques and methods of teaching interaction between a teacher and students are rooted in various methods of the human search for truth and cognitive communication. They are scientifically pedagogically transformed on the basis of the general requirements imposed on them and are the most important mechanism for the implementation of the learning process, thanks to the implementation of their pedagogical functions.

The structure of the learning process.

Learning as a process is a purposeful, organized with the help of special methods and various forms of active learning interaction between teachers and students.

The learning process has a clear structure. Its leading element is target ... In addition to the general and main goal - to transfer to children the totality of knowledge, abilities and skills, the development of the mental powers of students - the teacher constantly sets himself specific tasks to ensure the deep assimilation of a specific amount of knowledge, abilities and skills by students. The psychological and pedagogical meaning of the goal lies in the fact that it organizes and mobilizes the teacher's creative forces, helps to select and choose the most effective content, methods and forms of work. In the educational process, the goal "works" most intensively when it is well understood not only by the teacher, but also by the children. Explaining learning goals to children is a powerful stimulus to their cognitive activity.

The structural element of the educational process, around which the pedagogical action unfolds, the interaction of its participants, is content social experience learned by children. The most important pedagogical contradiction is manifested in the content: between the huge reserves of social and historical information and the need to select only the foundations from it for the purpose of teaching cognition. To become an element of the educational process, scientific information must be pedagogically processed, selected from the point of view of its relevance for life in given socio-historical conditions, the development of the child's essential forces and taking into account the possibilities of its mastering by children of different ages. This contradiction is overcome by pedagogical science, which empirically establishes the quantity, quality and degree of difficulty of information necessary for schoolchildren, the possibility of its assimilation and use by each child. The content of the educational process as a system can have a different structure of presentation. Elements of a structure are separate knowledge or their elements, which can be "linked" with each other in different ways. The most common at present are linear, concentric, spiral, and mixed content structures.

With a linear structure, individual parts of the educational material form a continuous sequence of closely related links, which are worked out during schooling, as a rule, only once.

The concentric structure implies a return to the knowledge being studied. The same question is repeated several times, and its content is gradually expanding, enriched with new information.

A characteristic feature of the spiral structure of presentation is that students, without losing sight of the original problem, gradually expand and deepen the circle of knowledge associated with it.

Mixed structure - a combination of linear, concentric and spiral structures.

The central figure, the backbone of the learning process is teacher - the bearer of the content of education and upbringing, the organizer of all the cognitive activities of children. His personality combines objective and subjective pedagogical values. In the learning process, the whole structure of the teacher's moral and aesthetic attitude to life plays a huge role. The teacher sets in motion all the internal and external mechanisms of the learning process: he transfers knowledge, organizes and stimulates the cognitive activity of children, arouses interest and forms their need for knowledge.

The main participant, the most active self-developing subject of the educational process is himself child learning ... He is the very object and subject of pedagogical cognition for the sake of which the learning process is created. In the process of cognition in the consciousness of a child, the most complex process of reflecting reality is performed using a variety of scientifically based teaching methods. Activity and communication are the mechanisms for the development of reality by children.

The process of teaching, mastering the system of knowledge, skills and abilities by a child is subdivided into inextricably dialectically interrelated stages of cognition. First step - perception-assimilation. On the basis of perception, comprehension is carried out, providing understanding and assimilation of the material. The second stage absorbs in a generalized form the results of the initial assimilation and creates the basis for deepening knowledge. It is characterized as assimilation-reproduction ... Perception, assimilation and primary reproduction of educational material create the possibility of the implementation of the third stage of cognition - creative practical application of knowledge. The cognitive process achieves completeness and efficiency when it not only enriches children with knowledge, skills and abilities, but also ensures their development, social activity, and real participation in social practice.

In the learning process, the child is not only the object of influence, but also the subject of cognition. In cognitive activity, he is driven by a natural contradiction between his desire for active participation in life, for adulthood and the lack of necessary life experience, knowledge, skills, and abilities. The stimuli for the cognitive activity of schoolchildren are primarily associated with the ability to remove the contradiction through the education they receive.

An important element of the educational process is and student collective as an object of teaching influence of a teacher and a subject of cognition. The collective cognition process takes place in stages. In essence, it is adequate to the process of individual cognition. But in terms of pedagogical organization, forms and methods of work, collective cognition follows its own special logic. Collective mutual learning is of particular pedagogical importance, in the process of which the teacher and the learner students deepen their knowledge. The teacher is inspired by the role of the leader, and the student seeks to change the situation and gets satisfaction, asserting himself in the team.

Moving forces, stimuli of collective cognition are for children and the attractiveness of collective communication, learning interaction; and increased emotionality of collective perception; and contradictions, differences of opinion that arise in this process. The general educational goal encourages students to overcome all difficulties and inconsistencies, unite in the pursuit of a common positive result.

An essential element of the structure of the cognitive process is teaching methods. They are ways of teaching interaction between teacher and students. The nature of the learning process largely depends on the personality of the teacher and students. In pedagogical practice, a huge role is played not so much by the potential effectiveness of the teaching methods themselves as by the teacher's individual methodological system, the existing system of his interaction with children.

Teaching methods, the teacher's methodological system are the methods of work not only for the teacher, but also for the students at the same time. Any method is only active when it unites both sides in active interaction, contributes to the transformation of the teacher's methodological system into methods of students' cognitive activity. For this, students need to be aware of each method of work, its strengths and weaknesses, mastering the skills and abilities of educational work. The group of teaching methods in their essence correspond to the main stages of educational knowledge. These are methods that provide the primary perception of educational material, methods aimed at assimilating knowledge, methods of practical activity and creative application of knowledge, methods of feedback, diagnostics, checking the assimilation of knowledge by schoolchildren and correcting the learning process.

The learning process is unthinkable without such an element as organizational forms ... The form of training is a time-limited and organizational cognitive joint activity of teachers and students in space. The leading form of teaching is a lesson. The accompanying forms are diverse: laboratory and practical classes, a seminar, a lecture, individual and group training, a circle. Each form acquires a specific structure, specific features and characteristics depending on the content of educational work and the age of students. The form of teaching in pedagogical practice often comes into conflict with the content. A varied educational material, depending on its characteristics, requires flexible, mobile forms of organizing cognition.

An organic element of the structure of the learning process is independent extracurricular (home, library, circle) Job students on the assimilation of compulsory and freely received information, on self-education. This is one of the forms of education that has acquired great independent significance today. Its function is not to compensate for shortcomings in the work of a teacher, whose task is to ensure a good quality of assimilation of knowledge, skills and abilities by students. Self-study is necessary as a decisive means of consolidating skills and abilities, intensive development of mental strength, moral self-affirmation. In modern conditions, it is necessary to switch children from mechanical repetition of paragraphs of the textbook to an independent search for additional information, its conscious processing and critical assessment. The following forms and methods of independent extracurricular activities are used: doing homework, independent work in the library, taking notes, keeping diaries, exchange of information (conversation) with comrades. The independent extracurricular work of schoolchildren helps to resolve the contradictions between the limited content of school education, the conservatism of its forms and the dynamic flow of free information, mobile forms of its transmission and assimilation.

An important place in the structure of the learning process is occupied by such an element of knowledge as practical application of knowledge, skills and abilities in productive, socially useful labor. In public life. We are talking not only about practical classes, but above all about the real, socially significant work of schoolchildren in the field of production, which requires special attention to the polytechnic orientation of knowledge. This element of the process synthesizes in itself all the others, makes it possible to check the quality of learning outcomes through life social practice. With the help of social practice, the resolution of the contradiction between school and life, between the content, forms, methods of teaching and the requirements of society, economy, culture, scientific and technological progress is achieved. This element of the process of cognition is the system-forming link that unites and connects learning and life in a limited way. Thanks to him, the developing child's personality passes from the world of childhood to the state of adulthood, from school to life.

The final element of the structure of the learning process is pedagogical diagnostics ... It is provided by a set of special methods, methods and techniques aimed at identifying the quality of knowledge, skills and abilities of students, to obtain feedback on the effectiveness of his teaching interaction with students. Diagnostics allows the teacher to make adjustments to the educational process: change the forms of education, introduce new methods, pull up those who are lagging in a timely manner and provide opportunities for those who are successful to move forward. Among the diagnostic methods are individual and frontal oral questioning, a variety of independent written works , practical tasks of a reproductive and creative nature . Timely and correct pedagogical diagnostics excludes formalism in the teacher's work, helps him, together with children, to more accurately determine their abilities and talents, to make a choice in differentiated teaching.

The structure of the learning process.

Conclusion.

One of the two main processes that make up an integral pedagogical process is the learning process (educational process).

Modern didactics emphasizes that the tasks of the educational process cannot be reduced only to the formation of knowledge, abilities and skills. Learning has a complex effect on the personality, despite the fact that the educational function is most specific to this process. Note that the boundaries between education, upbringing and development in their narrow sense are very relative and some aspects of them intersect.

All learning functions cannot be imagined as parallel, non-overlapping lines in the stream of influences of the learning process. All of them are in intricately intertwined connections: one precedes the other, is its cause, the other is its consequence, but at the same time a condition for activating the root cause.

The main functions of teaching are realized in practice, firstly, by a set of lesson tasks, including the tasks of education, upbringing and development of schoolchildren; secondly, the content of the activities of the teacher and schoolchildren, which would ensure the implementation of all three types of tasks, taking into account the fact that at each stage of the lesson some of them will be solved to a greater or lesser extent; thirdly, the unity of these functions is carried out by a combination of various methods, forms and means of teaching; fourthly, in the process of control and self-control over the course of training and in the analysis of its results, the progress of all functions is simultaneously evaluated, and not one of them.

Similarly to functions, the elements of the educational process should be considered in a natural relationship. The purpose of the training determines its content. The purpose and content of training require certain methods, means and forms of stimulation and organization of training. In the course of training, current control and regulation of the process is required. Finally, all components of the learning process in their totality provide a certain result.

Depending on the specifics of the learning tasks, the students' capabilities, the level of their attitude to learning, certain components of the process will be applied to a greater or lesser extent, and sometimes even absent. Thus, it is necessary to be creative in the design of the learning process, to avoid stereotyped, regardless of the specific situation, their application.

List of references.

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2. Likhachev B.T. Pedagogy. Lecture course : Textbook for ped students. educational institutions and students of IPK and FPK. - M .: Prometheus, Yurayt, 1998 .-- 464p.

3. Pedagogy : Textbook. A handbook for ped students. in-tov /

Yu. K. Babansky, V. A. Slastenin, N. A. Sorokin and others; Ed.

Yu. K. Babansky. - 2nd ed., Add. and revised - M., Education,

1988 .-- 479 p.

4. Pedagogy : Textbook for ped students. educational institutions / V. A. Slastenin, I. F. Isaev, A. N. Mishchenko, E. N. Shiyanov. - M .: Shkola-Press, 1997. - 512s.

5. Podlasy I.P. Pedagogy. New course : Textbook: Book1: General Basics. Learning process. - M .: VLADOS, 2000 .-- 576 p.

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