Slide on the essence of the learning process. Presentation. Forms of training organization. Front-end training

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The learning process, its essence and content

TRAINING is a process of purposeful transfer of social and historical experience; organization of the formation of knowledge, abilities, skills.

The problem of education is considered not only in educational psychology (along with issues of upbringing psychology), but also in general, developmental psychology, neuropsychology, pathopsychology, and labor psychology. The approach to the problem of learning is largely determined by the basic general psychological positions. Supporters of the theories of spontaneous development, recognizing the great role of learning in the acquisition of social experience by a person, believe that learning is an external process in relation to mental development, unfolding according to its own laws, not related to the actual being of the subject. In Soviet psychology, learning and development were not equated, but at the same time the leading role of learning, which creates a student "Zone of proximal development", contributing to the development of means and methods of orientation in reality.

Psychologically, the problem of learning can be considered both from the side of the mechanisms for assimilating new material, its stages, and from the side of organizing the optimal course of assimilation in accordance with the goals and objectives. Intermediate issues are the relationship between learners and educators.

Assimilation is considered as a process of mastering by the subject of actions, concepts, forms of behavior developed by society, passing through certain stages. In psychology, several problems have been identified, the solution of which determines the ways and possibilities of applying in practice knowledge about the psychological laws of teaching.

Since any training presupposes a purposeful change in the subject, an important problem is the organization of controlled training, which ensures the systematic formation of the necessary qualities , a also taking into account the individual psychological characteristics of students, traditionally considered in the context of issues of learning, differential learning.

In addition, it is necessary to establish harmony between the management of the assimilation process and the provision of an optimal developmental effect. The specificity of the psychological characteristics of assimilation led to a differentiated approach to the development of methods of teaching mathematics, native and foreign languages, natural and humanitarian disciplines, and professional skills. A special branch of modern research is teaching communication - the organization of purposeful mastery of a person by means and methods of communication with other people.

Learning process.

It appears that mastering a subject (or learning something) includes three processes occurring almost simultaneously. The first one is obtaining new information often contradicts or replaces the amount of knowledge that the subject clearly or implicitly possessed before. At the very least, new information clarifies them. This is the case, for example, when students are taught Newtonian laws of motion that run counter to the sensory readings;

The same happens when explaining the law of conservation of energy, which states that no energy is lost: the explanation contradicts the students' ways of thinking, enshrined in the language itself, which imposes the idea of constant waste energy. More often, however, the situation is less dramatic, as is the case in the presentation of the topic "circulation", when the details of what the student is vaguely aware of is explained, because he intuitively guessed that blood was circulating in his body.

The second aspect of learning can be defined as transformation of knowledge... This is the process of restructuring existing knowledge, adapting the latter to the solution of new problems. We teach to analyze information, to reveal hidden sides in it, to organize it with giving it a new form. The transformation also includes such methods of processing information that allow you to go beyond its limits.

The third side of learning is checking the degree of adequacy of the applied methods of handling the information contained in the task... Whether we acted correctly, whether the generalization we derived is expedient, whether the extrapolation allowed is applicable - these are the questions that in this case have to be answered. As a rule, the role of the teacher in assessing this kind is decisive, but in many cases the assessment is carried out on the basis of judgments of credibility, if there is no possibility of strict verification of the correctness of our actions.

The study of any topic usually falls into a series of stages, each of which includes all three processes. The topic “photosynthesis”, for example, should include case studies from biology, which in turn should be adapted to the subsequent presentation of the broader concept of converting energy from one type to another. An optimally structured educational process reflects the previous material and allows the student to make generalizations that go beyond the scope of the given topic.

The process of educational mastery of a topic can be short or long, contain many concepts or few. The duration of each stage of mastering a concept depends on the student's expected reward for their efforts, both in the sense of formal encouragement in points and in the sense of acquiring certain knowledge.

We usually adapt the material to the student's abilities and needs, changing the techniques in several ways: either lengthening or shortening them, or choosing the external path of high marks and awards as an incentive, or dramatizing the moment of penetration into the essence of the subject being studied.

The unit of measurement of the program, we consider that stage of assimilation of the concept, the importance of which is recognized by the students themselves, although often this stage passes without the emotional uplift associated with the mastery of knowledge. Research devoted to the intelligent construction of teaching techniques of this kind in relation to different ages and subject matter, surprisingly little. Meanwhile, many questions require an answer based on careful research. First of all, there is a question of balance between external and internal methods of encouraging students. Much has been written about the role of reward and punishment in the learning process, but few people were actually interested in the role of factors such as interest, curiosity, and a thirst for discovery. If, as teachers, we intend to accustom students to more and more lengthy stages of assimilation of concepts in the learning process, then from here, in my opinion, follows the need for a detailed development of teaching aids, which will strengthen the effect of internal rewards, which is the acceleration of understanding and mastery of the subject.

There are many different problems associated with the relative role given to each of the three main processes of concept assimilation: obtaining (knowing facts), transforming (operating with them) and evaluating (checking conclusions). Is it true, for example, that it is best for a child to first give a minimum set of facts and then encourage him to draw the maximum conclusions from it? In other words, should each stage of early childhood education contain a small amount of new information, with an emphasis on independent search for ways to go beyond it? One history teacher has made great strides with this method when working with fourth-graders. He begins, for example, by communicating a single fact: most civilizations originated in the fertile valleys of large rivers. The class is then encouraged to discuss why this is so and why the dawn of civilization in the highlands would be less likely. The effect of this approach (essentially an exercise in technique scientific discovery) consists in the fact that the child himself gives out information, which he can then check and evaluate by comparing with sources, while receiving new facts. This, of course, is only one of the possible ways of constructing the educational stage; it is clear that its applicability is limited.

Everyone admits that the formula “study is study” is outdated, but nevertheless, in the scientific literature, little attention is paid to the question of the variety of educational methods of mastering concepts.

With regard to the optimal duration of the techniques for assimilating concepts in the learning process, several general judgments can be made, which are quite important, however, for the choice of directions research works that could be fruitful. It seems quite obvious, for example, that the longer the duration and frequency of the techniques of such assimilation, the greater the gain in terms of understanding and mastering the subject, especially if a person arouses an ardent desire to move on to the next example. There is a danger that if, instead of internal encouragement, the system of points is used, then after graduation, the person will not want to continue education, since there will be no more points.

It is also natural to think that the higher the understanding of the structure of the subject, the greater the frequency and duration of each stage of educational mastery of a concept that the student is able to master without fatigue. Indeed, the amount of new information at any educational stage is such that we are not able to digest it right away. Meanwhile, we have already noted that there are severe restrictions on the amount of such undigested information that we can hold. in the mind. But according to rough estimates, an adult is able to operate simultaneously with about seven independent units of information. For children, the corresponding norm has not been established - and this gap in our knowledge can only be regretted.
Bibliography

For the preparation of this work were used materials from the site stroy.nm.ru

"Rules for technology" - Put on overalls before starting the lesson. Acquaintance with the textbook "Technology". Instruction on labor protection when working with scissors. Why is it necessary to unplug the sewing machine after finishing work? Dangerous factors: injury to hands, eyes; electric shock. Sewing factory... Instruction on labor protection when working on a sewing machine.

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There are 18 presentations in total

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The form of teaching characterizes the external side of the organization of the educational process Depends on the place of time of classes composition of the participants, the goals of the methods and means of teaching the sequence of student activities, ways of managing the content

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The following forms of education are distinguished: Group Individual Collective Frontal Paired School Extracurricular Extracurricular Classroom Extracurricular Classroom

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The form of organization of training is the construction of a separate link in the learning process, a certain type of lesson

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A.V. Khutorskoy identified the following groups for organizing lessons Individual lessons: tutoring, tutoring, mentoring, tutoring, family education and self-study Collective group lessons: lessons, lectures, seminars, conferences, Olympiads, excursions, business games Individual and collective lessons: immersion, creative weeks, scientific weeks, projects

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Lesson Is limited in time, the teacher and students interact, aimed at solving complex problems through the use of different types, methods and means of educational work Distinguish by: - content and method of conducting; - the logical content of the work and the main stages of the educational process; - the goals of the organization, the content of the studied material and the level of training of students; - the dominant component of the lesson; - didactic purpose

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Based on the didactic goal, the following types of lessons are distinguished:. lessons combined (mixed) lessons in presenting new material lessons in repetition, systematization and generalization of the studied material lessons in checking and evaluating knowledge, skills and abilities lessons in consolidating the studied material

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Pros - clear organizational structure; - ease of management of classroom activities; - the possibility of combining mass, group and individual forms of educational work; - the stimulating influence of the classroom team on learning activities every student; - close connection of compulsory educational and extracurricular work of students; - the emotional impact of the teacher's personality on students; - cost-effectiveness of teaching, since the teacher works simultaneously with a group of students. Cons - orientation towards the average student, which creates significant difficulties for a weak student and delays the development of abilities in stronger ones; - the difficulty of taking into account the individual characteristics of students; - the same pace and rhythm of work; - limited communication between students

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A lecture is a sequential monologue, an expanded presentation of voluminous material, revealing a system of ideas in a certain area. Lecture is the most economical way of transmission. educational information introductory installation types of lectures current final overview

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The seminar is an active form of organizing training with the aim of deepening or gaining new knowledge through the exchange of information, control and self-control of the assimilation of the topic. Laboratory and practical classes, workshops - forms of organizing training for the implementation of laboratory, practical work on assignment and under the guidance of a teacher. Exam is a form of training organized for the purpose of systematizing, identifying, monitoring and assessing the knowledge of students. A test is a form of training organized to test educational orientation in a subject, theoretical knowledge and practical skills of educational and cognitive activity. Consultation is a form of training organized with the aim of assisting students in the assimilation of program material.

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Supporting forms of education Academic discussion Conference (educational) Optional lessons on in-depth study of basic academic subjects; for the study of additional disciplines (logic, rhetoric, foreign language); - for the study of an additional discipline with the acquisition of a specialty (shorthand, programming). During the discussion, the posed problems are discussed, a search for options for their solution is organized with a thorough argumentation of their position. During the conference, problematic issues are discussed, the results of research activities, creative work are presented.

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 function learning consists in the fact that in the learning process, students develop views, a scientific worldview, an 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 are also formed, social behavior, values and value orientations.

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 personality traits trainees.

THE ESSENCE OF THE LEARNING PROCESS

LEARNING PROCESS FUNCTIONS

The content of the disciplines of the natural science cycle contributes to the formation of a worldview, a unified 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 a democratic one is optimal, combining a humane, respectful attitude of a teacher to students, giving them a certain independence, and 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, their development takes place.

THE ESSENCE OF THE LEARNING PROCESS

LEARNING PROCESS FUNCTIONS

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 facilitated 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 domestic scientists P.A. Galperin,

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

THE ESSENCE OF THE LEARNING PROCESS

LEARNING PROCESS FUNCTIONS

I.Ya.Galperin and N.F.Talyzina developed a theory of the stage-by-stage formation of mental actions. L.V. Zankov substantiated a set of principles for the development of thinking in the learning process: increasing specific gravity 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 foundations problem learning... I.Ya.Lerner and M.N.Skatkin proposed a system of developmental teaching methods, 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 distinguish incentive 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 to learn 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 foundations

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 behavioral and pragmatic theories.

Behavioral theory was widely adopted in teaching practice 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 generate or prevent certain reactions, and the learning process is a set of responses to stimuli and stimulating situations.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF TRAINING

The development of consciousness is identified with the formation of students' reactions, i.e. they see learning as the development of the ability to react in a certain way to certain situations, and not as the development of 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 TRAINING

Unlike behaviorists pragmatists limit learning to expanding personal experience student, so that he adapts as best as possible to the existing social order. Learning can only contribute to the manifestation of the possibilities inherent in a person from birth. Therefore, its goal is to teach the child to live. And that means adapting to environment, to satisfy personal interests and needs without focusing on the social environment, based on subjectively perceived benefits.

In line with these views, pragmatists argue that learning is a highly individual process. They do not consider it necessary to form systematic knowledge, skills and abilities, and therefore deny scientific justification 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 TRAINING

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.

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

as they do not explain, or reduce to intuition, insight, discernment, etc. This focus is existentialism and 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 interrelation of laws.

There are other approaches to explaining the learning mechanism.

THE ESSENCE OF THE LEARNING PROCESS

METHODOLOGICAL BASIS OF TRAINING

Currently, most scientists share the point of view that theoretical and methodological

the basis of education is materialistic

theory of knowledge (epistemology) , according to which 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 TRAINING

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 common features cognizable phenomena, to assimilate concepts, judgments, inferences, to establish essential, necessary, stable connections between phenomena, i.e. 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 teaching is that the laws of nature, the development of society and human mental processes become

the property of the consciousness of students.

THE ESSENCE OF THE LEARNING PROCESS

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