What is learning as a pedagogical process? What is its essence? When these issues are revealed, first of all, it is noted that this process is characterized by two-sidedness. On the one hand, there is a teacher (teacher) who presents the program material and manages this process, and on the other hand, there is a student, for whom this process takes on the character of learning, mastering the material being studied. It is quite clear that this process is unthinkable without active interaction between teachers and students.
This feature of learning is sometimes considered decisive for revealing its essence. For example, one textbook says: “Teaching is a purposeful process of interaction between a teacher and students, during which knowledge, skills and abilities are acquired, and students are educated and developed.”
In the learning process, there really is a close interaction between the teacher and students, yet the basis and essence of this interaction is the organization of the educational and cognitive activity of the latter, its activation and stimulation, which is not mentioned in the above definition. But this is very significant. Who, for example, does not know that sometimes a teacher, when explaining new material, often makes comments to individual students, but without arousing interest in the lesson, he does not arouse in them the desire to master knowledge. As we see, there is interaction, but there is no desire to acquire knowledge. In this case, no learning occurs.
This detail cannot be ignored. Interaction, as a rule, involves direct contact between the teacher and students. During the learning process, such contacts do not always take place. Thus, an important part of learning is the completion of homework by schoolchildren, but it is hardly possible to talk about their interaction with the teacher. All this shows that the essential characteristic of teaching is not so much the interaction between teacher and students, but the skillful organization and stimulation of the educational and cognitive activity of the latter, no matter in what forms it takes place. In this case, it would be more correct to consider that teaching is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities, developing creative abilities, worldview and moral and aesthetic views and beliefs.
From this definition it follows that if the teacher fails to arouse the activity of students in mastering knowledge, if to one degree or another he does not stimulate their learning, no learning occurs, and the student can only formally sit out in class.
The above definition allows us to clearly identify the tasks that need to be solved in the learning process. The most important of them are the following:
- 1) Stimulating educational and cognitive activity of students;
- 2) Organization of their cognitive activities to master scientific knowledge, skills and abilities;
- 3) Development of thinking, memory, creativity and talents;
- 4) Development of a scientific worldview and moral and aesthetic culture;
- 5) Improving educational skills.
Learning in the most common sense of this term means the purposeful, consistent transfer of socio-historical, sociocultural experience to another person in specially organized conditions. From the position of the student, his ability to appropriate this experience is often recorded in the term “learning ability” and the result of this process in the term “learning.” A person occupying a teaching position is a teacher. The activity of learning is the activity of teaching - pedagogical.
The educational process is a multifaceted and polymorphic interaction. This is the actual educational or, more precisely, educational and pedagogical interaction between student and teacher, this is the interaction of students among themselves; This is also interpersonal interaction, which can have a different impact on educational and pedagogical interaction. Let us consider the first plan of this interaction according to the “student-teacher” scheme. It was realized in the history of teaching in different forms: individual work with the Master, Teacher; classroom work (since the time of Ya.A. Kamensky); consultation with the teacher during individual student work; in the form of a brigade-laboratory method of organizing training in the 30s in Russia, etc. however, in any case, each of the interacting parties realized their subjective activity. To the greatest extent, it could manifest itself in a student using the method of Socratic conversations, in individual work, and counseling. Currently, educational and pedagogical interaction is acquiring organizational forms of cooperation, such as business, role-playing games, jointly distributed activities, work in triads and groups. Training classes. At the same time, cooperation involves, first of all, the interaction of the students themselves. In the educational process, a situation of multiplicity of plans and forms of educational interaction is created, its general scheme becomes more complicated [Z;81].
The two-way nature of learning lies in the fact that learning necessarily includes two interrelated processes: teaching and learning. Therefore, the basis of learning is joint activity, purposeful interaction between teacher and student. They both must be active in the educational process, i.e. act as subjects of learning. If a teacher is not active enough in teaching (does not strive for a variety of forms and methods in lessons, poorly organizes control of learning, does not regularly consolidate what has been learned, etc.), he will not achieve a good result in teaching. If a student is passive in learning (for example: does not follow the teacher’s thoughts when explaining new material, does not try to complete the exercise on his own, does not complete homework), he does not master the educational material well. Thus, the learning outcome (student’s level of training) depends on the degree of activity of both subjects of the educational process.
The personal nature of learning is that...
1) during the learning process, personality formation occurs;
2) learning as an interaction between subjects of education always has a personal plan; the specifics of this process in each specific case are influenced by the individual characteristics of both the student and the teacher.
Educational and cognitive activity is an activity specially organized from the outside or by the student himself for the purpose of knowledge: mastering the riches of culture accumulated by humanity.
The process of cognition can also occur outside of educational activities: information comes to the student, for example, when visiting various cultural and educational institutions (theater, library, cultural center, etc.), when communicating in the family, in a friendly company, through books and media mass communication. In other words, students’ cognitive activity is carried out not only at school. However, cognition in this case proceeds spontaneously, new information is most often assimilated incompletely and fragmentarily, much of what is learned is of a random nature, and therefore is quickly forgotten. The difference between educational and cognitive activity lies precisely in its special organization, which promotes the best assimilation of cultural heritage and optimizes the process of cognition.
The educational and cognitive activity of the student, which constitutes the learning process, is a system of cognitive actions (a certain sequence of interrelated operations carried out for the purpose of cognition):
Perception of new material;
Understanding what is perceived;
Memorization;
Application of acquired knowledge in practice;
Subsequent repetition;
Generalization and systematization of what has been studied;
Self-monitoring of learning outcomes;
Identification and elimination of errors and shortcomings, ambiguities in the learned material.
25. Values of education in a Russian pedagogical school
All outstanding pedagogical schools and movements of the past included reflections on the value of human education. And the Russian pedagogical school is no exception. Pre-revolutionary times were characterized by the formation of Christian spiritual values (religion, God, Faith, Conscience, Love), as well as values of a general civilizational nature (science, knowledge, education, cultural heritage). Thus, Lev Nikolaevich Tolstoy introduced moral lessons at the Yasnaya Polyana school. For him, a personal model - a pedagogical ideal - was a person who knew how to work and create spiritual and material values. In the pedagogical reflections of philosophers of the pre-revolutionary period, the value of the individual prevailed over the value of society, nation, state (N. Berdyaev, S. Bulgakov, N. Lossky). It can be said that the main value of education during this period was recognized as personality-oriented values.
One of the pedagogical systems focused on state and social values is the system of A.S. Makarenko. His approach was focused on such an organization of the educational process in which labor education occupied a leading place as a value created by man.
Currently, the idea of a value approach is associated with the humanistic paradigm of education, which is characterized by the following principles: Equality, Dialogue, Coexistence, Freedom, Co-development, Unity, Acceptance. The implementation of the humanitarian paradigm in education involves appealing to cultural, general civilizational values, values of a transcendental nature and their reproduction in new generations. The concept of humanism (from the Latin Humanus - human, humane) means the humanity of a person, love for people, communicativeness of society, respect for the individual. Thus, the main value of education within the framework of the humanistic paradigm is the person, the individual. Hence, the educational process will be understood as creating conditions for self-development and self-movement of a specific individual.
The above does not mean that for education the task of learning as the assimilation of a sum of knowledge and skills is removed. There is a shift, a rearrangement of emphasis. If previously the type of value orientations could be characterized as technocratic, focused on economic efficiency and maximum use of the student in the interests of the state (as a reflection of the basic value of the culture of utility), then the humanistic type of value orientations is focused on the interests of each student as an individual, his self-movement and self-development, focused on creating conditions for him to realize his potential (as a reflection of the emerging culture of dignity).
Thus, education is closely related to the characteristics of human existence and has several different axiological (value) dimensions that change during the historical development of human society.
24. Curriculum of secondary school.
Curricula are normative documents that guide the activities of the school. The curriculum of a comprehensive school is a document containing a list of subjects studied in it, their distribution by years of study and the number of hours for each subject. By determining the set of educational subjects, the time allocated for studying each of them as a whole and at individual stages, curricula, on the one hand, establish priorities in the content of education, which the school directly focuses on, and on the other hand, they themselves are a prerequisite for implementation.
The basic curriculum of general education institutions is the main state regulatory document, which is an integral part of the state standard in this area of education. It is approved by the State Duma of the Russian Federation as part of the standard for basic schools.
The REGIONAL BASIC curriculum is developed by regional educational authorities on the basis of the state basic curriculum.
THE CURRICULUM OF A SCHOOL (general education institution) is developed on the basis of the state Basic and regional curricula for a long period. It reflects the characteristics of a particular school. There are two types of school curricula:
The actual school curriculum, which is developed on the basis of the basic curriculum for a long period. It reflects the characteristics of a particular school.
A working curriculum designed to suit current conditions. The school's work plan is approved annually by the school council.
State bodies are developing unified standard curricula. The Russian Federation Law on Education gives schools the right to draw up individual curricula, provided that they meet state educational standards.
The curriculum distinguishes FEDERAL, NATIONAL-REGIONAL and SCHOOL (LOCAL) components.
The FEDERAL COMPONENT ensures the unity of education in the country and includes that part of the educational content that highlights training courses of general cultural and national significance (Russian language, mathematics, computer science, physics and astronomy, chemistry).
The NATIONAL-REGIONAL COMPONENT provides for special needs and includes that part of the educational content that reflects the national and regional uniqueness of culture (native language and literature, history, geography of the region). A number of educational areas are represented by both federal and national-regional components (history and social disciplines, art, biology, labor training).
THE SCHOOL COMPONENT (compulsory elective classes, elective classes) reflects the specifics of a particular educational institution and thereby allows it to independently develop and implement educational programs and curricula, which, in accordance with Article 32, paragraph 2 of the Law "On Education" is exclusively the prerogative of the educational institution.
The basic curriculum of a comprehensive school, as part of the state standard, covers the following range of standards:
a) duration of study (in academic years) total and for each of its levels;
b) weekly teaching load for basic areas at each level of general secondary education, compulsory classes of students’ choice and elective classes;
c) the student’s maximum compulsory weekly academic load, including the number of study hours allocated to compulsory elective classes;
d) the total number of teaching hours financed by the state (maximum compulsory teaching load for schoolchildren, elective classes, individual and extracurricular work, division of study groups into subgroups).
The preparatory functional components of educational activities are combined into another subsystem - learning activities. The activity of learning is a “pure” act of cognition, realized by students through the assimilation of existing experience. Training activities are aimed at ensuring conditions for the successful implementation of training activities.
Learning as an activity takes place where a person’s actions are controlled by the conscious goal of acquiring certain knowledge, skills, and abilities. Teaching is a specifically human activity, and it is possible only at that stage of development of the human psyche when he is able to regulate his actions with a conscious goal. The teaching makes demands on cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities (attention management, regulation of feelings, etc.).
The main thing is its objectivity. By object we mean not just a natural object, but a cultural object in which a certain socially developed way of acting with it is recorded. And this method is reproduced whenever objective activity is carried out.
The second characteristic of activity is its social, socio-historical nature. A person discovers forms of activity with objects with the help of other people who demonstrate patterns of activity and include the person in joint activities. The transition from activity divided between people and carried out in external (material) form to individual (internal) activity constitutes the main line of internalization, during which psychological new formations (knowledge, skills, abilities, motives, attitudes, etc.) are formed. .
The third is indirect in nature. The role of means is played by tools, material objects, signs, symbols (interiorized, internal means) and communication with other people. Carrying out any act of activity, we realize in it a certain attitude towards other people, even if they are not actually present at the moment of performing the activity. Human activity is always purposeful, subordinated to a goal as a consciously presented planned result, the achievement of which it serves. The goal directs the activity and corrects its course.
The fourth is productive nature, i.e. its result is transformations both in the external world and in the person himself, his knowledge, motives, abilities, etc. Depending on which changes play the main role or have the greatest share, different types of activities are distinguished (game, educational, work, communicative, etc.).
This is a kind of community that arises in the process of learning. In its formation, it goes through a number of stages, which, in the course of mastering the material, lead to the formation of a single semantic field for all participants in the training, which ensures further self-regulation of the individual activities of all participants.
V. Ya. Lyaudis assigns a central place to joint productive activity (CPA), which arises when jointly solving creative problems, and considers it as “a unit of analysis of the formation of personality in the learning process.”
A system of joint activities can be considered normal when all its components are interconnected: 1st component is the attitude of students to the goals and content of learning 2nd component of the attitude of students among themselves and to teachers 3rd component of the conditions in which educational activities take place
Phases of educational activity: 1 - comprehension of the current situation 2 - period of stable adaptation, when the goal is fully realized and the prerequisites for its implementation appear, the entire system of levels of activity comes into line with the main goal of learning
1) In the first phase, the development of such qualities as hard work, perseverance in achieving goals, attentiveness, self-organization, curiosity, etc. is noted. Interest in the study of certain sciences arises. 2) In the second phase, qualities are formed that characterize the development in students of general professional skills necessary for a future specialist; self-esteem and a sense of social duty develop.
Content of training (according to I.Ya. Lerner) 1. Knowledge 2. Established and experimentally derived methods of activity 3. Experience of creativity 4. Emotional and value-based attitude towards the objects being studied and reality, including attitudes towards other people and oneself , needs and motives for social, scientific, professional activities
There is a purposeful, socially conditioned and pedagogically organized process of development ("creation") of the personality of students, which occurs on the basis of mastering systematized scientific knowledge and methods of activity that reflect the composition of the spiritual and material culture of humanity
The educational process in this context is presented as a chain of educational situations, the cognitive core of which is educational and cognitive tasks, and the content is the joint activity of the teacher and students to solve the problem using various means of cognition and teaching methods.
The educational process in this context is presented as a chain of educational situations, the cognitive core of which is educational and cognitive tasks. The content is the joint activity of the teacher and students to solve a problem using a variety of means of cognition and teaching methods.
Any cognitive task is contradictory in nature. It synthesizes what has been achieved and aims at mastering what is not yet known, at developing new approaches and techniques. The solution and overcoming of this contradiction (between what has been achieved and what is unknown) arouses interest, gives rise to a desire for activity, to be active and is the driving force of the educational process. The task is solved, the task is exhausted - a transition to a new task is made, new conditions and relationships are created, a new learning situation arises.
Training necessarily involves interaction between the teacher and students. Subject and object of learning. Not just the impact of the teacher on the student, but their interaction!!! Interaction can occur in both direct and indirect forms. The learning process is not a mechanical sum of teaching and learning, it is a qualitatively new, holistic phenomenon.
Unity of knowledge and teaching. Communication during the learning process influences: motivation for learning, the formation of a positive attitude towards learning, the creation of favorable psychological conditions. Characteristics of a teacher that contribute to successful communication: Passion Clarity, organization in work Tact in relationships and assistance in learning Objectivity in assessment Endurance in difficult situations
The process of communication between a teacher and students can develop in two extreme variants: 1) mutual understanding, coherence in the implementation of educational activities, development of the ability to predict each other’s behavior 2) discord, alienation, inability to understand and predict each other’s behavior, the emergence of conflicts
Analyzing the work of teachers in the classroom and in extracurricular forms of educational activity in the same group of students, we can distinguish different levels of communication: high - characterized by warmth in relationships, mutual understanding, trust, etc.; average; low - characterized by alienation, misunderstanding, hostility, coldness, lack of mutual assistance. The level of communication is directly related to the influences of the teacher, which correspond to partial (partial) assessments, well studied by B. G. Ananyev. These influences can be divided into two types: positive - approval, encouragement of independence, praise, humor, request, advice and suggestion; negative - remarks, ridicule, irony, reproaches, threats, insults, nagging.
The establishment of optimal pedagogical communication in the classroom is helped by the use of the following communicative techniques: techniques for preventing and removing blocking communicative affects (communicative inhibition, awkwardness, depression, constraint, uncertainty in communication) techniques for providing communicative support in the communication process, techniques for initiating counter educational and cognitive activity of students
1 - creating an atmosphere of security in class when students communicate with teachers 2 - approval, support by giving value to the very attempt to answer, the very fact of participation in the dialogue 3 - approval of the practice of students asking for help from the teacher or friends 4 - encouraging oral answers on the students’ own initiative 5 - creating gentle conditions when responding to a student with pronounced communicative inhibition 6 - preventing actions on the part of individual students that suppress the creative activity of their classmates
Providing timely assistance in the selection of adequate vocabulary, in the correct construction of statements, clarification of the meaning of communicative norms in a specific communication situation, training (direct or indirect) in communicative techniques, speaking and communication techniques, emphasized positive criticism (if necessary) of the student’s behavior in dialogue with the teacher, demonstration of verbal and non-verbal means of interested attention to students, supporting their desire to participate in dialogue with the teacher, promptly providing students with the opportunity to “justify the impatience of a raised hand,” providing students with the opportunity to navigate the situation, “gather their thoughts”
1 - direct encouragement of students to actively interact with the teacher in class 2 - motivation in front of the group to encourage students for their initiative 3 - criticism of their own mistakes as a demonstration of the standard of attitude towards them 4 - “game provocation” (“Something Ivan Ivanov smiles incredulously at your answer. Prove to him that you are really right...") These are techniques for initiating counter educational and cognitive activity of students:
1 - “heard - remembered - retold” 2 - “learned by searching together with the teacher and friends - comprehended - remembered - able to put my thoughts into words - able to apply the acquired knowledge in life"
Functions Content Constructive - pedagogical interaction between teacher and student when discussing and explaining the content of knowledge and practical significance in the subject Organizational - organization of joint educational activities of teacher and student, mutual personal awareness and shared responsibility for the success of educational activities Communicative-stimulating - combination of various forms of educational activities -cognitive activities (individual, group, frontal), organization of mutual assistance for the purpose of pedagogical cooperation; students' awareness of what they need to learn, understand in class, what to learn. Information and educational - showing the connection of the academic subject with production for the correct understanding of the world and orientation of the student in the events of social life; mobility of the level of information capacity of training sessions and its completeness in combination with an emotional presentation of educational material, reliance on the visual-sensory sphere of students Emotional-corrective - implementation in the learning process of the principles of “open prospects” and “victorious” learning during the change of types of educational activities; confidential communication between teacher and student Control and evaluation - organization of mutual control of the teacher and student, joint summing up and assessment with self-control and self-assessment
1 - the teacher does not take into account the individual characteristics of the student, does not understand him and does not strive for this 2 - the student does not understand his teacher and therefore does not accept him as a mentor 3 - the teacher’s actions do not correspond to the reasons and motives of the student’s behavior or the current situation 4 - the teacher is arrogant , hurts the student’s pride, humiliates his dignity 5 - the student consciously and persistently does not accept the demands of the teacher or, what is even more serious, of the entire team
Component Content of the component Target component Awareness by teachers of the purpose and objectives of studying the topic; acceptance by students of the purpose and objectives of studying the topic. Stimulating - motivational The teacher stimulates students' interest and need for learning. Students are an internal process of developing learning motives. Content is determined by: the curriculum, state curricula, textbooks on the subject. The content of the lessons is specified by the teacher, taking into account: the assigned tasks, the specifics of the school’s production and social environment, the level of preparedness, and the interests of the students. Operational-activity Reflects the procedural essence of learning. It is in the activities of teachers and students, in their interaction that occurs over time, that the task of schoolchildren appropriating the broad social experience of humanity is realized. It is implemented through certain methods, means and forms of organizing teaching and learning. Controlling and regulating Involves control of the teacher and self-control of students. Through tests, surveys, tests and exams. Self-control includes self-testing of students who independently check the degree of mastery of the material being studied. Evaluative-effective Involves: assessment by teachers and self-assessment by students of the results achieved in the learning process, establishing compliance with their assigned educational tasks, identifying the causes of shortcomings, designing new tasks that also take into account the need to fill identified gaps in knowledge and skills.
They ensure the functioning of feedback in the educational process; the teacher receives information about the degree of difficulties and the quality of the learning process. Feedback causes the need for correction, regulation of the educational process, and changes in methods, forms and means of teaching. Regulation of the process is carried out not only by the teacher, but also by the students themselves (self-regulation of their actions, working on mistakes, repeating questions that cause difficulties).
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. As training progresses, ongoing monitoring and regulation of the process is necessary. Finally, all components of the learning process in their totality provide a certain result
There are styles of communicative interaction that give rise to several models of teacher behavior in communicating with students in the classroom. Conventionally, they can be designated as follows: 1. Dictatorship model (“Mont Blanc”); 2. Non-contact model (“Chinese Wall”); 3. Model of differentiated attention (“Locator”); 4. Hyporeflex model (“Teterev”); 5. Hyperreflex model (“Hamlet”); 6. Model of inflexible response (“Robot”); 7. Authoritarian model (“I am myself”); 8. Model of active interaction (“Union”). Assignment: Describe each of these models. What model have you encountered in your life as a learner? Which model do you think is most productive in teaching (justify your answer)?
Motives for studying at university 5% - Functional well-being 9% - Creative 10% - Achieving success 12% - Situational 4% - Receiving encouragement 5% - Broad social 25% - Personality of the teacher 16% - Cognitive-utilitarian 23% - Educational-cognitive 62% - Direct interest
Goals of studying at a university “I am studying at a university in order to...” To benefit society 4% Expand the circle of friends 4% Develop and realize oneself 36% Solve problems with parents 2% Achieve success in the future 8% Receive a diploma 8% Gain knowledge 33% Get an education 32% Become a professional 58%
Psychological and pedagogical conditions for increasing the effectiveness of learning from the point of view of students EDUCATION CONTENT: Connection of academic disciplines with the future profession Humanitarianization (cultural studies, aesthetics, ethics, political science, economics, speech culture) Visualization through the presentation of experimental data Connection of learning with life Quality production practice Interrelation of natural sciences and humanitarian knowledge Development of reflection Development of public speaking skills
Psychological and pedagogical conditions for increasing the effectiveness of learning from the point of view of students TEACHING METHODS: Elimination of dictation of lectures (“last century”) Internet conferences Computerization of the learning process Consulting Joint preparation of conferences Discussion, discussion Group forms of work Analysis of discussions, colloquiums, trainings, conferences, games Practical classes Elective classes (at the student's choice) Problematic tasks Increasing student independence in learning Creative tasks Emotional infection of students Passion by personal example Awakening interest
Psychological and pedagogical conditions for increasing the effectiveness of teaching from the point of view of students ATTITUDE OF TEACHERS: Interest Democracy Cooperation Respect Understanding Patience Empathy (empathy) Supportive assistance Individual contact Emotional contagion Understanding the place of the taught discipline in the system of others Creating a positive emotional atmosphere “A teacher must be, first of all, a Person, and then - a bearer of knowledge"
Psychological and pedagogical conditions for increasing the effectiveness of learning from the point of view of students ATTITUDE OF STUDENTS: Awareness of learning goals Internal motivation Awareness of the need for knowledge Respect for the Individual Positive attitude towards the academic subject Interest The desire to express oneself in discussions Emotionality Emotional support for each other Excitement Stable preparation for classes Delight Responsibility Active position Acceptance of the teacher Focus Respect for the teacher Involvement
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Ministry of Education of the Moscow Region
State educational institution of higher professional education
Moscow State Regional Institute for the Humanities
Test
Subject: "Two-way and personal nature of learning»
Completed by: 1st year student
correspondence department
Doronina Marina Georgievna.
Checked:
Orekhovo-Zuevo 2014
Introduction
1. The essence of learning
2. Two-way and personal nature of learning
3. Unity of teaching and learning
4. Training functions
5. Unity of educational, educational and developmental functions of training
Conclusion
List of used literature
Introduction
The concept of “learning process” refers to the initial one 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 “learning” and “learning process” are understood mainly as teaching. At the beginning of our century, the concept of learning began to include two components that make up this process - teaching and learning.
Teaching is understood as the activity of teachers in organizing the assimilation of educational material, and teaching is understood as the activity of students in assimilating the knowledge offered to them.
Somewhat later, the concept of teaching reflected both the managerial activity of the teacher in developing ways of cognitive activity in students, and the joint activity of the teacher and students.
1 . The essence of learning
Education as a social phenomenon is a purposeful, organized, systematic transfer to the elders and assimilation by the younger generation of experience in social relations, social consciousness, culture of productive work, knowledge about active transformation and environmental protection. It ensures the continuity of generations, the full functioning of society and the appropriate level of personal development. This is his objective purpose in society.
Learning is a socially conditioned process, caused by the need for the reproduction of a person as a subject of social relations. Consequently, the most important social function of education is the formation of a personality that meets social requirements. The building material, the source of “creation” of personality is world culture - spiritual and material, reflecting all the wealth of experience accumulated by humanity. What is the composition of human culture, those sources that fill the content of personality, and therefore determine the content of learning, which leads to an understanding of its essence? In domestic didactics, the most recognized concept is I.Ya. Lerner, who identified the elements of this content:
1. Knowledge.
2. Established and experimentally derived methods of activity.
3. Creative experience.
4. Emotional and value-based attitude towards the objects being studied and reality, including attitudes towards other people and oneself, needs and motives for social, scientific, and professional activities.
Based on this, it can be determined that the learning process in its essence is a purposeful, socially conditioned and pedagogically organized process of development (“creation”) of the personality of students, occurring on the basis of mastering systematized scientific knowledge and methods of activity that reflect the composition of the spiritual and material culture of mankind.
2 . Two-way and personal nature of learning
Learning is a type of human activity that is two-way in nature. It necessarily involves interaction between the teacher and students (one or a group), taking place under certain conditions. The learning process consists of two interrelated processes - teaching and learning (the activity of the teacher and the activity of the student or group of students). Learning is impossible without the simultaneous activity of the teacher and students, without their didactic interaction. No matter how actively the teacher strives to impart knowledge, if at the same time there is no active activity of the students themselves in acquiring knowledge, if the teacher has not created motivation and has not ensured the organization of such activity, then the learning process does not actually take place.
The interaction between teacher and student can occur both indirectly and directly. In direct interaction, the teacher and students jointly implement learning objectives. In indirect interaction, students complete tasks and instructions given by the teacher earlier. The learning process can proceed without a teacher at a given moment in time, when students independently master new ways of learning activities, solve creative problems without assignments and instructions from the teacher.
The main characteristic of student-centered learning is activity. Activity in the pedagogical sense is a broader concept than knowledge, skills and abilities, since it includes motivation, assessment and other parameters of learning that reflect its subjective and personal nature.
Another essential characteristic of student-oriented learning is its productivity, i.e. creation by the student of a specific educational product - a natural science version, a mathematical problem, an essay, a craft, a painting, etc.
To describe the educational activity of a student, the following concepts are usually used:
Study that involves comprehension by learning, assimilation in the learning process;
Assimilation, interpreted as the main way an individual acquires socio-historical experience;
Cognition, i.e. the process of creative activity of people that forms their knowledge.
It is better to talk about productive learning in terms of “cognition”, “research”, “creation”, “composition”, “composition”, “development”, etc.
The productive focus of learning does not mean that it is devoid of non-creative activities.
While studying reality, the student, simultaneously with the creation of an educational product, also performs reproductive activities, for example: learning specific ways of knowing, getting acquainted with existing cultural achievements, i.e. studies them.
The simultaneous creation of one’s own educational product and the assimilation of achievements already created by humanity can be expressed in one capacious concept - assimilation.
The term “mastery” in education has the meaning of the student’s active creative penetration into an educational field or subject.
Both reality itself and knowledge about it are subject to mastery. Therefore, this term most fully reflects the process of personality-oriented learning and corresponding educational activities.
3 . Unity of teaching and learning
Education consists of two inextricably linked phenomena: teaching adults and educational work activity, called teaching children. Teaching is a special activity of adults aimed at transferring to children a sum 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 development of mental processes and abilities.
In learning as a system, there are three structure-forming elements: knowledge, activity, subjects entering into relationships, procedural features of the system, including the driving forces of the learning process, the main line of movement, the logic of the process, etc.
Follows that:
Pedagogical activity correlates with teaching;
Cognitive activity correlates with learning;
Learning activities relate to teaching and learning.
Therefore, in the unity of teaching and learning there is learning.
The basis of the learning process is a special educational activity - the dual activity of the teacher and students.
The relationship between the activities of teaching and learning is central to didactic research, and the fusion of these activities occurs precisely in the process of this interaction. An element of educational activity, its smallest, more indecomposable particle, is the educational action. Revealing the structures of educational action, Blinov V.M. introduced the concepts of “educational information” and “educational impact”.
Educational information is a property of educational activity that stimulates its implementation with established didactic relationships, determining their usefulness for completing the educational task (goal). personality teacher teaching student
Educational impact is a generalized name for the impacts of teaching and the impacts of learning.
The activities of teaching and learning come into contact through corresponding learning influences.
These influences, through the exchange of educational information, are correlated with each other until, according to some criterion, it is established that a given degree of learning has been achieved, therefore, a transition to a new educational action is needed.
As a result of the collision of educational influences, a redistribution of educational information occurs, expressed in an increase or decrease in the degree of activity of teaching activities or learning activities. Learning as a two-way process: a study of interaction in the “teacher-learner” dyad
This study is based on the ideas of L.S. Vygotsky about the transition from external to internal regulation when performing tasks lying in the zone of proximal development.
It examined how children, when teaching other children a board game they themselves helped create, move from being teachers to being students and back again.
Research has shown that the quality of the teacher-learner relationship extends from guidance to collaboration.
The model of teaching and learning as collaboration differs from the traditional model of education, in which an active subject - an adult teacher - transfers knowledge to a relatively passive student - a child.
Instead, it is argued that it is optimal to view learning as a two-way interaction, resulting in cognitive development for both teacher and student.
4 . Training functions
The educational function is that the learning process is aimed primarily at developing knowledge, skills, and experience in reproductive cognitive activity in schoolchildren.
Knowledge in pedagogy is defined as understanding, storing in memory and reproducing facts of science, concepts, rules, laws, theories. Assimilated, internalized knowledge, according to the conclusions of scientists, is characterized by completeness, consistency, awareness and effectiveness. This means that in the learning process, students receive the necessary fundamental information on the basics of science and activities, presented in a certain system, ordered, provided that students are aware of the volume and structure of their knowledge and know how to operate with it in educational and practical situations. This means that, according to the educational function, knowledge in the learning process becomes the property of the student’s personality, enters the structure of his cognitive experience, the ability to mobilize previous knowledge to solve original problems, search for additional information and obtain new knowledge.
In accordance with the educational function in teaching, knowledge is found in the student’s skills and that, therefore, education consists not so much in the formation of “abstract” knowledge, but in the development of the skills to use it as a means, an instrument of cognitive activity. Therefore, the educational function of training assumes that training is aimed, along with knowledge, at the formation of skills and abilities, both general and special. By skill we must understand mastery of a method of activity, the ability to apply knowledge. It is like knowledge in action, skillful action guided by a clearly realized goal. Special skills refer to methods of activity in certain branches of science or academic subject (for example, working with a map, laboratory scientific work). General skills and abilities include proficiency in oral and written speech, information materials, reading, working with a book, summarizing, organizing independent work, etc.
Analysis of the educational function of teaching naturally leads to the identification and description of the developmental function closely related to it.
The developmental function of teaching means that in the process of learning, assimilation of knowledge, the student develops. This development occurs in all directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas, as well as the formation of experience in creative activity.
The domestic psychological school and pedagogical research have established that education acts as a source and means of personal development. One of the most important laws of psychology, formulated by L.S. Vygotsky argues that learning leads to development. We can say that all learning develops due, first of all, to the content of education and, secondly, due to the fact that learning is an activity. And personality, as is known from psychology, develops in the process of activity.
The developmental function of education is implemented more successfully if the education has a special orientation, is designed and organized in such a way as to include the student in an active and conscious variety of activities that would develop his sensory perceptions, motor, intellectual, volitional, emotional, motivational spheres. The developmental function of education is most successfully implemented in a number of special technologies or methodological systems that specifically pursue the goals of personal development. In Russian didactics there is a special term for this: “developmental education.”
In the 60s, one of the Russian didactics L.V. Zankov created a system of developmental education for younger schoolchildren. Its principles, selection of educational content and teaching methods are aimed at developing the perception, speech, and thinking of schoolchildren and contributed to the theoretical and applied development of the problem of development during training, along with the research of other domestic scientists: D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. Thanks to these studies, domestic didactics received valuable results: the theory of the gradual formation of mental actions (P.A. Galperin), methods of problem-based learning (M.N. Skatkin, I.Ya. Lerner, M.I. Makhmutov), methods activation of cognitive activity of students, etc.
The modern organization of education is aimed not so much at the formation of knowledge, but at the diversified development of the student, primarily mental training in the techniques of mental activity, analysis, comparison, classification, etc.; learning the ability to observe, draw conclusions, and identify essential features of objects; learning the ability to identify goals and methods of activity, and check its results.
It should be noted that the development of the sensory, motor, and emotional spheres of the personality in education lags behind intellectual development. Meanwhile, it is very important that in the learning process one develops the ability to subtly and accurately perceive the properties and phenomena of the surrounding world: space, light, color, sound, movement, i.e. so that the student masters the depth and range of perception of his senses.
The development of the child’s motor sphere consists of, on the one hand, the formation of voluntary complex movements in learning, work, and play. On the other hand, it is necessary to ensure the active and comprehensive physical development of schoolchildren, since it is important both for health and for the intellectual, emotional, and creative activity of the individual.
The development of the emotional sphere, the subtlety and richness of feelings, experiences from the perception of nature, art, surrounding people, and all the phenomena of life in general is also one of the tasks of learning. In didactics there are examples of such methodological systems that are aimed at this (D. Kabalevsky, B. Nemensky, I. Volkov).
Thus, it should be recalled once again: every learning leads to development, but learning is developmental in nature if it is specifically aimed at the goals of personal development, which should be realized both in the selection of educational content and in the didactic organization of the educational process.
Educational function of teaching
The learning process is also educational in nature. Pedagogical science believes that the connection between education and training is an objective law, as well as the connection between training and development. However, upbringing during the learning process is complicated by the influence of external factors (family, microenvironment, etc.), which makes upbringing a more complex process. The educational function of education consists in the fact that in the process of learning moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it are formed. In the process of learning, the needs of the individual, motives for social behavior, activities, values and value orientation, and worldview are also formed.
The educational factor of learning is, first of all, the content of education, although not all academic subjects have equal educational potential. In the humanities and aesthetics disciplines it is higher: teaching music, literature, history, psychology, artistic culture, due to the subject content of these areas, provides more opportunities for personality formation. However, one cannot assert the automaticity of education in these subjects. The content of educational material can cause unexpected reactions from students that are contrary to intent. This depends on the existing level of education, the socio-psychological, pedagogical situation of learning, on the characteristics of the class, place and time of study, etc. The content of natural science disciplines, along with humanitarian subjects, contributes to a greater extent 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 activity.
The second factor of upbringing in the learning process, not counting the system of teaching methods, which also to a certain extent influences the formation of students, is the nature of communication between the teacher and students, the psychological climate in the classroom, the interaction of participants in the learning process, the teacher’s style of guiding the cognitive activity of students.
Modern pedagogy believes that the optimal communication style of a teacher is a democratic style, which combines a humane, respectful attitude towards students, provides them with a certain independence, and involves them in organizing the learning process. On the other hand, the democratic style obliges the teacher to exercise a leadership role and activity in the learning process.
Consequently, to implement the educational function of teaching, it is not enough for a teacher to know about the objective nature of the connection between teaching and upbringing.
In order to have a formative influence on students in learning, the teacher must, firstly, analyze and select educational material from the point of view of its educational potential, and secondly, structure the learning process in such a way as to stimulate the personal perception of educational information by students and evoke their active evaluative attitude to what is being studied, to shape their interests, needs, and humanistic orientation. To implement the educational function, the learning process must be specially analyzed and developed by the teacher in all its components.
We must, however, remember that the education of students is carried out not only at school and does not end there. Therefore, it is not recommended to completely subordinate the learning process to educational goals. It is necessary to create conditions for the favorable formation of schoolchildren, leaving them the right, freedom and independence in analyzing reality and choosing a system of views.
It is no coincidence that some schools of thought in pedagogy (for example, existentialism) believe that school should not shape the views of students, but only provide information for their free choice. It seems that this is a utopia: as has already been said, any educational system directly or indirectly shapes the student’s personality.
It should also be borne in mind that not only upbringing depends on learning, but also vice versa: without a certain level of upbringing, the student’s desire to learn, the presence of basic behavioral and communication skills, and students’ acceptance of the ethical standards of society, learning is impossible. This is confirmed by the elimination of pedagogically neglected students from school.
5 . The unity of educational, educational and developmental functions of trainingenia
So, pedagogical science has identified three functions of teaching. They are in complexly intertwined connections, interdependence: one precedes the other, is its cause, the other is its consequence, but at the same time a condition for the activation of the root cause. This expresses the dialectical nature of their unity.
The functions of teaching are implemented in practice, firstly, by a set of lesson tasks, including the tasks of education, upbringing and development of schoolchildren; secondly, such a content of activity for the teacher and students that 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 achieved by a combination of various methods, forms and means of teaching; fourthly, in the process of monitoring and self-control over the progress of training and when analyzing its results, the progress of all three functions, and not just one of them, is simultaneously assessed. This determines a number of requirements for training, the fulfillment of which, according to modern didactics, makes it more successful and qualitatively new.
Conclusion
One of the two main processes that make up the holistic pedagogical process is the learning process (educational process). Modern didactics emphasizes that the objectives of the educational process cannot be reduced only to the formation of knowledge, skills and abilities. Learning has a complex impact on personality, despite the fact that the educational function is most specific to this process. Let us note that the boundaries between education, upbringing and development in their narrow sense are very relative and some aspects of them intersect each other.
All functions of learning cannot be imagined as parallel, non-crossing lines in the flow of influences of the educational process. All of them are in complexly intertwined connections: one precedes the other, is its cause, the other is its consequence, but at the same time a condition for the activation of the root cause.
The main functions of teaching are implemented in practice, firstly, by a set of lesson objectives, including the objectives 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 achieved by a combination of various methods, forms and means of teaching; fourthly, in the process of monitoring and self-control over the progress of training and when analyzing its results, the progress of all functions, and not just one of them, is simultaneously assessed.
Similar to functions, the elements of the educational process must be considered in a natural relationship.
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.
As training progresses, ongoing monitoring and regulation of the process is necessary. Finally, all components of the learning process in their totality provide a certain result.
Depending on the specifics of the learning objectives, the capabilities of the students, and the level of their attitude towards learning, certain components of the process will be used to a greater or lesser extent, and sometimes even absent altogether. Thus, it is necessary to take a creative approach to designing the learning process and to avoid routine application of them, regardless of the specific situation.
List of used literature
1. Baranov S.P. The essence of the learning process: - M.: Prometheus, 1981.
2. Likhachev B. T. Pedagogy. Course of lectures: Textbook for pedagogical students. textbook institutions and students of IPK and FPK. - M.: Prometheus, Yurayt, 1998.
3. Pedagogy: Textbook. A manual for pedagogical students. Institute / Yu. K. Babansky, V. A. Slastenin, N. A. Sorokin, etc.; Ed. Yu. K. Babansky. - 2nd ed., add. and processed - M., Education, 1988.
4. Pedagogy: Textbook for pedagogical students. textbook institutions / V. A. Slastenin, I. F. Isaev, A. N. Mishchenko, E. N. Shiyanov. - M.: Shkola-Press, 1997.
5. Podlasy I. P. Pedagogy. New course: Textbook: Book1: General basics. Learning process. - M.: VLADOS, 2000.
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Content
Introduction………………………………………………………………………………………..3
1. The essence of the learning process. Its two-sided nature...………………...4
1.1.The essence of the learning process……………………………………………………………...4
1.2.Teaching and learning as two sides of the educational process………………...7
1.3.Communication styles and their influence on the two-way nature of the learning process………………………………………………………………………………………………...8
Conclusions………………………………………………………………………………………...11
References…………………………………………………………………………………12
Key words……………………………………………………………………………….13
Introduction
An important place in the structure of the pedagogical process is occupied by the learning process, during which knowledge, skills and abilities are acquired, personal qualities are formed that allow a person to adapt to external conditions and show his individuality.
Theoretical foundations of the learning process, its patterns, principles, methods, etc. studies the most important branch of pedagogy – didactics. Didactics is a part of pedagogy that develops problems of teaching and education. Reveals the patterns of assimilation of knowledge, abilities and skills and the formation of beliefs, determines the volume and structure of the content of education, improves methods and organizational forms of teaching, and the educational impact of the educational process on students.
The qualitative originality of learning is revealed by comparing it with upbringing, education and development.
In different types of training, its educational, educational and developmental component is not presented in the same way, but the teacher is obliged to constantly construct it. Thus, the study of the characteristics of the educational process is a pressing issue in modern pedagogy.
The purpose of this test is to study the essence of the learning process and its two-sided nature.
To achieve this goal, the following tasks were set:
1. Consideration of the essence of the learning process
2. Study of the two-way nature of the learning process.
1. The essence of the learning process. Its two-sided nature.
1.1The essence of the learning process
The processes of learning and teaching (teaching) represent two special, although interrelated, forms of activity between the student and the teacher and reflect the dual nature of the learning process.
The scientific theory of the learning process includes the development of such techniques and ways of organizing the cognitive activity of students that ensure their effective assimilation of knowledge, the development of skills and abilities, and the formation of abilities.
Modern pedagogy's definition of learning emphasizes the interaction between teacher and student. Recognizing the importance and significance of modern trends in understanding the essence of the learning process, we must still emphasize the leadership and guiding activity of the teacher, who, even with the highest activity and independence of students, always acts as the organizer of their cognitive activity. Its functions also include planning, stimulation, control, analysis of results and educational work.
Didacticsis a branch of pedagogy aimed at studying and revealing the theoretical foundations of organizing the learning process (patterns, principles, teaching methods), as well as searching and developing new principles, methods, technologies and teaching systems.
There are general and private didactics. This is how teaching methods for individual academic disciplines were formed (methods of teaching mathematics, teaching chemistry, teaching history).
The main categories of didactics: learning, teaching, teaching.
Education - This is a purposeful process of bilateral activity between the teacher (teacher, professor) and the student in the transfer and assimilation of knowledge. The two-way nature of learning lies in the fact that learning necessarily includes two interrelated processes: teaching and learning. Therefore, the basis of learning is joint activity, purposeful interaction between teacher and student. They both must be active in the educational process, i.e. act as subjects of learning. If a teacher is not active enough in teaching (does not strive for a variety of forms and methods in lessons, poorly organizes control of learning, does not regularly consolidate what has been learned, etc.), he will not achieve a good result in teaching. If a student is passive in learning (for example: does not follow the teacher’s thoughts when explaining new material, does not try to complete the exercise on his own, does not complete homework), he does not master the educational material well. Thus, the learning outcome (student’s level of training) depends on the degree of activity of both subjects of the educational process.
Teaching is the activity of a teacher in:
1. transfer of information;
2. organization of educational and cognitive activities of students;
3. providing assistance in case of difficulties in the learning process;
4. stimulating the interest, independence and creativity of students;
5. assessment of students' educational achievements.
The purpose of teaching is to organize effective learning for each student in the process of transmitting information, monitoring and evaluating its assimilation. The effectiveness of teaching also requires interaction with students and the organization of both joint and independent activities.
Teaching is the student’s activity in:
1. mastering, consolidating and applying knowledge, skills and abilities;
2. self-stimulation for searching, solving educational tasks, self-assessment of achievements;
3. awareness of the personal meaning and social significance of cultural values and human experience, processes and phenomena of the surrounding reality. The purpose of the teaching is to understand, collect and process information about the world around us. The results of learning are expressed in knowledge, abilities, skills, a system of relationships and the overall development of the student.
Educational activities include:
1. mastering knowledge systems and operating them;
2. mastery of systems of generalized and more specific actions, methods (methods) of educational work, ways of transferring and finding them - skills and abilities;
3. development of teaching motives, formation of motivation and meaning of the latter;
4. mastering ways to manage one’s educational activities and one’s mental processes (will, emotions, etc.).
The effectiveness of training is determined by internal and external criteria. The success of training and academic performance, as well as the quality of knowledge and the degree of development of skills, the level of development of the student, the level of training and learning ability are used as internal criteria.
The process of acquiring knowledge is carried out in stages in accordance with the following levels:
1. distinguishing or recognizing an object (phenomenon, event, fact);
2. memorizing and reproducing the subject, understanding, applying knowledge in practice and transferring knowledge to new situations.
The quality of knowledge is assessed by such indicators as its completeness, consistency, depth, effectiveness, and strength.
One of the main indicators of a student’s development prospects is the student’s ability to independently solve educational problems (close to the principle of solving in cooperation and with the help of a teacher).
The following are accepted as external criteria for the effectiveness of the learning process:
1. degree of adaptation of the graduate to social life and professional activities;
2. growth rate of the self-education process as a prolonged effect of training;
3. level of education or professional skills;
4. willingness to improve education.
In teaching practice, a unity of logics of the educational process has developed: inductive-analytical and deductive-synthetic. The first focuses on observation, living contemplation and perception of reality, and only then on abstract thinking, generalization, and systematization of educational material. The second option focuses on the teacher’s introduction of scientific concepts, principles, laws and patterns, and then their practical concretization.
1.2. Teaching and learning as two sides of the educational process.
Any phenomenon has content and form. The content side of the learning process is the cognitive activity of the student. It must be organized by the teacher so that the student learns about the world around him, the patterns of its development, the interconnections and interdependence of nature, society and man, so that training accelerates the mental development of each person.
The two-way nature of the learning process is the form in which the learning process occurs. In form, the learning process consists of two sides: teaching and learning. There should be the following interaction between them: the teacher teaches in such a way that all participants in the learning process become subjects, i.e. active, independent students in mastering knowledge.
However, a teacher in mass practice often builds this process not as interaction, but as an impact on students, i.e. simplifies it according to the following formula: “I teach, and you must study.” If students do not fulfill their duty of teaching, then the teacher begins to make demands on them, and if they do not fulfill them, he begins to punish them. In this situation, when there is no interaction between teacher and student and when it is replaced by the teacher’s influence on students, the learning process loses its teaching, developmental, and nurturing functions, as a result, the process of cognition in learning is superficial, formal in nature, as noted by Ya.A. Comenius. He wrote about education that students should receive not superficial, formal knowledge, but knowledge that gives him the opportunity to think with his own mind and make independent choices in various situations.
Innovative teachers build the two-way nature of the learning process on the basis of interaction with students, according to the formula of the humanist teacher Sh.A. Amonashvili: “I will teach you, children, so that you want to learn.” To do this, he studies students minute by minute to find a way to interact with each student. His form of teaching process is based on love for children, he strives to make it beautiful.
Most teachers do not attach any importance to the form of teaching.
1.3. Communication styles and their influence on the two-way nature of the learning process.
The two-way nature of the learning process is determined by the communication between the teacher and students. The teacher’s communication with students must be constantly adjusted depending on unforeseen situations that arise, only then will the learning process be two-way in nature. However, in mass practice, the teacher often does not think about his communication with students, does not strive to delve into the intricacies of what is happening, as evidenced by the peculiar methods of establishing contact with students: “Why aren’t you working?”, “Don’t fidget, stand near the desk and wait.” , “Why are you sitting and sleeping, when will you start answering?”, “You’re spying again, you think I don’t see and don’t know that you’re not teaching anything?” .
Psychologists cite facts of communication between teachers and students, indicating that teachers really do not think about their communication with children.
1) many requirements for students that are impossible to even remember, let alone fulfill;
3) endless notations both in class and after class.
This style of communication between teachers and students does not allow organizing the cognitive activity of students in such a way as to stimulate their activity and initiative. In this, learning, teaching and learning are not interconnected.
Teachers who take the position of cooperative pedagogy give children initiative within the educational process within wide limits and skillfully collaborate with them. The teacher guides the students, helping them. He strives to invent means by which children transform themselves from those who do not know into those who know, from those who do not know how to do so.
Therefore, the teacher must get rid of the authoritarian style of communication with students and master the humanistic style of communication.
In improving his style of communication with students, a teacher needs to know certain patterns in communication:
1) the regularity of the measure, time, place of influence on the student - the teacher, in the interests of effective interaction with students, does not always have to reveal to the student that he sees and notices everything; the teacher must “not notice” or not notice something in the student’s behavior until some time;
2) there is a relationship between the tone of speech and its educational effectiveness - the less respectful the teacher’s tone, the more irritable he is, the lower his positive impact on students.
Compliance with these patterns in teacher-student communication will ensure a two-way nature of learning.
conclusions
Teaching is a complex, subtle, multifaceted and unique art, since it involves two people - the teacher and the student. The results of learning are reflected in the quality of knowledge and the level of development of the student.
While recognizing learning as an art, one should not think that not everyone can master it. Pedagogical activity requires the teacher to have versatile knowledge and hard work to achieve high results in teaching and educating students.
Education includes the activity of the teacher - teaching and the activity of the student - learning. Under the guidance of the teacher, children are involved in activities. Some people make mistakes, their comrades correct them, and the teacher gives explanations. The main thing is that no one is distracted. The learning process will be productive when both the teacher and students work actively and purposefully.
Bibliography
1. Bordovskaya N.V., Rean A.A. pedagogy: Textbook. allowance. – St. Petersburg: Peter, 2006. – p. 203-204.
2. Sidorov S.V. Bilateral and personal nature of learning: Textbook. Shadrinsk, 2004. –p. 50.
3. Ilyina T. A. Pedagogy: a course of lectures. Textbook manual for pedagogical students. Inst. – M.: education, 1984. – 496 p.
4. Pedagogy: textbook. / L. P. Krivshenko [etc.]; edited by L.P. Krivshenko. – M.: TK Volbi, Prospekt Publishing House, 2005. – 432 p.
5. Podlysaty I. P. Pedagogy: New course: Proc. For students higher textbook head: In 2 books. – M.: Humanit. ed. VLADOS center, 2002. – Book. 1: General basics. Learning process. – 576 pp.: ill.
Keywords
Education
Education
Didactics
Learning ability
Teacher
processtargetedtransferssocio-historicalexperience.Training is basedonmemorization;theoriesmemorizationfor a long timereliedon trainingAndonarising fromhimphysical and mentalprocesses.EasierAndbetterTotalmemorableThat,Whatsharpstands outfromof the whole massdigestiblematerial,VforcewhatarisesIt's clearexpressed figuresAndbasics. Repetitionatmemorizationby heartservesclarificationparticularsVfigure(), understandableas a whole.Pedagogy: Textbook / ed. P.I. Pidkasistogo.- M.: Russian Pedagogical Agency, 2000.- 480 p.
Education is a specially organized, controlled process of interaction between teachers and students, aimed at mastering knowledge, skills, abilities, forming a worldview, developing the mental strength and potential of students, consolidating self-education skills in accordance with the goals.
Podlysatiy I.P. Pedagogy: New course: Proc. For students higher textbook head: In 2 books. – M.: Humanit. ed. VLADOS center, 2002.
Didactics
(instructive) – a section of pedagogy in which the theory of education and training (goals, content, patterns and principles of teaching), as well as education in the learning process, is developed.
Didactics - theory of education and training, branch of pedagogy.
Bordovskaya N.V., Rean A.A. pedagogy: Textbook. allowance. – St. Petersburg: Peter, 2006.
Didactics- ( Greek didaktike the art or science of teaching) is a theory of learning.
Philosophical encyclopedic dictionary. 2010.
Learning ability - individual indicators of the speed and quality of a person’s assimilation of knowledge, skills and abilities during the learning process
Brief psychological dictionary. - Rostov- on- Don:« PHOENIX». L. A. Karpenko, A. IN. Petrovsky, M. G. Yaroshevsky. 1998 .
Learning ability - (English)docility , educational ability , learning ability ) - empirical characteristics of individual learning capabilitiesassimilationeducational information for implementationeducational activities, including Kmemorizationeducational material, solutiontasks, performing various types of educational control and self-control.
Large psychological dictionary. - M. : Prime- EUROZNAK. Edited by. B. G. Meshcheryakova, academician. IN. P. Zinchenko. 2003 .
Learning ability - individual indicators of the speed and quality of a person’s assimilation of knowledge, skills and abilities during the learning process. There are: 1) general learning ability - the ability to assimilate any material; 2) special learning ability - the ability to master certain types of material (various sciences, arts, types of practical activities). The first is an indicator of the general, and the second - the special talent of the individual.
Learning ability – this is a person’s general ability for continuous development in the learning process. The ability to learn includes features of intelligence.
Teacher - (from the Greek paidagogos - educator) - 1) a person who conducts practical work on the upbringing, education and training of children and youth and has special training in this area (teacher of a secondary school, teacher of a vocational school, secondary specialized educational institution, educator kindergarten, etc.).
Dictionary of Russian synonyms and expressions similar in meaning. - under. ed. N. Abramova, M.: Russian dictionaries, 1999
Teacher -a person engaged in teaching and educational work as a profession; teacher, lecturer.
He was a true teacher who took both his teaching and his career very seriously.Korolenko, History of my contemporary.
Great Soviet Encyclopedia. - M.: Soviet encyclopedia 1969-1978
Teacher - teacher. A person who works in the upbringing, education and training of children and youth and has special training in this area. In addition, he is a scientist who develops theoretical problems of pedagogy.
“Aphorisms from all over the world. Encyclopedia of Wisdom,” 2003.