Author of the theory of programmed learning. What is programmed learning? Innovative teaching methods

9.2. Programmed training


For many years, the attention of many researchers and practitioners has been drawn to the so-called programmed learning. Since the mid-50s of the twentieth century. it has become the subject of intensive research in different countries peace. These studies on programmed learning were based on animal learning experiments. The essence of the developed methodology was based on the development conditioned reflexes and boiled down to the following: in order to achieve the required behavior of an animal, the learning process was divided into a number of elementary steps - actions, for the correct execution of which the animal received encouragement each time. The principles of this technique were transferred to human training through the development and implementation of certain educational programs. Following such programs, the student achieves educational goals by completing a number of specific cognitive actions.

In development programmed learning theories The following stages are distinguished:

1) formalization and logicalization of the learning process (from the appearance general theory management before the advent of computers);

2) accumulation of information about the management of the learning process and the emergence of the theory of programmed learning (mid-40s - late 50s of the twentieth century).

3) rapid development learning theories (late 50s - early 60s of the twentieth century).

4) computerization of training (from the emergence personal computers until now).

Essence programmed learning is that educational material is divided into separate small portions or steps (frames, frames), the assimilation of which is carried out by students as a result of independent implementation of individual cognitive actions and self-control provided for by the program.

Programmed learning is characterized by:

* dividing educational material into small parts;

* the presence of a system of instructions for the sequential implementation of certain cognitive actions aimed at mastering each part;

* availability of tasks to check the mastery of each part;

* the presence of answers informing students about the correctness of their assignments.

Highlight following forms programmed training:

* machine-free;

* machine.

The process of special processing of educational material for programmed learning is called programming.

There are several ways to program educational material: linear programming; branched programming; mixed programming.

At linear programming The student, working on the educational material, sequentially moves from the previous step of the program to the next. The content of the steps (frames, frames) are different: in some, for example, only information is given, others include the task of taking an action to assimilate it or only control tasks, and in others there may be both. The answer is usually placed so that it is not obvious, but so that it can be easily found and used for self-testing. Working according to programmed manuals, built on a linear principle, students sequentially, moving from step to step, work through all the material.

However linear method programming does not take into account that students, having worked through some relatively completed part of the educational material, may make a mistake in answering a question or completing a task. Therefore, when branch programming Several answer options are provided. The student chooses the one that seems most correct to him. Depending on the answer chosen, he receives instructions on how to further work. Students who correctly answer questions and complete assignments master the program the fastest. Those who choose the wrong answer are sent to the correction frame, where they receive Additional information, allowing you to eliminate mistakes.

Mixed programming includes elements of both linear and branched.

Programmed learning tools are divided into two groups:

1. Programmed benefits:

* programmed tutorials providing management of all stages cognitive activity students;

* programmed collections of tasks and exercises designed to consolidate knowledge and develop skills;

* programmed additions to existing textbooks that help organize independent academic work students;

* programmed control tasks (tests).

2. Educational machines:

* actually teaching machines that do everything didactic functions;

* machines - “tutors”, allowing you to organize the consolidation of knowledge;

* machines are “examiners” that monitor student learning outcomes.

The above-mentioned programmed manuals were developed according to individual academic disciplines school and university education. Regarding teaching machines, we note that in the 60-70s of the twentieth century. were produced by industry. However, due to the lack of appropriate programs, they were practically not used in training. The advent of personal computers opened up new possibilities for the development and use of programmed instruction. Currently, the use of personal computers in education is considered as new technology training.

Programmed training

Programmed training- a teaching method put forward by Professor B.F. Skinner in 1954 and developed in the works of specialists from many countries, including domestic scientists. N. F. Talyzina, P. Ya. Galperin, L. N. Landa, I. I. Tikhonov, A. G. Moliboga, A. M. Matyushkin, V. I. Chepelev and others participated in the development of certain provisions of the concept. At the same time, it is believed that elements of programmed learning were already encountered in ancient times. They were used by Socrates and Plato, and are found in the works of I. F. Herbart and even J. Dewey.

Features of the technique

The purpose of the concept is to strive to increase the efficiency of managing the learning process based on the cybernetic approach. At its core, programmed learning involves the student working according to a certain program, in the process of which he acquires knowledge. The role of the teacher is to monitor psychological state listener and the effectiveness of his gradual mastery of educational material, and, if necessary, regulation program actions. In accordance with this, they were developed various schemes, programmed learning algorithms - straightforward, branched, mixed and others, which can be implemented using computers, programmed textbooks, teaching materials. Didactic principles programmed training: 1) consistency; 2) accessibility; 3) systematic; 4) independence.

Programmed learning algorithms

Linear algorithm (Skinner algorithm)

B.F. Skinner, having developed his own concept of programmed learning, laid down the following principles in it:

  • small steps - educational material is divided into small parts ( portions), so that students do not have to spend a lot of effort to master them;
  • low level of difficulty of portions - the level of difficulty of each portion of educational material should be low enough to ensure that the student answers correctly to most questions. Thanks to this, the student constantly receives positive reinforcement while working with the training program. According to Skinner, the proportion of a student’s incorrect answers should not exceed 5%.
  • open questions- Skinner recommended using questions to test portion absorption open type(text input) rather than selecting from a variety ready-made options answer, while asserting that “even vigorous correction of an erroneous answer and reinforcement of the correct one do not prevent the emergence of verbal and subject associations that arise when reading erroneous answers.”
  • immediate confirmation of the correctness of the answer - after answering the question posed, the student has the opportunity to check the correctness of the answer; if the answer still turns out to be incorrect, the student takes note of this fact and moves on to the next portion, as in the case of a correct answer;
  • individualization of the pace of learning - the student works at an optimal pace for himself;
  • differentiated consolidation of knowledge - each generalization is repeated in different contexts several times and illustrated with carefully selected examples;
  • uniform course of instrumental teaching - no attempt is made differentiated approach depending on the abilities and inclinations of the students. The entire difference between students will be expressed only in the duration of the programs. They will arrive at the end of the program the same way.

Branched algorithm (Crowder's algorithm)

The main difference between the approach developed by Norman Crowder in 2010 and 2015 is the introduction of individual pathways through the training material. The program itself determines the path for each student in the learning process, based on the students' answers. N.A. Crowder laid down the following principles in his concept:

  • the complexity of portions of the surface level and their simplification when deepening - educational material is given to the student in relatively large portions and is given sufficiently difficult questions. If the student is unable to cope with this presentation of the material (as determined by an incorrect answer), then the student moves on to a portion of a deeper level, which is simpler.
  • use of closed questions - in each portion the student is asked to answer the question by choosing one of the answer options. Only one answer option is correct and leads to the next portion of the same level. Incorrect answers send the student to portions of a deeper level, in which the same material is explained (“chewed”) in more detail.
  • the presence of explanations for each answer option - if the student chooses an answer, the program explains to him what he did wrong before moving on to the next portion. If the student selects the correct answer, the program explains the correctness of that answer before moving on to the next portion.
  • differentiated course of instrumental learning - different students will learn in different ways.

Adaptive algorithm

The training program maintains the optimal level of difficulty of the material being studied individually for each student, thereby automatically adapting to the individual. The ideas behind adaptive programmed learning were pioneered by Gordon Pask in the 1950s.

The role of programmed learning in education

In general, programmed training can be considered as an attempt to formalize the learning process with the maximum possible elimination of subjective factor direct communication between teacher and student. It is currently believed that this approach has not been justified. Its use has shown that the learning process cannot be completely automated, and the role of the teacher and the student’s communication with him in the learning process remain a priority. However, development computer technology And distance learning increases the role of the theory of programmed learning in educational practice.

Literature

  • Bespalko V. P. Programmed training. Didactic basics. - M.: graduate School, 1970. - 300 p.
  • Galperin P. Ya. Programmed learning and the tasks of radical improvement of teaching methods // To the theory of programmed learning. - M., 1967.
  • Kram D. Programmed learning and teaching machines. - M.: Mir, 1965. - 274 p.
  • Kupisevich Ch. Fundamentals of general didactics. - M.: Higher School, 1986. Bilan V.V.

Links

  • Programmed training in the Theoretical Mechanics course
  • Theoretical Mechanics Trainer - a programmed guide to theoretical mechanics.

Wikimedia Foundation. 2010.

  • Film library
  • Double star

See what “Programmed learning” is in other dictionaries:

    programmed training- Etymology. Comes from the Greek. programma prescription. Category. Form of training. Specificity. A system of teaching methods and means, the basis of which is the independent acquisition of knowledge and skills by students through step-by-step assimilation... ... Great psychological encyclopedia

    PROGRAMMED TRAINING- PROGRAMMED TRAINING. Organization educational process according to a special training program that ensures independent acquisition of knowledge, skills and abilities. Appeared as a result of borrowing by pedagogy rational principles and funds... ... New dictionary methodological terms and concepts (theory and practice of language teaching)

    Programmed Training- a system of teaching methods and means, the basis of which is the independent acquisition of knowledge and skills by students through step-by-step mastery of the material. Special programmed teaching aids by ra... Psychological Dictionary

    PROGRAMMED TRAINING- one of the types of training carried out according to a pre-compiled training program, which is usually implemented using programmed textbooks and teaching machines. The essence of P. o. consists in the operational controlled formation of knowledge... Russian encyclopedia on labor protection

    programmed training- - [E.S. Alekseev, A.A. Myachev. English Russian Dictionary in computer systems engineering. Moscow 1993] Topics information Technology in general EN computer management instructionCM1... Technical Translator's Guide

    Programmed training- organization of the educational process according to a specific training program (See Training program). By. appeared as a result of pedagogy borrowing rational principles and means of management complex systems in cybernetics,... ... Great Soviet Encyclopedia

    programmed training- programuotas mokymas statusas T sritis švietimas apibrėžtis Algoritmais grindžiamas mokymo ir mokymosi proceso valdymas. Jo pradininkai – JAV pedagogai E. Grinas, B. Skineris, N. Krauderis ir kt. Svarbiausia problema – mokymo turinio pateikimas… … Enciklopedinis edukologijos žodynas

    PROGRAMMED TRAINING- (from the Greek πρόγραμμα - public announcement) - various psychological and pedagogical. concepts that have in common: 1) interpretation of the process of assimilation of knowledge as a process of developing a definition. skills (practical or mental) based on... ... Philosophical Encyclopedia

    PROGRAMMED TRAINING- training according to a pre-developed program, which includes the actions of both students and the teacher (or a teaching machine replacing him) The idea of ​​P.o. was proposed in the 50s. 20 in American psychologist B F Skinner to increase efficiency... ... Russian Pedagogical Encyclopedia

The main goal of programmed training is to improve the management of the educational process.

Features of programmed training are as follows: educational material is divided into separate portions; the educational process consists of successive steps containing a portion of knowledge and mental actions to assimilate it; each step ends with control (question, task, etc.); at correct execution control tasks, the student receives a new portion of material and completes the next step of learning; if the answer is incorrect, the student receives help and additional explanations; each student works independently and masters the educational material at a pace that is feasible for him; the results of all control tasks are recorded, they become known both to the students themselves (internal feedback) and to the teacher (external feedback); The teacher acts as an organizer of learning and an assistant in case of difficulties, carries out individual approach; In the educational process, specific means of programmed training are widely used.

Programmed learning arose in the early 50s of the 20th century, when the American psychologist B. Skinner proposed increasing the efficiency of managing the assimilation of material by constructing it as a sequential program for supplying portions of information and their control. Subsequently, N. Crowder developed branched programs that, depending on the control results, offered the student various material For independent work. Further development programmed learning technologies will depend on the development of ways to manage internal mental activity person

Programmed learning refers to the controlled assimilation of programmed educational material using a teaching device (computer, programmed textbook, film simulator, etc.). programmed educational material is a series of relatively small portions educational information(“frames”, “files”, “steps”), submitted in a certain logical sequence.

Programmed learning is learning according to a pre-developed program, which provides for the actions of both students and the teacher (or a teaching machine that replaces him). The idea of ​​programmed learning was proposed in the 50s. XX century American psychologist B. Skinner to improve the efficiency of managing the learning process using achievements experimental psychology and technology. Objectively programmed training, in relation to the field of education, reflects the close connection of science with practice, the transfer certain actions humans to machines, the increasing role of management functions in all areas social activities. To increase the efficiency of managing the learning process, it is necessary to use the achievements of all sciences related to this process, and above all cybernetics - the science of general laws management. Therefore, the development of ideas for programmed learning turned out to be associated with the achievements of cybernetics, which sets General requirements to managing the learning process. The implementation of these requirements in training programs is based on data from psychological and pedagogical sciences that study specific features educational process. However, when developing this type of training, some specialists rely only on the achievements of psychological science(unilateral psychological direction), others - only on the experience of cybernetics (one-sided cybernetic). In teaching practice, this is a typically empirical direction, in which the development of training programs is based on practical experience, and only isolated data is taken from cybernetics and psychology.


The general theory of programmed learning is based on programming the process of learning material. This approach to learning involves studying educational information certain doses that are logically complete, convenient and accessible for holistic perception.

Today, programmed learning means the controlled assimilation of programmed educational material using a teaching device (computer, programmed textbook, film simulator, etc.). Programmed material is a series of relatively small portions of educational information ("frames", files, "steps"), presented in a certain logical sequence.

Programming training has a number of advantages: small doses are easily absorbed, the pace of assimilation is chosen by the student, high results are ensured, rational ways mental actions, the ability to think logically is developed. However, it also has a number of disadvantages, for example: it does not fully contribute to the development of independence in learning; requires high costs time; applicable only for algorithmically solvable cognitive tasks; ensures the acquisition of knowledge embedded in the algorithm and does not contribute to the acquisition of new ones. At the same time, excessive algorithmization of learning hinders the formation of productive cognitive activity.

During the years of greatest enthusiasm for programmed learning - the 60-70s. XX century - a number of programming systems and many different teaching machines and devices were developed. But at the same time, critics of programmed learning also appeared. E. Laben summed up all the objections to programmed learning: programmed learning does not use positive aspects group training; it does not contribute to the development of student initiative, since the program seems to lead him by the hand all the time; with the help of programmed training it is possible to teach only simple material at the cramming level; learning theory based on reinforcement is worse than one based on mental gymnastics; in contrast to the statements of some American researchers, programmed training is not revolutionary, but conservative, since it is bookish and verbal; programmed training ignores the achievements of psychology, which has been studying the structure of brain activity and the dynamics of learning for more than 20 years; programmed training does not provide an opportunity to obtain complete picture about the subject being studied and represents “learning bit by bit.”

Although not all of these objections are completely fair, they undoubtedly have some basis. Therefore, interest in programmed learning in the 70-80s. XX century began to fall and its revival occurred in last years based on the use of new generations of computer technology.

As already noted, the most widespread various systems received programmed training in the 50-60s. XX century, later they began to use only certain elements of programmed training, mainly for monitoring knowledge, consultations and training skills. In recent years, the ideas of programmed learning have begun to revive in a new technical basis(Computers, television systems, microcomputers, etc.) in the form of computer or electronic learning. New technical base allows you to almost completely automate the learning process, building it as a fairly free dialogue between the student and the learning system. The role of the teacher in this case consists mainly in the development, adjustment, correction and improvement of the training program, as well as conducting individual elements of machine-free learning. Many years of experience have confirmed that programmed training, and especially computer-based training, provides sufficient high level not only learning, but also the development of students, arouses their unflagging interest.

Programmed training- a teaching method put forward by Professor B.F. Skinner in 1954 and developed in the works of specialists from many countries, including domestic scientists. N. F. Talyzina, P. Ya. Galperin, L. N. Landa, I. I. Tikhonov, A. G. Molibog, A. M. Matyushkin, V. I. Chepelev and others participated in the development of certain provisions of the concept. At the same time, it is believed that elements of programmed learning were already encountered in ancient times. They were used by Socrates and Plato, and are found in the works of I. F. Herbart and even J. Dewey. In the USSR, elements of programmed training can be found, for example, in the work of the Central Labor Institute

At its core, programmed learning involves students working according to a certain program, in the process of which they acquire knowledge. The role of the teacher comes down to monitoring the psychological state of the student and the effectiveness of his gradual mastery of educational material, and, if necessary, regulating program actions. In accordance with this, various schemes and programmed learning algorithms have been developed - straightforward, branched, mixed and others, which can be implemented using computers, programmed textbooks, and teaching materials. Didactic principles of programmed learning: 1) consistency; 2) accessibility; 3) systematic; 4) independence.

Programmed learning algorithms

Linear algorithm (Skinner algorithm)[edit | edit source text]

B.F. Skinner, having developed his own concept of programmed learning, laid down the following principles in it:

    small steps - educational material is divided into small parts ( portions), so that students do not have to spend a lot of effort to master them;

    low level of difficulty of portions - the level of difficulty of each portion of educational material should be low enough to ensure that the student answers correctly to most questions. Thanks to this, the student constantly receives positive reinforcement while working with the training program. According to Skinner, the proportion of a student’s incorrect answers should not exceed 5%.

    open-ended questions - Skinner recommended using open-type questions (text input) to test the assimilation of portions, rather than choosing from a variety of ready-made answer options, while arguing that “even vigorous correction of an erroneous answer and reinforcement of the correct one does not prevent the emergence of verbal and subject associations emerging when reading erroneous answers."

    immediate confirmation of the correctness of the answer - after answering the question posed, the student has the opportunity to check the correctness of the answer; if the answer still turns out to be incorrect, the student takes note of this fact and moves on to the next portion, as in the case of a correct answer;

    individualization of the pace of learning - the student works at an optimal pace for himself;

    differentiated consolidation of knowledge - each generalization is repeated in different contexts several times and illustrated with carefully selected examples;

    uniform course of instrumental teaching - no attempts are made to differentiate the approach depending on the abilities and inclinations of the students. The entire difference between students will be expressed only in the duration of the programs. They will arrive at the end of the program the same way.

Branched algorithm (Crowder's algorithm)

The main difference between the approach developed by Norman Crowder in 1960 is the introduction of individual paths through the educational material. The program itself determines the path for each student in the learning process, based on the students' answers. N.A. Crowder laid down the following principles in his concept:

    the complexity of portions of the surface level and their simplification as they go deeper - educational material is given to the student in relatively large portions and quite difficult questions are posed. If the student is unable to cope with this presentation of the material (as determined by an incorrect answer), then the student moves on to a portion of a deeper level, which is simpler.

    use of closed questions - in each portion the student is asked to answer the question by choosing one of the answer options. Only one answer option is correct and leads to the next portion of the same level. Incorrect answers send the student to portions of a deeper level, in which the same material is explained (“chewed”) in more detail.

    the presence of explanations for each answer option - if the student chooses an answer, the program explains to him what he did wrong before moving on to the next portion. If the student selects the correct answer, the program explains the correctness of that answer before moving on to the next portion.

    differentiated course of instrumental learning - different students will learn in different ways.

Adaptive algorithm

The training program maintains the optimal level of difficulty of the material being studied individually for each student, thereby automatically adapting to the individual. The ideas behind adaptive programmed learning were pioneered by Gordon Pask in the 1950s.

The role of programmed learning in education

In general, programmed training can be considered as an attempt to formalize the learning process with the maximum possible elimination of the subjective factor of direct communication between the teacher and the student. It is currently believed that this approach has not been justified. Its use has shown that the learning process cannot be completely automated, and the role of the teacher and the student’s communication with him in the learning process remain a priority. However, the development of computer technology and distance learning increases the role of the theory of programmed learning in educational practice.

A method to increase the effectiveness of lessons is to use

visual aids. The content of the training material for the graphics course is closely

associated with life, production and therefore opportunities for clarity in

training.

The use of visualization increases students' interest in what they are learning

subject, facilitates the process gaining knowledge, promotes strength

assimilation of knowledge. Without the use of visual aids

it is difficult to successfully develop students' spatial understanding. That's why,

using visual aids, you can equip students with specific

ideas about geometric shapes and designs of various objects,

teach how to analyze and synthesize these forms. Wherein great importance

have such visual aids that students can not only observe,

but also hold them in your hands and get acquainted with their shape in detail.

Widely used and correct application visual aids

expands and deepens students’ understanding of the issue being studied,

reduces time for presenting material.

However, while attaching great importance to visualization in teaching, it cannot be

overestimate and underestimate other principles of learning. When overloaded

lesson, visual aids can distract students from the main goal of the lesson,

miss the general patterns of the issues being studied, do not separate the main thing from

secondary. The correct balance must be ensured in training

visual and abstract, concrete and generalized.

The method of using visual aids depends on what stage

studying the material they apply. The same visual aid or

a complex of visual aids and technical means in various ways

used when explaining new material by the teacher, when consolidating

knowledge and its testing. So, for example, when explaining new material on

various topics curriculum Graphic filmstrips and films

are an organic addition to nature and models. In total these

Visual aids are sources of knowledge for students. When repeated

and generalization, it is advisable to use only filmstrips and

movies. Wall posters serve the same dual purposes.

The choice of benefits should not be random, but carefully thought out according to

throughout the course. Each benefit must have its own place in the general

chains of lessons. Depending on the content and educational purpose of the lesson, it is necessary

use a variety of visual aids, which will facilitate

better assimilation of educational material. Therefore, it is necessary to ensure the correct

methodology for using visual aids.

In general, the following methodological requirements for

demonstration of visual aids: when demonstrating the aid in class, you should not

just show it and explain its meaning in detail, highlighting

the main idea revealed by him; demonstration of visual aids should

carry out frontally; after demonstration the manual must be used

for consolidation and repetition of material; using the manual in class,

It’s useful to put it out there for a while to see for yourself.

If the teacher adheres to these requirements, the lesson will be

most effective.

Also one of the ways to increase the effectiveness of graphics lessons

is the use of filmstrips and films.

Educational films and filmstrips make the material easier to understand. Thanks to

specific features of cinema can be highlighted in significant detail,

reproduce visually tangible analogies between phenomena, show

the process under consideration in dynamics.

The lens brings you closer to life and connects you with production.

the material being studied, show where what is applied in practice

discussed in school class, and having become familiar with where practically

certain constructions are applied, students understand why they are needed

Screen adaptation increases students' interest in the subject. Perhaps in educational

the film can show the part from all sides to fully reveal the shape

which you need to apply the cut, demonstrate in dynamics how it

is cut by a cutting plane, as half of the part located

between the observer and the cutting plane and thanks to this,

internal outlines of the part. The demonstration of this process can be supplemented

drawings of the part before and after making the cut.

The use of educational filmstrips and films greatly facilitates

teaching work, saves time, including by reducing

work with chalk on a blackboard. Teaching graphics requires demonstration to students

a significant number of often quite complex, impeccably

completed graphic images. Using projection equipment,

you can show students a very large number of

images of such a size that the whole class can clearly see them.

When filming lessons, as in any matter, a sense of proportion is necessary.

Film adaptations of lessons are not a goal, but a means. It is good in combination with

other means of visualization and forms of educational work, and not instead of them.

Ministry of Education and Science Russian Federation

KURGAN STATE UNIVERSITY

FACULTY OF PEDAGOGY

TEST

on the topic of:

"Programmed learning"

COMPLETED:

Student: Usoltseva N.A.

Group: PZ-4938(b)s

Specialty: Professional

Training (design)

Kurgan 2010

The essence of programmed learning

Programmed training - this is training according to a pre-developed program, which provides for the actions of both students and the teacher (or a teaching machine replacing him). The idea of ​​programmed learning was proposed in the 50s. XX century American psychologist B. Skinner to improve the efficiency of managing the learning process using the achievements of experimental psychology and technology.

Objectively programmed training, in relation to the field of education, reflects the close connection of science with practice, the transfer of certain human actions to machines, and the increasing role of management functions in all spheres of social activity. To increase the efficiency of managing the learning process, it is necessary to use the achievements of all sciences related to this process, and above all cybernetics - the science of general laws of control. Therefore, the development of ideas for programmed learning turned out to be associated with the achievements of cybernetics, which sets general requirements for managing the learning process. The implementation of these requirements in training programs is based on data from psychological and pedagogical sciences that study the specific features of the educational process. However, when developing this type of training, some specialists rely only on the achievements of psychological science (one-sided psychological direction), others - only on the experience of cybernetics (one-sided cybernetic direction). In teaching practice, this is a typically empirical direction, in which the development of training programs is based on practical experience, and only isolated data is taken from cybernetics and psychology.

The general theory of programmed learning is based on programming the process of learning material. This approach to learning involves studying cognitive information in certain doses that are logically complete, convenient and accessible for holistic perception.

Today under programmed training refers to the controlled assimilation of programmed educational material using a teaching device (computer, programmed textbook, film simulator, etc.)(Fig. 1). Programmed material is a series of relatively small portions of educational information (“frames”, files, “steps”), presented in a certain logical sequence.

Fig1. Programmed training: essence, advantages, disadvantages

In programmed learning, learning is carried out as a clearly controlled process, since the material being studied is broken down into small, easily digestible doses. They are sequentially presented to the student for assimilation. Each dose is followed by an absorption check. The dose is absorbed - move on to the next one. This is the “step” of learning: presentation, assimilation, verification.

Usually, when drawing up training programs, only the need for systematic feedback was taken into account from cybernetic requirements, and from psychological requirements - the individualization of the learning process. There was no consistency in the implementation of a specific model of the assimilation process. The most famous concept is B. Skinner, based on the behaviorist theory of learning, according to which there is no significant difference between human learning and animal learning. In accordance with behaviorist theory, training programs must solve the problems of obtaining and consolidating correct reaction. To develop the correct reaction, the principle of breaking the process into small steps and the principle of a hint system are used. When breaking down the process, programmed complex behavior is broken down into its simplest elements (steps), each of which the student could complete without error. When a prompt system is included in the training program, the required reaction is first given in a ready-made form ( maximum degree hints), then with the omission of individual elements (fading hints), at the end of training it is absolutely necessary self-execution reactions (removing the prompt). An example is memorizing a poem: at first the quatrain is given in full, then with the omission of one word, two words and an entire line. At the end of memorization, the student, having received four lines of ellipses instead of a quatrain, must reproduce the poem independently.

To consolidate the reaction, the principle of immediate reinforcement is used (using verbal encouragement, providing a sample to ensure the correctness of the answer, etc.) of each the right step, as well as the principle repetition reactions.

Types of training programs

Training programs built on a behavioral basis are divided into:

a) linear, developed by Skinner,

b) branched programs of N. Crowder.

1. Linear programmed learning system, originally developed by the American psychologist B. Skinner in the early 60s. XX century based on the behaviorist direction in psychology.

· He put forward the following requirements for the organization of training:

o In learning, the learner must move through a sequence of carefully chosen and placed “steps.”

o Training should be structured in such a way that the student is “busy and busy” all the time, so that he not only perceives the educational material, but also operates with it.

o Before moving on to study subsequent material, the student must have a good grasp of the previous one.

o The student needs to be helped by dividing the material into small portions (“steps” of the program), through hints, encouragement, etc.

o Each student’s correct answer must be reinforced using feedback, - not only to form a certain behavior, but also to maintain interest in learning.

According to this system, students go through all the steps of the taught program sequentially, in the order in which they are given in the program. The tasks in each step are to fill in the blank with one or more words. informational text. After this, the student must check his solution with the correct one, which was previously closed in some way. If the student’s answer is correct, then he should move on to next step; if his answer does not coincide with the correct one, then he must complete the task again. Thus, linear system Programmed learning is based on the principle of learning, which involves error-free execution of tasks. Therefore, program steps and tasks are designed for the most weak student. According to B. Skinner, the learner learns mainly by completing tasks, and confirmation of the correctness of completing the task serves as reinforcement for stimulation further activities trainee.

Linear programs are designed for error-free steps of all students, i.e. must correspond to the capabilities of the weakest of them. Because of this, program correction is not provided: all students receive the same sequence of frames (tasks) and must complete the same steps, i.e. move along the same line (hence the name of the programs - linear).

2. Extensive programmed training program. Its founder is the American teacher N. Crowder. In these programs, which received wide use, in addition to the main program designed for strong students, there are additional programs(auxiliary branches), to one of which the student is directed in case of difficulties. Branched programs provide individualization (adaptation) of training not only in terms of the pace of progress, but also in terms of the level of difficulty. In addition, these programs open great opportunities to form rational types cognitive activity than linear ones, limiting cognitive activity mainly to perception and memory.

Test tasks in the steps of this system consist of a task or question and a set of several answers, of which usually one is correct and the rest are incorrect, containing typical mistakes. The student must choose one answer from this set. If he chooses the correct answer, he receives reinforcement in the form of confirmation of the correctness of the answer and an instruction to move on to the next step of the program. If he chose the wrong answer, the essence of the mistake made is explained to him, and he is instructed to return to one of the previous steps of the program or go to some subroutine.

In addition to these two main systems of programmed training, many others have been developed that, to one degree or another, use a linear or branched principle, or both of these principles, to construct a sequence of steps in a training program.

The general disadvantage of programs built on a behaviorist basis is the impossibility of managing the internal, mental activity of students, control over which is limited to registration final result(answer). From a cybernetic point of view, these programs carry out control according to the “black box” principle, which in relation to human training is unproductive, because the main objective during training consists in the formation rational techniques cognitive activity. This means that not only the answers must be controlled, but also the paths leading to them. The practice of programmed training has shown the unsuitability of linear and insufficient productivity of branched programs. Further improvements to training programs within the framework of the behaviorist model of education did not lead to significant improvements in results.

Development of programmed training in domestic science and practice

IN national science theoretical basis Programmed learning was actively studied, and achievements were put into practice in the 70s. XX century One of the leading experts is Moscow University professor Nina Fedorovna Talyzina (Talyzina N.F., 1969; 1975).

In the domestic version, this type of training is based on the so-called theory of the gradual formation of mental actions and concepts by P.Ya. Galperin and the theory of cybernetics. The implementation of programmed learning involves identifying specific and logical thinking methods for each subject being studied, indicating rational methods of cognitive activity in general. Only after this is it possible to draw up training programs that are aimed at the formation of these types of cognitive activity, and through them the knowledge that constitutes the content of this academic subject.

programmed learning guided learning

Advantages and disadvantages of programmed learning

Programming training has a number of advantages: small doses are easily absorbed, the pace of assimilation is chosen by the student, high results are ensured, rational methods of mental action are developed, and the ability to think logically is cultivated. However, it also has a number of disadvantages, for example:

o does not fully contribute to the development of independence in learning;

o requires a lot of time;

o applicable only for algorithmically solvable cognitive tasks;

o ensures the acquisition of knowledge embedded in the algorithm and does not contribute to the acquisition of new ones. At the same time, excessive algorithmization of learning hinders the formation of productive cognitive activity.

· During the years of greatest enthusiasm for programmed learning - the 60-70s. XX century - a number of programming systems and many different teaching machines and devices were developed. But at the same time, critics of programmed learning also appeared. E. Laben summed up all the objections to programmed learning:

o programmed learning does not take advantage of the positive aspects of group learning;

o it does not contribute to the development of student initiative, since the program seems to lead him by the hand all the time;

o with the help of programmed training, you can teach only simple material at the rote level;

o learning theory based on reinforcement is worse than one based on mental gymnastics;

o in contrast to the statements of some American researchers, programmed training is not revolutionary, but conservative, since it is bookish and verbal;

o programmed training ignores the achievements of psychology, which has been studying the structure of brain activity and the dynamics of learning for more than 20 years;

o programmed learning does not provide an opportunity to get a holistic picture of the subject being studied and is “learning in pieces.”

Although not all of these objections are completely fair, they undoubtedly have some basis. Therefore, interest in programmed learning in the 70-80s. XX century began to decline and its revival occurred in recent years based on the use of new generations of computer technology.

As already noted, various systems of programmed training became most widespread in the 50-60s. XX century, later they began to use only certain elements of programmed training, mainly for monitoring knowledge, consultations and training skills. In recent years, the ideas of programmed learning have begun to be revived on a new technical basis (computers, television systems, microcomputers, etc.) in the form of computer, or electronic, learning. The new technical base makes it possible to almost completely automate the learning process, building it as a fairly free dialogue between the student and the teaching system. The role of the teacher in this case consists mainly in the development, adjustment, correction and improvement of the training program, as well as conducting individual elements of machine-free learning. Many years of experience have confirmed that programmed learning, and especially computer-based learning, provides a fairly high level of not only learning, but also the development of students, arousing their undiminished interest.

Bibliography

1. Podlasy I.P. Pedagogy. New course: Textbook for student pedagogical universities. Book 1. – M.: VLADOS, 1999.

2. (http://www.modelschool.ru/index.html Model; see the School website tomorrow),

3. (http://www.kindgarden.ru/what.htm; see the material “What is the School of Tomorrow?”).



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