Learning theory. Category: learning process At school, the process of learning a given

Point Four: Teach Your Child to Connect Feeling and Process The next step is to help your child establish a connection between what he is feeling and what he needs to do. In general, potty training is the process of forming a whole series of connections:

Suggestopedic learning process foreign languages according to G. Lozanov and ILPT Lozanov's suggestopedic learning process is based on three basic principles: 1) "the principle of joy and relaxation", 2) "the principle of the unity of the conscious and subconscious", 3)

Introduction

1. The concept of the learning process, its purpose and function

2. Principles of teaching

Introduction

An important pedagogical regularity is the dependence of the content of teaching, methods, means and forms on the goals of education and training set by society, on the goals of a particular school. The absence of a clear goal turns a harmonious logical learning process into a random set of actions of teachers and students in mastering knowledge, skills and abilities, leads to a violation of consistency and systematicity in knowledge, which does not contribute to the formation of a scientific worldview, and also complicates the management of the educational process.

Teaching is the systematic and systematic work of a teacher with students, based on the implementation and consolidation of changes in their knowledge, attitudes, behavior and in the personality itself under the influence of learning, mastering knowledge and values, as well as their own practical activities. Teaching is a purposeful activity, this implies the intention of the teacher to stimulate learning as a subjective activity of the students themselves.

Teaching is a purposeful process of organizing and stimulating active educational and cognitive activities of students to master scientific knowledge, skills and abilities, develop creative abilities, worldview, moral and aesthetic views and beliefs.

The concept of the learning process, its purpose and function

Under training understand the active purposeful cognitive activity of the student under the guidance of the teacher, as a result of which the student acquires a system of scientific knowledge, skills and abilities, he develops an interest in learning, develops cognitive and creative abilities and needs, as well as the moral qualities of the individual.

There are several definitions of the concept of "learning process".

"The learning process is the movement of a student under the guidance of a teacher along the path of mastering knowledge" (N. V. Savin).

"The learning process is a complex unity of the teacher's activity and the activity of students, directed towards a common goal - to equip students with knowledge, skills, and their development and upbringing" (GI Shchukina).

"The learning process is a purposeful interaction between a teacher and students, in the course of which the problems of education of students are solved" (Yu. K. Babansky).

Different understanding of the learning process indicates that this is a rather complex phenomenon. If we summarize all the above concepts, then learning process can be defined as the interaction of a teacher and students, in which students, with the help and under the guidance of the teacher, realize the motives of their cognitive activity, master the system of scientific knowledge about the world around them and form a scientific worldview, comprehensively develop intelligence and the ability to learn, as well as moral qualities and values in accordance with personal and public interests and needs.

The learning process is characterized by the following features:

a) purposefulness;

b) integrity;

c) two-sidedness;

c) joint activities of the teacher and students;

d) management of the development and education of students;

e) organization and management of this process.

Thus, the pedagogical categories "education" and "learning process"- not identical concepts. Category "education" defines a phenomenon, while the concept "learning process"(or "learning process") is the development of learning in time and space, a sequential change of stages of learning.

The objectives of the learning process are:

Stimulating the educational and cognitive activity of students;

Formation of cognitive needs;

Organization of cognitive activities of students to master scientific knowledge, skills and abilities;

Development of cognitive and creative abilities of students;

Formation of educational skills and abilities for subsequent self-education and creative activity;

Formation of a scientific worldview and education of moral and aesthetic culture.

Contradictions and patterns of the educational process determine its functions. A holistic learning process fulfills a number of important functions.

First, it is educational function. In accordance with it, the main purpose of the learning process is to:

To equip students with a system of scientific knowledge, abilities and skills in accordance with the accepted educational standard;

To teach to creatively use this knowledge, skills and abilities in practice;

Teach to independently acquire knowledge;

To broaden the general horizons for choosing a further path of education and professional self-determination.

Secondly, developmental function learning. In the process of mastering the system of knowledge, skills and abilities, the development takes place:

Logical thinking (abstraction, concretization, comparison, analysis, generalization, juxtaposition, etc.);

Imagination;

Various types of memory (auditory, visual, logical, associative, emotional, etc.);

The qualities of the mind (curiosity, flexibility, criticality, creativity, depth, breadth, independence);

Speech (vocabulary, imagery, clarity and accuracy of expressing thoughts);

Cognitive interest and cognitive needs;

Sensory and motor spheres.

Thus, the implementation of this learning function provides a developed human intellect, creates conditions for constant self-education, intelligent organization of intellectual activity, conscious professional education, and creativity.

Thirdly, upbringing function learning. The learning process as a process of interaction between a teacher and students objectively has an upbringing character and creates conditions not only for mastering knowledge, abilities and skills, mental development of the individual, but also for upbringing, socialization of the individual. The upbringing function is manifested in the provision of:

A student's awareness of his educational activity as socially significant;

Formation of his moral and value guidelines in the process of mastering knowledge, skills and abilities;

Education of moral qualities of a person;

Formation of positive motives for learning;

Formation of experience of communication between students and cooperation with teachers in the educational process;

The educational impact of the teacher's personality as an example to follow.

Thus, mastering knowledge about the surrounding reality and about himself, the student acquires the ability to make decisions that regulate his attitude to reality. At the same time, he learns moral, social and aesthetic values ​​and, experiencing them, forms his attitude towards them and creates a system of values ​​that guides him in practical activities.

Learning principles

Learning principles(didactic principles) are the basic (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in accordance with its goals and patterns.

Learning principles describe how laws and patterns are used in accordance with intended goals.

The principles of teaching by their origin are a theoretical generalization of pedagogical practice. They are objective and arise from practical experience. Therefore, the principles are guidelines that govern activities in the learning process of people. They cover all aspects of the learning process.

At the same time, the principles are subjective, as they are reflected in the mind of the teacher in different ways, with varying degrees of completeness and accuracy.

Wrong understanding of the principles of teaching or their ignorance, inability to follow their requirements do not cancel their existence, but make the learning process unscientific, ineffective, contradictory.

Compliance with the principles of teaching is the most important condition for the effectiveness of the learning process, an indicator of the teacher's pedagogical culture.

The history of the development of schools and pedagogy shows how, under the influence of changes in the requirements of life, the principles of teaching change, that is, the principles of teaching are of a historical nature. Some principles disappear, others appear. This suggests that didactics should be sensitive to changes in society's requirements for education and respond to them in a timely manner, that is, to build a system of teaching principles that would correctly indicate the path to achieving the goal of learning.

Scientists have long paid great attention to the substantiation of the principles of teaching. The first attempts in this direction were undertaken by Ya. A. Komensky, J.-J. Russo, I. G. Pestalozzi. Ya.A. Komensky formulated and substantiated such teaching principles as the principle of conformity to nature, strength, accessibility, systematicity, etc.

KD Ushinsky attached great importance to the principles of teaching. He most fully disclosed the didactic principles:

Teaching should be student-friendly, not overly difficult or too easy;

Education should in every possible way develop in children independence, activity, initiative;

Order and consistency is one of the main conditions for success in learning, the school must give sufficiently deep and thorough knowledge;

Education should be conducted in a natural manner, in accordance with the psychological characteristics of students;

The teaching of any subject must by all means go in such a way that the pupil has just as much labor left as the young forces can overcome.

The formulation and number of principles changed in subsequent decades (Yu. K. Babansky, M. A. Danilov, B. P. Esipov, T. A. Ilyina, M. N. Skatkin, G. I. Shchukina, etc.). This is the result of the fact that the objective laws of the pedagogical process have not yet been fully discovered.

In classical didactics, the following didactic principles are considered to be the most generally recognized: scientific nature, visibility, accessibility, consciousness and activity, systematicity and consistency, strength, connection between theory and practice.

The principle of scientific teaching presupposes the correspondence of the content of education to the level of development of modern science and technology, the experience accumulated by world civilization. This principle requires that for assimilation, students are offered genuine knowledge firmly established by science (objective scientific facts, concepts, theories, teachings, laws, patterns, the latest discoveries in different areas of human knowledge) and at the same time using teaching methods that are close in nature. to the methods of the studied science.

The scientific principle is based on a number of regularities: the world is knowable, and the objectively correct picture of the development of the world is provided by knowledge verified by practice; science plays an increasingly important role in human life; the scientific nature of teaching is ensured primarily through the content of education.

Accessibility principle. The principle of accessibility requires that the content, volume of the studied and the methods of its study correspond to the level of intellectual, moral, aesthetic development of students, their ability to assimilate the proposed material.

If the content of the studied material is too complicated, the students' motivational mood for learning decreases, their volitional efforts rapidly weaken, their working capacity drops sharply, and excessive fatigue appears.

At the same time, the principle of accessibility does not mean that the content of training should be simplified, extremely elementary. Research and practice show that with a simplified content, interest in learning decreases, the necessary volitional efforts are not formed, and the desired development of educational workability does not occur. In the learning process, its developmental function is poorly realized.

The principle of consciousness and activity. The principle of consciousness and activity in learning requires a conscious assimilation of knowledge in the process of active cognitive and practical activity. Conscientiousness in teaching is a positive attitude of trainees to learning, their understanding of the essence of the problems being studied, and a belief in the significance of the knowledge gained. The conscious assimilation of knowledge by trainees depends on a number of conditions and factors: the motives of learning, the level and nature of cognitive activity, the organization of the educational process, the methods and means of instruction used, etc. Trainees' activity is their intensive mental and practical activity in the learning process. Activity acts as a prerequisite, condition and result of the conscious assimilation of knowledge, skills and abilities.

This principle is based on the following laws: the value of human education is made up of deeply and independently meaningful knowledge acquired through intense exertion of one's own mental activity; the students' own cognitive activity has a decisive influence on the strength, depth and pace of mastering the educational material, and is an important factor in learning.

The principle of visibility. The principle of visualization was one of the first in the history of pedagogy. It was found that the effectiveness of training depends on the degree of attraction to perception of all human senses. The more varied the sensory perceptions of the educational material, the more firmly it is assimilated. This pattern has long found its expression in the didactic principle of clarity.

Visibility in didactics is understood more broadly than direct visual perception. It also includes perception through motor, tactile, auditory, and taste sensations.

This principle was substantiated by Ya.A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. V. Zankov, and others.

Ways of implementing this principle are formulated by Ya. A. Komensky in the "Golden Rule of Didactics": "Everything that is possible to provide for perception by the senses, namely: visible - for perception by sight; audible - by hearing; smells - by smell; subject to taste - by a bite; accessible to touch - by touch. If any objects and phenomena can be perceived by several senses at once - to provide several senses. "

I. G. Pestalozzi showed that it is necessary to combine the use of visualization with a special mental formation of concepts. KD Ushinsky revealed the importance of visual sensations for the development of students' speech. L. V. Zankov revealed the possible combinations of words and visuals. If the efficiency of auditory perception of information is 15%, and visual perception - 25%, then their simultaneous inclusion in the learning process increases the efficiency of perception up to 65%.

The principle of visibility in teaching is implemented by demonstrating the objects under study, illustrating processes and phenomena, observing the phenomena and processes taking place in classrooms and laboratories, in natural conditions, in labor and production activities.

The means of visualization are:

natural objects: plants, animals, natural and industrial objects, labor of people and the students themselves;

voluminous visual aids: models, layouts, dummies, herbariums, etc .;

visual teaching aids: paintings, photographs, filmstrips, drawings;

symbolic visual aids: maps, diagrams, tables, drawings, etc.;

audiovisual aids: motion pictures, tape recordings, television broadcasts, computer equipment;

self-made "reference signals" in the form of abstracts, diagrams, drawings, tables, sketches, etc.

Thanks to the use of visual means, students develop an interest in learning, they develop observation, attention, thinking, knowledge acquire a personal meaning.

The principle of systematicity and consistency. The principle of systematicity and consistency in teaching presupposes teaching and assimilation of knowledge in a certain order, system. It requires a logical construction of both the content and the learning process.

The principle of systematicity and consistency is based on a number of regularities: a person only has effective knowledge when a clear picture of the existing world is reflected in his consciousness; the process of development of trainees slows down if there is no system and consistency in training; only in a certain way organized training is a universal means of forming a system of scientific knowledge.

The principle of strength. The principle of the solidity of assimilation of knowledge presupposes their permanent fixation in the memory of students. This principle is based on the laws established by science: the strength of the assimilation of educational material depends on objective factors (content of the material, its structure, teaching methods, etc.) and the subjective attitude of students to this knowledge, training, teacher; memory is selective in nature, therefore, important and interesting educational material for the trainees is more firmly fixed and retained longer.

The principle of upbringing education. The principle of upbringing education reflects the objective laws of the learning process. There can be no teaching outside of upbringing. Even if the teacher does not set a special goal to have an educational impact on students, he educates them through the content of the educational material, his attitude to the communicated knowledge, the methods used to organize the cognitive activity of students, his personal qualities. This educational impact is greatly enhanced if the teacher sets the appropriate task and seeks to effectively use all the means at his disposal for this purpose.

The principle of connection between theory and practice. The principle of the connection between theory and practice assumes that the study of scientific problems is carried out in close connection with the disclosure of the most important ways of using them in life. In this case, the trainees develop a truly scientific outlook on life phenomena, a scientific outlook is formed.

This principle is based on regularities: practice is a criterion of truth, a source of knowledge and an area of ​​application of theoretical results; the quality of teaching is tested, confirmed and guided by practice; the more the knowledge acquired by students interact with life, are applied in practice, are used to transform the surrounding processes and phenomena, the higher the consciousness of learning and interest in it.

The principle of matching education with age and individual characteristics trainees. The principle of the correspondence of teaching to age and individual characteristics (the principle of a personal approach in teaching) requires that the content, forms and methods of teaching correspond to the age stages and individual development of the trainees. The level of cognitive capabilities and personal development determines the organization of educational activities. It is important to take into account the peculiarities of thinking, memory, stability of attention, temperament, character, interests of students.

There are two main ways of taking into account individual characteristics: an individual approach (educational work is carried out according to a single program with everyone, while individualizing the forms and methods of working with each) and differentiation (dividing students into homogeneous groups according to their abilities, opportunities, interests, etc. and working with them according to different programs). Until the 90s. XX century the main focus of the school was an individual approach. Currently, priority is given to the differentiation of training. In the real learning process, the principles are interrelated with each other. One cannot both overestimate and underestimate one or another principle, as this leads to a decrease in the effectiveness of training. Only as a complex do they ensure the successful definition of tasks, the choice of content, methods, means, forms of education and allow you to effectively solve the problems of a modern school.

Conclusion

Learning is a purposeful cognitive activity of a student under the guidance of a teacher, the purpose of which is to acquire a system of scientific knowledge, skills and abilities, to form his interest in learning, to develop cognitive and creative abilities, as well as moral qualities of a person.

The objectives of the learning process are: stimulation of educational and cognitive activity of students; the formation of cognitive needs; organization of cognitive activities of students to master scientific knowledge, skills and abilities; development of cognitive and creative abilities of students; the formation of educational skills and abilities for subsequent self-education and creative activity; the formation of a scientific worldview and the upbringing of moral and aesthetic culture.

The principles of teaching are the main provisions that determine the content, organizational forms and methods of the educational process in accordance with its goals and patterns.

The main principles of teaching are: the principle of scientific teaching, the principle of accessibility, the principle of conscientiousness and activity, the principle of visibility, the principle of systematicity and consistency, the principle of the strength of knowledge assimilation, the principle of upbringing teaching, the principle of connection between theory and practice and the principle of correspondence of teaching to the age and individual characteristics of students.

These didactic principles are generally accepted and form the basis of the traditional teaching system. Classical didactic principles help in defining learning goals, and can also serve as a guide to the teacher in specific learning situations in the classroom.

Bibliography

1. Davydov VV Theory of developing education. M., 1996

2. Dyachenko V. K. New didactics. M., TK Welby, Prospect Publishing House, 2001

3. Okon V. Introduction to general didactics. M., 1990

4. Podlasy I. P. Pedagogy. New course: Textbook for students. ped. universities: In 2 kn. Book. 1.M .: VLADOS, 2005

5. Slastenin V. A., Isaev I. F., Shiyanov E. N. General pedagogy: Textbook. manual for stud. higher. study. institutions / Ed. V. A. Slastenina: At 2 o'clock M., 2002

6. Modern didactics: theory and practice / Ed. I. Ya.Lerner, I.K. Zhuravlev. M., 2004

7. Khutorskoy A. V. Modern didactics: Textbook for universities. SPb .: Peter, 2001

The process of teaching children in modern school... What is the essence of this process? What is the role of teacher and student in the education system? Every teacher asks himself these questions more than once and tries to find the answer.

In my opinion, answering them, one should look at the learning process through the prism of a person's life, try to see the laws of life in particular manifestations of school reality, define a person as the highest value, and the knowledge he acquires as a means of life.

Back in 1882, I.S. Turgenev wrote: "In the days of doubt, in the days of painful thoughts about the fate of my homeland, you alone are my support and support, oh great, mighty, truthful and free Russian language! .." These words still disturb and excite our hearts. Will we be able to cultivate love in our students for our native language and literature? I think we will be able to, if the lessons of the native language and literature become lessons in speech creativity.

Even in her student years, during school practice, I came to the conclusion that the lesson of the Russian language and literature is a lesson in creativity. In such a lesson, the individuality of each student should be manifested, his creative abilities and curiosity should develop. It seems that all teachers understand this. But is it always possible to achieve the assigned tasks? After all, one cannot, in fact, consider a lesson as creativity, which is more likely to be instructed: we will highlight the main idea, read it, draw up a plan, answer questions, see how you can start, how best to reveal this or that point of the plan; we will find artistic means, words and phrases, and so on. Yes, such work should take place in the system of creative lessons. But it is unacceptable to be limited to it, since it suppresses the ability to reveal the topic individually and to embody what was conceived in the speech form that corresponds to the personality characteristics of the student. In this case, it is hardly possible to speak of the development of the student's creative abilities, curiosity, therefore, there is almost no internal motivation for learning. All these reflections prompted me to turn to the works of teachers, psychologists, methodologists, the experience of colleagues, and the search for new textbooks. Gradually it became clear that in order for the development of creative individuality in the classroom to take place, it was necessary to create certain pedagogical conditions, to organize educational activities in some other way. It turns out that the development of creative individuality most intensively takes place in a meaningful, versatile life. children's collective, having the proper ideological orientation, expressing the motives of schoolchildren, their desires and aspirations. According to L.V. Zankov, the best way to develop speech in the lessons of the Russian language and literature is the naturalness of the statements of children, the conditioning of oral speech to internal motives, when speech meets its life purpose - communication.

The tendency to creativity is generally inherent in the child. According to the psychologist L.S. Vygotsky, creativity is the norm of child development. However, taking part in creative activity, a person can act guided by a certain way, he can choose one of them from the many proposed solutions for his actions, and, finally, he can come up with, create a qualitatively new one. This new thing is creative activity. Each student at a certain stage is capable of one of these types of activity to a greater or lesser extent. And all this must be taken into account in the work on creativity lessons.

A large number of textbooks, and in particular, on the Russian language, can help the teacher to solve the assigned tasks. In my teaching practice, I used a textbook of the Russian language edited by M.G. Baranova and T.A. Ladyzhenskaya, a textbook of the Russian language edited by V.V. Babaytseva and L.D. Chesnokov and a textbook on the development of coherent speech, edited by Nikitina. Each of these textbooks sets itself a very important goal - to teach the student to communicate with other people, to be able to clearly express their thoughts and correctly accept others. Indeed, even D. Swift wrote: "As a person can be recognized by his society, so about him can be judged by his language." But does each of the textbooks sufficiently contribute to the development of students' creativity? The search for answers to these questions prompted me to think about the possibility of using the new textbook in the educational process. It was the educational-methodical complex of S. I. Lvova and V. V. Lvov. The authors of this textbook have created a special teaching system, the main feature of which is the focus of the teaching process on the speech development of schoolchildren. This determined the beginning of my new approach to teaching students and the beginning of work on the topic: “The development of the main types of speech activity (skills of speaking, reading, reading-understanding, writing) in the lessons of the Russian language and literature on EMC, edited by S. I. Lvova and VV Lvov ". This textbook implements the idea of ​​comprehensive speech development of schoolchildren with special linguistic training.

The main target guidelines for the work on the topic: "Development of the main types of speech activity (speaking, reading, reading-understanding, writing skills) in the lessons of the Russian language and literature on the EMC of S. I. Lvova and V. V. Lvov" are as follows:

through training for the development of a comprehensively developed personality;

development of students' creative abilities;

development of aspirations to enrich speech;

education of a person of high culture;

creating interest in the subject and their own creativity.

to the formation of a schoolchild's culture;

The alleged concept leads:

from teaching Russian to teaching other subjects;

to the combination of educational and educational tasks - the development of the student's personality;

from the content of the subject “Russian language to the joint artistic activity of the teacher and students, aimed at knowing oneself;

from the Russian language lesson to the Creativity lesson.

In 2008-2010 academic year research work in this direction began and work on the educational-methodical set edited by S.I. Lvova and V.V. Lvov. This was the first experience of work on teaching materials under the editorship of S. I. Lvova and V. V. Lvov among teachers of the district schools. The authors, in my opinion, managed to create a special teaching system that implements the idea of ​​comprehensive speech development for schoolchildren with special linguistic training.

The work on the topic is based on two concepts: scientific and philosophical.

Considering the fact that the nature of teaching has changed, which has caused new educational and educational trends, she turned to new pedagogical technologies. The use of problem-based, modular learning technology, techniques of critical thinking technology helped both me and my students to reach new level: victories in creative competitions, olympiads, participation in the work of non-governmental educational institutions.

All work experience has finally formed into one methodological system of speech development of schoolchildren in literature and Russian language lessons. Work in this direction has shown its results.

Over the past three years, the results of the quality of knowledge in the classes where I work are higher than the average indicator of the quality of knowledge in the school.

Personally oriented pedagogy brings to the fore non-traditional approaches to the organization of the learning process in modern schools.
The content of education is a system of knowledge, abilities, skills, traits of creative activity, ideological and behavioral qualities of a person, which are determined by the requirements of society and towards the achievement of which the efforts of teachers and students should be directed.

The actual goal is the creation of a person's personal potential, the upbringing of his abilities for adequate activity in the forthcoming objective and social situations, and the content is everything that ensures the achievement of this goal. The success of achieving the goal depends not only on what is learned (the content of training), but also on how it is learned: individually or collectively, in authoritarian or humanistic conditions, relying on attention, perception, memory or on the entire personal potential of a person, with using reproductive or active forms.

If the teacher chooses the right forms of organizing the learning process, then this process should become interesting, useful, students will be active, able to independently solve the tasks assigned to them, the level of education of schoolchildren will increase.

The implementation of training requires knowledge and skillful use of various forms of organization of the pedagogical process. What are "forms of organization of training", what is their essence?

The form of education is a purposeful, meaningfully rich and methodically equipped system of cognitive and educational communication, interaction, relations between the teacher and students.
The form of teaching is realized as an organic unity of purposeful organization of content, teaching tools and methods. A single and isolated form of training (lesson, lecture, laboratory work, seminar, excursion and others) has a private teaching and educational value. It ensures the assimilation of specific facts, generalizations, conclusions, and the development of individual skills and abilities by children. The system of various forms of education, which allows to reveal integral sections, topics, theories, concepts, to apply interrelated skills and abilities, has a general teaching and educational value, forms systemic knowledge and personal qualities in schoolchildren. The need for systemic dependence and a variety of forms of education is due to the originality of the content of education, as well as the peculiarities of the perception and assimilation of educational material by children of different age groups. Content of science and age features schoolchildren require an appropriate, adequate form of education, determine its nature: place in the learning process, time duration, changing, flexible structure, methods of organization, methodological equipment. Various combinations of these components make it possible to create a variety and variety of educational forms.

Classification of forms of education
1. Classroom or frontal training sessions;
2. Group (brigade or link);
3. Customized.

Functions of forms of education
1Educational and educational
2 Educational
3 Organizational
4 Psychological
5 Developing
6 Integrating-differentiating
7 Systematizing and structuring
8 Complexing and coordinating
9 Stimulating

The functions of the forms of education are complex and diverse. Among them, teaching and learning is in the first place. The form of education is designed and used in order to create the best conditions for the transfer of knowledge, skills, skills to children, the formation of their worldview, the development of talents, practical abilities, active participation in production and social life.

The upbringing function is ensured by the consistent introduction of schoolchildren with the help of a system of forms of education in a variety of activities. As a result, all spiritual and physical strength: intellectual, emotional-volitional, efficient-practical. The child achieves goals, overcomes the difficulties of cognition, rejoices in victories, helps his comrades, shows patience and endurance, perseverance and will.
The moral and volitional qualities of the child's personality are constantly reinforced and strengthened. The organizational function of teaching is that the need to match the volume, quality of the content of education to the age capabilities of children requires the teacher to have a clear organizational and methodological instrumentation for the presentation of the material, a strict selection of auxiliary means.

The adaptation of schoolchildren to the specifics of one form or another gives them the opportunity to prepare in advance for activities, quickly develop an attitude to work in certain conditions... The psychological function of the forms of education consists in developing a certain activity biorhythm in students, the habit of working at the same time. The habitual time and familiar conditions of study sessions give rise to a mental state of emancipation, freedom, optimal tension of spiritual forces in children. An atmosphere of exciting and inspiring work is created. The meaningful form of training sessions in conjunction with active methods performs a developmental function. It is especially effective when a variety of forms are used in the study of a topic in the educational process. The variety and variety of forms gives rise to a wealth of conditions for mental, labor, play activities, which allows the entire complex of mental processes to be included in the work. The forms of organization of the educational process ensure the collective and individual activities of children, performing an integrating and differentiating function. The educational process, implemented in various forms, is basically a process of collective cognitive activity. Children learn together, exchange information in practical matters, learn mutual understanding and mutual assistance. At the same time, learning is a process of developing the capabilities of a person. Therefore, each form of collective classes should have the ability to individualize the activities of schoolchildren, provide work on advanced programs for some and pull up to the average compulsory level of others.

The systematizing and structuring functions of the organizational forms of training consist in the fact that they require the breakdown of all educational material into parts and topics, its structuring and systematization both as a whole and for each lesson. In relation to each other, the forms of education are capable of performing complexing and coordinating functions. In order to increase the effectiveness of the assimilation of material by children, on the basis of any form of teaching, the components of other forms can be combined and used. So, during the excursion, a small lecture is read, a conversation is organized and the children take part in practical work. When studying a whole topic, one form, for example, a lesson, can play the role of the main, basic, leading one in relation to others - seminars, brigade classes that provide additional or auxiliary material. Finally, the stimulating function of the form of organizing training sessions is manifested with the greatest force when it corresponds to the characteristics of the age of children, the specifics of the development of their psyche and organism. So, the lecture form, with its monotony, is able to suppress in junior schoolchildren any cognitive activity. Meanwhile, as a lesson - the dramatization of the story, including imagination, speech, thinking, the body as a whole, stimulates their vigorous activity. The independent work of senior pupils intensifies the process of mastering knowledge, and the teacher's “chewing” the text of the textbook turns any form into a boring and useless pastime. These are the main functions of the forms of organizing the educational process.

Lesson- the main form of organizing the learning process

From the standpoint of the integrity of the pedagogical process, the lesson must be considered as the main form of its organization. It is in the lesson that all the advantages of the classroom-lesson system are reflected. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities for children and adolescents. It is no coincidence that in recent years, lessons in culture, labor, poetry, etc. have become widespread.

Advantages of the lesson as a form of organizing the pedagogical process

It is well placed to combine frontal, group and individual work; allows the teacher to systematically and consistently present material, manage the development of cognitive abilities and shape the scientific worldview of students; stimulates other activities of schoolchildren, including extracurricular and home activities; in the classroom, students master not only the system of knowledge, abilities and skills, but also the very methods of cognitive activity; the lesson allows you to effectively solve educational problems through the content and methods teaching activities.

Among the general requirements that a modern high-quality lesson must meet, the following stand out:

1. Using the latest achievements of science, advanced pedagogical practice, building lessons based on the laws of the educational process.
2. Implementation in the lesson in the optimal ratio of all didactic principles and rules.
3. Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.
4. Establishment of interdisciplinary connections perceived by students.
5. Communication with previously learned knowledge and skills, reliance on the achieved level of development of students.
6. Motivation and activation of the development of all spheres of personality.
7. Consistency and emotionality of all stages of educational activities.
8. Effective use of educational tools.
9. Connection with life, teaching activities, personal experience students.
10. Formation of practically necessary knowledge, abilities, skills, rational methods of thinking and activity.
11. Formation of the ability to learn, the need to constantly replenish the volume of knowledge.
12. Thorough diagnostics, forecasting, design and planning of each lesson.

Individual, frontal forms of education are traditional, and collective ones are fundamentally new in modern education... Recently, the interest of schoolchildren in learning has fallen sharply, which to a certain extent has been facilitated by outdated forms of the lesson. The search for innovations in the forms of education led to the emergence of the so-called non-standard lessons... Among the most common types of non-standard lessons, the most common are: business games, press conferences, lessons such as KVN, lessons-competitions, lessons-"courts", lessons-concerts, role-playing games, lessons-conferences, lessons-seminars, integrated lessons, lessons excursions, etc.

One of the most important directions of renewal of general education schools is to improve the quality of teaching, education and development of students. In search of a solution to this global strategic goal, the problem of increasing the effectiveness of the lesson takes the leading place. It is the lesson that is the main form of implementation of all the functions of the learning process: educational, upbringing and developmental. In the lesson, a two-way process is carried out: the activities of the teacher (teaching) and the activities of the student (teaching), which are interconnected, which is based on cooperation.

Thus, the transition to a new, developing school should begin with a change in attitude towards the main unit of the educational process - the lesson. Everything else in the school plays an important but auxiliary role, complementing and developing everything that is laid down in the course of the lessons. Hundreds of invisible connections stretch from the lesson to extracurricular and extracurricular work, to the relationship between teachers and parents, to relationships in the teaching staff, to the content and focus of methodological work at school, to intraschool culture, to the formation of new technologies of teaching and upbringing and mastering advanced experience.

The main principles for improving schooling will be the gradual development of innovations; correspondence of the content of teaching methods to the organization of the teaching process,

A child at all levels of education should be placed in an active cognitive position of "discovery", development of the subject and spiritual space. Accordingly, individual-oriented technologies will be significant learning technologies for the school. Although the traditional technologies known to us will not be excluded in the development of schoolchildren, if the very approach to the student and to the educational process is changed. In general, school education will be focused not only on the results of assignments, but mainly on the learning process. Information and communication technologies that need to be introduced into the learning process in the next academic year are also significant for the school. It is also necessary to train teachers in advanced training courses on the topic "ICT in the activities of a subject teacher."

Concepts - "competencies" and "competence-based approach" became widespread relatively recently in connection with discussions about the problems and ways of modernizing Russian education. The appeal to these concepts is associated with the desire to determine the necessary changes in education, including in school, due to the changes taking place in society.

It should be noted right away that there is still no established single definition of the content of the concept of “competence”. Also, there is no single classification of competencies. Nevertheless, most authors in their definitions associate competence with the effective performance of any activity. In other words, it is possible to assess a person's competence only by the results of his activities in relation to those criteria that determine their success or failure.

In the Glossary of Labor Market Terms of the European Education Foundation (ETF, 1997), competence is defined as:

1. The ability to do something well or effectively.

2. Compliance with the requirements for applying for a job.

3. Ability to perform special labor functions.

Knowledge, skills, abilities, motives, values ​​and beliefs are considered as possible components of competence, but in themselves do not make a person competent.

Khutorskoy Andrey Viktorovich, Ph.D. ped. Sci., Academician of the International Pedagogical Academy, Moscow gave the following definition of the concept of "competence":

Competence- a predetermined social requirement for the educational training of a student, necessary for his effective productive activity in a particular area.

Competence- possession, possession of a student of the appropriate competence. Competence is an already established quality of a student's personality and a minimum experience of activities in a given area.

In this way, competence approach presupposes not the assimilation by the student of knowledge and skills separate from each other, but the mastery of them in a complex. In this regard, the system of teaching methods is changing. The selection of teaching methods is based on the structure of the corresponding competencies.

Competencies should be distinguished from educational competencies, i.e. from those that model the student's activities for his full life in the future.

Educational competence- the requirement for educational preparation, expressed by the totality of knowledge, abilities, skills and experience of the student's activity in relation to a certain range of objects of reality, necessary for the implementation of productive activities.

Competencies for the student- this is an image of his future, a reference point for development. But during the period of study, certain components of these "adult" competencies are formed, and in order not only to prepare for the future, but also to live in the present, he masters these competencies from an educational point of view. Educational competencies do not apply to all types of activities in which a person participates, for example, an adult specialist, but only to those that are included in the composition of academic subjects.

The conceptual apparatus that characterizes the meaning of the competence-based approach in education has not yet been established. Nevertheless, some essential features of this approach can be highlighted.

Competence approach is a collection general principles defining the goals of education, selecting the content of education, organizing the educational process and assessing educational results.

These principles include the following:

The meaning of education is to develop trainees' ability to independently solve problems in various fields and activities based on the use of experience.

The meaning of the organization of the educational process is to create conditions for the formation of students' experience of independent solutions to cognitive, moral and other problems.

Assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of learning.

To discuss the problems of the competence-based approach in education, it is necessary to answer the questions about what changes in society have led to the search for a new concept of education.
The main change in society, affecting the situation in the field of education, is the acceleration of the pace of development of society. As a result, the school must prepare its students for a life that the school itself knows little about. Today's schoolchildren will continue to work until about 2060. It is hard to imagine what the world will be like in the middle of the 21st century. Therefore, the school must prepare its students for change, developing in them such qualities as mobility, dynamism, constructiveness.

In the conditions of Russia, the requirement of readiness for change is concretized in the requirements of preparing students for life in a situation of transition to a civil society with market economy... In this regard
note that such training cannot be provided by mastering a certain number of economic and political concepts.

Other required: developing the ability to make choices, effectively use limited resources and many other abilities necessary for living in a rapidly changing society.

Another change in society, which also significantly affects the nature of social requirements for the education system, including schools, is the development of informatization processes. One of the consequences of the development of these processes is the creation of conditions for unlimited access to information, which, in turn, leads to the complete loss of the school's position as a monopolist in the field of general education knowledge.

Another consequence: in the conditions of unlimited access to information, the winners will be those (people, organizations, countries) who are able to quickly find the necessary information and use it to solve their problems.

A competency-based approach to defining the goals of school education makes it possible to reconcile the expectations of teachers and students. Determining the goals of school education from the standpoint of a competency-based approach means describing the opportunities that schoolchildren can acquire as a result of educational activities.

The goals of school education, from this point of view, are as follows:

Teach to learn, i.e. to teach how to solve problems in the field of educational activities, including: to determine the goals of cognitive activity, to choose the necessary sources of information, to find the best ways to achieve the set goal, to evaluate the results obtained, to organize their activities, to cooperate with other students.

To teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems.
Learn to navigate key issues modern life: environmental, political, intercultural interaction and others, i.e. solve analytical problems.
To teach to navigate in the world of spiritual values, reflecting different cultures and worldviews.
To teach how to solve problems associated with the implementation of certain social roles.
To teach how to solve problems common to various types of professional and other activities (communication, search and analysis of information, decision-making, organization of joint activities, etc.).
To teach how to solve the problems of professional choice, including preparation for further education in educational institutions of the vocational education system.

The main thing is to set goals for school education so that they focus on improving the level of education of school graduates.

An increase in the level of education, which would correspond to modern social expectations in the field of education, should consist of:

Expanding the range of problems for the solution of which the school graduates are prepared;
- in preparation for solving problems in various fields of activity (labor, socio-political, cultural and leisure, educational, family and household, etc.);
- in preparation for solving various types of problems (communication, information, organizational, etc.);
- in increasing the complexity of the problems, for the solution of which the school graduates are prepared, including those caused by the novelty of the problems;
- in expanding the possibilities of choosing effective ways to solve problems.

Such an increase in the level of education means the achievement of a new quality of education, which is what the program of its modernization is aimed at. The new quality of education lies in new opportunities for school graduates, in their ability to solve problems that previous generations of graduates did not solve.

The ability to solve problems is not limited to mastering a specific set of skills. This ability has several components: motives of activity; the ability to navigate sources of information; skills required for certain types of activities; theoretical and applied knowledge necessary for understanding the essence of the problem and choosing ways to solve it.

Note that if we consider the formation of key competencies in schoolchildren as general goals, then it should be borne in mind that these goals are achieved not only in the study of academic subjects, but also "through" the entire organization of school life, "through" its connection with other significant sides of the life of schoolchildren.

From the standpoint of the competence-based approach, changes are also needed in subject programs. The current programs mainly determine the sequence of studying a certain content, the degree of concretization of this content. They focus on achieving, first of all, “volumetric” educational results - on the assimilation of a certain amount of knowledge.

This approach presupposes the individualization of educational routes: at the same stage of learning, when mastering the same content, different students can reach different levels of assimilation of the material, and any of these levels is of practical importance.

The competence-based approach in general education objectively corresponds to both social expectations in the field of education and the interests of participants in the educational process. At the same time, this approach comes into conflict with many stereotypes prevailing in the education system, the existing criteria for assessing the educational activity of children, the pedagogical activity of teachers, and the work of school administration. At this stage in the development of a general education school, the competence-based approach is most likely possible in the experimental work of educational institutions.

Conclusion

The main hallmark competence-based approach is its activity-based nature. The criterion for the manifestation of competence is the achievement of a positive result for the student.

To be able to analyze, compare, highlight the main things, give adequate self-esteem, be responsible, independent, be able to create and cooperate, work without constant guidance, take initiative, notice problems and look for ways to solve them on the basis of sound reasoning - this is key competencies that can be distinguished in modern society.

The teacher's task- to build the process of education and upbringing in such a way as to help open up the spiritual forces of the child, teach him how to think, instill the skills of practical actions.

Teachers, parents, administrations of educational institutions need to comprehend the educational requirements of the new standards and find new approaches to work. The focus on the upbringing and development of the student is the basis of the activities of the teaching staff of an educational institution.

Changing the model of education requires, first of all, a change in the personality of the teacher himself, who is ready to achieve social, communicative, informational competencies, tolerance, and a high level of education.