Pedagogical form- sustainable completed organization of the pedagogical process in the unity of all its components. The form is considered as a way of expressing the content, and therefore, as its carrier. Through form, content becomes appearance, becomes adapted to use (additional classes, briefing, quiz, test, lecture, dispute, lesson, excursion, conversation, meeting, evening, consultation, exam, ruler, review, raid, etc.). Any form consists of the same components: goals, principles, content, methods and means of teaching.
All forms are in complex interaction. In each of the forms, the activities of students are organized differently. Based on this, allocate forms of student activity: individual, group and frontal (collective, mass). In our opinion, it is more professional to consider the forms of organization of education not by the number of students participating in the educational process, but by the nature of the connections between them in the process of cognitive activity.
Individual form- in-depth individualization of learning, when each student is given an independent task and a high level of cognitive activity and independence of each student is assumed. This form is useful when performing exercises, solving problems different types, programmed learning, deepening knowledge and eliminating gaps in it.
The named forms of organization of educational activity of students are very valuable and effective only in interconnection.
group form- provides for the division of a group of students into subgroups to perform certain identical or different tasks: drawing up a technological route or studying technological process, the design of a device or tool, the performance of laboratory and practical work, the solution of problems and exercises.
front shape- involves the joint activity of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem. The teacher asks everyone, talks to everyone, controls everyone, etc. Students are provided with simultaneous advancement in learning.
Learning task and learning activities
The main component of the structure of learning activity is the learning task. It is offered to the student: a) as a specific educational task, the formulation of which is extremely important for the solution and its result; b) in a certain educational situation, the totality of which represents the educational process itself.
Almost all learning activities should be presented as a system of learning tasks. They are given in certain learning situations and involve certain learning activities - subject, control and auxiliary (generalization, analysis, schematization, underlining, writing out, etc.). The structure of the task requires two components: 1) the subject of the task in its initial state; 2) model of the required state of the subject of the problem.
The composition of the problem as given and desired, known and unknown, condition and requirement is presented in the form of the initial and future as a result of resolving the relationship between the components of the problem composition. The task is considered as a complex system of information about some phenomenon, object, process, in which only part of the information is clearly defined, and the rest is unknown. It can be found only on the basis of a solution to a problem or information formulated in such a way that between individual concepts there is inconsistency, a contradiction that requires the search for new knowledge, proof, transformation, agreement. In the interpretation of L. M. Fridman, any task consists of the same parts: 1) subject area - a class of fixed designated objects in question; 2) relationships that connect these objects; 3) the requirement of the task - an indication of the purpose of solving the problem, what needs to be established in the course of the solution; 4) task operator - a set of those actions that must be performed on the condition of the task in order to complete its solution. A method for solving a problem is any procedure that, when carried out by the solver, can provide a solution to this problem. When solving a problem in one way, the goal of the student is to find the correct answer; solving the problem in several ways, he is faced with the choice of the most short solution, which requires the actualization of many theoretical knowledge, known methods and techniques and the creation of new ones for this situation. At the same time, the logical search and research abilities of the student develop.
The educational task is a means of achieving educational goals - the assimilation of a certain mode of action. To achieve any educational goal, a certain set of tasks is required, where each takes its place. In educational activity, the same goal requires the solution of a number of tasks, and the same task can serve to achieve several goals.
As the learning tasks are completed, the student himself changes.
E.I. Mashbits formulated the basic requirements for the design of learning tasks:
Educational tasks should ensure the assimilation of the system of means necessary and sufficient for the successful implementation of educational activities;
The learning task should be constructed in such a way that the appropriate means of activity, the assimilation of which is expected in the process of solving problems, act as a direct product of the students' actions, a direct product of learning.
The learning task is given in a specific learning situation. The educational situation can be conflict and collaborative, and in terms of content it can be problematic or neutral. The problem situation is given to the student in the form of questions: why?, how?, what is the reason, the connection of these phenomena? Questions like how much, where often focus only on the reproduction of what is stored in memory.
Problem situations differ in the degree of the problem itself. The highest degree is inherent in such a situation in which a person: 1) formulates the problem (task); 2) he finds its solution himself; 3) decides and 4) self-controls the correctness of this decision.
The solution of the problem, the implementation of educational activities is possible only on the basis of the implementation of educational actions and operations.
All actions included in the activity of the teaching can be divided into two classes: a) general (non-specific), b) specific.
General views cognitive activities are used in different areas, when working with different knowledge (the ability to plan their activities, the ability to control the implementation of any activity, all methods logical thinking the ability to memorize, - + - the ability to be attentive, the ability to observe, etc.). Specific actions reflect the characteristics of the subject being studied and therefore are used within the given field of knowledge (sound analysis, addition, etc.).
When constructing the content of training in a subject and determining the sequence of its study, it is necessary to take into account connections and relationships along three lines: a) subject, specific, knowledge; b) specific activities; c) logical methods of thinking and the logical knowledge included in them.
The ability to learn consists of cognitive actions.
12. Psychological analysis of the lesson in the activities of the teacher
Psychological and pedagogical analysis of the lesson. The purpose of training is to make certain changes in the psyche of the student, to develop his cognitive abilities, to form certain personality traits. The activity of the teacher in the lesson is considered as "stimulation and management" of the active activity of the student. But management is not possible without feedback, that is, the constant receipt by the teacher of information about the course of the student's cognitive activity, which he manages: about mistakes, misunderstandings, difficulties, pace, etc.
Psychological and pedagogical analysis of the lesson involves an assessment of its type and structure, as well as their psychological expediency. Further, what determines the activities of the teacher and the student is the content of the lesson, that is, the nature of the information that students must learn. (the teacher can offer material different in its degree of concreteness, generalization and abstractness). It is very important to understand the psychological characteristics educational material, since it largely determines the nature of the cognitive activity of the student. When assessing quality educational information it is necessary to determine its compliance with the age and individual characteristics of schoolchildren. P.p. the analysis begins with finding out how the teacher formed the concept at one level or another. In the learning process, not only individual concepts are formed, but also their system, so you need to determine what connections between concepts the teacher has established (intra-subject, inter-subject)
13. Leadership of the teaching staff
The most important condition for optimizing the management of the student team is the integration of educational influences exerted on the team in single system, which ensures the continuity of these processes. Ways to achieve this integration:
the use of a complex of pedagogical influences on the team;
constant and multilateral care of team members about each other in everyday life;
creating such situations in the life of the team that contribute to its positive impact on individual members;
expanding the functions of student self-government;
uniting the efforts of all those who participate in the work with the team.
Team leadership styles. The first experimental study of the psychological climate and leadership style was started in 1938 by the German psychologist K. Levin. Instructors were selected who demonstrated 3 types of leadership: authoritarian (the leader commanded, single-handedly determined the direction of the group, stopped any initiative, gave tasks, summed up, punished and pardoned), democratic (facts were evaluated, not individuals, the group took part in the discussion assignments and the progress of work) and conniving (doomed the matter to chance, everyone did what he wanted). Every six weeks they changed places
K. Levin identified 3 styles of leadership (leadership):
authoritarian - rigid methods of management;
democratic - collegiality, encouragement of initiative, etc.;
conniving (liberal) - refusal of management, removal from leadership.
The direct impact of the teacher on the student for a number of reasons can be ineffective. The best results are obtained through the impact through the schoolchildren around him. This was taken into account by A. S. Makarenko, putting forward the principle of parallel action. It is based on the requirement to influence the student not directly, but indirectly, through the primary team.
Especially an important factor, affecting the effectiveness of team management, AS. Makarenko considered the choice of target. A practical goal that can captivate and rally the pupils, he called the prospect. In the practice of educational work AS. Makarenko distinguished 3 types of perspectives:
A close perspective is put forward before a team that is at any stage of development, even at the initial one. The main requirement for the near future: it must be based on personal interest: each pupil perceives it as his own tomorrow's joy, strives for its implementation, anticipating the expected pleasure. The highest level of close perspective is the prospect of the joy of collective work, when the very image of joint work captures the guys as a pleasant close perspective.
The average perspective, according to A. S. Makarenko, lies in the project of a collective event, somewhat postponed in time.
The distant prospect is the most socially significant and requiring significant efforts to achieve the goal, which is pushed back in time. In such a perspective, personal and social needs are necessarily combined. An example of a distant perspective is the goal of successful graduation from school and the subsequent choice of a profession.
The system of perspective lines must permeate the collective. It must be built in such a way that at any moment the team has a bright and exciting goal in front of them, lives by it, and makes efforts to achieve it. The development of the team and each of its members in these conditions is significantly accelerated, and the educational process proceeds naturally.
The main form of education in elementary school today is still the traditional lesson. This is explained by the fact that most of the teachers are teachers who have worked at the school for decades, which means that they adhere to the traditional classical teaching methods. In any case, it is not easy for a person to readjust. So the teacher needs time and conditions to learn how to work in a new way.
A feature of the federal state educational standards of general education is their activity nature, which sets the main task of developing the student's personality. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; GEF formulations indicate real activities.
The task set requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the Federal State Educational Standard. Teaching technologies are also changing, the introduction of information and communication technologies opens up significant opportunities for expanding the educational framework for each subject in the educational institution.
What main points should a teacher take into account when preparing for a modern lesson in accordance with the requirements of the Federal State Educational Standard?
The methodological basis of the Federal State Educational Standard is a system-activity approach, which is aimed at the development of the individual, the formation of civic identity. The system-activity approach makes it possible to highlight the main results of education and upbringing in the context of key tasks and universal learning activities that students should master. The development of the student's personality in the education system is ensured, first of all, through the formation of universal educational activities, which are the basis of the educational and upbringing process. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation for learning. In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage, develop their cognitive activity. The teacher faces a serious problem - how to optimally include each child in mental activity in the classroom, since the personality develops in the process of activity. Use in the lesson various options combinations of individual, group, collective, pair work ensures the involvement of each student in the educational process. It contributes to the gradual formation of not only subject knowledge and skills, but also the development of the student's communication skills, teamwork skills. Therefore, we can talk about the possibility of each student of the school to master the educational standard in the subject, to obtain high-quality learning outcomes.
The organization of the educational process can become more efficient, better quality, if the following organizational forms are combined when designing a training session:
frontal work, where problematization occurs and the necessary minimum of educational material is presented
work in constant pairs (groups) - training, repetition, consolidation of the material presented in the previous frontal work
work in pairs (groups) of shift composition - deep development of individual moments of the material on the topic under study
individual work - independent completing assignments on the topic of the lesson
What is each of the listed forms of organization of educational work of students in the classroom? What are the advantages and disadvantages of each of them? How to combine these forms of student work in a particular pedagogical activity teachers?
Frontal shape organization of educational activity of students is called this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work common to all, discuss, compare and summarize the results of it with the whole class. The teacher works with the whole class at the same time, communicates with students directly in the course of his story, explanation, demonstration, involvement of students in the discussion of the issues under consideration, etc. This helps to establish trusting relationship and communication between the teacher and students, as well as students among themselves, instills in children a sense of collectivism, allows you to teach students to reason and find errors in the reasoning of their classmates, form stable cognitive interests, and intensify their activities. From the teacher, of course, a great ability is required to find a feasible work of thought for all students, to design in advance, and then create learning situations that meet the objectives of the lesson; the ability and patience to listen to everyone who wants to speak out, tactfully support and at the same time make the necessary corrections during the discussion. Due to their real capabilities, students, of course, can at the same time make generalizations and conclusions, reason during the lesson at different levels of depth. This teacher should take into account and question them according to their abilities. This approach of the teacher during the frontal work in the lesson allows students to actively listen and share their opinions, knowledge with others, listen carefully to other people's opinions, compare them with their own, find errors in someone else's opinion, reveal its incompleteness. As for the teacher, using the frontal form of organizing the work of students in the classroom, he gets the opportunity to freely influence the entire class team, present educational material to the whole class, and achieve a certain rhythm in the activities of students based on their individual characteristics. All these are the undoubted advantages of the frontal form of organizing the educational work of students in the classroom. That is why, in the conditions of mass education, this form of organizing the educational work of students is indispensable and the most common in the work of a modern school. The frontal form of educational work, as noted by scientists-teachers - Cheredov I.M., Zotov Yu.B. and others, has a number of significant drawbacks. Students with low learning abilities work slowly, learn the material worse, they need more attention from the teacher, more time to complete tasks, more different exercises than students with high learning abilities. Strong students, on the other hand, do not need to increase the number of tasks, but to complicate their content, tasks of a search, creative type, work on which contributes to the development of schoolchildren and the assimilation of knowledge for more high level
Individual form organization of student work in the classroom. This form of organization assumes that each student receives for self-fulfillment task, specially selected for him in accordance with his training and learning capabilities. Such tasks can be work with a textbook, other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, readers, etc.); solving problems, examples, writing summaries, essays, abstracts, reports; conducting all kinds of observations, etc. It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for the assimilation of new knowledge and their consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of the past, for control, for mastering research method etc. For poorly performing students, it is necessary to draw up such a system of tasks that would contain: sample solutions and tasks to be solved based on the study of the sample; various algorithmic prescriptions that allow the student to solve a specific problem step by step - various theoretical information that explains the theory, phenomenon, process, mechanism of processes, etc., allowing you to answer a number of questions, as well as all kinds of requirements to compare, compare, classify, generalize and etc. Such an organization of the educational work of students in the classroom enables each student, by virtue of his abilities, abilities, composure, to gradually but steadily deepen and consolidate the acquired and acquired knowledge, develop the necessary skills, skills, experience of cognitive activity, form his own needs for self-education. This is the advantage of the individual form of organization of educational work of students, this is its strengths. But this form of organization also contains a serious drawback. Contributing to the education of students' independence, organization, perseverance in achieving the goal, the individualized form of educational work somewhat limits their communication with each other, the desire to transfer their knowledge to others, and participate in collective achievements. These shortcomings can be compensated in the teacher's practical work by combining the individual form of organization of students' educational work with such forms of collective work as frontal and group work.
group form of organization of educational work of students. The main features of the group work of students in the lesson are: the class in this lesson is divided into groups to solve specific learning problems; each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher; tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group; the composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team. The size of the groups is different. It ranges from 3-6 people. The composition of the group is not permanent. It varies depending on the content and nature of the work to be done. In group work, teaching becomes individual activities each student in joint work. The student is forced to learn to negotiate, sacrificing his personal interests, constructively and quickly resolve conflicts. Gradually, the student gets used to feeling the class community as part of his world, he is interested in maintaining friendly relationships. Group work is especially effective when discussing problematic tasks, since only with a joint discussion can a solution be found. Group work requires the student to consider more factors. He must adapt to the pace of work of other members of the group, must correctly understand them, clearly formulate his thoughts and desires, correlate them with the tasks chosen by the group. All this contributes to the process of self-regulation. When summing up, everyone can compare their work with the work of group mates, see the notebooks of their comrades, listen to the rationale for the decision and analysis of errors. Thus, the background for the formation of self-esteem of each student is expanding. Since there is a joint search in the group, erroneous answers do not frighten the guys, but make them look for a new solution. Confusion with the wrong decision is not observed. The guys should learn to understand that learning is not the assimilation of ready-made knowledge and conclusions, but a process of cognition, which includes wrong decisions. The advantages of the group organization of students' educational work in the classroom are obvious. The results of the joint work of students are very tangible both in accustoming them to collective methods of work, and in the formation of positive moral qualities of the individual. But this does not mean that this form of organization of educational work is ideal. The group form also has a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult, original assignments and tasks. Only in combination with other forms of teaching students in the classroom - frontal and individual - the group form of organizing the work of students brings the expected positive results. It cannot be universalized and opposed to other forms.
Each of the considered forms of organization of education solves its own specific educational tasks. They complement each other. The preparedness of students and their individual characteristics, the qualifications of the teacher - all this affects the choice of one form or another of organizing students' activities. Combination various forms multivariate. It is carried out either sequentially, when one form follows another, or in parallel, when the combination proceeds simultaneously and the forms of work enter one another. As experience and many experiments conducted by various teachers show, a combination of forms of organizing activities should be applied, going from a combination of simple ones to more complex ones, taking into account the age of students, the specifics of the subject. To determine the optimal variant of the organization of activities, it is necessary to know how a particular form affects the effectiveness of educational activities of various groups of students. “Such a combination of forms of educational work, in which the shortcomings of some are neutralized and higher performance of others is ensured with minimal cost time is optimal. (Cheredov I.M. "Method of planning school forms of organization of education"). The choice of form depends on many factors, but to a greater extent on the stage in the learning process. Teachers who deal with this issue have identified some patterns and developed recommendations for choosing the optimal combination of student work forms in the lesson.
Each form has its advantages and disadvantages, therefore, when planning a lesson, the teacher must select a combination of forms so as to strengthen the strengths and neutralize the weaknesses of each form.
The methodological goal of each lesson is to create conditions for the manifestation of cognitive activity. Creation of pedagogical situations of communication, allowing each student to show initiative, independence, creating an environment for the natural self-expression of the student. The pace of personal development is individual, therefore it is important to bring the personality of each student into the development mode.
In science, the concept forms considered from both purely linguistic and philosophical positions. In the explanatory dictionary of S. I. Ozhegov, the concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content. In other words, form- it appearance, an external outline, a certain routine. The form of any object, process, phenomenon is determined by its content and, in turn, has the opposite effect on it. In the "Philosophical Encyclopedia" the concept of form is defined as the internal organization of content; the form "embraces the system of stable connections of the subject" and, thus, expresses the internal connection and the method of organization, interaction of the elements and processes of the phenomenon both among themselves and with external conditions. The form has a relative independence, which increases the more big story has this form.
With regard to learning, the form is a special design learning process, the nature of which is determined by the content of the learning process, methods, techniques, means, activities of students. This design is internal organization of content which in real pedagogical activity is the process of interaction, communication between the teacher and students when working on certain educational material. This content is the basis for the development of the learning process, the way of its existence; it has its own movement and contains the possibilities of infinite improvement, which determines its leading role in increasing the effectiveness of training. In this way, form of education should be understood as a construction of segments, cycles of the learning process, realized in a combination of the teacher's control activity and the controlled learning activity of students to assimilate a certain content of the educational material and master the methods of activity. Representing the external view, the external outline of segments - learning cycles, the form reflects the system of their stable connections and connections of components within each learning cycle and as a didactic category designates the external side of the organization of the educational process, which is related to the number of trainees, the time and place of training, as well as the order of its implementation.
Some researchers believe that in pedagogy there is a need to point out the difference between two terms that include the word "form": "form of learning" and "form of organization of learning." In the first case, this is the collective, frontal and individual work of students in a lesson or any training session; in the second case - some kind of lesson (lesson, lecture, seminars, practical and laboratory classes, debate, conference, test, subject circle, etc.). In philosophy under organization is understood as "ordering, establishing, bringing into the system some material or spiritual object, location, ratio of parts of an object." Moreover, it is precisely these “two meanings of the concept of organization that are relevant both to objects of nature and social activities and characterizing the organization as the location and interconnection of the elements of a whole (the subject part of the organization), their actions and interactions (the functional part) ".
Based on this interpretation of the term "organization", it is rightly stated that form of learning organization involves "ordering, establishing, bringing into a system" the interaction of a teacher with students when working on a certain content of the material (I. M. Peredov). The organization of training aims to ensure the optimal functioning of the process of managing educational activities on the part of the teacher. Built on the optimal combination of process components as an integral dynamic system, it contributes to its effectiveness. The organization of training involves the construction of specific forms that would provide conditions for effective educational work of students under the guidance of a teacher.
Here is one example of such an organization. The lesson begins with students reading a paragraph, a chapter of a textbook from the point of view of a task, while they write out questions that arise during reading, fix incomprehensible things. The teacher, in turn, collects these questions, classifies, notes their quality and depth, content, establishes their connection with the previous topic, other academic subjects, current problems of production, economics, culture, and life. After each student has become familiar with the new material at his own pace, students' questions are clarified and sorted out. The most prepared students answer them. The teacher, as necessary, clarifies, supplements the answers of the students, answers the most difficult questions, using the teaching methods and techniques known to him. Then practical classes begin: exercises, problem solving, laboratory work. Here the teacher evaluates not only knowledge, but also the ability to apply it. At the same time, he can attract stronger students to help weak students, creating creative groups, expanding the much-needed business conversation. Based on the results of practical work, grades are given. Those who did not cope with the task work through the material of the topic being studied in reserve time (out of class, out of class) together with the teacher and strong students.
In this nature of the training session, the forms of organizing the educational activities of students, the forms of organizing training are very clearly visible. The above example of the organization of educational work means that the same form of education (for example, a lesson, a lecture) can have different modifications and structures depending on the tasks and methods of educational work organized by the teacher.
The history of world pedagogical thought and teaching practice knows a wide variety of forms of organization of learning. Their emergence, development, improvement, gradual withering away of some of them are connected with the requirements and needs of a developing society, because each new historical stage in the development of society leaves its mark on the organization of education. As a result pedagogical science accumulated significant empirical material in this area. The question arose about the need to systematize the diversity of forms of organization of education, to isolate the most effective, corresponding to the spirit of the times, the historical era. In this regard, scientists identified such grounds for classifying the forms of organization of education as the number and composition of students, place of study, duration of study work. On these grounds, the forms of education are divided accordingly:
- - for individual
- - individual-group;
- - collective;
- - cool;
- - auditorium; extracurricular;
- - extracurricular.
Note that this classification is not strictly scientific and is by no means recognized by all scientists and teachers, however, this approach to the classification of forms of organization of education allows us to slightly streamline their diversity.
An epochal phenomenon not only in the history of the development of pedagogical thought, but also in the history of the development of society as a whole was the justification by Ya. A. Comenius lesson system of education, the main unit of training sessions in which the lesson was made. The advantages of such a system include:
- a) clear organizational structure, ensuring the orderliness of the entire educational process; ease of management;
- b) the possibility of children interacting with each other in the process of collective discussion of problems, collective search for solutions to problems;
- c) the constant emotional impact of the teacher's personality on students, their upbringing in the learning process;
- d) the cost-effectiveness of teaching, since the teacher works simultaneously with a sufficiently large group of students;
- e) creating conditions for introducing a competitive spirit into the educational activities of schoolchildren and at the same time ensuring systematic and consistent progress in their movement from ignorance to knowledge.
Noting these advantages, it is impossible not to see a number of significant shortcomings in the classroom system. Thus, the class-lesson system is focused mainly on the average student: it creates unbearable difficulties for the weak and delays the development of the abilities of stronger students; create difficulties for teachers in taking into account the individual characteristics of students in organizational and individual work with them, both in terms of content, and in terms of the pace and methods of teaching; does not provide organized communication between older and younger students, etc.
Along with the lesson, the system of general forms of organization of educational activities of students includes a whole range of forms of organization of the educational process, such as lectures, seminars, practical and laboratory classes, disputes, conferences, tests, exams, optional classes, consultations; forms of extracurricular, extracurricular work (subject circles, studios, scientific societies, olympiads, competitions), etc.
Lecture- this is an organic unity of the teaching method and organizational form, which consists in a systematic, consistent, monologue presentation by the teacher (teacher, lecturer) of educational material, which, as a rule, is of a pronounced theoretical nature.
Seminar one of the main forms of organization practical exercises, the specificity of which is the collective discussion by students (students) of messages, reports, abstracts made by them independently under the guidance of a teacher. The purpose of the seminar is an in-depth study of a topic or section of a course.
Laboratory and practical classes- one of the forms of interaction between the teacher and students. It consists in conducting experiments by students on the instructions of the teacher with the use of instruments, the use of tools and other technical devices. In the process of laboratory and practical exercises, observations, analysis and comparison of observational data, formulation of conclusions take place. Mental operations are combined with physical actions, moral acts, since students, with the help of technical means influence the studied substances and materials, cause phenomena and processes of interest to them, which significantly increases the productivity of cognitive interest.
Optional- one of the types of differentiation of teaching by interests; an optional academic subject studied by students of higher and secondary educational institutions at their request to expand their general cultural and theoretical horizons or to obtain an additional specialty.
Dispute- Collective discussion of topical problems that lie in the sphere of life of the participants and their social experience. The dispute enables its participants to apply their knowledge and experience in understanding and resolving the problem under discussion.
Note that within the framework of these forms of education, collective, group, individual, frontal work of students of both a differentiated and undifferentiated nature can be organized. When the same task is given to the whole class, the entire study group (written work, laboratory or even practical task in the workshops), then this is an example undifferentiated individual work of a frontal nature. When a class, a study group as a whole, or each subgroup individually collectively solves one problem, jointly masters common theme, then collective, frontal or group work.
The most important feature of the above forms of organization of educational activities is the fact that in any of them the student learns to work: listen, discuss issues in teamwork; concentrate and organize their work, express their opinions, listen to others, refute their arguments or agree with them, argue their evidence and supplement others, make notes, compose reports, compile bibliography, work with sources of knowledge, organize their own workplace, plan your actions, keep within the allotted time, etc.
Cm.: Makhmutov M.I. Modern lesson. M., 1985. S. 49.
It is known that learning is a process of interaction between a teacher and students when working on a certain content of educational material in order to assimilate it and master the methods of cognitive activity. To carry out the process, it is necessary to organize it. What is an organization? The "Philosophical Encyclopedia" explains that organization is "the ordering, adjustment, bringing into the system of some material or spiritual object, the arrangement, the ratio of the parts of an object." It is also emphasized that it is precisely these “meanings of the concept of organization that relate both to objects of nature and social reality and characterize the organization as the location and interconnection of elements of a whole (subjective part of the organization), their actions and interactions (functional part)”.
Specific forms of organization of training
The elements (parts) of the learning process are its links. Link - component educational process, its organic element. It has its own goals and structure - it consists of interrelated stages that solve certain problems; setting a goal, generalizing knowledge, summing up the lesson, determining homework, etc.
In each link of the learning process, both general and specific learning tasks are solved. General - these are those that the entire learning process is aimed at solving. Specific - those that dominate in a particular link in this process. All links are interconnected, so the learning process is a kind of chain.
Depending on the dominant goals and characteristics of the students' assimilation of knowledge, skills and abilities, the following links in the learning process are distinguished: the formation of new knowledge, the consolidation and improvement of knowledge, the formation of skills and abilities, the application of knowledge in practice, repetition, systematization of knowledge, control of the assimilation of knowledge, skills and skills.
Such a division does not mean that in the link of the formation of new knowledge, students only acquire new knowledge. They can consolidate and systematize knowledge on previously studied material, but the dominant goal of this link - to form new knowledge - subjugates all the others used to achieve it. Also, in the link of consolidating and improving knowledge, students can acquire new knowledge, repeat what they have previously studied, but its main goal is to consolidate and improve knowledge in the just considered section of the program.
On the basis of the knowledge formation link, a lesson of the corresponding knowledge can be designed, a lesson of the corresponding type, lecture, conference, excursion can be designed.
Each specific form of organization of training consists of certain stages. For example, a lesson in the formation of knowledge has the following stages: setting a goal and updating knowledge, introducing new knowledge and their initial assimilation by students, generalizing knowledge and operating with it, and monitoring assimilation. The lesson of consolidating and improving knowledge consists of the following stages: setting a goal, checking homework, reproducing by students previously acquired knowledge and methods of activity, operating knowledge and mastering methods of activity in new situations, generalizing and systematizing knowledge, controlling the assimilation of what has been studied and mastering methods of activity. The sequence of stages is determined by the goals and logic of the learning process.
At each stage, the teacher uses sources of knowledge, methods, techniques, teaching aids, as well as forms of educational work that correspond to the goals.
The main source of knowledge is a teacher who has a certain amount scientific knowledge and ways of doing things. The leading role in the design of forms of organization of learning belongs to the teacher. He selects the optimal combination of methods, teaching aids, style of activity in accordance with the characteristics of students, learning objectives. Much depends on his professionalism, personal qualities the ability to interact with students.
The learning process in each specific form of its organization includes:
Management by the teacher of the educational activities of students (determination of goals, objectives, planning, organization of their educational work, control over the implementation of tasks, assimilation of knowledge, correction of activities);
Cognitive activity of students, during which they acquire certain knowledge, methods of activity, acquire skills and abilities;
Interaction between teacher and students;
Regulation by the teacher of interpersonal relations of students;
Creation by the teacher of an emotional background that stimulates productive learning activities of students.
The starting point for the management of educational activities is the definition of its goal and the formation of a positive attitude towards learning among schoolchildren. The teacher first of all selects and substantiates the task. Offering it to students, he makes sure that they accept this task and begin to perform cognitive actions. To do this, the teacher uses cognitive games, educational discussions, creates situations of emotional and moral experiences, cognitive novelty, etc., in which students develop a sense of duty and responsibility.
Leading the students, the teacher all the time strives to put them in a position of active self-government. He introduces them to the goals, objectives, work plan, the system of leading knowledge and ways to master them. The teacher makes special efforts to mobilize the attention, will, and emotional susceptibility of schoolchildren.
The effective management of the educational activities of students is facilitated by the study of their educational opportunities, the knowledge of which allows the teacher to implement a differentiated approach in organizing their educational work.
In the course of educational and cognitive activity, students continuously come into contact with the teacher as the leader of the entire educational process. If during the lessons the teacher will be able to encourage all students to work energetically, he will achieve good results. If he fails to organize the purposeful constant activity of students, then he will not be able to achieve his goals. In this regard, it is important to create real prerequisites for high labor discipline, formed on the principles of responsibility, conscientiousness of teaching and civic duty. This will ensure the overall purposeful work of the entire class at the highest pace for each student.
Not less than importance in the functioning of the learning process has a style of relationship between the teacher and the students. Often, excessive severity, rigidity knocks children out of balance. Such management deprives students of initiative, fetters their mental strength; they do not achieve the desired results in educational and cognitive activity, development; they develop personality traits. Liberalism demobilizes students. In the event that the teacher is able to choose the optimal style of interaction with students at this stage, real prerequisites are created for their self-managed activity. Changing the stages of the lesson introduces changes in the style of interaction. An unjustified management style at one stage of the lesson can to some extent be compensated by an optimal one at another stage.
Any management, along with the organization of various educational and cognitive activities, operations, involves monitoring the results of educational activities. It makes it possible to quickly make adjustments to the organization of the functioning of the process, to determine its dynamism. Good assimilation of the material allows you to speed up the pace of educational work, poor assimilation signals the need to slow it down.
In the course of learning activities, students communicate with the teacher and with each other. The features of these contacts are formed not only on the nature of educational and cognitive activity, but also on the process of forming the personality of each of them.
A decisive role in the process pedagogical communication belongs to the teacher. His scientific erudition, worldview, psychological and pedagogical equipment, methodological culture are of paramount importance in organizing the educational activities of students at every stage.
Educational and cognitive activity is based on the principles of collectivism. Each group of students represents a present or future team living with common goals, needs, and interests. In the course of collective activity, students, entering into various contacts, provide assistance and support to each other. Collective work arouses in each of them an interested attitude towards common work, requires much more direction, creative activity, gives rise to genuine collectivist relations, socially valuable motives for activity and behavior.
Managing collective educational work, the teacher must take care not only that children acquire knowledge, acquire skills and abilities, but also purposefully form their positive qualities. The organization of all educational activities should increase the effectiveness of the impact on the personality of each student. Therefore, when designing the forms of educational work, the entire system of student relations in the class team is taken into account.
An important factor in organizing the successful activities of students at each stage is a positive emotional attitude. If the lesson creates an atmosphere of joyful experiences for the successes achieved, this provides conditions for effective promotion schoolchildren in the assimilation of knowledge, in the formation positive qualities personality. Tasks must be clearly defined. An overestimated level of tasks can confirm the student in the belief that he is incapable, limited. The spiritual forces of the child do not develop in such an environment. A healthy environment in the classroom, in which both mutual exactingness and mutual assistance among students develop equally, helps each of them not to raise their failures and mistakes to a degree, but to look for ways to correct them.
So, the learning process is realized only through specific forms of its organization. However, the form of organization of learning is an abstract concept. Real educational process it manifests itself in a specific type of lesson, lecture, seminar, training session, excursion, conference, etc.
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