Professor Zadorkin V.I.
ORGANIZATION OF THE EDUCATIONAL PROCESS
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Introduction |
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Principles and methods, forms of organization of the educational process and teaching aids |
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Patterns of the learning process |
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The role and functions of the teacher in the educational process |
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System approach in teaching |
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Learning objectives |
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Lecture and its role in the educational process |
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Seminar and its role in the educational process |
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Practical lesson and its role in the educational process |
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Problem situational tasks |
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Problem (problem-targeted) training |
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Methodology of “small groups” |
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Module training |
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Independent work and its role in the educational process |
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Tests in the educational process |
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Unified Methodology for Intensive Automated Teaching of Theoretical Disciplines |
Improving the quality of education, focusing on the formation of a comprehensively developed personality are the most important tasks of pedagogy. In this regard, the choice and search for new methods that ensure the interconnection of the educational, developmental and upbringing functions of training are of particular importance.
There is the following classification of teaching methods:
1. System of traditional (source) methods. learning activities it considers the types, methods, methods of activity of the teacher and the student: storytelling, conversation, visualization, reading a book, practical activities, etc. The totality of these methods is divided into verbal, visual and practical in accordance with the sources of knowledge used in the educational process.
Traditional source methods turned out to be ineffective, since they did not provide for active forms of organization. learning activities, did not spend the motivational sphere of the trainee.
2. Systems of didactic methods. This system includes explanatory-illustrative (informational-reproductive), reproductive training, problem presentation, partial search (heuristic) and research teaching methods.
In these methods, educational activity is carried out in more active forms than in the system of traditional methods, motivation improves accordingly, but the issue of the optimal combination of various methods in the educational process has not been resolved.
Problematic, heuristic, research types of presentations require the preparation of a special scenario, according to which the training program is made.
3. System of methods for optimizing learning. Methods are grouped according to the types of implementation of educational and cognitive activities, stimulation and motivation, control and self-control of educational and cognitive activities. this includes both traditional methods and part of didactic and problematic, as well as various ways of teaching and learning.
This system addresses the issue of the optimal use of various techniques, taking into account many indicators.
4. The system of methods of problem-developing education. This system is built on the basis of the theory of educational process management, developed taking into account the principles of activity, goal-setting and problematicity.
The method of problem-based learning successfully solves the issues of organizing educational activities, motivation, control, development and education. This method requires a teacher of such a level of creativity, which today does not allow formalizing, and therefore automating the educational process.
5. Programmed learning. Programmed learning systems offer a fairly clear formalization of the educational process by constructing a program of educational activities according to a linear or branched system. Programmed learning can be implemented using either teaching aids and with the help of technical means. Of all the previously listed, the programmed course is the easiest to automate.
In programmed learning, both manual and automated systems are used - “classical” and “tutor”, automated - “audiovisual means in a group” and “adaptive programming devices”.
6. Business games. Learning games are defined as a model of human interaction in the process of achieving learning goals, i.e. this is the game motivation of a specific control problem (in particular, cognitive activity) in order to develop the best solution. Business games are divided into managerial, research and educational. Games are built on the basis of a scenario specially developed for a particular case. To organize collective creativity, the leader of such a game must be highly qualified.
The disadvantage of business games is the complexity of the process of writing a script and preparing the presenter himself.
Automation in the organization of business games, as a rule, is provided by the compilation of a special so-called interactive training program, which uses not only the choice of informatization blocks ready in advance, but also the formation of new blocks in accordance with the new information received.
7. Intensive teaching methods. Intensive learning methods represent a further development and application of business games.
In these methods, learning activities are carried out in the form of group, collective interactions and games. Techniques such as the presentation of large volumes are widely used educational information, the use of both conscious and unconscious forms of mental activity (two-dimensionality), constant mutual communication of students in game situations, etc.
Methods based on the principles of intensive learning have great potential. In them, technical means (slide projectors, tape recorders, video recorders, etc.) are used fragmentarily. Their systematic use is the subject of a special direction - the suggestive-cybernetic method of teaching.
a) increase in the volume of knowledge, skills;
b) strengthening and strengthening knowledge, creating a new level of education and upbringing;
c) a new higher level of cognitive learning needs;
d) a new level of formulation of cognitive independence and creative abilities.
I. Pedagogy- the science of the patterns of upbringing, education and training of a person.
Upbringing- the transfer of socio-historical experience, human culture by some people to other people and the formation of certain personality traits in them.
Education is usually carried out in two forms: in the classroom, lessons, lectures, as a rule, organized, and learning carried out in communication or other activities, despite the fact that it can also be specially organized, is considered to be disorganized. At the same time, it turns out that neither the form nor the special efforts to organize it make learning learning. At the same time, both organized and unorganized learning, if they are learning in the psychological sense of the word, have a number of common characteristics.
The structure of the educational process
Any training, despite the goals and objectives solved in its process, the age of students, forms and types of implementation, involves three stages.
I. Stage of immersion, creative manipulation
This stage can be observed in young children who, for example, were asked to draw a certain image using the suggested means. It turned out that almost all children, instead of immediately starting drawing on a given topic, first use the material and tools not quite for their intended purpose. And even 6-7-year-old children, having at their disposal materials, time and place for drawing, succumb to the temptation to act with the proposed means as with objects in themselves that do not have the status of tools, means for something. Curiously, the immersion stage has nothing to do with the actual experience of the child. So, children who know how to draw well begin to use paints like babies: they breed colored “swamps” from them, experiment with the density of paint, mix colors, paint different materials - cotton wool, paper scraps of different textures. They can try to sculpt from slightly dried gouache, apply it thickly, in layers. Often, a lot of materials are produced in the process without a visible (for adults) result.
Often, children, having the opportunity to combine seemingly incompatible things, come up with strange things, for example, paint office glue with watercolors or gouache, mixing it with paint, and then try to mold something from this material. Such "creations" do not have an original design, they are created as if by accident, in the process of a kind of creative manipulation. This is a self-valuable for the child, creative, research activity. It is akin to a child's fuss in a puddle with sticks, sand and leaves - everything that comes to hand - when the child, as it were, plunges into the material without a preliminary plan, follows it, its properties and possibilities. The child explores, tests these possibilities, acts with the material in all ways available to him, in accordance with what he gets and with his own experience.
Thus, children of all ages begin to act, but not all at once. Among older children, there are many who begin to draw in the usual way. These are children with different levels of drawing skills. Some draw quite well for their age, others worse, to the point of almost complete helplessness. But they all paint stereotypically, repeating favorite, well-received techniques that they have already mastered and use constantly. Another property that distinguishes them: almost all of them prefer felt-tip pens, and if they are not available, colored pencils. If they paint with paints, then according to a previously outlined pencil drawing, coloring carefully, and not drawing with a brush.
These children are divided into two groups: some of them draw too badly, they are not confident in themselves, they are constrained, they are afraid to freely use drawing materials. Their drawings are helpless, and outright refusals to try to draw anything are not uncommon. Children say that they do not know how, do not like to draw. They prefer other activities and hardly approach the table and shelves with drawing materials themselves. The drawings, when they do appear, are poor in color (as a rule, children prefer a simple or dark pencil) and plastic (they usually repeat small circles and straight lines, often parallel or intersecting at right angles, small rectangles), often all the pattern is pressed against the bottom edge of the sheet. All these features speak of anxiety, insecurity, tension of the child during drawing, and often in a broader sense. Indeed, in a few cases, such uncertainty and anxiety refers specifically to the situation of drawing, when the child had some kind of negative experience associated with failure and negative assessment an adult of his drawing attempts. In these cases, in our experimental groups, such children simply did not come to the drawing table for a long time, avoiding drawing. But more often, children with similar features of the drawing, and in other areas of their lives, showed the same qualities of uncertainty, inhibition or excessive disinhibition, conflict. The features of the drawing of these children testified to global personal problems, the causes of which are most often rooted in the characteristics of family education.
Other children who draw well, master many techniques, use bright colors, freely arrange the drawing on the sheet and love to draw, they represent, as it were, another pole. These guys, having mastered several (sometimes many) drawing techniques, freely use them. These are techniques such as drawing a house “in perspective”, animals, “like in a cartoon”, certain ways of depicting a human face, figure, tree, flower, etc. The complexity and perfection of mastering the techniques depend on age, individual features and capabilities of the child. Characteristically, most of these children greatly appreciate the pleasure that they get and from the assessment of others. This pleasure is not yet exhausted for them, and it inhibits the natural exploratory activity characteristic of most children, when they are free to use new interesting materials as they please. All this, at first glance, does not look like a problem in the development of the child, however, the monotony and repetition of image objects and drawing techniques that appear during prolonged observation are alarming. A child who looks quite developed in terms of mastering visual activity, in fact, practically does not develop in this direction. The content of life is not processed by him creatively, but slips past him, drowned out by his own stereotyped and repetitive, reproductive activity. As a rule, such “good” drawing at the appropriate age looks good, and later, without developing, it is slowly squeezed out of the child’s life, since it no longer arouses praise and surprise from others and is not supported in this way. This, apparently, is the tragedy of geeks in the field of drawing.
In both cases, both children who draw uncertainly (poorly) and draw well (stereotypically) fall out of the general, already described tendency to use paints and paper not as means for drawing, but as a valuable material for research, for acquiring non-specific experience of actions. with him. However, it was for these children that this method of introducing the necessary content into art activities turned out to be very suitable. All of them, not immediately, but gradually, but still quite soon, were “tempted” by the freedom to deal with interesting, attractive materials that are usually inaccessible to most children in such a large selection of materials and began to act timidly at first, and then more and more boldly, to act with them in accordance with their interests and opportunities. Children who draw well sometimes simply "slid" from their usual method of drawing to manipulating, first with the same felt-tip pens that were used to make a normal drawing, and then, as their taste developed, they switched to drawing along the resulting color spots: along lines, liquid paints. The child, as it were, "lets go" of himself, relaxes, moving spots and lines along the paper and following them himself, forgetting about the environment and what he should succeed. Such drawing is a great way to relieve tension, train concentration. It has a significant psychohygienic impact on most children. When an excitable, disinhibited or, conversely, overly restrained child is involved in it, it acquires the properties of a natural psycho-corrective remedy.
The immersion stage is very important in terms of learning outcomes. In one study, older preschool-younger children school age offered a specially designed designer, which had no analogues among a large number of children's designers. At the same time, some children were offered instructions from the very beginning on how to connect the parts of the constructor to each other, and the tasks that they had to complete, while others were given the opportunity to simply play with the new constructor.
After a certain time, when some children mastered the construction set according to the instructions and completed the first task, while others got acquainted with the new toy and discovered its features, they were offered the same tasks, including those that were similar to the tasks performed by the children of the first group. . It was found that if the children of the first group could only perform tasks similar to the TS that they were already offered, and not always on high level, then the children of the second group coped with any tasks. The skills and abilities acquired by them at the first (introductory) stage (the immersion stage itself) provided them with high performance in completing tasks and the ability to use them in a variety of situations, including new ones.
Another example from practice. At the Institute for Advanced Studies, teachers with great experience were introduced to some aspects of the psychology of communication (in particular, those discussed in one of the previous paragraphs). After some time, one teacher wrote a complaint to a higher authority against her boss, arguing it approximately as follows: “I try to communicate with him on an equal footing in a meaningful way, but he only realizes the position “above”.”
Many anecdotes about doctors who diagnose everyone are often associated with the results of training at the immersion stage.
At the stage of immersion, learning acquires a number of essential characteristics.
First, learning, which has an extended stage of immersion, is not alienated. Regardless of age, the learner who blindly follows the instructions of the teacher, as a rule, is not learning in the psychological sense of the word. At best, he remembers the instruction, the algorithm for solving the problem, the way the task is performed, which he implements again at the request of the trainee. However, just like the boy, to whom first the teacher, and then the father explained that first you need to do multiplication and division, and then addition and subtraction, students can offer to solve the example as it is written, or they may not make such proposals, but as soon as they are offered a problem or task formulated differently or asked to explain why a certain method was used in solving, they will find themselves in a difficult position and in most cases they simply cannot cope with it.
Secondly, immersion ensures that the studied new material from the very beginning is included in the integral life of students. So, many people who study a foreign language, despite their diligence and careful fulfillment of all the tasks of the teacher, have serious problems and difficulties in communicating, reading and translating texts. The reason is easy to understand if we remember how a person masters his native language. At first, he begins to speak passively, simply highlighting familiar words from the speech of those around him, then he can use these words in the appropriate situation and at the same time, as it were, “play” with words, inventing his own words that mean the baby’s emotions, whole phrases, attitude to what is happening or what is said . This is the stage of immersion, from which the child begins to learn his native language. That's when he "invented" his own language, when he realized himself as the source, the subject of this language, he begins to communicate freely in this language. At the same time, only after 5-6 years the child will be able to move on to presenting his speech in writing. From the very beginning and before a person masters written speech, he does not just memorize it, but uses it in situations that are significant to him.
Thirdly, if we compare teaching a foreign language and mastering a native language, it becomes clear that at the stage of immersion the studied material, method, algorithm, regularity turn from a goal into a means by which the subject performs a new activity for him.
Fourth, the stage of immersion is directly related to the subject. We have already said that the objective part of the zone of proximal development is directly related to the environment in which it lives. However, in order for this environment to become the basis of the zone of proximal development and ensure the developmental nature of learning, it is necessary that the subject be immersed in it, so that he, like the logic of mastering his native speech, can get acquainted with it, be a direct participant in situations in which this new material used could gradually move on to the next stage of learning.
II. The stage of appropriation, "cultivation" of the mode of action
If we turn again to the example of teaching children to draw, we can notice significant changes in their drawings. It is characteristic of the natural elimination of the scribble stage that the child, having improved the ability to draw pencil strokes on paper, gaining certain experience, is now able to recognize something familiar in a random crossing of lines and call his drawing a word. And having recognized and designated something in his drawing, he seeks to repeat, and then vary it.
The same happens with all children. Only the means by which they “soiled” the paper are richer, and the children are no longer quite small (even younger ones), so recognition and reproduction are also quite complex and interesting. They are commensurate with the level of development of the imagination and fantasy of children, and since we have specially worked on these means of play and communication, this is manifested quite richly in visual activity.
The time it takes each child for the phase of pure immersion in the material to be realized and resolved by entering a randomly generated image varies greatly depending on both age and individuality. There are active children who try to act quickly and in a variety of ways, and if something interesting happens, they soon get satiated and try differently. And others, with slow saturation, can make one colorful puddle for a long time, bathing in it with their eyes, brushes or even fingers, without getting tired of it and not wanting something new.
It is important that everyone: both big and small, both fast and slow, can fully realize their need for free actions with paints and paper, acquire their own own experience, their idea of these materials and their capabilities.
At the moment when a child begins to put some meaning into his actions with paper and paints, first recognized and then invented, he is already able to both hear and see what is being done by someone else. For him, a natural question arises: how else can you do it? He is looking for an answer to a question that has arisen in his own mind. Ideas begin to arise, generated by the possibilities of the material that the child now knows well, and by those impressions that, in addition to drawing, fill his life. If he began to recognize something in his "seas and rivers" from paint, it means that these impressions, as if pushed aside during the time of drawing, struck a fright here too. This means that materials for drawing, which before that were not materials for something, but independent, full-fledged objects of action, are really turning into materials, into means to achieve some result.
If we now recall the teacher, who did not remember the positions of communication, but tried from the very beginning to implement them in her activities, then at the next (second) stage they acquired a special meaning for her, and she was able to purposefully learn to recognize them and use them in her professional activities.
At the second stage, the actual mastery of specific methods of action takes place, their appropriation. And this will really be an appropriation, or rather, a rebuilding, a re-creation in the course of individual development child of a way fixed in culture.
Not infrequently, the child does not assimilate the method that exists in the general human experience as ready-made, but discovers for himself, as it were, anew. For him, this is a real discovery. Subjectively, it belongs to him personally as well as his own invention. Another thing is that later the child can see that the rest are doing the same or about the same as he does. He is almost always interested in this, he begins to compare methods of action, all sorts of options, nuances arise, and the method of action is enriched for both. For example, in one group, children independently discovered a technique close to monotyping (applying to paper an imprint of a drawing made on another material, for example, on a plastic palette board). The first print came out by accident in two children fiddling with the palette. They liked it, and after washing the board, they deliberately began to draw on it and make prints on sheets of paper. Other children were also interested, so I had to find a few more suitable boards. Children applied paper to the board - some with just their hands, some with the smooth edge of a plastic toy, some with a handkerchief. Several ways were found, the guys compared who did better. In the end, the tutor showed the generally accepted method of “rolling” with the round side of the spoon, fixed in the craft of artists. This general cultural method arose for children in the broad context of various options, with a task clearly comprehended by them. It turned out that it is most convenient to “roll” the drawing with a spoon - it has a handle, it is moderately round, it presses the sheet well against the plate. But the spoon did not become the only possible tool. If necessary, it is always easy to replace it with something, at least with a hand, because the function that it performs is extremely clear to children, which means that it was not difficult to choose what this function can be performed with.
At the second stage of the assimilation process, real research activity unfolds, just as at the first stage, only earlier the subject of this activity was the material for art activity and its non-specific properties and possibilities, and now it is the actual pictorial properties of the material. Children very accurately single out visual tasks that are solved by one or another method of action. The methods, as well as the tasks, and the personal reading of them by each child are very diverse, but children, as a rule, are interested in sharing their "secrets of mastery" with each other. They often ask advice and help from adults. This help is really effective, since it is not a teaching imposed on the child "from above", but a response to the request of the child himself.
At the second stage there is an interesting nuance, as if subdividing it into two substages.
The child may notice or discover for himself some new way of activity, at least the well-known sniffing. If he opens it in the process of creative manipulation, he is carried away by the rounded, neat specks resulting from the soft pressing of the brush to the paper.
The child is experimenting with spots. He makes a lot of them with blue paint and says: "Snow." Then he arranges them in a double chain and says: "Footprints of a bear." These spots are a special way of working with paint, brush and paper, which is now the subject of his research activity. But when the same child becomes interested in plot drawing, he is unlikely to use a new technique. And so far, sticking is just an object, not a means. It becomes a means gradually, as one gains experience in its application, mastering its possible meanings.
The adult education, which we often organize for children of both preschool and school age, is sometimes very well organized, it is quite interesting for children, and usually has one significant drawback. It is limited to the first of the described sub-stages of the second stage of mastering the modes of action. The mastered mode of action remains an object of mastery for children, but does not turn into a personal means of individual expression that belongs to them. In this case, even the entertaining game design of the presentation of the material does not help, and the high activity of children in the classroom or lesson does not save. All the same, the method that remains the subject of mastering, even if outwardly successful, does not become their personal opportunity, is not built into the emerging personality as its accessory. Children can participate with pleasure in the lesson - it is fun, entertaining, everything works out on it and you are praised for it, but the lesson has passed, and what was needed at it is no longer useful in others life situations, until the next lesson in the same subject with the same teacher.
This is precisely what explains the difficulties of teachers who have to replace their colleague who left the school without bringing the class to graduation. Children learn concretely situationally, the knowledge, skills and abilities they acquire are also, to a large extent, concretely situational. The activity that is organized by the teacher in the lesson does not belong entirely to the children themselves, which means that the methods of action that are used in it, moreover, are specially practiced, also do not belong to the children themselves. Teaching, as it were, is valuable in itself, it is needed not in order to later, with the help of new skills, do something important and necessary for oneself personally, but exists on its own in order to know and be able to answer a question or do something, personal meaning not having. And the other teacher asks a little differently, and answers the questions differently, and it is generally not known what he requires. And only when, by experience, the children establish that new teacher considers it proper and good, what should be a certain way of acting, behaving and interacting with him in the lesson and outside it, the guys find some ground under their feet. All this testifies to the fact that for children the situation of the lesson appears holistically and they do not know what is the main thing in it: the actual subject content or the features of interaction with the teacher about this content. More precisely, they do not distinguish between these two factors, and directly for them, interaction with the teacher, from which it is impossible to separate the subject of training, is undoubtedly more significant. This means that learning activity as such has not yet developed for them, because the allocation of a learning task is a necessary component of it. At the same time, outside of educational activity, during spontaneous learning, it is quite possible for preschoolers to form an orientation precisely to the object of activity itself (whether it be some material interesting for the children, a way of acting with it, or solving a meaningful task for children using this material and method).
III. The stage of using a new method in one's own creative activity
Spontaneous learning occurs only under conditions when the child's own activity unfolds - non-specific manipulative-exploratory, playful or productive, and often mixed, where the features of all three are combined. listed species. The components of this own activity belong to the child himself, are not alienated, so its content remains relevant to him.
The ability of children to build their own activities is one of the most important prerequisites for the construction of learning activities in the future, during the transition to reactive learning. The lack of the ability for many children of preschool and school age to build such an activity on whatever material they have mastered is one of the main troubles and problems of modern primary (and not only primary) education.
It is the construction of one's own creative activity using the acquired skills and knowledge is the third, very important stage of the learning process, if it proceeds fully. This manifests itself in spontaneous learning, in our example, a child who has discovered and mastered the method of sticking, suddenly begins to use it in free drawing, being carried away not by the method itself, but by the subject or plot content images and efforts to convey it as best as possible.
The approach of such a moment means that the method really began to belong to the child personally, now it is his own opportunity, his tool. The result of the training has become a "brick" of the developing personality of the child, which is built precisely from such "bricks": recreated, re-grown modes of action, developed at the same time over many generations by human culture. If such a “brick” did not arise “from within”, but was introduced “outside”, it, without becoming the material of a developing personality, remains mechanically attached to it and will be lost at the first opportunity, hardly leaving noticeable traces.
But it happens that a skill or knowledge brought in from outside falls into a kind of resonance with those formations that already exist in a developing personality. That is, the child already has something similar in his luggage (opposite, somehow related in meaning, form or place in his life), which will make the new not indifferent, related to the child and his experience and, as a result, not alienated for him. . It can be assumed that this is precisely the mechanism of learning, which, being built not "from the inside", but "outside", according to the reactive principle, "according to the program of adults", still gives real, not formal results in children. Good teachers always structure learning with personal experience, interests and abilities of children, so such training, as a rule, is effective.
Nevertheless, almost always, teaching, built according to the program of an adult, both for preschoolers and schoolchildren, suffers from the insufficiency of this last stage - the use of new knowledge or skill in the child's own creative activity as a means that belongs to him personally. The use of a new method is often organized in a lesson or lesson, but only in special educational tasks that are of the same conditional nature for the child, and are not directly related to him.
Another way is possible - the creation together with the children of a new space of actual meanings. This is a common occurrence for high school where children begin to get involved in the beginnings of the sciences. Unfortunately, such a common phenomenon can be observed less and less. This happens because the creation of new actual meanings presupposes the existence of the most ideal, inner space where they can "settle" and which can be structured with their help. To understand it as initial, it is necessary that a child who has approached the corresponding stage in his development has a space of actual meanings that is adequate to his age.
The teacher, who spontaneously went through the first two stages of learning, at this third stage was able to purposefully use the position of communication in working with students, their parents, work colleagues and other people. At the same time, at first, she solved almost all the problems that arose with the help of data taken from the course "psychology of communication", and only after a while they took an adequate place in the content of her pedagogical skills.
Having considered the learning process, we identified three of its stages, its three stages.
The first of these stages is immersion in the material. This is the stage of free experimentation with new material, which outwardly looks like a non-specific manipulation of it. It's deep creative process acquisition by the subject of his own, unique, personally colored experience of actions with the material in all ways available to him. As a result, some methods turn out to be preferable, give more pleasure, others are gradually forgotten, because there was nothing interesting either in them or in their results. In order for the second stage to come, the first must be fully realized.
The second stage is the emergence among the modes of action with new material those that are preferable in accordance with its general cultural meaning, the selection of this meaning as relevant for the child, the alignment of those modes of action that are embedded in the material, the development of these methods as an object of interested development and their transformation from self-valuable object of activity in its means.
The third stage can come only after the full implementation of the second. It should be emphasized the importance of the fact that a new method or knowledge actually turns from an object of the subject's activity into his personal opportunity, ability, tool. At the third stage, the student uses the acquired knowledge or skill for his own, personally relevant purposes. He makes the new medium the instrument of his own creative activity.
The three listed stages of the learning process do not replace each other mechanically. Under the conditions of complex, multidimensional and multi-meaning inalienable activity, some of its components and aspects may be at the stage of immersion (including as fragments-distractions, without losing the general meaning and purpose of the activity in which they are included), others at the stage of working out the mode of action, and still others. - at the stage of use as an already appropriated full-fledged means. In the implementation of such a complex, multidimensional activity, more and more new aspects may arise.
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Introduction
It is known that learning is the process of interaction between a teacher and students when working on a certain content. educational material for the purpose of its assimilation and mastering 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 the organization is "Ordering, establishing, bringing into the system some material or spiritual object, location, ratio of 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 activity and characterize the organization as the location and interconnection of elements of a whole (the subject part of the organization), their actions and interactions (the functional part)” are important.
Such elements (parts) of the learning process are its links.
Link is component educational process, its organic element. It has its own whole structure - it consists of interrelated stages that solve certain tasks: goal setting, generalization of knowledge, summing up the lesson, determining home knowledge, 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 - these are those that dominate a particular link in this process. All links are interconnected, so the learning process is a kind of goal.
Certain links, and more often their combination, underlie the constructed forms of learning organizations. In addition, several different shapes can be constructed on the basis of one link. For example, on the basis of the knowledge formation link, there can be a constructed lesson of the appropriate type, lectures, a conference, etc.
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, maintaining new knowledge and its primary foundation by students, generalizing knowledge of operating it, and monitoring assimilation.
At each stage, appropriate goals, sources of knowledge, methods, teaching methods, as well as forms are used. academic work.
The organization and conduct of the educational process should be such that it fully satisfies the leading needs of students, and the dominant motives for learning activities of students were the motives for learning about the world around them, the motives for self-fulfillment as a person, their own improvement, development of themselves as a harmonious, comprehensively developed and socially mature personality.
It is necessary to organize the educational process in such a way, to conduct it in such a way that students take a direct part in the goal-setting of their immediate activity, so that the learning goals set by external images become their own, personal goals.
It is possible to organize the educational process in such a way that students feel themselves full-fledged subjects of this process, free in the creative achievement of this process, free in the creative achievement of the goals of training and education they have adopted.
Including students in active work, using various forms and methods of cognitive activity, teachers - innovators significantly expand the teaching and educational opportunities of the lesson. The study of the experience of creatively working teachers suggests that the skillful use of forms, types of learning activities of students in their optimal combination has crucial and improving the effectiveness of the educational process.
The main task of secondary specialized educational institutions is to prepare students for the upcoming work activity. In the work of a specialist, a great place is occupied by the ability - the ability to use knowledge in practical activities in changing conditions. A specialist must be able to plan his work, make calculations, make operational decisions based on an analysis of the current situation, control the progress and results of his work. And skills and abilities are formed in the process of activity. To choose a plan or another skill, repeated repetition of actions, exercise, training are necessary. The formation of skills occurs in the process of repeated performance by students of the relevant tasks: tasks, calculations, analysis of the situation.
MAIN PART.
1. General forms of organizing work with students in the learning process.
In modern didactics, the concept of "general forms of organization of education" combines:
individual,
Group (collective),
Frontal.
They permeate the entire educational process. They can be used both in compulsory (classroom) and extracurricular activities.
These forms of organization of learning differ from each other in the coverage of students with educational work, the features of managing their educational activities by
The individual form implies the correspondence of tasks to the abilities of students, the selection of such methods and means that will ensure the optimal development of each student.
The group form makes each student interested in common work, requires creative activity, gives rise to genuine collectivist relations, socially valuable motives for activity and behavior.
The frontal form instills the ability to listen to someone else's opinion, compare, supplement, find errors, evaluate.
Frontal forms, group forms, as well as individual ones, are possible in a lesson, seminar, workshop, etc. They can be used both in compulsory (classroom) and extracurricular activities.
The frontal form organizes students, sets a uniform pace of work. However, this form of organization of education is not designed to take into account the individual characteristics of different students. It may turn out that the pace taken by a weak student will be high, and a strong one will be low.
In the group form, the composition of the class is divided into groups, brigades, units. In this case, it is necessary to define tasks for groups, to ensure control over their educational activities. This form involves the cooperation of students in small groups, and the work in them is based on the principles of self-government of students with less strict control of the teacher. Group forms can be legitimately subdivided into link, brigade, cooperative-group, differentiated group, work in pairs. A distinctive and essential feature of the group form of training sessions: at every moment of communication, one speaker is listening to a group of people.
Link forms of educational work involve the organization of educational activities of permanent groups of students. In the brigade form of educational work, the educational activities of temporary groups of students specially formed to perform certain tasks are organized.
Optimization of the educational process - achieving the highest results with minimal time, effort, energy, funds in certain specific conditions involves the use of all organizational forms of education.
2. Specific forms of organizing work with students in the learning process.
The learning process is realized only through specific forms of its organization. Among the specific forms of organizing work with students in the learning process, one can distinguish: classroom and extracurricular.
b) lecture
c) seminar
d) workshop
f) exam
Extracurricular:
1) regular:
a) homework
b) extracurricular activities or group, individual
c) work with popular scientific literature
d) TV shows
e) additional classes
2) episodic:
a) essays
b) thematic conferences
AtROCK.
The main form of organization of learning is the lesson. The educational process consists of a system of specific lessons. Some lessons pursue the goal of forming knowledge, others - consolidating and improving them, others - repetition and systematization, fourth - testing the assimilation of knowledge, the formation of skills, etc.
Depending on the didactic goals and links of the learning process implemented in the lesson, 9 types of lessons can be distinguished: the formation of knowledge, the consolidation and improvement of knowledge, the formation of skills and abilities, the improvement of knowledge, skills and abilities, the application of knowledge in practice, the repetition and systematization of knowledge, knowledge test, combined lesson.
A lesson built on an artificial combination of three or more parts of the learning process is called a combined lesson.
In the practice of teaching, three forms of organizing work in the classroom are generally accepted:
individual,
Group (collective),
Frontal.
Recently, there has been a tendency to separate the collective form from the group form, as an independent form. These forms, the organization of learning in the classroom, can be implemented in various forms. With an individual form of organization of education, each student receives his own task, which he must complete independently of others, that is, independently.
Independent study work is usually understood as any active activity of students organized by the teacher, aimed at fulfilling the set didactic goal in the time specially allotted for this: the search for knowledge, their comprehension, consolidation, formation and development of skills, generalization and systematization of knowledge.
One of the important factors that ensure the independent activity of students is self-control. The formation of self-control skills is a continuous process, carried out at all stages of the learning process: when studying new material, when practicing practical skills, during creative, independent work of students, etc.
Independent work is a kind of bridge that a student must pass on the way from understanding the educational material to mastering it.
The formation of new knowledge is impossible without the development of creative independence of students. To do this, the lesson creates such conditions that will allow you to control the assimilation of new material in a timely manner, fully and publicly. Such control is helped by task cards of a programmed survey.
Depending on the goals that are set for independent work, they can be: educational, training, reinforcing, repeating, developing, creative and control.
The meaning of teaching independent work lies in the independent fulfillment by students of the tasks given by the teacher in the course of explaining new material. The purpose of such work is to develop interest in the material being studied, to draw the attention of each student to what the teacher explains. Here, the incomprehensible is immediately clarified, difficult moments are revealed, gaps in knowledge that make it difficult to firmly assimilate the studied material make themselves felt. The independence of work on the formation of knowledge is carried out at the stage of preparation for the introduction of new content, as well as with the direct introduction of new content, with the primary consolidation of knowledge, that is, immediately after the explanation of the new, when the knowledge of students is not yet strong. The teacher needs to know the following features of educational independent work: they should be composed mainly of tasks of a reproductive nature, checked immediately and not put bad marks for them.
Training includes tasks for the recognition of various objects and their properties. Training independent work consists of tasks of the same type, containing essential features and properties this definition, regulations. Fixing can include independent work that contributes to the development logical thinking and require the combined application of various rules and theorems. They show how firmly, meaningfully learned educational material. But the results of checking tasks of this type, the teacher determines whether it is still necessary to deal with this topic. Examples of such works are found in abundance in various didactic materials.
Iterative (review or thematic) works are very important. Before studying new topic the teacher must know whether the students are prepared, whether they have the necessary knowledge, what gaps can make it difficult to learn new material.
Independent work of a developing nature can be homework for compiling reports on certain topics, preparing for scientific and creative conferences, etc. In the classroom, this is independent work that requires the ability to solve research problems.
Students are interested in creative independent work, which implies a high level of independence. Here, students discover new aspects of the knowledge they already have, learn to apply this knowledge in new unexpected situations. These are tasks for finding the second, third, etc. way of solving the problem. Students can be asked a problematic question that would encourage them to independent theoretical and practical activities. On the basis of this teaching method, students' knowledge is consolidated, professional skills and abilities are formed, and initial experience of professional activity is accumulated. You can use problem situations, give students tasks of a problematic nature. At the same time, the master of industrial training can pose appropriate questions to students in order to recall what they have learned earlier, to connect new material with what is already known. Having posed a question to the students, the teacher organizes the search for a new solution. If students have high cognitive independence, the research method can be used in the classroom. The essence of this method is defined as a way of independent search creative work of students to solve new problems for them. The teacher offers students a problem for independent solution, controls the progress of work, provides minor assistance, checks the work, sums up and organizes their discussion. Students independently realize the problem, study facts and phenomena, put forward a hypothesis, outline and implement a plan for its verification, check solutions, draw conclusions. As a result, students master the elements of scientific knowledge. Such creative independent work allows you to develop mental activity, after curiosity, interest, professional interest appears.
Control works are necessary condition achievement of planned learning outcomes. Essentially text development control works should be one of the main forms of fixing learning goals, including minimal ones. Therefore, control tasks should be equivalent in content and scope of work; they should be aimed at developing basic skills, provide a reliable test of the level of learning, they should stimulate students, allow them to demonstrate progress in their general training.
LECTURE.
The educational lecture allows for 45 minutes to learn more than in the lesson, the amount of educational material. Its difference from the lesson is a monologic way of presenting the material. In its structure there is no conversation as a teaching method. An educational lecture, as a rule, precedes the seminar. The lecture is conducted according to the plan, which is written on the blackboard or poster. The material that is studied at the lecture is recommended to be made bright, convincing and specific. Outlining the material of the lecture, use tables, diagrams, cards, technical teaching aids.
During the lecture, you can involve pre-prepared students with brief reports, demonstrations of methods for solving a particular issue.
As the topic is presented, they turn to the lecture plan and clearly highlight the main thing in each question, summarize what has been said, and control how the lecture notes are taken.
At the end of the lecture, the degree of assimilation of the lecture material is checked with the help of questions.
SEMINAR.
Seminar is one of the forms of organization independent work students to systematize and deepen their knowledge of the key issues of the topic, followed by a collective discussion.
Preparation for the seminar takes 2-3 weeks. Students study the material of the textbook and additional literature, collect material for their messages.
The seminar can be held in various forms: frontal, group, individual or in the form of a business game.
The main objective of the seminar is the formation of skills for independent work, independent thinking.
The teacher directs the work of students, sums up the discussion of the issues of the topic, makes the necessary additions and corrections, systematizes and deepens the material.
WORKSHOP.
Practical exercises, or industrial training lessons, are of great importance in realizing the connection between theory and practice. These are occupations that are decided constructive methods from direct measurements, constructions.
The industrial training lesson differs from the theoretical training lessons. The purpose of the industrial training lesson is for students, on the basis of the acquired technological knowledge, to master the techniques and methods for performing the actions and operations necessary for the subsequent formation of their skills and abilities to perform production work in a particular profession. As a result of labor activity, students in such a lesson produce some material product of labor. Its production, as a rule, imposes completely new requirements on students. It is not enough for students to simply memorize or learn the educational material, they must understand, process and reproduce it when completing the task. Therefore, the main part is not memorization, but the ability to process them and put them into practice.
In the lessons of industrial training, you can use problem situations. For this there are task cards, technological maps. Students are given faulty parts, nodes where a malfunction is specifically provided. Students must find the problem and fix it. You can pose a problem to students: why does the main engine not rotate when the clutch is engaged?
The formulation of the question encourages students to independent theoretical and practical activities. On the basis of this teaching method, students' knowledge is consolidated, professional skills and abilities are formed, and initial experience of professional activity is accumulated. In such classes, when students solve problems according to drawings with given dimensions, or, having received a model, analyze it, make the necessary measurements, recognize faults in details, not only the mental activity of students, but also motor activity finds application, which contributes to maintaining a long and continuous interest and attention to the learning process. (Lesson plan - Appendix 1).
WACET.
The test as a form of organization of education is carried out to check the quality of students' mastering of individual sections of the curriculum, the formation of skills and abilities.
Tests are usually held by sections of the course. Students prepare for them from the very first lessons in this section. To make it easier for students to work, a list of theoretical and practical questions submitted for the test is posted in the office. To assist in conducting a test lesson, students who most successfully master the subject are sometimes involved. For this, they are specially prepared: knowledge is checked, duties in the classroom are explained.
Technology of conducting a test lesson.
Let's highlight the main components of the test lesson: level differentiation tasks; evaluative activity of the teacher; result diagnostics; correction of knowledge, skills and professional skills.
Level differentiation is carried out by compiling assignments, which, firstly, take into account the lower limit of mastering the educational material, that is, the level of mandatory training of the student, and, secondly, there is a gradual increase in requirements, an increase in the complexity of the proposed tasks.
Level differentiation according to V.V. Guzeev presents three levels of expected results:
1. minimal - solving the problems of the educational standard;
2. general - solving problems that are combinations of subtasks of a minimum level, connected by explicit associative links;
3. advanced - solving problems that are combinations of subtasks connected by both explicit and implicit associative links.
Most often, credit is taken on tickets that include the main theoretical questions and typical tasks of the topic. An individual survey can be combined with collective, independent work on options. The final mark is set on the basis of an analysis of the results of all tasks, taking into account the opinion of consultants.
EKZAMEN.
An exam is a form of learning organization that allows you to implement the control functions of the process and record the result of the educational and cognitive activity of students for academic year or several years; it allows you to identify the level of assimilation of the curriculum by students using various methods and techniques: students performing tests, tasks, answering questions. The exam tests the readiness and ability of students to demonstrate their knowledge, skills and abilities, both orally and in writing.
Extracurricular:
The extracurricular form of work with students can be divided into two large groups: regular and episodic.
The first type includes homework, which includes homework for the lesson, home experiments and observations, extracurricular activities, work with popular science literature and primary sources, television programs, additional classes on the subject, etc.
Episodic types of extracurricular work include thematic conferences on the subject, abstract work, etc.
Conclusion.
Depending on the forms of organizing joint activities, we have to choose teaching methods. That is, the form dictates the method.
When choosing the forms of educational work in the classroom, it is taken into account how a certain form provides the formation of knowledge, how it affects the development of students' professional skills.
When designing lessons, based on a thorough analysis of the possibilities of specific forms, it is necessary to select their combinations that ensure the high efficiency of the educational process, the optimal effectiveness of the educational activities of all groups of students with rationally spent time.
The whole system of pedagogical activity and relationships with pupils becomes the condition under which interest, curiosity, and the desire of students to expand their knowledge are formed. The upbringing of a comprehensively developed, highly cultured person requires such training that would ensure consistency in the assimilation by students of a certain system of knowledge in different fields of science.
The effectiveness of the educational process depends on the correct, pedagogically sound choice of forms of organization of education, which is ensured by a deep and comprehensive analysis of the educational, developmental, educational opportunities of each of them.
Appendix 1.
LESSON PLAN
TOPIC: "Preparation and launch of PD and OD"
Methodological goal: To improve the methodology for organizing independent, creative work of students in the lessons of industrial training.
THE PURPOSE OF THE LESSON:
Develop independence Creative skills students.
Develop the ability to independently see the problem.
Reinforce the previously studied topic.
Methodological support of the lesson: tractor MTZ-80
a set of tools, instructional cards, task cards, refueling inventory.
ORGANIZATIONAL PART
1. Checking those present, students' readiness for the lesson.
DURING THE CLASSES
The lesson consists of several stages. Statement of the problem, the students were given a task.
Carry out STO, PO and OD operations.
Preparation of PD and OD for launch.
Independently detect and eliminate PD malfunctions.
Independent work of students on the preparation and start of engines.
CURRENT BRIEFING
Observing labor protection, carry out ETO.
Prepare to launch PD.
Prepare to launch OD.
Launching PD and OD.
BIBLIOGRAPHY.
1. Zotov Yu.B. Organization of a modern lesson. - M .: Education, 1985.
2. Cheredov I.M. Forms of educational work in high school. - M .: Education, 1988
3. V.V. Guzeev Educational technology: from admission to philosophy. M.: September, 1996.
4 O.B. Episheva, V.I. Krupych: Formation of methods of educational activity Book for the teacher.-M.: Education, 1990
5. Matyushkin A.M. Problem situations in thinking and learning. - M., 1971
6. Moskvin V.M. Organization and methods of industrial training of tractor drivers.- M .: Agropromizdat, 1991
7. Problems of formation of professional interests among students of vocational secondary schools. Toolkit. - M.: Higher school, 1992
8. Zverev I.D. Modern lesson: searches, problems, finds. Soviet Pedagogy, 1986
9. Poznyak I.P. Organization and methods of teaching in vocational schools. - M.: Higher school, 1983
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GBPOU "Novgorod Regional College of Arts named after S.V. Rachmaninov"
APPROVE
College Principal
IN AND. Gladilina
discipline
Fundamentals of the organization of the educational process
speciality
"Music Theory 53.02.07
developer:
teacher NOKI Priymak Victoria Vitalievna
V.Novgorod
2016
1. Introduction
The work program of the discipline "Fundamentals of the organization of the educational process" is part of the main educational program in accordance with the Federal State Educational Standard in the specialty SPO 53.02.07 "Music Theory" of in-depth training in terms of mastering the main type of professional activity - a teacher, organizer of musical and educational activities.
A teacher, organizer of musical and educational activities is preparing for the following activities:
1. Pedagogical activity (educational and methodological support of the educational process in children's art schools, children's music schools, other institutions of additional education, general education institutions, institutions of secondary vocational education).
A teacher, organizer of musical and educational activities must have general competencies, including the ability to:
1. Understand the essence and social significance of your future profession, show a steady interest in it.
2. Organize their own activities, determine the methods and ways of performing professional tasks, evaluate their effectiveness and quality.
3. Solve problems, assess risks and make decisions in non-standard situations.
4. Search, analyze and evaluate information necessary for setting and solving professional tasks, professional and personal development.
5. Use information and communication technologies to improve professional activities.
6. Work in a team, communicate effectively with colleagues, management.
7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.
8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
9. Navigate in the face of frequent technology changes in professional activities.
10. Perform military duty, including with the application of acquired professional knowledge (for young men).
11. Use the skills and knowledge of the basic disciplines of the federal component of secondary (complete) general education in professional activities.
12. Use the skills and knowledge of the specialized disciplines of the federal component of secondary (complete) general education in professional activities.
A teacher, organizer of musical and educational activities must have professional competencies corresponding to the main types of professional activity:
1. Pedagogical activity.
1. To carry out pedagogical and educational and methodological activities in children's art schools, children's music schools, other educational institutions of additional education, general education institutions, institutions of secondary vocational education.
2. Use knowledge in the field of psychology and pedagogy, special and musical-theoretical disciplines in teaching.
3. Use basic knowledge and skills in organizing and analyzing the educational process, in the methodology for preparing and conducting a lesson in a class of musical and theoretical disciplines.
4. Master the educational and pedagogical repertoire.
5. Apply classical and modern methods of teaching music-theoretical disciplines.
6. Use individual methods and techniques of work in the classroom of musical and theoretical disciplines, taking into account the age, psychological and physiological characteristics of students.
7. Plan the development of professional skills in students.
8. Use educational and methodological literature, form, critically evaluate and justify your own methods and methods of teaching.
2. Organizational, musical and educational activities in the creative team.
1. Apply basic knowledge of the principles of labor organization, taking into account the specifics of the activities of pedagogical and creative teams.
2. Use basic legal knowledge in the activities of a specialist in organizational work in educational and cultural institutions.
3. Develop lecture and concert programs taking into account the specifics of the perception of different age groups of listeners.
4. Own the culture of oral and written speech, professional terminology.
5. Carry out lecture and concert work in the conditions of a concert audience and a recording studio.
6. Use various forms of public relations for the purpose of musical education.
3. Correspondent activity in the mass media in the sphere of musical culture.
1. Develop information materials about events and facts in the field of culture and art for publication in print media (media), use on television, radio, online media.
2. Collect and process materials about events and phenomena artistic culture through the use of modern information technologies.
3. Use proofreading and editing skills in working with musical and literary texts.
4. Perform theoretical and performance analysis of a musical work, apply basic theoretical knowledge in musical and correspondent activities.
"The work program of the discipline" Fundamentals of the organization of the educational process "can be used in the following areas of professional activity of graduates:
1. pedagogical activity;
2. administrative and methodological activities
The academic discipline "Fundamentals of the organization of the educational process" in the structure of the main professional educational program belongs to the section MDK 01.01 "Pedagogical foundations for teaching creative disciplines".
2. The purpose and objectives of the discipline
The aim of the course is:
formation of a base for all further professional activity, creation of a broad professional outlook through acquaintance with basic documents, technologies and methods.
The objectives of the course are:
The study of the "Law on Education", provisions relating to modern creative institutions, the study of forms of documentary support for the work of a teacher. The study of the main general pedagogical and musical-pedagogical technologies and methods. The study of special forms of work in the classroom.
3. Requirements for the level of mastering the course content
As a result of completing the course, the student must:
know:
- basic provisions educational documents, have an idea about the structure of the documentary support of the educational process.
be able to:
- to be guided in various technologies and techniques;
- develop documents necessary for pedagogical work;
make the necessary paper and electronic manuals for classes
- work with sound recording equipment;
be competent:
- in area modern pedagogy,
- in the field of the legal base of pedagogical work
- modern technical equipment of the lesson.
4. The volume of discipline, types of educational work and reporting
Mandatory student workload - 48 hours, of which: classroom small-group - 32, independent work of the student - 16. Forms of final control - the total result for current grades (interview for missed topics)
Thematic plan of discipline
"Fundamentals of the organization of the educational process"
Specialty -53.02.07 "Music Theory",
Full-time form of education.
The maximum study load is 48 hours, classroom group classes are 32 hours, student's independent work is 16 hours.
№
Name of topics
Maximum teaching load
Auditory lessons
Independent work
Introduction to the discipline:
what is the learning process.
3
2
1
2
Teacher and pupil
3
Variety of forms pedagogical communication. Lesson.
6
4
2
4
Legislative framework education Educational services and customer
Author's program
5
Educational institution. Charter, job responsibilities, workload, schedule.
6
Student's diary, workbook, visual aids. Handout
Textbooks, programs, manuals on electronic media
6
4
2
7
Traditional and alternative technologies and methods.
8
Extracurricular work. Preparing for the lesson. Training. Teacher certification
9
Final interview
3
2
1
Total hours
48
32
16
Topic number 1. Introduction to the discipline: what is the educational process and how it can and should be organized.
Concepts: organization, provision, optimization of the educational process. The educational process in the light of modern trends: recall from general pedagogy
humanization of education, methodological and technological centrism, practice orientation.
Modern tendencies
Inclusion of music in common system harmonious education of the individual will allow to educate a fully sensitive, appreciating creativity and work of a person;
Implementation of general education and primary musical education on the basis of the complex musical development of the child;
Reliance in training on broad repertory trends and comprehension of the performance features of various styles, eras and authors;
Reliance in training on the formation of auditory-rhythmic-motor representations;
The current trend at the end of the twentieth century: early musical education and training - from 3-4 years old;
The trend towards the use of collective forms of education: "group methods" (Japan, Germany, Russia)
The tendency to creative music-making - as the basis for the development of the child's musical thinking;
The tendency to intensify and constantly update the pedagogical process and, as a result, accelerate the technical and artistic maturation of the student;
New pedagogical methods and techniques of the 2nd half of the 20th century:
-- Reliance in learning on the psychomotor (motor) and auditory principles, the complex intellectual and emotional development of all spheres of the child's personality and the uniform activation of his brain zones;
The widespread creation of "0"s, preparatory groups and classes, or individual preparatory classes on the basis of educational institutions (1-2 years, depending on the age of children);
-- Methods of "personalization" of the material (In Russia: Maltsev A., Shatkovsky G.A., Kiryushin V.N.);
-- The implementation of musical education by the method of "immersion" in music, in its language and means at the level of "speech" (Artobolevskaya A.D., Barenboim L., Maltsev A.)
Problems of creating motivation for learning musical art (performance) at the beginning of the 21st century, especially in Russia.
The trend towards the emergence of numerous Competitions, Festivals, Reviews and other collective competitions. Their positive role in the education of the professional qualities of a pianist.
The trend towards a strong stratification of the level of students in light of the emergence of "competitive" and "uncompetitive" students.
The emergence of new approaches and methods does not exclude the use of effective and efficient "classical" methods in teaching.
The educational process is a specially organized interaction between the teacher and the student.
The purpose of training is to meet the needs of society and the individual himself in his development and self-development.
The pedagogical process is presented as a system of five elements:
- the purpose of training (why to teach);
- the content of educational information (what to teach);
- methods, teaching methods, means of pedagogical communication (how to teach);
Who is the teacher
- student, who is he
1. Describe the points of your future work
2. Give a description, for example, of our work with you
3. Christ and his disciples Why, what and how did he teach them (How was this educational process organized? By itself and with Divine help Who is the initiator?
4. Film Kill Bill Teacher is God, teaching is the way to him through pain and humiliation. Does art require sacrifice? Or modern education seeks the comfort of the student?
The pedagogical process is a process of communication. What should the communication be like? I will read to you from the book "The Tree of Music" by Heinrich Orlov.
The pedagogical process is a process of labor
The pedagogical process is a creative process
The pedagogical process is a specific process
The pedagogical process is an educational process
Let's comment on the concepts:
Creativity, creative process, creative personality
Upbringing
Topic number 2. Teacher and pupil.
Teacher and student are mutual professions.
Teacher (Pedagogue. Mentor. Lecturer) - a person who has special training and is professionally engaged in pedagogical activities.
The pedagogical function is the direction of application of professional knowledge and skills prescribed to the teacher.
Lead a lesson and prepare this lesson
Carry out extracurricular educational work
Prepare documentation
Upgrade your skills and get certified.
Task - 1. make a list of the qualities of a good teacher.
Pedagogical talent
Its sign is the mutual love of the student, teacher and profession.
Ability to adapt to learning environment. Schoenberg's response to an American journalist.
Pedagogical excellence
Several of its components can be distinguished:
1. Variation in student stimulation.
2. Pedagogically competent summing up the results of the lesson or its separate part.
4. Use of pauses or non-verbal means of communication.
5. Skillful application of the system of positive and negative reinforcement.
6. Statement of leading questions and verification questions.
7. Asking questions that lead the student to generalize the educational material.
8. The use of divergent type tasks in order to stimulate creative activity.
9. Determining the concentration of attention, the degree of involvement of the student in mental work on outward signs his behaviour.
10. Use of illustrations and examples.
11. Use of reception of repetition.
Pedagogical principles
worth confessing or at least keeping in peripheral memory
The minimax principle is saving. His vulgar understanding. The hardest part is planning the MINI and securing and claiming it.
Natural conformity - given age, immediate prospects, level of abilities and opportunities
Professional expediency
Activities - Stuffed fish doesn't always swim. Practicality, competence
Continuity of the educational process, the process of education, the lifetime of pedagogical education.
Variations (the most difficult thing is not to lose the invariant)
Perfectionism, ideality, high efficiency
Mindfulness, analysis and introspection, thinking about causes and effects, ends and means..
Psychological comfort
creativity
openness
Love and patience
Humanization (do no harm!) Not education is expensive, but an EDUCATED PERSON. We watch a video clip from the musical decade and discuss the traditional formulas: Does the end justify the means? Does art require sacrifice?
Student. Task - 1. make a list of the qualities of the desired student. For example:
talent
Responsiveness
Interest
Mind
Activity
Neatness
Attentiveness
perseverance
good faith
industriousness
Sociability
Curiosity, thirst for knowledge
Ambition.
2. leave the required minimum.
Especially about the inclusive approach.
Together come to the Schoenberg formula:
1. capable, gifted = receptivity
2. talented = evolving
3. ingenious = able to generate ideas, to create new structures
Watch on YouTube: Film-lecture of Chernigovskaya "Raising Gifted Children"
In our profession, as in no one, there is a tradition - THE CULT OF GENIUS
Formula 10% GIFTED + out of them 10% REALIZED
What are the conclusions from this?
Richter about the pianist: Guess the ending.
Application: Recruitment and career guidance
The recruitment and career guidance of the student largely depends on the diplomacy of the teacher.
Group discussion – what are the challenges of recruitment and how does one imagine career counseling
Read and analyze the text of the article for parents together
Why should a child play music?
or
10 REASONS TO TEACH YOUR CHILD MUSIC.
The author of the article is Kirnarskaya D.K. Doctor of Arts, Doctor of Psychology, Vice-Rector Russian Academy music to them. Gnesins
Despite the fact that the child falsely yells songs of Cheburashka, and he has no hearing; despite the fact that there is nowhere to put the piano, and the grandmother cannot take the child “to music”; despite the fact that the child has no time at all - English, Spanish, swimming section, ballet and so on and so forth. There are good reasons to overcome all this and still teach music, and modern parents should know these reasons. [ Download the file to see picture ] To play is to FOLLOW TRADITIONS. Music was taught to all aristocrats, Russian and European. Playing music is gloss, brilliance and chic, the apotheosis of secular manners. Duke Ellington started playing the piano because there are always girls around the guy who plays. Well, what about the girl playing around?[ Download the file to see the picture ] Attention, parents of brides![ Download the file to see the picture ] on weekdays and holidays. Almost with the same tenacity with which champions train in the gym and on the rink. But, unlike sports heroes, you can't break your neck, leg, or even your arm while playing the piano.[ Download the file to view the picture] Attention, strict parents! Music is the education of character without the risk of injury: it's good that this is possible! [ Download the file to see the picture ] While studying music, the child develops MATHEMATICAL ABILITIES. He thinks spatially, hitting the right keys, manipulates abstract sound figures, memorizing musical text, and knows that in a piece of music as in a mathematical proof: neither subtract nor add! It is no coincidence that Albert Einstein played the violin, and professors of physics and mathematics at Oxford make up 70% of the members of the university music club. [ Download the file to view the picture ] Attention, far-sighted parents of future mathematicians and engineers! Making music is more pleasant than solving difficult problems from under a tutor's stick. [ Download the file to see the picture ] MUSIC AND LANGUAGE are twin brothers. They were born next to each other: first, the eldest - music; then the youngest - verbal speech, and in our brain they continue to live side by side. There are phrases and sentences, commas and periods, questions and exclamations both in music and in speech. Those who play and sing speak and write better, remember foreign words more easily, and learn grammar faster. Musical writers Turgenev and Stendhal, Boris Pasternak and Leo Tolstoy, Jean-Jacques Rousseau and Romain Rolland, each of whom knew more than one foreign language, recommend music to all future polyglots. [ Download the file to view the picture ] Attention, wise parents of future journalists and translators! In the beginning there was the Word, but even earlier there was the Sound. [ Download the file to see the picture ] Music is STRUCTURAL AND HIERARCHICAL: large works break up into smaller parts, which in turn are divided into small themes and fragments consisting of small phrases and motives. understanding the musical hierarchy makes it easier to understand the computer, which is also entirely hierarchical and structural. Psychologists have proven that little musicians, students of the famous Shinichi Suzuki, even if they didn’t succeed in developing musical ear and memory, they outperformed their peers in terms of structural thinking. [ Download the file to view the picture ] Attention, pragmatic parents of future IT engineers, system administrators and programmers! Music leads straight to the heights of computer science; it is no coincidence that Microsoft prefers employees with a musical education. [ Download the file to view the picture ] Music classes DEVELOP COMMUNICATION SKILLS, or, as they are called today, communication skills. Over the years of study, a child musician will get to know the gallant and friendly Mozart, the ruffed and athletic Prokofiev , wise and philosophical Bach and other very different musical personalities. While playing, he will have to reincarnate in them and convey to the public their character, manner of feeling, voice and gestures. Now there is one step left to the manager's talent. After all, perhaps the main thing for him is to understand people and, using his understanding, manage them. [ Download the file to view the picture ] Attention, ambitious parents of the future founders of business empires! Music leads from heart to heart, and the most formidable weapon of a top manager is the disarming smile of a “nice guy.”[ Download the file to see the picture] -Women are steadfast and firm in spirit, like men. Music softens morals, but in order to succeed in it, one must be courageous. [ Download the file to view the picture ] Attention, far-sighted parents who expect help and support in old age! Children who have studied music are sympathetic and patient at the same time, and therefore are more often ready to give their elderly parents that very “glass of water.” deadline for submitting work. At a music school, you can’t postpone the scale test and the cool concert until tomorrow or a week ahead. The position of an artist on the stage teaches one to be as ready "on order", and a child with such experience will not fail a serious exam, a job interview and a responsible report. [ Download the file to view the picture ] Attention, restless parents! Music lessons in childhood are the maximum endurance and artistry for life. [ Download the file to see the picture ] Music lessons EDUCATE LITTLE "CAESARS" who can do many things at once. Music helps to navigate in several simultaneous processes: for example, a pianist reading from a sheet , does several things at once - remembers the past, looks to the future and controls the present. The music flows at its own pace, and the reader cannot stop, rest and take a breath. Similarly, an air traffic controller, computer operator, or stockbroker monitors several screens and simultaneously listens and transmits information on several phones. Music teaches you to think and live in several directions. [ Download the file to see the picture ] Attention, overworked and tired parents! It will be easier for a child musician than you to run through several paths in life and come first everywhere. See points 1-9. It is no wonder that many celebrities have a musical background:[ Download the file to view the picture ] Agatha Christie wrote her first story about why it is difficult for her to play the piano on stage;[Download the file to view the picture] Condoleezza Rice, on the contrary, most loves to play in public in his dazzling concert dress; [ Download the file to see the picture ] Bill Clinton is sure that without the saxophone he would never have become president. Look at successful people in any field, ask if they were not engaged in music in childhood, even if only for a short time, even if without much zeal? Of course they did. And we have 10 reasons to follow their inspiring example! GROW WITH US!
Topic number 3. A variety of forms of pedagogical communication. Lesson. Lesson types.
What forms of practice have you yourself transcended?
lecture;
seminar;
workshops
independent work of students;
consultation;
various forms of control of theoretical knowledge (tests, written works, reports, colloquium ..);
individual and group, including small-group classes in performing disciplines;
master classes of teachers and invited experts;
academic concerts,
technical tests
laboratory works
Internship
educational practice;
essay;
final qualifying work, concert performance.
Why a variety of forms of the lesson?
Why is a small group lesson in vogue?
What exactly is a group lesson?
Relationships in the classroom:
Subject - object and subject - subject .. which is better?
How do you interact with each other?
The concept of interactive interaction.
Make a special lesson in solfeggio or musical literature:
Presentation lesson (computer, whiteboard)
Lesson-conference (co-speakers and discussion)
Lesson-competition
Analyze the traditional, optimal lesson of the combined type
in solfeggio and musical literature
Public lesson
Blocks of lessons.
Estimates. Evaluation criteria. Rating system.
Topic No. 4. Legislative foundations of education Educational services and the customer
For education pedagogical system: in addition to the activities of teachers and students, it is necessary
- a certain material base,
- management activities aimed at creating conditions for solving educational problems;
1. The basis of the process is financing of different levels. List them.
2. Divide educational institutions into pre-professional and additional education.
"Who pays - he orders the music" - curricula and programs of different levels
Law on education, educational policy of the state.
The goals of the founders of the level below
Charter of the educational institution
Personal order of the consumer.
Standards, curricula, training (working) programs.
The educational program gives the main characteristics of this education (volume, content, planned results), contains a curriculum, a calendar curriculum, work programs for subjects, assessment and methodological materials.
Let's get to know this program.
The educational programs implemented by the music school are divided according to the terms of study into 7-year and 5-year (instrumental and vocal performance), 1-3-year (early aesthetic development) and 1-year (early professional orientation and improvement of performing skills) . The transition to training in a 1-year educational program of early professional orientation and improvement of the performing skills of students is possible after they have mastered a 7-year or 5-year training program. The complex of subjects and the volume of hours in the curricula determine the completeness and intensity educational course, provide the most complete disclosure of the abilities of students, the formation of the necessary complex of knowledge, skills and abilities. Introduction to the school curriculum of such subjects as "Music Making", "Listening to Music", elective subjects "Rhythm", "Select by Ear and Improvisation", "Solo Singing", "Vocal Ensemble", "Other Musical Instrument", " Computer techologies”, etc. contributes to the versatile and harmonious development of the musical abilities of students. "Music making" develops the practical skills of students. "Listening to music" allows you to more effectively develop the musical thinking of students on initial stage learning. Elective subjects - "Rhythm", "Improvisation and selection by ear", Accompaniment", "Other musical instrument", "Solo singing", "Composition", "Individual solfeggio", "Computer technology", "Initial harmony" - give the opportunity to expand the circle of musical interests of children; the disciplines included in the scope of the subject complement the courses of the main curricula. The curriculum of the educational program for early professional orientation and improvement of the performing skills of students provides for an increase in hours for professionally orienting subjects - "Musical Subject", "Solfeggio", "Musical Literature". The plan of this educational program introduces an important subject for future professionals " elementary theory music." The program of early aesthetic development is built on a complex of disciplines mastered in game forms: "Musical ABC", "Rhythm", "Chorus". The curriculum for them, as well as for elective subjects - "Fine Arts", "Foreign Language", "Stage Primer" allotted 1 academic hour per week (an academic hour here is 30 minutes).
Exemplary program - compiled by a competent methodologist, can be the basis for a specific work program
The educational (working) program contains:
1. an explanatory note on the objectives of studying this subject, the basic requirements for the knowledge and skills of students, recommended forms and methods of teaching;
2. thematic content of the studied material; the estimated amount of time that the teacher can spend on studying individual issues of the course;
3. list of educational equipment and visual aids;
4. list of literature, repertoire list
5. Special available guidelines for teachers, homework forms, control forms (questions, tickets, minimum performance tests and exams)
6. Now it is customary to stipulate evaluation criteria
. In any educational institution today, several variants of programs in the same subject can be used simultaneously, which are offered for assimilation by students in accordance with their interests and capabilities.
Let's look at the attached options for programs by discipline:
Solfeggio
Music Literature
Rhythmic
Listening to music.
Let's find these sections in them.
On electronic media, you will be given a manual on the preparation of work programs and the actual work programs in various disciplines.
Topic number 5. Educational institution. Charter, job responsibilities, workload, schedule.
Educational documents of the teacher: work programs, calendar-thematic plans or individual plans student, magazine, electronic diary. Possible form of lesson plans.
Topic number 6. Educational institution. Charter, job responsibilities, workload, schedule.
Teacher teaching documents
Working program, calendar - thematic plans, individual plans, magazine.
Lesson plans.
Topic number 7. Traditional and alternative technologies and methods.
TermTechnology (from [ Download the file to view the link ]
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· art, skill, ability;
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· [Download the file to view the link]; technique, method of production) in a broad sense, a set of methods, processes and materials, in a narrow sense, a set of organizational measures, operations and techniques used in any industry, as well as a scientific description of methods [ Download the file to view the link ] or agricultural [ Download file to see the link ], that is, there. Where the production of a certain product takes place. Today, they talk about services and products in relation to any activity. For example, about high technologies, including pedagogical
AT colloquial speech the term technology is often replaced by the English phrase Know How (know-how) know how (to do) [ Download the file to view the link ]
Technique is the deft execution of certain procedures.
Technology is an understanding of how these processes proceed, their thinking through, planning, ensuring the success of the results.
At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.
Pedagogical technology appears where the interaction between the teacher and the student as a system is clearly defined. Technology answers the question - how best to achieve learning goals by managing this process. The technology is aimed at the consistent implementation in practice of a pre-planned learning process
We will call educational technology a complex consisting of:
planned learning outcomes, diagnostic tools in the process of learning a set of learning models Any pedagogical technology must meet the basic requirements:
Conceptuality: reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Controllability. Planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, must guarantee the achievement of a certain standard of learning.
Reproducibility. Possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other teachers.
In the most generalized form, all technologies known in pedagogical science and practice were systematized by G.K. Selevko. A fundamentally important aspect in pedagogical technology is the position of the student in educational process attitude towards the student on the part of the teacher.
There are several types of technologies.
a) Authoritarian technologies;
b) Didactic technologies;
c) Person-oriented technologies;
d) Humane-personal technologies;
e) Technologies of cooperation;
f) Technologies of free education;
g) esoteric technologies;
and others.
Way, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory-illustrative, programmed learning, developmental learning, self-developing learning, dialogic, communicative, playful, creative, etc.
According to the category of students, the most important and original are:
Mass school technology designed for the average student;
advanced level technology (in-depth study of special education subjects, etc.)
technologies of compensatory education (pedagogical correction, support, alignment, etc.)
technologies for working with deviant (difficult and gifted) children.
Large class names modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.
Differences between student-centered learning systems and traditional ones:
joint work in the classroom encourages the student to discover new knowledge, to independent search activity;
the student's subjectivity is realized - the possibility of choosing the path and method of cognition;
the participation of the student in solving problem situations is ensured;
there is cooperation between the teacher and the student;
creative search activity is carried out in small groups, which allows students to arouse a sense of their own importance.
There is a change in the educational paradigm: different content, different approaches, different law, different attitudes, different behavior, different pedagogical mentality are offered.
The content of education is enriched with new procedural skills, the development of abilities to operate information, creative solutions to the problems of science and market practice with an emphasis on the individualization of educational programs. The role of science in the creation of pedagogical technologies that are adequate to the level of social knowledge is increasing.
Today, the principle of variability has been proclaimed in education, which makes it possible to choose and design the pedagogical process according to any model, including author's ones. The progress of education is also moving in this direction: the development of various options for its content, the use of the possibilities of modern didactics in increasing the effectiveness of educational structures; scientific development and practical justification of new ideas and technologies.
Under these conditions, the teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, trends.
Pedagogical technology appears there and then, when the educational activity of the child is clearly distinguished in the educational system as a system property: guaranteed achievement of learning outcomes; parity between teacher and students; the ability to work in pairs, in groups; the opportunity to communicate with friends; possibility to choose the level of education; Ability to work at your own pace early presentation of the final learning outcomes; "soft" control in the process of mastering the educational content.
The design of educational activities is a characteristic feature of pedagogical technology. This is what distinguishes technology from methodology.
General pedagogical technologies and methods
In modern conditions, in the period of increasing the amount of information and knowledge accumulated by mankind, teachers understand that the education of the younger generation should be personally oriented. And this means that it is necessary to take into account the abilities, needs, characteristics of students. Training should be developmental, motivational, differentiated, etc. The main tasks of the school are: teaching self-selection and use of the necessary information.
One of the training tools that can solve these problems is modular training. Its essence lies in the fact that the student independently achieves the goals of educational and cognitive activity in the process of working on a module that combines learning goals, educational material indicating tasks, recommendations for completing these tasks. Indeed, for today's young men and women, this is especially important, because they will not have an easy life, where you have to be able to do everything yourself.
Therefore, the possibilities of modular technology are enormous, because thanks to it, the central place in the “teacher-student” system is occupied by the student, and the teacher manages his teaching, motivates, organizes, advises, and controls.
The module is the target functional unit, which combines learning content and methods of learning activities to master this content.
A modular lesson allows students to work independently, communicate and help each other, evaluate their work and that of their friend. At the same time, it is necessary that each student understands the purpose of the lesson, what to study and what to focus on. The role of the teacher in modular learning is about student management. With such an organization, he has the opportunity to communicate with almost every student, help the weak and encourage the strong. The peculiarity is that during the lesson, students receive a lot of marks (points), which are set only in a notebook. In this case, it turns out that even a deuce becomes a point. Only the “exit control”, which is carried out at the end of the study of the topic, is given in the journal.
Modular learning technology allows you to determine the level of assimilation of new material and quickly identify gaps in students' knowledge.
Differentiated learning is: 1) a form of organization of the educational process, in which the teacher works with a group of students, drawn up taking into account the presence of any common qualities that are significant for the educational process; 2) part of the general didactic system, which provides specialization of the educational process for different groups of students.
The main provisions of the theory of developmental education are based on the approach to human development as a holistic phenomenon that occurs in the conditions of “the unity of functions (inclinations, capabilities) tuned to activation and the environment appropriate for their activities”. The foundation for such a holistic phenomenon is another integrity - human culture, the only possible environment for its development and transmission - the learning process, and the teacher becomes an intermediary between the student and culture, student and life, educational material and the child's capabilities.
The limitations of traditional teaching became very apparent. It does not fully contribute to the formation of a system of internal motives of learning as the basis for the purposeful development of thinking, the inculcation of skills for independent cognitive activity, the development of creative abilities, mental activity to solve practical musical problems, and the use of existing knowledge to master new educational material. In traditional education, the student acquires skills and abilities in the so-called “ready-made” form. A certain amount of dogmatic memorization of musical rules, techniques and concepts is connected with this, and not their theoretical and practical understanding.
The use of problem-based learning methods does not mean a rejection of traditional explanatory and illustrative methods. The “doses” of their combination should be determined depending on the specific conditions. Such as, for example, the level of the student's musical outlook, his theoretical and performing training, the nature of the works being studied, etc., as well as traditional, problem-based classes are conducted in full accordance with the requirements of the curriculum, their distinguishing features are consistency and systematic learning all sections of the main course of study. In problem-based learning, all issues are solved by students under the guidance of a teacher through an active creative search for new knowledge, skills, and abilities.
Game technologies are also suitable and relevant in the work of a music teacher
Unlike games in general, a pedagogical game has a clearly defined goal of learning and corresponding to it. pedagogical result, which can be substantiated, highlighted explicitly and characterized by educational and cognitive orientation.
When using gaming technologies in the classroom, the following conditions must be met:
1) compliance of the game with the educational goals of the lesson;
2) accessibility for students of this age;
3) moderation in the use of games in the classroom.
Systematic-activity approach.. Little study time is allotted for theoretical disciplines in the Children's Music School. It is important to contribute to the student's ability to work independently. The student's research experience is formed in the process of joint auditory and textual analysis. The teacher sets the task of developing the skills of monologue speech, arranging and conveying textual information, the ability to conduct a dialogue.
Among the principles of this approach, the minimax principle is especially important.
Addition to the topic:
Valeology, health saving technology
The term "valeology" was introduced into scientific circulation by a Soviet scientist, Doctor of Medical Sciences, [Download the file to view the link], a member of the [Download the file to view the link] [Download the file to view the link].
The issue of building a general theory [ Download file to view link ] is conceptually and methodologically related to the problem of creating a holistic theory of man, which is currently far from being solved. [ Download file to view link ] Experts in the field [ Download file to view link ] and [ Download the file to view the link ] believe that for this reason the claims of valueology to build an integral theory, to create new ideals, a new value system and, finally, a new person are unfounded and meaningless.[ Download the file to view the link ] The desire of valeologists to find an area of applicability for valeology that is fundamentally different from medicine has led to the inclusion of non-scientific, religious and occult concepts in valeology, as well as [ Download the file to view the link ].[ Download the file to view the link ] Attempts to enter in this form valeology into the system Russian education caused widespread scientific and public criticism, as a result of which in 2001 the subject "valueology" was excluded from the basic curriculum educational institutions, and the specialty "pedagogical valueology" is excluded from the List of areas of training and specialties of higher pedagogical education. For 2011, theoretical and practical problems of valeology continue to be studied in a number of academic institutions in Russia, Ukraine, Belarus, Kazakhstan and the Czech Republic. The teaching of valueology on an optional basis has been preserved in some Russian schools, as well as in several other CIS countries.
Topic number 8. Extracurricular activities. Preparing for the lesson. Training. Teacher certification
The certification of teachers is carried out on the basis of an expert assessment of labor: its effectiveness and the quality of the educational process. It is carried out at the request of teachers and is based on the principles of democracy, collegiality, moral and material encouragement, stimulation of continuous education, and publicity.
According to the results of certification teacher
corresponds to the position held, without qualification category
receives the first or highest qualification category
Together we will get acquainted with a sample of an expert opinion.
This affects the status of a teacher in music schools and his salary.
5.2. Requirements for forms and content
current, intermediate, final control
Regular control stimulates the systematic work of students, provides the conditions for the qualitative implementation of the topic:
a frontal survey checks the assimilation of theoretical material, knowledge of the main provisions of the literature read and materials found on the Internet. An interactive form such as seminars is possible.
Criteria for evaluating responses
Excellent "5" - the student has read all the given literature and notes, can present the content and answer questions, has his own opinion, is able to make some generalizations.
Good "4" - The student has read the given literature, is generally aware of the content of the work, knows the content of the notes.
Satisfactory "3" - the student did not read all the given literature himself, mainly focuses on notes, there are problems in presenting the material.
Unsatisfactory "2" - the student did not complete most of the tasks.
Note. When grading, it is taken into account how actively the student showed himself in the current lessons. The grade can be increased for a successfully completed thematic message or a model lesson.
Topics for the interview.
Addressed to students who missed classes
Educational process
Lesson (lesson)
student (student, student)
teacher (teacher)
teach (teach)
Pedagogical principles
Pedagogical technologies
Learn (study, take lessons.)
Is the teacher learning?
Teacher qualification and certification
Pedagogical system
Material base
Management, administrative activities
Our Documents
The specificity of the discipline involves the maximum use of the dialogic form of work in the lesson
List of educational literature
Anokhina G.M. Personally-oriented learning system. // Pedagogy, No. 7, 2003
Gin A.A. Methods of pedagogical technique: Freedom of choice. Openness. Activity. Feedback. Ideality: A teacher's guide. - M .: Vita-Press, 1999.
Dolgunova, A.Sh. New information technologies in music education / A.Sh. Dolgunova // Musical education today: searches, innovations, problems. - Chelyabinsk: ChGIM im. P.I. Tchaikovsky, 2010. - S. 7-9.
Pankevich, R.V. Possibilities of information technologies in the implementation of the standard of higher education in the specialty "Music education" / R.V. Pankevich // [ Download the file to view the link ].
Yablonskaya, O.A. The main forms of testing knowledge in the lessons of musical literature: method. recommendations for teachers music schools, schools, lyceums, colleges / O.A. Yablonskaya // Questions of theory and history of music. - Chelyabinsk: ChVMU im. P.I. Tchaikovsky. - S. 173-180.
Yablonskaya, E.A. Domestic musical education in the context of globalization and informatization processes / E.A. Yablonskaya // Musical art of the Urals in the context of national cultural traditions and dialogue of cultures. - Chelyabinsk: UYURGII im. P.I. Tchaikovsky, 2011. - S. 179-181.
There are various forms of organization of the educational process: lesson, lecture, seminar, conference, laboratory-practical lesson, workshop, elective course, excursion, industrial practice, home independent work, consultation, exam, test, subject circle, workshop, studio, scientific society, Olympiad, course design, diploma design and etc.
In the modern domestic school, the lesson remains the main form of organization of education. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities of students.
Lesson- this is such a form of organization of the educational process in which the teacher organizes cognitive and other activities of a permanent group of students (class) within a precisely set time, taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for all students mastered the basics of the subject being studied directly in the learning process, as well as for the education and development of cognitive and creative abilities, the spiritual forces of the trainees.
In each lesson, you can highlight its main Components (explanation of new material; consolidation; repetition; testing of knowledge, skills, abilities), which characterize the various activities of the teacher and students. These components can act in various combinations and determine the construction of the lesson, the relationship between the stages of the lesson, i.e. its structure.
Under the lesson structureunderstand the ratio of the components of the lesson in their specific sequence and interconnection with each other. The structure of the lesson depends on the didactic goal, the content of the educational material, the age characteristics of the students and the characteristics of the class as a team. The variety of lesson structures implies a variety of their types.
generally accepted classification lesson types not in modern didactics. This is due to a number of circumstances, primarily the complexity and versatility of the process of interaction between the teacher and students in the classroom.
Let's take a look at some of the existing classifications of types of lessons.
1. Classification of lessons according to two criteria: content and method of testing denia (Kazantsev I.N.). According to the first criterion (content), mathematics lessons, for example, are divided into lessons of arithmetic, algebra, geometry and trigonometry, and within them - depending on the content of the topics taught. According to the method of conducting training sessions, lessons are divided into excursion lessons, film lessons, self-study lessons, etc.
2. Classification of lessons according to the logical content of the work and the main stages of the educational process (WITH. AT. Ivanov):
Introductory lesson;
Lesson of initial acquaintance with the material;
Lesson of assimilation of new knowledge;
A lesson in applying the acquired knowledge in practice;
Lesson of consolidation, repetition and generalization;
Control lesson;
Mixed, or combined, lesson.
3. Classification of lessons by the purpose of the organization, the content of the studied material and the level of students' learning
(M. AND. Makhmutov). According
With this approach, five types of lessons stand out:
Lessons of studying new educational material;
Lessons for improving knowledge, skills and abilities;
Lessons of generalization and systematization;
Combined lessons;
Lessons of control and correction of knowledge, skills and abilities.
4. Classification of lessons by the predominant component of the lesson
(IN AND. Zhuravlev). According to this classification, lessons are divided into mixed
(combined) and special. Combined in their structure
contain all the components of the lesson. The structure of special lessons is dominated by one component. Special lessons include:
A lesson in mastering new material;
Consolidation lesson;
repetition lesson;
Lesson control, testing knowledge.
5. Classification of lessons for didactic purpose
(B.P. Esipov, I. T. Whoa
springs, G. I. Schukin and others):
Lesson introducing students to new material or messages
(learning) new knowledge;
Lesson to consolidate knowledge;
A lesson in developing and consolidating skills and abilities;
General lesson;
Lesson for testing knowledge, skills and abilities (control lesson). Let's consider this classification in more detail.
A lesson in introducing students to new material or communicating (studying) new knowledge. This is such a lesson, the content of which is new material unknown to students, which includes a relatively wide range of issues and requires considerable time to study it. At such lessons, depending on their content, the specific didactic goal and the readiness of students for independent work, the teacher himself presents new material or students conduct independent work under his guidance.
The structure of the lesson of acquaintance with new material: repetition of the previous material, which is the basis for learning new material; explanation by the teacher of new material and work with the textbook; verification of understanding and primary consolidation of knowledge; home assignment.
Knowledge consolidation lesson. The main content of the educational work in this lesson is the re-comprehension of previously acquired knowledge in order to better assimilate them. In some cases, students comprehend and deepen their knowledge from new sources, in others they solve new problems for the rules they know, in the third, they reproduce previously acquired knowledge orally and in writing, in the fourth, they make reports on certain issues from what they have learned with the aim of deeper and their lasting assimilation, etc. Structurally, such lessons involve the passage of the following stages: checking homework; performing oral and written exercises; checking the execution of tasks; home assignment.
Closely connected with the lessons of consolidation of knowledge lessons of development and consolidation of skills and abilities. The process of consolidating skills and abilities goes on several lessons in a row. From lesson to lesson, the material should become more complex, so that it can really be seen that students are more and more successfully coping with this educational task.
On the summarizing lessons(generalization and systematization of knowledge) the most significant questions from the previously studied material are systematized and reproduced, existing gaps in students' knowledge are filled in and the most important ideas of the course being studied are revealed. Such lessons are held at the end of the study of individual topics, sections and training courses as a whole. Their mandatory elements are the introduction and conclusion of the teacher. The repetition and generalization itself can be carried out in the form of a story, short messages, reading individual passages from a textbook or a conversation between a teacher and students.
Lessons for testing knowledge, skills and abilities (control) allow the teacher to identify the level of learning™ of students in a particular area; identify shortcomings in mastering the material; chart the way further work. Control lessons require the student to apply all his knowledge, skills and abilities on this topic.
Verification can be carried out both orally and in writing.
In the practice of the school, the most widespread lessons are those in which several didactic tasks are solved at once. This type of lesson is called combined, or mixed. Sample structure of a combined lesson:
Checking homework and questioning students;
Learning new material;
Primary check of assimilation;
Consolidation of new knowledge during training exercises;
Repetition of previously studied in the form of a conversation;
Testing and assessing students' knowledge;
Homework assignment.
Mandatory elements of all the lessons described above are Organizing time and summarizing the lesson. The organizational moment involves setting goals and ensuring their acceptance by students, creating a working environment, updating the motives of educational activities and attitudes towards the perception, comprehension, and memorization of the material. At the stage of summing up the results of this lesson, it is important to record the achievement of goals, the degree of participation in their achievement of all students and each individually, the assessment of students' work and the definition of perspectives.
further work.
For any type of lesson, certain requirements most
common of which are the following:
Unity of educational, educational and developmental goals
Usage the latest achievements science, advanced pedagogical practice;
Implementation in the classroom in the optimal ratio of didactic
principles and rules;
Organizational clarity of the lesson;
Expedient selection of educational material in accordance with the requirements of the standard and the curriculum for the subject, as well as the objectives of the lesson, taking into account the age and level of training of students;
The choice of the most rational methods, techniques and teaching aids that provide a variety of activities for students;
The formation of students on the basis of acquired knowledge of the scientific worldview, high moral qualities and aesthetic tastes;
Development psychological features students (thinking, memory, attention, imagination, emotions, etc.);
Formation of cognitive interests, positive motives
learning activities, skills and abilities of self-acquisition of knowledge;
Development of creative initiative and activity of students.
In addition to the lesson, as noted above, there are other organizational forms of learning.
Lecture - This is a special design of the educational process. The teacher throughout the lesson reports new educational material, and students actively perceive it. A lecture is the most economical way to convey educational information, since the material is written in a concentrated, logically consistent form. The lecture allows for improvisation, which enlivens it, gives it a creative character, draws the attention of the audience, and arouses increased interest.
And depending on the didactic goals and place in the educational process, we take out and ut “water, installation, current, final, review lectures.
Introductory Lecture opens a lecture course on the subject. On this lek
tion shows the theoretical and applied value of the subject, its
reduce with other subjects, the role in understanding (vision) of the world, in fitting a specialist.
Orientation lecture(used, as a rule, in part-time and part-time
full-time education) retains all the features of the introductory, but it also has its own
specifics. At the orientation lecture, the teacher introduces students to the structure of the educational material, the main provisions of the course,
organization of independent work, features of the performance of control tasks, i.e. gives installation information on subsequent
Mote. "
current lecture serves for a systematic presentation of the material subject.
Final lecture completes the study of educational material. On it, the previously presented material is generalized at a higher theoretical level, the prospects for the development of a particular branch of science are considered.
overview lecture contains brief, largely generalized, information on the material covered. These lectures are more often used at the final stages of education (for example, before state names), as well as in correspondence and part-time forms of education.
Depending on the method of implementation, there are:
Information lectures- the most traditional type of lectures in higher education. An explanatory and illustrative method of presentation is used.
Problem lectures involve the presentation of the material using problematic issues, tasks, situations; The process of cognition occurs through scientific research, dialogue, analysis, comparison of different points of view, etc.
visual lectures involve visual presentation of the material by means of TCO, audio and video equipment, with a brief commentary on the materials shown.
Binary Lectures(lecture-dialogue) provide for the presentation of the material in the form of a dialogue between two teachers, for example, a scientist and a practitioner, representatives of two scientific areas, etc.
Lectures-provocations - these are lectures with pre-planned mistakes. They are designed to encourage students to constantly monitor the information provided and search for errors. At the end of the lecture, the students' knowledge is diagnosed and the mistakes made are analyzed.
Lectures-conferences are held as scientific and practical classes with listening to reports and speeches of students on a pre-set problem within the framework of the curriculum. In conclusion, the teacher sums up, supplements and clarifies the information, formulates the main conclusions.
Lectures-consultations suggest the presentation of the material in the form of "questions - answers" or "questions - answers - discussion".
Lectures are also subdivided on other grounds:
By common goals:
By impact:
In the introductory part In the main part In the final part
When reading a lecture, you must:
Express thoughts clearly and accurately;
Identify basic concepts, give their definitions;
Use feedback.
Seminar - training session in the form of a collective discussion of the issues under study, reports, abstracts. The difference between seminars and other forms of education is that they orient students towards greater independence in educational and cognitive activities. During the seminars, students' knowledge, obtained as a result of independent extracurricular work on primary sources, documents, additional literature, is deepened, systematized and controlled, worldview positions are affirmed, value judgments are formed.
The seminar is preceded by a long advance preparation: the lesson plan, basic and additional literature are reported. Seminars begin, as a rule, with a brief introduction by the teacher (introduction to the topic), then the announced questions are discussed sequentially. At the end of the lesson, the teacher sums up, makes a generalization. If messages or reports were prepared, then the discussion is based on them with the active participation of opponents, who are also prepared in advance.
The leading role of the teacher is manifested in the careful planning of educational work, the selection of significant issues for discussion, the selection of literature for independent study, and lectures are divided on other grounds:
For general purposes: educational, propaganda, propaganda, educating, developing;
By impact: at the level of emotions, understanding, beliefs.
Structurally, a lecture usually includes three parts: introductory, main and final. In the introductory part the topic is formulated, the plan and tasks are reported, the main and additional literature for the lecture is indicated, the connection with the previous material is shown, the theoretical and practical significance of the topic is characterized. In the main part the content of the problem is revealed, key ideas and provisions are substantiated, their concretization is carried out, connections and relationships are shown, phenomena are analyzed, the current practice and scientific research are assessed, development prospects are revealed. In the final part the summary is summarized, the main provisions are briefly repeated and generalized, conclusions are formed. Questions are answered.
When reading a lecture, you must:
Maintain a high scientific level of the information presented;
Ensure the evidence and reliability of the judgments expressed;
Express thoughts clearly and accurately;
Activate the thinking of listeners;
Establish contact with listeners, feel and understand the reaction of the audience;
The most common type is seminar-conversation. It is conducted in the form of a detailed conversation according to the plan with a brief introduction and conclusion of the teacher. It involves preparation for the seminar of all students on all issues of the plan, which allows you to organize an active discussion of the topic. On specific issues of the plan, speeches are heard, discussed, supplemented by other speakers.
Sometimes questions are pre-distributed among the participants of the seminar, they prepare reports, messages. Directly at the seminar, they are heard, discussed (seminar-hearing).
A special form of the seminar is seminar-discussion. It involves a collective discussion of a problem in order to establish ways to solve it. The seminar-dispute is held in the form of dialogue between the participants. It has the goal of forming value judgments, approval of worldview positions, development of the ability to debate, defend views and beliefs, concisely and clearly express one's thoughts.
The teacher's pedagogical guidance boils down to the fact that he helps students prepare a speech plan, find the necessary literature to substantiate conclusions and statements, and advises on emerging issues.
Conference (training)- an organizational form of training aimed at expanding, consolidating and improving knowledge. It is carried out, as a rule, with several study groups.
Preparation for the conference begins with the definition of the topic, the selection of questions that together reveal the chosen topic.
The main thing in the conference is a free, frank discussion of problematic issues. The conference in its features is close to the seminar and is its development, so the methodology for conducting conferences is similar to the methodology for conducting seminars. The requirements for the preparation of abstracts and reports for the conference are much higher than for seminars, since they are used as a means of shaping the experience of creative activity among students.
Laboratory and practical classes, workshops- forms of organization of training, in which students, on the instructions and under the guidance of a teacher, perform laboratory, practical work. They are carried out in classrooms, laboratories and workshops, on educational and experimental sites, in student production plants and student production teams.
The main didactic goals of such classes are experimental confirmation of the studied theoretical positions, mastering the technique of the experiment, the ability to solve practical problems by setting up experiments, the formation of practical skills in working with various devices, equipment, installations and other technical means.
These classes are also used to check the degree of assimilation of the theoretical material of major sections of the program.
Extracurricular activities provide for an in-depth study of academic subjects at the choice and desire of students. They are aimed at expanding the scientific and theoretical knowledge and practical skills of trainees.
According to educational tasks, electives are distinguished: 1 for in-depth study of basic academic subjects;
On the study of additional disciplines (logic, rhetoric, foreign language);
To study an additional discipline with the acquisition of a specialty (stenography, programming).
The focus of electives can be theoretical, practical or combined.
Excursion (training)- a form of organization of training in the conditions of production, a museum, an exhibition, a natural landscape with the aim of observing and studying by students various objects and phenomena of reality. Like a lesson, it suggests special organization interaction between teacher and students.
The significance of the excursion lies in the fact that it serves to accumulate visual representations and life facts, to enrich the sensory experience of the pupils; helps to establish a connection between theory and practice, learning with life.
Depending on the objects of observation excursions are divided into production, natural history, local history, literary, geographical, etc.
For educational purposes excursions can be thematic and review. Thematic excursions are conducted in connection with the study of one or more related topics of the academic subject. Comprehensive excursions cover interrelated topics of two or more academic subjects (for example, physics and chemistry; biology and geography).
By place in the studied section excursions can be introductory (preliminary), current (accompanying) and final (final.) An introductory tour is conducted in order to introduce students to something new to them. training course or section. The current excursion is designed to provide students with a deeper and more visual understanding of the topic being studied and its practical significance. The final excursion is carried out after studying the section, a major topic in order to generalize and systematize the material, to identify its connection with real processes and phenomena.
Any excursion is not an end in itself, but is included in the general system of educational work. It is planned in advance, in the study of which topics, consideration of which issues, the excursion is most appropriate.
When preparing for an excursion, the teacher determines its content and specifies the tasks, selects an object, finds out its educational opportunities, gets to know it himself and decides who will conduct the excursion. The tour can be conducted by the teacher himself or a guide (engineer, foreman, etc.) who has received instructions. At the same time, the teacher remains the organizer and leader of the cognitive activity of the students throughout the excursion.
Before the excursion, an organizational conversation is held, the date, place, purpose and objectives of the excursion are reported, the rules of safety and behavior on the excursion are explained, and the excursion object is briefly characterized. Students are instructed on the procedure for processing information, compiling reports, summarizing.
During the tour, an introductory conversation is held, the purpose of the tour is reminded, tasks are specified. After that, students begin to inspect the sightseeing objects and complete tasks: make notes, sketches, summarize what they see. The final stage of the tour is summing up.
The duration of the tour depends on its nature. It can take from 40-50 minutes to 2-2.5 hours. Based on the materials of the excursion, it is possible to conduct a subsequent lesson or seminar.
The development of the excursion form of education are expeditions- multi-day trips to study the ecological situation, collect historical information, folklore material, etc.
Internship- one of the forms of organization of the educational process in higher education.
Didactic goals industrial practice- formation of professional skills and abilities; expansion, consolidation, generalization and systematization of knowledge through their application in real activities.
Industrial practice is a complex form of the educational process both in organizational and methodological terms, since for its implementation it is necessary to combine the interests of the sphere of work and the educational institution, to adapt the learning process to the practical tasks of a particular enterprise, institution, organization.
The structure of work practice depends on the content of practical training and should provide a holistic preparation of a specialist for professional activities, i.e., the performance of the main professional functions of those positions in which a specialist can be used according to the qualification characteristics.
Home independent work- an integral part of the learning process. Refers to extracurricular activities. The role of this type of educational activity is especially increasing at the present time, when educational institutions have been tasked with developing in students the need for constant self-education, the skills of independent cognitive activity.
Didactic goals of home independent work:
Consolidation, deepening, expansion and systematization of knowledge gained during the classroom;
Independent mastery of new educational material;
Formation of skills and abilities of independent mental work, independence of thinking.
Home independent work is built taking into account the requirements of the curriculum, as well as the interests and needs of students, their level of development. Unlike other forms of organization of the educational process, the time spent on this work is not regulated. The mode and duration of work is chosen by the student himself, depending on his abilities and specific conditions, which requires him not only mental, but also organizational independence. Homework develops thinking, will, character of the student.
As a form of learning consultation is used to assist students in mastering educational material that is either poorly mastered by them or not mastered at all. Consultations are also held for students who are interested in an in-depth study of the subject. The consultations also set out the requirements for students in tests and exams.
There are individual and group consultations. Both types create favorable conditions for an individual approach to students.
Exam- a form of education aimed at systematization, identification and control of students' knowledge. The educational value of the exam is to mobilize and intensively develop the student's mental strength in an extreme situation.
Various forms of the exam are used: answering the questions of exam tickets, performing creative work, participating in competitions, defending the results of the study, testing, etc. *
offset- a form of study, close in purpose to the exam. The test can also be viewed as a preparatory stage before the exam.
Subject mugs and other similar forms of education (workshops, laboratories, departments, studios) they are very diverse both in direction and content, methods of work, teaching time, etc. The work of students in subject circles contributes to the development of their interests and inclinations, a positive attitude towards learning, and improving its quality.
On the basis of circle work can be created scientific societies (academies etc.), which unite and correct the work of circles, hold mass events, organize competitions and olympiads.
Competitions and Olympiads. These forms of education stimulate and intensify the activity of students, develop their creative abilities, form the spirit of competition. Competitions and olympiads are held at different levels: school, regional, republican, international. Recently, many different olympiads and competitions have been held remotely using the Internet.
According to the curricula and programs, students in professional educational institutions write course projects and term papers. Course projects are carried out according to the cycles of general scientific, mathematical and special disciplines; in the process of their preparation, students solve technical, technological and math problems. Coursework are carried out in humanitarian, general professional and special subjects. In the process of completing coursework, students solve problems of an educational and research nature.
course design how the organizational form of training is applied at the final stage of studying the subject. Course design allows you to apply the knowledge gained in solving complex production and technical or other problems related to the field of activity of future specialists.
The didactic goal of course design is to teach students professional skills; deepening, generalization, systematization and consolidation of knowledge on the subject; formation of skills and abilities of independent mental work; a comprehensive check of the level of knowledge and skills of students. Course design ends with the defense of course works.
The preparation of term papers is organized in stages: the topic is determined term paper; sets out the requirements to be followed in its implementation; the initial data for the course work are reported; recommended educational, scientific, reference literature; set the scope of work; a work schedule is drawn up; days of consultations are planned; conditions are created for the work to be done.
Diploma design- the organizational form used at the final stage of training in an educational institution. It consists in the implementation by students of graduation projects or theses, on the basis of the defense of which the State Qualification Commission makes a decision on awarding the qualification of a specialist to students.
The didactic goals of the graduation project are:
Expansion, consolidation and systematization of knowledge, improvement of professional skills and abilities;
Development of skills and abilities of independent scientific research;
Checking and determining the level of preparedness of graduates for independent professional activities.
Graduate work- this is an independent complex creative work, in the course of which students solve specific professional tasks that correspond to the profile of activity and the level of education of a specialist.
The thesis work is carried out according to an individual schedule, which the student develops together with the supervisor. The schedule includes the main stages of work, indicating the deadlines for the implementation of individual parts and the entire work as a whole, the time of its submission to the supervisor and reviewers, the date of defense.
Thus, the following stages can be distinguished in the thesis design:
Definition of the topic of the thesis, its approval, appointment of a supervisor;
Development of a schedule for writing a thesis;
Accumulation and processing of the necessary material;
Conducting research, experiments, etc.;
Writing the theoretical and experimental part of the thesis;
Approbation of researches;
Registration of the thesis;
Presentation of the thesis for review by the supervisor and reviewer;
Pre-defense of the thesis and admission to the defense;
Thesis defense at a meeting of the State Attestation Commission.
In general, diploma design not only helps to deepen and consolidate the acquired knowledge, but also teaches a research, creative approach to solving practical problems during the training period and upon its completion.
Types of training
In the practice of the work of educational institutions, relatively isolated, differing in a number of characteristics types of training.
Type of training- this is a generalized characteristic of training systems, which establishes the features of teaching and learning activities; the nature of the interaction between the teacher and students in the learning process; functions of the means, methods and forms of training used.
The type of training is determined pedagogical technology of education, underlying it (the content essence of pedagogical technologies will be considered in the lecture "Pedagogical technologies of education"). There are the following types of training: explanatory and illustrative, dogmatic, problematic, programmed, developing, heuristic, person-oriented, computer, modular, remote, interdisciplinary, etc.
Explanatory-illustrative (traditional, informing, usual)education- ^ type of training in which the teacher, as a rule, conveys information in finished form through a verbal explanation with the involvement of visibility; learners perceive and reproduce it.
dogmatic learning- a type of learning built on the acceptance of information without evidence on faith.
Problem learning - a type of training in which, under the guidance of the teacher, an independent search activity of students is organized according to the decision educational problems during which they form new knowledge, skills and abilities, develop abilities, activity, curiosity, erudition, creative thinking and other personally significant qualities.
Developmental training - type of education that ensures the optimal development of students. The leading role belongs to theoretical knowledge, learning is built at a fast pace and at a high level, the learning process proceeds consciously, purposefully and systematically, learning success is achieved by all students.
Heuristic learning- a type of learning based on the basic principles of problem-based and developmental learning and assuming the success of a student's development through the construction and self-realization of a personal educational trajectory in a given educational space.
Personally oriented education - a type of education in which educational programs and the educational process are aimed at each student with his inherent cognitive characteristics.
computer training- a type of training based on the programming of teaching and learning activities, embodied in a control and training program for a computer, which makes it possible to ensure the strengthening of individualization, personification of the process, learning through optimal feedback on the quality of assimilation of the content of education.
Modular education- a type of training that gives multifunctionality to a minimal didactic unit of educational information - a module that provides a holistic assimilation of the content of education.
Distance learning- a type of training that allows you to achieve learning goals with minimal time spent on mastering the content of education and the maximum amount of individual, independent work in the conditions of informatization of the educational process.
Interdisciplinary learning- a type of training based on the study of integrated academic subjects, built on the implementation of inter-subject and intra-subject communications in related fields of knowledge.
Questions for self-control
1. What are organizational forms of learning?
2. What are the characteristics of the class-lesson form of organization of education?
3. What determines the structure of the lesson?
4. Give examples of the use of various forms of organization of the educational process in the experience of innovative teachers.
5. What are the main types of training and their character traits?
Main literature
1. Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. Book. 1. M.: VLADOS, 1999.
2. Khutorskoy A.V. Modern didactics: Textbook for universities. St. Petersburg: Peter, 2001.
3. Pedagogy / Ed. Yu. K. Babansky. 2nd ed. M., 1988.
additional literature
1. Guzeev V.V. Methods and organizational forms of teaching. M., 2001
2. Ibragimov G. Forms of organization of education in pedagogy and school. Kazan, 1994.
3. window V. Introduction to general didactics. M., 1990.
4. Pedagogical search / Comp. I. N. Bazhenova) M., 1990.
5. Dyachenko V. K Organizational structure of the educational process. M., 1989.