The educational process at the university is much different from the school. The student is much less patronized by teachers and parents, leads an independent lifestyle, must master a much larger amount of information. Thus, the first-year student faces a difficult and important task - to overcome a kind of psychological barrier between schoolchildren and students. This task is more easily solved by young men who came to the university from work or after serving in the ranks of the Soviet Army.
The educational process at the university is unthinkable without a clear organization. Consider the main documents that regulate it.
Curriculum - a list of general scientific, general technical and special disciplines that a future mining engineer needs to study in order to receive ideological, general scientific and professional training. The curriculum regulates the sequence and volume of disciplines taught, as well as the types of control - exams, tests, course projects, etc. The curriculum is approved by the USSR Ministry of Higher and Secondary Specialized Education.
The curriculum of the course predetermines the title of the topics of the discipline and the sequence of their presentation. On the basis of the curriculum, a structural and logical scheme of the course is developed. It defines the providing (input) disciplines previously studied by students, and also indicates which subsequent disciplines (output) are based on this course. In addition, this scheme indicates the time for studying each topic, forms of accounting and control.
Organization educational process regulated by the schedule of classes and the schedule of independent work. Lecture teaching lays the foundations of scientific knowledge, introduces students to research methodology, introduces a lecturer-scientist and teacher into the creative laboratory, serves as a starting point and organizing moment for all others. occupations, has a great educational impact on the personality of the student.
At present, there are enough textbooks in all disciplines, but lecture notes still play an important role in cognitive activity. At the same time, the student should be able to grasp the main thing in the course of the story and write it down concisely. Lectures play a leading role in the university educational process, but they ensure the assimilation of knowledge only at the level of general orientation, general familiarization with the material. The future specialist needs more high level assimilation. This is achieved by practical and laboratory exercises, independent work, homework and term papers as well as course and diploma projects.
Practical and laboratory work is carried out by students in classrooms and laboratories under the supervision of a teacher. Course and diploma projects - only independently under the guidance and with the advice of teachers.
Colloquia (interviews) are held to test the assimilation of the material covered.
To stimulate the systematic independent work of students two or three times a semester, certification is carried out. The attestation mark is usually set on the basis of programmed control data (machine or non-machine). The results of certification are discussed in academic groups and at meetings of departments. According to them, the deanery takes measures of encouragement and punishment.
Tests and exams are designed to determine the level of mastering the discipline as a whole. Tests are differentiated (with grading) and undifferentiated (without grading). In addition, tests can be carried out both on the results of practical and laboratory work, and on the course as a whole (as an undifferentiated exam).
The scientific organization of mental work of students predetermines the effectiveness of the educational process. First of all, it is necessary to achieve their high performance, which depends on internal, external and organizational factors.
Internal factors include: intellectual (thinking) abilities. They can and should be developed - read more, solve problems, puzzles, etc.;
features of the will. Continuously temper the will, proceed from the principle - you don’t want to, but you have to;
Health status. Systematically temper your body, play sports, observe sleep, nutrition, do not smoke, do not abuse alcohol. External factors:
Situation external environment. Students living in a hostel should strictly observe the "Internal Rules";
Workplace organization. You only need to work at the table. Books, abstracts, reference literature should be in permanent, specially designated places;
Mode of work and rest. Each student, depending on individual abilities, must develop an optimal schedule of work and rest during the day and strictly observe it.
Organizational factors include: the level of labor organization. During classroom and extracurricular activities, it is necessary to work intensively, not to be distracted by extraneous matters, not to waste time due to the lack of necessary literature, manuals, etc.;
The ability to obtain scientific information, store information and use it, i.e. the student must learn to use bibliography, know the basics of librarianship.
The student working day is divided into three zones. The first belt is the morning one, from 6 a.m. to 3 p.m. This is the most productive belt. The student does exercises, goes to the toilet, has breakfast, then works in the classroom: listens to lectures, participates in practical and laboratory classes.
The second belt is the afternoon, from 4 to 7 pm, it is advisable to devote to doing homework, course projects, studying the recommended literature, viewing the notes of previous lectures.
The third - evening, from 20 to 23 hours - is best used for reading newspapers, magazines, books, visiting the theater and cinema.
The effectiveness of mental work depends primarily on the precise organization of the daily routine.
Each student, depending on the schedule of classes and living conditions, must draw up a daily routine for himself, hang it in a conspicuous place and strictly observe it. It is highly desirable that everyone living in the same room has the same wake-up and hang-up times. In the morning hours, collective physical exercises are preferable to individual ones. The student must perform independent work in a well-ventilated and cleaned room. Within three hours of such work, it is necessary to take two 10-minute breaks, warm up, and perform several physical exercises.
Afternoon soy is undesirable. At this time, the student sleeps until he gets enough sleep, then he studies until late at night and comes to the lecture sleepy and lethargic. The student finds himself in a vicious circle: after class, he hurries to sleep and thereby again prepares himself for night classes and sleep deprivation.
Learning success is also determined to a large extent by memory, which must be tirelessly developed. Everyone should know what kind of memory he has the most developed and use it in the first place.
To improve visual memory, it is necessary to briefly record what you hear on paper. When studying educational material - read it yourself, do not entrust others. Try to use books and teaching aids that have illustrations. When working on notes, personal notes, underline the text with colored pencils, make notes, put appropriate signs of attention. When studying certain issues, it is imperative to look at educational visual aids, scientific films, visit exhibitions, museums, etc.
For the development of motor memory, you need to: work with a pencil - write down, underline, write out, make plans, theses, notes; write out digital material or draw it up in the form of tables, diagrams, graphs; when working through the material, do everything possible with your own hands (in laboratories, workshops, etc.).
For improvement auditory memory should: listen to others more and more, read aloud; work in silence so that extraneous noise does not distract attention; speak and reason out loud, even when you are alone; attend theater and concerts more often.
Mixed memory includes elements of all three of these types. Simultaneous memorization with the help of sight, hearing and movement gives the best result. In any case, you need to know for sure - the one who knows how to be attentive remembers. This should be guided during lectures, practical exercises. The algorithm of the functioning of the pedagogical system in the university can be represented as follows:
A \u003d I + M + O + U + C + K,
Where I - the initial level of knowledge;
M - motivation of the educational process;
O - orientation in future activities;
U - system learning activities;
C - structural generalization of academic disciplines;
K is the final level of knowledge.
It is quite obvious that it is possible to implement the algorithm (prescription) of functioning with different success. The first and most important task of teachers and students is the most efficient implementation of this algorithm.
The initial level of knowledge, of course, affects the quality of specialist training in general, as well as the level of mastering each discipline separately. Therefore, applicants must have a solid and deep knowledge in the volume of secondary school.
What incentives should encourage students to study "good" and "excellent"? This is primarily an internal motive - a conscious need and need for deep and broad knowledge for future fruitful activity. For those who do not have enough internal motivation, an external, automatically operating system for strengthening labor discipline is applied - differentiation of exams. A student who missed a lesson receives additional questions on the missed lectures during the exams, he is influenced by the dean's office and the department.
The student receives orientation in his future activities from the course "Introduction to the specialty", as well as from other special disciplines. A significant help in this is the educational practice, which is carried out on the basis of the course "Fundamentals of Mining Technology". Thus, in the third year, the student already clearly imagines his future profession. Based on the results of the practice and the session, a solemn ritual is held - initiation into the miners. An essential role in the entire algorithm of functioning belongs to the systems of educational actions. The choice of pedagogical (educational) and didactic (teaching) systems must correspond to the fulfillment of the social order of our socialist society for the formation of a comprehensively and harmoniously developed personality. Great importance has self-education. It is necessary to pay great attention to physical training, because a mining engineer often works in difficult production conditions, so he must be strong and hardened. It is necessary to observe a clear rhythm of work and rest.
In our country, preference is given to the theory of the phased formation of mental actions (TPFAD). At the same time, the primary information received by the student from the teacher in the form of lectures, where the main issues of the topic are concentrated, plays an important role.
Pedagogical science (both at home and abroad) determined that the level of assimilation of the material only through listening to lectures is 10%, the use of technical teaching aids (illustrations, visual aids, etc.) is 20%. This is subject to the active work of students in the lecture. The lecturer focuses the attention of listeners on the key, fundamental issues of the course. After carefully listening to the lecture, the student has a solid orientation base on the subject being studied.
With the participation of the student in the discussion on the studied material, the level of assimilation increases to 35%. Very effective independent work student over the course: the level of assimilation is 60%. To achieve such indicators, programmed control and the performance of classroom and homework are practiced.
Of great importance for the assimilation of the material is its structural generalization (presentation from the general to the particular), systematization, coding, the use of modern mathematical apparatus and computer technology.
The final level of assimilation is the assessment at the exam, the quality of course and diploma projects, and fruitful work in production, in research and design organizations. As can be seen from the algorithm of the functioning of the pedagogical system, the main role in cognitive process the student is playing. Therefore, a teacher without much effort can teach a student striving for knowledge to be "excellent" and is powerless to teach even "satisfactorily" someone who has an aversion to spiders, does not show curiosity, diligence, perseverance, perseverance, willpower.
The algorithm of the system of educational activities, the creator and organizer of which is the teacher, can be expressed in the following form:
Y \u003d M + R + D,
Where M - materialized information;
R - speech information;
D - mental activity of the student.
Speech information - a teacher's lecture - can be intelligible and more capacious if it is accompanied by materialized information. Technical teaching aids (TUT) are designed to mechanize the process of transferring materialized information to students.
In many cases, materialized information is given to students in the form of drawings, sketches, formulas, etc., drawn by the teacher in chalk on a blackboard. This method has two significant drawbacks. Firstly, the unproductive waste of time by the student in anticipation of the end of the illustration on the board. Secondly, at the beginning of the reproduction of the illustration, the student does not imagine the whole drawing as a whole and acts as a passive observer. The quality of the materialized information in this case largely depends on the individual abilities of the teacher.
AT last years various types of projectors are widely used in lectures. The graphic part of the material is given out by them using the principles of animation and adaptation, as well as complex drawings for fixing the material. Educational films are popular with students, which show technological processes, the operation of machines and mechanisms, etc. The use of televisions in the educational process can not be overestimated: not only the effectiveness of filming the educational process is used, but feedback is also achieved between the student and the teacher.
The intensity of the educational process increases significantly when students are freed from reproducing complex drawings in abstracts. They are issued to them in the form of printed and handouts.
Systematic work is ensured by the use of programmed control of the level of assimilation. It can be done by machine and machineless. There are many types of teaching and controlling machines. Positive results are also obtained by machineless control, which consists in written answers to specific questions (tests), which are compared with the correct answers (standards).
The role of general scientific, general technical and special disciplines in the formation of a mining engineer is important. The general sciences primarily include the social sciences—the history of the CPSU, philosophy, political economy, and scientific communism. They are taught in all courses. In junior courses - ethics, aesthetics, physical education, a foreign language, mathematics, physics, chemistry, descriptive geometry, drawing, etc. These sciences are studied in all technical universities and are the basis for subsequent disciplines.
General technical disciplines: applied mechanics, electrical engineering, machine parts, theory of mechanisms and machines, hydraulics, heat engineering. These disciplines are studied in all technical universities, but their volume depends on the specialization of the student.
The special disciplines of the future mining engineer include: "Introduction to the specialty", "Fundamentals of mining technology", "Underground mining processes", "Development of reservoir deposits", "Management of the state of the rock massif", "Mining machines", "Performing and fixing mine workings”, “Technology for the development of ore deposits”, “Transport vehicles”, “Processing of minerals”, “Mine aerology”, “Labor protection”, “Scientific organization of labor”, “Economics”, “Design of mines”, etc. Special disciplines make up 15-20% of the total volume of subjects studied. In the conditions of the scientific and technological revolution, they are the most dynamic, undergoing renewal and development from year to year, so listening to lectures on them is especially necessary. These disciplines finally form the mining engineer.
The functions of a mining engineer in production and in science are multifaceted, interesting, and responsible. The model of a Soviet mining engineer is a set of necessary qualities that a specialist must possess. These include: knowledge, skill, having one's own point of view, the ability to work with people, the ability to self-improve.
Knowledge - a set of concepts, skills that remained in the asset of an engineer after graduation. Skill - the ability to apply knowledge for the benefit of business, the ability to formulate problems and find effective ways their decisions. The presence of one's own point of view is evidence of integrity, initiative - qualities that are so necessary for an engineer.
The ability to work with people is the key to success in the activities of a production commander of any rank. It lies in the ability to solve current issues, to consult with the workers, without showing ambition and unscrupulousness. The effectiveness of working with people significantly depends on such personality traits as firmness, flexibility, exactingness, attentiveness, consistency, resourcefulness, optimism, concern for subordinates.
The ability for self-improvement is a continuous need for education, which prevents the aging of knowledge and the backlog of a specialist from technical progress.
A mining engineer must first of all have engineering thinking. Its main components are as follows:
Worldview, which is finally formed in the study of social sciences: professional competence; sense of duty and responsibility.
Engineering thinking is primarily manifested in the discipline of labor, erudition, competence, and the ability to independently solve production and scientific problems. These qualities are acquired not only on the basis of the social and technical sciences, but also as a result of the entire system of educational and social work in the university.
A large role in the educational process is assigned to the curators of academic groups - mentors, senior comrades of students. The active participation of students in social work allows them not only to perform useful work for society, but also to develop organizational skills.
The functions of mining engineers of various specialties are diverse. For example, an engineer of specialty 0202 in the field of production provides:
Proper development of the subsoil - the inestimable wealth of our Motherland. This requires deep knowledge of geology and mine surveying;
Rational organization and qualified management of the technological process for the extraction of minerals. An exceptionally dynamic and complex natural environment associated with rock pressure, gas and water regimes, formidable natural phenomena(sudden outbursts of coal and gas, rock bursts), as well as with the continuous mobility of the main jobs - faces, determines the incomparable complexity of the specifics of mining. Here you can not do without knowledge of the courses "Management of the state of the mountain range", "Processes of underground mining", "Development of reservoir deposits", "Design of mines", "Organization and planning", etc.;
Proper operation of the complex of machines and mechanisms so widely used in modern mines. This requires solid knowledge of mining mechanics, mining machines and complexes, electrification and automation;
Safe, comfortable working conditions for mining workers. The mining engineer in solving these issues is the main character. Therefore, the study of such disciplines as "Mine aerology and labor protection" should be given due attention. It is necessary not only to know the Safety Rules in coal and shale mines oneself, but also to be able to demand strict compliance with them by others.
The role of science and technology in general, and in mining in particular, is extremely important. Wouldn't we have more than 500 brigades in the country, extracting more than 1000 tons of coal per day without narrow-grip equipment, mechanized supports? More and more graduates are joining scientific activity. They solve the problems of improving the equipment and technology of clearing operations, find effective ways to control rock pressure, control dust and gas, protect development workings, etc.
Many mining engineers work in research institutes (DonUGI, MakNII, KuzNII, etc.), fruitfully work in design institutes, such as Tsentrogiiroshakht, Voroshilov-gradgiproshakht, Yuzhgnproshakht, Dongiproshakht.
There is a close relationship between academic and work performance. After all, the fruitfulness of the work of a future engineer largely depends on the quality of his training, on success in the educational process, discipline and self-discipline.
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 professional activity- 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, and other institutions additional education, educational 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 your own activities, determine methods and methods of implementation 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 the secondary (full) 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 activities:
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 methods of work in the class 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 public relations for the purpose of musical education.
3. Correspondent activity in the media mass media areas 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 of 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. Volume of discipline, types academic 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
A variety of forms of pedagogical communication. Lesson.
6
4
2
4
Legislative foundations of education Educational services and the customer
Author's program
5
Educational institution. Charter, job responsibilities, workload, schedule.
6
student 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 trend towards intensification and constant renewal pedagogical process and, as a result, the acceleration of 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" preparatory groups and classes, or individual preparatory classes on the basis of educational institutions(1-2 years, depending on the age of the 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);
- content 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.
Pedagogical function- 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
Her sign is mutual love 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 on 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 playing music, the child develops MATHEMATICAL ABILITIES. He thinks spatially, hitting the right keys, manipulates abstract sound figures, memorizing the 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 top 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. When 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 view 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 work, 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 the education of the 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 technologies”, 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 the subject "Elementary Music Theory", which is important for future professionals. 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, journal, 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
In 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 has firmly entered the pedagogical lexicon pedagogical technology. 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 side in pedagogical technology is the position of the student in the educational process, the 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.
The names of a large class of 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 activities;
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, directions.
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 hallmark 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.
The 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 for learning as the basis for the purposeful development of thinking, the inculcation of skills for independent cognitive activity, the development creativity, mental activity to solve practical musical problems, 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 resolved by the student 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 a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an 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 valeology to build an integral theory, to create new ideals, new system values 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 introduce valueology into the Russian education system in this form 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 valeology 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 continuing education, 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.
“Lesson is a form of promotion
methodical
Mastery.
Forms of organization
educational process".
“The lesson is the sun, around which, like planets, all other forms of educational knowledge revolve.”
In science, the concept of "form" is considered both from a purely linguistic and philosophical position. In the explanatory dictionary S.I. Ozhegov's concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content.
In relation to learning, form is a special construction of the learning process. The nature of this construction is due to the content of the learning process, methods, techniques, means, activities of students. This construction of learning is the internal organization of the content, which in real pedagogical activity is the processinteraction, communication between the teacher and students when working on a certain educational material.
This content is the basis for the development of the learning process itself, the way it is implemented, and contains the possibilities of unlimited development, which determines its leading role in the development of learning.Consequently, the form of learning should be understood as a construction of segments, cycles of the learning process, which are realized in a combination of the teacher's control activity and the controlled learning activity of students to assimilate a certain content of educational material and master the methods of activity.
In the process of learning and its organization there is a clear focus on the implementation of the leading components of the content of education: knowledge, methods of activity (skills and skills), experience creative activity and experience of emotional-value relations. A skillful choice of the form of the learning process makes it possible to carry out this direction most effectively. What are “forms of organization of the educational process”? Even leading experts find it difficult to say what the forms of organization of the educational process are and how they differ from teaching methods.
According to I.M. Cheredov, the form of organization of the educational process is a special design of a link or a set of links of the educational process.
VK. Dyachenko believes that the concept of "a form of organization of the educational process" can be scientifically substantiated only if a scientific definition of the basic concept of "training" is given. "Learning is communication, in the process of which the knowledge and experience accumulated by mankind are reproduced and assimilated."
The form of organization of cognitive activity should be understood as "... a purposefully formed nature of communication in the process of interaction between a teacher and students, which differ in the specifics of the distribution of educational and cognitive functions, the sequence and choice of links in educational work and the mode - temporal and spatial." The main product of the teacher is the lesson. During his professional career, the teacher gives more than 25 thousand lessons. The lesson is a complex psychological and pedagogical process, which is subject to hundreds of different requirements.
Lesson - main component educational process. A traditional lesson lasts 40-45 minutes or 2700 seconds: and in each of these periods of time, both interest in the subject and deadly boredom can be born. A class can rally around a thought that captures the hearts of the children, but can easily become a group indulging in dangerous idleness. The value and significance of "lesson" seconds, minutes, hours, years in the fate of children determines the qualifications of the teacher, the effectiveness of his work.
For any teacher, a lesson is hard work, meaning 40 to 45 minutes of concentration and tension. After a good lesson, you can feel tired, but at the same time, satisfaction and joy. Lessons in modern school requires gigantic preparatory work, great knowledge, readiness of the soul, morality.
What is a lesson?
A lesson is a form of organizing the activities of a permanent staff of a teacher and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.
A lesson is a form of organizing training with a group of students of the same age, permanent composition, classes on a fixed schedule and with a single training program for all.
This form presents all the components of the educational process: purpose, content, means, methods. Organization and management activities and all its didactic elements. The birth of any lesson begins with awareness and the correct, clear definition of its ultimate goal, and only then determining the way - how the teacher will act so that the goal is achieved.
Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.
All forms can be divided into general and specific.
General forms of educational work of students.
V.A. Slastyonin gives the following classification of forms of education, depending on the structure of the pedagogical process. The advantage of this classification is the determination of the place of the learning process, which is not found in other classifications.
Common are the classifications of V.K. Dyachenko and I.M. Cheredov, based on the structure of educational communication.
General forms of educational work (V.K. Dyachenko).
General forms of educational work of students (M.I. Cheredov)
Comparison of common forms of education.
Form name | Advantages | disadvantages |
Individual | Independent assimilation of knowledge, the formation of skills and abilities, the development of self-esteem of students, cognitive independence, good control is exercised. | It inhibits the development of children with a low level of learning opportunities, leads to cheating, tips, lack of social activity of schoolchildren. |
group | Mutual assistance, distribution of responsibilities, development of a sense of responsibility for the result of joint activities, an incentive for creative competition. | A weak student can be put in a passive position, only leaders can work, and the rest can be written off. |
steam room | Students give a mutual assessment of each other's actions and deeds, this work is effective for a short time (5-7 minutes), improves the quality of the work performed, the fear of mistakes in front of the teacher disappears. | There is a danger of false partnership, it is impossible to objectively assess the level of knowledge of students, the normal course of individual educational activity is disrupted. |
Collective | Each student is alternately a student, then a teacher, the responsibility for their knowledge to the team increases, the cognitive activity of students is activated, initiative, diligence develops. | The inability of some teachers to professionally organize this form, the lack of time in the classroom, the lack of formation of the team will lead to an undesirable result: they say to those who seek help: “Teach yourself what is difficult here.” |
Lesson types.
Classification of types by purpose.
1type Lesson learning new knowledge.
In appearance it is: traditional, lecture, excursion,
Research, study and labor workshop, etc.
2 type. Knowledge consolidation lesson.
In appearance, this is: a workshop, an excursion, an interview,
Consulting, etc.
3 type. A lesson in the integrated application of knowledge, skills,
Skills.
It looks like: seminar, workshop, laboratory
Work, etc.
4 type. Lesson of generalization and systematization of knowledge.
It looks like: seminar, round table, conference
Etc.
5 type. Lesson of control, evaluation and correction of knowledge.
In appearance it is: a test, a public review of knowledge
Etc.
All lessons are combined.
The problem of today's school is low efficiency traditional occupations. This thesis does not need much proof. Suffice it to say that a modern student is not ready for an independent life, and parents and teachers themselves, as a rule, are not satisfied with the results of training, since the potential of the child is not fully revealed.
What is it connected with? At present, the traditional lesson does not ensure the full involvement of each student in the educational process, since the child is not an active subject, but rather an object of influence: the teacher himself plans the learning process, makes changes to the student's activities. Thus, the child, remaining passive, does not have the opportunity to express himself, develop personal qualities.
The search for different models helped to identify additional resources for improving the traditional lesson. The Laboratory of Methodology and New Educational Technologies of the Krasnoyarsk Institute of Education for Educational Workers has developed a lesson structure, which is called “four-stroke”, because it combines all four organizational forms of education identified by V.K. Dyachenko. The inclusion of work in pairs (permanent and shift) in the structure of the lesson, in combination with other forms of education, helps more children to actively engage in the learning process, to show their mental activity.
The structure of the "four-stroke" lesson.
1. Frontal work, where problematization occurs and a minimum of educational material is presented;
2. Work in standing pairs- repetition. Consolidation of the material presented in the previous frontal work;
3. Work in pairs of shifts - deep development of individual moments of the material on the topic under study;
4. Individual work - independent performance of tasks on the topic of the lesson.
The sequence might be: 1-2-1-2-3-1-2-3-4.
Thinking begins with a question that can be asked by someone or someone. It is best to do this in pairs. Firstly, it provides an opportunity to communicate more, and secondly, it is difficult to “sit out” when the question is asked specifically to you.Important tasks and concepts require their comprehensive consideration. And here it is best to work in pairs of shifts. The student, considering the same problem from different angles, looks at it with his own eyes and the eyes of other children. There is enrichment different ways thinking, gaps are detected in time, correction takes place.
One of the ways to change partners is famous game"Brook".Each student has his own task. Children sit in a row in pairs, then the movement begins: from the first desk, the student goes to the last, and the rest move one desk forward. The movement continues until all the students return to their places. It is also possible to work in pairs of shifts, when a pair is created at the request of the child. A free student goes to the blackboard and finds a partner. Children love this kind of work.
You can organize work in consolidated groups. The class is divided into groups. In each group, a leader or leader is selected. The lesson begins with frontal work, during which the teacher poses a problem and finds out the level of knowledge of students on this topic. For example, when studying the topic “Air”, the teacher asks the question: “What is air and what do you know about it?” Answers can be right or wrong. Based on the children's answers, the teacher identifies the problem and helps each student determine the end result, as well as plan further actions. Then, in free groups, the guys work in pairs of shifts according to the Rivin method: they study the text. The result of this work will be a text plan. In addition, children answer questions from the text, make up their own "smart" questions. Strong students are offered tasks of a creative nature. Each group keeps their own diary in which they write down the topic of the lesson, the plan of the text. Here the lexical meaning of the words is clarified. The lesson ends with frontal work, where each group presents its plan, offers its questions. During the discussion, it turns out how accurate the plan is and corresponds to the content.
Organization of group work.
With the cooperation of children working together in a group, the depth of understanding of the educational material increases, the nature of the relationship of children changes: indifference disappears, class cohesion increases, children understand each other better, self-criticism grows; students acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior, taking into account the position of others.
When learning based on communication (in a group), the following is carried out:
Transfer of acquired knowledge to each other;
Cooperation and mutual assistance of students;
The distribution of labor;
Teaching taking into account the abilities of students;
Development of thinking;
Activation of educational and cognitive processes;
Self-control and self-esteem;
Goal setting and self-selection
Methods of decision, opinion, judgment.
Options for organizing group work.
- the group performs a common task, but each member of the group
Does his part of the work independently of others;
- a common task is performed sequentially by each
a member of a group;
- the problem is solved with direct simultaneous
The interaction of each member of the group with all
The rest of its members.
At the lessons of the Russian language, when writing presentations, a combination of all forms is used, while the basis is the reverse method of Rivin, which involves restoring the text according to the plan.
Work in pairs to write essays.
- Presentation of the text and its primary perception. In pairs, students restore the content of the text (retell each other), correct and supplement their understanding.
- Re-perception of the text (this may be
Individual work: independent reading,
Hearing.
- Work on the plan: dividing the text into parts,
The title of each part (number of interchangeable
Partners should be no less than the selected parts);
- vocabulary and spelling preparation: can
Carried out in the form of mutual training or frontally;
- Writing a presentation. In pairs of shifts, students
Read the points of the plan, restore in detail
Be sure to check and correct.
Introduction. 2
1. Conceptual apparatus of the learning process 4
2. General concept about the process of cognition and the process of learning 5
4. cognitive activity students in learning. thirteen
5. Problem-based learning as the main way to activate students. sixteen
Conclusion. 23
Literature. 24
Introduction.
The learning process is a broader concept than the learning process. In the first case we are talking about the abstract representation of the interaction between the teacher and the student. The educational process is a specific implementation of the learning process in a particular class in a subject.
Learning is a way of organizing educational process. It is the most reliable way to obtain systematic education. At the heart of any kind or type of education is a system: teaching and learning.
Teaching is the activity of the teacher in:
Transfer of information;
Organization of educational and cognitive activity of students;
Assistance in case of difficulty in the learning process;
Stimulation of interest, independence and creativity of students;
Evaluation of educational achievements of students.
The purpose of teaching is to organize the effective teaching of each student in the process of transmitting information, monitoring and evaluating its assimilation. The effectiveness of teaching also involves interaction with students and the organization of both joint and independent activities.
Teaching is the activity of the student in:
Mastering, consolidating and applying knowledge, skills and abilities;
Self-stimulation to search, solve learning objectives, self-assessment of educational achievements;
Awareness personal meaning and social significance of cultural values and human experience, processes and phenomena of the surrounding reality. The purpose of the teaching is the knowledge, collection and processing of information about the world around. Learning outcomes are expressed in knowledge, skills, attitudes, and general development of the student.
The purpose of the abstract: to consider the epistemological foundations of the learning process.
1. Conceptual apparatus of the learning process
One of the two main processes that make up a holistic pedagogical process is the learning process.
Didactics (from the Greek "didakticos" - teaching and "didasko" - studying) is a part of pedagogy that develops the problems of teaching and education.
The term "didactics" first appeared in the title of the main work of J. A. Komensky, the great Czech teacher. It was the "Great Didactics" representing the universal art of "teaching everything to everyone".
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| Parameter name | Meaning |
| Article subject: | Organization of the educational process |
| Rubric (thematic category) | Pedagogy |
Learning principles
in latin principle- the basis, the beginning. In pedagogy, principles are understood as system of basic ideas pedagogical process. Didactic principles can be considered from three sides:
First of all, this requirements system to the organization of the educational process, ensuring its productivity.
Secondly, this system did not arise voluntaristically, but as a result of long observations and reflects objective regularities processes of assimilation, memorization, forgetting and other mental realities of learning.
Thirdly, knowledge of the principles of building the educational process allows design and analyze teaching activity, as well as evaluate it and make the necessary adjustments.
Didactic principles have been developed over the centuries. Such outstanding teachers as Ya.A.Komensky, A.Disterweg, K.D.Ushinsky and others contributed to their isolation and formulation.
Among the principles most relevant for the system of art education are:
SCIENTIFICITY OF TRAINING - requires reliance on the modern level of scientific achievements in the field of the content of the subject and the methodology of its teaching
UNITY OF THEORY AND PRACTICE - requires the integration of educational and practical activities.
SYSTEMATICITY AND SEQUENCE IN LEARNING - (in practice, developed and implemented by Comenius)
For teaching accurate and natural sciences typical linear implementation of this principle.
In teaching subjects of the aesthetic cycle, this principle is implemented cyclically.
ACCESSIBILITY - one should distinguish between availability on intellectual and emotional level: the material of the studied (and especially performed) works of art must correspond to the level of emotional experience.
VISIBILITY. It is possible to distinguish types of visibility in accordance with the channels of information flow: auditory, visual, audio-visual, tactile, olfactory, gustatory, etc.
ACCOUNTING FOR AGE AND INDIVIDUAL CHARACTERISTICS. Already Comenius tried to identify the typology of students. Today, science offers us many typological series, which together provide an individual approach.
THE EDUCATIONAL CHARACTER OF LEARNING ensures the integrity of the development of the personality of students. The term was introduced by I.F. Herbart.
CONSCIOUSNESS AND ACTIVITY OF STUDENTS. This principle is closely related to the motivation of learning. The learning process has only two leading motives: interest and responsibility.
The content of education is understood as the totality of knowledge, skills and abilities that students must learn. At the same time, KNOWLEDGE is the result of the process of cognition, reflected in consciousness in the form of representations, concepts, judgments. SKILLS - preparedness for practical and theoretical actions to apply knowledge. SKILLS - ϶ᴛᴏ skills. Brought to automatism. At the same time, mental processes proceed in a curtailed manner, without phased self-control.
Art education is carried out in our country on three levels:
GENERAL EDUCATIONAL or BASIC. Provides familiarization with the art of all students at the basic stages of learning: preschool, school, professional, and now - and higher.
DEEP. Provides career guidance in the field of artistic creativity through in-depth (pre-professional training in the basics of the arts and active involvement in creative activities). Exists at the stage of school education in the form of schools and classes with an ʼʼʼʼʼ bias, circles and studios in out-of-school institutions and special schools systems of the Ministry of Culture.
PROFESSIONAL. Prepares personnel for professional activities in the field of art (creative and teaching). It is carried out in the Republic of Belarus by a small number of educational institutions of secondary, secondary specialized, secondary vocational and higher education.
Stages of education(analyze on the example of teaching an art form close to you) :
|
School
pre-professional (cf.
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special education)
Professional ( higher education)
Postgraduate (upgrading qualifications and retraining, as well as master's, postgraduate, doctoral studies
Education for pensioners
Documents and materials reflecting the content of education.
ACADEMIC PLAN.
Components:
Basic - mandatory for all institutions providing secondary education;
Differentiated - allows for the differentiation of education based on the abilities and inclinations of students
School - allows schools to reflect local specifics, in accordance with the needs and opportunities of the region.
Curriculum types:
Typical - developed by the Ministry of Education and offered to all uch. school-type institutions
Individual - developed by lyceums, gymnasiums and colleges and approved at the level of city, regional and republican bodies of the people.
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obr-I (depending on subordination)
TRAINING PROGRAM.
STANDARDS OF EDUCATION: define the broad purpose of learning within each type of study or specialization.
TEXTBOOKS AND TRAINING BOOKS. Genres:
Ø textbook,
Ø study book,
Ø study guide,
Ø Toolkit,
QUESTIONS AND TASKS FOR EXAM PREPARATION
1. Complete the written assignments contained in the text of the lecture.
2. Give and explain an example of a pedagogical error that occurred due to non-observance of the correct sequence of stages of knowledge acquisition.
3. Based own experience art education, give examples of the implementation of the principles of didactics in the educational process.
4. Explain why each of the levels of art education provided in our country is necessary.
5. Describe each type of documents reflecting the content of education, using the example of the content of education in your specialization.
Topic 3. Didactics: forms and methods
1. Forms of organization of the educational process and their implementation in the field of art education.
2. Classification of educational methods and their implementation in the field of art education.
3. Lesson as the main unit of the modern educational process. Types of art lessons.
Given the dependence on the type of institution and the goals of the educational process modern system art education is divided into
Academic- imply strictly defined content, terms of its implementation, forms and requirements for monitoring the assimilation of knowledge, standards of requirements for a graduate, type of legal document confirming the successful completion of education.
Leisure- more or less strictly outline only the content of education. The remaining requirements are either of a very loose nature (implementation deadlines, forms of control), or are stimulating in nature (control, documents confirming education).
Given the dependence on the number of students with whom the teacher works, the forms of education can be divided into collective, group and individual:
Most common today classroom the form of organization of classes involves:
Ø Division of students into groups (classes) by year of study;
Ø Work with a group (or individually) according to a strict schedule that determines the beginning, end and content (subject) of the lesson.
This form has been elaborated and described in early XVII in. Ya.A. Komensky and, having existed for 300 years, begins to collapse before our eyes. There is an interpenetration of leisure and academic forms. Individual forms of classes are becoming more and more in demand and are developing on a new technological basis: video, audio, computer training and testing programs.
Traditional lesson structure(developed in early XIX in. Herbart):
Orᴦ.momentØ Review of the past
Ø Explanation of new material
Ø Fastening
Ø Homework
Other types of lessons:
Lesson-excursion
Lesson conference
Concert lesson
Lesson rehearsal
Control lesson, etc.
TEACHING METHODS
There are many classifications of teaching methods. Given the dependence on the basis of classification, the following can be distinguished:
By source of knowledge
Ø Verbal
Ø Visual
Ø Practical
According to the goals of the educational process
Ø Methods of familiarization with new material
Ø Methods for consolidating the acquired knowledge
Ø Methods for monitoring the assimilation of knowledge
By type of student activity
Ø reproductive- reproduce the actions and judgments of the teacher;
Ø Problem-search- subjectively model the process of scientific or creative search based on existing samples (discoveries, inventions, masterpieces);
2. Give examples of the organization of academic and leisure forms of education in one of the types of artistic creativity. Compare these forms of art education on the basis of the given example.
3. Based on the process of art education that you are familiar with, give examples of the use of various teaching methods (individually and in conjunction)
4. Based on the materials of the section ʼʼHistory of Pedagogyʼʼ, trace the use of various methods of teaching and control in different historical eras.
Organization of the educational process - the concept and types. Classification and features of the category "Organization of the educational process" 2017, 2018.