CONTENT
INTRODUCTION……………………………………………………………….3
I FUNDAMENTALS OF TRAINING OPTIMIZATION…………………………………….4
II CRITERIA FOR OPTIMAL TRAINING……………………………...6
2.1 Optimal learning outcomes2.2 Essence and optimization criteria
III SYSTEM OF WAYS TO OPTIMIZE TRAINING………………….8
CONCLUSION…………………………………………………………….11REFERENCES………………………………… ……………………12
INTRODUCTION
The concept of learning optimization was developed at the end of the 20th century by Yu. K. Babansky.
A significant contribution to the development of the theory of learning optimization, along with the author of the concept Yu. K. Babansky, was made by scientists M. N. Skatkin, M. M. Potashnik, A. M. Moiseev and others. Considerable experience has been accumulated in studying the problem of optimization of training: the basic principles of the optimization concept have been determined; a methodology for selecting the optimal version of tasks, content, forms and methods of teaching from the point of view of certain criteria is proposed; a system of measures has been developed to implement training optimization techniques into practice.
The researcher himself believed that optimization is a natural, logical stage in the development of pedagogy and a number of other sciences: finding the maximum value of some function with minimum values of arguments.
Yu.K. Babansky has repeatedly noted that the optimization of the pedagogical process arose under the influence of practice: overcoming underachievement, removing educational overload in the process of transition to new educational content. Elimination of methodological shortcomings (preoccupation with any one method), formalism in assessing the results of a teacher’s work and the quality of academic performance.
This was an innovative approach to posing and solving problems of optimal functioning of the learning process in pedagogy in the 60s and 70s.
“We are talking about a fundamental global assessment of the level of preparedness of a schoolchild,” writes Yu.K. Babansky, which is formed as a result of the entire system of training and education, during which current failures and temporary defeats are possible, but a final and convincing victory is ensured.”
Now the main focus is on improving the quality of teaching and education, overcoming student overload and formalism in assessing the work results of teachers and schoolchildren. Therefore, the optimal educational process for this stage is one that ensures the solution of these problems. This is the relevance of the chosen topic. Optimization theory does not formulate new problems for school; it teaches how to find the best ways to solve problems put forward by society at each historical stage of its development. Optimal is the best for a given situation.
Goal: to reveal the basics of the theory of optimization of learning by Yu.K. Babansky. Therefore, the tasks are:
- Justification of the terms “optimal”, “optimization”;
Characteristics of criteria and selection of the optimal training structure;
System of methods of activity to optimize the educational process.
Methodological and theoretical foundations
The theory and methodology for optimizing learning is one of the elements of the general theory of the scientific organization of pedagogical work (NOAT), which involves scientifically based planning and rationing of work, a clear distribution of functions and coordination of efforts, the creation of necessary conditions, the choice of the optimal activity option, operational stimulation, regulation, control and accounting, as well as the prospects of teaching work. Without choosing the optimal option, the scientific organization of training is practically impossible.
The principle of optimality requires that the learning process achieve not just a slightly better, but the best level of its functioning for a given situation. He opposes the underestimation of individual methods, techniques, means, forms of teaching, against templates and stencils in teaching, against overloading students and teachers due to the complexity of learning or too fast a pace of learning educational material. The principle of optimality imposes requirements for reasonableness, rationality, and a sense of proportion in the application of all elements of the educational process. He calls for the maximum possible results with the minimum necessary investment of time and effort. This is its great humanistic significance.
- Psychological foundations of optimization
The decision is preceded by the adoption of a pedagogical task (for example, the task of choosing the best option for a lesson plan for a given class); the presence of several possible options for solving the problem; awareness of the need to choose the optimal one for given conditions; familiarization with data on the comparative effectiveness of possible ways to solve such problems; reducing the number of possible options to the two most possible; comparison of their effectiveness and expected time expenditure; selection of one option that best meets two optimization criteria.
Choosing the optimal option requires a problem-search style of pedagogical thinking. With the reproductive approach, the teacher simply copies one of the options for solving an educational problem. With exploratory, creative thinking, he chooses from a number of possible paths the one that is most suitable for a given situation.
When making a decision, the teacher experiences a state of tension, and the greater, the less developed his independent thinking is. But even after choosing a pedagogical solution, the teacher often continues to experience a state of doubt, since the implementation of the choice largely depends on the attitude of the schoolchildren themselves to the matter. This requires mobility of thinking, which allows making changes and regulating the activities of students during the pedagogical process.
Thus, optimization of learning has deep psychological foundations. It cannot be mastered by simply memorizing a decision-making algorithm. It requires changes in the personal, psychological plane, the rejection of standards and patterns in pedagogical actions, the development of independence and a creative approach to business, in which the teacher experiences the joy of methodological discoveries.
II CRITERIA FOR OPTIMAL TRAINING
2.1 Optimal learning outcomesIn modern conditions, it is believed that with an optimal structure of the educational process, each student in the class learns the material at the level of his maximum (really achievable) capabilities at the moment (excellent, good or satisfactory), while simultaneously moving forward in his education and development. The optimal level of academic performance, good manners and development of students comes from the requirements of new curricula and is specified by the teacher himself on the basis of systematic study of schoolchildren through observations, surveys, checking written work, interviews during extracurricular activities and communications. Therefore, optimization of learning requires a mandatory study of the real educational capabilities of schoolchildren. She is not satisfied with the absence of underachievers in the class, but calls all students to the highest possible success.
"Real learning opportunities" is a new concept that is introduced into optimization theory. Real educational opportunities reflect the unity of internal and external conditions refracted by a person, directly influencing the success of his studies. It is important for the teacher to know not only the current level of the student’s actual educational capabilities. He needs to know what tasks and what level of difficulty the students can complete with his guidance and guidance.
Optimization requires designing the highest possible level of schoolchildren’s performance in a certain period, for example, at the end of an academic quarter, half a year, or year. The study of students must be carried out according to a program that is sufficiently holistic and at the same time accessible to mass school teachers. For example, to study the real educational capabilities of middle school students, it is useful to know: health status, social and work activity, compliance with rules of behavior, attitude to learning, leading academic and extracurricular interests, development of academic work skills (planning, highlighting the main thing, pace of reading and writing , self-control), perseverance in learning, erudition, influence of family and peers, in which subjects he has difficulties in learning, expected level of achievement in the near future in basic academic subjects, the main reasons for lagging behind in his studies or deficiencies in behavior (if any are detected).
This program, despite its external simplicity and accessibility, is at the same time relatively holistic, since it includes the main characteristics of education, good manners and development, data on all mental spheres of the individual - intellectual, volitional, emotional and motivational, on all aspects of the individual’s upbringing. The significance of this program is justified by the method of correlations and comparisons of the characteristics of excellent students and low-achieving students.
2.2 Essence and optimization criteria
At each stage of the school’s development, in addition to the general principles of teaching, current requirements for a modern lesson and the learning process were formulated. The development of a special theory of optimization now allows us to formulate a more holistic and logically interconnected system of criteria and methods for optimal organization of the educational process
So, the first criterion for the optimality of learning is the achievement by each student of a level of academic performance, good manners and development that corresponds to his real educational capabilities in his zone of proximal development.
The second criterion for optimal learning is compliance by students and teachers with the time standards established for them for classwork and homework. It is known that for each class there are scientifically substantiated norms for spending time on classwork and homework.
Thus, students should spend no more than 1 hour on homework in grade I, 1.5 hours in grade II, 2 hours in grades III and IV, 2.5 hours in grades V and VI, 3 hours in grade VII and 4 hours in grades VIII-XI. Standards for students' time spent on extracurricular activities have also been established. The optimal time spent by teachers of grades IV-X on educational work is 18 hours a week and approximately 3 hours on preparation for them daily, in primary classes, respectively, 24 hours a week and 2 hours on preparation daily. These 6 hours do not include time spent on social work, which in all institutions is carried out after the working day.
The use of performance and time criteria in unity distinguishes optimization from simple intensification of learning, which does not necessarily take into account the time spent by teachers and students.
Optimization shows the teacher the shortest, less labor-intensive ways to achieve higher educational results. It is aimed at freeing teachers from many of their usual but unproductive actions, trial and error, finishing and redoing, and unnecessary waste of time arising from imperfect teaching methods.
In addition to the two mentioned criteria for the optimality of the educational process, there may be other criteria: the minimum required expenditure of effort, money, etc.
Assessment of the optimality of training is carried out in several stages. First, the initial level of academic performance, education and development of students is assessed. Then the possible level of their growth after a certain time is approximately planned (as this student can and should achieve). After this, a system of educational measures is applied and changes in the characteristics of students are assessed. As a result, the achieved results are compared with the optimal ones, the time spent on homework and extracurricular work is compared with the standards, and a conclusion is drawn about the degree of optimality of the implemented system of measures.
III SYSTEM OF WAYS TO OPTIMIZE TRAINING
Optimization theory Yu.K. Babansky introduces a new category into didactics - a system of ways to optimize learning, which organically follows from the laws and principles of learning, but is more specific.A method of optimizing learning is the interconnected activity of a teacher and students, which is pre-oriented to obtain the maximum possible learning efficiency in a given situation while complying with hygiene standards for time expenditure (or even less), i.e., without overloading students and teachers.
The holistic process of optimizing the learning process consists of a set of methods for selecting the optimal option for each of its main elements - tasks, content, methods, means, forms, etc.
It is very important to realize the novelty of the system of teaching methods, since the individual methods of the teacher’s activity, leading to the optimization of learning, are to one degree or another already familiar, especially to experienced teachers. But here there is a kind of qualitative leap. When a teacher masters the entire set of methods for optimally constructing the educational process, he achieves significantly greater results with the same amount of time provided for by the school charter.
Let us pay attention to the fact that in some cases we can talk about optimization methods, in others - about skills to optimize the educational process. Skill in this case is understood as the teacher’s mastery of a certain optimization method. You can also highlight certain stages of optimization, since the methods themselves are not arranged randomly, but in stages.
In the theory of scientific organization of pedagogical work, there are four main levels of teacher activity: insufficient, critical, accessible and optimal (I. P. Rachenko).
What is characteristic of a higher, i.e. optimal, level of learning, what new does it introduce into the elements of learning activity, what are the main ways to optimize it?
Let us first dwell on the preparatory stage for training, which begins with planning its tasks. Optimal planning requires an integrated approach to the design of learning tasks and does not allow them to be one-sided. In one and the same lesson, the teacher must solve in unity the tasks of education, upbringing and development. This approach increases the effectiveness of learning without requiring additional time to solve the entire range of educational tasks.
Optimal planning requires mandatory specification of tasks, taking into account the characteristics of the system in which the educational process takes place. Specification of learning objectives is impossible b
etc.................
The teacher, as the organizer of the learning process, is constantly faced with the problem of efficiency, which depends on the complexity of the tasks solved by the teacher, and on the content of the educational process, and on the pace of learning, and on the teacher’s choice of methods, means, forms of teaching, and on the degree of self-organization of students during the educational process. lesson. In this regard, it becomes especially important for a teacher to master the mechanisms of scientific organization of work. One of the principles of NOT is the principle of optimization.
The term “optimization” is used in two meanings. In a broad sense, this is the process of choosing the best solution to any problem under given conditions. The narrow meaning involves the definition of a pedagogical concept.
From a psychological point of view, optimization is an intellectual-volitional act of accepting and implementing the most rational solution to a certain educational task, which has the following algorithm: acceptance; selection of solution options from two or more; awareness of the need for choice in specific conditions; reducing options to two; comparing them and choosing the best option; acceptance of the optimal option as the only one and its implementation in practice.
The methodological basis for optimization is a systematic approach, in which decision-making is carried out taking into account all the natural connections between the components of the system, and reliance on identifying the main link in the activity.
Optimization of learning is realized through the following principles: developmental education, reasonable combination of teaching methods, reasonable organization of “children’s life” (S. T. Shatsky), intensification.
Optimization is based on the teacher’s personal acceptance of the need to find the best option; on eliminating the pattern in pedagogical actions; on developing independence and a creative approach to business.
Optimization is due to the peculiarities of the educational process, aimed at the interconnection of training, education, upbringing and development; the dependence of the results of educational activities on the real capabilities of students, on the conditions in which it takes place, on the best combination of all elements of the educational process; the interdependence of the teaching and learning processes, which is based on the teacher’s integrated use of goals, content, methods, means and forms of teaching.
Optimization is aimed at freeing the teacher and student from correcting learning defects in the form of additional classes, ineffective extracurricular activities, surveys to accumulate grades by the end of the semester, and from periodic interviews with low-performing students as a control event.
Optimization of the learning process can be achieved by maintaining the unity of the teacher’s activities, i.e. teaching, and student activities, i.e. teachings. Therefore, it is necessary to highlight the pedagogical conditions and rules, possible difficulties accompanying this process, as well as the procedure for optimizing the content of the educational lesson. Let's analyze each of the components.
Pedagogical conditions for optimizing the learning process can be divided into two groups. The first concerns the teacher’s preparation for organizing the process itself. The following should be highlighted here:
- analysis and assessment by the teacher of his capabilities;
- analysis and systematization by the teacher of advanced pedagogical experience;
- teacher self-education;
- the use by teachers, when jointly discussing the results of optimizing dialogue forms (for example, consultations, workshops, which allow for a unified approach to students in the educational work of all teachers working in a particular educational group; help identify common causes of difficulties and overloads of students; promote exchange experience in introducing into practice working with a specific educational group an individual approach and differentiated tasks).
The second group includes conditions that directly optimize the learning process during a training session:
- choosing the optimal type of training session;
- the teacher’s use of a differentiated approach to students based on taking into account their real learning capabilities;
- creating an atmosphere of psychological comfort during the training session;
- thinking through ways to pedagogically stimulate students’ learning activities;
- taking into account by the teacher the sanitary and hygienic requirements of conducting a training session and the optimal teaching load of students;
- a rational combination of management and self-government of educational activities and operational regulation and adjustment of the educational process within the framework of a specific educational lesson.
These conditions are feasible if the teacher follows the basic rules in the procedure for optimizing the educational lesson.
Kam school textbook, on the flyleaf of which there is a table for this lesson. Finally, you-
I’m looking for ways to monitor students’ learning of the material.” Thus, G. P. Gordeeva
usually gives priority to the choice of methods for stimulating interest in learning,
then chooses visual methods, methods of independent work, problem-search methods
dy and, finally, control methods.
Interview with V. G. Alpatov, teacher of school No. 1 (32 years of experience, participant of the All-Union
pedagogical readings 1979), regarding a lesson in grade VI B on the topic “Flatworms”: “VI B
The class is interested in zoology, is well organized, although there are 6-7 poorly performing students in it.
nicknames First, I think about the content of the lesson. I decide to compare planaria and hydra in appearance
mind and pose a problematic task: “Who is more difficult, a hydra or a worm?” Then I outline the path
detailed study of planaria. The guys should look under a microscope to see what's inside her, and
I - make the appropriate explanations. At the same time, you should check how much they absorb
material low-performing schoolchildren. After this I decide to use comparative generalization
types and characterize the new type as a whole. Finally, I think through the general conclusions, using
drawing a "family tree". Consequently, V. G. Alpatov first thinks through the use
problem-search methods, logical methods, visual and practical methods, verbal
methods and control methods.
Interview with T. B. Derzhavina, teacher of school No. 80 (24 years of experience), about the lesson
in class X A on the topic “Changes in biogeocenosis”: “First, I think through the content of the lesson.
I assume that I know the class well, since I have been working with it for six years. Secondary school students
properties, with the exception of 3 people, but great workers. I think a lot about maximum self-
students’ competence in this lesson, about the use of inductive logic in revealing the topic,
since students can use the collections they have collected, herbariums, diaries compiled
while working on the study of the Lenin Mountains natural complex. I'm thinking how to beat this one
material so that students spend the entire lesson thinking and working as independently as possible.
worthwhile. Then I think about the specific course of the lesson - the frontal conversation, its questions,
student messages with conclusions from observations, test work by filling out the diagram
biocenoses. Finally I draw general conclusions.” Consequently, T. B. Derzhavina is thinking through
consistent use of independent work methods, logical methods, practical
logical, verbal, visual and problem-search methods.
Interview with L.I. Dolgova, teacher of school No. 520 (8 years of experience), about a lesson in
VIII A class on the topic “Hormones. Endocrine and exocrine glands": "When planning
I assume that the class is of average ability. I’m thinking about 3-4 basic concepts that
ry will be practiced in the lesson (hormones, endocrine and exocrine glands, nervous
and humoral regulation). Then I select the tools that will be used to study
of these concepts - dummies, film fragments, tables, wet preparations. After that I think about it
from beginning to end, the sequence of studying each of the highlighted concepts.” As seen
from an interview, L.I. Dolgova mainly thinks through the use of verbal and visual
teaching methods.
Interview with O. N. Samburova, teacher at boarding school No. 61 (5 years of experience),
regarding the lesson on the topic “Hormones. Endocrine and exocrine glands": "VIII class very
weak in level of preparation. All year I try my best to select interesting mathematics for each lesson.
rial, because without interest there will be neither discipline nor working spirit. This is where I start
think about the future lesson. I’m thinking about my homework, since the head teacher demands
eliminating overload. At the same time, I immediately figure out what needs to be discussed together and what they
they can read it for themselves. Only after that do I reflect on the sequence of the lesson: I decide
apply a problematic conversation about hormones, work with a microscope (gland in cross-section), a story about
the significance of endocrinology". Thus, O. N. Samburova thinks consistently when
preparing for a lesson on methods of stimulating interest in learning, methods of own
presentation of the material in combination with independent work of students on problem-searching
verbal, and practical methods.
Interview with V. S. Konovalova, teacher at school No. 19 (work experience 46 years, excellent student
of Public Education of the RSFSR), regarding the lesson on the topic “Hormones. Glands of internal and external
her secretion": "Without clarity, natural objects, nature - there is no biology. Content
It doesn’t bother me, so I think first of all about what can be shown in this lesson:
glands preserved in alcohol, tables, photographs of people with hyper- and hypofunction of one or another gland
forests Next, I think about what we will think about with students in class, what problem
Let's decide (insignificant amount of hormones and their huge role in the body). Next I think about it
degree of independence of schoolchildren in the classroom, with different levels of preparedness
groups of students." So, V.S. Konovalova is thinking through the consistent use of visual,
problem-search methods and methods of independent work.
Interview with K.I. Tsvetkov, teacher of school No. 626 (31 years of experience, excellent student of folk
education of the RSFSR), in connection with his preparation of a lesson on the topic “Hormones. Internal glands
and external secretion": "VIII A class is ordinary, interested in the subject. It contains 6-8 weak-
successful students. I believe that anatomy is taught in school so that the student learns
myself, and therefore I think about what utilitarian and practical things he will take away from the lesson.
In this case, he must understand how important it is to monitor the function of the thyroid gland,
Interesting to consider from the point of view of requirements for the learning outcome is the learning optimization technology of Yu.K. Babansky. The term "optimal" comes from the Latin word "optimus", which means best. In pedagogy, optimization of the educational process implies choosing the best system of content, methods, forms of training and education for given conditions in terms of the developed criteria. The methodological basis for developing technology for optimizing the educational process is a systematic approach, since the success of making the right pedagogical decision from the point of view of optimality is possible only when all the relationships between the components of the pedagogical system are taken into account.
The teacher using this technology focuses on three interrelated elements:
· selection of educational material content
· methods of teaching and forms of organizing cognitive activity of schoolchildren
· conditions for optimal use of educational material, selected methods and tools.
Yu.K. Babansky developed a system of criteria for optimal training. Its value and modern meaning lie in the deep individualization of each child’s education. The system includes three groups of criteria:
1. The level of academic performance and education is individual for each child. It is achieved in a period specific to this particular student, when achievement is real and possible.
2. Rational distribution of time spent on classwork and homework.
3. The intensity of activities of teachers and students should correspond to their capabilities.
To achieve significant results in training, Yu.K. Babansky paid a lot of attention to ways to optimize training. The actual system of teaching methods and techniques selected in accordance with learning objectives can be considered the “rational grain” of learning optimization technology. These methods are quite traditional and known in practical pedagogy. These include:
Comprehensive Education Planning, education and development of schoolchildren. Planning is one of the main elements of pedagogical actions. Moreover, it occupies a significant place in a system entirely aimed at learning outcomes. By planning, the teacher masters the design of educational activities.
Selecting the most optimal system of goals and tasks that specify them for a given lesson. The optimality of such a choice lies, first of all, in the choice of certain emphases in solving learning problems. What is this connected with? With the characteristics of the school, class, and the personality of the individual student.
Creating favorable conditions for the development of the individual potential of each student. Attention to the individual in the technology of Yu.K. Babansky occupies a central place. The optimality in the implementation of such a system of teaching methods lies in the optimal combination of various forms of organizing educational and cognitive activities of schoolchildren, taking into account their age and individual characteristics.
Selecting the necessary methods, forms and means of training and education. This choice must be conscious and rational from the point of view of solving the assigned tasks of training and education. Yu.K. Babansky attaches great importance to the teacher’s personality. Choosing the optimal system requires flexible, non-standard thinking and develops a creative approach to teaching and education.
Monitoring and analysis of the results of training and education. The most important way to optimize the pedagogical process, since it allows the teacher to quickly respond to emerging difficulties in implementing the tasks of teaching and education at the intermediate level. Here it is important for the teacher to learn how to optimally correlate the results of training or education and the time spent by them and the students in accordance with the developed optimality criteria.
Managing the didactic system of Y.K. Babansky from the point of view of building a hierarchy of levels involves highlighting the real capabilities of students as a high level, and organizing such interaction between students and teachers as a middle level so that it has a positive effect on the learning ability and development of each student. A low level of hierarchy presupposes obtaining learning results that are optimal for each student and for the conditions in which the learning process takes place.
Technology of advanced advanced learning (S.N. Lysenkova)
The described technology is based on the phenomenon of teaching children with different levels of development without additional pedagogical efforts. The essence of this author’s approach is that reducing the difficulty of a training program can occur through the proactive introduction of its fragments into the learning process. The peculiarity of the technology lies in the implementation of three structural components, which include:
Let's look at these elements of forward-looking learning:
Commented control is essentially a student's answer from the seat. This gives the opportunity to manage the entire class by providing continuous feedback, which makes learning more sustainable. The commenting method is based on a chain of actions:
| I think - I tell - I write |
Overcrowding of classes has always made it difficult to manage the cognitive activity of schoolchildren. S.N. Lysenkova’s technology allows teachers to cope with this problem through commented teaching management. As a result of using this technological technique, each student develops logic, evidence-based reasoning, and independent thinking. Average and weak ones, as a rule, are drawn to strong students, since one of the specific features of primary school age (and S.N. Lysenkova’s technology is intended specifically for working with younger schoolchildren) is imitation. When a strong student comments, it sounds beautiful, average and weak children like it. And, in addition, the teacher praises the commentator and notes the strengths of his comment. In a lesson with S.N. Lysenkova, every student has a chance to become a “teacher” for a short time of commenting. Having the attention of the class, he can demonstrate the beauty of his commentary, knowledge on the topic, and ability to highlight important places in the commented text. At the same time, you need to understand that a junior schoolchild, becoming temporarily a “teacher,” tries to imitate him in everything. Teacher intonations, clarity in analyzing the content of a task or exercise, voice modulations - everything works to master the educational material. When commenting, the teacher supports the student, quietly controlling his actions using individual pedagogical techniques. Everyone participates in the work because they listen carefully to the commentator and if he makes a mistake, other students immediately correct him. The atmosphere of such a lesson is creative, calm, and friendly. Pupils are not afraid to make mistakes; they all succeed in class. They are relaxed and free.
Support diagrams. They are used in teaching schoolchildren the necessary conclusions to reinforce educational material. They are drawn up in the form of various kinds of diagrams, tables, cards, drawings. One of the features of primary school age is thinking with the help of specific images. Because of this, difficulties arising in the assimilation of educational material by some schoolchildren are observed during the transition from bright, accessible and objective visualization to generalization and the formation of their own judgment. Here are the supporting diagrams that serve to eliminate these difficulties. The student moves from vivid clarity to a conventional visual-figurative representation. Active responses in class are an important part of feedback. This is possible if the child “keeps up” with the rest of the students. Active participation in the lesson removes the fear of mistakes and the constraint generated by such fears. Schemes, tables, drawings act as a link between students and teacher. They help to include each child in active activities in the lesson, teach him to establish cause-and-effect relationships, and bring his understanding of the topic under study to the formation of concepts. Students learn the material meaningfully, drawing up a rule according to the diagram and completing a practical task.
An important condition for the use of support schemes is their step-by-step connection directly for the assimilation of a particular concept. If they just hang on the board or on the “Learn to Learn” stand, such visibility will be of little use. The reference scheme in S.N. Lysenkova’s technology becomes an algorithm for reasoning and proof. At the same time, all the attention of schoolchildren is directed not to memorizing or reproducing a given task, but to thinking, searching for the correct answers, and establishing logical connections between the elements of the educational information received.
Prospective preparation. This element of S.N. Lysenkova’s technology is based on an amazing pattern: if at each lesson, long before studying a difficult topic, you introduce its fragments, then the difficulty of mastering it decreases. A difficult topic is revealed step by step, with the necessary logical justification. The technology for using perspective preparation in the lesson is as follows: first, strong students are involved in the discussion of the proposed fragments, then the average ones join them, and only after the average ones do the weak ones. Assimilation of educational material takes place in three stages:
At the first stage knowledge is dosed and presented in small fragments. This takes a little time, 5 – 10 minutes. It is noteworthy that for each topic the beginning is different. This is largely determined by the complexity of the topic being mastered and the degree of its approximation to the material being studied at the moment.
At the second stage New concepts are introduced, they are clarified, generalized and applied during the lesson. During this stage, both textbook material and additional material that specifies the topic being studied are used.
At the third stage consolidation occurs, promoting the development of fluency in mental techniques and educational actions.
Thus, the new material does not seem so new to schoolchildren, since they mastered it at previous stages of educational activity.
This distribution of educational material is extremely useful, since it ensures the transfer of knowledge acquired by schoolchildren into long-term memory.
S.N. Lysenkova’s forward-looking teaching is focused on the successful learning of all students. Its technologies are based on a lot of proprietary techniques that determine their successful application. Among the most famous are the following:
· Specifics of homework. In the first grade it is not given at all, and in subsequent grades it is given only when every student in the class is able to complete it.
· Differentiating Questioning in the Classroom. For each student it occurs in “his time.” The teacher can ask the child a question, being sure that he will answer it. Both the support diagrams and the commented exercises “work” for this.
· No memorization or cramming of material. It is important for the author that the student understands the educational material and is able to establish cause-and-effect relationships between the components of knowledge. This is facilitated by a consistent, systematic presentation of educational material.
Thus, with the help of S.N. Lysenkova’s pedagogical technology, it is possible to achieve positive results in a shorter period of time than with the help of traditional techniques, designed primarily for the “mass” schoolchildren. To teach an ignorant one through a knowledgeable student - this is the main motto of the author of this technology.
Technology of individualization of learning (I.E. Unt)
The technology of individualization of learning is based on the teachings of L.S. Vygotsky about the zones of child development. It is based on the idea that learning precedes development. Learning can be developmental only if it is based on the zone of proximal development. As is known, L.S. Vygotsky identified two zones of development: actual and proximate. In order to contribute to the development of the child as a subject of learning, the teacher needs, based on the zone of actual development, to structure his work in such a way that the student himself builds his activities in the “zone of proximal development.” The core of technology is an in-depth study of the student’s personality. But this is not just the study of personal qualities and properties. The author is primarily interested in such characteristics of schoolchildren as: the level of mental development of the student; development of educational skills; ability to learn (speed of knowledge acquisition, flexibility of the thinking process); presence of cognitive interests. That is, those features that must be taken into account first of all when individualizing the educational process are subject to study.
To a greater extent, a method of teaching is developing that allows the teacher to build interaction with the student not only on completed development cycles, but also on those that are still in the “development” stage. At the same time, the teacher skillfully transfers the child from the level of already realized capabilities to the level of potential ones. Using these provisions, I.E. Unt identified the optimal conditions for teaching schoolchildren. These included:
The development of a student is conditioned by his personal achieved level. In a classroom containing mostly children of the same age, but with different levels of development and varying readiness for learning, developmental education can be tailored to the individual student. This can only be achieved by applying an individual approach.
Identifying the level of development of each student . This is a prerequisite and obligatory condition for the implementation of an individual approach to each student in the lesson.
Lack of leveling of schoolchildren’s development levels . This condition promotes the use of individualization of learning not only as a starting point for development, but also ensures the preservation of such learning throughout the entire period.
Use of special means for the development of mental abilities. A system of tasks aimed at this should not be difficult and should form rational mental work skills. Based on the objectives, the means must be strictly individualized.
If we generalize the conditions put forward, then in I.E. Unt’s method of individualization of education two directions can be distinguished: studying the characteristics of schoolchildren and selecting a system of means that promote individual advancement in mastering educational knowledge and skills. A definition that includes precisely this understanding of individualization is found in the author: “Individualization is taking into account in the learning process the individual characteristics of students in all its forms and methods, regardless of what characteristics and to what extent are taken into account.” (30, P.8). The study of the characteristics of schoolchildren is used in organizing the individualization of the learning process. This is a special technique and, accordingly, it has a special organization. I.E. Unt believes that the system she proposed can be reduced to three individualization options:
¨ differentiation of training. By differentiation of learning, the author understands taking into account individual characteristics in conditions conducive to the development of their mental activity in groups. The basis for identifying groups can be the characteristics of training;
¨ intraclass or intragroup individualization of educational work;
¨ studying curriculum at an individual pace, in accordance with the already studied characteristics of schoolchildren.
The system of technological techniques used by the author to individualize training can be expressed by the following components:
A specific feature of the technology of individualization of learning is that the author defines open learning as the main means of development of schoolchildren. The essence of this tool is that an individual teacher or student, or an individual school team has relative freedom in choosing a program and teaching methods. The value of such a tool is that in the huge volumes of information provided to students, they can find the information they need. Naturally, the main difficulty in using open lessons lies precisely in the ratio of free choice and compulsory material for study. The position and system of skills of the teacher is important here. He needs to combine two processes: managing the educational process and developing self-government among schoolchildren. Logical and adequate combination promotes deep individualization of learning, which in turn makes the development of the child’s individuality, his potential and abilities more successful.
Thus, individualization of learning is a necessary element of student development. Its essence lies in the fact that, acting as a teaching strategy, it requires a deep study of the student’s personality and the selection, based on the data obtained, of pedagogical techniques that contribute to the improvement of educational motivation and the development of cognitive interests. In addition, individualization of learning has a powerful educational characteristic, since it is aimed at developing such personal qualities as hard work, independence, mutual assistance (work in groups).
It was not our task to describe all the many existing teaching technologies. Rather, an attempt was made to illustrate some technologies classified as traditional in order to show that the teacher is provided with a wide selection of pedagogical technologies that contribute to the acquisition of knowledge, the formation of educational skills and abilities of students from among those that are quite familiar and understandable
Optimization of the learning process. Babansky Yu.K.
M.: 1977. - 256 p.
This book examines the theoretical foundations of optimizing the educational process, substantiates the criteria and procedure for choosing the optimal teaching structure, and summarizes the best practices of schools in this direction.
The general provisions of optimization theory are concretized using the example of preventing underachievement in younger adolescents, as well as organizing the learning process for the most prepared schoolchildren.
The book is intended for researchers, student teachers and secondary school teachers.
Format: pdf
Size: 13.4 MB
Download: yandex.disk
TABLE OF CONTENTS
Preface
CHAPTER I.
Structure of the learning process
1. The learning process and its main components
2. Main links of the learning process 15
3. Structural connections in the learning process 22
4. Principles of training 26
5. Forms and methods of teaching 39
6. Types of training and the psychological and didactic concepts that determine them 46
CHAPTER II.
Theoretical foundations for optimizing the learning process 55
1. The concept of “optimization of the learning process” -
2. Criteria for optimizing the learning process 58
3. Methodological requirements for choosing the optimal structure of the learning process 64
4. Methodology for choosing the optimal structure of the learning process 73
CHAPTER III.
Analysis of typical difficulties of teachers in activities to optimize the educational process 85
1. Program for studying the activities of teachers -
2. Typical shortcomings and difficulties in the activities of teachers 91
CHAPTER IV.
Conditions for optimal design of the learning process 104
1. Special scientific and methodological training of teachers
2. Improving the methods of studying schoolchildren 119
3. Providing proper educational, material, hygienic, moral and psychological conditions 146
CHAPTER V.
System of measures to optimize the learning process in order to prevent school failure 154
1. Program for studying the causes of academic failure -
2. Analysis of typical reasons for school failure 162
3. Characteristics of the system of measures to optimize the learning process in order to prevent school failure loo
4. Ways to overcome school failure 191
CHAPTER VI.
On ways to optimize the learning process for the most prepared schoolchildren 226
Conclusion 241
Literature 249
