Didactic principles of developmental education l in Zankova. School guide
System L.V. Zankova has existed for almost 50 years, time-tested, won a universal vocation.
From 1995-1996 school year system of primary education L.V. Zankova is recognized by the state system primary education.
Today there are more than 60,000 Zankov teachers in Russia and the CIS.
About the founder of the system - L.V. Zankove (1901 - 1977)
Leonid Vladimirovich Zankov is one of the most prominent Soviet scientists in the field of pedagogy, psychology and defectology. Developer of theory and practice second in the world after Ya.A. Comenius didactic system of education. Creator scientific school in solving problems of the relationship between training and development.
- He worked as a teacher in a rural school, an educator, head of a children's colony.
- Since 1925, a graduate student and follower of the outstanding Russian scientist-psychologist L.S. Vygotsky.
- In 1935 he was approved as a candidate of pedagogical sciences.
- In 1943 he was approved in the academic degree of Doctor of Pedagogical Sciences and in the academic rank of professor.
- Since 1944 - Director of the Research Institute of Defectology of the APN of the RSFSR
- In 1945 he was elected a full member of the APN of the RSFSR
- From 1955 to 1960 - Head of the Laboratory of Experimental Didactics of the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogical Sciences of the USSR.
- In 1968 he was elected a full member of the APN of the USSR
- 1970 - 1972 - Head of the Laboratory for Problems of Education and Development of Children of Primary and Secondary School Age, Scientific Research Institute general pedagogy APN USSR
Scientific and psychological foundations of the pedagogical system L.V. Zankov
The system of developing education of academician Zankov L.V. relies on the theory of child development developed by the Russian scientist L.S. Vygotsky, who put forward the idea that "learning can go not only after development, not only in step with it, but can go ahead of development, moving it further and causing new formations in it."
L.S. Vygotsky introduced the concepts actual development zone» child and « zone of proximal development". The level of actual development is formed as a result of the completed cycles of the student's development. This level finds its expression in the child's independent solution of intellectual problems.
The zone of proximal development indicates the course of further development of the child. “This level is found in solving those problems that the child cannot cope with on his own, but is able to solve with the help of an adult, in collective activity, by imitation,” wrote L.S. Vygotsky. “However, what a child can do in cooperation, tomorrow he will be able to do on his own.”
L.V. Zankov as the basis of his pedagogical system laid down new representations of L.S. Vygotsky on the impact of education on the development of the student. Learning, based not so much on what the child can do on his own, but on what he can do in conditions of cooperation and co-creation, moves forward the development of the student.
Creating his didactic system, Zankov introduced the concept of " general development". Under the general development, he understood the holistic development of the child - his mind, will, feelings, morality while maintaining health, and he attached equal importance to each of these components.
General characteristics of the system of developmental education L.V. Zankov
The system of developing education according to L.V. Zankov can be called the technology of early intensive comprehensive development of the child's personality.
Target orientations of the Zankov system
- The development of the child's personality.
- High level of general personality development.
- The development of the whole personality, creating the basis for a comprehensive harmonious development.
Thus, for the first time, the personality of the student was included in the field of didactics. .
Conceptual provisions of the Zankov system
- Learning must come before development.
- The child is the subject, not the object of the educational process.
- The purpose of training is the student's mastery of independent learning activities, and not ZUNs (knowledge, skills, abilities).
Training according to the system of L.V. Zankova does not reject or belittle the importance of acquiring factual knowledge, skills and abilities necessary for every educated person. It prioritizes somewhat differently: the goal of advancing the child in general development comes to the fore, and the assimilation of solid knowledge and skills becomes a means to achieve the general goal.
Didactic principles of L.V. Zankov
For the greatest efficiency of the process of general development of schoolchildren, L.V. Zankov developed the didactic principles of RO (developmental education):
- targeted development based on integrated developing system;
- consistency and high complexity of content, adequate zone of proximal development child;
- leading the role of theoretical knowledge(without belittling the importance of practical skills and abilities);
- training for high level difficulties;
- advancement in the study of material in fast pace;
- awareness the child of the process of learning (the principle of consciousness directed at one's activity);
- principle unity of emotions and intellect, inclusion in the learning process not only rational, but also emotional sphere(the role of observation and practical work);
- problematization content (collisions);
- variability of the learning process, individual approach;
- work on development of all(strong and weak) children.
Features of the content of training
According to the goal of the comprehensive development of the child, the content of the initial stage of education is enriched and streamlined.
The goal of elementary education according to Zankov is to give students a general picture of the world based on science, literature and other arts. The richness of the content is achieved by the inclusion in academic plan such academic disciplines as: natural science, geography, history, philosophy, foreign language. Particular attention is paid to fine arts, music, reading authentic works of art, labor in its ethical and aesthetic meaning.
In the system of L.V. Zankov's lesson remains the main element educational process, but its functions, form of organization can vary significantly. Its main difference from the traditional lesson: polylogue in the classroom, based on the independent and collective mental activity of children; collaboration between teacher and student.
The main methodological goal of the lesson is to create conditions for the manifestation cognitive activity students. This goal is achieved in the following ways.
The course of knowledge- From the students. The teacher draws up and discusses the lesson plan together with the students, uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him.
The transformative nature of student activity: observe, compare, group, classify, draw conclusions, find out patterns. Hence the different nature of the tasks: not just write off and insert the missing letters, solve the problem, but awaken them to mental actions, their planning.
Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of unexpectedness of the task, the inclusion of an orienting-research reaction, the mechanism of creativity, help and encouragement from the teacher. The teacher creates problem situations- collisions.
Collective search, directed by the teacher (questions that awaken the independent thought of students, preliminary homework). The teacher creates an atmosphere of interest for each student in the work of the class.
Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.
Flexible Structure. The identified general goals and means of organizing a lesson in the technology of developing education are specified by the teacher, depending on the purpose of the lesson, its thematic content. The teacher uses a variety of forms and methods of organizing learning activities allowing to reveal the subjective experience of students.
One of the striking features of the lesson in the didactic system of L.V. Zankov is a strict requirement for the teacher to ensure good, trusting, positive emotions-filled relations between the teacher and students in the classroom.
Pedagogical system of RO L.V. Zankova gives
students:
- development of the mind, will, feelings, moral ideas, the formation of the need to learn;
- joy from free mental labor, creativity and communication;
- independence, confidence, responsibility;
- desire for cooperation.
teacher:
- changing the view of education and the student;
- technology for the development of the student's personality, his cognitive and creative abilities;
- expanding opportunities for creativity.
parents:
- confidence in the successful future of your child.
Disadvantage of the Zankov system
The general disadvantage of the RO system L.V. Zankova: it has no continuation in the main school. And if you give preference to it, be prepared that after primary school your child will still have to readjust to traditional teaching, and this may create problems for him at first.
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Candidate of Philology
The correct system of education is based on the acquisition of all these qualities. The child will be able to get communication skills from the beginning, solve problem situations, develop perseverance and a sense of curiosity.
A special Zankov education system has been developed, which in the era of computer development allows a person to quickly master the situation.
The overall goal of teaching schoolchildren is to develop knowledge on the basis of various educational subjects.
This means the development and strengthening of memory, feelings, will without harming the child's psyche.
The Zankov system was developed on the basis of the general education system, setting priorities depending on the situation. The priority is the assimilation of the material by the child, and not the amount of material subtracted. This program involves all students (weak and strong), which in the learning process allows everyone to reach the highest level.
The assimilation and consolidation of the material is aimed at the collective work of the whole class, where each child participates, thereby developing himself as a person whose opinion is important to others.
There is no main or secondary subject in the system: each subject contributes its own skills to the development and education of the student.
Many years of experience have shown that children who started training according to the Zankov system from an early age have very high rates in comparison with their peers. Such students often become winners of various olympiads and competitions, easily enter higher educational institutions.
Advantages of the Zankov technique
- Suitable for indecisive children (thanks to an individual approach, children quickly join the team and actively take part in conversations);
- Encourages independence and the development of new knowledge.
What is Zankov's developing system based on?
The training system is built on three criteria:
- development of each child.
- The study of the characteristics and abilities of the student.
- Achieving maximum results.
All training courses are designed for motivation and development creative talents child, taking into account the age individuality of each. The educational material is designed so that when studying it, the student can be surprised what motivates the child to think about different options, analyze and draw the right conclusions.
The approach to the younger age category is taken into account on the unity of thinking. That is, to consider the facts not separately, but by linking them, which allows the child to perceive them more easily. Children begin to analyze the material read, there is a greater interest in its study.
In addition, the Zankov method is designed in such a way that after passing it, the child can easily transfer to general education school and easily continue learning.
The main priorities are as follows:
- Perception of information individually;
- To work, you need an emotional attitude and motivation.
At first glance, it may seem that the training course is quite complex. However, the richness of the variety of material and the manner of teaching it is very captivating for kids, develops personal qualities in them. The child becomes more diversified and is able to correctly and concisely express his thoughts and assumptions.
How are lessons conducted in classes with the Zankov method of education?
The course of the lesson and its construction differs markedly from the usual classical methodology.
- Trust and respect.
The beginning of classes consists in building mutual understanding and trust between the teacher and students, as well as between the students themselves. It should not be thought that students can do whatever they want.
The teacher, without losing his authority, reveals in each child his abilities and basic interests. Be attentive to personal qualities student, monitors his ability to respond to various situations, not allowing rudeness and humiliation.
A child is a person who has his own opinion and character. Here it is very important to approach each child correctly and direct him to achieve maximum results.
- Self-learning and control.
Education is based on the fact that the student obtains information on his own, and the teacher guides and helps him in every possible way. All information is presented in the form of a discussion with students, and not a simple proofreading of the material.
Thus, children can argue, defend their opinion and vision. This helps not to be afraid to make a mistake, but to teach them to correct them with the help of the information they read and their conclusions.
Already after two months of training, children are not afraid to express this or that position, they see interlocutors in classmates, try to get ahead of their peers, and behave correctly in various situations.
- Non-conservative teaching methods.
Along with the usual school programs Zankov believes that constant visits to museums, theaters, excursions, and libraries allow the active development of knowledge and abilities.
Learning is not easy as some people think. However, it is this system that allows you to grow a thinking, responsible and developed person who will easily take will reach heights in education and career.
Who can teach using the Zankov method?
The current education system allows the teacher to choose teaching methods that will help him raise a strong and intelligent generation. Therefore, the teacher independently chooses the system that he considers the most appropriate for children.
Remembering my childhood and my teachers, I always wanted to learn from a teacher with an extraordinary position. Where it was not scary to express your opinion, not to be afraid that you would be humiliated or shouted at. It is these teachers that can be called Zankovsky. That is, they have always been. However, today they are becoming more and more in demand in the educational industry.
And there are a number of irrefutable explanations for this:
- The child attends such lessons with pleasure (you can prove yourself, show your skills and talents);
- An extraordinary approach to teaching motivates them;
- Such a teacher becomes a true friend for children. In such classes, children are very friendly with each other, there is no aggression and bullying.
- Such children have a stable psyche, the ability to correctly assess the situation.
Many parents noted that although this technique is considered difficult, it is very interesting for children. The child does not even understand that he is several steps above his peers, he just learns and develops.
Is it only in elementary school or also in high school?
Today, the research team is developing educational materials for grades 5-9, which will allow them to continue their education. Teachers who wish to work on this system undergo appropriate training. Today, textbooks are being tested in the country's schools.
However, many years of practice have shown that students who have completed the junior course according to the Zankov method are much easier to perceive the senior school program and guarantee admission to higher educational institutions.
In conclusion, I would like to note that such a system of education is aimed at developing the abilities and talents of the child, taking into account his inner world. This helps to teach the child to explore the world, not to stop there, to develop, not afraid to express themselves.
Often, such children find a profession very easily, they are active, enterprising. All this will allow the child to adequately overcome difficult situations to become a successful person.
Developing system of education L.V. Zankov is a unity of didactics, methodology and practice. The unity and integrity of the pedagogical system is achieved through the interconnection of educational tasks at all levels. These include:
- The purpose of training– achieving optimal overall development of each child;
- learning task- to provide students with a broad, holistic picture of the world by means of science, literature, art and direct knowledge;
- didactic principles- training at a high level of difficulty in compliance with the measure of difficulty; the leading role of theoretical knowledge; awareness of the learning process; fast paced passage educational material; purposeful and systematic work on the overall development of all students, including the weak ones;
- methodological system– its typical properties: versatility, procedurality, collisions, variance;
- subject methods for all educational areas;
- forms of organization of training;
- system for studying the success of education and development of schoolchildren.
System L.V. Zankova is integral, during its implementation one should not miss any of its components described above: each of them has its own developing function. Systems approach to the organization educational space contributes to the solution of the problem of the general development of schoolchildren.
In 1995-1996 L.V. system Zankov introduced into Russian school as a parallel state system of primary education. It is highly consistent with the principles put forward by the Law of the Russian Federation on Education, which require ensuring the humanistic nature of education, the development of the child's personality.
Concept
The modern era is the era of active development of high and subtle technologies, including in the field of education, which are created through the integration of advanced achievements of many disciplines. characteristic feature such technologies is their "personal focus", i.e. focus on the individual as a person. These two leading concepts for modern technologies: their integrated character and personal centering were basic for L.V. Zankov and his staff already in the middle of the 20th century, when they created a new didactic system aimed at the overall development of each student. For this didactics, A.G. Asmolov found a very precise definition - "psychodidactics" - and called Zankov the leader of this direction.
The learning system of L.V. Zankova arose in the course of an interdisciplinary study of the relationship between learning and development. The interdisciplinary character was expressed, firstly, in the integration of the achievements of several sciences dealing with the study of the child: physiology, defectology, psychology and pedagogy, and secondly, in the integration of experiment, theory and practice. First time results scientific research through a psychological and pedagogical experiment, they acquired the form of an integral pedagogical system and, thus, were brought to their practical implementation.
Conclusion on the research problem: development occurs as a complex process of interaction between external and internal factors, that is, the individual, deep qualities of the child. This understanding of the relationship between learning and development corresponds to a special type of learning, in which, on the one hand, exceptional attention is paid to the construction of learning, its content, principles, methods, and so on. as reflecting social experience, social order, on the other hand, equally exclusive attention is paid to inner world child: his individual and age characteristics, his needs and interests.
L.V. Zankov understood the general development as an integral movement of the psyche, when each neoplasm arises as a result of the interaction of his mind, will, and feelings. At the same time, special importance is attached to moral, aesthetic development. It's about about unity and equivalence in the development of the intellectual and emotional, volitional and moral.
At present, the ideals of developmental education are recognized as the priorities of education: the ability to learn, subject and universal (general educational) methods of action, the individual progress of the child in the emotional, social, and cognitive spheres. To implement these priorities, a scientifically based, time-tested developing pedagogical system is needed. Such is the system of L.V. Zankov, which is characterized by the integrity and interdependence of its following parts.
The purpose of training- optimal overall development of each child.
Learning task- to present students with a holistic broad picture of the world by means of science, literature, art and direct knowledge.
Didactic principles:
Learning at a high level of difficulty with compliance with the measure of difficulty;
the leading role of theoretical knowledge;
awareness of the learning process;
fast pace of learning material;
work on the development of each child, including the weak.
Typical properties of a methodological system- versatility, processuality, collisions, variance.
The developmental education system has proven its effectiveness in the conditions of a four-year and three-year elementary school when teaching from the age of 7, and also at present when teaching children in a four-year school from the age of 6. Mass use of the system in practice modern school proves the universality and high efficiency of the didactic system of general development in any conditions of its implementation. This system gives the teacher a theory and methodology for the development of the child's personality, his cognitive and creative abilities.
Raising a human being modern requirements society, is possible only if, according to the well-known statement of L.S. Vygotsky, learning will run ahead of the development of the child, that is, it will be carried out in the zone of proximal development, and not at the current, already achieved level. This basic psychological position for the modern school is comprehended by L.V. Zankov as a didactic principle "training at a high level of difficulty with compliance with the measure of difficulty"
. A prerequisite for its correct implementation is knowledge of the characteristics of pupils, knowledge current level their development. The constant study of the child, starting from his admission to school, makes it possible to accurately indicate the maximum level of difficulty for each student of the proposed content and methods of mastering it.
New knowledge about the personality of the student and the rethinking of the already known ones were the scientific base on the basis of which the next generation of training courses for primary school, which are recommended for use at school by the Ministry of Education and Science of the Russian Federation.
Below we will dwell on some of the essential features of modern junior schoolchildren, which were taken into account when developing curricula. Through these features, we will reveal the meaning of the didactic system of L.V. Zankov.
In the unity of the intellectual and emotional in a child of primary school age, the emphasis is on the emotional, which gives impetus to the intellectual, moral, and creative principles (a methodological property of versatility).
Consider the ratio of connections and capabilities of the right and left hemispheres of the brain in the younger school age. These features are that even among future left hemispheres, the right hemisphere organization of mental functions still prevails, since the right hemisphere (responsible for holistic, panoramic, emotional-figurative perception and thinking) is ahead of the left (rational, analytical, algorithmic) hemisphere in its development. A person of the right hemisphere type - a researcher - receives positive emotional reinforcement in the process of search activity, which gives impetus to its continuation. That is why, when teaching, it is so important to take into account the nature of emotions, the state of mind of children in the lesson, which is why the emphasis on search activity, on independent acquisition of knowledge is so important when teaching younger students.
Collisions can be an impulse to search activity. They occur when a child:
- encounters a lack (excess) of information or methods of activity to solve the problem;
- finds himself in a situation of choosing an opinion, approach, solution, etc.;
- encounters new conditions for the use of existing knowledge.
In such situations, learning does not go from simple to complex, but rather from complex to simple: from some unfamiliar, unexpected situation through a collective search (under the guidance of a teacher) to its resolution.
Implementation of the didactic principle "teaching at a high level of difficulty with compliance with the measure of difficulty" requires selecting and structuring content in such a way that when working with it, students experience maximum mental stress. The measure of difficulty varies depending on the capabilities of each student, up to direct assistance. But first, the student must face a cognitive difficulty, which causes emotions that stimulate the search activity of the student, the class.
Younger schoolchildren are characterized by syncretism (unity, indivisibility) of thinking, a rather low level of development of analysis and synthesis. We start from general idea about development as a process of transition from low stages, which are characterized by merged, syncretic forms, to more and more dissected and ordered forms, which are characteristic of high levels. Psychologists call this transition the law of differentiation. It is subject to mental development in general and mental development in particular. Therefore, at the initial stage of education, it is necessary to provide the child with a broad, holistic picture of the world that integrated courses create. The courses built in this way are most consistent with the age characteristics of younger students and the characteristics of the modern information flow, which is not divided into separate areas of knowledge.
In accordance with these features, all training courses are built on an integrated basis. I know "The world" connections are activated between knowledge about the Earth, its nature and the socio-cultural life of a person, which takes place at a certain historical time, in certain natural conditions. Technology course subtitles speak for themselves "Create, invent, try!" and "Manual creativity". "Literary Reading" organically combines work on the perception of works of literature, music and fine arts. Built on the basis of broad intra-subject integration Russian language course, in which the language system is represented in relationships, speech activity and the history of the language; built on the same integration mathematics course, which organically combines the content of arithmetic, geometry, the beginnings of algebra, the history of mathematics. In the know about music musical activity of students is organized as a unity of performance, listening and improvisation. In the course of this activity, knowledge about music, its history, about composers is integrated with knowledge of literature, fine arts, folklore.
A set of textbooks develops the most important skills of the information age: to find and analyze information, to communicate orally and in writing - to express and prove one's point of view, to discuss similar and opposite views, to listen and hear.
It is the integrated course, which has the opportunity to present children with different aspects of reality, that creates conditions for the individualization of learning, including students with different types of thinking in active learning activities: visual-effective, visual-figurative, verbal-figurative and verbal-logical. The condition for this is the multi-level content, which allows to approach its analysis in many aspects.
The basis for structuring the programs of integrated courses is didactic principle of the leading role of theoretical knowledge
. Its implementation in the content of educational subjects creates conditions for students to study the interdependence of phenomena, their internal essential connection. But along with this, from the very first days of study, work begins on the gradual differentiation in the cognition of children of different features of the objects and phenomena being studied, on a clear distinction between similar objects. L.V. Zankov wrote that if we characterize the construction of curricula in the most general form, then "it can be defined as differentiation, that is, the division of the whole into diverse forms and stages." At the same time, the distinction always goes within the framework of systemicity and integrity. This means that each element of knowledge must be assimilated only in connection with others and necessarily within a certain whole. With such a construction of courses, the student is aware not only of the content subject, but also the process of obtaining knowledge ( the principle of awareness of the learning process
).
L.V. Zankov resolutely abandoned the practice of treating each segment of the course as an independent and complete unit, when one can move on to a new segment only after the previous one has been "thoroughly" mastered. “True knowledge of each element,” writes L.V. Zankov - progresses all the time as he masters other, subsequent elements of the subject and realizes the corresponding whole up to the entire training course and its continuation in the next classes. This ensures efficiency didactic principle"Fast pace of learning material"
.
This principle requires constant movement forward. The continuous enrichment of the student's mind with versatile content creates favorable conditions for its ever deeper comprehension, since it is included in a widely developed system.
Thus, the development of the main, basic content, indicated in State standards, carried out systematically:
1) propaedeutic study of the future program material, essentially related to the actual content for a given year of study;
2) its study while updating objectively existing links with previously studied material;
3) the inclusion of this material in new connections when studying new topic.
The novelty of the content or learning situation is a prerequisite for organizing the process of developmental learning. Therefore, in none of the textbooks, as in previous editions, there are no sections "Repetition of the past." What has been learned is organically included in the study of the new. This creates conditions for repeated operation of the same content for a long time, which ensures its study in various relationships and functions and, as a result, leads to the strength of assimilation of the material (a new level of realization of the methodological property of processivity and variance).
The next feature of students in primary school is directly related to the previous ones: the mental operations of younger schoolchildren (analysis, synthesis, generalization) are most productively carried out at the visual-effective, visual-figurative and, to some extent, verbal-figurative levels.
It is these levels of thinking that should become a stepping stone to verbal-logical thinking. We are not talking about sequential, but about parallel work at all four levels of implementation mental activity based on the achievement of the child. The greatest opportunities for further improvement of the visual-effective level of thinking have manual creativity, physical education, direct knowledge of the world around. All school subjects can contribute to the development of visual-figurative, verbal-figurative and verbal-logical thinking. The authors of all textbooks combine in tasks questions that require their solution at different levels of mental operations. Such a multifaceted nature of the questions makes it possible to combine an accessible level of task performance with the opportunity for each child to work at a high level of difficulty, rising to verbal-logical thinking. Thus, the experience of considering the same object from different points of view, the experience of establishing all possible connections that create a given object or phenomenon, will gradually develop.
We emphasize once again that success in shaping children's knowledge, skills and abilities directly depends on the level of their general development, including the level of development of the prerequisites for a particular educational activity. Knowing the characteristics of students allows you to implement in textbooks didactic principle "work on the development of everyone, including the weakest child."
Developing education is possible only if constant learning child. Our portfolio includes methods for diagnosing school maturity and a system for cross-studying the effectiveness of learning and development of schoolchildren. A system has been developed for developing the ability for self-control in children as a step towards the development of such a fundamental requirement for a school graduate, which is the ability for self-development. For the first time, workbooks for all academic subjects include tasks that involve self-control, self-analysis of one's achievements. This is a significant advance on the way to an unmarked (qualitative) form of studying the effectiveness of training.
For a system that has been introduced into wide practice, the property of variance is extremely important. The main functional significance of this methodological property is to find such ways and means of implementing the methodological system that would allow the individual characteristics of teachers and schoolchildren to manifest themselves, and would also take into account different variants learning conditions. “In the future, genuine creativity,” writes L.V. Zankov in the monograph "Training and Development" - will become increasingly important. Unification, which is characteristic of the traditional methodology of primary education, will undoubtedly be overcome. Then those potential spiritual forces that are inherent in every teacher and every schoolchild will come to light and turn out to be highly effective.
Choice, freedom of creativity are the main features of humane pedagogy. On the this stage development of the Zankov system, in most cases, the teacher is offered two versions of textbooks on the subject. This means that there is a choice of textbooks in accordance with the professional and individual characteristics of the teacher, which, in turn, cannot but help to increase the effectiveness of teaching.
Let us name the important features of the educational and methodological package, which is based on modern knowledge about age and individual features elementary school student.
The kit provides:
understanding of the interrelations and interdependencies of the studied objects, phenomena due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (above-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;
knowledge of the concepts necessary for further education;
relevance, practical significance of educational material for the student;
conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;
active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;
conducting research and design work, development information culture;
individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types by character cognitive activity, emotional and communicative features, by gender. Individualization is realized, among other things, through three levels of content: basic, advanced and in-depth.
In the learning process, a wide range of forms of education is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and individual preferences of students.
To study the effectiveness of mastering curricula and developed on their basis the basis of the WMC the teacher is offered materials on the qualitative accounting of the success of schoolchildren, including integrated ones verification work, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Marks evaluate only the results of written work from the second half of the 2nd grade. The lesson score is not set.
The initial focus of curricula and teaching materials on the development of each student creates the conditions for its implementation in all forms. educational institutions(general education, gymnasiums, lyceums).
28.12.2016 12:00
Leonid Vladimirovich Zankov (1901–1977) is one of the most famous scientists in the field of pedagogy, psychology and defectology. His method of developmental education underlies one of the recognized government systems training in primary school. According to the data given by the methodologists, on average, every 4th Russian elementary school student studies according to the system of L.V. Zankov. This is from 15% to 40% of all schoolchildren in the Russian Federation, depending on the region. So what is the methodology of developmental education L.V. Zankov different from the traditional education system?
The essence and goals of the methodology
Methods of developing education L.V. Zankova covers the education of children from the age of 6 until their transition to high school. The scientist did not consciously create a teaching methodology in high school - he believed that all the best can be developed only in. For example, a bad memory of a sixth grader is a consequence of ignoring its development in more early age. She probably won't get better.
The purpose of training according to the Zankov method is the overall development of the child. It should not be directed to individual components (memory, imagination, attention, etc.), but to the entire psyche as a whole. Under the general development it is necessary to understand the development of several areas:
Mind (logic, observation, memory, imagination, abstract thinking etc.);
Communication skills (methods of communication, the ability to find a solution in a problem situation);
Will (consists in the development of the child's ability not only to set a goal, but also to motivate himself to achieve it);
Feelings (aesthetic, ethical);
Moral.
However, one should not think that training according to Zankov diminishes the value of factual knowledge. It simply shifts the emphasis on the development of the child's personality, because all of the listed areas of a person's life are necessary precisely to achieve success in the modern world.
Another goal of education is to educate the child in the desire for, and not simply obtaining the necessary knowledge, skills and abilities from the teacher.
The basis of the technique
In a narrow sense, the methodology of developing education L.V. Zankov is based on three pillars: the leading role of education, consistent with a reverent attitude to the inner world of the child and providing a field for the manifestation of his individuality.
Training, education, development are united, as if merged into one process.
Individual, person-oriented approach. Each child must be accepted as he is. There is no need to “pull up” a “weak” student to a “strong” one, you need to work on the development of any child and believe in his success, in his strength.
Between teacher and student should be established good, trusting relationship. Only such relationships can become fertile ground for the development of the child's cognitive activity. Otherwise, he will never wake up interest and thirst for knowledge. L.V. Zankov argued: "A child is the same person, only a small one." Adults should not forget about this - in relation to the child, in no case should physical punishment, rudeness, humiliation be used.
When students answer any mistakes are allowed. “A mistake is a godsend for a teacher,” Zankov believed. It is about the fact that a student's mistake gives the teacher the opportunity to find it " weakness”, understand the train of thought of the child and, if necessary, direct in the right direction.
Of course, both good relations between the teacher and the student, and the assumption of possible mistakes exclude the evaluative attitude towards the child. An outstanding teacher-innovator V.V. Sukhomlinsky once compared the assessment with "a stick in the hands of a teacher." Perhaps this comparison is also relevant for the Zankov system. The child can speak, assume, make mistakes - he knows that he will not receive, for which he will definitely be punished.
As you know, one of the directions modern education- implementation of the system-activity approach. We can say that in the last century it was Leonid Vladimirovich who took it as the basis for his methodology. After all, according to the scientist, the child should be able to acquire knowledge and overcome the difficulties encountered along the way, on their own. The teacher can only interest and direct him. The lesson itself takes the form of a discussion - students may disagree with the teacher, start a dispute in which they will express their arguments and try to defend their own point of view.
2 rules for parents, arising from the methodology of L.V. Zankov:
Parents should not cook with their children or, even worse, do homework instead of children. Otherwise, the teacher simply will not be able to notice in time that the child did not understand something.
Parents should not punish a child for failure, which is to blame for his individual characteristics, and not, say, laziness.
Didactic principles
Level of study and didactic material(tasks) higher than that adopted in the traditional system of education.
As a consequence of the first point, there is no division of material "for strong" and "for weak" students. We work on the development of each student.
High speed of learning the material.
The priority role of theoretical knowledge.
Formation of students' motivation to learn through their emotions. The main "push" to the awakening of the desire to know is to surprise. It is surprise that gives the creative and moral principles of the child.
The importance of repetition.
Learning Features
The forms of education are very diverse: it can be classes in the classroom, in the library, in nature, excursions to museums, theaters, enterprises, trips to concerts.
As mentioned above, the lesson takes the form of a discussion, a kind of polylogue.
Students look for answers to emerging questions on their own, without the prompts of the teacher. However, he can ask leading questions, preliminarily give appropriate homework, somehow guide. Thus, a kind of cooperation is established between the students and the teacher.
The main types of tasks are observation, comparison, grouping, classification, elucidation of patterns, drawing conclusions and analyzing conclusions.
Tasks are aimed at the search activity of the child. They should be unexpected and surprising, able to arouse the student's curiosity and encourage him to knowledge. For example, it could be creating a problem situation.
The formation of a general picture of the world in children based on areas with rich content. These are science, natural science, geography, history, philosophy, literature and other arts, foreign languages. There is also a lot of attention in the lessons according to the method of L.V. Zankov should be given to fine arts, music, reading fiction, labor.
system flaw
In addition to all the advantages, the system has an important and obvious drawback, which even the followers of L.V. Zankov. Since the scientist's methodology covers exclusively the elementary school, it is very difficult for children who have been brought up for several years on its principles to adapt later to the senior school, which nevertheless sets somewhat different goals at the head.
Julia Levasheva
Introduction
1. Conceptual features of L.V. Zankov
1.1 Stages of formation of the developing system of education
L.V. Zankov pages 4-10
1.2 a brief description of learning systems L.V. Zankov pp. 11-13
1.3 The construction and course of the lesson according to the learning system L.V. Zankov pp. 14-15
2. Conceptual positions of L.V. Zankov from the point of view of modern pedagogy pp. 16-25
Conclusion
Bibliography
Introduction
AT last years The attention of teachers is increasingly drawn to the ideas of developmental education, with which they associate the possibility of changes in the school. Developing education is aimed at preparing students for an independent "adult" life.
main goal modern school is to ensure that students acquire a certain range of skills, knowledge and skills that they will need in the professional, social, family spheres of life. The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Diesterwega, K.D. Ushinsky and others. The scientific substantiation of this theory is given in the works of L.S. Vygotsky. Own further development she got in experimental work L.V. Zankova, D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of one process. Learning is recognized as the driving force mental development the child, the formation of his entire set of personality traits: knowledge, skills, skills; ways of mental actions; self-governing mechanisms of personality;
the sphere of aesthetic and moral qualities of a person; effective-practical sphere of personality.
Currently, within the framework of the concept of developmental education, a number of technologies have been developed that differ in target orientations, features of content and methodology. Technology L.V. Zankova is aimed at the general, holistic development of the individual.
In this paper, we will consider the developmental learning technology of L.V. Zankov.
System L.V. Zankov is a unity of didactics, methodology and practice.
This topic is relevant at the present time, because developing system of education L.V. Zankova is a highly successful training system. Today, when primary education is considered as the basis for the formation of a child's educational activity, educational and cognitive motives that contribute to the development of skills to accept, analyze, preserve, and implement educational
goals, ability to plan, monitor and evaluate learning activities and their result, increasing importance in the system general education acquire developmental learning strategies in elementary school.
The purpose of this work is to study the features of the learning system of L.V. Zankov.
1) follow the history of the formation of the L.V. Zankov;
2) to consider the construction and course of the lesson according to L.V. Zankov;
3) analyze the conceptual provisions of the L.V. Zankov from the point of view of modern pedagogy;
The method of study is abstract-analytical.
Chapter 1. Conceptual features of L.V. Zankov
Stages of formation of the system of developing education L.V.
Zankov
Leonid Vladimirovich Zankov was born on April 23, 1901 in Warsaw, in the family of a Russian officer. In 1916 he graduated from the gymnasium in Moscow. In the first post-revolutionary years, a recent high school student began teaching in a rural school in the village of Turdey, Tula Region. In 1919, L.V. Zankov goes to work as an educator, and then becomes the head of a children's agricultural colony in the Tambov province. Recall that at that time he was 18 years old.
From 1920 to 1922, the young teacher was in charge of the Ostrovnya colony in the Moscow region, and from here in 1922 he was sent to study at Moscow State University at the social and pedagogical department of the faculty social sciences. Here Zankov meets with the outstanding
scientist-psychologist Lev Semenovich Vygotsky. Together with his Zankov, he takes part in experimental psychological research on memory problems.
After graduating from the university, L.V. Zankov was left in the graduate school of the Institute of Psychology at the 1st Moscow state university, where under the leadership of L.S. Vygotsky began to study the psyche and learning characteristics of abnormal children, without interrupting research on general problems of the psychology of memory.
In 1929, the leadership of scientific and pedagogical work in the field of abnormal childhood was entrusted by the People's Commissariat of Education of the RSFSR to the Experimental Defectological Institute, where a systematic and systematic study of psychological features handicapped children. The well-known teacher-defectologist I.I. Danyushevsky, and deputy director for scientific work became L.V. Zankov. The first scientific laboratories in the country in various areas of special pedagogy and psychology were created at the institute. The scientific director of psychological laboratories was L.S. Vygotsky.
While working at the Experimental Defectological Institute, the features of the methodological views of L.V. Zankov, which were so fruitfully unfolded in his further research. He begins to be interested in questions of the relationship between pedagogy and psychology, questions of the dependence of the development of the psyche on learning, and at the same time questions of the refraction of external influences through internal conditions, through the individual capabilities of the child. Already at this time, the "research style" of the scientist was being formed - a firm commitment to factual data, the desire to obtain them from real life practice, the desire to build their own theoretical positions based on the analysis of reliable scientific facts.
These positions are clearly seen, in particular, in the study of memory problems, which were carried out by L.V. Zankov and his collaborators in the 1930s and 1940s. Reliable facts were obtained about the features of the memory of younger schoolchildren, differing in the level of learning, by age, individual variants were identified, conclusions were drawn about the role of the culture of logical memory in memorizing material. The results of the research are reflected in the scientist's doctoral dissertation "Psychology of Reproduction" (1942), in a significant number of articles, in the monographs "Memory of a Schoolchild" (1943) and "Memory" (1952).
A significant fact: in 1943-1944. L.V. Zankov leads a group of researchers from the Institute, which conducts scientific and practical work in special hospitals for craniocerebral injuries to restore speech in wounded soldiers.
In 1944 L.V. Zankov is appointed director of the Research Institute of Defectology, which became part of the RSFSR Academy of Pedagogical Sciences (now RAO - Russian Academy education). AT
In 1954, he was elected a corresponding member, and in 1955, a full member of the APN of the RSFSR. In 1966 the Academy received the status of a union scientific institution, and Leonid Vladimirovich becomes a full member of the USSR APN.
In 1951 L.V. Zankov moves to the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the RSFSR and switches to research in the field of general pedagogy. The scientist came to pedagogy with a serious baggage of scientific knowledge about the child, with formed views on the methods of psychological and pedagogical research, on appropriate methods of teaching. At the institute L.V. Zankov heads the laboratory of experimental didactics (later renamed the laboratory of education and development, then - training and development),
a feature of which was that specialists of various profiles always worked in its composition - didactists, methodologists, psychologists, physiologists, defectologists. Such a community made it possible to study the deep processes that take place in a child during the learning process, to reveal individual characteristics, so that pedagogical intervention gives scope for the development of personality strengths without harming the health of children. With the laboratory staff L.V. Zankov researched the topic "Interaction of the teacher's word and visual aids in
learning". Having studied the pedagogical regulations, he stated the insufficient scientific validity of many of them. "To scientific justification pedagogical norms, concludes L.V. Zankov, - you need to go through the disclosure of the internal connection between the applied pedagogical methods and their results. "For this," it is necessary to study the processes of mastering knowledge and skills - what happens in the student's head when the teacher uses such and such a method and technique. "So for the first time the question is raised about the inclusion in the pedagogical research psychological methods studying the child. Thus, a turn is made in understanding the nature of the relationship between pedagogy and psychology. The next conclusion is that pedagogical research is weakly oriented toward transformation, toward restructuring the practice of teaching and upbringing. The thesis is put forward: for pedagogical science"The main thing is to organically combine in research the creation of new methods of teaching and the disclosure of the objective laws that govern their application." This is the first step towards establishing the true role of experiment in pedagogical research.
The identified forms of combining the word of the teacher and visualization were reflected in textbooks on pedagogy, served to further highlight the principle of visualization in teaching and, consequently, to improve the practice of teacher training. But the problem of visibility was only a step towards the main scientific theme of Leonid Vladimirovich. Working on the problem of visibility, Zankov thinks about the problem of the relationship between learning and
development.
In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the problem of "Education and Development". The scientist devoted the last 20 years of his life to this work, his students and followers continue to work on this problem. The task that L.V. Zankov set before his team was to reveal the nature of the objective, regular connection between the construction of education and the course of the general development of younger students.
Before revealing the features of the study, let us dwell on what place the scientist assigned primary education in the general education system. L.V. Zankov sharply opposed attributing to elementary school only a propaedeutic function of preparing children for further education (“Primary education is distinguished from the school system as a special area that is built on other methodological foundations than all the following school education", - he wrote). L.V. Zankov believed that the idea that primary education "should give students a foundation in the form of reading, writing, spelling, computing and other skills that are necessary for further education in the fifth and subsequent grades.
The problem of the relationship between learning and development was not new in pedagogy and psychology. Theoretically substantiated the leading role of education in the development of L.S. Vygotsky. The merit of L.V. Zankov is that the solution to the problem of the relationship between learning and development in his works has gained a solid experimental basis. Based on the foundation of reliable factual data, the scientist developed an appropriate training system. For the first time in world practice, a pedagogical experiment covered learning as a whole, and not some of its individual aspects. The uniqueness of the study launched by L.V. Zankov, also consisted in the fact that it was interdisciplinary, integrative, holistic. This feature of the study manifested itself, firstly, in the integration of experiment, theory and practice, when the research goal through the experiment was brought to its practical implementation. It is these studies that are currently preferred in various scientific fields. Secondly, the holistic interdisciplinary nature of the study was manifested in the fact that it was carried out at the intersection of the sciences involved in the study of the child: pedagogy, psychology, physiology, and defectology. This became the basis for initially approaching the study of the student holistically, building training that creates conditions for the development of both the logical, rational and intuitive, including the personal component. Consequently, the methodology of the study, which began in 1957, meets the requirements of the new historical era. And the accumulated experience can be used for further research of the conditions necessary "for the individual development of the child." The study successively passed both through the stage of a laboratory, or narrow, pedagogical experiment (carried out on the basis of one class, 1957-1960, school No. 172 in Moscow, teacher N.V. Kuznetsova), and through a three-stage mass pedagogical experiment (1960 -1963, 1964-1968, 1973-1977), in which last step more than a thousand experimental classes participated. The experiment was carried out without selection of teachers and classes, in different pedagogical conditions - in rural and urban, monolingual and multilingual schools. This determined the scientific and practical reliability of the system.
In the course of the study, a new system of primary education was formed, highly effective for the overall development of younger students. In 1963-1967. books were published describing the methodology and methods of a new type of education, the first experimental textbooks for elementary school in the Russian language, reading, mathematics and natural science were developed, the first methodological explanations were written, a system was created for evaluating the effectiveness of training in terms of its impact on the assimilation of knowledge and on general student development.
In 1977 L.V. Zankov is gone. Soon the laboratory was disbanded, all experimental classes were closed. The era, later called "stagnation", influenced all areas of life, including pedagogical science.
Only in 1993, the Ministry of Education of Russia organized the Federal Scientific and Methodological Center. L.V. Zankov, the core of which was the direct students of the academician (I.I. Arginskaya, N.Ya. Dmitrieva, M.V. Zvereva, N.V. Nechaeva, A.V. Polyakova, G.S. Rigina, I.P. Tovpinets , N.A. Tsirulik, N.Ya. Chutko) and his followers (O.A. Bakhchieva, K.S. Belorusets, A.G. Vantsyan, A.N. Kazakov, E.N. Petrova, T.N. Prosnyakova, V.Yu. Sviridova, T.V. Smirnova, I.B. Shilina, S.G. Yakovleva, etc.). This team continued research, practical work to identify the conditions for the development of each child, which corresponds to the social order that modernity imposes on the school. The knowledge gained from this study is the basis for the development of new generations of teaching and learning kits. In total, more than 500 works have been published during the existence of the team.
In 1991-1993 a complete set of the new (second) generation of trial textbooks for the three-year elementary school was published. The textbooks were sold in millions of copies, which indicates the demand for the system.
Since 1996, the system of general development of the schoolchild (L.V. Zankova) has been recognized by the Board of the Ministry of Education as one of the state educational systems learning.
In 1997-2000 a complete educational and methodological set of stable textbooks for a comprehensive three-year elementary school was released.
In 2001-2004 Federal Expert Council of the Ministry of Education Russian Federation educational and methodological kits were approved for all subjects for the four-year primary school. Teaching materials for literacy, Russian language, literary reading, mathematics, the world around us became the winners of the competition for the creation of textbooks of a new generation, held National Foundation training (NFPC) and the Ministry of Education of the Russian Federation.
In 2004, educational and methodological kits for grades 5-6 in the Russian language, literature, mathematics and natural history became the winners of the same competition. During its existence, the system has shown its high efficiency in schools of various types, when teaching children from the age of 7 in a four-year and three-year primary school, when they study from the age of 6 in a four-year primary school, when children move to a basic school. Checking the system in such different conditions learning demonstrates its effectiveness beyond
depending on the age of the trainees, on the terms of education in the primary grades, proves the universality of the system of general development in any conditions of its implementation.
Thus, there is a scientifically substantiated, time-tested integral didactic system that gives the teacher a theory and methodology for the development of the child's personality.
Brief description of L.V. Zankov
The learning system of L.V. Zankova arose in the course of an interdisciplinary study of the relationship between learning and development. The interdisciplinary character was expressed, firstly, in the integration of the achievements of several sciences involved in the study of the child: physiologists, defectologists, psychologists and teachers, and secondly, in the integration of experiment, theory and practice. For the first time, the results of scientific research through a psychological and pedagogical experiment took on the form of an integral pedagogical system and, thus, were brought to their practical implementation.
The general development of L.V. Zankov understands it as an integral movement of the psyche, when each neoplasm arises as a result of the interaction of his mind, will, and feelings. At the same time, special importance is attached to moral, aesthetic development. We are talking about unity and equivalence in the development of the intellectual and emotional, volitional and moral.
At present, the ideals of developmental education are recognized as the priorities of education: the ability to learn, subject and universal (general educational) methods of action, the individual progress of the child in the emotional, social, and cognitive spheres. To implement these priorities, a scientifically based, time-tested developing pedagogical system by L.V. Zankov.
System L.V. Zankov is a unity of didactics, methodology and practice. The unity and integrity of the pedagogical system is achieved through the interconnection of educational tasks at all levels. These include:
– The purpose of training– achieving optimal overall development of each child;
– learning task- to provide students with a broad, holistic picture of the world by means of science, literature, art and direct knowledge;
- system feature- the learning process is conceived as the development of the child's personality, that is, learning should be focused not so much on the whole class as a whole, but on each individual student. In other words, learning should be student-centered. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.
– didactic principles –
1. The principle of learning at a high level of difficulty in compliance with the measure of difficulty
This is a search activity in which the child must analyze, compare and contrast, generalize. At the same time, he acts in accordance with the characteristics of the development of his brain. Learning at a high level of difficulty involves tasks that "grope" upper limit student opportunities. This does not mean that the measure of difficulty is not observed, it is provided by reducing the degree of difficulty of tasks, if necessary.
2. The principle of the leading role of theoretical knowledge
This principle does not at all mean that students should be engaged in the study of theory, memorize scientific terms, formulations of laws, etc. This would be a strain on memory and would increase learning difficulty. This principle assumes that students in the process of exercises conduct observations on the material, while the teacher directs their attention and leads to the disclosure of significant connections and dependencies in the material itself. Students are led to understand certain patterns, draw conclusions. Studies show that working with schoolchildren to learn patterns advances them in development.
3. The principle of the rapid pace of the passage of educational material.
The study of the material at a fast pace is opposed to marking time, the same type of exercises when studying one topic. Faster progress in cognition does not contradict, but meets the needs of children: they are more interested in learning new things than repeating already familiar material for a long time. Rapid advancement in the Zankov system goes simultaneously with a return to the past and is accompanied by the discovery of new facets. The fast pace of the program does not mean haste in studying the material and haste in the lessons.
4. The principle of awareness of the learning process
Awareness of the learning process by the schoolchildren themselves is turned, as it were, inward - to the student's own awareness of the process of cognition flowing in him: what he knew before, and what else was revealed to him in the subject, story, phenomenon being studied. Such awareness determines the most correct relationship of a person with the outside world, and subsequently develops self-criticism as a personality trait. The principle of awareness by schoolchildren of the learning process itself is aimed at making children think about why knowledge is needed.
5. The principle of purposeful and systematic work of the teacher on the overall development of all students, including weak ones
This principle confirms the high humane orientation of the didactic system of L.V. Zankov. All children, if they do not have any pathological disorders, can advance in their development. The very same process of development of the idea is either slow or abrupt. L.V. Zankov believed that weak and strong students should study together, where each student contributes to common life his contribution. He considered any isolation to be harmful, since children are deprived of the opportunity to evaluate themselves against a different background, which hinders the progress of students in their development.
– methodological system– its typical properties: versatility, procedurality, collisions, variance;
– subject methods in all educational areas;
Features of the educational and methodological set, which is based on modern knowledge about the age and individual characteristics of the younger student. The kit provides:
Understanding the interconnections and interdependencies of the studied objects, phenomena due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (above-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;
Knowledge of the concepts necessary for further education;
Relevance, practical significance of educational material for the student;
Conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;
Active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;
Carrying out research and design work, development of information culture;
Individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types according to the nature of cognitive activity, emotional and communicative characteristics, and gender. Individualization is realized, among other things, through three levels of content: basic, advanced and in-depth.
– forms of organization of training - classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, characteristics of the class and individual preferences of students;
– a system for studying the success of education and development of schoolchildren -
to study the effectiveness of the development of curricula, the teacher is offered materials on the qualitative accounting of the success of schoolchildren, including integrated test work. Marks evaluate only the results of written work from the second half of the 2nd grade. The lesson score is not set.
System L.V. Zankova is integral, during its implementation one should not miss any of its components described above: each of them has its own developing function. A systematic approach to the organization of the educational space contributes to the solution of the problem of the general development of schoolchildren.