Problematic activity approach. Activity approach in education
In the activity approach, the personality, its formation and development are considered from the standpoint of practical activity as a special form of human mental activity. According to the approach, the inner wealth of a person is determined by the variety of activities in which a person is actually involved, and by the personal meaning that he fills these activities.
For understanding entities activity approach to personality, it is important to note that:
- this form of activity for a single person is not genetically inherited, but appears in him as a result of assimilation of social experience, life among people;
- activity is objective, it is embodied in its products, it reflects the knowledge, skills, language, values accumulated by mankind;
- activity is subjective, as it is subject to the needs, motives and goals of the individual (subject);
- the means of mastering activity is not a behavioral reflex of the “stimulus-reaction” type, but the processes of internalization-exteriorization, i.e. processes of mutual replacement of external (practical) and internal (mental) actions.
The focus of the activity approach is on social entity personality. In other words, a person is considered as a set of social characteristics (properties, qualities) that a person acquires in objective activity, performing a useful social role from the standpoint of his position in society. Social environment, in which a person lives, engaging in socially useful activities, entering into business and interpersonal relations with other people through communication, is the source of the formation of his personality.
The unity of views on personality from the standpoint of the activity approach does not exclude the diversity of points of view of domestic psychologists on certain important aspects of this problem. The main disagreements concern the issues of correlation between the biological and social principles of the personality, the very concept of personality, its relationship with the concepts of "individual" and "individuality", psychological structure personality, processes of its formation and development.
Yes, on the subject the ratio of mental, biological and social principles in personality there are the following points of view:
- these principles are completely independent. As for the psychic, it has an unearthly origin, and therefore the discussion of the processes of its formation and development is meaningless (the psyche in the form of a soul is breathed into the biological shell of a person for temporary use on planet Earth);
- the psychic follows the biological within the framework of the natural evolutionary reproduction of man as a species (a banana grows from a banana seed, a man grows from a man's seed);
- the mental is a far-fetched and non-realistic beginning, because all mental processes can be explained from the standpoint of physiology (the personality of a person who has taken an excessive dose of alcohol changes before our eyes not because of some mental processes, but because of the characteristic interaction of chemical, physical and electrical processes that have occurred in the human body);
- the mental is a direct consequence of the exclusively social within the framework of the process of development of society, reproduction social relations between people (even if a person is not taught literacy, profession, morals and values, he, being among other people, will solve these problems himself to the necessary extent);
- the biological principle is a prerequisite for the psychic, but the latter is realized only through the social (unlike the fairy tales, the real “pupils of the jungle Mowgli” outwardly did not differ from a person, but did not become personalities).
And although these disagreements are not of an antagonistic, mutually exclusive nature, they should be known to every psychologist in order to form his own scientific position on this problem.
It is believed that in domestic psychology the term " activity”was first introduced by M. Ya. Basov. According to him, activity is primary in relation to the most important mental processes, in particular conditioned reflexes. Prior to this, the problem of activity practically fell out of the field of scientific interests (and not only in psychology). A vivid confirmation of this is the absence in the Bolshoi Soviet Encyclopedia(1st edition) of the article "Activity".
The activity approach was deeply developed in the works of S. L. Rubinshtein and A. N. Leontiev. The starting point in their approach was the interpretation of activity given by K. Marx, according to which, by changing the outside world, a person changes his own mental nature. This manifests the principle of the unity of consciousness (psyche) and activity. There were, of course, differences in the views of these scientists. So, S. Rubinstein, rejecting activity itself as a subject of psychology study, said that the subject of psychology is the psyche in activity, and not the psyche and activity. Leontiev, on the other hand, insisted that activity itself should directly enter the subject of psychology with its special content.
In its most general form, the activity approach means the organization and management of a student's purposeful educational and educational activities in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of education and upbringing, personal experience in the interests of becoming a student's subjectivity.
The activity approach in its predominant orientation on the formation of the subjectivity of the pupil, as it were, compares in functional terms both areas of education - training and education: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.
At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account his life plans, value orientations and his other parameters of the subjective world, is essentially a personal-activity approach. Therefore, it is quite natural in order to comprehend its essence by highlighting two main components - personal and activity.
The activity approach of upbringing in the aggregate of components proceeds from the idea of the unity of the personality with its activity. This unity is manifested in the fact that activity in its diverse forms directly and indirectly brings about changes in personality structures; the personality, in turn, simultaneously directly and indirectly selects the appropriate types and forms of activity and the transformation of activity that meets the needs of personal development.
The essence of education from the point of view of the activity approach lies in the fact that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not submit ready-made samples of moral and spiritual culture, creates, develops them together with younger comrades, a joint search for the norms and laws of life in the process of activity and constitutes the content of the educational process, implemented in the context of the activity approach.
The educational process in the aspect of the activity approach comes from the need to design, construct and create a situation educational activities. They are leaving part of the educational process and the realization of the being of the pupil, public life in general, it is characterized by the unity of the activities of educators and pupils. Situations are created in order to combine the means of education and upbringing into single educational complexes that stimulate diversified activities. modern man. Such situations make it possible to regulate the life of the child in all its integrity, versatility and literacy, and thereby create the conditions for the formation of the student's personality as a subject. various kinds activity and life in general.
The situation of upbringing activity should contain: social factors that initiate the emergence of various spiritual needs and the formation of motives for socially useful and personally significant creative activity that requires continuous reflection; the possibility and necessity of carrying out various types of such activities that require creativity, continuous search for new tasks, means, actions, volitional acts of subjects of activity, communication, active life position, adherence to principles, cognition in defending one's views, disinterested risk, excess activity, readiness not only to follow the intended goal, but also to construct new, more interesting and productive goals and meanings already in the process of activity. The organization of the situation of educational activity was an established practice of the Soviet school. Timur's movements represented such situations most fully.
The activity approach focuses on the senesitive periods of schoolchildren's development as the periods in which they are most "sensitive" to language acquisition, mastering the ways of communication and activity, objective and mental actions. This orientation necessitates a continuous search for the appropriate content of education and upbringing, both substantive and identical, symbolic in nature, as well as appropriate methods of education and upbringing.
The activity approach in education takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis for periodization. child development. The approach, in its theoretical and practical foundations, takes into account scientifically substantiated propositions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.
The activity approach in education is implemented in line with the key idea of modern pedagogy about the need to transform the pupil from a predominantly object of the educational process, predominantly into a subject. At the same time, upbringing is understood as “ascent to subjectivity”. In the growth of the subjective properties of the child, he sees the essence of modern pedagogical activity E.V. Bondarevskaya. She also considers subjective properties as the core of human culture.
According to V.V. Serikov, the child's becoming a subject is not a moment of upbringing, but its essence. Such a view of education and the place in it of the phenomenon of the formation of subjectivity allows us to conclude: the activity approach in education is, in its essence, a subjective-activity approach.
27. Approaches in pedagogy.
Personal approach(one of the principles of psychology) is the understanding of the personality as a united set of internal conditions that refract all external influences. A personality is a concrete person as a subject of the transformation of the world on the basis of his knowledge, experience and attitude towards him. In the structure of personality, the following are distinguished: orientation, attitudes and its moral features. The elements (personality traits) included in its substructure do not have direct natural inclinations and reflect the individually refracted social consciousness. This includes, according to K. K. Platonov, several forms connected by a hierarchy. This attraction as the most primitive biological form of orientation. Personal approach : - approves the idea of the essence of a person as a person; - focuses the organization of the pedagogical process on the personality as a goal, result and criterion of effectiveness; - requires recognition of the uniqueness of the individual, the right to freedom and respect; - uses reliance on the natural process of development of creative potential, self-development of the individual. Activity approach . - approves the idea of activity as the basis, means and main condition for the development and formation of the personality; - orients the personality to the organization of creative work as the most effective transformation of the surrounding world; - allows you to determine the most optimal conditions for the development of the individual in the process of activity. IN activity approach personality, its formation and development are considered from the standpoint of practical activity as a special form of human mental activity. According to the approach, the inner wealth of a person is determined by the variety of activities in which a person is actually involved, and by the personal meaning that he fills these activities. To understand the essence activity approach It is important to note that for an individual, this form of activity is not genetically inherited, but appears in him as a result of assimilation of social experience, life among people; - activity is objective, it is embodied in its products, it reflects the knowledge, skills, language, values accumulated by mankind; - activity is subjective, as it is subject to the needs, motives and goals of the individual (subject); - the means of mastering the activity is not a behavioral reflex of the "stimulus - reaction" type, but the processes of internalization - exteriorization, i.e. processes of mutual replacement of external (practical) and internal (mental) actions. Person-Centered Approach - its founders focus primarily on the subject-subject type of interaction implemented in joint activities. Here are two full-fledged actors who have their own motives, goals of activity and corresponding abilities for its implementation. The student, relying on universal, over-subject skills, is capable of independent implementation of activities due to the reliance on his individual experience. At the same time, the teacher is open to interaction, focused on the personality of the student, implements a democratic, encouraging leadership style. The student is active, proactive and open to interaction with the teacher and the group.
(to the study of the psyche) - 1) the principle of studying the psyche, which is based on the category of objective activity developed by K. Marx (M.Ya. Basov, S.L. Rubinshtein, A.N. Leontiev and their students);) a theory that considers psychology as a science about the generation, functioning and structure of mental reflection in the processes of activity of individuals (A.N. Leontiev).
ACTIVITY APPROACH
1. The activity approach to psychological correction - was formed mainly in the domestic psychological school; involves a correction at the expense of the organization special education, during which the client masters psychological means that allow to implement control and management of internal and external activity at a new level. Often practiced is the mastery of an external action and its subsequent internalization - the transition to an internal, ideal plan. This approach is alternative to the behavioral approach, focusing not on getting rid of the symptom as such, but on building new internal systems.
Activity approach to the study of the psyche:
1. The principle of studying the psyche on the basis of the category of objective activity developed by K. Marx.
2. A theory that considers psychology as a science about the generation, functioning and structure of the reflection of the mental in the activities of individuals. The initial method of studying the psyche is the analysis of the transformations of the reflection of the mental in the course of activity, which is studied in its development, phylogenetic, historical, ontogenetic and functional (-> phylogenesis; ontogenesis).
The main principles of the activity approach:
1) principles of development, historicism, objectivity;
2) the principle of activity, including supra-situational activity as a specific feature of the human psyche;
3) the principle of interiorization-exteriorization as mechanisms for the assimilation of socio-historical experience;
4) the principle of unity of the structure of external and internal activities;
5) the principle of analysis of the systemic psyche;
6) the principle of the dependence of the reflection of the mental on the place of the reflected object in the structure of activity.
In the context of the activity approach, the criteria for the emergence of the psyche and the stage of development of the psyche in phylogenesis are singled out; representations have been developed:
1) about the leading activity as the basis and driving force for the development of the psyche in ontogenesis;
2) about assimilation as a mechanism for forming an image;
3) on the structure of activity - activity, action, operation, psychophysiological functional systems;
4) about the meaning, personal meaning and sensory fabric as the constituents of consciousness;
5) about the hierarchy of personal motives and meanings as units of personality structure.
The activity approach acts as a specific scientific methodology for the psychology of age, pedagogical, engineering, medical, etc.
ACTIVITY APPROACH
in psychology (English activity approach) - a set of theoretical, methodological and concrete empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of objective activity of the subject, and in some representatives of the psychophysical activity, the psyche and consciousness are considered as special forms(types) of this activity, derived from its outward-practical forms. The prerequisites for D. p. developed in Russian psychology in the 1920s. They were: 1) the need for a new methodological orientation capable of leading psychology out of the crisis that began in the 1910s-1920s; 2) a shift in the subject of Russian psychology from laboratory studies of abstract laws of consciousness and behavior to the analysis of various forms labor activity; 3) the historically determined appeal of psychologists to the philosophy of Marxism, in which the category of activity is one of the central ones. In the 1930s 2 most developed variants of D. p. are formed, presented by the studies of the psychological schools of S. L. Rubinshtein, on the one hand, and A. N. Leontiev, on the other. At present, both variants of D. p. are being developed by their followers not only in our country, but also in Western Europe, as well as in the USA, Japan and Latin America.
Rubinstein's works of the 1930s played an important role in the methodological substantiation of D. p., where he formulated the fundamental theoretical principle of D. p. - the principle of the unity of consciousness and activity. In parallel, Leontiev and other members of the Kharkov School theoretically and experimentally developed the problem of the commonality of the structure of external and internal activity. Differences between the 2 variants of D. p. are clearly formulated in the 1940s and 50s. and mainly affect 2 circles of problems. 1. This is the problem of the subject of psychological science. With t. sp. Rubinshtein, psychology should study not the activity of the subject as such, but "the psyche and only the psyche", however, through the disclosure of its essential objective connections and mediation, including through the study of activity. Leontiev, on the contrary, believed that activity should inevitably be included in the subject of psychology, since the psyche is inseparable from the moments of activity that generate and mediate it, moreover: it is itself a form of objective activity (according to P. Ya. Galperin, orienting activity).
2. The disputes concerned the relationship between actual external-practical activity and consciousness. According to Rubinshtein, one cannot speak of the formation of "internal" mental activity from "external" practical activity through internalization: before any internalization, an internal (mental) plan is already present. Leontiev believed that inner plan consciousness is formed precisely in the process of interiorization of initially practical actions that connect a person with the world of human objects. At the same time, he argued that in solving the problem of the unity of consciousness and activity, Rubinstein did not go beyond the framework of the dichotomy he criticized: consciousness is still considered not in an "activity key", but as "experiences", "phenomena", as "internal ", and activity appears as something fundamentally "external", and then the unity of consciousness and activity appears only as a postulated unity, but unprovable. Leontiev proposed his own version of the "removal" of this dichotomy: the real opposite is the opposite between the image and the process (the latter can exist both in external and internal forms). The image and the process are in unity, but the leading one in this unity is the process that connects the image with the reflected reality (for example, generalizations are formed in the process of real practical "transfer" of one mode of action to other conditions). Hence Leontiev's introduction of the concepts of "consciousness-image" and "consciousness-process", consideration of the relationship between which is still largely a matter of the future.
Concrete-empirical developments of the principle of the unity of consciousness and activity in D. p. (with all the differences in its theoretical understanding) can be conditionally divided into 6 groups according to forms mental development:
1) in phylogenetic studies, the problem of the emergence of mental reflection in evolution and the identification of the stages of mental development of animals depending on their activity was developed (A. N. Leontiev, A. V. Zaporozhets, K. E. Fabry, etc.);
2) in historical and anthropological research, in a concrete psychological plane, the problem of the emergence of consciousness in the process of human labor activity (Rubinshtein, Leontiev), psychological differences between the tools of labor in humans and auxiliary means of activity in animals (Galperin) was considered;
3) in sociogenetic studies, differences in the relationship between activity and consciousness in the conditions of different historical eras and different cultures are considered (A.N. Leontiev, A.R. Luria, M. Cole, representatives of Critical psychology, etc.), however, the problem of the sociogenesis of consciousness is still not enough developed in D. p.;
4) independent activity-oriented theories have grown out of the most numerous ontogenetic studies in line with D. p. others);
5) functional genetic studies based on the principle of the unity of consciousness and activity (the development of mental processes in short time periods) are represented not only by the works of the schools of Leontiev and Rubinstein, but also by other well-known psychologists (B. M. Teploe, B. G. Ananiev, A. A. Smirnov, N. A. Bernshtein and others);
6) pathological and neuropsychological studies of the breakdown of higher mental functions and the role of specific forms of activity in their restoration (A. R. Luria, E. D. Khomskaya, L. S. Tsvetkova, B. V. Zeigarnik, etc.).
Within the framework of the listed areas of research on D. p., a number of the most important theoretical problems psychology, including: the problem of macro- and microstructure human activity(activity - action - operation - functional block), the problem of the structure of consciousness-image (sensory tissue, meaning, personal meaning), the problem of internalization as the most important mechanism for the formation of consciousness, the problem of periodization of mental development using the concept of "leading activity" developed in D. p. "and others. Based on the general psychological ideas of D. p., activity-oriented theories are being developed in various branches of psychology (social, child psychology, pathopsychology, etc.). (E. E. Sokolova.)
Addendum ed.: In a situation of owls. "ideological community", when not only many scientific directions, but entire branches and even sciences, Rubinstein and Leontiev, acted rather witty and wisely, leaving psychology "for the preservation" of the philosophical category of activity, unceremoniously privatized by Marxism. Psychologists, for whom the category of activity did not fit, hid behind Lenin's "reflection theory" (and the mirror poses as a know-it-all. - O. Mandelstam). The category of activity served for Rubinstein and Leontiev as a kind of reserve, a reservation, a means of ideological defense of psychology, its survival as a science. The psyche was either identified with activity, or activity acted as practically the only explanatory means, a synonym for the so-called. the principle of determinism of the whole psyche. As a result, psychology found itself inside a relatively safe, from an ideological point of view. circle of activity and/or "circle of reflection", which allowed it to exist. Both, especially Leontiev, did not write the most plain language, which closed the entrance to the territory of D. p. to the profane. They discussed private matters with each other. Under the protection of D. p., a number of remarkably philosophically and ideologically carefree scientists carried out psychological research. The real subject of their work was not activity as such, but some of its special types, and even then not in full, for example, play, educational, labor, sports. In their study, the conceptual apparatus of D. p. was used and developed. It was proposed big number conceptual schemes of activity analysis, none of which has clear advantages over others.
The main achievement of D. p. is that within its framework a productive direction has been formed - the psychology of action, which is the quintessence of D. p. (see Yudin E. G.). Sensory, perceptual, objective, performing, mnemonic, mental, affective and other actions, as well as their structural components, were studied: motives, goals, tasks, methods of implementation and conditions for implementation.
The reduction of the psyche to action turned out to be no worse, and in many ways better than the reduction of the psyche to reflexes, reactions, associations, gestalts, behavior, reflection, cognition, experience, humanism, neurons. The listed forms of reduction are still alive.
Assessing the claims of D. p. to create psychological theory, it is necessary to state their excessiveness. The activity itself needs to be explained. On the way from consciousness, personality, soul, spirit to activity, psychology takes the first steps. Now psychology must repay its debt and take "for preservation" D. p., of course, releasing its consciousness to freedom, freeing itself from slavish dependence on it, from complete identification of itself with it. See also Activity as a methodological problem in psychology. (V.P. Zinchenko.)
Activity approach
(to the study of the psyche) -
1) the principle of studying the psyche, which is based on the category of objective activity developed by Fichte, Hegel and K. Marx (M. Ya. Basov, S. L. Rubinshtein, A. N. Leontiev and their students);
2) a theory that considers psychology as a science of the generation, functioning and structure of mental reflection in the processes of activity of individuals (A. N. Leontiev).
At the same time, the initial method for studying the psyche is the analysis of the transformations of mental reflection in the process of activity, studied in its phylogenetic (see), historical (see), ontogenetic (see), and functional development. The basic principles of D. p.: the principles of development and historicism; objectivity; activities including supra-situational activity as a specific feature of the human psyche; interiorization - exteriorization as mechanisms for the assimilation of socio-historical experience; unity of the structure of external and internal activities; system analysis psyche; dependence of mental reflection on the place of the reflected object in the structure of activity. In the context of D. p., the criteria for the emergence of the psyche and the stages of development of the psyche in phylogeny are singled out, ideas about leading activities as the basis and driving force for the development of the psyche in ontogenesis, about assimilation as a mechanism for forming an image, about the structure of activity ( , , , psychophysiological functional systems), about the meaning, personal sense and sensual tissue as the constituents of consciousness, about the hierarchy of motives and personal meanings as units of the structure of personality. D. P. acts as a concrete scientific methodology for special branches of psychology (age, pedagogical, engineering, medical, etc.)
Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .
Activity approach
ACTIVITY APPROACH (With. 192)
From today's perspective domestic psychology of the past century appears to be very vulnerable to criticism due to its political bias, ideological blindness and, as an inevitable consequence of this, theoretical one-sidedness and gross intolerance towards alternative trends. Such accusations are to a large extent justified. Indeed, in the works of titled Soviet psychologists (and some were not published: the right to publish had to be earned by many years of loyalty) one and all there are maxims that resemble more ritual spells than scientific judgments. It got to the point where modern reissues the editors, in the spirit of the old censorship, cut out the most odious passages from the works of the Soviet era. And in the minds of many psychologists of the new generation, the idea of the entire Soviet psychological science as something deeply flawed and not worth a good word was established. At the same time, as Vygotsky used to say, the child is thrown out along with the soapy water, that is, they turn away from the truly valuable and positive achievements of the drunken years. Eric Berne, now revered by many, wrote: “If you take away the high words and solemn mine, there is still a lot left, so don’t be alarmed.” Let us follow his advice and try to soberly and unbiasedly consider one of the elements of the heritage of Soviet psychology - the so-called activity approach.
The scientific credo of several generations of Soviet psychologists, at least in Moscow (it was in the capital that the most influential psychological school), can be expressed in the words of V.V. Davydova: “... the concept of activity cannot be put on a par with other psychological concepts, because among them it should be the original, first and main. In fact, this determines the essence of the activity approach - consideration of any mental phenomenon and the process in its formation and functioning through the prism of the category of activity. The basis of this approach is, of course, the general psychological theory of activity, and the approach itself is an application of this theory to the study and formation of mental processes and properties. The activity approach is inherently universal, since it covers a wide range of cognitive processes And personal qualities, apply to the interpretation of their formation and functioning in normal and pathological conditions and finds an effective embodiment in all particular areas of psychological science and practice.
Since the basis of the activity approach, which is embodied in various fields (in particular, in education, which will be discussed in particular), is the general psychological theory of activity, it should be noted that this theory itself is debatable. Supporters of the activity approach do not represent a monolithic cohort, but rather two camps that manage to ally and compete at the same time. The psychological theory of activity was developed almost independently by S.L. Rubinstein and A.N. Leontiev. Their interpretations are largely similar, but they also have significant differences, which their followers sometimes emphasize beyond measure.
There is a different dating of the emergence of the activity approach, associated with different points of view on the authorship of the theory of activity. Some researchers, for example A.V. Brushlinsky believe that the principle of activity was formulated by Rubinstein back in 1922 in his article “The Principle of Creative Amateur Activity”, while in Soviet psychology in the 20s and early 30s. the "inactive approach", represented, in particular, by Vygotsky's school, dominated. Other authors, on the contrary, believe that the works of Vygotsky at the turn of the 1920s and 1930s were of fundamental importance for the development of the concept of activity, while another process of introducing the category of activity into psychology in the works of Rubinstein began in 1934. M.G. Yaroshevsky found that the first concept of activity in the development psychological issues introduced MJ Basov. True, Leontiev believed that, unlike Vygotsky, who did not use the term "activity", but in fact his concept was "activity", Basov used this very term, but he did not put psychological content into it.
Regardless of the dispute about priorities, it must be pointed out that the basis of the psychological theory of activity is the principle of Marxist dialectical-materialist philosophy, which indicates that it is not consciousness that determines being, activity, but, on the contrary, being, human activity determines his consciousness. Based on this position, Rubinstein in the 30s. the principle of the unity of consciousness and activity, fundamental for Soviet psychology, was formulated. “Forming in activity, the psyche, consciousness manifests itself in activity. Activity and consciousness are not two aspects turned in different directions. They form an organic whole, not an identity, but a unity.” At the same time, both consciousness and activity are understood by Rubinstein differently than in the introspective and behavioral traditions. Activity is not a set of reflex and impulsive reactions to external stimuli, since it is regulated by consciousness and reveals it. At the same time, consciousness is considered as a reality that is not given to the subject directly, in his self-observation: it can be known only through a system of subjective relations, including through the activity of the subject, in the process of which consciousness is formed and develops.
This principle was developed empirically in both variants of the activity approach, however, there were differences between them in understanding this unity. Leontiev believed that Rubinstein’s solution to the problem of the unity of consciousness and activity did not go beyond the old dichotomy of the mental, which he himself criticized, understood as “phenomena” and experience, and activity, understood as external activity, and in this sense such unity was only declared. Leontiev proposed a different solution to the problem: “lives” in the activity that makes up their “substance”, the image is an “accumulated movement”, that is, folded actions that were at first completely deployed and “external” ... That is, consciousness is not just “manifested and is formed" in the activity as a separate reality - it is "embedded" in the activity and is inseparable from it.
The differences between the two variants of the activity approach were clearly formulated in the 1940s and 1950s. and touches on two main issues.
First, it is a problem of the subject matter of psychological science. From Rubinstein's point of view, psychology should study not the activity of the subject as such, but "the psyche and only the psyche", however, through the disclosure of its essential objective connections, including through the study of activity. Leontiev, on the contrary, believed that activity should inevitably be included in the subject of psychology, since the psyche is inseparable from the moments of activity that generate and mediate it, moreover: it is itself a form of objective activity (according to P.Ya. Galperin, orienting activity).
Secondly, the disputes concerned the relationship between external practical activity and consciousness. According to Rubinstein, it is impossible to speak about the formation of "internal" mental activity from "external" practical through internalization: before any internalization, the internal (mental) plan is already present. Leontiev, on the other hand, believed that the inner plan of consciousness is formed precisely in the process of interiorization of initially practical actions that connect a person with the world of human objects.
Concrete-empirical developments of the principle of the unity of consciousness and activity in the activity approach (with all the differences in its theoretical understanding) can be divided into six groups.
1. In phylogenetic studies, the problem of the emergence of mental reflection in evolution and the allocation of stages of mental development of animals depending on their activity was developed (A.N. Leontiev, A.V. Zaporozhets, K.E. Fabry, etc.).
2. In anthropological studies, in a concrete psychological plane, the problem of the emergence of consciousness in the process of human labor activity (Rubinshtein, Leontiev), psychological differences between the tools of labor in humans and auxiliary means of activity in animals (Galperin) were considered.
3. In sociogenetic studies, differences in the relationship between activity and consciousness are considered in the conditions of different historical eras and different cultures (Leontiev, A.R. Luria, M. Cole, etc.). True, the problems of the sociogenesis of consciousness within the framework of the activity approach are outlined rather than developed.
4. From the most numerous ontogenetic studies in line with the activity approach, independent activity-oriented theories have grown - the theory of periodization of mental development in ontogenesis by D.B. Elkonin, the theory of developmental learning VV. Davydova, the theory of formation of perceptual actions by A.V. Zaporozhets and others.
5. Functional genetic studies based on the principle of the unity of consciousness and activity (development of mental processes in short time periods) are represented by works not only school scientists Leontiev and Rubinstein, but also other well-known domestic psychologists (B.M. Teplov, B.G. Ananiev, A.A. Smirnov, N.A. Bernshtein, etc.).
6. Patho- and neuropsychological studies of the role of specific forms of activity in the development and correction of the decay of higher mental functions (A.R. Luria, E.D. Khomskaya, L.S. Tsvetkova, B.V. Zeigarnik, etc.).
The activity approach has been most intensively developed and at the same time most productively used in such an area as education. And here the advantage clearly belongs to the followers of the Leontiev school. And this is no coincidence. Path psychological research in the learning process is organically connected with the main idea of Leontiev's concept, according to which the development of human consciousness is understood as learning in its specifically human forms, that is, in terms of the transfer of socio-historical experience from person to person. Leontiev recognized as one of the program works “it is absolutely necessary to decisively change the organization scientific work in such branches of psychology as pedagogical psychology, which requires the school to become the main place of work for the psychologist, his clinic. The psychologist should not be a guest and observer at the school, but an active participant in the pedagogical process; it is necessary that he not only understand, but be able to practically lead it.
Since the 30s. in a number of publications, based on theoretical and experimental studies, Leontiev associated the solution of pedagogical problems with reliance on knowledge about the age and individual characteristics of children, recognizing that "without reliance on systematic data characterizing the development of the child's psyche, it is impossible to create scientifically based psychology and pedagogy" , and vice versa: the development of theory is inseparable from specific psychological and pedagogical research in real practice education. The question of regularities and driving forces ah mental development of the child and the relationship of development with learning. In an article of 1935, after a critical analysis of the ideas that existed in world psychology about psychological process child mastering the concept, Leontiev comes to the conclusion about their failure and outlines his own new understanding of this process. Based on the research of Vygotsky, who established important role communication and cooperation as necessary conditions learning, already in this article, Leontiev raised the question of the content of the process of mastering a scientific concept: although it “takes place in the process of communication,” it does not come down to communication. “What lies behind the communication in which the transmission of a scientific concept to the student is carried out?” asks Leontiev. And he answers: “Behind communication lies the activity of the student organized in this process.” It is necessary to build a system of psychological operations corresponding to the generalization contained in the content of the scientific concept.
Based on theoretical and experimental studies led by Leontiev, a team of psychologists at the All-Ukrainian Psychoneurological Academy in Kharkov (Zaporozhets, Bozhovich, Halperin, etc.) outlined the main idea in the activity approach about the central importance of activity in the formation of consciousness in the learning process. Understanding learning as an active activity process that determines the development of consciousness and is carried out in conditions of communication with other people was a prerequisite for defining the Subject educational psychology. According to Leontiev, the content of pedagogical psychology as an independent field of psychological science is "research of the psychological activity of the child in the process of upbringing and education, and at the same time, the study of not all of his psychological activity, but only that which is specific to this process."
On the basis of research in the field of educational psychology, an understanding of the patterns and driving forces of the development of the psyche in ontogenesis developed. In contrast to the widespread in world psychology ideas about spiritual development as coming exclusively from within, so that only the content of consciousness changes in the process of learning, “the very activity of consciousness and its structure remain unchanged, obey the same laws given once and for all,” it was argued. another understanding, first developed by Vygotsky. In the process of learning, “a decisive change in the very consciousness of the student takes place ... mental activity". It was emphasized that the role of the teacher in this process is great: he sets the very content of the process that is to be mastered. The learning child is not like Robinson making his little discoveries: "... pedagogical process does not simply use the ready-made psychological capabilities inherent in a child of a particular age, and does not simply introduce this or that content into his consciousness, but creates new features of his consciousness.
Leontiev proceeded from the premise that Scientific research development of the psyche is not only of theoretical importance. At the same time, the solution of the question of the laws of mental development determines the direction of the development of scientifically based methods of teaching and educating children. In accordance with the theoretical thesis about the significance of activity in the mental development of a child, “... the formation and development of individual mental processes do not occur in the order of maturation, but in the course of the development of a specific activity in connection with the development of its psychological structure, its orientation and the motives that motivate it” . Hence the requirement: "In the study of the development of the child's psyche, one should proceed from an analysis of the development of his activity as it develops in the given specific conditions of his life."
Qualitatively unique stages in the child's mental development were described and the transitions between them were studied. At the same time, at different stages of development, there occurs, firstly, a change in the place occupied by the child in the system of social relations; secondly, each stage is characterized by a certain leading to this stage the child's attitude to reality, the leading type of activity. This concept, introduced by Leontiev, was the basis for the periodization of mental development in ontogeny from infancy to adolescence. It was concluded that the developmental effect of the leading activity, which determines "the most important changes in the mental processes and psychological characteristics of the child's personality at this stage of his development."
On the issue of the relationship between education and development, Leontiev, following Vygotsky, supports the position on the leading role of education and upbringing: the child develops while learning. However, these processes are not identical. The relationship between them is not unambiguous. It is argued that “any development is a special process of self-movement, i.e. has a spontaneous character, which is characterized by internal laws. Thus, the specificity of the age and individual characteristics of children is recognized and the need to study them remains. How, with this understanding, is the mechanism of the influence of training on development presented? This influence is exercised through the management of the activity of the child himself. " Pedagogical impact brings to life the activity of the child, aimed at certain educational tasks, builds it and manages it, and only as a result of the directed activity of the child himself does the mastery of knowledge, skills and abilities take place. The emphasis on the child's own activity turns it into a central psychological problem of learning.
The most important provisions of Leontiev's doctrine of activity - the questions of the structure of activity, the distinction between activity and action, which are associated with a concrete psychological study of the semantic analysis of consciousness and the practice of educating a conscious attitude, that is, the consciousness of learning - have been developed in application to practical issues of education. In accordance with this, the child is considered "not only as an object of external influences ... but, first of all, as a subject of life, a subject of development."
Applying the concepts and principles of the activity approach to the question of methods psychological diagnostics failing schoolchildren, Leontiev restores the very problem of diagnostics and the method of tests, which were banned after the 1936 decree "On pedological perversions ...". Without denying the significance of the test method, Leontiev establishes the limits of its application and concludes that the use of tests does not make it possible to identify the reasons underlying the child's lagging behind. Therefore, in order to study the nature of the retardation, it is necessary to conduct a clinical psychological study following the test examinations, in the course of which the peculiarities of the structure of the students' cognitive activity are revealed. Further study mental development child for prognostic purposes should be built in the form of a learning experiment.
Assessing the role of mental actions in the process of assimilation of concepts, Leontiev called the process of their formation in students “the central psychological problem of human learning. In its broadest aspect, this is one of the main problems of genetic psychology - the problem of transforming external actions into internal mental processes, the problem of their internalization.
The analysis of objective and mental actions, as well as the operations included in these actions, became the subject of research by Leontiev's comrade-in-arms in the activity school, PYa Galperin. The concept of the systematic phased formation of mental actions and concepts created by Galperin has been confirmed and has found effective application in practice. schooling and other forms of education.
In parallel with these studies in Moscow under the guidance of representatives of the activity approach D.B. Elkonin and V.V. Davydov, and in Kharkov - V.V. Repkin, starting from the 50s. theoretical and experimental research on the study of educational activity unfolded on a broad front junior schoolchildren. Based on them, a theory of developmental learning was developed, on the basis of which, since the beginning of the 90s. one of the three state educational systems currently operating in Russia has been introduced.
Based on the task of ensuring the development (primarily mental) of children in the process of learning activities, as well as relying on Vygotsky’s ideas about the leading importance for mental development of the content of acquired knowledge, a conclusion was made that was fundamentally at odds with the established practice of teaching in elementary school. Already in elementary school, the content of educational activity should be aimed at mastering theoretical knowledge as a system of scientific concepts, the mastery of which develops in students the basics theoretical thinking and consciousness. In a situation where the content of education is empirical concepts and knowledge, for their assimilation, the child has the necessary processes of memory and thinking that have developed before schooling. Therefore, the acquisition of this knowledge does not lead to the growth of mental strength and abilities. In contrast
A.N.Leontiev
From this, theoretical concepts to be assimilated, require the development of new forms of thinking. The position on two types of thinking is deeply developed in the works of V.V. Davydov. The focus of educational activities in the practice of developmental education on the assimilation of theoretical knowledge opens up real ways for the development of thinking and personality.
Thus, the theory of learning activity makes it possible to reveal educational features and the educational role of systematic schooling. Its implementation in the practice of teaching opens up real ways to humanize learning, because its goal is not only proclaimed, but actually ensured the development of cognitive motives, thinking, consciousness, personality of the child. The project of education developed on its basis is convincing evidence of the prospects of the activity approach, a kind of test of its correctness and validity in the most important area of social practice - education.
Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005 .
See what the "activity approach" is in other dictionaries:
ACTIVITY APPROACH- (English activity approach). The totality of research in pedagogy and psychology, in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject. The prerequisites for D. p. developed in the domestic ... New dictionary methodological terms and concepts (theory and practice of teaching languages)
Activity approach- The theory of activity or the activity approach is the school of Soviet psychology founded by A.N. Leontiev and S.L. Rubinshtein on the cultural-historical approach of L.S. Vygotsky. The theory was a hybrid of psychological facts and axioms ... ... Wikipedia
Activity approach- (in psychology) a methodological principle, according to which a person’s thinking is a process of his mental activity for the spiritual mastery of reality, the transfer of external objective activity into an internal ideal plan ... ... Modern educational process: basic concepts and terms
Activity approach- in psychological and pedagogical works, the psyche of a subject or object can be studied most correctly, understandably, only if it is studied in the process of activity. It is a product of development and the result of activity ... Research activities. Dictionary
activity approach- (to the study of the psyche) - 1) the principle of studying the psyche, which is based on the category of objective activity developed by K. Marx (M.Ya. Basov, S.L. Rubinshtein, A.N. Leontiev and their students);) theory, considering psychology as the science of ... ... encyclopedic Dictionary in psychology and pedagogy- a system of methodological and theoretical principles for the study of mental phenomena, according to which the main subject of research is activity that mediates all mental processes. This approach began to take shape in ... ... Psychological Dictionary
Category. The system of methodological and theoretical principles for the study of mental phenomena. Research. The main subject of research is activity that mediates all mental processes. This approach began to take shape in ... ...
- (English activity approach) a set of theoretical, methodological and specifically empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject, and in some ... ... Great Psychological Encyclopedia
Books
- Activity approach in the design of human-computer interaction. On the example of medical interfaces , Averbukh VL The work is devoted to the analysis of professional and mass human-computer interfaces from the standpoint of the activity approach. The activity approach to interface development is based on…
Activity approach in teaching
Denshchikova N.S.
teacher primary school
1. The essence of the activity approach in learning
For many years the traditional goal school education was the mastery of the system of knowledge that forms the basis of the sciences. The memory of the students was loaded with numerous facts, names, concepts. That is why graduates Russian schools in terms of factual knowledge, they are noticeably superior to their foreign peers. However, the results of ongoing international comparative studies make us wary and reflective. Russian schoolchildren perform tasks of a reproductive nature better than students in many countries, reflecting the mastery of subject knowledge and skills. However, their results are lower when performing tasks on the application of knowledge in practical, life situations, the content of which is presented in an unusual, non-standard form, in which it is required to analyze or interpret them, formulate a conclusion or name the consequences of certain changes. Therefore, the question of the quality of education knowledge has been and remains relevant.
The quality of education in present stage is understood as a level of specific, over-subject skills associated with self-determination and self-realization of the individual, when knowledge is acquired not "for the future", but in the context of the model future activities, life situation as "learning to live here and now." The subject of our pride in the past - a large amount of factual knowledge requires rethinking, because in today's rapidly changing world, any information quickly becomes outdated. It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is the knowledge of how to extract, interpret, and transform information.
And these are the results of the activity. Thus, wishing to shift the emphasis in education from the assimilation of facts (result-knowledge) to mastering ways of interacting with the outside world (result-skills), we come to realize the need to change the character educational process and methods of activity of teachers and students.
With this approach to learning, the main element of the work of students is the development of activities, especially new types of activities: educational and research, search and design, creative, etc. In this case, knowledge becomes the result of mastering the methods of activity. In parallel with the development of activities, the student will be able to form his own system of values, supported by society. From a passive consumer of knowledge, the student becomes the subject educational activities. The category of activity in this approach to learning is fundamental and meaningful.
The activity approach is understood as such a way of organizing the educational and cognitive activity of students, in which they are not passive "receiver" of information, but actively participate in the educational process. The essence of the activity approach in teaching is to direct "all pedagogical measures to
organization of intensive, constantly becoming more complex activity, because only through one's own activity does a person learn science and culture, ways of knowing and transforming the world, forms and improves personal qualities.
The personal-activity approach means that the personality, its motives, goals, needs are at the center of learning, and the condition for the self-realization of the personality is the activity that forms experience and ensures personal growth.
The activity approach in learning from the position of the student consists in the implementation different kind activities for solving problematic tasks that have a personal-semantic character for the student. Learning tasks become an integrative part of the activity. At the same time, mental actions are the most important component of actions. In this regard, special attention is paid to the process of developing action strategies, learning activities, which are defined as ways to solve learning problems. In the theory of learning activity, from the standpoint of its subject, the actions of goal-setting, programming, planning, control, and evaluation are singled out. And from the standpoint of the activity itself - transformative, performing, control. Much attention in overall structure educational activities are assigned to the actions of control (self-control) and evaluation (self-assessment). Self-control and assessment of the teacher contribute to the formation of self-assessment. The function of the teacher in the activity approach is manifested in the activity of managing the learning process.
2. Implementation of the activity approach in teaching
junior schoolchildren
The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activity. The aim of the student is to master the ability to learn. Educational subjects and their content act as a means to achieve this goal.
An important feature of the EMC "School of Russia" is that it allows you to successfully solve one of the priority tasks primary education- to form the main components of educational activity.
This situation is clearly presented in the table, which compares the positions of the teacher and the student:
Components of learning activities
(teacher position)
Questions answered by the student (student position)
Motive of activity
"Why am I studying this?"
Setting a learning task, its acceptance by students
"What are my successes and what am I failing at?"
Discussion of the method of action in solving a learning problem
"What should I do to solve this problem?"
Exercising control
"Am I doing this problem right?"
Correlation of the result obtained with the goal (standard, sample)
"Have I done the right learning task?"
Process and result evaluation
"What is the educational task before me?"
Forms, means and methods of teaching EMC are aimed at forming the prerequisites for the younger student (in the 1st half of the first grade), and then the skills of educational activity.
Learning skills are formed gradually, this process covers the entire primary school. The formation of educational skills in junior schoolchildren is carried out at each lesson of any academic subject. Learning skills do not depend on the content of a particular course and, from this point of view, are general educational.
I begin to solve the task of forming educational activities literally from the first lessons of the 1st grade. For the successful course of educational activities, a motive, goal, specific actions and operations, monitoring and evaluation of the result are necessary.
I pay special attention to the development of educational and cognitive motives. The content of the EMC is available to every student. This keeps children interested in learning, because it brings joy, pleasure and success.
The content of texts, illustrations, tasks of textbooks of the "School of Russia" programs evokes an emotionally positive attitude of students - surprise, empathy, the joy of discovery and a desire to learn.
At each lesson, such a motive is realized in the learning goal - the awareness of the question that is required, it is interesting to find the answer. In this case, I direct my activities to creating conditions for the formation of active goal-setting in the lesson. In this regard, there is a need to develop methods that contribute to the formation learning motivation at the lesson. All techniques are based on the active mental and speech activity of students.
I classify techniques according to the predominant channel of perception.
Visual:
topic-question
work on the concept
bright spot situation
exception
conjecture
problem situation
grouping
Auditory:
lead-in dialogue
collect the word
exception
problem previous lesson
Topic question
The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes.
Work on the concept
I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in " explanatory dictionary". For example, the topic of the lesson is "Stress". Further, from the meaning of the word we determine the task of the lesson. The same can be done through the selection of related words or through a search in compound word word bases. For example, the topics of the lessons "Phrase", "Rectangle".
Lead-in dialogue
At the update stage educational material there is a conversation aimed at generalization, concretization, logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficiently complete justification of their actions. Thus, a situation arises for which additional research or action is needed.
Collect the word
The technique is based on the ability of children to isolate the first sound in words and synthesize it into a single word. The reception is aimed at the development of auditory attention and at the concentration of thinking to the perception of the new.
For example, the topic of the lesson is "Verb".
– Collect the word from the first sounds of the words: "Thunder, caress, neat, voice, island, catch."
If possible and necessary, you can repeat the studied parts of speech on the proposed words, and solve logical problems.
The "bright spot" situation
Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
grouping
I suggest that children divide a number of words, objects, figures, numbers into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example, the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.
Exception
Reception can be used through visual or auditory perception.
First view. The basis of the "bright spot" technique is repeated, but in this case, children need to find the superfluous, justifying their choice, through an analysis of the common and different.
Second kind. I ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or a proposed series of words. Analyzing, children easily determine the excess.
For example, a lesson on the world around us in grade 1 on the topic of the lesson "Insects".
– Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
– What do all words have in common? (Names of animals)
– Who is the odd one out in this line? (Of the many, well-founded opinions, the correct answer is sure to sound.)
conjecture
1) The topic of the lesson is proposed in the form of a diagram or an unfinished phrase. Students need to analyze what they see and determine the topic and task of the lesson.
For example, in a Russian lesson in grade 1 on the topic "Proposal", you can offer a scheme:
2) The topic of the lesson and the words - "helpers" are proposed:
Let's repeat...
Let's study…
Let's find out...
Let's check...
With the help of words - "assistants" children formulate the tasks of the lesson.
3) An active cognitive activity on the search for patterns in the construction of a number of constituent elements and the assumption of the next element of this series. To prove or disprove an assumption is the task of the lesson. For example: for the topic "Number 9 and its composition", an observation is made on a series of numbers: 1, 3, 5, 7, ...
4) Determine the reason for the combination of words, letters, objects, analyzing the pattern and relying on your knowledge. For a math lesson on the topic "Order arithmetic operations in expressions with brackets" I offer the children a series of expressions and pose the question: "What unites all the expressions? How to do the calculation?
(63 + 7)*10
24*(16 – 4 * 2)
(42 – 12 + 5)*7
8 * (7 – 2 * 3)
The problem of the previous lesson
At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.
Practice shows that, under certain conditions, it is possible for first-grade students to formulate a topic and determine the tasks of a lesson. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, student success, and conscious reflection of the lesson.
The proposed techniques are effective, interesting and accessible to my students. The process of goal-setting forms not only the motive, the need for action, but also teaches purposefulness, meaningfulness of actions and deeds, develops cognitive and Creative skills. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.
At the stage of generalization of knowledge, the lesson can begin with "revitalization of the student's experience." expressing problematic issue for discussion, considering the following requirements:
a problem arises if a sample of its solution is not given;
the problem cannot be solved at the reproductive level;
collective discussion is required to solve the problem.
For example, in a lesson on the world around you, you can ask children a question: “If you saw off the stems of a bush and leave only one, will it become a tree?”
In this case, a dialogue arises, during which different points of view are expressed, their evidence is discussed, significant ones are selected from them, and the participants come to a common opinion. Conclusions are drawn that are convincing for everyone.
Performing actions to acquire missing knowledge - next condition implementation of the activity approach. The educational actions with the help of which students solve educational problems in the structure of educational activities are as follows:
perception of messages (listening to a teacher or students, a conversation between a teacher and students, reading and assimilation of the text of a textbook or other source of information);
observations organized in the classroom at school or outside it;
collection and preparation of materials on the topic proposed by the teacher or student;
subject-practical actions;
oral or written presentation of the acquired material;
linguistic, subject-practical or any other embodiment of situations that reveal the content of a particular educational task, problem;
preparation, conduct and evaluation of experiments, promotion and testing of hypotheses;
performing various tasks and exercises;
evaluation of the quality of action, event, behavior.
Revealing and mastering the method of action for the conscious application of knowledge (for the formation of conscious skills) is the third condition for the activity approach to learning, associated with the implementation of conscious skills by children. learning activities.
The formation of a system of conscious actions should take place in the right sequence, in stages, taking into account the gradual growth of students' independence. In practice, I am convinced that the most effective way to form the required skills (the ability to apply acquired knowledge in practice), or, as they say today, competencies, is achieved if training does not go along the path of accumulating the sum of individual skills, but in the direction from general to private.
At the same time, I direct my efforts to help children not in memorizing individual information, rules, but in mastering a common mode of action for many cases. I try to achieve not just the correctness of the solution of a particular task, not just the correctness of the result, but the correct implementation of the necessary method of action. The right course of action leads to the right result.
Like many teachers, I have this problem. The child quite successfully mastered each operation separately, and memorizing the entire sequence of actions causes difficulty for him. Hence the errors. When working with such children, additional tasks are needed to work out the rules algorithm. I offer children additional schemes, models, the purpose of which is to help remember the sequence of the operation. For example:
The order of parsing the word by composition:
highlight the ending
highlight the basis
select the root
select prefix and suffix
An important part of the learning process is monitoring and evaluation activities.
I pay much attention to the tasks that children perform in pairs, in small groups. In the process of such work, control and self-control develop, because without mutual control, a joint task cannot be completed. The number of tasks built on the principle of self-control, when the student checks the correctness of the result of the activity himself, is gradually increasing. This is also facilitated by working with the headings “Test yourself”, the tasks “Compare your answer with the text”, “Find the mistake”, etc.
In my practice I use tasks of a creative nature. I find the technique of creative storytelling to be very interesting and effective. In the lessons of the world around me, I use the following types of stories:
plot story based on direct perception (“The streets are full of surprises”, “Bird's canteen”, etc.);
descriptive story based on comparison (“Modern and old school”, “Forest and meadow”, etc.);
story-study - a small vivid figurative description of an object (phenomenon);
a story-composition about an event (“What I learned from nature”, etc.);
story - dialogue - a rather difficult type of story that combines a story - description with dialogue (“A conversation between a man and a tree”, “What are the sparrows chirping about?”, etc.)
My students really like to perform creative tasks using music and painting. The value of these tasks is that they are based on a combination of the two most emotional views activities: listening to music and looking at reproductions of paintings.
Tasks can be as follows:
Match the character piece of music with the mood of the picture. (from the three paintings "Golden Autumn", "Summer Day", "February Blue" choose the one that corresponds to the mood of P.I. Tchaikovsky's play from the cycle "The Seasons").
Determining the nature of a piece of music and creating an imaginary picture for it.
Another type of creative tasks are educational role-playing games. In grades 1-2, an educational role-playing game is an obligatory structural component of the lesson of the world around. (Examples of role-playing games - "In the store", "We are passengers", "In the Slavic settlement", etc.). "Trying on the role" of real persons, animals, plants, objects of the world around, students develop imagination, creative thinking, communication skills.
The implementation of the technology of the activity method in teaching practice is provided by the following system of didactic principles:
The principle of activity is that the student, receiving knowledge not in a ready-made form, but, obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to active successful learning. the formation of his general cultural and activity abilities, general educational skills.
The principle of continuity means continuity between all levels and stages of education at the level of technology, content and methods, taking into account age psychological features development of children.
The principle of integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).
The minimax principle is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge)
The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of interactive forms of communication.
The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.
The principle of creativity means maximum orientation towards creativity in educational process, the acquisition by students of their own experience of creative activity.
The use of this method in practice allows me to competently build a lesson, to include each student in the process of “discovering” new knowledge.
The structure of lessons for introducing new knowledge usually looks like this:
I. Motivation for learning activities (organizational moment) -
1-2 minutes
Purpose: the inclusion of students in activities at a personally significant level.
This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:
the requirements for it from the side of educational activity are updated (“must”);
conditions are created for the emergence
of the internal need for inclusion in learning activities("Want");
thematic framework (“I can”) is established.
Work methods:
the teacher at the beginning of the lesson expresses good wishes to the children, offers to wish each other good luck (claps in the palm of your hand);
the teacher invites the children to think about what is useful for successful work, the children speak out;
motto, epigraph ("From little luck a big success begins, etc.)
II. Actualization and fixation of an individual difficulty in a trial educational action -
4-5 minutes
Purpose: repetition of the studied material necessary for the "discovery of new knowledge", and identification of difficulties in individual activities every student.
emergence problem situation
Staging methods learning problem:
inciting, leading dialogues;
motivating technique "bright spot" - fairy tales, legends, fragments from fiction, cases from history, science, culture, Everyday life, jokes, etc.)
III. Statement of the educational task -
4-5 minutes
Purpose: Discussing the difficulty (“Why are there difficulties?”, “What do we not know yet?”)
At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:
restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;
correlate your actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original task and tasks of this class or type at all.
IV. Discovery of new knowledge (construction of a project for getting out of a difficulty) -
7-8 minutes
At this stage, students in a communicative form consider a project for future learning activities: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.
V. Primary fastening -
4-5 minutes
Purpose: pronunciation of new knowledge, (recording in the form of a reference signal)
frontal work, work in pairs;