Status of educational psychology as a science. Educational psychology as a science
Introduction…………………………………………………………………………...3
1. Subject and tasks educational psychology………………………………4
2. Research methods in educational psychology……………………….7
Conclusion………………………………………………………………………….9
List of used sources……………………………………………...10
Introduction
Educational psychology is associated with many other sciences for a number of reasons. First, it is a specific branch of general psychological knowledge, which is located in the center of the triangle of scientific knowledge. Secondly, it is connected with other sciences due to the fact that the educational process, in terms of its goals and content, is the transfer of sociocultural experience, in which the most diverse civilizational knowledge is accumulated in a symbolic, linguistic form. Thirdly, the subject of its study is the person who knows and learns this knowledge, which is studied by many other human sciences. Obviously, educational psychology is inextricably linked with such sciences as, for example, pedagogy, physiology, philosophy, linguistics, sociology, etc. At the same time, the assertion that educational psychology is a branch of general psychological knowledge means that it is formed on its basis, those. knowledge about mental development driving forces, individual and gender and age characteristics of a person, his personal formation and development, etc. Because of this, pedagogical psychology is connected with other branches of psychological knowledge (social, differential psychology, etc.) and, above all, with developmental psychology.
Pedagogical and developmental psychology are most closely related to each other by the common object of these sciences, which is the developing person.
1 The subject and tasks of educational psychology
When considering educational psychology, like any other branch of science, it is necessary, first of all, to distinguish between the concepts of its object and subject.
The object of science is something that exists as a given outside of the study itself, something that can be studied by different sciences. Material and non-material phenomena, bodies, processes can act as an object; living, biological and abstract systems; biological organisms varying degrees difficulties. The object of scientific (theoretical and empirical) research is plant and animal world, man, society, civilization, space, etc.
Each object (and man as an object of scientific knowledge) can be studied by many sciences. Thus, man is studied by anthropology, physiology, psychology, sociology, pedagogy, and so on. But each science has its own subject, i.e. what she learns in the object. Developmental and educational psychology, for example, have a common object of study - a person, but the subjects of these sciences are different. For developmental psychology, these are patterns and mechanisms mental development of a person and personal formation from birth to old age, for pedagogical - first of all, the mechanisms and patterns of a person's development of sociocultural experience in the educational process. Obviously, the commonality of the object of study determines the close, internally indissoluble connection between pedagogy and psychology, developmental and pedagogical psychology, and the sufficient conventionality of their differentiation on the basis of the difference in their subjects.
The subject of pedagogical psychology is the facts, mechanisms, patterns of mastering sociocultural experience by a person and the changes caused by this process of mastering the changes in the level of intellectual and personal development of a person (child) as a subject of educational activity organized and managed by a teacher in different conditions educational process. In particular, educational psychology "studies the patterns of mastering knowledge, skills and abilities, explores individual differences in these processes, studies the patterns of formation in schoolchildren of active independent creative thinking, those changes in the psyche that occur under the influence of training and education”, i.e. formation of mental neoplasms. In the broad sense of the word, the subject of science is what it studies in the object. The above definition eloquently testifies to the complexity, multidimensionality and heterogeneity of the subject of educational psychology. On the present stage The development of pedagogical psychology becomes even more voluminous. Thus, domestic educational psychology studies the psychological mechanisms of learning management (N.F. Talyzina, L.N. Landa, etc.) and the educational process as a whole (V.S. Lazarev, etc.); managing the process of mastering generalized methods of action (V.V. Davydov, V.V. Rubtsov, etc.); learning motivation(A.K. Markova, Yu.M. Orlov and others); individual psychological factors influencing the success of this process, for example, cooperation (G.A. Tsukerman and others), personal characteristics of students and teachers (V.C. Merlin, N.S. Leites, A.A. Leontiev, V.A. Kan -Kalik and others). In general, we can say that educational psychology studies psychological issues management of the learning process, the formation cognitive processes(Let us add, and, above all, theoretical thinking), “looks for reliable criteria for mental development and determines the conditions under which effective mental development in the learning process, considers the relationship between the teacher and students, as well as the relationship between students "in the general context of the task of forming the student's personality.
Tasks of educational psychology
In general, pedagogical psychology reveals, studies and describes the psychological characteristics and patterns of intellectual and personal development of a person in different educational conditions. educational activities, educational process. The specific tasks of educational psychology are:
Disclosure of the mechanisms and patterns of teaching and educating influence on the intellectual and personal development learner;
Determining the mechanisms and patterns of student learning of sociocultural experience, its structuring, preservation (strengthening) in the individual mind of the student and use in different situations;
Determining the relationship between the level of intellectual and personal development of the student and the forms, methods of teaching and educating influence (cooperation, active forms of learning, etc.);
Determining the features of the organization and management of educational activities of students and the impact of these processes on their intellectual, personal development and educational and cognitive activity;
The study of the psychological foundations of the teacher's activity, his individual psychological and professional qualities;
Determination of mechanisms, patterns of developmental learning, in particular the development of scientific, theoretical thinking;
Determination of patterns, conditions, criteria for the assimilation of knowledge, the formation of the operational composition of activities based on them in the process of solving various problems;
Determination of the psychological foundations for diagnosing the level and quality of assimilation and their correlation with educational standards;
Development of psychological foundations for further improvement of the educational process at all levels educational system.
2. Research methods in educational psychology
Pedagogical psychology, has the main arsenal scientific methods, such as observation, conversation, questioning, experiment, analysis of products of activity (creativity), testing, sociometry, etc. Depending on the level of scientific knowledge - theoretical or empirical - methods are defined as theoretical or empirical. In educational psychology, mainly empirical methods are used.
Observation is the main, most common in educational psychology (and in teaching practice in general) an empirical method of purposeful systematic study of a person. The observed does not know that he is an object of observation, which can be continuous or selective - with fixation, for example, of the entire course of the lesson or the behavior of only one or several students. Based on the observation, an expert assessment can be given. The results of the observation are recorded in special protocols, where the name of the observed (observed), date, time and purpose are noted. Protocol data are subjected to qualitative and quantitative processing.
Self-observation is a method of observing a person for himself on the basis of reflective thinking (the object of self-observation can be goals, motives of behavior, results of activity). This method underlies self-reports. It is characterized by sufficient subjectivity, it is used most often as an additional one (at the turn of the 19th-20th centuries, self-observation was the basis of introspective psychology).
A conversation is an empirical method of obtaining information (information) about a person in communication with him, as a result of his answers to targeted questions, which is widespread in educational psychology (and in pedagogical practice). The leader of the conversation does not communicate its purpose to the one who is being studied. Answers are recorded either by tape recording, or in shorthand, shorthand (if possible, not attracting the attention of the speaker). A conversation can be both an independent method of studying a person, and an auxiliary one, for example, a preliminary experiment, therapy, etc.
An interview as a specific form of conversation can be used to obtain information not only about the interviewee himself, who knows about it, but also about other people, events, etc.
During the conversation, the interview can be given an expert assessment.
Questioning is an empirical socio-psychological method of obtaining information based on answers to questions specially prepared and corresponding to the main task of the study. Preparing a questionnaire is a responsible business that requires professionalism. When compiling the questionnaire, the following are taken into account: 1) the content of the questions, 2) their form - open and closed, the latter should be answered "yes" or "no", 3) their wording (clarity, without prompting the answer, etc.), 4) number and order of questions. In pedagogical practice, no more than 30-40 minutes are allotted for questioning. The order of the questions is most often determined by the method of random numbers.
In a constantly changing world, learning and development abilities require more and more attention. Not so long ago, at the intersection of pedagogy and psychology, educational psychology arose, studying the processes of cognition, trying to answer the question “Why do some students know more than others, what can be done to improve the assimilation of the material and motivate them?”
Educational psychology as a science arose as a result of the emergence of learning theories, it is closely related to psychology, medicine, biology, and neurobiology. Its achievements are used in the development of curricula, principles of organization of education, ways of motivating students. The main task is to find ways of optimal development in a learning situation.
History and sphere of application of forces
The history of the formation of educational psychology is rooted far into the past, even though it has recently formed as a separate direction. The stages of development of educational psychology can be represented by three periods: the laying of general didactic foundations, systematization, and the development of independent theories.
Even Plato and Aristotle fought over the issues of character formation, the possibilities and limits of education, especially highlighting music, poetry, geometry, the relationship between mentor and student. Later, Locke entered the scene, introducing the concept of a "blank slate" - the absence of any knowledge in a child before learning. So, from the position of Locke, the basis of knowledge is the transfer of experience.
The prominent representatives of the first stage (XVII-XVIII centuries) - Comenius, Rousseau, Pestalozzi - emphasized the fundamental role of the child's characteristics in the learning process. At the second stage, pedology arises, which puts an emphasis on studying the patterns of child development.
In the middle of the 20th century, the first developed psychological theories learning, they require for themselves new industry, which cannot be attributed entirely to either psychology or pedagogy. Theories about programmed and problem-based learning are becoming widely known.
Although the final formation of pedagogical psychology took place during this period, Davydov expressed the idea that pedagogical psychology could become part of developmental psychology, since developmental psychology considers the patterns of development of the child, and the features of the assimilation of a particular field of knowledge depend on its development.
On the other hand, Skinner defined educational psychology as dealing with human behavior in educational situations. Education, in turn, tries to shape the behavior of the student, the desired changes in him for the comprehensive development of his personality. So this science is not just about the features of assimilation, but also about the organization of the educational process and the study of its influence in general.
Naturally, the object of pedagogical psychology is a person. The subject of pedagogical psychology distinguishes it from all other sciences that have a person as an object, it reveals and adapts for use those laws by which the development of the human personality occurs in the process of training and education.
Educational psychology studies patterns that allow you to control the development of people. It seeks to understand the possible ways of development of students, the range of their capabilities, the processes that result in the assimilation of knowledge and skills. Now it is used as a basis for the development of methodological programs.
general information
The basic concepts of educational psychology: learning, assimilation, the laws of development in the learning process, the ability to direct it, etc. These concepts generally intersect with other human sciences, but nevertheless they clearly illustrate the emphasis of educational psychology on the principles of forming new experience in the learning process and determining the ability of students and teachers to organize it productively. The main categories of educational psychology are also used by other sciences: educational activities, the content of education, etc.
During the years of its existence, the main problems of pedagogical psychology have been formulated. All of them are connected in one way or another with the study of the educational process or the student in it:
- Influence of training on development and education.
- Influence of genetic and social factors on development.
- sensitive periods.
- Child's readiness for school.
- Individual training.
- Diagnosis of children in the psychological and pedagogical aspect.
- The optimal level of teacher training.
All of them are considered together, each problem is based on the fact that we still do not fully understand how learning occurs, what effect this or that action has on the development of the student. In connection with the above problems, the following tasks of pedagogical psychology are distinguished:
- To reveal the influence of training on development.
- Identify mechanisms for optimal assimilation of social norms, cultural property etc.
- To highlight the patterns of the process of teaching children at different levels of development (intellectual and personal).
- To analyze the nuances of the influence of the organization of the learning process on the development of students.
- To study pedagogical activity from a psychological point of view.
- Identify the key points of developmental learning (mechanisms, facts, patterns).
- Develop methods for assessing the quality of knowledge acquisition.
The principles of educational psychology proceed from its object and subject, in particular, the importance of identifying and studying the patterns that underlie the learning process and their impact on the student. There are only a few of them: social expediency, unity of theoretical and practical research, development, consistency and determination (determining the relationship between the impact and its consequences).
The structure of educational psychology consists of three main areas of its study - education, training, teacher psychology. Tasks, respectively, are divided into these areas.
The main methods of educational psychology coincide with the methods that psychology uses in its activities. Research methods in educational psychology: tests, psychometrics, paired comparisons, experiments. And if earlier the methodology used more theoretical ideas, now the basis of the theories put forward are achievements in cognitive psychology.
Experiments and conclusions
The tasks and problems assigned to educational psychology intersect with other areas, so it often uses the achievements of cognitive psychologists, neuroscientists and sociologists. Data are used in educational psychology both for designing possible practical research and for purely theoretical revision or modification of existing methods and views. Let's look into the brain and see how it learns.
Alexandrov (psychologist and neurophysiologist, head of the laboratory of neurophysiological foundations of the psyche), based on his own experiments, the calculations of Edelman, Kandel and others, supports the theory of individual specialization of neurons. Different pieces of subjective experience are served by different groups of neurons.
In particular, quoting Alexandrov almost verbatim, one can say that learning leads to the formation of specialized neurons, so that learning is the creation “in the head” of specialists in various fields. Many already known patterns found in the psychology of learning:
1. Eternity of skill. The formation of specialization is associated with the activity of genes, which, in turn, serves as a trigger for the processes of restructuring of neurons. How long does specialization last? Perhaps forever. In the experiment of Thompson and Best, the reaction of a rat neuron to a certain segment of the maze did not change in six months.
The memory is not erased, except special methods. New experience associated with a certain specialization is layered on the old, neurons are modified. In this regard, the question arises whether it is worth teaching people first simple schemes, and then complicating it, whether the past understanding will prevent the assimilation of the new.
2. Possibilities of even minimal impacts. A 2009 study by Cohen, published in Science, reports striking results from a half-hour interview (on self-esteem, test subjects are underachievers), the consequences of which are expressed in an increase in academic success by as much as two years. However, it is possible that the influence continued in the future, but the observation period was limited to this time. In turn, the study puts important question: What are the consequences of this or that influence on the child?
3. Sum of action or goal? An experiment by researchers Koyama, Kato and Tanaka showed that different targets are controlled by different groups of neurons, even if the behavior is the same in both cases! From this it follows that for one result some neurons will be involved, and for another - others, although the behavior itself may be the same.
There are no neurons that specialize specifically in a particular skill. There are groups of neurons for some results, there are groups responsible for other results, but not skills. Therefore, it is impossible to form a skill that will not be aimed at some result, and learning for the future is useless, according to Aleksandrov.
If you can't learn something that doesn't achieve a specific result, then what do children learn? Receive good marks, approval.
4. The inability to solve the past ways. New experience is always formed due to mismatch - the inability to resolve problem situation in the old way: without conflict, there will be no learning. That is, if we return to pedagogy, it is problem-based learning. There must be a problem, controlled by the teacher, which cannot be solved by the old methods. The problem should be exactly in the area where you need to learn, and with what exactly you need to learn.
5. Rewards or punishments? What is the best way to motivate? Intimidate or reward? As a result of research, it was found that these two pathways have fundamental differences in their effect on memory, attention and learning. Apparently, both methods under different conditions can bear fruit. For example, as a result of working with children, it was found that before puberty, their behavior is more influenced by rewards, after - punishment.
6. Time. Animal experiments on learning a skill have shown that the brain activity of animals doing the same thing is different depending on the time that has passed since learning.
Although these calculations still need to be thoroughly verified, the very fact of the identified dependence is also striking for the reason that different activities organized by the old learning lead to a difference in the perception of new learning. So research into finding optimal break ratios and proper scheduling for at least absence negative influence learning from the past to the new will probably become one of the problems of pedagogical psychology in the near future.
In conclusion, here are the words of Bill Gates, which he said at the TED conference about the problems of education and the need to improve the general level of education in order to open equal opportunities for different people. Although his words refer to the US experience, the situation is unlikely to be much different in other countries. “The difference between the best and worst teachers is incredible. Teachers from the best give a gain in one year test scores on 10%. What are their characteristics? It's not an experience, it's not a master's degree. They are full of energy, they track those who are distracted and engage in the learning process.” Of course, the research that Gates relies on is not enough to say what the best teachers and most importantly, but without attention, knowledge will not arise. Author: Ekaterina Volkova
Psychologists have long recognized the fact that a person, as an active being, is capable of making conscious changes in his own personality, which means that he can engage in self-education. However, self-education cannot be realized outside environment, because occurs due to the active interaction of a person with the environment. In the same way, natural data are the most important factor in the mental development of a person. For example, anatomical and physical features are the natural conditions for the development of abilities in general. The formation of abilities is influenced by the conditions of life and activity, the conditions of education and training. However, this does not mean at all that the presence of the same conditions entails the same development. intellectual abilities. For example, one cannot ignore the fact that mental development is correlated with biological age, especially when it comes to brain development. And this fact must be taken into account in educational activities.
The domestic psychologist L. S. Vygotsky was the first to put forward the idea that education and upbringing play a controlling role in mental development. According to this idea, education is ahead of development and directs it. If a person does not learn, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It must always be remembered that although education has enormous possibilities, these possibilities are far from endless.
With the development of the psyche, the stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If the teacher in his educational activities takes into account the personal characteristics of the student, this gives him the opportunity to use pedagogical tools and methods in his work that correspond to the age criteria and abilities of the student. And here it is simply necessary to take into account the individual characteristics, the degree of mental development of students, as well as the characteristics psychological work.
The degree of mental development is indicated by what is happening in the mind of a person. Psychologists gave a characteristic of mental development and indicated its criteria:
- The rate at which the student learns the material
- The pace at which the student perceives the material
- The number of reflections as an indicator of the conciseness of thinking
- Degree of analytical-synthetic activity
- Techniques by which mental activity is transferred
- Ability to self-systematize and generalize the acquired knowledge
The learning process must be built in such a way that there is maximum benefit for the mental development of the student. Research in the psychological field allows us to conclude that, together with a system of knowledge, it is necessary to give a complex of methods of mental activity. Educator arranging the filing educational material, should also form in students and mental operations such as synthesis, generalization, abstraction, comparison, analysis, etc. highest value possesses the formation in students of the skill of systematization and generalization of knowledge, independent work with sources of information, comparing facts for each specific topic.
If we talk about children of the primary school age group, then their development has its own characteristics. For example, it is during this period that priority should be placed on the development of scientific and creative abilities, because training should be not only a source of knowledge, but also a guarantor of mental growth. And if we talk about students, then the main focus of their scientific and creative abilities requires that the teacher has sufficient teaching experience and scientific and creative potential. This is due to the fact that in order to increase the mental activity of students, it is necessary to build classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the backbone of society and its successors.
One of the factors that can improve the quality pedagogical process, is the correspondence of educational methods and specific pedagogical conditions- the only way to achieve the proper assimilation of new knowledge and cooperation in the educational process of the teacher and student.
Developing the creative potential of students, it is important to pay special attention to the organization of classes. And here the talent and skill of the teacher consists in the use of innovative educational technologies and creativity to the material being studied during the lessons. This will help increase mental activity and expand the boundaries of thinking.
Before educational institutions the most important of the tasks is to realize the education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as equip students with independent basic knowledge and the foundations of relevant disciplines, awaken skills, abilities and knowledge and prepare for a conscious choice of profession and an active social and labor activity. In order for this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form in students a positive attitude and interest in the subject being studied.
From a psychological point of view, motives here are the reasons why students perform certain actions. Motives are formed by demands, instincts, interests, ideas, decisions, emotions, and dispositions. The motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop together with peers, get a certificate or gold medal, go to university, etc. However, the highest motives are the desire to acquire knowledge in order to be useful to society, and the desire to know a lot.
The task of the teacher is to form in students precisely high, one might say, spiritual motives - educating faith in the need to acquire knowledge in order to bring social benefits, and cultivating an attitude towards knowledge as a value. If it is possible to form such a motive in students and instill in them an interest in acquiring knowledge, then all training will be much more effective. Such outstanding teachers as Y. Comenius, B. Diesterweg, K. Ushinsky, G. Schukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, liveliness of thought, etc. In addition, he brings up the strong-willed and spiritual component of the personality.
If the teacher manages to arouse interest in his discipline, then the student receives additional motivation, wants to acquire knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting to the subject free time. If there is no interest in the subject, then the material does not leave any trace in the mind of the student, does not cause positive emotions and is quickly forgotten. The student himself in this case remains indifferent and indifferent to the process.
As it is easy to see, the main bias in pedagogical and educational activities is done precisely on the formation of a student's personality, which includes both interest, and a craving for knowledge, and a desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported in every possible way by the teacher, and in many respects this is what determines the success and effectiveness of both pedagogical work (teaching) and the work of students (study).
And with the development of motivation, the conditions of the educational process are important, which should include not only a suitable form of presenting information, but also various forms of activity: hypotheses, mental modeling, observations, etc. Among other things, great importance also has the personality of a teacher: a teacher who respects and loves the discipline he teaches always inspires respect and attracts the attention of students, and his personal qualities and behavior during classes will directly affect how students will relate to classes.
In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones that have not yet had time to “set teeth on edge” and are either introduced into educational activities not very long ago, or just beginning to be introduced. But we will talk about teaching methods in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his work and making it more effective must certainly be guided by basic psychological knowledge.
In fact, you can talk about this topic for a very, very long time, but we only tried to make sure that you have a clear idea of \u200b\u200bhow pedagogy is related to psychology, and why you should know about it. You can find a huge amount of information on the topic of educational psychology on your own on the Internet, and on the topic of psychology in general, we suggest that you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving the effectiveness of education, namely: we will talk about what principles should be followed so that the training and development of a person - your child, student or student - gives maximum results. The information will be useful to those involved.
10 principles for effective learning and development
Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for his development, etc. But it is very important to remember that there is no universal “recipe”, according to which any person can become developed and smart, but there are several principles that will help the teacher become a really good teacher and maximize the effectiveness of his work.
The first principle is to make sure that learning and development are necessary
First of all, you need to precise analysis skills and abilities of students and determine that there really is a need for training (mainly concerns university graduates, people who want to improve their skills, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.
The second principle is to create conditions conducive to learning and development
It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between receiving education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the ability to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.
The third principle is to provide exactly the kind of training and development that will be useful in practice.
It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills) that will not be of ephemeral usefulness in the minds of students, but will have a specific practical value. What students learn, they must apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.
Principle four - include measurable objectives and specific results in training and development
The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, test papers, exams, etc.
The fifth principle is to explain to students what the learning process will consist of.
Students should know before they start learning what will be included in the educational process, as well as what is expected of themselves, both during and after training. Thus, they can concentrate on learning, studying the material and completing assignments without experiencing any discomfort or.
Principle six - convey to students that they are responsible for their own learning
Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of assignments, active participation of students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process, and students here also have the right to vote - they themselves can offer and choose the most convenient way of learning, lesson plan, etc. for them.
The seventh principle is to use all pedagogical tools
Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active work, support - as a way to give students faith in their strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.
Principle eight - use more visual material
It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method visual learning are experiences and practical laboratory works.
Principle nine - first convey the essence, and then the details
We have already mentioned this principle several times when we talked about the didactic work of Jan Comenius, but it will only be useful to mention it again. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must comply with this natural feature.
Tenth principle - do not overload with information and give time for rest
In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as their age characteristics allow, and always have time for rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.
On this we will sum up the third lesson, and we will only say that students must learn to learn, and teachers must learn to teach, and understanding psychological features educational process can significantly increase the chances of success for both the teachers themselves and their students.
Surely you want to quickly find out what educational methods exist, because there is already plenty of theory, and incomparably less practice. But do not despair, the next lesson is devoted to traditional teaching methods - exactly those practical methods that have already been tested by many educators and hardened over the years, those methods that you can put into practice.
Test your knowledge
If you want to test your knowledge on a topic this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.
Pedagogy is the science of man.
Pedagogy is a body of knowledge on education and upbringing, effective ways transfer of accumulated experience and optimal preparation of the younger generations for life and work.
Tasks of pedagogical science
Main task science of education was the accumulation, systematization of scientific knowledge about the education of man.
The main function of pedagogy- learn the laws of upbringing, education and training of people and, on this basis, indicate pedagogical practice better ways and ways to achieve the goals.
Subject of Pedagogy is an educational activity carried out in educational institutions. Pedagogy is seen as applied Science which directs its efforts to the prompt solution of the problems of upbringing, education, and training that arise in society.
main feature pedagogical activity consists in the fact that the objects and the subject of activity is always a person. Therefore, the profession of a teacher is referred to the "man-man" system.
Pedagogical function- the direction of application of professional knowledge and skills prescribed to the teacher. The main directions of the application of pedagogical efforts are the training, education, development and formation of students. In each of them, the teacher performs many specific actions, so that his functions are often hidden and not always implied explicitly.
The main function of the teacher– process management, development and formation.
System of Pedagogical Sciences
system pedagogical science, like any other complex system, can be analyzed by various features depending on the direction of the study and the desire to get answers to certain questions.
- - the foundation of pedagogy, in particular that part of it that specifically deals with the problems of education, called the philosophy of education.
- General Pedagogy- a basic scientific discipline that studies the general patterns of human education, developing general fundamentals educational process in educational institutions of all types.
- Preschool and school pedagogy- a subsystem of age-related pedagogy.
- Pedagogy high school deals with the pedagogical problems of adults.
- Deaf pedagogy deals with the education and upbringing of the deaf and dumb.
- Tiflopedagogy deals with the education and upbringing of the blind.
- Otgofrenopedagogzha- Mentally retarded.
The pedagogical process and its stages
Pedagogical process - this is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of educators. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.
Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. The main stages can be called: preparatory, main, final.
Preparatory stage- appropriate conditions are created for the process to proceed in a given direction and at a given speed.
main stage- the implementation of the pedagogical process - can be considered as a relatively isolated system, which includes important interrelated elements:
- setting and explaining the goals and objectives of the upcoming activities; .
- interaction between teachers and students;
- use of the intended methods, means and forms of the pedagogical process;
- creation of favorable conditions;
- implementation of various measures to stimulate the activities of schoolchildren;
- ensuring the connection of the pedagogical process with other processes.
The final stage- the stage of analysis of the achieved results.
The pedagogical system and its elements
Pedagogical system is a combination of components (parts) that remains stable with changes. If changes (innovations) exceed a certain allowable limit (margin of safety), the system collapses, in its place new system with other properties.
Professor V.P. Bespalko presents the following interconnected set of variant elements:
- students;
- goals of education (general and partial);
- the content of education;
- upbringing processes (actually upbringing and training);
- teacher (or technical means training);
- organizational forms of educational work.
Important components of the pedagogical system, not reducible to the selected ones, are also:
- results;
- management of the educational process;
- technology.
Brief description of didactics and educational psychology
What does didactics (theory) and educational psychology do? Available educational literature answers this question as follows:
Didactics how science studies the laws operating in the field of its subject, analyzes the dependencies that determine the course and results of the learning process, determines the methods, organizational forms and means that ensure the implementation of the planned goals and objectives. Didactics answers the questions: what to teach and how to teach. Modern approach adds: when, where, whom and why to teach;
Studying the patterns of knowledge assimilation and the formation of educational activities, the development of human spheres in the learning process; the subject of this science is also the activity of the teacher and the personality of the teacher in all the variety of characteristics, properties and connections.
As you can see, didactics and educational psychology are united by the main concept - the learning process, the modern definition of which includes both didactic and psychological characteristics(Fig. 1).
Rice. 1. Scheme of the learning processBasic concepts of didactics Keywords: learning, teaching, education, goals, methods, means, forms of learning, patterns, principles and rules of learning, control and evaluation. AT recent times The following concepts have also been included in the theory of learning: pedagogical system, pedagogical concept and technology, pedagogical diagnostics, management of the learning process.
Basic concepts of educational psychology: teaching, assimilation, patterns of development in educational process, teacher activities and learning activities, pedagogical communication, pedagogical abilities, professional, psychological and personal qualities of the teacher, professional competence of the teacher.
Consideration of these concepts and is main task study guide. However, already a preliminary acquaintance with the basic concepts suggests how they are related to each other.
English educational psychology) is a branch of psychology that studies the patterns of the process of assimilation of social experience by an individual in the conditions of educational activities, the relationship between learning and personality development.
P. p. arose in the 2nd floor. 19th century The founder of the P. p. is K. D. Ushinsky. The works of P. F. Kapterev, A. P. Nechaev, A. F. Lazursky and others played a major role in its development.
Until recently, P. p. psychological patterns of education and upbringing of children. At present, she goes beyond the limits of childhood and adolescence and begins to study the psychological problems of training and education at later age stages.
In the center of attention of P. p. - the processes of assimilation of knowledge, the formation of various aspects of the personality of the student. Reveal the patterns of assimilation different types social experience (intellectual, moral, aesthetic, industrial, etc.) means to understand how it becomes the property of the experience of the individual. The development of the human personality in ontogenesis acts primarily as a process of assimilation (appropriation) of the experience accumulated by mankind. This process is always carried out with some measure of help from other people, that is, as training and education. Because of this, the study of the psychological patterns of the formation of various aspects of the human personality in the conditions of educational activities significantly contributes to the knowledge of the general laws of the formation of the personality, which is the task of general psychology. P. p. also has a close relationship with age and social psychology, together with them it makes psychological basis pedagogy and private methods.
Thus, P. p. develops as a branch of both fundamental and applied psychology. Both fundamental and applied pedagogy are divided, in turn, into two parts: the psychology of learning (learning) and the psychology of education. One of the criteria for division is the type of social experience to be assimilated.
The psychology of learning, first of all, explores the process of assimilation of knowledge and skills adequate to them. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course. The development of methods that make it possible to diagnose the level and quality of assimilation constitutes a special task of P. p. Studies of the process of learning, carried out from the standpoint of principles domestic schools psychology, have shown that the process of assimilation is the performance by a person of certain actions or activities. Knowledge is always assimilated as elements of these actions, and skills take place when the assimilated actions are brought to certain indicators according to some of their characteristics. See Application of Knowledge, Problem learning, Programmed learning, Developmental learning, Heuristic pedagogy. For the deductive method of teaching, see Deduction.
Teaching is a system of special actions necessary for students to go through the main stages of the assimilation process. The actions that make up the activity of learning are assimilated according to the same laws as any other.
Most studies on the psychology of learning are aimed at identifying the patterns of formation and functioning of educational activities in the context of the current system of education. In particular, rich experimental material has been accumulated, revealing typical shortcomings in the assimilation of various scientific concepts high school student. The role of life experience of a student, speech, the nature of the educational material presented, etc., in the assimilation of knowledge has also been studied.
In the 1970s in teaching learning, more and more often, they began to use another path: the study of the laws governing the formation of knowledge and learning activity as a whole under conditions of specially organized learning (see Experimental Learning). First of all, these studies have shown that the management of the learning process significantly changes the course of mastering knowledge and skills; the results obtained are of great importance for finding the optimal ways of learning and identifying the conditions for effective mental development of students.
The psychology of upbringing studies the patterns of the process of assimilation of moral norms and principles, the formation of a worldview, beliefs, habits, etc. in the conditions of educational and educational activities at school. P. p. also studies the dependence of the assimilation of knowledge, skills, and the formation of various personality traits on the individual characteristics of the student.
In Russian mental education, such theories of learning as the associative-reflex theory, the theory of the stage-by-stage formation of mental actions, and others have been created. Western theories teachings, the behavioral theory was most widely used (see Behaviorism, Teaching).
P. p., along with general psychological methods of research, uses a number of specific ones. Among them is the so-called. genetic method (see Experimental genetic method for the study of mental development). Its peculiarity lies in the fact that the phenomenon of interest is studied in the process of its formation, in dynamics. The application of this method in natural conditions of educational practice is the most characteristic for P. of the item. It is important to emphasize that, in the formation of the phenomena under study, one must take into account the regularities available to P. P. Because of this, P. P. makes special demands on the genetic method (formative experiment), which is also used in other areas of psychology. Found application in P. p. modeling, methods system analysis and others. Mathematical modeling has not yet gone beyond the study of the simplest acts of learning, but the scope of its application is expanding. See also Teaching experiment, Modeling in teaching, Modeling in psychology.
Pedagogical psychology
educational psychology) In order to understand the essence of P. p., you need to get acquainted with its origins. The basis of P. p. is the philosophy and practice of education. In the first half of the XIX century. Educational theorists have shown an increased interest in the quality of teaching and in teacher training programs. Over time, these issues have become the focus of the efforts of many ped. psychologists. The Swiss teacher I. Pestalozzi, who is called the father of modern pedagogy, was one of the first to point out the need for special training for teachers. His theorist. development, incl. the position on the importance of humane feelings and a benevolent atmosphere in teaching children led to the creation of ped. schools for teacher training. I. Herbart formulated the doctrine of apperception and pointed out that it is necessary to correlate old experience with new and pay attention to consistency in the presentation of educational material. The third theorist in the field of education was F. Fröbel, whose name is associated with the organization in 1837 of the movement to create kindergartens in Germany and with the popularization of such concepts as internal activity, continuity, self-expression, creativity, physical. and mental development. Although these three pioneers have sometimes been criticized for their methods, they are credited for highlighting development as an essential part of the psychology of education and upbringing. Quality and theory. the fundamentals of learning continued to attract the attention of ped leaders. thought throughout the remainder of the 19th century. In 1899, W. James emphasized the pragmatic aspects of psychology, while at the same time warning teachers against expecting too much from this scientific discipline. James devoted a significant part of his career to mediating between psychology and pedagogy. At the beginning of the XX century. M. Montessori implemented her educational program, which combined work and play for young children. Around the same time, J. Dewey, who worked at the University of Chicago, founded his experimental school with a student-centered curriculum he developed. Attention to scientific and applied issues. Scientific, experimental. the aspect characteristic of pedagogical psychology, although traced back to Wilhelm Wundt, is still traditionally associated with the works of E. L. Thorndike, who deserved the title of "father of educational psychology." Thorndike, to a greater extent than any other of its representatives, determined the development of ped. psychology at the initial stage of its formation. He stated that his aim was to apply the "methods of the exact sciences" to problems of learning. C. H. Judd (1873-1946), a contemporary of Thorndike, is also recognized as a scientist who made an equally significant contribution to the initial development of P. p. Van Fleet (1976) notes that Judd, a student of Wundt, was a striking contrast to Thorndike. While Thorndike and his students were preoccupied with learning theories, animal experiments, and quantification, Judd and his students focused on transforming the very field of education: its content, organization, policy, and practice. This interest in school organization led Judd to develop recommendations for the creation of junior high schools, as well as junior colleges, and to focus on creating conditions for a smooth transition of children from elementary school to middle school and from high school to college. Judd also emphasized the need to democratize education: during his career, the proportion of children attending high school increased from 7 to 75%. Judd focused his experiment. and theoret. work on the content of school subjects and the most effective methods of their teaching. He was very critical of any research that was not directly transferable to education in the form in which it took place at school. Thorndike and Judd created the polarity that was destined to become the main. characteristic of subsequent directions and leaders of ped. psychology. Thus, the direction focused on the theory of learning and measurement in the laboratory, on the one hand, and the direction focused on reforming the school and curricula, on the other hand, developed more and more independently of each other, without any noticeable tendencies towards integration. . Such a clear disunity was traced not only in publications and official events, but also in relations between different ped. institutes, departments of psychology and departments of P. p. The irony is that the discipline, which openly declared its destiny to integrate psychology with pedagogy, was often spatially distant from the place of work professional psychologists and rejected theoretically. level of teaching staff ped. institutions. P. p. was in danger of becoming a narrow concept of learning, which was criticized, if not completely rejected, by both educators and psychologists. Consequences for ped. practices were reduced to the primary occupation of certification, increasing professional level teachers and the development of curricula and plans, and without showing any serious interest in theory. or psychol. basics. The study of the development of people. - widely recognized today as an important component of P. p. - can be directly traced to the work of G. S. Hall, who was mainly engaged in the study of adolescence and youth, and A. Gesell, who studied and explained development in the first years of childhood. Their work reflects a reliance on field observations, survey results, and interpretations of non-experimental data. Hall and Gesell were more acquiring-oriented. knowledge than to create scientific theories. Because of the non-scientific nature of their own work and that of most of their colleagues, the field of study of children has come under intense criticism. Discussion questions: content and status. The controversy over the proper content of courses and textbooks in the field of P. p., which began before the publication of Thorndike's book, became a favorite pastime of psychologists and educators. In an attempt to define the boundaries of this discipline, over the years there have been great amount analytical reviews and surveys. Numerous studies designed to evaluate the content of courses and textbooks on P. p. over the past 70 years have found a striking heterogeneity in this discipline. A question related to heterogeneity of content—and as old (but still acute) as the question of boundaries—is whether PP can be considered a full-fledged discipline? According to Ausubel, although we have to admit, unfortunately, that many textbooks on P. P. contain only a little more "watered down content of general psychology", P. P. is still a full-fledged discipline. He looked at this science as "a special branch of psychology dealing with the study of the nature, conditions, results and evaluations of schooling", as well as including, along with this, the analysis special issues relating to all cognitive, affective, motivational, personal, social. and related age development variables that can be controlled by educators and curriculum developers. He viewed psychology as an applied discipline and stated that it stood out from psychology in its specific focus on the problems of the school and class. Ausubel also argued that the problems of classroom learning could not be resolved by a simple extrapolation of "the laws of basic science [psychology] that have been derived from laboratory research ... learning." Others defended the opinion that P. p. is just a collection of psychol. theories placed in ped. context. The freshness of such criticisms, combined with the speed and vehemence of their rebuttals on the other hand, is evidence that the validity of this discipline cannot be considered a settled issue. Discussions related to the measurement of learning undeniably keep active life in the field of P. p. In 1982, almost 14% of the members of the American Psychological Association registered as a ped. psychologists and retained membership in department 15 (P. p.) within the national assoc. The history of this department reflects a picture of struggle, confrontation and resistance, which has always been characteristic of P. p. Although members of department 15 are mainly associated with universities and research centers, quite large group ped. psychologists can be found in institutions more closely associated with teaching and learning activities at the school level. See also Learning Theory, Thorndike's Laws of Learning, Learning Outcomes (I, II) M. M. Clifford