The educational process is the basis of its organization. Fundamentals of the organization of the educational process
Professor Zadorkin V.I.
ORGANIZATION OF THE EDUCATIONAL PROCESS
Introduction |
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Principles and methods, forms of organization educational process and teaching aids |
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Patterns of the learning process |
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The role and functions of the teacher in the educational process |
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System approach in teaching |
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Learning objectives |
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Lecture and its role in the educational process |
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Seminar and its role in the educational process |
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Practical lesson and its role in the educational process |
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Problem situational tasks |
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Problem (problem-targeted) training |
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Methodology of “small groups” |
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Module training |
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Independent work and its role in the educational process |
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Tests in the educational process |
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Unified method of intensive automated learning theoretical disciplines |
Improving the quality of education, focusing on the formation of a comprehensively developed personality are the most important tasks of pedagogy. In this regard, the choice and search for new methods that ensure the interconnection of the educational, developmental and upbringing functions of training are of particular importance.
There is the following classification of teaching methods:
1. System of traditional (source) methods. Learning actions in it are considered types, methods, methods of activity of a teacher and a student: storytelling, conversation, visualization, reading a book, practical activities, etc. The totality of these methods is divided into verbal, visual and practical in accordance with the sources of knowledge used in the educational process.
Traditional source methods turned out to be ineffective, since they did not provide for active forms of organization. learning activities, did not spend the motivational sphere of the trainee.
2. Systems of didactic methods. This system includes explanatory-illustrative (information-reproductive), reproductive training, problem presentation, partial search (heuristic) and research teaching methods.
In these methods, educational activity is carried out in more active forms than in the system of traditional methods, motivation improves accordingly, but the issue of the optimal combination of various techniques in the educational process has not been resolved.
problematic, heuristic, exploratory species presentations require the preparation of a special scenario, according to which the training program is made.
3. System of learning optimization methods. Methods are grouped according to the types of implementation of educational cognitive activity, stimulation and motivation, control and self-control of educational and cognitive activity. this includes both traditional methods and part of didactic and problematic, as well as various ways of teaching and learning.
This system addresses the issue of the optimal use of various techniques, taking into account many indicators.
4. The system of methods of problem-developing education. This system is built on the basis of the theory of educational process management, developed taking into account the principles of activity, goal-setting and problematicity.
The method of problem-based learning successfully solves the issues of organizing educational activities, motivation, control, development and education. This method requires a teacher of such a level of creativity, which today does not allow formalizing, and therefore automating the educational process.
5. Programmed learning. Programmed learning systems offer a fairly clear formalization of the educational process by constructing a program of educational activities according to a linear or branched system. Programmed learning can be implemented using either teaching aids and with the help of technical means. Of all the previously listed, the programmed course is the easiest to automate.
In programmed learning, both manual and automated systems are used - “classical” and “tutor”, automated - “audiovisual means in a group” and “adaptive programming devices”.
6. Business games. Educational games are defined as a model of human interaction in the process of achieving learning goals, i.e. this is the game motivation of a specific control problem (in particular, cognitive activity) in order to develop the best solution. Business games are divided into managerial, research and educational. Games are built on the basis of a scenario specially developed for a particular case. To organize collective creativity, the leader of such a game must be highly qualified.
The disadvantage of business games is the complexity of the process of writing a script and preparing the presenter himself.
Automation in the organization of business games, as a rule, is provided by the compilation of a special so-called interactive training program, which uses not only the choice of informatization blocks ready in advance, but also the formation of new blocks in accordance with the new information received.
7. Intensive teaching methods. Methods intensive training represent further development and applied use of business games.
In these methods, learning activities are carried out in the form of group, collective interactions and games. Techniques such as the presentation of large volumes are widely used. educational information, the use of both conscious and unconscious forms of mental activity (two-dimensionality), constant mutual communication of students in game situations, etc.
Methods based on the principles of intensive learning have great potential. In them technical means(overhead projectors, tape recorders, video recorders, etc.) are used fragmentarily. Their systematic use is the subject of a special direction - the suggestive-cybernetic method of teaching.
a) increase in the volume of knowledge, skills;
b) strengthening and strengthening knowledge, creating a new level of education and upbringing;
c) a new higher level of cognitive learning needs;
d) a new level of formulation of cognitive independence and creative abilities.
I. Pedagogy- the science of the patterns of upbringing, education and training of a person.
Upbringing- the transfer of socio-historical experience, human culture by some people to other people and the formation of certain personality traits in them.
Short description
This term paper is the study of the organization of the educational process. To achieve the goal, it is necessary to solve the following tasks:
INTRODUCTION 3
1. THEORETICAL ASPECTS OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS 5
1.1 The concept of "learning process" 5
1.2 Educational projects 7
1.3 Learning objective 11
2. FORMS OF ORGANIZATION OF TRAINING 16
2.1 The essence of the forms of organization of the learning process 16
2.2 Functions of learning modes 25
3. EFFICIENCY OF THE ORGANIZATION OF THE LEARNING PROCESS 28
3.1 Principles of effective organization of the educational process 28
3.2 Indicators of the effective organization of the educational process 33
3.3 Ways to improve the organization of the educational process 34
CONCLUSION 38
REFERENCES 40
Attached files: 1 file
Introduction
One of the main processes that make up a holistic pedagogical process is the learning process or the learning process.
This is a very complex process of objective reality, perhaps inferior only to the processes of upbringing and development, of which it is an integral part. That is why it is very difficult to give a complete and comprehensive definition of this process. It includes a large number of diverse connections and relationships of many factors of various orders and nature.
The relevance of the work is beyond doubt, since last years interest in the theory of optimizing educational processes has increased due to the widespread use of technology in education, as well as the significant financial costs necessary to obtain high-quality education. Thus, an urgent task for methodologists, sociologists, economists and valueologists is properly planned and organized teaching.
Education is the most important and reliable way to receive systematic education. Reflecting all essential properties pedagogical process(two-sided, directed to harmonious development personality, the unity of content and procedural aspects), at the same time, training has specific, qualitative differences.
Being a complex and multifaceted specially organized process of reflecting reality in the mind of a person, learning is nothing more than a specific process of cognition managed by a teacher. It is the guiding role of the teacher that ensures the full assimilation of knowledge, skills and abilities by schoolchildren, the development of their mental strength and creative abilities.
Learning always takes place in communication. The word is at the same time a means of expressing and cognizing the essence of the phenomenon under study, an instrument of communication and organization of practical cognitive activity of schoolchildren. It is also closely connected with value-oriented activity, which has as its goal the formation of personal meanings and awareness of the social significance of objects, processes and phenomena of the surrounding reality.
Learning, like any other process, is associated with movement. It, like a holistic pedagogical process, has a task structure, and, consequently, the movement in the learning process goes from solving one educational problem to another, moving the student along the path of cognition: from ignorance to knowledge, from incomplete knowledge to more complete and accurate. Education is not limited to the mechanical transfer of knowledge, skills and abilities. This is a two-way process in which teachers and pupils (students) are in close interaction: teaching and learning. At the same time, teaching should be considered conditionally, since the teacher cannot be limited only to the presentation of knowledge - he develops and educates, i.e. carries out a holistic pedagogical activity.
The purpose of this course work is to study the organization of the educational process. To achieve the goal, it is necessary to solve the following tasks:
- to study what the educational process is;
- consider the existing forms of organization of the educational process;
- to study the performance indicators of the organization of the educational process;
- consider ways to improve the organization of the educational process.
1. theoretical aspects of the organization of the educational process
1.1 The concept of "learning process"
In modern pedagogy, learning is characterized as a type of human cognitive activity. A student at school at every lesson in any class studies the socio-historical experience of mankind, learns the world. He develops the skills and abilities associated with educational activities. His brain reflects the studied objects of reality. The learning process is therefore a process of learning about the world around the student.
However, a person learns the world around him in other types of activity: labor, play, art and visual, musical and aesthetic. What are the essential features of the learning process?
The process of learning is, first of all, the process of cognition by the student of the world around him. This sign indicates the similarity of learning with any types and forms of human cognitive activity, that the learning process is based on the general patterns of human cognition of the world around us, the theory of knowledge of dialectical materialism is methodological basis learning process.
Learning is a specially organized cognitive activity. The structure of education differs significantly from gaming, artistic, visual, labor and other activities. This sign of learning has two features. The first feature is in those types and forms of cognitive activity, the structure of which has developed as a result of the laws of the human psyche and its social development. The second feature is that a person modifies the existing cognitive activity, changes its structure and mechanisms. Specially organized cognitive activity - educational activity - has its own goals, objectives, content, principles, methods and forms of organization.
Education as a specially organized activity accelerates the pace of individual development, which are formed on the basis of biological, psychological, social and other patterns. The child in the learning process learns the surrounding reality more, deeper, more diverse than during the same time outside the learning process.
It took Newton many years to discover the laws of mechanics, and at school these laws are studied for several lessons. The grammatical patterns of a language are formed over millennia, and are learned at school over several years of study.
Such accelerated knowledge of the world in the individual mental development of a person is an essential feature of the learning process. During the period of study in primary school the child masters the experience of mankind, which was formed over centuries and millennia.
Learning is the process of mastering by the student the known patterns of the world around him. One of the ways that a person learns about regularities is the knowledge of regularities in the socio-historical development of a person, in the process of his labor activity. Another way is the knowledge of patterns in the individual development of a person. Such knowledge is possible only in conditions of learning. After all, a person must learn the patterns accumulated in the experience of mankind, and not only what he himself can learn as a result of contacts with objects, phenomena, events of the surrounding reality. A child cannot master the scientific system of knowledge on his own if he is not taught this.
Education makes it possible in individual development to assimilate the laws that have been known in the experience of mankind for many years. Therefore, the main thing in learning is the educational material, the educational book, the textbook, in which the experience of mankind is modeled and recorded.
Having considered the essential features of learning, we can give the following definition of the concept of "learning process": learning is a specially organized cognitive activity with the aim of accelerating individual mental development and mastering the known patterns of the world around.
The learning process with such a characteristic in historical development will tend to independence, will acquire its own logical structure. Knowledge in the experience of mankind is growing rapidly. This means that for the same training period, with the same brain structure, the student will acquire an increasing amount of knowledge with an ever-increasing depth. Independently, without purposeful guidance, the student cannot master the experience of mankind and prepare himself for labor activity in social production. There is a need for a specially trained person. It carries that part of the socio-historical experience that the student must learn. This is a teacher. The role of a teacher in preparing students for life, for work, in shaping a person's personality can hardly be overestimated.
Learning is a joint activity of the teacher and students, is bilateral. Thanks to the activities of the teacher, learning is carried out on the basis of the developed goals, content and programs, and teaching becomes a controlled process that leads to the desired results.
Teaching as a teacher's activity does not exist if there are no students. Teaching as the activity of students cannot fulfill the tasks of education if there is no teacher, thanks to whom the student learns the socio-historical experience of mankind.
1.2 Study projects
Fundamentally important for methodology as a doctrine of the organization of activities is the question of the distribution of activities (and actions) in time, i.e. about the organization of its temporary structure.
Let us consider the organization of the learning activity process (its temporal structure) in the logic of the modern design-technological type of organizational culture. Actually, in recent years, her ideas and approaches are rapidly penetrating the education system - after all, such widely spread concepts as "educational project", "educational program", "technologies" (educational, pedagogical, training, etc.), "pedagogical diagnostics ”, “quality criteria”, etc. - and are already attributes of the design and technological culture.
A project is defined as “a time-limited, purposeful change in a separate system with established requirements for the quality of results, possible limits for the expenditure of funds and resources, and a specific organization” . From the standpoint of the student, educational projects are educational programs in the modern interpretation (except for the education and upbringing of children in the early age- in family education, which, as a rule, is not designed by parents, is not singled out in the form of specific projects, but is carried out intuitively). Educational programs: preschool education, general education (primary, basic and complete secondary), primary, secondary, higher and postgraduate, vocational education cover fairly long periods of time and for the student are complete, complete cycles of educational activities - innovative, productive. That is, the educational program meets all the features of the project.
Each project, as you know, includes three phases: the design phase (goal setting), the technological phase (goal fulfillment), the reflective phase (control, evaluation and reflection). The specificity of the educational project lies in the fact that the participation of the student in the design of the learning process, in goal setting is extremely limited, especially in younger age. Other people design the educational program: developers of the content of education at the federal, regional and local levels, authors of textbooks, etc., as well as teachers, lecturers, since each teacher brings his own personal interpretation to the content of education.
The detachment of the student from the construction of learning goals is obviously an objective and inevitable phenomenon. From birth until graduation from basic school, the student has almost no choice (with the exception of elective courses and additional education in circles of technical creativity, in music, art, sports schools, etc.). After graduating from the basic school, the student can choose an educational trajectory - to continue education in high school with one profile or another, or go to a vocational school, college, etc. for one specialty or another. And so on. In particular, the fact that today a lot of attention is paid to student-centered education means the opportunity for the student to choose an educational trajectory in the existing set of educational programs (and also, in a more fractional version, subprograms).
Even after graduating from a vocational educational institution, including a higher one, in the advanced training system, the goals and content of training are set mainly from the outside - by other people. And only in the mode of self-education, the student has complete freedom of choice and can independently determine the goals of learning: what to teach, how much, when, how, etc.
However, in recent years there has been a positive trend of informing students about educational programs - what they are in general and in particular, what are their capabilities, etc., as well as providing students with program guides for the courses studied - providing them with educational programs (which was traditionally not done - the curriculum was always held in the hands and in the head by the teacher, the teacher, but not the student), all homework throughout the course, exam programs, etc. so that the student can plan his learning activities for a sufficiently long period. In addition, many schools and municipal education systems began to use the so-called "educational maps" containing information about possible educational routes. Travel games are organized with students on these maps. At the federal level, the journal "Education and Career" began to be published. And so on.
The design phase includes four stages: conceptual (with stages: identifying a contradiction, formulating a problem, defining a problematic, defining goals, forming criteria, identifying alternatives); modeling (with stages: model building, model optimization, selection); construction (with stages: decomposition, aggregation, study of conditions, program construction); technological preparation for project implementation. The technological phase includes the stages of project implementation and presentation of results. The reflective phase consists of evaluation (self-assessment) of results and reflection.
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Introduction
It is known that learning is a process of interaction between a teacher and students when working on a certain content of educational material in order to assimilate it and master the methods of cognitive activity. To carry out the process it is necessary to organize it. What is an organization? The "Philosophical Encyclopedia" explains that the organization is "Ordering, establishing, bringing into the system some material or spiritual object, location, ratio of parts of an object." It is also emphasized there that it is precisely these “meanings of the concept of organization that relate both to objects of nature and social activity and characterize the organization as the location and interconnection of elements of a whole (subjective part of the organization), their actions and interactions (functional part)”.
Such elements (parts) of the learning process are its links.
Link is component educational process, its organic element. It has its own whole structure - it consists of interrelated stages that solve certain tasks: goal setting, generalization of knowledge, summing up the lesson, determining home knowledge, etc.
In each link of the learning process, both general and specific learning tasks are solved. General - these are those that the entire learning process is aimed at solving. Specific - these are those that dominate a particular link in this process. All links are interconnected, so the learning process is a kind of goal.
Certain links, and more often their combination, underlie the constructed forms of learning organizations. In addition, on the basis of one link, several different forms. For example, on the basis of the knowledge formation link, there can be a constructed lesson of the appropriate type, lectures, a conference, etc.
Each specific form of organization of training consists of certain stages. For example, a lesson in the formation of knowledge has the following stages: setting a goal and updating knowledge, maintaining new knowledge and its primary foundation by students, generalizing knowledge of operating it, and monitoring assimilation.
At each stage, appropriate goals, sources of knowledge, methods, teaching methods, as well as forms of educational work are used.
The organization and conduct of the educational process should be such that it fully satisfies the leading needs of students, and the dominant motives for learning activities of students were the motives for learning about the world around them, the motives for self-fulfillment as a person, their own improvement, development of themselves as a harmonious, comprehensively developed and socially mature personality.
It is necessary to organize the educational process in such a way, to conduct it in such a way that students take a direct part in the goal-setting of their immediate activity, so that the learning goals set by external images become their own, personal goals.
It is possible to organize the educational process in such a way that students feel themselves full-fledged subjects of this process, free in the creative achievement of this process, free in the creative achievement of the goals of training and education accepted by them.
Including students in active work, using a variety of forms and methods of cognitive activity, teachers - innovators significantly expand the teaching and educational opportunities of the lesson. The study of the experience of creatively working teachers suggests that the skillful use of forms, types of learning activities of students in their optimal combination has crucial and improving the effectiveness of the educational process.
The main task of secondary specialized educational institutions is to prepare students for the upcoming work activity. In the work of a specialist great place takes skill - ability to use knowledge in practical activities in changing conditions. A specialist must be able to plan his work, make calculations, make operational decisions based on an analysis of the current situation, control the progress and results of his work. And skills and abilities are formed in the process of activity. To choose a plan or another skill, repeated repetition of actions, exercise, training are necessary. The formation of skills occurs in the process of repeated performance by students of the relevant tasks: tasks, calculations, analysis of the situation.
MAIN PART.
1. General forms of organizing work with students in the learning process.
In modern didactics, the concept of "general forms of organization of education" combines:
individual,
group (collective),
Frontal.
They permeate the entire educational process. They can be applied both in compulsory (classroom) and extracurricular activities.
These forms of organization of learning differ from each other in the coverage of students with educational work, the features of managing their educational activities by
The individual form implies the correspondence of tasks to the abilities of students, the selection of such methods and means that will ensure the optimal development of each student.
The group form makes each student interested in common work, requires creative activity, gives rise to genuine collectivist relations, socially valuable motives for activity and behavior.
The frontal form instills the ability to listen to someone else's opinion, compare, supplement, find errors, evaluate.
Frontal forms, group forms, as well as individual ones, are possible in a lesson, seminar, workshop, etc. They can be used both in compulsory (classroom) and extracurricular activities.
The frontal form organizes students, sets a uniform pace of work. However, this form of organization of training is not designed to take into account individual characteristics various students. It may turn out that the pace taken by a weak student will be high, and a strong one will be low.
In the group form, the composition of the class is divided into groups, brigades, links. In this case, it is necessary to define tasks for groups, to ensure control over their educational activities. This form involves the cooperation of students in small groups, and the work in them is based on the principles of self-government of students with less strict control of the teacher. Group forms can be legitimately subdivided into link, brigade, cooperative-group, differentiated group, work in pairs. A distinctive and essential feature of the group form of training sessions: at every moment of communication, one speaker is listening to a group of people.
Link forms of educational work involve the organization of educational activities of permanent groups of students. In the brigade form of educational work, the educational activities of temporary groups of students specially formed to perform certain tasks are organized.
Optimization of the educational process - achieving the highest results with minimal time, effort, energy, money in certain specific conditions involves the use of all organizational forms of education.
2. Specific forms of organizing work with students in the learning process.
The learning process is realized only through specific forms of its organization. Among the specific forms of organizing work with students in the learning process, one can distinguish: classroom and extracurricular.
b) lecture
c) seminar
d) workshop
f) exam
Extracurricular:
1) regular:
a) homework
b) extracurricular activities or group, individual
c) work with popular scientific literature
d) TV shows
e) additional classes
2) episodic:
a) essays
b) thematic conferences
AtROCK.
The main form of organization of learning is the lesson. The educational process consists of a system of specific lessons. Some lessons pursue the goal of forming knowledge, others - consolidating and improving them, others - repetition and systematization, fourth - testing the assimilation of knowledge, the formation of skills, etc.
Depending on the didactic goals and links of the learning process implemented in the lesson, 9 types of lessons can be distinguished: the formation of knowledge, the consolidation and improvement of knowledge, the formation of skills and abilities, the improvement of knowledge, skills and abilities, the application of knowledge in practice, the repetition and systematization of knowledge, knowledge test, combined lesson.
A lesson built on an artificial combination of three or more parts of the learning process is called a combined lesson.
In the practice of teaching, three forms of organizing work in the classroom are generally accepted:
individual,
Group (collective),
Frontal.
AT recent times there is a tendency to separate the collective form from the group form, as an independent form. These forms, the organization of learning in the classroom, can be implemented in various forms. With an individual form of organization of education, each student receives his own task, which he must complete independently of others, that is, independently.
Independent study work is usually understood as any organized by the teacher vigorous activity students, aimed at fulfilling the set didactic goal in the time specially allotted for this: the search for knowledge, their comprehension, consolidation, formation and development of skills, generalization and systematization of knowledge.
One of the important factors that ensure the independent activity of students is self-control. The formation of self-control skills is a continuous process, carried out at all stages of the learning process: when studying new material, when practicing practical skills, during creative, independent work of students, etc.
Independent work is a kind of bridge that a student must pass on the way from understanding the educational material to mastering it.
The formation of new knowledge is impossible without the development of creative independence of students. To do this, the lesson creates such conditions that will allow you to control the assimilation of new material in a timely manner, fully and publicly. Such control is helped by task cards of a programmed survey.
Depending on the goals that are set for independent work, they can be: educational, training, reinforcing, iterative, developing, creative and control.
The meaning of teaching independent work lies in the independent fulfillment by students of the tasks given by the teacher in the course of explaining new material. The purpose of such work is to develop interest in the material being studied, to draw the attention of each student to what the teacher explains. Here, the incomprehensible is immediately clarified, difficult moments are revealed, gaps in knowledge that make it difficult to firmly assimilate the studied material make themselves felt. The independence of work on the formation of knowledge is carried out at the stage of preparation for the introduction of new content, as well as with the direct introduction of new content, with the primary consolidation of knowledge, that is, immediately after the explanation of the new, when the knowledge of students is not yet strong. The teacher needs to know the following features of educational independent work: they should be composed mainly of tasks of a reproductive nature, checked immediately and not put bad marks for them.
Training includes tasks for the recognition of various objects and their properties. Training independent work consists of tasks of the same type containing essential features and properties this definition, regulations. Fixing can include independent work that contributes to the development logical thinking and require the combined application of various rules and theorems. They show how firmly, meaningfully learned educational material. But the results of checking tasks of this type, the teacher determines whether it is still necessary to deal with this topic. Examples of such works are found in abundance in various didactic materials.
Iterative (review or thematic) works are very important. Before studying new topic the teacher must know whether the students are prepared, whether they have the necessary knowledge, what gaps can make it difficult to learn new material.
Independent work of a developing nature can be homework for writing reports on certain topics, preparing for scientific and creative conferences, etc. In the classroom, this is independent work that requires the ability to solve research problems.
Students are interested in creative independent work, which implies a high level of independence. Here, students discover new aspects of the knowledge they already have, learn to apply this knowledge in new unexpected situations. These are tasks for finding the second, third, etc. way of solving the problem. Students can be asked a problematic question that would encourage them to independent theoretical and practical activities. On the basis of this teaching method, students' knowledge is consolidated, professional skills and abilities are formed, and initial experience of professional activity is accumulated. You can use problem situations, give students tasks of a problematic nature. At the same time, the master industrial training can pose appropriate questions to students in order to recall what was previously studied, to connect new material with what is already known. Having posed a question to the students, the teacher organizes the search for a new solution. If students have high cognitive independence, the research method can be used in the classroom. The essence of this method is defined as a way of independent search creative work of students to solve new problems for them. The teacher offers students a problem for independent solution, controls the progress of work, provides minor assistance, checks the work, sums up and organizes their discussion. Students independently realize the problem, study facts and phenomena, put forward a hypothesis, outline and implement a plan for its verification, check solutions, draw conclusions. As a result, students master the elements scientific knowledge. Such creative independent work allows you to develop mental activity, after curiosity, interest, professional interest appears.
Control works are a necessary condition for achieving the planned learning outcomes. In essence, the development of texts for examinations should be one of the main forms of fixing learning goals, including minimal ones. Therefore, control tasks should be equivalent in content and scope of work; they should focus on the development of basic skills, provide a reliable test of the level of learning, they should stimulate students, allow them to demonstrate progress in their general training.
LECTURE.
The educational lecture allows for 45 minutes to learn more than in the lesson, the amount of educational material. Its difference from the lesson is a monologic way of presenting the material. In its structure there is no conversation as a teaching method. An educational lecture, as a rule, precedes the seminar. The lecture is conducted according to the plan, which is written on the blackboard or poster. The material that is studied at the lecture is recommended to be made bright, convincing and specific. Outlining the material of the lecture, use tables, diagrams, cards, technical teaching aids.
During the lecture, you can involve pre-prepared students with brief reports, demonstrations of methods for solving a particular issue.
As the topic is presented, they turn to the lecture plan and clearly highlight the main thing in each question, summarize what has been said, and control how the lecture notes are taken.
At the end of the lecture, the degree of assimilation of the lecture material is checked with the help of questions.
SEMINAR.
A seminar lesson is one of the forms of organizing students' independent work to systematize and deepen their knowledge of the key issues of the topic, followed by a collective discussion.
Preparation for the seminar takes 2-3 weeks. Students study the material of the textbook and additional literature, collect material for their reports.
The seminar can be held in various forms: frontal, group, individual or in the form of a business game.
The main objective of the seminar is the formation of skills for independent work, independent thinking.
The teacher directs the work of students, sums up the discussion of the issues of the topic, makes the necessary additions and corrections, systematizes and deepens the material.
WORKSHOP.
Practical exercises, or industrial training lessons, are of great importance in realizing the connection between theory and practice. These are classes that are solved by constructive methods from direct measurements, constructions.
The industrial training lesson is different from the lessons theoretical training. The purpose of the industrial training lesson is for students, on the basis of the acquired technological knowledge, to master the techniques and methods for performing the actions and operations necessary for the subsequent formation of their skills and abilities to perform production work in a particular profession. As a result of labor activity, students in such a lesson produce some material product of labor. Its production, as a rule, imposes completely new requirements on students. It is not enough for students to simply memorize or learn the educational material, they must understand, process and reproduce it when completing the task. Therefore, the main part is not memorization, but the ability to process them and put them into practice.
In the lessons of industrial training, you can use problem situations. For this, there are task cards, technological cards. Students are given faulty parts, nodes where a malfunction is specifically provided. Students must find the problem and fix it. You can pose a problem to students: why does the main engine not rotate when the clutch is engaged?
The formulation of the question encourages students to independent theoretical and practical activities. On the basis of this teaching method, students' knowledge is consolidated, professional skills and abilities are formed, and initial experience of professional activity is accumulated. In such classes, when students solve problems according to drawings with given dimensions, or, having received a model, analyze it, make the necessary measurements, recognize faults in details, not only the mental activity of students, but also motor activity finds application, which contributes to maintaining a long and continuous interest and attention to the learning process. (Lesson plan - Appendix 1).
WACET.
The test as a form of organization of education is carried out to check the quality of mastering by students of individual sections of the curriculum, the formation of skills and abilities.
Tests are usually held by sections of the course. Students prepare for them from the very first lessons in this section. To make it easier for students to work, a list of theoretical and practical questions submitted for the test is posted in the office. To assist in conducting a test lesson, students who are most successfully mastering the subject are sometimes involved. For this, they are specially prepared: knowledge is checked, duties in the classroom are explained.
Technology of conducting a test lesson.
Let's single out the main components of the test lesson: level differentiation of the task; evaluative activity of the teacher; result diagnostics; correction of knowledge, skills and professional skills.
Level differentiation is carried out by compiling assignments, which, firstly, take into account the lower limit of mastering the educational material, that is, the level of mandatory training of the student, and, secondly, there is a gradual increase in requirements, an increase in the complexity of the proposed tasks.
Level differentiation according to V.V. Guzeev presents three levels of expected results:
1. minimal - solving the problems of the educational standard;
2. general - solving problems that are combinations of subtasks of a minimum level, connected by explicit associative links;
3. advanced - solving problems that are combinations of subtasks connected by both explicit and implicit associative links.
Most often, credit is taken on tickets that include the main theoretical questions and typical tasks of the topic. An individual survey can be combined with collective, independent work on options. The final mark is set on the basis of an analysis of the results of all tasks, taking into account the opinion of consultants.
EKZAMEN.
An exam is a form of organizing training that allows you to implement the control functions of the process and record the result of the educational and cognitive activity of students for an academic year or several years; it allows you to identify the level of assimilation of the curriculum by students using various methods and techniques: students performing tests, tasks, answering questions. The exam tests the readiness and ability of students to demonstrate their knowledge, skills and abilities, both orally and in writing.
Extracurricular:
The extracurricular form of work with students can be divided into two large groups: regular and episodic.
The first type includes homework, which includes doing homework for the lesson, home experiments and observations, extracurricular activities, working with popular science literature and primary sources, television programs, additional classes on the subject, etc.
Episodic types of extracurricular work include thematic conferences on the subject, abstract work, etc.
Conclusion.
Depending on the form of organization joint activities we have to choose methods of teaching. That is, the form dictates the method.
When choosing the forms of educational work in the classroom, it is taken into account how a certain form provides the formation of knowledge, how it affects the development of students' professional skills.
When designing classes, based on a thorough analysis of the possibilities of specific forms, it is necessary to select their combinations that ensure the high efficiency of the educational process, the optimal effectiveness of the educational activities of all groups of students with rationally spent time.
Whole system pedagogical activity and relationships with pupils becomes the condition under which interest, curiosity, and the desire of students to expand their knowledge are formed. The upbringing of a comprehensively developed, highly cultured person requires such training that would ensure consistency in the assimilation by students of a certain system of knowledge in different fields of science.
The effectiveness of the educational process depends on the correct, pedagogically sound choice of forms of organization of education, which is ensured by a deep and comprehensive analysis of the educational, developmental, educational opportunities of each of them.
Attachment 1.
LESSON PLAN
TOPIC: "Preparation and launch of PD and OD"
Methodological goal: To improve the methodology for organizing independent, creative work of students in the lessons of industrial training.
THE PURPOSE OF THE LESSON:
Develop independence Creative skills students.
Develop the ability to independently see the problem.
Reinforce the previously studied topic.
Methodological support of the lesson: tractor MTZ-80
a set of tools, instructional cards, task cards, refueling inventory.
ORGANIZATIONAL PART
1. Checking those present, students' readiness for the lesson.
DURING THE CLASSES
The lesson consists of several stages. Statement of the problem, the students were given a task.
Carry out STO, PO and OD operations.
Preparation of PD and OD for launch.
Independently detect and eliminate PD malfunctions.
Independent work of students on the preparation and start of engines.
CURRENT BRIEFING
Observing labor protection, carry out ETO.
Prepare to launch PD.
Prepare for the launch of the OD.
Launching PD and OD.
BIBLIOGRAPHY.
1. Zotov Yu.B. Organization of a modern lesson. - M .: Education, 1985.
2. Cheredov I.M. Forms of educational work in high school. - M .: Education, 1988
3. V.V. Guzeev educational technology: from reception to philosophy. M.: September, 1996.
4 O.B. Episheva, V.I. Krupych: Formation of methods of educational activity Book for the teacher.-M.: Education, 1990
5. Matyushkin A.M. Problem situations in thinking and learning. - M., 1971
6. Moskvin V.M. Organization and methods of industrial training of tractor drivers.- M .: Agropromizdat, 1991
7. Problems of formation of professional interests among students of vocational secondary schools. Toolkit. - M.: Higher school, 1992
8. Zverev I.D. Modern lesson: searches, problems, finds. Soviet Pedagogy, 1986
9. Poznyak I.P. Organization and methods of teaching in vocational schools. - M.: Higher school, 1983
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Ministry of Agriculture of the Russian Federation
Ulyanovsk State Agricultural Academy
College of Agricultural Technology and Business
on the topic: "The educational process and the basics of its organization"
Department “Bukh. Accounting and Auditing"
Performed:
1st year student
Faculty of Economics
Khusnetdinova I.I
Checked:
Kitaeva N.V.
Ulyanovsk 2011
This Regulation regulates the procedure for organizing the educational process in the Non-State Educational Institution of Higher Professional Education "St. Petersburg Institute for Foreign Economic Relations, Economics and Law", hereinafter referred to as the Institute, in accordance with the legislation of the Russian Federation in the field of education, Decrees of the Government of the Russian Federation, Decrees of the President of the Russian Federation Federation, regulations of the Ministry of Education and Science of the Russian Federation, Charter of the Institute, Regulations on final certification graduates of the Institute and other local acts of the Institute.
The educational process is understood as the purposeful activity of the administration and other organizational and staff structures of the Institute, the teaching staff, which provides training for students in the specialties and areas provided for by the relevant federal state standards of higher professional education, hereinafter referred to as the Federal State Educational Standards of Higher Professional Education, the curriculum of the Institute for the main educational programs of higher professional education, hereinafter referred to as the PEP VPO.
MAIN TASKS OF THE EDUCATIONAL PROCESS
1.1. Training in the general system of the Ministry of Education and Science of the Russian Federation of highly qualified bachelors, specialists and masters in the BEP of HPE in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education, as well as scientific and pedagogical personnel in the system of postgraduate education.
1.2. Satisfying the needs of the individual in the intellectual, cultural and moral development, the acquisition of higher professional education in the chosen BEP HPE.
1.3. Dissemination of legal, humanitarian and technical knowledge among citizens, raising their general educational and cultural level.
ORGANIZATION OF THE EDUCATIONAL PROCESS
2.1. General requirements for the organization of the educational process:
2.1.1. The educational process is based on the requirements and provisions of the Federal State Educational Standard of the Higher Professional Education, the curricula of the Institute for the EEP of the Higher Professional Education developed in accordance with them and curricula ah learning disciplines.
2.1.2. The development of educational programs of all types of vocational education ends with a mandatory final certification of graduates.
2.2. The organization of the educational process is designed to provide:
2.2.1. The modern scientific level of personnel training, as well as the optimal ratio of theoretical and practical training time.
2.2.2. Logically correct, scientifically and methodically sound correlation and sequence of teaching disciplines, regularity and rhythm of the educational process.
2.2.3. Organic unity of the process of education and upbringing.
2.2.4. Introduction into the educational process of the latest achievements of science and technology of best practices in the activities of labor collectives, public associations and organizations, including other countries.
2.2.5. A rational combination of traditional methods of transferring and fixing information with the latest achievements in various fields of science.
2.2.6. Creation of the necessary conditions for the creative pedagogical activity of the teaching staff, for the successful development by students of selected BEP HPE programs academic disciplines and rational use of the time allotted for independent work.
2.3. The main documents that determine the content and organization of the educational process at the Institute are the Federal State Educational Standard of the Higher Professional Education, the curricula for the BEP of the Higher Professional Education and the programs of academic disciplines.
2.3.1. The curriculum of the specialty (direction) is developed on the basis of the requirements of the Federal State Educational Standard of Higher Professional Education recommended by the Educational and Methodological Association of the exemplary (basic) curriculum, discussed at the Academic Council and approved by the Rector of the Institute.
The curriculum includes a schedule of the educational process and a plan of the educational process. The plan of the educational process contains a list of academic disciplines, time, timing and logical sequence of their study, types of training sessions and practices, forms and terms of intermediate and final certification.
If necessary, changes may be made to the curricula by decision of the Academic Council of the Institute, determined by new regulations of the Ministry of Education and Science of the Russian Federation.
2.3.2. The curriculum included in the educational and methodological complex of the academic discipline determines the content, sequence and time of studying the sections and topics of the academic discipline. It is developed for each discipline of the curriculum, taking into account specialization, and its content is the same for all forms of education, except for the time of study and guidelines for conducting classes for professors and teachers. The curriculum includes an introduction, a substantive part of the study of the discipline, guidelines and a list of basic and additional literature.
2.3.3. Curricula are developed by the departments, considered at their meetings and approved by the Scientific and Methodological Council of the Institute.
2.4. The main element of the organization of the educational process is its planning, which is carried out in order to ensure the full and high-quality fulfillment of the requirements of curricula and programs. The planning of the educational process is based on:
Annual schedule of the educational process;
Thematic plans of academic disciplines;
The availability of the teaching staff, its capabilities and the teaching load assigned to it;
Availability of an auditor fund.
2.4.1. The annual schedule of the educational process is developed on the basis of the requirements of the curricula for the preparation of bachelors, specialists, masters. It defines the terms of theoretical training, examination sessions, practices, vacations, as well as the final state certification.
The annual schedule of the educational process is developed by the educational department, approved by the rector of the Institute and adopted at a meeting of the Academic Council of the Institute.
2.4.2. Thematic plans for the study of academic disciplines are developed by the departments and are annually adjusted taking into account the latest achievements of science and technology and the requirements of practice. They define: a list of sections and topics, types of classes (including course projects, course and test papers), the order of their conduct, the time allotted for the study of educational material, as well as the form of the final and intermediate control.
Thematic plans for the interconnected (complex) study of related disciplines taught by different departments should be agreed and discussed at joint meetings of the departments.
2.4.3. Based thematic plans departments develop schedules for the sequence of passing academic disciplines, which determine the sequence of conducting specific types of training sessions on each topic and the time allotted to them, reflect the proposals of the department on the specifics of planning training sessions for each discipline.
2.4.4. The distribution of teachers by lecture streams and study groups is carried out by the departments on the basis of study load received from the educational department. This information is submitted to the educational department along with schedules of the sequence of passing academic disciplines.
2.4.5. In the daily routine, approved by the Rector of the Institute, the time of the training sessions is set.
2.4.6. The availability of the classroom fund is determined by the training department before the start of school year and approved by the Rector.
2.5. Based on those listed in clause 2.4. the initial data, the training department draws up a schedule of training sessions, which is the final stage in planning the educational process.
The schedule should contain complete information about the time, place and type of classes for each course, its individual streams and study groups, indicating the names and initials of teachers, their academic degree. The schedule is signed by the dean of the faculty and approved by the Vice-Rector for Academic Affairs of the Institute and posted no later than 10 days before the start of classes.
Changes in the schedule of classes are allowed in exceptional cases and only with the permission of the Vice-Rector for Academic Affairs of the Institute.
2.6. When organizing the educational process, it is necessary to be guided by the following basic provisions:
2.6.1. When forming study groups for conducting practical, seminar and other types of classes, it is necessary to achieve an even distribution of students among them. As a rule, their composition should not exceed 25-30 people. The composition of the study groups is determined by the order of the Institute and, if necessary, can be adjusted annually before the start of the academic year.
Courses and lecture streams are formed from study groups.
2.6.2. The academic year for full-time and part-time forms of education consists of two semesters, each of which ends with a credit-examination session.
The academic year for part-time students also consists of two semesters, each of which begins with an orientation session and ends with a test and examination session.
2.6.3. The maximum volume of the weekly study load and the number of compulsory classroom lessons are determined by the requirements of the federal state educational standards of specific BEP HPE, hereinafter referred to as the FGOS HPE.
2.6.4. For all types of classroom studies, the academic hour is set to 40 minutes. Dual lessons are allowed, in which case the duration of such a lesson can be set at least 80 minutes.
2.6.5. Exemption of students from studies (except for patients) is allowed in exceptional cases and only with the permission of the dean of the faculty.
2.7. The Institute maintains the following basic accounting documentation necessary for organizing the educational process:
Journals of accounting of training sessions;
Test and examination sheets;
Examination (test) sheets (for individual passing an exam or test);
Student record books;
Education cards of students;
Summary statements on the results of the implementation of the curriculum by students of study groups for the entire period of study;
Journals of pedagogical control;
Books of accounting for graduates and registration of the issuance of diplomas.
2.8. The main types of activities are:
Seminar session;
Practical lesson;
Laboratory lesson;
business game;
Consultation;
Self-preparation;
practice (educational, industrial, undergraduate);
2.8.1. The lecture is one of the most important types classes and forms the basis of the theoretical training of students.
Its purpose is to provide a systematic foundation of scientific knowledge in the discipline, focusing on the most complex and key issues of the topic.
The lecture should stimulate the active cognitive activity of the trainees, contribute to the formation of their creative thinking.
Lectures are read by the Institute's management, deans of faculties, heads of departments, their deputies, professors, associate professors and senior lecturers. By way of exception, the most experienced and qualified teachers may be allowed to read lectures. Leading scientists and professors from other universities, specialists from scientific institutions, and practitioners can be invited to read individual lectures.
Each discipline at the department should be provided with stock lectures on the most important, relevant and difficult topics for students to understand. Stock lectures undergo internal and external review, are discussed at the department or the subject-methodological commission and approved by the head of the department.
2.8.2. The seminar is held with the aim of deepening and consolidating the knowledge gained in lectures in the process of independent work on educational and scientific literature. It should provide a lively, creative discussion of educational material in the form of a discussion, an exchange of views on the issues under consideration. Seminar session may contain elements practical session(problem solving, etc.).
There are various forms of organization of the educational process: lesson, lecture, seminar, conference, laboratory-practical lesson, workshop, elective course, excursion, industrial practice, home independent work, consultation, exam, test, subject circle, workshop, studio, scientific society, Olympiad, course design, diploma design and etc.
In modern domestic school the lesson remains the main form of organization of learning. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities of students.
Lesson- this is such a form of organization of the educational process in which the teacher organizes cognitive and other activities of a permanent group of students (class) within a precisely set time, taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for all students mastered the basics of the subject being studied directly in the learning process, as well as for the education and development of cognitive and creative abilities, the spiritual forces of the trainees.
In each lesson, you can highlight its main Components (explanation of new material; consolidation; repetition; testing of knowledge, skills, abilities), which characterize different kinds activities of the teacher and students These components can act in various combinations and determine the construction of the lesson, the relationship between the stages of the lesson, i.e. its structure.
Under the lesson structureunderstand the ratio of the components of the lesson in their specific sequence and interconnection with each other. The structure of the lesson depends on the didactic goal, the content of the educational material, the age characteristics of the students and the characteristics of the class as a team. The variety of lesson structures implies a variety of their types.
generally accepted classification lesson types not in modern didactics. This is due to a number of circumstances, primarily the complexity and versatility of the process of interaction between the teacher and students in the classroom.
Let's take a look at some of the existing classifications of types of lessons.
1. Classification of lessons according to two criteria: content and method of testing denia (Kazantsev I.N.). According to the first criterion (content), mathematics lessons, for example, are divided into lessons of arithmetic, algebra, geometry and trigonometry, and within them - depending on the content of the topics taught. According to the method of conducting training sessions, lessons are divided into excursion lessons, film lessons, self-study lessons, etc.
2. Classification of lessons according to the logical content of the work and the main stages of the educational process (FROM. AT. Ivanov):
Lesson of initial acquaintance with the material;
Lesson of assimilation of new knowledge;
A lesson in applying the acquired knowledge in practice;
Lesson of consolidation, repetition and generalization;
Control lesson;
Mixed, or combined, lesson.
3. Classification of lessons by the purpose of the organization, the content of the studied material and the level of students' learning
(M. AND. Makhmutov). According
With this approach, five types of lessons stand out:
Lessons of studying new educational material;
Lessons for improving knowledge, skills and abilities;
Lessons of generalization and systematization;
Combined lessons;
Lessons of control and correction of knowledge, skills and abilities.
4. Classification of lessons by the predominant component of the lesson
(IN AND. Zhuravlev). According to this classification, lessons are divided into mixed
(combined) and special. Combined in their structure
contain all the components of the lesson. The structure of special lessons is dominated by one component. Special lessons include:
Lesson of assimilation of new material;
Consolidation lesson;
repetition lesson;
Lesson control, testing knowledge.
5. Classification of lessons for didactic purpose
(B.P. Esipov, I. T. Whoa
springs, G. I. Schukin and others):
Lesson introducing students to new material or messages
(learning) new knowledge;
Lesson to consolidate knowledge;
A lesson in developing and consolidating skills and abilities;
General lesson;
Lesson for testing knowledge, skills and abilities (control lesson). Let's consider this classification in more detail.
A lesson in introducing students to new material or communicating (learning) new knowledge. This is such a lesson, the content of which is new material unknown to students, which includes a relatively wide range of issues and requires considerable time to study it. At such lessons, depending on their content, the specific didactic goal and the readiness of students for independent work, the teacher himself presents new material or students conduct independent work under his guidance.
The structure of the lesson of acquaintance with new material: repetition of the previous material, which is the basis for learning new material; explanation by the teacher of new material and work with the textbook; verification of understanding and primary consolidation of knowledge; home assignment.
Knowledge consolidation lesson. The main content of the educational work in this lesson is the re-comprehension of previously acquired knowledge in order to better assimilate them. In some cases, students comprehend and deepen their knowledge from new sources, in others they solve new problems on the rules they know, in the third, they reproduce previously acquired knowledge orally and in writing, in the fourth, they make reports on certain issues from what they have studied with the aim of deeper and their lasting assimilation, etc. Structurally, such lessons involve the passage of the following stages: checking homework; performing oral and written exercises; checking the execution of tasks; home assignment.
Closely related to the lessons of consolidation of knowledge lessons of development and consolidation of skills and abilities. The process of consolidating skills and abilities goes on several lessons in a row. From lesson to lesson, the material should become more complex, so that it can really be seen that students are more and more successfully coping with this educational task.
On the summarizing lessons(generalization and systematization of knowledge) the most significant questions from the previously studied material are systematized and reproduced, existing gaps in students' knowledge are filled in and the most important ideas of the course being studied are revealed. Such lessons are held at the end of the study. selected topics, sections and training courses in general. Their mandatory elements are the introduction and conclusion of the teacher. The repetition and generalization itself can be carried out in the form of a story, short messages, reading individual passages from a textbook or a conversation between a teacher and students.
Lessons for testing knowledge, skills and abilities (control) allow the teacher to identify the level of learning™ of students in a particular area; identify shortcomings in mastering the material; chart the way further work. Control lessons require the student to apply all his knowledge, skills and abilities on this topic.
Verification can be carried out both orally and in writing.
In the practice of the school, the most widespread lessons are those in which several didactic tasks are solved at once. This type of lesson is called combined, or mixed. Sample structure of a combined lesson:
Checking homework and questioning students;
Learning new material;
Primary check of assimilation;
Consolidation of new knowledge during training exercises;
Repetition of previously studied in the form of a conversation;
Testing and assessing students' knowledge;
Homework assignment.
Mandatory elements of all the lessons described above are Organizing time and summarizing the lesson. The organizational moment involves setting goals and ensuring their acceptance by students, creating a working environment, updating the motives of educational activities and attitudes towards the perception, comprehension, and memorization of the material. At the debriefing stage this lesson it is important to record the achievement of goals, the degree of participation in their achievement of all students and each individually, the evaluation of students' work and the definition of perspective
further work.
For any type of lesson, certain requirements most
common of which are the following:
Unity of educational, educational and developmental goals
Use of the latest achievements of science, advanced pedagogical practice;
Implementation in the classroom in the optimal ratio of didactic
principles and rules;
Organizational clarity of the lesson;
Expedient selection of educational material in accordance with the requirements of the standard and the curriculum for the subject, as well as the objectives of the lesson, taking into account the age and level of training of students;
Choice of the most rational methods, techniques and teaching aids that provide a variety of activities for students;
The formation of students on the basis of acquired knowledge of the scientific worldview, high moral qualities and aesthetic tastes;
Development psychological characteristics students (thinking, memory, attention, imagination, emotions, etc.);
Formation of cognitive interests, positive motives
educational activities, skills and abilities of self-acquisition of knowledge;
Development of creative initiative and activity of students.
In addition to the lesson, as noted above, there are other organizational forms of learning.
Lecture - This is a special design of the educational process. teacher throughout training session communicates new educational material, and students actively perceive it. A lecture is the most economical way to convey educational information, since the material is written in a concentrated, logically consistent form. The lecture allows for improvisation, which enlivens it, gives it a creative character, draws the attention of the audience, and arouses increased interest.
And depending on the didactic goals and place in the educational process, we take out and ut “water, installation, current, final, overview lectures.
Introductory Lecture opens a lecture course on the subject. On this lek
tion shows the theoretical and applied value of the subject, its
reduce with other subjects, the role in understanding (vision) of the world, in fitting a specialist.
Orientation lecture(used, as a rule, in part-time and part-time
full-time education) retains all the features of the introductory, but it also has its own
specifics. At the orientation lecture, the teacher introduces students to the structure of the educational material, the main provisions of the course,
organization of independent work, features of the performance of control tasks, i.e. gives installation information on subsequent
Mote. "
current lecture serves for a systematic presentation of the material of the subject.
Final lecture completes the study of educational material. On it, the previously presented material is generalized at a higher theoretical level, the prospects for the development of a particular branch of science are considered.
overview lecture contains brief, largely generalized, information on the material covered. These lectures are more often used at the final stages of training (for example, before state names), as well as in part-time and part-time forms of education.
Depending on the method of implementation, there are:
Information lectures- the most traditional type of lecture in high school. An explanatory and illustrative method of presentation is used.
Problem lectures involve the presentation of the material using problematic issues, tasks, situations; The learning process takes place through scientific research, dialogue, analysis, comparison of different points of view, etc.
visual lectures involve visual presentation of the material by means of TCO, audio and video equipment, with a brief commentary on the materials shown.
Binary Lectures(lecture-dialogue) provide for the presentation of the material in the form of a dialogue between two teachers, for example, a scientist and a practitioner, Representatives of two scientific directions etc.
Lectures-provocations - these are lectures with pre-planned mistakes. They are designed to encourage students to constantly monitor the information provided and search for errors. At the end of the lecture, the students' knowledge is diagnosed and the mistakes made are analyzed.
Lectures-conferences are held as scientific and practical classes with listening to reports and speeches of students on a pre-set problem within the framework of the curriculum. In conclusion, the teacher sums up, supplements and clarifies the information, formulates the main conclusions.
Lectures-consultations suggest the presentation of the material in the form of "questions - answers" or "questions - answers - discussion".
Lectures are also subdivided on other grounds:
For general purposes:
By impact:
In the introductory part In the main part In the final part
When reading a lecture, you must:
Express thoughts clearly and accurately;
Identify basic concepts, give their definitions;
Use feedback.
Seminar - training session in the form of a collective discussion of the issues under study, reports, abstracts. The difference between seminars and other forms of education is that they orient students towards greater independence in educational and cognitive activities. During the seminars, students' knowledge, obtained as a result of independent extracurricular work on primary sources, documents, additional literature, is deepened, systematized and controlled, worldview positions are affirmed, value judgments are formed.
The seminar is preceded by a long advance preparation: the lesson plan, basic and additional literature are reported. Seminars begin, as a rule, with a brief introduction by the teacher (introduction to the topic), then the announced questions are discussed sequentially. At the end of the lesson, the teacher sums up, makes a generalization. If messages or reports were prepared, then the discussion is based on them with the active participation of opponents, who are also prepared in advance.
The leading role of the teacher is manifested in the careful planning of educational work, the allocation of significant issues for discussion, in the selection of literature for self-study, in the Lectures are also subdivided on other grounds:
For general purposes: educational, propaganda, propaganda, educating, developing;
By impact: at the level of emotions, understanding, beliefs.
Structurally, a lecture usually includes three parts: introductory, main and final. In the introductory part the topic is formulated, the plan and tasks are reported, the main and additional literature for the lecture is indicated, the connection with the previous material is shown, the theoretical and practical significance of the topic is characterized. In the main part the content of the problem is revealed, key ideas and provisions are substantiated, their concretization is carried out, connections and relationships are shown, phenomena are analyzed, the current practice and scientific research are assessed, development prospects are revealed. In the final part summarizing, briefly repeating and generalizing the main provisions, forming conclusions. Questions are answered.
When reading a lecture, you must:
Maintain a high scientific level of the information presented;
Ensure the evidence and reliability of the judgments expressed;
Express thoughts clearly and accurately;
Activate the thinking of listeners;
Establish contact with listeners, feel and understand the reaction of the audience;
The most common type is seminar-conversation. It is conducted in the form of a detailed conversation according to the plan with a brief introduction and conclusion of the teacher. It involves preparation for the seminar of all students on all issues of the plan, which allows you to organize an active discussion of the topic. On specific issues of the plan, speeches are heard, discussed, supplemented by other speakers.
Sometimes questions are pre-distributed among the participants of the seminar, they prepare reports, messages. Directly at the seminar, they are heard, discussed (seminar-hearing).
A special form of the seminar is seminar-discussion. It involves a collective discussion of a problem in order to establish ways to solve it. The seminar-dispute is held in the form of dialogue between the participants. It has a goal - the formation of value judgments, the assertion of worldview positions, the development of the ability to debate, defend views and beliefs, concisely and clearly express one's thoughts.
The teacher's pedagogical guidance boils down to the fact that he helps students prepare a speech plan, find the necessary literature to substantiate conclusions and statements, and advises on emerging issues.
Conference (training)- an organizational form of training aimed at expanding, consolidating and improving knowledge. It is carried out, as a rule, with several study groups.
Preparation for the conference begins with the definition of the topic, the selection of questions that together reveal the chosen topic.
The main thing in the conference is a free, frank discussion of problematic issues. The conference in its features is close to the seminar and is its development, so the methodology for conducting conferences is similar to the methodology for conducting seminars. The requirements for the preparation of abstracts and reports for the conference are much higher than for seminars, since they are used as a means of shaping the experience of creative activity among students.
Laboratory and practical classes, workshops- forms of organization of training, in which students, on the instructions and under the guidance of a teacher, perform laboratory, practical work. They are held in classrooms, laboratories and workshops, at educational and experimental sites, in student production plants and student production teams.
The main didactic goals of such classes are experimental confirmation of the studied theoretical provisions, mastering the technique of the experiment, the ability to solve practical problems by setting up experiments, the formation of practical skills in working with various devices, equipment, installations and other technical means.
These classes are also used to check the degree of assimilation of the theoretical material of major sections of the program.
Extracurricular activities provide for an in-depth study of academic subjects at the choice and desire of students. They are aimed at expanding the scientific and theoretical knowledge and practical skills of trainees.
By educational goals select electives: 1 for in-depth study of basic subjects;
On the study of additional disciplines (logic, rhetoric, foreign language);
To study an additional discipline with the acquisition of a specialty (stenography, programming).
The focus of electives can be theoretical, practical or combined.
Excursion (training)- a form of organization of training in the conditions of production, a museum, an exhibition, a natural landscape with the aim of observing and studying by students various objects and phenomena of reality. Like a lesson, it involves a special organization of interaction between the teacher and students.
The significance of the excursion lies in the fact that it serves to accumulate visual representations and life facts, to enrich the sensory experience of the pupils; helps to establish a connection between theory and practice, learning with life.
Depending on the objects of observation excursions are divided into production, natural history, local history, literary, geographical, etc.
For educational purposes excursions can be thematic and review. Thematic excursions are conducted in connection with the study of one or more related topics of the academic subject. Comprehensive excursions cover interrelated topics of two or more academic subjects (for example, physics and chemistry; biology and geography).
By place in the studied section excursions can be introductory (preliminary), current (accompanying) and final (final.) An introductory tour is conducted in order to acquaint students with a new training course or section for them. The current excursion is designed to provide students with a deeper and more visual understanding of the topic being studied and its practical significance. The final excursion is carried out after studying the section, a major topic in order to generalize and systematize the material, to identify its connection with real processes and phenomena.
Any excursion is not an end in itself, but is included in common system educational work. It is planned in advance, in the study of which topics, consideration of which issues, the excursion is most appropriate.
When preparing for an excursion, the teacher determines its content and specifies the tasks, selects an object, finds out its educational opportunities, gets to know it himself and decides who will conduct the excursion. The tour can be conducted by the teacher himself or a guide (engineer, foreman, etc.) who has received instruction. At the same time, the teacher remains the organizer and leader of the cognitive activity of the students throughout the excursion.
Before the excursion, an organizational conversation is held, the date, place, purpose and objectives of the excursion are reported, the rules of safety and behavior on the excursion are explained, and the excursion object is briefly characterized. Students are instructed on the procedure for processing information, compiling reports, summarizing.
During the tour, an introductory conversation is held, the purpose of the tour is reminded, tasks are specified. After that, students begin to inspect the sightseeing objects and complete tasks: make notes, sketches, summarize what they see. The final stage of the tour is summing up.
The duration of the tour depends on its nature. It can take from 40-50 minutes to 2-2.5 hours. Based on the materials of the excursion, it is possible to conduct a subsequent lesson or seminar.
The development of the excursion form of education are expeditions- multi-day trips to study the ecological situation, collect historical information, folklore material, etc.
Internship- one of the forms of organization of the educational process in higher education.
Didactic goals industrial practice- formation of professional skills and abilities; expansion, consolidation, generalization and systematization of knowledge through their application in real activities.
Industrial practice is a complex form of the educational process both in organizational and methodological terms, since for its implementation it is necessary to combine the interests of the sphere of work and the educational institution, to adapt the learning process to the practical tasks of a particular enterprise, institution, organization.
The structure of work practice depends on the content of practical training and should provide a holistic preparation of a specialist for professional activities, i.e., the performance of the main professional functions of those positions in which a specialist can be used according to the qualification characteristics.
Home independent work- an integral part of the learning process. Refers to extracurricular activities. The role of this type of educational activity is especially growing at the present time, when educational institutions are tasked with forming in students the need for constant self-education, the skills of independent cognitive activity.
Didactic goals of home independent work:
Consolidation, deepening, expansion and systematization of knowledge gained during the classroom;
Independent mastery of new educational material;
Formation of skills and abilities of independent mental work, independence of thinking.
Home independent work is built taking into account the requirements of the curriculum, as well as the interests and needs of students, their level of development. Unlike other forms of organization of the educational process, the time spent on this work is not regulated. The mode and duration of work is chosen by the student himself, depending on his abilities and specific conditions, which requires him not only mental, but also organizational independence. Homework develops thinking, will, character of the student.
As a form of learning consultation is used to assist students in mastering educational material that is either poorly mastered by them or not mastered at all. Consultations are also held for students who are interested in an in-depth study of the subject. The consultations also set out the requirements for students in tests and exams.
There are individual and group consultations. Both types create favorable conditions for an individual approach to students.
Exam- a form of education aimed at systematization, identification and control of students' knowledge. The educational value of the exam is to mobilize and intensively develop the student's mental strength in an extreme situation.
Various forms of examination are used: answers to questions exam tickets, performing creative work, participating in competitions, defending research results, testing, etc. *
offset- a form of study, close in purpose to the exam. The test can also be viewed as a preparatory stage before the exam.
Subject mugs and other similar forms of education (workshops, laboratories, departments, studios) different great variety both in direction and content, methods of work, teaching time, etc. The work of students in subject circles contributes to the development of their interests and inclinations, positive attitude to learning and improving its quality.
On the basis of circle work can be created scientific societies(academies etc.), which unite and correct the work of circles, hold mass events, organize competitions and olympiads.
Competitions and olympiads. These forms of education stimulate and intensify the activity of students, develop their creative abilities, form the spirit of competition. Competitions and olympiads are held at different levels: school, regional, republican, international. Recently, many different olympiads and competitions have been held remotely using the Internet.
According to the curricula and programs, students in professional educational institutions write course projects and term papers. Course projects are carried out according to the cycles of general scientific, mathematical and special disciplines; in the process of their preparation, students solve technical, technological and mathematical problems. Coursework are carried out in humanitarian, general professional and special subjects. In the process of completing coursework, students solve problems of an educational and research nature.
course design how the organizational form of learning is applied to final stage study of the subject. Course design allows you to apply the acquired knowledge in solving complex production and technical or other problems related to the field of activity of future specialists.
The didactic goal of course design is to teach students professional skills; deepening, generalization, systematization and consolidation of knowledge on the subject; formation of skills and abilities of independent mental work; a comprehensive check of the level of knowledge and skills of students. Course design ends with the defense of course works.
The preparation of term papers is organized in stages: the topic of the term paper is determined; sets out the requirements to be followed in its implementation; the initial data for the course work are reported; recommended educational, scientific, reference literature; set the scope of work; a work schedule is drawn up; days of consultations are planned; conditions are created for the work to be done.
Diploma design- the organizational form used at the final stage of training in an educational institution. It consists in the implementation by students of graduation projects or theses, on the basis of the defense of which the State Qualification Commission makes a decision on awarding the qualification of a specialist to students.
The didactic goals of the graduation project are:
Expansion, consolidation and systematization of knowledge, improvement of professional skills and abilities;
Development of skills and abilities of independent scientific research;
Checking and determining the level of preparedness of graduates for independent professional activities.
Graduate work- this is an independent complex creative work, in the course of which students solve specific professional tasks that correspond to the profile of activity and the level of education of a specialist.
The thesis work is carried out according to an individual schedule, which the student develops together with the supervisor. The schedule includes the main stages of work with an indication of the deadlines for completion separate parts and the entire work as a whole, the time of presentation to its supervisor and reviewers, the date of defense.
Thus, the following stages can be distinguished in the thesis design:
Definition of the topic thesis, its approval, the appointment of a supervisor;
Development of a schedule for writing a thesis;
Accumulation and processing of the necessary material;
Conducting research, experiments, etc.;
Writing the theoretical and experimental part of the thesis;
Approbation of researches;
Registration of the thesis;
Presentation of the thesis for review by the supervisor and reviewer;
Pre-defense of the thesis and admission to the defense;
Thesis defense at a meeting of the State Attestation Commission.
In general, diploma design not only helps to deepen and consolidate the acquired knowledge, but also teaches a research, creative approach to solving practical problems during the training period and upon its completion.
Types of training
In work practice educational institutions relatively isolated, differing in a number of features types of training.
Type of training- this is a generalized characteristic of training systems, which establishes the features of teaching and learning activities; the nature of the interaction between the teacher and students in the learning process; functions of the means, methods and forms of training used.
The type of training is determined pedagogical technology of education, underlying it (the content essence of pedagogical technologies will be considered in the lecture " Pedagogical technologies learning"). There are the following types of training: explanatory and illustrative, dogmatic, problematic, programmed, developing, heuristic, person-oriented, computer, modular, remote, interdisciplinary, etc.
Explanatory-illustrative (traditional, informing, usual)education- ^ type of learning, in which the teacher, as a rule, conveys information in a finished form through a verbal explanation with the involvement of visibility; learners perceive and reproduce it.
dogmatic learning- a type of learning built on the acceptance of information without evidence on faith.
Problem learning - a type of training in which, under the guidance of the teacher, an independent search activity of students is organized to solve educational problems, during which they form new knowledge, skills and abilities, develop abilities, activity, curiosity, erudition, creative thinking and other personal qualities.
Developmental training - type of education that ensures the optimal development of students. The leading role belongs to theoretical knowledge, training is built at a fast pace and on high level, the learning process proceeds consciously, purposefully and systematically, the success of learning is achieved by all students.
Heuristic learning- a type of education based on the basic principles of problem-based and developmental learning and assuming the success of the student's development through the construction and self-realization of a personal educational trajectory in a given educational space.
personally oriented learning - a type of education in which educational programs and the educational process are aimed at each student with his inherent cognitive characteristics.
computer training- a type of training based on the programming of teaching and learning activities, embodied in a control and training program for a computer, which makes it possible to ensure the strengthening of individualization, personification of the process, learning through optimal feedback about the quality of mastering the content of education.
Modular education- a type of training that gives multifunctionality to a minimal didactic unit of educational information - a module that provides a holistic assimilation of the content of education.
Distance learning- a type of training that allows you to achieve learning goals with minimal time spent on mastering the content of education and the maximum amount of individual, independent work in the conditions of informatization of the educational process.
Interdisciplinary learning- a type of training based on the study of integrated academic subjects, built on the implementation of inter-subject and intra-subject communications in related fields of knowledge.
Questions for self-control
1. What are organizational forms of learning?
2. What are the characteristics of the class-lesson form of organization of education?
3. What determines the structure of the lesson?
4. Give examples of the use of various forms of organization of the educational process in the experience of innovative teachers.
5. What are the main types of training and their character traits?
Main literature
1. Podlasy I.P. Pedagogy. New Deal: Textbook for students. ped. universities: In 2 books. Book. 1. M.: VLADOS, 1999.
2. Khutorskoy A.V. Modern didactics: Textbook for universities. St. Petersburg: Peter, 2001.
3. Pedagogy / Ed. Yu. K. Babansky. 2nd ed. M., 1988.
additional literature
1. Guzeev V.V. Methods and organizational forms of teaching. M., 2001
2. Ibragimov G. Forms of organization of education in pedagogy and school. Kazan, 1994.
3. window V. Introduction to general didactics. M., 1990.
4. Pedagogical search / Comp. I. N. Bazhenova) M., 1990.
5. Dyachenko V. K Organizational structure of the educational process. M., 1989.
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