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Based on different goals and objectives, content of activities, types educational works, the methods and technologies used, the characteristics of students and the level of creativity of the teacher, exist in pedagogy various classifications lessons.

Variety of classifications

In any classification, the more pronounced features of a lesson are taken as a basis, in accordance with which the types of lessons are distinguished.
Much is devoted to the classification of lessons research work. The authors classified lessons differently, based on teaching methods (I.N. Borisov), the method of organizing educational activities (D.M. Kiryushkin), from the content and methods of conducting the lesson (I.L. Kazantsev), from the didactic goal (I.T. . Ogorodnikov) and from the main stages of the educational process (S. Ivanov). According to the purpose of organizing classes, lessons are classified as follows: studying new material, lessons to deepen knowledge, strengthen skills, repetition and generalization, lessons for monitoring and evaluating the learning process and its result. According to the purpose of organizing classes with a deterministic general pedagogical goal, the nature of the content of the material being studied and the level of students’ training, all lessons can be divided into: lessons for learning new material (1st type), improving knowledge, skills and abilities (2nd TYPE); generalizations and systematization (type 3); combined (type 4); control and correction of knowledge, skills and abilities (5th type).
It is practically advisable to classify lessons not only by type, but also by type. Based on the nature of the activities of the teacher and students, this division coincides, according to M.I. Makhmutov, divided by methods of implementing teaching methods.
Among theorists and practitioners, the classification of lessons according to such criteria as the didactic purpose and the place of the lesson in common system. Based on this provision, it can be designated following list main types of lessons:
1) lessons in learning new knowledge;
2) lessons in developing new skills;
3) lessons in generalizing and systematizing what has been learned;
4) lessons of control and correction of knowledge and skills;
5) lessons practical application knowledge, skills (G.I. Shchukina, V.A. Onishchuk, N.A. Sorokin, M.I. Makhmutov, etc.);
6) combined (mixed).
The most common type in pedagogical practice is the combined lesson type. According to a number of theorists and practitioners, they account for approximately 75-80% of total number lessons. In its structure, it combines all the main elements of training: organization training session; repetition and testing of students' knowledge; learning new educational material and developing new skills; consolidation of acquired knowledge; defining homework, explaining its essence, commenting on its completion; summing up, assessing student success in combination with correction of knowledge and skills.
This type of lesson allows you to achieve multiple goals at the same time. Various combinations of lesson elements and their transition into each other provide flexibility and mobility of its structure, solving many educational problems.
The disadvantages of a combined lesson include a lack of time, when 15-20 minutes are left to study new material, and the rest of the time is spent on other types of work; increased volume of knowledge being studied, reduced time for cognitive processes, etc. At proper organization it is possible to reduce these shortcomings to a minimum. But they are best compensated by other types of lessons focused on specific types activities.

The essence of lesson types

Let's imagine the essence of some types of lessons.
1) A lesson in learning new knowledge.
The main time is devoted to the transfer and assimilation of new knowledge, skills and abilities. In this case, the time for other stages of the lesson is reduced. Such lessons are used to convey voluminous material, demonstrate technological processes, new phenomena. This could be a block-based way of presenting it and learning it. Forms such as lecture, teacher explanation, conversation and discussion may be used. individual issues, heuristic conversation, independent work, setting up an experiment, etc.
During the lesson, various methods of enhancing activity are used: giving the presented material a problematic nature, including vivid examples, facts, evidence in the material being studied, involving students in an active discussion using their theoretical knowledge, examples, facts; use of visualization and technical means. The teacher activates attention and mental activity, systematizes the students’ acquired knowledge.

Lesson structure for learning new knowledge:
a) organizational beginning, introduction to the lesson (preparation for mastering new material, updating what was previously studied in order to connect with the new);
b) setting the goals and objectives of the lesson;
c) presentation, explanation of new material, inclusion of students in independent work (with a textbook, reference literature, instruments, equipment, computer equipment);
d) performing practical work to consolidate new material;
e) homework and its comments;
g) summing up the lesson with a commentary on successes and difficulties in mastering the topic.
2) Lesson on improving (consolidating) new knowledge and skills:
a) to systematize and generalize knowledge and understand it more deeply;
b) the objectives of lessons of this type are aimed at the development and formation of skills and abilities in the process of educational and practical activities;
c) consolidation of previously acquired knowledge and organic connection with new ones;
d) correction of knowledge and skills.

The structure of this lesson:
a) organization of the beginning of the lesson;
b) setting goals and objectives;
c) exercises of different types and levels of complexity on the studied material, practical and laboratory works and inclusion of students in independent activity under the guidance of a teacher (observations, consultations);
d) summarizing the results of the work: showing the achieved results, collective discussion, clarifying any features, giving marks to students;
e) generalization of the main ideas, provisions, hypotheses, conclusions, determination of trends in the development of the topic in science and its connections with other topics training course;
f) setting and commenting on homework;
g) correction of students’ knowledge and activities.
In such lessons, the teacher’s classical explanation of the material is almost never used. New information, explanations, and individual messages are made by students directly in the course of completing the planned work. When preparing for a lesson, the teacher selects appropriate material and types of work, and poses questions for the lesson. Repetition of previously studied material is not isolated as an independent stage and logically fits into the content of the main exercises of the lesson.
Achieving the didactic goals of the lesson is also associated with the organization of the control and evaluation function. The variety of tasks and types of work requires an optimal combination of individual and frontal questioning (based on material problematic issues and situations) with the transition to oral and written practical exercises. Lesson options include: organizing work on writing dictations, micro-essays, solving problems, drawing up diagrams, graphs, diagrams;
handling instruments, mechanisms, devices, conducting simple experiments and experiments.
3) Lessons in generalizing and systematizing what has been learned.
Didactic objectives of lessons of this type:
a) to form in students a system of theoretical knowledge on the main topics or sections of the academic subject;
b) highlight the key points studied in previous lessons, show the relationship of the studied facts and events, form concepts, systematize knowledge;
c) check and record knowledge, skills and abilities on the topics, sections studied, and all educational material studied for a quarter, half a year, or a year.

The structure of this type of lesson:
a) organization of the beginning, setting goals and objectives;
b) direct repetition of educational material. For this purpose they are used different types survey: oral in the form of a presentation of the topic, frontal, interview, discussion; written - writing dates, describing events, deriving formulas, working with geographical map;
c) summing up the work with an analysis of the meaningfulness of the depth of knowledge, indicating ways of independent work, determining guidelines for working on new educational content.
Lessons of generalization and systematization create the need for constant repetition of educational material. They highlight the main theoretical principles, generalize knowledge on different topics, interdisciplinary connections are established. Schoolchildren learn to transfer their acquired experience to new conditions and situations.
If necessary, the teacher conducts consultations, review lectures, prepares visual and handout materials, and equipment.
Classes in the form of problem-based discussions, seminar lessons, business game lessons are effective; they solve problems of a theoretical and practical nature. In order to effectively influence such lessons on the formation of thinking, intelligence and abilities of students, it is important to have psychologically justified spatial placement in study room the group itself2.
4) Lessons on control and correction of knowledge and skills.
Achieving the set goals of teaching and learning is always associated with objective monitoring and correction of knowledge, skills and abilities. Such lessons are used to determine and evaluate the quality of mastery of theoretical knowledge, ideological and spiritual-moral values, views on the world, lifestyle, systems scientific concepts, ways creative activity, their preparedness for life and work. Assessment of students' knowledge and skills shows their quality and reflects the degree of mastery of program material and training. A system of student relationships to learning and to various aspects of educational activity is revealed, which contributes to the use of a person-centered approach, making changes to the learning process and adjustments to the organization and content of learning.

Lesson structure:
a) organizational beginning of the lesson and psychological adjustment to composure, calmness, confidence, readiness to work;
b) setting the goals and objectives of the lesson: the intention of the lesson is revealed, it is explained what attention will be paid to, what is to be checked, the range of actions of students is outlined, the role of control itself is updated;
c) the main part - instructions, control-type tasks and direct independent work of students under the control of the teacher, brief operational consultations, troubleshooting educational equipment, in resolving emerging non-traditional situations, etc., maintaining the intellectual and emotional background of work;
G) final part- summing up the results of the work: analysis of typical errors and their causes, selection of rational solutions, prevention of lag and failure of some students, determination of the general trend in mastering program material; highlighting good works, commenting on their specificity, orienting students to study the upcoming material.
Tests include writing lessons test work, test lesson.

An analysis of the lessons conducted at school shows that their methodology largely depends on the didactic goals and objectives that are solved in the process of studying a particular topic. This allows us to talk about the variety of lessons and highlight those that are characterized by a number of common features. In pedagogy, there are various classifications of lessons.

One of the first classifications, still retaining their scientific significance, was given by K. D. Ushinsky. He highlighted:

The lessons are mixed, with the goal of repeating what has been learned;

Lessons explaining and consolidating new material;

Oral exercise lessons;

Writing exercise lessons;

Lessons testing and assessing knowledge that are held after certain period training and at the end of the academic year.

Most recognized in modern conditions is the classification of lessons according to didactic purposes (B. P. Esipov, M. A. Danilov, G. I. Shchukina, V. A. Onishchuk):

- lesson on learning new educational material– the main time is allocated to the transfer and assimilation of new knowledge;

- lesson on improving knowledge, skills and abilities– the main purpose of these lessons: systematization and generalization of new knowledge; repetition and consolidation of previously acquired knowledge; applying knowledge in practice to deepen and expand previously learned material; formation of skills and abilities; monitoring the progress of studying educational material and improving knowledge, skills and abilities;

- lesson of generalization and systematization of what has been learned– the essence of these lessons is the active reproduction of the studied material in individual sections of the curriculum and the organization of exercises in order to bring knowledge into the system, comprehend its logic, which contributes to a more solid mastery of them and the improvement of practical skills;

- lesson of testing and control of knowledge– lessons of this type are intended to assess the results of learning, the level of students’ assimilation of theoretical material, the system of scientific concepts of the course being studied, the formation of skills and abilities, educational experience cognitive activity schoolchildren, establishing a diagnosis of the level of learning of students, corrections in the learning process in accordance with the diagnosis of the state of learning of children;

- combined lesson- This is the most common type of lesson in existing practice school work. It solves didactic problems of all types of lessons described above.

In each lesson, you can highlight its main elements, which are characterized by: various types activities of the teacher and students. These elements can appear in various combinations and determine the structure of the lesson, its structure.

Lesson structure– the relationship of lesson elements in their specific sequence and interrelationship with each other.

The most complex and branched structure is the structure of a combined lesson. On this lesson Various didactic tasks are set, the solution of which requires the creation of various learning situations.

Combined uro k may consist of next stages:

1. Organizational– the didactic task is to prepare students for work in the lesson (greeting, establishing attention, order, etc.).

2. Checking homework completion– didactic task – checking the correctness of homework, identifying gaps in knowledge and eliminating them (interview on what has been learned, analysis of completed exercises, etc.).

3. Preparation for active educational and cognitive activities– the didactic task of this stage focuses on preparing students for the type of activity that will dominate the main stage of the lesson. At this stage, goal setting, updating of knowledge, and motivation for the upcoming work are carried out.

4. Studying the material– didactic task – the formation in students of specific ideas about the facts, concepts, phenomena being studied, their essence and interrelations. The main ways of activity of the teacher and students can be explanation, problem presentation, work with a textbook, teaching aids, conversation.

5. Initial check students' understanding of new material– the didactic task is to establish the specifics of awareness of its assimilation through an interview, analysis of tables, diagrams, video materials, etc.

6. Consolidation and systematization of knowledge– the didactic task is to organize the comprehension and application of knowledge and the development of skills. This is facilitated by answering questions and performing exercises of a reproductive and creative nature.

7. Homework information– didactic task – targeting independent work with textbooks and additional literature on further assimilation of knowledge and ways of using it.

8. Lesson summary– the didactic task of this stage is to analyze the results of work and evaluate the educational achievements of individual students.

In order to increase the effectiveness of solving individual didactic tasks, other types of lessons are also practiced, in which students are primarily engaged in one type of activity. These types of lessons are a “shortened” combined lesson. The structure of such lessons is usually presented in three parts:

- introductory part(organization of work classes);

- main part (for example, work on assimilation of new knowledge, consolidation and systematization);

- final part(summarizing the lesson and information about the homework assignment.

Related information.

Based on different goals and objectives, content of activities, types of educational work, methods and technologies used, characteristics of students and the level of creativity of the teacher, there are various classifications of lessons in pedagogy.

Variety of classifications

In any classification, the more pronounced features of a lesson are taken as a basis, in accordance with which the types of lessons are distinguished.
Many research works are devoted to the classification of lessons. The authors classified lessons differently, based on teaching methods (I.N. Borisov), the method of organizing educational activities (D.M. Kiryushkin), from the content and methods of conducting the lesson (I.L. Kazantsev), from the didactic goal (I.T. . Ogorodnikov) and from the main stages of the educational process (S. Ivanov). According to the purpose of organizing classes, lessons are classified as follows: studying new material, lessons to deepen knowledge, strengthen skills, repetition and generalization, lessons for monitoring and evaluating the learning process and its result. According to the purpose of organizing classes with a deterministic general pedagogical goal, the nature of the content of the material being studied and the level of students’ training, all lessons can be divided into: lessons for learning new material (1st type), improving knowledge, skills and abilities (2nd TYPE); generalizations and systematization (type 3); combined (type 4); control and correction of knowledge, skills and abilities (5th type).
It is practically advisable to classify lessons not only by type, but also by type. Based on the nature of the activities of the teacher and students, this division coincides, according to M.I. Makhmutov, divided by methods of implementing teaching methods.
Among theorists and practitioners, the classification of lessons based on such characteristics as the didactic purpose and the lesson’s place in the overall system has received significant support. Based on this provision, the following list of main types of lessons can be identified:
1) lessons in learning new knowledge;
2) lessons in developing new skills;
3) lessons in generalizing and systematizing what has been learned;
4) lessons of control and correction of knowledge and skills;
5) lessons in the practical application of knowledge and skills (G.I. Shchukina, V.A. Onishchuk, N.A. Sorokin, M.I. Makhmutov, etc.);
6) combined (mixed).
The most common type in pedagogical practice is the combined lesson type. According to a number of theorists and practitioners, they make up approximately 75-80% of the total number of lessons. In its structure, it combines all the main elements of training: organization of a training session; repetition and testing of students' knowledge; learning new educational material and developing new skills; consolidation of acquired knowledge; defining homework, explaining its essence, commenting on its completion; summing up, assessing student success in combination with correction of knowledge and skills.
This type of lesson allows you to achieve multiple goals at the same time. Various combinations of lesson elements and their transition into each other provide flexibility and mobility of its structure, solving many educational problems.
The disadvantages of a combined lesson include a lack of time, when 15-20 minutes are left to study new material, and the rest of the time is spent on other types of work; increased volume of knowledge being studied, reduced time for cognitive processes, etc. With proper organization, it is possible to reduce these shortcomings to a minimum. But they are best offset by other types of lessons that focus on specific activities.

The essence of lesson types

Let's imagine the essence of some types of lessons.
1) A lesson in learning new knowledge.
The main time is devoted to the transfer and assimilation of new knowledge, skills and abilities. In this case, the time for other stages of the lesson is reduced. Such lessons are used to convey voluminous material, demonstrate technological processes, and new phenomena. This could be a block way of presenting it and learning it. Forms such as lecture, teacher explanation, conversation and discussion of individual issues, heuristic conversation, independent work, experimentation, etc. can be used.
During the lesson, various methods of enhancing activity are used: giving the presented material a problematic nature, including vivid examples, facts, evidence in the material being studied, involving students in an active discussion using their theoretical knowledge, examples, facts; use of visualization and technical means. The teacher activates attention and mental activity, systematizes the students’ acquired knowledge.

Lesson structure for learning new knowledge:
a) organizational beginning, introduction to the lesson (preparation for mastering new material, updating what was previously studied in order to connect with the new);
b) setting the goals and objectives of the lesson;
c) presentation, explanation of new material, inclusion of students in independent work (with a textbook, reference literature, instruments, equipment, computer equipment);
d) performing practical work to consolidate new material;
e) homework and its comments;
g) summing up the lesson with a commentary on successes and difficulties in mastering the topic.
2) Lesson on improving (consolidating) new knowledge and skills:
a) to systematize and generalize knowledge and understand it more deeply;
b) the objectives of lessons of this type are aimed at the development and formation of skills and abilities in the process of educational and practical activities;
c) consolidation of previously acquired knowledge and organic connection with new ones;
d) correction of knowledge and skills.

The structure of this lesson:
a) organization of the beginning of the lesson;
b) setting goals and objectives;
c) exercises of different types and levels of complexity based on the studied material, practical and laboratory work and the inclusion of students in independent activities under the guidance of a teacher (observations, consultations);
d) summarizing the results of the work: showing the achieved results, collective discussion, clarifying any features, giving marks to students;
e) generalization of the main ideas, provisions, hypotheses, conclusions, determination of trends in the development of the topic in science and its connections with other topics of the training course;
f) setting and commenting on homework;
g) correction of students’ knowledge and activities.
In such lessons, the teacher’s classical explanation of the material is almost never used. New information, explanations, and individual messages are made by students directly in the course of completing the planned work. When preparing for a lesson, the teacher selects appropriate material and types of work, and poses questions for the lesson. Repetition of previously studied material is not isolated as an independent stage and logically fits into the content of the main exercises of the lesson.
Achieving the didactic goals of the lesson is also associated with the organization of the control and evaluation function. The variety of tasks and types of work requires an optimal combination of individual and frontal questioning (based on problematic issues and situations) with a transition to oral and written practical exercises. Lesson options include: organizing work on writing dictations, micro-essays, solving problems, drawing up diagrams, graphs, diagrams;
handling instruments, mechanisms, devices, conducting simple experiments and experiments.
3) Lessons in generalizing and systematizing what has been learned.
Didactic objectives of lessons of this type:
a) to form in students a system of theoretical knowledge on the main topics or sections of the academic subject;
b) highlight the key points studied in previous lessons, show the relationship of the studied facts and events, form concepts, systematize knowledge;
c) check and record knowledge, skills and abilities on the topics, sections studied, and all educational material studied for a quarter, half a year, or a year.

The structure of this type of lesson:
a) organization of the beginning, setting goals and objectives;
b) direct repetition of educational material. For this, different types of surveys are used: oral in the form of a presentation of the topic, frontal, interview, discussion; written - writing dates, describing events, deriving formulas, working with a geographical map;
c) summing up the work with an analysis of the meaningfulness of the depth of knowledge, indicating ways of independent work, determining guidelines for working on new educational content.
Lessons of generalization and systematization create the need for constant repetition of educational material. They highlight the main theoretical principles, generalize knowledge on various topics, and establish interdisciplinary connections. Schoolchildren learn to transfer their acquired experience to new conditions and situations.
If necessary, the teacher conducts consultations, review lectures, prepares visual and handout materials, and equipment.
Classes in the form of problem-based discussions, seminar lessons, business game lessons are effective; they solve problems of a theoretical and practical nature. In order to effectively influence such lessons on the formation of students’ thinking, intelligence and abilities, psychologically justified spatial placement in the classroom of the group itself is also important2.
4) Lessons on control and correction of knowledge and skills.
Achieving the set goals of teaching and learning is always associated with objective monitoring and correction of knowledge, skills and abilities. Such lessons are used to determine and evaluate the quality of mastery of theoretical knowledge, ideological and spiritual-moral values, views of the world, way of life, systems of scientific concepts, methods of creative activity, and their preparedness for life and work. Assessment of students' knowledge and skills shows their quality and reflects the degree of mastery of program material and training. A system of student relationships to learning and to various aspects of educational activity is revealed, which contributes to the use of a person-centered approach, making changes to the learning process and adjustments to the organization and content of learning.

Lesson structure:
a) organizational beginning of the lesson and psychological adjustment to composure, calmness, confidence, readiness to work;
b) setting the goals and objectives of the lesson: the intention of the lesson is revealed, it is explained what attention will be paid to, what is to be checked, the range of actions of students is outlined, the role of control itself is updated;
c) the main part - instructions, control-type tasks and direct independent work of students under the supervision of the teacher, brief operational consultations, troubleshooting educational equipment, resolving non-traditional situations that arise, etc., maintaining the intellectual and emotional background of the work;
d) final part - summing up the results of the work: analysis of typical errors and their causes, selection of rational solutions, prevention of lag and failure of some students, determination of the general trend in mastering program material; highlighting good works, commenting on their specificity, orienting students to study the upcoming material.
Tests include lessons on writing a test and a test lesson.

The main form of organizing the educational process is the lesson. One of important conditions conducting a lesson is the rational choice of its type and compliance with the basic elements of its structure.

Quite often there is a discrepancy between type of lesson and its main structural elements (for example, in a lesson on systematization and generalization there is no systematization at all in a certain system of relationships, but is only a repetition of individual facts or actions in the form of a list). This is especially true for lessons in the form of games, competitions, etc. A typical mistake Another point is that sometimes the concepts of “defining the topic, purpose and objectives of the lesson” are replaced with “motivation” of educational activities.

There are several approaches tolesson classifications: according to the didactic purpose, according to the purpose of organizing cognitive activity, according to the main stages of the educational process, teaching methods, according to the methods of organizing the educational activities of students.

The didactic goal is the most important component of the learning process, therefore classification on this basis is closest to the real lesson. Interesting typology of lessons based on didactic purpose is the classification of lessons by V.A. Onischuka

The type of lesson determines the features of its structure (presence, sequence and relationship of elements). Some lessons include all elements of the structure, others only some.

Lesson in learning new knowledge

Goal: student assimilation, perception, comprehension certain concepts, laws, theories.

The most effective process of mastering new concepts, abilities and skills is carried out by students during vigorous activity, determined by the use of the teacher various methods, teaching aids and technologies.

Lesson structure

Checking homework, reproducing and correcting students’ basic knowledge (5-7 min.).

Motivation for students' learning activities. Messages about the topic, goals, objectives of the lesson and motivation for the educational activities of schoolchildren (up to 5 minutes).

Perception and primary awareness of new material, comprehension of connections and relationships in objects of study (10-20 min. / For junior school student/ or 10-30 min. / For high school students /).

Generalization and systematization of knowledge (10-15 min.).

Summing up the lesson and reporting homework (up to 10 minutes).

Most often, such a lesson is an introductory lesson of a course (topic, section), when it is slightly related to the topic of the previous lesson. Also, it is correct to choose this type of lesson when the content of the material is complex, voluminous, and contains a significant number of new concepts and provisions.

Explanatory, illustrative, problem-based presentation can be used. The lesson can be conducted in the form of a conversation, lecture, excursion, video lesson, educational conference with prepared reports (messages) from students. During the lesson, taking notes, drawing up theses, supporting diagrams, working with a textbook, map, etc. are appropriate. The main thing is that students learn new material not passively, but through a variety of active cognitive activities.

Lesson in mastering skills and abilities

Goal: consolidation and awareness of previously acquired material (knowledge, skills, abilities), mastery by students of certain theoretical material, rule or algorithm. The most effective process of mastering skills and abilities is carried out by students during active activity, due to the use of a variety of methods, teaching aids and technologies by the teacher.

Lesson structure

Updating of basic knowledge and practical experience students.

Checking homework, reproducing and correcting students’ background knowledge and experience (preparatory tasks).

Messages about the topic, goals, objectives of the lesson and motivation for schoolchildren’s educational activities.

Learning new material (introductory exercises).

Primary application of acquired knowledge (trial exercises).

Application of knowledge by students in standard conditions for the purpose of mastering skills (training exercises).

a) exercises according to the model;

b) exercises according to instructions;

c) exercises as assigned by the teacher.

Creative transfer of knowledge and skills to new conditions with the aim of developing skills (creative exercises).

Lesson summary and homework report.

The basis of such a lesson can be called training in various options which require the student to transfer knowledge and skills to new ones, non-standard situations. Practical work is used to conduct such lessons. In the pedagogical literature, this type of lesson is recommended as the most appropriate for subjects such as physics, chemistry, geography, biology and, of course, computer science. Practical work V significant amount presented in educational programs, and practical problems are an integral part of virtually every computer science lesson.

Lesson content This type has significant potential for great variability in tasks and promotes differentiation and individualization of learning. A lesson in the formation and improvement of skills and abilities can be conducted in the form of games, competitions, etc. and combine individual, frontal, and group methods of work.

Goal: to teach students to independently and creatively apply knowledge, skills and abilities in life conditions, to help prepare students for life and work in production, to strengthen the connection between theory and practice, to develop in students diligence, independence and creative activity in solving various production tasks and life problems.

Lesson structure

Checking homework, reproducing and correcting basic knowledge, skills and abilities necessary for students to self-execution practical task.

Motivation for learning activities.

Understanding the content and sequence of practical actions.

Independent completion of tasks by students under the guidance of a teacher.

Generalization and systematization of work results by students.

Students' report on the methods and results of completing the work and theoretical interpretation obtained results.

Lesson summary, homework message.

Lesson in applying knowledge, skills and abilities(practical work)

Lesson structure

Updating the basic knowledge and activities of students necessary for creative problem solving.

Assimilation of new knowledge.

Formation of basic skills based on their application in standard conditions.

Formation of differentiated generalized skills.

Analysis of the problem (discovering ways to solve creative elements).

Preparation of equipment necessary for work.

Independent performance of the practical part of the work.

Creative application of generalized knowledge, skills and abilities in constantly changing conditions, or in situations close to life.

Control, self-control, mutual control in the process of performing work.

Lesson summary.

Homework message.

Lesson on generalization and systematization of knowledge

Goal: bringing the concepts acquired by students into a coherent system, which provides for the disclosure and assimilation of connections and relationships between its elements; conscious mastery of the basic theories and leading ideas of an academic subject or the principles of the relevant branch of science.

These lessons are aimed at solving two main didactic tasks:

a) checking and establishing the level of students’ mastery of the fundamentals of theoretical knowledge and methods of cognitive activity;

b) repetition, correction and deeper understanding of educational material.

Lesson structure

Communicating the topic, purpose, objectives of the lesson and motivating the educational activities of schoolchildren.

Reproduction and correction of students' basic knowledge.

Repetition and analysis of basic facts, events, phenomena.

Repetition, generalization and systematization of concepts, assimilation of the corresponding system of knowledge, leading ideas and basic theories.

For systematization and generalization, we highlight key issues course. Attention is drawn to finding and revealing patterns, logical connections, the deep essence of processes and phenomena in already learned material, and to the transition from individual to broader generalizations. It should be noted that systematization presupposes a certain form reflection of individual facts in a certain system of relations - a diagram summarizing the table. In any case, the simple reproduction of individual facts or actions at the end of studying a topic cannot be considered systematization. This will be a simple repetition.

This type of lesson can take the form overview lecture, conversations, surveys, completing a system of tasks, etc.

Lessons on control and correction of knowledge, skills and abilities.

Lessons of this type are intended for:

a) monitoring the level of students’ assimilation of theoretical material, the development of skills and abilities;

b) correction of knowledge, skills and abilities acquired by students.

Goal: checking the quality and strength of the acquired material, the maturity of skills and abilities, making adjustments, identifying gaps in knowledge, skills and abilities, identifying the quality of assimilation of knowledge, skills and abilities.

Lesson structure

1. Motivation for schoolchildren’s educational activities and communication of the topic, purpose and objectives of the lesson:

Showing the need for broad and free use V life situations knowledge, skills and abilities acquired at school;

A message about the nature of the tasks in the lesson, the sequence and methods of their implementation, and the presentation of the results of independent work.

2. Testing students’ knowledge of factual material and the ability to reveal elementary external Relations in objects and phenomena:

Oral frontal conversation;

Oral individual survey.

3. Testing students’ knowledge of basic concepts (laws) and their ability to explain their essence, provide the most convincing arguments in their judgments and examples:

Written work (8 - 10 min.)

Individual survey.

4. Checking the depth of students’ understanding of knowledge and the degree of its generalization:

Written survey;

Compiling or filling out a table yourself.

5. Application of knowledge by students under standard conditions:

Written problem solving (computational, qualitative or cognitive)

Performing independent practical tasks with ready-made data, formulated questions and in a known way performing actions.

6. Application of knowledge in modified (non-standard) conditions:

Execution of complex creative written works, requiring the transfer of acquired knowledge and methods of performing actions in new conditions;

Performing complex creative practical tasks.

7. Checking, analyzing and evaluating completed tasks.

8. Lesson summary and homework report.

Such lessons are held at the end of studying a topic, section and are performed whole line functions: controlling, teaching, educational, diagnosing, etc.

Testing lessons can be organized in a very diverse way (in the form of competition games, knowledge control, etc.), and have ample opportunities for combination in individual and group work.

Combined lesson

Lesson structure:

various combinations are used structural elements various types lessons.

1. Updating students’ sensory experience and basic knowledge.

2. Motivation for students' learning activities.

3. Statement of the topic and objectives of the lesson.

4. Students’ perception and assimilation of new educational material.

5. Application of knowledge and actions by students in standard conditions in order to master skills (training exercises).

6. Creative transfer of knowledge and skills to new conditions with the aim of developing skills (creative exercises).

7. Analysis of student achievements.

8. Lesson summary.

The lesson structures discussed above are indicative. They provide for variability depending on the age of students, their preparation, the content of educational material, teaching methods, location of lessons, etc.

Lesson-conversation;

Lesson-lecture;

Practical lesson.

According to the nature of students’ cognitive activity:

• Lesson of primary perception of facts;

  Concept education lesson.

For didactic tasks:

A lesson in students mastering new knowledge (factual material is accumulated, basic concepts are comprehended and formed);

Lessons in the formation and improvement of skills and abilities;

Lessons in generalizing and systematizing knowledge (conducted after completing the study of a large section or topic);

Repetition and consolidation lessons (conducted at the end of the quarter, before tests and practical work);

Test lessons (conducted to test knowledge);

Combined lesson or mixed (includes checking, repetition, explanation, consolidation of material, and so on).

Lecture 10. Topic: Teaching methods

Purpose: to consider the methods and means of modern teaching.

Method as a component of the educational process.

Various approaches to the classification of teaching methods in modern didactics.

Conditions for choosing teaching methods and requirements for them.

Characteristics of individual teaching methods.

Interrelation of methods, means and techniques of teaching.

Literature

Pedagogy./Ed. Y.K.Babansky. - M.: Education, 1983.

Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N.

Pedagogy. Textbook allowance for art. – M.: 1998.

Pedagogy./Ed. P.I.Pidkasisty. – M.: 1996.

Shukina G.I. Activation of students' cognitive activity in the educational process. – M.: 1979.

Every method is designed to achieve some goal. The method presupposes awareness of the goal, knowledge of the method of activity to achieve it, the means by which the activity presupposes the object of the activity.

The teaching method is a system of purposeful actions of the teacher that organizes the cognitive and practical activities of the student, ensuring that he masters the content of education. The method as a component of the educational process implements all its functions: educational, developing and nurturing.

In modern didactics, various approaches have been discovered:

Some teachers began to classify methods according to sources of knowledge (Esipov B.P., Boldyrev N.I., etc.).

Others - on didactic tasks and logical forms of thinking (Savin N.V., Sorokin N.A., etc.).

Still others - by the nature of the students’ cognitive activity (M.N. Skatkin, I.Ya. Lerner, M.I. Makhmutov, etc.).

The fourth – according to the totality of these characteristics (Zverev I.D.).

Still others do not recognize uniform teaching methods and divide them into teaching methods and teaching methods.

One of the most common classifications of methods is based on sources of knowledge. According to this classification, methods are divided into three groups: verbal, visual, practical.

When choosing teaching methods, a deep understanding of the teacher’s goals and objectives is of great importance modern school.

Each class team is characterized by a certain level of development and education. One method is to work in a calm, well-organized class; work is structured quite differently in a class with poor discipline, where many students are easily distracted.

The choice of method also depends on the characteristics of the teacher, on the level of his methodological skills.

The teacher's choice of teaching methods to use in each individual case depends on a number of circumstances that must be taken into account.

Such criteria are:

General goals and content of the material;

Specifics of the academic subject;

Didactic tasks;

Age characteristics;

Level theoretical training students;

Level of education of students;

Individual characteristics of schoolchildren;

Specific school conditions, environment, equipment;

The uniqueness of the teacher's personality, his skill.

Group of methods according to the source of the received data:

Verbal methods (story, explanation, lecture, conversation, work with a textbook, book).

Visual methods (observation, excursion, demonstration of visual aids, films, filmstrips, illustrations).

Practical methods (oral and written exercises, graphic and laboratory work).

The main types of oral presentation are story, explanation and lecture. A story is a presentation in narrative form and may include description and explanation.

A conversation is a question-and-answer form of an educational lesson. Types of conversations:

Introductory conversation, or organizing.

Conversation is a message.

Conversation – repetition or consolidation of knowledge.

Working with a book is the organization of students’ independent work with printed text, using different types of recording:

planning;

extracts and quotations;

writing notes;

fixation on cards;

1. annotations;

   reviews.

Visual methods: illustration method, observation and excursion methods, demonstration method.

Practical methods: in the process of assimilation and application of knowledge, the formation of skills and abilities, exercises are widely used. Types of exercises:

Oral and written exercises.

Creative oral and written work.

Exercises with teaching machines.

Laboratory works.

All teaching methods are carried out by different means of the teacher and students. The means include those tools, the methods of application of which create a teaching method.

Means in pedagogy can be: subject, practical, intellectual, emotional. Subject means: natural objects, visual aids, auxiliary technical devices.

Technical means are of the following types:

sound (radio, tape recorder, sound recording);

visual (“white board”, transparencies, filmstrips);

audiovisual (cinema, television, video recording).

A teaching method represents one or more specific operations aimed at achieving private, auxiliary goals of a particular method.

Lecture 11. Topic: Methods of teaching the course “Introduction to the teaching profession”

Purpose: to introduce students to the basic methods, techniques, and means of studying the named course.

Goals, objectives of the course, standard program in the course “Introduction to the specialty of pedagogy.”

Methodological description of the main topics of the course:

“The emergence of the teaching profession”, “The education system in the Republic of Kazakhstan”, “Professional and pedagogical activities of a modern school teacher”, “Professional and personal qualities of a modern teacher”.

“Introduction to the specialty of pedagogy” is the first academic discipline, in the study of which the priority task is to form ideas about educational activities and students’ understanding of the content, structure and system pedagogical activity modern teacher.

classroom work of students under the guidance of a teacher in seminars and laboratory practical classes.

independent work of the student, during which the connection between pedagogical theory and practice is traced, pedagogical consciousness and readiness for self-realization in cognitive and future pedagogical activities are formed.

Professional and pedagogical activity of a modern school teacher.

Professional and personal qualities of a modern teacher.

System of continuous pedagogical education.

Features of educational and cognitive activity of students of a pedagogical college.

Technique of personal work of a teacher training college student.

When studying the main topics of the course mentioned above, it is advisable to use the following working techniques in the classroom:

A) work on the topic of study with the completion of optional tasks. The assignments presented to the student must be creative in nature.

B) work with scientific, journalistic texts that are aimed at helping students find illustrations for theoretical points that were discussed in the lecture.

The course “Introduction to the specialty of pedagogy” is propaedeutic (preliminary), but it is systematic in nature, because represents an important element of general pedagogical training for teachers.

In the process of studying the course, conditions are created for the development of professional orientation of thinking, cognitive abilities, professional orientation, professional, value and ethical orientations, for the primary development of general pedagogical skills.

Development productivity this course The teacher can evaluate based on the student’s development indicators according to three criteria:

Cognitive criteria are based on quantitative and qualitative descriptions effectiveness of the learning process adopted in pedagogy and psychology:

Replenishment of knowledge (compared to the initial state);

Real amount of knowledge;

Application of knowledge in new situations;

Efficiency of use in practical activities.

2. activity criteria allow us to assess the development of cognitive and generally accepted skills:

Scope of skills;

The completeness of the operational composition of this skill;

Mastering the basic theoretical basis of the skill;

Flexibility and effectiveness of skills.

3. personal criteria allow us to evaluate the developmental nature of training:

Motives of teaching;

Dynamics of intellectual development;

Personal meaning of the knowledge gained, satisfaction with the learning process;

Ability to reflect;

Willingness for self-education and self-education.

When studying the main topics of the course, you can use: a seminar with elements of discussion, a business game, composing didactic fairy tales, working on the project “Teacher of the 21st Century”, independent work with educational literature.

The humanistic, collective and creative nature of the teaching profession.

Man is a social being. His happiness or unhappiness depends not only on his personal well-being, but also on how happy or unhappy the people around him are. A teacher is a professional whose very occupation is constantly connected with the highest value - man. In the very nature of a child, as in a sprout, destined to become a beautiful and powerful plant, there are enormous opportunities and needs. Outstanding teacher of our time Sh.A. Amonashvili called these needs passions: passion for development, passion for growing up, passion for freedom. The development of these needs and opportunities to the full depends largely on the teacher. At the same time, each child is unique, has his own unique inner world, touching which should be as gentle and caring as handling fragile growth. The very content and goals of pedagogical activity, aimed at nurturing the best in a person, revealing his potential, give it a special, humanistic (“human-forming”) character. Recalling his years of work at school, N.K. Krupskaya wrote: “When I had to teach, what always captivated me most was when you see how the children’s strengths grow and unfold before your eyes, how their personality blossoms. The all-round flourishing of a child’s personality is what captivates the teacher.”

Humanistic nature pedagogical work demands from the teacher that he “with his tasks, worries and life move towards the life of the child so that they, these lives, coincide with each other”, so that the child not only prepares for life, but also lives fully, solving his problems and satisfying your current needs. And this, first of all, depends on the teacher himself, on how he builds the process of education and training. Thus, humanistic nature of pedagogical work found only in humane activities the teacher himself, in his pedagogical position, in the means and methods that he chooses to carry out his activities.

The humanistic potential of pedagogical activity also lies in creating opportunities for development and personal growth the teacher himself, satisfying his own basic needs. The main characteristics of any professional activity that influence the choice of profession include:

The social significance of work, determined by its results and consequences (usefulness to people and society);

Public assessment of a person’s work activity, social status profession (respect from others, public recognition);

Working hours and conditions: socio-economic (nature of work, payment and other types of remuneration for work); moral - psychological (opportunities for interpersonal communication, achievement of success, professional growth), etc.

The creative nature of pedagogical activity is associated with its humanistic nature, which encourages teachers to constantly search for and solve complex pedagogical problems. Therefore, the creative potential of a teacher largely depends on the degree of his creativity - the ability to create something new, original, and make non-standard decisions. The ability for creative activity to varying degrees of productivity is inherent in every person. Usually there are several levels of pedagogical creativity:

Optimization level, characterized by a skillful choice and appropriate combination of known methods and forms of training;

Heuristic level– searching for something new, enriching the known with one’s own findings;

Research, personally independent level, when the teacher himself produces ideas and constructs the pedagogical process, creates new ways of teaching activity that correspond to his creative individuality.

Pedagogical creativity- this is not only the search and finding of something new, it lies in the diverse forms and methods of creative self-realization of the individual and can be revealed as process deployment and manifestation of the universal abilities and essential forces of the teacher.

Work only becomes truly creative when the attitude towards it combines interest, passion for work and a sense of duty and responsibility to society. The creative nature of pedagogical activity creates the prerequisites for satisfying the moral and psychological needs of the teacher to achieve success, professional and personal growth, which is measured not so much by career growth as by advancement to the highest level of skill and life wisdom, i.e., the realization of one’s human destiny.

Prospects for the development of the teaching profession.

The establishment of humanistic thinking will contribute to the formation of a new style of relationship between teachers and students. The most characteristic features of this style are:

Implementation of the idea of ​​a personal-oriented approach in training and education;

A gradual transition from group forms of interaction to individual ones;

Preference for indirect forms of pedagogical demands on students (advice, requests, suggestions) over direct ones (instructions, directions, orders);

Emotional content of business relationships with the student;

Availability constant monitoring in the process of carrying out business communication activities;

Assisting the student in his self-development through the cultivation of culture, attitude towards himself, people, and nature.

Among the growing variety of pedagogical specialties, the school teacher continues to be the most numerous and widespread profession. The last decade has been characterized by an active search for ways to reorganize teacher education in the light of the requirements of the 21st century. As noted by a number of prominent researchers in the field of foreign pedagogy (Z.A. Malkova, V. Ya. Pilipovsky), the most general trends in the modernization of teacher training systems are:

Eliminating dualism in teacher training for different types of schools. Universities are becoming the main type of higher education educational institution for teacher training, which brings the teaching profession closer to the level of other specialties and helps to increase its role in society;

Multi-level and variability of teacher education. Teachers and other specialists dealing with the education of children and adults are trained in programs of various durations (bachelor's, specialist, master's) and different directions, which affects their professional career, including remuneration;

Strengthening the general education component in the content of teacher education. To fulfill his increasingly complex functions, a teacher must be a versatile and highly educated person, a spiritually rich person who is sensitive to the nature of another person;

Creation of alternative opportunities for training teachers from specialists in other fields;

Attracting talented youth to the teaching profession by providing them various benefits and privileges;

Integration of university and postgraduate (postgraduate) pedagogical education, flexibility and variability of forms and types of postgraduate education, development of personal incentives for continuous professional development.

An analysis of global trends in the field of education, in particular professional pedagogical education, indicates the need to place higher demands on both pedagogical professionalism and the personal qualities of the teacher. According to V.I. Andreev, the main problems that teachers of the new millennium will face will be:

Increasingly complex, ever more complex problems of improving the quality of education, guaranteeing a high level of educational standards, which only a teacher with high professional competence can cope with;

The teacher often has to solve creative and research problems himself, that is, the role and importance of the teacher’s creative and research abilities increases. Thus, the teacher of the future must certainly be a creative person;

The increasingly complex problems of education will require a higher level of intelligence from the teacher, the role and importance of the spiritual and moral potential of the teacher is increasing;

A teacher of the 21st century will have to continuously master progressive technologies of teaching and education, new achievements of domestic and foreign experience, adapt them in relation to his subject activity, and adapt them to his individual abilities;

The teacher of the third millennium will have to solve a number of new complex professional and pedagogical problems that require the integration of knowledge, practical skills and abilities from sciences related to pedagogy such as philosophy, psychology, medicine, religious studies, economics, law, cybernetics, which will require significant efforts from the teacher and abilities for continuous education.

In general terms, the main requirements for the personality of the teacher of the future are: professional competence, intelligence, competitiveness, spirituality. Currently, the use of modern information technologies in the activities of teachers is becoming increasingly widespread. Over the past 10-15 years, computerization of education has gone from being a dream to becoming a reality. A huge impact fell on both the teacher and the students. information flow, requiring a skillful and competent choice of what is necessary for both the student and the teacher. The main problems in the field of organizing education and teaching work (in particular, with the use of information technology) can be identified as follows:

1. Formation of the future teacher’s readiness to work in a unified information environment. This problem can be considered as the ability to own and understand the possibilities of using information technology in educational process, - on the one hand, and as a reasonable ratio of traditional and new technologies in the educational process, on the other.

2. Creation of a single information space and the formation of a single thesaurus, allowing the teacher to concentrate attention and time not only on the organization and teaching methods, but also on the conceptual aspects of the educational process.

3. Preparation and transition to teaching using information technology. Such a transition involves the development of information and computer support for educational courses, including the humanitarian block in the curricula of educational institutions.

4. Preparation of software and methodological support for the educational process in a unified information space. This requires the joint efforts of teachers, methodologists, psychologists, and specialists in computer support for the educational process.

Thus, already at the stage of university education, future teachers need to prepare for using a computer in the educational process in general, master the skills and abilities of working with computers when teaching specific disciplines.

Lecture 12. Topic: Methodological characteristics of the section “ General Basics pedagogy"

Target: introduce students to the basic methods, techniques, and means of studying the section “General Fundamentals of Pedagogy.”

Purpose, objectives, significance of the section “General Fundamentals of Pedagogy”.

The importance of studying this section for the general pedagogical training of a future teacher.

“General Fundamentals of Pedagogy” is the first section of the pedagogy course studied in teacher training colleges. Its structure did not take shape right away. Therefore, it is necessary to consider a historical overview of the formation of the course system, to show how pedagogical thought gradually approached the development of the scientific foundations of a single holistic course in pedagogy.

In order to emphasize to students the importance of this section, it should be noted that during its development, voices were heard about the lack of thoughtfulness of the title of the section, and suggestions were made that it should not be introduced at all in order to avoid repetition of some questions in subsequent sections of the course.

Significance is best this section was realized by teachers in the years when in the curriculum of pedagogical institutes the course of pedagogy was divided into three parts: introduction to pedagogy, which included the general foundations of pedagogy, didactics and the theory of education. Therefore, the pedagogy course in pedagogical college must combine in its content the provisions of general pedagogy, the theory of education and didactics.

Let us dwell on the characteristics of the main topics of the section.

“The subject of pedagogy” is the first topic of the section, it has special meaning in his general system.

The attitude of students to the pedagogy course largely depends on how it is studied. The teacher must keep in mind that it presents certain difficulties for students, and even more so for students of teacher training colleges.

In modern textbooks, a certain system has developed in constructing the presentation of this topic, allowing for its productive assimilation.

First, a general definition of pedagogy is given as the science of education. Subsequent topics are designed to concretize and deepen understanding of the subject of pedagogy.

The topic “Development, education and personality formation” is the most difficult for students to understand. The most effective way to study this topic is according to the plan:

Basic concepts: development, education, formation, their essence and content;

The role of heredity in human development;

The role of the environment in human development and the formation of his personality.

The role of education in human development and the formation of his personality.

Every teacher is, first of all, an educator, a class teacher.

Therefore, he needs knowledge of the basics of pedagogy for the correct organization of educational work with the class.

Literature.

Abdulina O.A. General pedagogical training of teachers in the vocational education system. M.1990.

Moreva N.A. Pedagogy of secondary vocational education. M.2008.

Simonenko V.D. General and professional pedagogy. M.2006

Lecture 13. Topic: Methodological characteristics of the “Didactics” section.

The learning process as a holistic system.

Target: Study the subject, tasks, categories and problems of didactics.

Plan.

The concept of didactics. Object, subject, functions and tasks of didactics. Categories of didactics.

Basic problems of didactics.

Increasing the role of didactics in lifelong education.

Literature:

Pedagogy. Textbook for pedagogical students.

universities and pedagogical colleges /Ed.

P.I.Pidkasisty. – M.: Ped. Society of Russia, 2004

Radugin A.A. Pedagogy. Textbook for higher education. establishments. – M.: Center, 2002

Kupisevich Ch. Fundamentals of general didactics. – M., 1986.

Purpose, objectives, meaning of the “Didactics” section. Methodological characteristics of the main topics of the section. Didactics is the most important section of the pedagogy course. She happens to be scientific basis

educational process, and it, both in time and in its significance in the formation of personality, occupies a central place in any type of educational institution.

The reform of general education and vocational schools carried out in our country introduces significant changes in the content and organization of the educational process. Therefore, the interpretation of the subject and system of didactics, which is given in general works, is of fundamental importance in determining the content of didactics as a training course.

M.A. Danilov and B.P. Esipov in his major work “Didactics” define it as a part of pedagogy that sets out the theory of education and training: “It (didactics) explores questions about the tasks and content of education in school, about the process of students acquiring knowledge, skills, abilities, principles, methods and organizational forms of training." Here is a general definition of the subject and the structure of didactics.

2. Based on the above analysis of teaching aids, taking into account the tasks and directions of activity of a modern school, we can outline

following structure

studying the “Didactics” section in college:

1. the subject and tasks of didactics in the context of school reform.

3. the essence of the learning process;

4. patterns and principles of learning;

The term “didactics” was first introduced into scientific circulation by the German educator Wolfgang Rathke (1571-1635) to denote the art of teaching. In the modern understanding, didactics is the most important branch scientific knowledge, which studies and researches issues in education and learning.

J.A. Komensky interpreted didactics as follows: “The universal art of teaching everyone everything.” The German teacher I.F. Herbart gave didactics the status of a holistic and consistent theory of educational teaching.

The main tasks of didactics have remained unchanged since Rathke's time - developing problems: what to teach and how to teach; modern science also intensively studies such problems: when, where, whom, why to teach.

Didactics – theoretical and at the same time normative – applied Science. Didactic research focuses on real learning processes and reveals the essential characteristics of the structural and content elements of the learning process. This is the scientific and theoretical function of didactics.

The obtained theoretical knowledge allows us to solve many problems related to training, namely: to bring the content of education into line with changing goals, to establish principles of training, to determine the optimal capabilities of teaching methods and means, to construct new educational technologies, etc. All this speaks of normative-applied (constructive) function of didactics.

Didactics studies the goals, content, patterns, methods and principles of teaching, considers its object - teaching - primarily as special kind activities aimed at transmitting culture or social experience to younger generations.

The subject of didactics is the connection between teaching and learning, their interaction.

Didactics objectives:

Describe and explain the learning process and the conditions for its implementation;

Develop more perfect organization learning process, new teaching systems, new teaching technologies.

Didactics is the science of teaching and education, their goals, content, methods, means, organization, and achieved results.

There are general and private didactics. Private didactics are called teaching methods. They study the patterns of the process, the content, forms and methods of teaching various academic subjects. Every academic subject has its own methodology.

Education is not just a social institution, but also a certain pedagogical process. Education as a process presupposes an extension in time, a difference between the initial and final state of the participants in this process, and technology that ensures changes.

Training is a purposeful process during which the education, upbringing and development of the student is carried out, acquired individual parties experience of humanity, experience of activity and knowledge.

The most important didactic principles are the following:

training must be scientific and have a worldview orientation;

learning should be characterized by problems;

training must be visual;

learning must be active and conscious;

training must be accessible;

training must be systematic and consistent;

In the learning process, it is necessary to carry out the education, development and upbringing of students in organic unity.

In the 60-70s L.V. Zankov formulated new didactic principles: training should be carried out at a high level of difficulty; in training it is necessary to carry out a fast pace in the passage of the material being studied; mastery of theoretical knowledge has a predominant importance in training.

In education, along with traditional learning, other directions have emerged: problem-based learning, programmed learning, developmental learning of the sign-context type, project-based learning, etc.

The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning, humanistic psychology (Bruner), educational technology, and cooperation pedagogy. Learning objectives in these modern approaches provide not only for the formation of knowledge, but also for the general development of students, their intellectual, labor, artistic skills, and the satisfaction of the cognitive and spiritual needs of students. Cooperation pedagogy is a humanistic idea of ​​joint developmental activities of children and teachers on the basis of mutual understanding, penetration into spiritual world each other, collective analysis of the progress and results of this activity. Collaboration lessons are a long process of restructuring students’ thinking from the “heard-remembered-retell” scheme to the “learned-understood-said-remembered” scheme.

So, didactics is one of the pedagogical scientific disciplines, a branch of the science of pedagogy. Every teacher needs knowledge of didactics, because It is impossible to successfully solve any major practical problem without relying on theoretical knowledge. Therefore, a theory of practical activity, a theory of learning activity is needed. This is didactics.

“Learning at school is a joint activity between the teacher and students, aimed at ensuring that students, under the guidance of the teacher, learn a certain system scientific ZUN" (Pedagogy / Edited by P.N. Gruzdev. - M.: 1940).

“Teaching is the act of interaction between teacher and students with the goal of the latter assimilating a certain segment of the content of social experience.” (Lerner I.Ya. The learning process and its patterns. - M.: 1980).

Learning is an artificially organized cognitive activity with the aim of accelerating individual mental development and mastering the known patterns of the surrounding world. Education consists of two interdependent activities: teaching and learning. During the learning process, the student masters the content of education.

Learning is the process of acquiring and consolidating knowledge and methods of activity. This is a purposeful cognitive activity of students to assimilate the ZUN system for their subsequent application in practice.

Teaching is the pedagogical activity of a teacher in organizing and managing the student’s educational activities.

Learning depends on three factors:

What is taught (content);

Who teaches and how (methodological aspect);

Who is taught (specifics).

According to N.D. Khmel’s definition, the learning process acts as a two-way process of interdependent activity, as a means of upbringing and education in the educational center.

Modern psychology views learning as a process in which the transformation of external influences into internal processes of the individual occurs. At the same time, the personality is in constant search, i.e. in activity.

Activity is a specifically human activity regulated by consciousness, generated by needs and aimed at understanding and transforming the external world and the person himself. Teaching is presented as a most complex mental activity. Psychologists rely on the principle of mental development in activity. This position was convincingly developed by the school of A.N. Leontiev. He also put forward the concept of the leading activity for each age period, during which the child develops. Psychologists consider objectivity, sociality and consciousness to be the most important characteristics of activity.

A person in activity acts as an individual, driven by certain motives and goals. Motives can be needs, thoughts, feelings and other mental formations.

Action serves as the unit of activity analysis (Leontyev A.N.).

Action is a unit of activity, indirect activity aimed at achieving a perceived goal.

The goal is presented as a conscious image of the anticipated result towards which human activity is aimed.

The way in which an action is carried out is called an operation.

The general theory of activity shows that in the process of transforming external, material activity into internal, mental activity, real objects are replaced by images, ideas and concepts, and practical actions are transformed into mental actions. The process of such transformation is called internalization.

There are 3 main forms of action:

material, or materialized;

external speech;

mental.

The essence of the learning process is the interaction between the teacher and students and students among themselves.

Learning is a type of cognitive activity.

What is the meaning of the epistemological justification of the nature of learning?

In the analysis of the originality of the reflection of reality in the student’s mind.

Analysis of cognitive activity in the learning process from the point of view of contradictions inherent in the process of cognition in general.

In the learning process, the goal is to understand the known patterns known to mankind.

In socio-historical and scientific knowledge, the goal is the world of objects, phenomena in natural connections and relationships, that is, the world of originals.

Knowledge is woven from contradictions. Contradictions are the most important driving force in the learning process.

The main driving contradiction in learning is the contradiction between the ever-increasing demands of learning and the capabilities of students.

The theory of knowledge and the dialectical-materialist doctrine of personality as a subject of activity served as the basis for the most important laws of didactics:

Law social conditioning goals, objectives and content of training. Education always correlates with the level of development and needs of society.

The law of conditioning of teaching and upbringing by the nature of students’ activities.

The law of integrity and unity of the processes of teaching and upbringing.

Patterns of the learning process:

Dialectical nature of learning.

Unity and interdependence of goals, objectives, content, means, methods and forms of education.

Unity and interdependence of teaching and learning activities.

Unity and interconnection of the main types of training.

A principle is the basis from which one must proceed and by which one must be guided in various industries activities.

The principles of teaching are the initial, fundamental provisions that determine the content, organizational forms and methods of teaching, the activities of the teacher and the nature of the student’s cognitive activity.

Principles of training:

scientific character;

educational nature of training;

the connection between teaching and the education and development of students;

connection between theory and practice;

systematic;

subsequence;

consciousness and activity;

visibility;

individual approach;

taking into account age and individual characteristics;

subsequence;

availability;

strength;

the principle of the emotional background of learning;

the principle of the collective nature of learning, etc.

The implementation of active interaction between teacher and student makes it very important to clearly distinguish its two sides in a single learning process:

Reporting information.

Assimilation of information.

Assimilation is the merging of new experience with previous experience, new information with what was already realized earlier. This is the transformation of accumulated social experience into the property of the individual and thereby into his property.

Based on the psychology of learning, didactics have established that the complete act of assimilation contains a number of processes:

perception,

comprehension,

understanding,

consolidation and generalization,

application.

These processes in didactics are called links in the assimilation process.

In modern psychology, there are 4 levels of assimilation:

Recognition, recognition, discrimination, discernment (actions on the external plane);

Reproduction of information based on memory and understanding (verbal thinking);

Formation of skills, application of knowledge in practice in a familiar situation;

Creative application of knowledge in an unfamiliar situation.

Lecture 14. Topic: “Methodological characteristics of the section “Theory of Education”

Goal: to introduce students to the basic methods, techniques, and tools that are used when studying the section “Theory of Education.”

The purpose and objectives of studying the section “Theory of Education”.

Methodological description of the main topics of the section.

The theory of education, like no other section of the pedagogy course, is most closely connected with social aspirations and ideals in the field of human upbringing.

A modern education strategy requires pedagogy to deeply comprehend all aspects of the system of educating the younger generation, taking into account the realities of the modern day.

When starting to study the theory of education, the teacher must proceed from the ideal that forms the basis of all educational work - the formation of a harmoniously developed, socially active personality, combining spiritual wealth, moral purity and physical perfection.

Analysis of textbooks and experience in teaching the theory of education allows us to identify the following key issues for study:

Definition of the subject of education theory;

Disclosure of the essence of the education process, its patterns, principles;

A detailed study of educational methods, the dialectics of their use in the educational process.

The theory of education studies the process of education as a specially organized activity carried out during training and extracurricular activities. Since some issues of student education are also presented in didactics, in the theory of education the main attention is paid to the education of students during extracurricular time. Modern pedagogy clearly formulates the main characteristics of the education process, which need to be introduced to students in detail. A detailed study of the upbringing process made it possible to identify its patterns. Attempts to substantiate them have been made in textbook

P.I. Podlasy “Pedagogy. Theory of education".

After analyzing the essence of the upbringing process and its patterns, a deeper justification for the principles of upbringing can be given. They are formulated in all textbooks. The teacher needs to become familiar with their interpretations in order to give a more complete and in-depth description of the principles.

A detailed study of the main issues of the theory of education will prepare students to perceive methods of education.

Literature.

Podlasy I.P. Pedagogy. Education theory. M. 2002

Savin N.V. Methods of teaching pedagogy. M. 1987

Lecture 15. Topic: Active learning technology in teaching pedagogy

Target: introduce students to the methodology of using AMO and AFO when studying pedagogy.

Active learning: content, principles.

Using AMO and AFO in the study of pedagogy.

Active learning is one of the most powerful areas of modern pedagogical research.

The problem of finding methods to enhance the educational and cognitive activity of students was acutely raised at different times by different authors. A wide variety of forms for solving it were proposed: increasing the volume of information taught, asking for it and accelerating the reading processes; creation of special psychological and didactic learning conditions; strengthening control forms for managing educational and cognitive activities.

In the 70s of the 20th century, the problem of searching for AO methods was reflected in the research of M.I. Makhmutova, I.Ya. Lerner. Independently of these studies, there was a search for so-called AMOs (active learning methods).

In general, a joint stock company can be represented as follows:

1. forced activation of thinking, when the student is forced to be active regardless of his desire;

2. enough long time involvement of students in the educational process;

3. independent creative development of solutions, increasing the degree of motivation and emotionality of students;

4. constant interaction between students and teachers through direct and feedback connections.

The active learning process must be carried out based on the principles:

The principle of goal setting;

Installation principle;

The principle of activity;

The principle of dialogue;

The principle of combining collective and individual SRS in the educational and cognitive process;

Problematic principle;

The principle of interiorization and exteriorization;

Research principle;

The principle of free space;

Modeling principle;

The principle of novelty;

Feedback principle;

Diagnostic principle;

The principle of reflection;

The principle of positivism.

Significant interest in vocational education represent AMO, the essence of which is to create didactic and psychological conditions that contribute to the manifestation of intellectual, personal and social activity of students.

AMO in pedagogy are teaching methods that encourage active mental and practical activity in the process of mastering educational material in pedagogy.

The use of AMO in the educational process, framed within a certain time and space framework, determines active forms of teaching pedagogy.

Literature.

Isaeva Z.A., Mynbaeva A.K. Active methods and forms of education in higher education. Almaty. 2005.

Mukhina S.A. Non-traditional pedagogical technologies in teaching. Rostov-on-Don. 2004.

Vilensky M.Ya. Technologies of professionally oriented teaching in higher education. M. 2005