Basics of organizing the educational process. Organization of the educational process: Textbook Educational process and the basics of its organization

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Introduction

It is known that teaching is the 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 organization is “Ordering, establishing, bringing into a system some material or spiritual object, arrangement, relationship of parts of some object.” It also emphasizes that it is these “meanings of the concept of organization that are important, relating both to objects of nature and to social activities and characterizing the organization as the arrangement and interrelation of the elements of some whole (the objective part of the organization), their actions and interactions (the functional part).”

Such elements (parts) of the learning process are its links.

A link is an integral part of the educational process, its organic element. It has its own whole structure - it consists of interconnected stages that solve certain problems: goal setting, generalization of knowledge, summing up the lesson, determining home knowledge, etc.

At each link of the learning process, both general and specific learning tasks are solved. General ones are those that the entire learning process is aimed at solving. Specific ones are those that dominate a specific link in this process. All links are interconnected, so the learning process represents a unique goal.

These or those links, and more often their combination, underlie the constructed forms of educational organizations. In addition, several different shapes can be constructed from one link. For example, based on the level of knowledge formation, a lesson of the appropriate type, lectures, conferences, etc. can be designed.

Each specific form of educational organization consists of certain stages. For example, a lesson in the formation of knowledge has the following stages: setting goals and updating knowledge, maintaining new knowledge and its primary foundation by students, generalizing knowledge of operating it, monitoring assimilation.

At each stage, appropriate goals, sources of knowledge, methods, teaching techniques, as well as forms of educational work are used.

The organization and conduct of the educational process must be such that it fully satisfies the leading needs of students, and the dominant motives of students’ educational activities are the motives of learning about the world around them, the motives of self-realization as an individual, their own improvement, and the development of themselves as a harmonious, comprehensively developed and socially mature personality.

It is necessary to organize the educational process in such a way that it is carried out so that students take a direct part in setting goals for their immediate activities, 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 to be full-fledged subjects of this process, free to creatively achieve this process, free to creatively achieve the goals of training and education they have accepted.

By involving students in active work, using a variety of forms and methods of cognitive activity, innovative teachers significantly expand the teaching and educational capabilities of the lesson. Studying the experience of creatively working teachers suggests that the skillful use of forms and types of educational activities of students in their optimal combination is crucial in increasing the effectiveness of the educational process.

The main task of secondary specialized educational institutions is to prepare students for future work. In the work of a specialist, a large place is occupied by the 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, and monitor the progress and results of his work. Both skills and abilities are formed in the process of activity. To choose a plan or another skill, multiple repetitions of actions, exercises, and training are necessary. The formation of skills occurs in the process of repeated performance by students of 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 educational organization” includes:

Individual,

Group (collective),

Frontal.

They permeate the entire educational process. They can be used both in compulsory (classroom) and extracurricular activities.

These forms of educational organization differ from each other in the coverage of students with educational work, the features of managing their educational activities from the outside

An individual form presupposes that tasks correspond to the abilities of students, and the selection of such techniques and means that will ensure the optimal development of each student.

The group form evokes in each student an interested attitude towards the common work, requires creative activity, gives rise to genuine collectivist relationships, socially valuable motives for activity and behavior.

The frontal form instills the ability to listen to other people’s opinions, compare, complement, find errors, and 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 and sets a uniform pace of work. However, this form of educational organization is not designed to take into account the individual characteristics of different students. It may turn out that the pace of the lesson taken for weak students will be high, and for strong students low.

In the group form, the class composition is divided into groups, brigades, and units. In this case, it is necessary to assign tasks to the groups and 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 student self-government with less strict teacher control. Group forms can be legitimately divided 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, a group of people listens to one speaker.

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 expenditure of time, effort, energy, and money in certain specific conditions involves the use of all organizational forms of training.

2. Specific forms of organizing work with students during 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, we can distinguish: classroom and extracurricular.

b) lecture

c) seminar

d) workshop

e) exam

Extracurricular:

1) regular:

a) homework

b) optional classes or group, individual

c) working with popular science literature

d) television programs

d) additional classes

2) episodic:

a) abstract works

b) thematic conferences

UROCK.

The main form of organization of training 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 it, others - repetition and systematization, fourth - testing the assimilation of knowledge, the formation of skills, etc.

Depending on the didactic goals and parts of the learning process implemented in the lesson, 9 types of lessons can be distinguished: knowledge formation, consolidation and improvement of knowledge, formation of skills, improvement of knowledge, abilities and skills, application of knowledge in practice, repetition and systematization of knowledge, knowledge tests, combined lesson.

A lesson built on an artificial combination of three or more parts of the learning process is called combined.

In teaching practice, three forms of organizing work in the classroom are generally accepted:

Individual,

Group (collective),

Frontal.

Recently, there has been a tendency to separate the collective form from the group form as an independent form. These forms of organizing teaching in the classroom can be implemented in various forms. With an individual form of educational organization, each student receives his own task, which he must complete independently of others, that is, independently.

Independent educational work is usually understood as any active activity of students organized by the teacher, aimed at fulfilling the set didactic goal in a specially allocated time: searching for knowledge, understanding it, consolidating it, forming and developing skills, generalization and systematization of knowledge.

One of the important factors ensuring 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 cross on the path from understanding educational material to mastering it.

The formation of new knowledge is impossible without developing the creative independence of students. For this purpose, conditions are created in the lesson that will allow you to control the assimilation of new material in a timely, complete and transparent manner. Programmed survey task cards help to carry out such control.

Depending on the goals that are set for independent work, they can be: educational, training, consolidating, repeating, developing, creative and control.

The meaning of teaching independent work is for students to independently complete tasks given by the teacher while explaining new material. The purpose of such work is to develop interest in the material being studied, to attract the attention of each student to what the teacher is explaining. Here, something incomprehensible is immediately clarified, difficult moments are revealed, and gaps in knowledge become apparent that prevent you from firmly mastering the material being studied. Independence work on the formation of knowledge is carried out at the stage of preparation for teaching new content, as well as during the direct introduction of new content, during the initial consolidation of knowledge, that is, immediately after explaining the new, when the students’ knowledge is not yet strong. The teacher needs to know the following features of educational independent work: they must be composed mainly of tasks of a reproductive nature, checked immediately and not given bad grades for them.

Training tasks include recognition of various objects and their properties. Independent training work consists of tasks of the same type that contain the essential features and properties of a given definition and rule. Consolidating work includes independent work that contributes to the development of logical thinking and requires the combined application of various rules and theorems. They show how firmly and meaningfully the educational material has been mastered. But based on the results of checking assignments of this type, the teacher determines whether this topic still needs to be studied. Examples of such work are found in abundance in various teaching materials.

Repeated (review or thematic) work is very important. Before studying a new topic, the teacher must know whether students are prepared, whether they have the necessary knowledge, and what gaps may make it difficult to learn new material.

Independent work of a developmental nature can be homework on writing reports on certain topics, preparation for scientific and creative conferences, etc. In the classroom, this is independent work that requires the ability to solve research problems.

Students are of great interest in creative independent work that requires a high level of independence. Here students discover new aspects of the knowledge they already have and learn to apply this knowledge in new unexpected situations. These are tasks to find the second, third, etc. way to solve a problem. Students can be asked a problematic question that would encourage them to engage in independent theoretical and practical activities. Based on this teaching method, students’ knowledge is consolidated, professional skills are formed, and initial professional experience is accumulated. You can use problematic situations and give students tasks of a problematic nature. At the same time, the industrial training master can pose appropriate questions to students in order to recall what they have learned previously and connect new material with what is already known. Having posed a question to the students, the teacher organizes a search for a new solution. If students have high cognitive independence, the research method can be used in lessons. The essence of this method is defined as a way for students to independently search for creative work to solve problems that are new to them. The teacher offers students a problem to solve independently, monitors the progress of the work, provides minor assistance, checks the work, sums up the results and organizes their discussion. Students independently recognize the problem, study facts and phenomena, put forward a hypothesis, outline and implement a plan for testing it, check solutions, and draw conclusions. As a result, students master the elements of scientific knowledge. Such creative independent work allows you to develop mental activity; after curiosity and interest, professional interest appears.

Tests are a necessary condition for achieving the planned learning outcomes. Essentially, the development of test texts should be one of the main forms of recording learning goals, including minimal ones. Therefore, control tasks should be equivalent in content and volume of work; they should focus on core skills, provide a valid test of learning, and challenge students to demonstrate progress in their overall learning.

LECTURE.

An educational lecture allows you to learn more educational material in 45 minutes than in a lesson. Its difference from a lesson is the monologue way of presenting the material. Its structure lacks conversation as a teaching method. A training lecture usually precedes a seminar session. The lecture is conducted according to a plan that is written on the board or poster. It is recommended to make the material studied during the lecture bright, convincing and specific. When presenting the lecture material, use tables, diagrams, cards, and technical teaching aids.

During the lecture, you can involve previously prepared students with brief messages and demonstrations of techniques 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 notes are taken from the lecture.

At the end of the lecture, the degree of mastery of the lecture material is checked using 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 textbook material and additional literature, collect material for their reports.

The seminar can be conducted in various forms: frontal, group, individual or in the form of a business game.

The main goal of the seminar is to develop the skills of independent work and independent thinking.

The teacher guides the students’ work, sums up the discussion of the topic, makes the necessary additions and corrections, systematizes and deepens the material.

PRACTICUM.

Practical classes, or industrial training lessons, are important in realizing the connection between theory and practice. These are activities that are solved using constructive methods using direct measurements and constructions.

An industrial training lesson is different from a theoretical training lesson. The purpose of the industrial training lesson is for students, on the basis of the acquired technological knowledge, to master the techniques and methods of performing actions and operations necessary for the subsequent development of their skills in performing production work in a certain profession. As a result of labor activity, students produce some material product of labor in such a lesson. Its production, as a rule, places completely new demands on students. It is not enough for students to simply memorize or learn the educational material; they must understand it, process it and reproduce it when completing the task. Therefore, the main part is not memorization, but the ability to process them and apply them in practice.

Problem situations can be used in industrial training lessons. For this purpose there are task cards and technological maps. Students are given faulty parts, components where a malfunction is specifically provided for. 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?

Posing a question encourages students to engage in independent theoretical and practical activities. Based on this teaching method, students’ knowledge is consolidated, professional skills are formed, and initial professional experience is accumulated. In such classes, when students solve problems using drawings with given dimensions, or, having received a model, analyze it, make the necessary measurements, recognize faults in parts, not only the mental activity of the students is applied, but also motor activity, which helps maintain long-term and continuous interest and attention to the educational process. (Lesson plan - Appendix 1).

ZACCET.

Testing as a form of educational organization is carried out to check the quality of students’ assimilation of individual sections of the curriculum, the development of skills and abilities.

Tests are usually carried out 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 to be tested is posted in the office. To assist in conducting a test lesson, students who are most successful in mastering the subject are sometimes recruited. They are specially prepared for this: their knowledge is tested, and their responsibilities in class are explained.

Technology for conducting a test lesson.

Let us highlight the main components of the test lesson: level differentiation of the task; teacher's assessment activities; diagnostics of the result; correction of knowledge, skills and professional skills.

Level differentiation is carried out by drawing up tasks in which, firstly, the lower limit of mastering educational material is taken into account, that is, the level of compulsory training of the student, and, secondly, there is a gradual increase in requirements and 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 problems of the educational standard;

2. general - solving problems that are combinations of subtasks of the minimum level, connected by explicit associative connections;

3. advanced - solving problems that are combinations of subtasks connected by both explicit and implicit associative connections.

Most often, the test is accepted on tickets that include basic theoretical questions and typical problems of the topic. An individual survey can be combined with collective, independent work on options. The final mark is given based on an analysis of the results of all assignments, taking into account the opinion of consultants.

EREPLACEMENT

An exam is a form of educational organization that allows you to implement the control functions of the process and record the results of students’ educational and cognitive activities over an academic year or several years; it allows you to identify the level of students’ assimilation of the curriculum using different methods and techniques: students completing tests, assignments, and answering questions. The exam tests students' readiness and ability to demonstrate existing knowledge, skills and abilities, both orally and in writing.

Extracurricular:

Extracurricular work with students can be divided into two large groups: regular and episodic.

The first type includes home educational work, which includes homework for the lesson, home experiments and observations, extracurricular activities, work with popular science literature and primary sources, television programs, additional classes on the subject, etc.

Occasional types of extracurricular work include thematic conferences on the subject, abstracts, etc.

Conclusion.

Depending on the forms of organization of joint activities, we have to choose teaching methods. That is, the form dictates the method.

When choosing forms of educational work in the classroom, it is taken into account how a certain form ensures the formation of knowledge and how it affects the development of students’ professional skills.

When designing classes, based on a thorough analysis of the capabilities of specific forms, it is necessary to select their combinations that ensure high efficiency of the educational process, optimal effectiveness of educational activities of all groups of students with rationally spent time.

The entire system of pedagogical activity and relationships with students becomes the condition under which interest, curiosity, and the desire of students to expand their knowledge are formed. Raising a comprehensively developed, highly cultured person requires training that would ensure the consistency of students' assimilation 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 educational organization, which is ensured by a deep and comprehensive analysis of the educational, developmental, educational capabilities of each of them.

Annex 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 industrial training lessons.

THE PURPOSE OF THE LESSON:

Develop independence and creative abilities of students.

Develop the ability to independently see a problem.

Reinforce a previously studied topic.

Methodological support for the lesson: tractor MTZ-80

a set of tools, instructional cards, task cards, refueling equipment.

ORGANIZATIONAL PART

1. Checking those present, students’ readiness for the lesson.

DURING THE CLASSES

The lesson consists of several stages. Statement of the problem, students were given a task.

Carry out ETO, PO and OD operations.

Preparation of PD and OD for launch.

Independently detect and eliminate PD faults.

Independent work of students on preparing and starting engines.

CURRENT INSTRUCTION

While observing labor protection, carry out ETO.

Prepare for PD launch.

Prepare for the launch of OA.

Launch of 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 secondary school. - M.: Education, 1988

3. V.V. Guzeev Educational technology: from reception to philosophy. M.: September, 1996.

4 O.B. Episheva, V.I. Krupich: Formation of methods of educational activities Book for teachers. - M.: Education, 1990

5. Matyushkin A.M. Problem situations in thinking and learning. - M., 1971

6. Moskvin V.M. Organization and methodology of industrial training for tractor drivers. - M.: Agropromizdat, 1991

7. Problems of developing 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 methodology of training in vocational schools. - M.: Higher School, 1983

I. Stage of immersion, creative manipulation

This stage can be observed in young children who, for example, are asked to draw a certain image using the suggested means. It turned out that almost all children, instead of immediately starting to draw on a given topic, initially use the material and tools not entirely for their intended purpose. And even 6-7 year old children, having at their disposal materials, time and place for drawing, succumb to the temptation to act with the proposed means as valuable objects in their own right, not having the status of tools, means for anything. Interestingly, the immersion stage has nothing to do with the child’s actual experience. So, children who know how to draw well begin to use paints like kids: they make colored “swamps” out of them, experiment with the thickness of the paint, mix colors, paint different materials - cotton wool, paper scraps of different textures. They can try to sculpt from slightly dried gouache, apply it thickly, in layers. Often in the process a lot of materials are wasted without a visible (for adults) result.

Often children, having the opportunity to combine seemingly incompatible things, come up with strange things, for example, they paint office glue with watercolors or gouache, mix it with paint, and then try to mold something from this material. Such “creations” do not have an original plan; they are created as if by chance, in the process of a kind of creative manipulation. This is an intrinsically valuable, creative, research activity for a child. It is akin to a child's fuss in a puddle with sticks, sand and leaves - everything that comes to hand - when the child seems to plunge into the material without a preliminary plan, follows it, its properties and capabilities. The child explores, experiences these possibilities, acts with the material in all ways available to him, in accordance with what is obtained and with his experience.

Children of all ages begin to act this way, but not all at once. Among older children there are many who begin to draw in the usual way. These are children with different levels of drawing skills. Some draw quite well for their age, others worse, to the point of almost complete helplessness. But they all draw stereotypically, repeating their favorite, well-produced techniques that they have already mastered and use constantly. Another property that distinguishes them: almost all of them prefer felt-tip pens, and if they don’t exist, colored pencils. If they draw with paints, then they do so according to a previously outlined pencil drawing, painting carefully, and not painting with a brush.

These children are divided into two groups: some of them draw too poorly, they are not confident in themselves, they are constrained, they are afraid to freely use drawing materials. Their drawings are helpless, and outright refusals to try to draw something are not uncommon. Children say that they don’t know how and don’t like to draw. They prefer other types of activities and almost never go near the table or shelves with drawing materials. The drawings, when they do appear, are poor in color (as a rule, children prefer a simple or dark pencil) and plasticity (they usually repeat small circles and straight lines, often parallel or intersecting at right angles, small rectangles), often the entire the design is pressed against the bottom edge of the sheet. All these features indicate anxiety, uncertainty, and tension in the child while drawing, and often in a broader sense. Indeed, in a few cases, such uncertainty and anxiety relates specifically to the drawing situation, when the child has had some negative experience associated with failure and a negative assessment of his drawing attempts by an adult. In these cases, in our experimental groups, such children simply did not come to the drawing table for a long time and avoided drawing. But more often than not, children with similar drawing features showed the same qualities of uncertainty, inhibition or excessive disinhibition, and conflict in other areas of their lives. The features of the drawings of these children indicated global personal problems, the causes of which are most often rooted in the characteristics of family upbringing.

Other children who draw well, master many techniques, use bright colors, freely arrange the drawing on the sheet and love to draw; they represent, as it were, the other pole. These guys, having mastered several (sometimes many) drawing techniques, use them freely. These are techniques such as drawing a house “in perspective”, animals, “like in a cartoon”, certain ways of depicting a human face, figure, tree, flower, etc. The complexity and perfection of the techniques depend on the age, individual characteristics and capabilities of the child. It is characteristic that most of these children greatly value the pleasure of what they achieve and the appreciation of others. This pleasure is not yet exhausted for them, and it inhibits the natural exploratory activity characteristic of most children, when they are free to use new interesting materials in the way they want. All this, at first glance, does not look like a problem in the child’s development, but the monotony and repetition of image objects and drawing techniques that appears during long-term observation is alarming. A child who looks quite developed in terms of proficiency in visual arts, in fact, practically does not develop in this direction. The content of life is not processed by him creatively, but slides past him, drowned out by his own stereotypical and repetitive reproductive activity. As a rule, such “good” drawing at the appropriate age looks good, and later, without developing, it is slowly crowded out of the child’s life, since it no longer evokes praise and surprise from others and is not supported in this way. This, apparently, is the tragedy of child prodigies in the field of drawing.

In both cases, both children who draw uncertainly (poorly) and those who draw well (stereotypically) fall out of the general, already described tendency to use paints and paper not as a means for drawing, but as a valuable material in itself for research and the acquisition of non-specific experience of actions. with him. However, it was for these children that this method of introducing the necessary content into artistic activities turned out to be very suitable. All of them, not immediately, but gradually, but still quite soon, were “seduced” by the freedom to handle interesting, attractive materials, usually unavailable to most children in such a large selection, and began, at first timidly, and then more and more boldly, to act with them in accordance with their interests and possibilities. Children who drew well sometimes simply “slipped” from their usual way of drawing to first manipulating the same felt-tip pens that were used to make a regular drawing, and then, as their taste developed, they switched to drawing along the resulting colored spots: along lines, with liquid paints. The child seems to “let go” of himself, relaxes, moving spots and lines across the paper and following them himself, forgetting about his surroundings and what he should achieve. This kind of drawing is a great way to relieve stress and train concentration. It has a significant psychohygienic effect on most children. When an excitable, disinhibited or, conversely, overly restrained child is involved in it, it acquires the properties of a natural psycho-corrective remedy.

The immersion stage is very important in terms of learning outcomes. During one study, children of senior preschool and primary school age were offered a specially designed construction set that had no analogues among a large number of children's construction sets. At the same time, some children were offered from the very beginning instructions on how to connect the parts of the construction set with each other, and tasks that they had to complete, while others were given the opportunity to simply play with the new construction set.

After a certain time, when some children mastered the construction set according to the instructions and completed the first task, and others got acquainted with the new toy and discovered its features, they were offered the same tasks, including those that were similar to the tasks performed by the children of the first group . It was discovered that while the children of the first group could only perform tasks similar to the TS that had already been offered to them, and not always at a high level, then the children of the second group could cope with any tasks. The skills and abilities they acquired at the first (introductory) stage (the immersion stage itself) provided them with high performance in completing tasks and the opportunity to use them in a wide variety of situations, including new ones.

Another example from practice. At the institute for advanced training, teachers with extensive experience were introduced to certain aspects of the psychology of communication (in particular, those discussed in one of the previous paragraphs). After some time, one teacher wrote a complaint to a higher authority against her boss, arguing roughly as follows: “I’m trying to meaningfully communicate with him as an equal, but he only implements the position of “above”.”

The results of learning at the immersion stage are often associated with numerous anecdotes about doctors who diagnose everyone.

At the immersion stage, learning acquires a number of essential characteristics.

Firstly, learning that has an expanded stage of immersion is not alienated. Regardless of age, a student who blindly follows the instructions of the teacher, as a rule, does not learn in the psychological sense of the word. At best, he remembers the instructions, the algorithm for solving the problem, the method of completing the task, which he implements again at the request of the teacher. However, just like a boy who was first explained by his teacher and then by his father that he first needed to do multiplication and division, and then addition and subtraction, students can offer to solve the example as written, or they may not make such proposals, but As soon as they are presented with a problem or task formulated differently or asked to explain why a certain method was used in solving it, they will find themselves in a difficult position and in most cases simply cannot cope with it.

Secondly, immersion ensures that the new material being studied is included in the integral life activities of students from the very beginning. Thus, many people studying a foreign language, despite their diligence and careful fulfillment of all the teacher’s tasks, have serious problems and difficulties in communicating, reading and translating texts. The reason is easy to understand if we remember how a person masters his native language. At first he begins to speak passively, simply isolating familiar words from the speech of those around him, then he can apply these words in the appropriate situation and at the same time, as it were, “play” with words, inventing his own words that mean the baby’s emotions, whole phrases, attitude to what is happening or what is being said . This is the immersion stage, from which the child begins to learn his native language. When he “invented” his language, when he realized himself as the source, the subject of this language, he begins to communicate freely in this language. Moreover, only after 5-6 years the child will be able to move on to presenting his speech in writing. From the very beginning and before a person masters written language, he not only remembers it, but uses it in situations that are significant to him.

Thirdly, if we compare teaching a foreign language and mastering one’s native language, it becomes clear that at the stage of immersion the material being studied, the method, the algorithm, the pattern are transformed from a goal into a means by which the subject performs a new activity.

Fourthly, the immersion stage is directly related to the subject. We have already said that the subject part of the zone of proximal development is directly related to the environment in which it lives. However, in order for this environment to become the basis of the zone of proximal development and ensure the developmental nature of learning, it is necessary that the subject be immersed in it, so that he, like the logic of mastering his native speech, can get acquainted with it, be a direct participant in situations in which this new the material is used, could gradually move on to the next stage of learning.

II. Stage of appropriation, “cultivation” of a method of action

If we return to the example of teaching children to draw, we can notice significant changes in their drawings. It is typical for the natural survival of the scribbling stage that a child, improving the ability to apply pencil strokes on paper, gaining certain experience, is now able to recognize something familiar in a random crossing of lines and call his drawing a word. And having learned and identified something in his drawing, he strives to repeat and then vary it.

The same thing happens to all children. Only the means with which they “stained” the paper are richer, and the children are no longer quite small (even younger ones), so recognition and reproduction are also quite complex and interesting. They are commensurate with the level of development of children’s imagination and fantasy, and since we specially worked on this through the means of play and communication, this manifests itself quite richly in artistic activities.

The time required for each child for the phase of pure immersion in the material to be realized and resolved by access to a randomly obtained image varies greatly depending on both age and individuality. There are active children who try to act quickly and in a variety of ways, and if something interesting comes out, they soon get satiated and try something else. And others, with slow saturation, can create one colorful puddle for a long time, bathing in it with their eyes, hands or even fingers, without getting tired of it and not wanting something new.

The important thing is that everyone: big and small, fast and slow children can fully realize their need for free actions with paints and paper, gain their own experience, their own understanding of these materials and their capabilities.

At the moment when a child begins to put some meaning into his actions with paper and paints, first recognized and then invented, he is already able to hear and see what is being done by someone else. A logical question arises for him: how else is it possible? He is looking for an answer to a question that has arisen in his own mind. Ideas begin to emerge, generated by the possibilities of the material that the child now knows well, and by those impressions that, in addition to drawing, fill his life. If he began to recognize something in his “seas and rivers” from paint, it means that these impressions, as if pushed aside while he was painting, made their way here too. This means that materials for drawing, which before were not materials for something, but independent, full-fledged objects of action, are truly transformed into materials, into means for achieving some result.

If we now recall the teacher who did not remember the positions of communication, but tried from the very beginning to implement them in her activities, then at the next (second) stage they acquired a special meaning for her, and she was able to purposefully learn to recognize them and use them in her professional activities.

At the second stage, the actual mastery of specific methods of action and their appropriation occurs. And this will truly be an appropriation, or rather, a re-building, a recreation in the course of the child’s individual development of a method enshrined in culture.

Often a child does not assimilate a method that exists in universal human experience as if it were ready, but discovers it as if anew. This is a real discovery for him. Subjectively, it belongs to him personally, just like his own invention. Another thing is that later the child can see that others are doing the same or approximately the same as him. This almost always interests him, he begins to compare methods of action, all sorts of options and nuances arise, and the method of action is enriched for both. For example, in one group, children independently discovered a technique close to monotype (painting on paper an imprint of a drawing made on another material, for example, on a plastic palette board). The first print came out by accident from two children fiddling with a palette. They liked it, and after washing the tablet, they began to deliberately draw on it and make prints on sheets of paper. Other children also became interested, so we had to find a few more suitable boards. The children applied the paper to the board - some simply with their hands, others with the smooth edge of a plastic toy, others with a handkerchief. Several methods were found, the guys compared who could do it better. In the end, the teacher showed the generally accepted method of “rolling” with the round side of a spoon, established in the craft of artists. This general cultural method arose for children in a wide context of various options, with a clearly comprehended task by them. It turned out that using a spoon to “roll” a design is most convenient - it has a handle, it is moderately round, and it presses the sheet well onto the board. But the spoon did not become the only possible tool. If necessary, it is always easy to replace it with something, at least with a hand, because the function that it performs is extremely clear to children, which means that it was not difficult to choose what to use to perform this function.

At the second stage of the assimilation process, real research activity unfolds, just as at the first stage, only earlier the subject of this activity was the material for artistic activity and its non-specific properties and capabilities, and now - the actual visual properties of the material. Children very accurately identify visual tasks that are solved by one method or another. The methods, as well as the tasks, and each child’s personal reading of them are very diverse, but children, as a rule, are interested in sharing their “secrets of mastery” with each other. They often ask adults for advice and help. This help can be truly effective, since it is not a teaching imposed on the child “from above,” but a response to the request of the child himself.

At the second stage there is an interesting nuance that seems to divide it into two substages.

The child may notice or discover some new way of activity, even the well-known priming. If he opens it in the process of creative manipulation, he is captivated by the neat round spots resulting from the soft pressing of the brush to the paper.

A child experiments with spots. He makes a bunch of them with blue paint and says, “Snow.” Then he arranges them in a double chain and says: “Bear tracks.” These spots are a special way of working with paint, brush and paper, which is now the subject of his research activity. But when the same child becomes interested in a plot-based drawing, he is unlikely to use a new technique. And priming is still an object, not a means. It becomes a means gradually, as one gains experience in its use and masters its possible meanings.

The training according to the adult program, which we often organize for children of both preschool and school age, is sometimes very well organized, it is quite interesting for children, but usually has one significant drawback. It is limited to the first of the described substages of the second stage of mastering methods of action. The mastered method of action remains a subject of mastery for children, but does not turn into a personal means of individual expression that belongs to them. In this case, even an entertaining playful presentation of the material does not help, nor does the high activity of children during a lesson or session help. All the same, a method that remains a subject of mastery, even if outwardly successful, does not become their personal opportunity, is not built into the emerging personality as its affiliation. Children can participate in the lesson with pleasure - it is fun, entertaining, everything works out in it and you are praised for it, but the lesson has passed, and what was needed in it will no longer be useful in other life situations, until the next lesson on the same subject from the same teacher.

This explains the difficulties of teachers who have to replace their colleague who left the school before finishing the class. Children learn in a concrete situational manner; the knowledge, skills and abilities they acquire are also, to a large extent, specific situational. The activities that are organized by the teacher during the lesson do not entirely belong to the children themselves, which means that the methods of action that are used in it, moreover, are specially practiced, also do not belong to the children themselves. Learning is, as it were, valuable in itself, it is not needed in order to later, with the help of new skills, do something important and necessary for oneself personally, but exists in itself, in order to know and be able to answer a question or do something, there is no personal meaning having. And the other teacher asks a little differently, and answers the questions differently, and it is generally unknown what he requires. And only when the children establish experimentally what the new teacher considers proper and good, what a certain way of action, behavior and interaction with him should be in the lesson and outside it, do the children gain some ground under their feet. All this indicates that for children the lesson situation appears as a whole and they do not know what is most important in it: the actual subject content or the features of interaction with the teacher regarding this content. More precisely, they do not distinguish between these two factors, and directly for them, interaction with the teacher, from whom it is impossible to separate the subject of teaching, is undoubtedly more significant. This means that learning activity as such has not yet developed for them, because identifying a learning task is a necessary component of it. At the same time, outside of educational activities, during spontaneous learning, it is quite possible for preschoolers to form an orientation specifically towards the subject of the activity itself (be it some material that is interesting for the children, a way of working with it, or solving a problem that is meaningful for children using this material and method).

III. The stage of using a new method in one’s own creative activity

Spontaneous learning occurs only in conditions when the child’s own activity unfolds - nonspecific manipulative-exploratory, playful or productive, and often mixed, where the features of all three of these types are combined. The components of this own activity belong to the child himself and are not alienated, therefore its content remains relevant for him.

The ability of children to build their own activities is one of the most important prerequisites for building educational activities in the future, during the transition to reactive learning. The lack of the ability of many preschool and school-age children to build such activities on whatever material they have mastered is one of the main troubles and problems of modern primary (and not only primary) education.

It is the construction of one’s own creative activity using acquired skills and knowledge that is the third, very important stage of the learning process, if it proceeds fully. This manifests itself during spontaneous learning; in our example, a child who has discovered and mastered the method of dabbing suddenly begins to use it when drawing freely, being captivated not by the method itself, but by the subject or plot content of the image and efforts to convey it as best as possible.

The arrival of such a moment means that the method has truly become the child’s personal property; now it is his own opportunity, his tool. The result of learning has become the “brick” of the child’s developing personality, which is built precisely from such “bricks”: recreated, re-grown ways of action, developed at the same time over many generations by human culture. If such a “brick” did not arise “from within”, but was introduced “from the outside”, it, without becoming the material of a developing personality, remains mechanically attached to it and will be lost at the first opportunity, hardly leaving noticeable traces.

But it happens that a skill or knowledge brought from outside finds a kind of resonance with those formations that already exist in the developing personality. That is, the child already has something similar in his luggage (opposite, somehow connected in meaning, form or place in his life), which will make the new something not indifferent, relevant to the child and his experience and, ultimately, not alienating for him . It can be assumed that this is precisely the mechanism of learning, which, being built not “from the inside”, but “from the outside”, according to the reactive principle, “according to the adult program”, still gives real, not formal results in children. Good teachers always build learning taking into account the personal experience, interests and abilities of children, so such learning, as a rule, is effective.

Nevertheless, almost always education based on an adult’s program, both for preschoolers and schoolchildren, suffers from the insufficiency of this last stage - the use of new knowledge or skill in the child’s own creative activity as a means that personally belongs to him. The use of a new method is often organized in a lesson or lesson, but only in special educational tasks that are of the same conditional nature for the child and are not directly related to him.

Another possible way is to create a new space of relevant meanings together with children. This is a common occurrence in high school, where children begin to become interested in the principles of science. Unfortunately, this common occurrence is becoming less and less common. This happens because the creation of new actual meanings presupposes the presence of the most ideal, internal space where they can “settle” and which can be structured with their help. To understand it as an initial one, it is necessary that the child, who has reached the appropriate stage in his development, has a space of actual meanings that is adequate to his age.

The teacher, who spontaneously went through the first two stages of training, at this third stage was able to purposefully use communication positions in working with students, their parents, work colleagues and other people. At the same time, at first she solved almost all the problems that arose with the help of data taken from the “psychology of communication” course, and only after some time did they take an adequate place in the content of her pedagogical skills.

Having examined the learning process, we identified three stages, three stages.

The first of these stages is immersion in the material. This is the stage of free experimentation with new material, which outwardly looks like non-specific manipulation of it. This is a deeply creative process of the subject acquiring his own, unique, personally colored experience of acting with the material in all ways available to him. As a result, some methods turn out to be preferable and provide more pleasure, others are gradually forgotten because there was nothing interesting either in them or in their results. In order for the second stage to occur, the first must be fully realized.

The second stage is the emergence among the methods of action with new material those that are preferable in accordance with its general cultural meaning, highlighting this meaning as relevant for the child, building those methods of action that are embedded in the material, working out these methods as a subject of interested development and turning them from an intrinsically valuable object of activity in its means.

The third stage can occur only after the second has been fully realized. It should be especially emphasized that the new method or knowledge actually turns from an object of activity of the subject into his personal opportunity, ability, tool. At the third stage, the learner uses the acquired knowledge or skill for his own, personally relevant purposes. He makes the new medium an instrument of his own creative activity.

The three listed stages of the learning process do not replace each other mechanically. In conditions of complex, multidimensional and multi-semantic non-alienated activity, some of its components and aspects may be at the stage of immersion (including as fragments-distractions, without losing the general meaning and purpose of the activity in which they are included), others - at the stage of developing a method of action, and others - at the stage of use as an already appropriated full-fledged means. In the implementation of such complex, multidimensional activities, more and more new aspects may arise.

“A lesson is a form of promotion

Methodical

Skills.

Forms of organization

Educational process."

“The lesson is the sun around which, like planets, all other forms of educational knowledge revolve.”

In science, the concept of “form” is considered both from a purely linguistic and philosophical position. In the explanatory dictionary of S.I. Ozhegov’s concept of “form” is interpreted as a type, device, type, structure, design of something, conditioned by a certain content.

In relation to learning, form is a special design of the learning process. The nature of this design is determined by the content of the learning process, methods, techniques, means, and types of activities of students. This design of learning represents the internal organization of content, which in real pedagogical activity is the processinteraction, communication between teacher and students when working on certain educational material.

This content is the basis for the development of the learning process itself, the method of its implementation and contains the possibilities of unlimited development, which determines its leading role in the development of learning.Consequently, the form of teaching must be understood as a design of segments, cycles of the learning process, implemented in a combination of the teacher’s control activity and the controlled learning activity of students in mastering a certain content of educational material and mastering methods of activity.

In the process of learning and its organization, there is a clear focus on the implementation of the leading components of the content of education: knowledge, methods of activity (skills and skills), experience of creative activity and experience of emotional-value relations. A skillful choice of the form of the learning process allows this direction to be carried out most effectively. What are “forms of organizing the educational process”? Even leading experts find it difficult to say what forms of organization of the educational process are and how they differ from teaching methods.

According to I.M. Cheredov, the form of organization of the educational process is a special design of a link or set of links of the educational process.

VC. Dyachenko believes that the concept of “form of organization of the educational process” can be scientifically substantiated only if a scientific definition of the basic concept of “learning” is given. “Learning is communication, in the process of which the knowledge and experience accumulated by humanity are reproduced and assimilated.”

The form of organization of cognitive activity should be understood as “... the purposefully formed nature of communication in the process of interaction between the teacher and students, differing in the specific distribution of educational and cognitive functions, the sequence and choice of links of educational work and the mode - temporal and spatial.” The main product of a teacher is a lesson. During his professional career, the teacher gives more than 25 thousand lessons. A lesson is a complex psychological and pedagogical process, to which hundreds of different requirements are presented.

A lesson is the main component of the educational process. A traditional lesson lasts 40 - 45 minutes or 2700 seconds: and in each of these periods of time, both interest in the subject and mortal boredom can arise. A class can rally around a thought that captures the kids' hearts, but it can easily become a group indulging in dangerous idleness. The value and significance of “lesson” seconds, minutes, hours, years in the fate of children determines the qualifications of the teacher and the effectiveness of his work.

For any teacher, a lesson is hard work, meaning 40-45 minutes of concentration and tension. After a good lesson, you can feel tired, but at the same time satisfied and happy. Lessons in a modern school require enormous preparatory work, great knowledge, readiness of the soul, and morality.

What is a lesson?

A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.

A lesson is a form of organizing training with a group of students of the same age, a permanent composition, classes on a fixed schedule and with a uniform training program for all.

This form presents all components of the educational process: goal, content, means, methods. Organization and management activities and all its didactic elements. The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal, and only then the determination of the method - how the teacher will act so that the goal is achieved.

Lessons are classified based on the didactic goal, the purpose of organizing lessons, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing the educational activities of students.

All forms can be divided into general and specific.

General forms of students' educational work.

V.A. Slastyonin gives the following classification of forms of teaching, depending on the structure of the pedagogical process. The advantage of this classification is the determination of the location of the learning process, which is not found in other classifications.

The most common classifications are V.K. Dyachenko and I.M. Cheredov, based on the structure of educational communication.

General forms of educational work (V.K. Dyachenko).

General forms of students’ educational work (M.I. Cheredov)

Comparison of common forms of training.

Form name	Advantages	Flaws
Individual	Independent assimilation of knowledge, formation of skills, development of students’ self-esteem, cognitive independence, good control is carried out.	The development of children with a low level of educational opportunities is inhibited, leading to cheating, hints, and the lack of social activity of schoolchildren.
Group	Mutual assistance, distribution of responsibilities, development of a sense of responsibility for the result of joint activities, incentive for creative competition.	A weak student can be put in a passive position, only leaders can work, and the rest can be written off.
Steam room	Students give mutual assessment of each other's actions and deeds; this work is effective for a short time (5 - 7 minutes), improves the quality of the work performed, and the fear of mistakes in front of the teacher disappears.	There is a danger of false camaraderie; it is impossible to objectively assess the level of knowledge of students. The normal course of individual educational activities is disrupted.
Collective	Each student is alternately a student and a teacher, responsibility for their knowledge to the team increases, the cognitive activity of students is activated, initiative and hard work develop.	The inability of some teachers to professionally organize this form, insufficient time in lessons, and lack of formation of the team will lead to an undesirable result: those who ask for help are told: “Teach it yourself, what’s difficult here.”

Types of lessons.

Classification of types by purpose.

1 type. A lesson in learning new knowledge.

By type it is: traditional, lecture, excursion,

Research, educational and work workshop, etc.

Type 2 Lesson to consolidate knowledge.

In appearance it is: workshop, excursion, interview,

Consultations, etc.

Type 3 A lesson in the integrated application of knowledge, skills,

Skills

By type it is: seminar, workshop, laboratory

Work, etc.

Type 4 Lesson of generalization and systematization of knowledge.

By type it is: seminar, round table, conference

Etc.

Type 5 Lesson on control, assessment and correction of knowledge.

In appearance it is: a test, a public review of knowledge

Etc.

All lessons are combined.

The problem of today's schools is the low efficiency of traditional classes. This thesis does not really need proof. Suffice it to say that the modern student is not ready for independent life, and both parents and teachers themselves, as a rule, are not satisfied with the results of their education, since the child’s potential is not fully revealed.

What is this connected with? Currently, a traditional lesson does not ensure the full involvement of each student in the educational process, since the child is not an active subject, but rather an object of influence: the teacher himself plans the learning process and makes changes in the student’s activities. Thus, the child, remaining passive, does not have the opportunity to express himself or develop personal qualities.

The search for different models helped to identify additional resources for improving the traditional lesson. The Laboratory of Methodology and New Educational Technologies of the Krasnoyarsk IPK of Education Workers has developed a lesson structure, which is called “four-stroke” because it combines all four organizational forms of training identified by V.K. Dyachenko. The inclusion of work in pairs (permanent and rotating) in the lesson structure in combination with other forms of education helps more children to actively participate in the educational process and demonstrate their mental activity.

The structure of a “four-stroke” lesson.

1. Frontal work, where problematization occurs and a minimum of educational material is presented;

2. Work in constant pairs - repetition. Consolidation of the material presented in the previous frontal work;

3. Work in pairs of shift composition - deep mastery of individual aspects of the material on the topic being studied;

4. Individual work - independent completion of tasks on the topic of the lesson.

The sequence could be: 1-2-1-2-3-1-2-3-4.

Thinking begins with a question that can be asked by someone or someone. This is best done in pairs. Firstly, it gives you the opportunity to communicate more, and secondly, it’s difficult to “sit out” when the question is asked specifically to you.Important tasks and concepts require a comprehensive consideration of them. And here, working in shift pairs is best suited. A student, considering the same problem from different angles, looks at it through his own eyes and through the eyes of other children. There is an enrichment in different ways of thinking, gaps are detected in time, and correction occurs.

One of the techniques for changing partners is the well-known game “Stream”.Each student has his own task. Children sit in a row in pairs, then movement begins: from the first desk the student goes to the last, and the rest move one desk forward. The movement continues until all students return to their seats. It is also possible to work in rotating pairs, when a pair is created at the request of the child. A free student goes to the board and finds a partner. Children really like this kind of work.

You can also organize work in consolidated groups. The class is divided into groups. In each group, a commander or leader is selected. The lesson begins with frontal work, during which the teacher poses a problem and finds out the level of knowledge of students on this topic. For example, when studying the topic “Air,” the teacher asks the question: “What is air and what do you know about it?” The answers may be correct or incorrect. Based on the children's answers, the teacher identifies the problem and helps each student determine the end result, as well as plan further actions. Then, in free groups, the guys work in rotating pairs according to Rivin’s method: they study the text. The result of this work will be a text plan. In addition, children answer questions from the text and create their own “smart” questions. Strong students are offered creative tasks. Each group keeps its own diary, in which they record the topic of the lesson and the outline of the text. Here the lexical meaning of words is clarified. The lesson ends with frontal work, where each group presents its plan and proposes its questions. During the discussion, it becomes clear how accurate the plan is and matches the content.

Organization of group work.

With the cooperation of children working together in a group, the depth of understanding of educational material increases, the nature of the relationship between children changes: indifference disappears, class cohesion increases, children understand each other better, self-criticism grows; students acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior taking into account the position of others.

When learning based on communication (in a group), the following is carried out:

Transferring acquired knowledge to each other;

Cooperation and mutual assistance of students;

Distribution of labor;

Teaching based on student abilities;

Development of thinking;

Activation of educational and cognitive processes;

Self-control and self-esteem;

Independent goal setting and choosing your own

Method of decision, opinion, judgment.

Options for organizing group work.

- the group performs a common task, but each member of the group

Does his part of the work independently of others;

- the overall task is performed sequentially by each

Member of the group;

- the problem is solved with immediate simultaneous

The interaction of each group member with everyone

The rest of its members.

In Russian language lessons, when writing expositions, a combination of all forms is used, while it is based on Rivin’s reverse technique, which involves restoring the text according to a drawn up plan.

Work in pairs when writing statements.

- Presentation of the text and its primary perception. In pairs, students restore the content of the text (retell it to each other), correct and supplement their understanding.

- Repeated perception of the text (this may be

Individual work): independent reading,

Hearing.

- Working on a plan: dividing the text into parts,

Title of each part (number of interchangeable

There must be no less than allocated units);

- vocabulary and spelling training: maybe

Conducted in the form of mutual training or frontally;

- Writing a presentation. In rotating pairs, students

Read the points of the plan and reconstruct them in detail

Be sure to carry out mutual verification and correction.

Short description

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:

INTRODUCTION 3
1. THEORETICAL ASPECTS OF ORGANIZATION OF THE EDUCATIONAL PROCESS 5
1.1 The concept of “educational process” 5
1.2 Educational projects 7
1.3 Learning task 11
2. FORMS OF TRAINING ORGANIZATION 16
2.1 The essence of forms of organization of the learning process 16
2.2 Functions of training forms 25
3. EFFECTIVENESS OF ORGANIZATION OF THE EDUCATIONAL PROCESS 28
3.1 Principles of effective organization of the educational process 28
3.2 Indicators of 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 the holistic pedagogical process is the learning process or educational process.

This is a very complex process of objective reality, inferior, perhaps, only to the processes of education 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 different natures.

The relevance of the work is beyond doubt, since in recent years there has been increased interest in the theory of optimization of educational processes due to the widespread use of technology in education, as well as the significant financial costs required to obtain a high-quality education. Thus, the urgent task for methodologists, sociologists, economists and valeologists is properly planned and organized teaching.

Education is the most important and reliable way to obtain systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the harmonious development of the individual, unity of content and procedural aspects), training at the same time has specific, qualitative differences.

Being a complex and multifaceted specially organized process of reflecting real reality in a person’s consciousness, learning is nothing more than a specific process of cognition, controlled 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 happens through communication. The word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of practical cognitive activity of schoolchildren. It is also closely connected with value-orientation activities, which have as their 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 the entire pedagogical process, has a task structure, and, consequently, the movement in the learning process goes from solving one educational task to another, moving the student along the path of knowledge: from ignorance to knowledge, from incomplete knowledge to more complete and accurate knowledge. Training is not limited to the mechanical transfer of knowledge, skills and abilities. This is a two-way process in which teachers and students (students) are in close interaction: teaching and learning. At the same time, teaching should be considered conditionally, since the teacher cannot limit himself to just presenting knowledge - he develops and educates, i.e. carries out holistic pedagogical activities.

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:

study what the educational process is like;
consider existing forms of organizing the educational process;
study the efficiency indicators of the organization of the educational process;
consider ways to improve the organization of the educational process.

1. theoretical aspects of organizing the educational process

1.1 The concept of “educational process”

In modern pedagogy, learning is characterized as a type of human cognitive activity. A student at school, in every lesson in any class, studies the socio-historical experience of mankind and gets to know the world around him. He develops skills and abilities related to educational activities. His brain reflects the objects of reality being studied. The learning process is therefore a process of student cognition of the surrounding world.

However, a person learns about the world around him in other types of activities: work, play, art, music and aesthetics. What are the essential features of the learning process?

The learning process is, first of all, the process of the student’s cognition of the world around him. This feature indicates the similarity of learning with any types and forms of human cognitive activity, that the learning process is based on the general laws of human cognition of the world around us, the theory of knowledge of dialectical materialism is the methodological basis of the learning process.

Learning is a specially organized cognitive activity. The structure of training differs significantly from gaming, artistic, visual, labor and other types of 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.

Learning as a specially organized activity accelerates the pace of individual development, which is based on biological, psychological, social and other laws. During the learning process, a child learns about the surrounding reality more, deeper, and more diversely than during the same time outside the learning process.

It took Newton many years to discover the laws of mechanics, but at school these laws are studied over the course of several lessons. The grammatical patterns of a language are formed over thousands of years, 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, a child masters the experience of humanity, which has been formed over centuries and millennia.

Learning is the process of a student mastering the known patterns of the surrounding world. One of the ways for a person to understand patterns is to understand the patterns in the socio-historical development of a person, in the process of his work activity. Another way is to understand the patterns in individual human development. Such knowledge is possible only in conditions of learning. After all, a person must learn the laws accumulated in the experience of mankind, and not just what he himself can learn as a result of contacts with objects, phenomena, and events of the surrounding reality. A child cannot independently master a scientific system of knowledge if he is not taught it.

Education makes it possible to assimilate in individual development the patterns learned in the experience of mankind over many years. Therefore, the main thing in teaching becomes educational material, an educational book, a textbook in which the experience of mankind is modeled and recorded.

Having considered the essential features of learning, we can give the following definition to 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 surrounding world.

The learning process with such a characteristic in historical development will tend to be independent and will acquire its own logical structure. Knowledge in human experience is rapidly increasing. This means that over the same period of study, with the same brain structure, the student will assimilate an ever-increasing amount of knowledge with ever-increasing depth. Independently, without targeted guidance, a student cannot master the experience of humanity and prepare himself for work in social production. There is a need for a specially trained person. It carries within itself that part of the socio-historical experience that the student must learn. This is a teacher. The role of the teacher in preparing students for life, for work, and in the formation of a person’s personality cannot be overestimated.

Learning is a joint activity between teacher and students and is two-way in nature. Thanks to the activities of the teacher, learning is carried out on the basis of developed goals, content and programs, and learning 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 an 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 Educational projects

Fundamentally important for methodology as a doctrine of the organization of activity is the question of the distribution of activities (and actions) in time, i.e. about the organization of its time structure.

Let us consider the organization of the process of educational activity (its time structure) in the logic of the modern design and technological type of organizational culture. Actually, in recent years, its ideas and approaches are rapidly penetrating the education system - after all, such widespread concepts as “educational project”, “educational program”, “technologies” (educational, pedagogical, training, etc.), “pedagogical diagnostics” ", "quality criteria", etc. – and are already attributes of design and technological culture.

A project is defined as “a time-limited, targeted change in a separate system with established requirements for the quality of results, a possible framework for the expenditure of funds and resources, and a specific organization.” From the student’s perspective, educational programs are educational programs in the modern interpretation (except for the training and education of children at a very early age - in family education, which, as a rule, is not designed by parents, is not identified in the form of specific projects, but is carried out intuitively) . Educational programs: preschool education, general education (primary, basic and full secondary), primary, secondary, higher and postgraduate, vocational education cover fairly long periods of time and for the student are complete, completed cycles of educational activity - innovative, productive. That is, the educational program meets all the characteristics of the project.

Each project, as is known, includes three phases: the design phase (goal formation), the technological phase (goal fulfillment), and the reflective phase (control, evaluation and reflection). The specificity of the educational project is that the student’s participation in the design of the learning process and goal setting is extremely limited, especially at a younger age. Other people design the educational program: developers of educational content 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 student’s detachment from constructing learning goals is obviously an objective and inevitable phenomenon. From birth until the end of basic school, the student has almost no choice (with the exception of elective courses and additional education in technical creativity clubs, music, art, sports schools, etc.). After graduating from basic school, a student can choose an educational path - continue his education in secondary 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 much attention is paid to student-centered education means that the student has the opportunity to choose an educational path within the existing set of educational programs (as well as, in a more detailed version, subprograms).

Even after graduating from a professional educational institution, including a higher one, in the system of advanced training, the goals and content of training are set mainly from the outside - by other people. And only in the self-education mode does the student have complete freedom of choice and can independently determine the goals of learning: what to learn, 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 their capabilities are, etc., as well as providing students with program guides for the courses they are studying - providing them with educational materials in advance programs (which was not traditionally done - the curriculum was always held in the hands and in the head by the teacher, the teacher, but not the student), all the homework for the entire course, exam programs, etc. so that the student can plan his educational activities for a sufficiently long period. In addition, many schools and municipal education systems began to use so-called “educational maps” containing information about possible educational routes. Travel games are organized with students using these maps. The magazine “Education and Career” began to be published at the federal level. And so on.

The design phase includes four stages: conceptual (with stages: identifying contradictions, formulating a problem, defining problems, defining goals, forming criteria, identifying alternatives); modeling (with stages: model building, model optimization, selection); design (with stages: decomposition, aggregation, study of conditions, program construction); technological preparation of the 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.

Introduction. 2

1. Conceptual apparatus of the learning process 4

2. General concept of the process of cognition and the learning process 5

4. Cognitive activity of students in learning. 13

5. Problem-based learning as the main way to activate students. 16

Conclusion. 23

Literature. 24

Introduction.

The learning process is a broader concept than the educational process. In the first case, we are talking about an abstract representation of the interaction between teacher and student. The educational process is the specific implementation of the learning process in a particular class in a subject.

Teaching is a way of organizing the educational process. It is the most reliable way to receive systematic education. At the heart of any kind or type of learning is a system: teaching and learning.

Teaching is the activity of a teacher in:

Transfer of information;

Organization of educational and cognitive activities of students;

Providing assistance in case of difficulties during the learning process;

Stimulating interest, independence and creativity of students;

Assessing students' educational achievements.

The purpose of teaching is to organize effective learning for each student in the process of transmitting information, monitoring and evaluating its assimilation. The effectiveness of teaching also requires interaction with students and the organization of both joint and independent activities.

Teaching is the student’s activity in:

Mastering, consolidating and applying knowledge, skills and abilities;

Self-stimulation for searching, solving educational problems, self-assessment of educational achievements;

Awareness of the personal meaning and social significance of cultural values and human experience, processes and phenomena of the surrounding reality. The purpose of the teaching is to understand, collect and process information about the world around us. The results of learning are expressed in knowledge, abilities, skills, a system of relationships and the overall development of the student.

The purpose of the essay: to consider the epistemological foundations of the learning process.

1. Conceptual apparatus of the learning process

One of the two main processes that make up the holistic pedagogical process is the learning process.

Didactics (from the Greek "didakticos" - teaching and "didasko" - studying) is a part of pedagogy that develops the problems of teaching and education.

The term “didactics” first appeared in the title of the main work of J. A. Komensky, the great Czech teacher. This was the “Great Didactics,” representing the universal art of “teaching everything to everyone.”

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