General forms of organizing students' educational activities. Forms of organization of educational activities

Educational work in school and other educational institutions is impossible without its clear organization. Even in very distant times, progressive scientists and teachers were looking for forms of organizing educational work that would contribute to the successful solution of educational problems. Organized training is always carried out in a specific system, i.e. requires a certain order and rational sequence. There are three teaching systems known in pedagogy:

1) individual training;

2) class-lesson system;

3) lecture-seminar system (individual - group)

At individual training each student completes his or her own task, and even if the teacher works with a group, work with each student is carried out separately. Individual learning originated a very long time ago, and was especially widespread in medieval schools. Despite a number of positive aspects (direct contact between the teacher and students, the ability to provide timely help to the student in case of difficulties), this system has significant drawbacks: the teacher spends his time and effort on only one student, there is no group of students in such classes, which reduces their educational value .

Classroom lesson the system that arose in the 16th century was a big step forward. Became more popular in the 17th century. Introduced by Jan Amos Kamensky.

The essence of the classroom-lesson system is as follows:

1) students are grouped into classes by age and level of training and perform common work;

2) the training course is divided into sections and topics, which, in turn, are divided into a number of evenly and sequentially located parts, following one after another according to a specific lesson schedule.

The advantages of the classroom-lesson teaching system are its cost-effectiveness, the fact that it ensures accessibility, consistency, strength of learning and creates conditions for the formation of a team of students. With a class-lesson system, the role of the teacher is great, who is the organizer and leader of the educational process. educational process, his main figure.

Flaws. In this system, the load on the teacher increases; the teacher must introduce a differentiated and individual-personal approach. Must be able to divide into different groups, must provide material so that it is appropriate for all children.

At lecture-seminar (individual - group form) In the system, the main forms of training are lectures and seminars. Also characteristic is the division educational process into individual units and the presence of specialized forms of the educational process in each unit (lectures, seminars, practical classes, colloquiums). With this training system, various educational groupings are created: streams, groups, subgroups. In addition, classes can be conducted with individual students according to an individual plan.

The lecture-seminar system has its disadvantages and advantages. The disadvantage is that the teacher is somewhat distant from the students. At the same time, depth and scientificity of training are ensured, the best technical equipment, efficiency. This education system is typical for universities and partly for senior secondary schools.

The lecture-seminar system has following forms organization of educational work: lectures, workshops, seminars, consultations, electives.

Lecture- this is a detailed and organized systematic presentation of the essence of a particular problem of scientific, socio-political, moral or ideological-aesthetic content. The logical center of the lecture is some theoretical generalization related to the sphere of scientific consciousness. The specific facts that form the basis of a conversation or story here serve only as an illustration or as a starting point.

The persuasiveness of evidence and arguments, validity and compositional harmony, the lively and sincere word of the teacher contribute to the ideological and emotional impact of lectures.

It's pretty complex shape organizations educational activities. The teacher must not only clearly present the educational material in a strict logical sequence, but also maintain the attention and thinking of listeners for sufficient high level throughout the lecture. For this purpose, as well as to improve the perception of the material and its understanding, various methodological techniques are widely used in the process of reading a lecture: questions are asked from the audience, drawings and tables are shown, chalk notes are given on the blackboard, vivid facts and examples are given, gestures and facial expressions are used, changes intonation and strength of voice, etc.

Students respond especially sensitively to the teacher’s bright and independent style of thinking, to his ability to find an original, unexpected twist on a topic, to separate fact from opinion about fact, and to express his personal attitude to the material being communicated. Widespread development of funds mass media gave rise to the phenomenon of accelerated awareness of students about various events and aspects of the modern world. This, of course, cannot be ignored. At the same time, it is not difficult to see that to some students half-knowledge appears to be real knowledge. Knowledge acquires a personal meaning, becomes not a passive accessory of mental baggage, but a principle of action, if it is obtained as a result of critical mental work and has passed the test of strength in real life and activity. This appears to be valid knowledge. It is necessary to teach students to go beyond the obvious, to make the transition from phenomenon to essence.

Knowledge acquires a personal meaning, becomes not a passive accessory of mental baggage, but a principle of action, if it is obtained as a result of critical mental work and has passed the test of strength in real life and activity.

Seminars are used as a form of creative discussion of a topic or individual issues in the humanities (literature, history, social science). Their goal is to expand students' independent work. For the seminar, students (2-3 people) prepare reports using additional literature. These reports are discussed at the seminar, so all students prepare for it, and even special co-speakers and opponents are allocated who must supplement, evaluate the reports, refute or support certain provisions. The teacher’s introductory speech and summing up its results in the final speech are of great importance at the seminar. The seminar form of classes is used in combination with other forms of training organization.

Consultations are carried out at a specially designated time, mainly before the session, with students who, for some reason, have gaps in knowledge or want to streamline them.

The purpose of the workshops is the development of skills to solve problems of a theoretical and production nature. During the hours allocated for workshops, students work in small groups (3-5 people) in laboratories or in practice, guided by the instructions given to them by the teacher. The workshops end with a report.

The main task of elective classes is to deepen knowledge, development of abilities and diverse interests of students. Electives are established by the school or university, and students choose them in accordance with their interests and inclinations. Electives involve a more in-depth study of certain academic disciplines or those that are not in the curriculum, for example, the basics of ethics, aesthetics, certain types of arts, and technology. Elective classes are one of the means of differentiated learning.

Forms of training organization

Pedagogical form- sustainable, complete organization of the pedagogical process in the unity of all its components. Form is considered as a way of expressing content, and therefore as its carrier. Thanks to the form, the content takes on an appearance and becomes adapted for use (additional classes, instruction, quiz, test, lecture, debate, lesson, excursion, conversation, meeting, evening, consultation, exam, line, review, raid, etc.). Any form consists of the same components: goals, principles, content, methods and teaching aids.

All forms are in complex interaction. In each form, student activities are organized differently. Based on this, forms of student activity are distinguished: individual, group and frontal (collective, mass). In our opinion, it is more professional to consider the forms of educational organization not by the number of students participating in the educational process, but by the nature of the connections between them in the process of cognitive activity.

Customized form- in-depth individualization of learning, when each student is given an independent task and is expected to have a high level cognitive activity and independence of each student. This form is appropriate for performing exercises, solving problems of various types, programmed training, deepening knowledge and eliminating gaps in it.

The named forms of organizing students' educational activities are very valuable and effective only in conjunction.

Group form - provides for dividing a group of students into subgroups to perform certain identical or different tasks: drawing up a technological route or studying technological process, design of fixture or instrument, performance of laboratory and practical work, solving problems and exercises.

Frontal form- involves the joint activity of the entire educational group: the teacher sets the same tasks for everyone, presents the program material, the students work on the same problem. The teacher asks everyone, talks with everyone, controls everyone, etc. Students are ensured simultaneous advancement in their studies.

It is necessary to distinguish between forms of training and forms of organization of training. Forms of training reflect the way of interaction between the teacher and students: individual form, collective, individual-group, pair, group (team), pair.

Forms of organization of training are a specific design of a separate, relatively complete unit of training, which is filled with specific content and is subject to specific goals. These forms are: lesson, lecture, seminar, practical exercise, etc.

The main form of education for several centuries (it emerged in the 17th century) has been the classroom-lesson form. The lesson, despite its many shortcomings, remains the most reliable and universal form of teaching in school. Classroom system they tried to modernize it many times, thanks to innovative teachers, many interesting discoveries were discovered, but none of the options found could yet replace the lesson, but only helped to enrich and supplement it.

At the end of the 18th century. English priest A. Bell and teacher J. Lancaster developed and introduced the so-called Bell-Lancaster system mutual teaching, the teacher first taught the elders, and then the elders taught the younger ones. Despite the positive aspects of peer learning, the quality was low.

Created at the end of the 19th century. Mannheim system(named after the city of Mannheim in Germany) was associated with the division of the educational process into streams: for the most capable, children with average abilities, those with little ability and the mentally retarded.

In the 20th century teacher E. Parkhurst proposed a system called Dalton plan(Dalton, USA). Students received an assignment at the beginning of the year and could study in laboratories and workshops, reporting at a set time on completed assignments. There was no schedule, individual work was carried out in the presence of a teacher according to a free schedule, but the subject principle was respected. In a Soviet school in the 20s. individual work was replaced by group work, and the method was called brigade-laboratory.

Nowadays, the ideas and methods of the Dalton Plan have been used in the model of the American “Leader” school, which has become somewhat widespread in Russia. Also known: Trump's plan - a combination of a lecture system with individualized training; the method of “educational units”, in which a flexible schedule is introduced depending on the teacher’s request for the time required to study a certain topic; the “graduated classes” project, when a student could go beyond the curriculum of the year of study (for example, in one subject study according to the 9th grade program, in another - 10th grade). A modern lesson has many types: introductory lesson, lesson on consolidating material, lesson on systematization and generalization of material, test lesson, combined lesson, problem-based or problem-search (M. Makhmutov, I. Ya. Lerner), heuristic lesson (A.V. .Khutorskoy), etc.

For higher education, the main forms of conducting classes are lecture and seminar, which arose in the first universities of Europe in the 12th-14th centuries. Lecture(from lat. Lectio- reading) then took place as a loud reading with comments on scientific and religious treatises and works, which before the advent of printing were inaccessible to many and incomprehensible. But over the centuries, its role has changed, and now a lecture is a form of live communication between a teacher and students. Criticism associated with the passive position of the student is, to a certain extent, justified in relation to a purely informational lecture, because Currently, there are many information modern media for learning. However, due to the fact that many students who do not have experience in selecting and processing multiple information find it difficult to organize their own learning, the teacher acts as a kind of pilot in this information ocean. In addition, information quickly becomes outdated, so the teacher can skillfully make adjustments to the educational material. A modern lecture not only provides information, but is also designed to generate interest in the field being studied, teach analysis and evaluation, and reveal the scientific foundations modern techniques and technology. A modern lecture often loses its monologue character; for experienced teachers, it turns into live communication with the audience, stimulating and developing the thoughts and consciousness of students.

Seminar– a form of students’ independent work with presentation of its results. Unlike school lessons on questioning the material studied, a seminar at a university in many respects does not repeat the material of the lecture given, but is intended to develop the skills of independent study of educational material by students. Like lecture, seminars are often held in high schools. Seminars and practical classes serve several functions:

Current monitoring of the results of students’ independent work, their ability to work with primary sources;

Mastering by students the skills of independent presentation with oral reports and messages; justifying and defending one’s own point of view;

Teaching students the rules of discussion and the ability to listen to partners;

Identification of individual learning difficulties in individual students;

Identification of personal characteristics of students that can have a positive or negative impact on further education.

Special seminars And special workshops are usually carried out in senior years within a narrower specialization and involve mastering special means of professional activity in the field of science or practice chosen for specialization.

IN laboratory work integration of theoretical and methodological knowledge with practical skills of students is carried out in conditions of varying degrees of proximity to real professional activity.

Under method understands the way of joint activity of the teacher and students in the process of setting and solving educational problems. When designing a process, the method acts as a model of the upcoming activity. The method can also be defined as a system of purposeful actions of the teacher, organizing the cognitive and practical activities of students in solving educational problems.

Reception- a part, an element of the method and at the same time its concrete embodiment. The nature of the techniques used largely determines the essence of the method. For example, a teacher’s story can be embodied through the techniques of description, narration, dramatization, or can be used through the techniques of reasoning, comparisons, and analysis of situations; conversation method - through questions that require reproduction, students’ independent search for answers, as well as through questions from the students themselves. The use of various techniques also changes the nature of the method. In the first case, it will be either a reporting or a subject-analyzing story. In the second - repetitive or heuristic conversation.

Teaching Methodology– a set of methods and techniques. The methodology can be variable and dynamic, depending on the nature of the educational material, the population of students, and other conditions educational process. Proven standard techniques are transformed into technologies.

Technology– a fairly rigidly fixed sequence of operations that guarantees the achievement of a given result. The technology contains a specific algorithm for solving educational problems. In education, due to the complexity and ambiguity of the problems being solved, technologies are not universal in nature: the nature of the implementation of technology is influenced primarily by the personality of the teacher. Pedagogical activity is subjective by nature, the teacher is always the author of his pedagogical activity, therefore it is almost impossible to strictly follow the algorithm for implementing the technology. More often, the teacher designs a specific methodology based on the selected technology. As we understand, it is impossible to repeat the author’s pedagogical technology, because the personality of the teacher becomes a component of this technology.

1) individual training;

2) class-lesson system;

3) lecture-seminar system (individual - group)

Classroom lesson the system that arose in the 16th century was a big step forward. Became more popular in the 17th century. Introduced by Jan Amos Kamensky.

The essence of the classroom-lesson system is as follows:

1) students are grouped into classes by age and level of training and perform common work;

The advantages of the classroom-lesson teaching system are its cost-effectiveness, the fact that it ensures accessibility, consistency, strength of learning and creates conditions for the formation of a team of students. In the classroom-lesson system, the role of the teacher is great, who is the organizer and leader of the educational process, its main figure.

At lecture-seminar (individual - group form) In the system, the main forms of training are lectures and seminars. Also characteristic is the division of the educational process into separate units and the presence of specialized forms of the educational process in each unit (lectures, seminars, practical classes, colloquiums). With this training system, various educational groupings are created: streams, groups, subgroups. In addition, classes can be conducted with individual students according to an individual plan.

The lecture-seminar system has its disadvantages and advantages. The disadvantage is that the teacher is somewhat distant from the students. At the same time, the depth and scientific nature of training, the best technical equipment, and efficiency are ensured. This education system is typical for universities and partly for senior secondary schools.

The lecture-seminar system has the following forms of organizing educational work: lectures, workshops, seminars, consultations, electives.

The persuasiveness of evidence and arguments, validity and compositional harmony, the lively and sincere word of the teacher contribute to the ideological and emotional impact of lectures.

This is a rather complex form of organizing educational activities. The teacher must not only clearly present the educational material in a strict logical sequence, but also maintain the attention and thinking of students at a fairly high level throughout the lecture. For this purpose, as well as to improve the perception of the material and its understanding, various methodological techniques are widely used in the process of reading a lecture: questions are asked from the audience, drawings and tables are shown, chalk notes are given on the blackboard, vivid facts and examples are given, gestures and facial expressions are used, changes intonation and strength of voice, etc.

Students respond especially sensitively to the teacher’s bright and independent style of thinking, to his ability to find an original, unexpected twist on a topic, to separate fact from opinion about fact, and to express his personal attitude to the material being communicated. The widespread development of the media has given rise to the phenomenon of accelerated awareness of students about various events and aspects of the modern world. This, of course, cannot be ignored. At the same time, it is not difficult to see that to some students half-knowledge appears to be actual knowledge. Knowledge acquires a personal meaning, becomes not a passive accessory of mental baggage, but a principle of action, if it is obtained as a result of critical mental work and has passed the test of strength in real life and activity. This appears to be valid knowledge. It is necessary to teach students to go beyond the obvious, to make the transition from phenomenon to essence.

Consultations are carried out at a specially designated time, mainly before the session, with students who, for some reason, have gaps in knowledge or want to streamline them.

Forms of training organization

Customized form- in-depth individualization of learning, when each student is given an independent task and a high level of cognitive activity and independence of each student is assumed. This form is appropriate for performing exercises, solving problems of various types, programmed training, deepening knowledge and eliminating gaps in it.

The named forms of organizing students' educational activities are very valuable and effective only in conjunction.

Group form - provides for the division of a group of students into subgroups to perform certain identical or different tasks: drawing up a technological route or studying a technological process, designing a device or tool, performing laboratory and practical work, solving problems and exercises.

Homework-logical continuation of classroom lessons on the instructions of the teacher with established deadlines. Didactic goals: consolidation, deepening, expansion and systematization of knowledge; formation of skills; independent mastery of new program material; development of independent thinking. There is a distinction between current and advanced homework (consolidating knowledge learned in class)

Excursion- organizational form of training that allows you to study various items, phenomena and processes based on their observation in natural conditions, establish a direct and more effective connection between learning and life, develop students’ cognitive abilities (attention, perception, observation, thinking, imagination), and show the features of the acquired specialty. There are introductory, current (informational), and final. (observation of phenomena and objects in natural conditions)

Practical work- a form of organizing the educational process, when students, on assignment and under the guidance of a teacher, perform one or more practical work. The didactic goal is to develop professional and practical skills in students (to use tools, devices, equipment, instructional materials, reference books, diagrams, tables, solve problems and make calculations, determine characteristics).

Optional course- a discipline studied at their request in order to expand and deepen scientific and theoretical knowledge in newest problems program material of great interest to students (a discipline studied at the request of students, in order to expand and deepen knowledge on a particular subject. The most relevant topics are studied)

Subject Olympiads- student competitions best execution certain tasks in the field of academic discipline. Goal: identifying and developing students’ abilities.

There are also such forms as: Course design, test, exam, state exam, interview, workshop, consultations, conferences

These forms of work were practically never used. In the beginning. school. But not the least important ones. Lesson.

Lesson- the main pedagogical form of organizing the process of students learning about the world, mastering the experience of life. This is a certain way of organized communication between the teacher and students, and students among themselves.

1. Types of lessons:

Combined;

Lesson on communicating new knowledge;

Workshop lesson;

Generalizing;

Control;

Extracurricular reading lesson;

Lesson-excursion;

A lesson in the formation and consolidation of skills and abilities.

1. Algorithm for performing d/z:

1) Preparation of the workplace: clear the table surface from unnecessary things; organizer, clock, diary, notebooks, textbooks, additional literature - all this should be on the table.

2) Classify by discipline.

3) Analyze the amount of work.

4) Draw up a plan for the implementation of d/z: plan the time to complete each discipline; schedule time for rest.

5) Direct execution of the task: read the task; think about and analyze the meaning of what you read; write the conditions of the task (draw up a diagram, bring it to a form convenient for understanding); execute in draft form; perform a check; rewrite into a clean copy; check.

6) Set the completion time for each discipline separately.

7) Compare with the completion time of yesterday’s task to determine the dynamics of the task completion time.

8) Place all necessary supplies in a briefcase.

9) Clear your desktop of unnecessary items.

Accompanying forms of educational organization allow schoolchildren to experience life in a deeper and more varied way, develop their creative powers, become spiritually enriched by acquiring additional information, and cultivate business-like character traits.

Question No. 2 “Pedagogical process”

1. Definition of the concept of ped. process

2. Ped structure process, goal, objectives, principles, stages of pedagogy. process

3. Functions of the ped. process

4. Patterns of ped. process

5. The role of cooperation pedagogy in pedagogy. process

1. Pedagogical process –

The process in which the social experience of the educator is transmitted as the personality of the pupil;

This is a holistic educational process of unity and interconnection of education and training, characterized by joint activity, cooperation and co-creation of its subjects, promoting the most complete development and self-realization of the individual.

What should be understood by integrity?

Integrity – this is an objective, but not constant property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are the processes of: education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes that form it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

There is a general preservation of the specificity of these processes.

2.Structure of the pedagogical process:

Target(final result)

Principles(main directions for achieving the goal)

Methods(actions of the teacher and student to transfer, process and perceive the content)

Facilities(ways of “working” with content)

Forms(logical completion of the process)

Goals of the pedagogical process - ideal prediction of the result of activity, consist of teaching goals and learning goals in literally every lesson, at the subject level, at the level of the education system.

Objectives of the pedagogical process:

Educational,

Developmental.

Principles of the pedagogical process

P-p scientific character and connection between learning and life(Students receive education based on the unity of science and practice on knowledge of the basis of nature and community. Therefore, in the learning process it is necessary to use life experience students. The main question is why?);

The principle of systematicity is the main principle of didactics. He argued for the need to organize a consistent, systematic study of new material. The system of knowledge and skills must be associated with a system of beliefs and norms of behavior;

The leading role of the teacher. The teacher must manage the activities of children so that they create favorable conditions for their education, while in his leadership activities he combines the high demands of students with respect for their personality;

Taking into account age and individual characteristics;

P-p visibility;

Availability;

P-p strength and reality.

The structure of the pedagogical process.

Structure – arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

- Stimulus-motivational– the teacher stimulates the cognitive interest of students, which creates their needs and motives for educational and cognitive activities;

- Target– awareness by the teacher and acceptance by students of the goals and objectives of educational and cognitive activity;

- Operationally effective– most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

- Control and regulatory– includes a combination of self-control and control by the teacher;

- reflective– self-analysis, self-assessment taking into account the assessment of others and determining the further level of their educational activities by students and teaching activities by the teacher.

3. Functions of the ped .process:

Dominant personality(learning knowledge);

Related function(training cannot exist without education and development, education without training and development, development without training and education)

4. Regularities of the pedagogical process

1. The pedagogical process as a whole is naturally determined by the needs and ever-increasing capabilities of a society of developed socialism in the formation of a comprehensively, harmoniously developed individual and socialist collectives.
2. The effectiveness of the pedagogical process naturally depends on the conditions in which it takes place (material, hygienic, moral, psychological and aesthetic).
3. In the pedagogical process, the processes of teaching, education, upbringing (in the narrow sense) and development are naturally interconnected, as well as the processes of education and self-education, the processes of pedagogical leadership and amateur performances of the educated.
4. The effective functioning of the pedagogical process naturally depends on the unity of actions of all subjects of education.

5. The socially determined tasks of education also naturally depend on the age and other characteristics of those being educated and the level of development of the team.
6. The content of a specific educational process is naturally determined by the assigned tasks.

7. Methods and means of education are naturally determined by its objectives and content in a specific situation.

8. The forms of organization of the pedagogical process are naturally determined by its tasks, content, selected methods and means of education.

9. Only a holistic account of all external and internal relationships of the pedagogical process naturally ensures the achievement of the maximum possible educational results under the given conditions in the allotted time.

5. The role of cooperation pedagogy in pedagogy. process

Collaborative pedagogy based on a student-centered approach, based on modern stage is becoming increasingly developed, i.e. raising a child as he is, taking into account his desires, aspirations, ideas.

Pedagogy of cooperation – system scientific theories, affirming education at the level of cooperation, equality of all participants in pedagogy. process.

Representatives: Shatalov, Amonashvili, Volkov.

Question #3

Plan.

I. Brief characteristics of developmental education

1. Type of teaching (own discovery)

2. The role of the teacher (direct to individual work)

3. Form of developmental education

4. Direction of methods

5. Focus on Opportunities

6. Definition of ZAP for the development of ZPD

7. Developmental training opportunities

8. Pedagogical influences

9. The child as a full-fledged subject

10. Direction of developmental education

11. Developmental education in the child’s zone of proximal development

II. System of L. V. Zankov

III. Elkonin–Davydov system

IV. Comparative analysis of traditional and developmental education

Currently, there are 2 educational systems: traditional and developmental.

Traditional system……….

Developmental system...

I. Developmental learning is understood as a new, active - activity-based way of teaching, replacing the explanatory - illustrative method.

Peculiarities:

1.Developmental education is different from traditional education, where the explanatory-communicating type dominates in the nature of teaching and learning. The teacher guides the child to his own discovery in the learning process.

2. The main role of the teacher in the learning process is the organization of the student’s educational activities, aimed at the formation of cognitive independence, the development and formation of abilities, ideological and moral beliefs, and an active life position.

3. Developmental education is carried out in the form of involving the student in various types of activities, using didactic games and discussions in teaching.

4. Teaching methods are aimed at enriching creative imagination, thinking, memory, and speech.

5. Focus on the student’s potential;

6. Definition of ZAP for the development of ZPD. The teacher must know what methods of activity the students have mastered during previous training, what is the psychology of this process of mastery, and the degree to which students comprehend their own activities. Based on the data obtained, the teacher constructs pedagogical influences on students, placing them in the child’s zone of proximal development.

7.Developmental education takes into account and uses developmental patterns and adapts to the level and characteristics of the individual.

8. Pedagogical influences anticipate, stimulate, direct and accelerate the development of the hereditary data of the individual.

9. The child is a full-fledged subject of educational activities.

10.Developmental education is aimed at developing the entire complex of personality qualities.

11. Developmental education in the child’s zone of proximal development

Developmental education– this is the orientation of the educational process towards human potential and their implementation. Advancement in development becomes a condition for deep and lasting assimilation of knowledge. The student’s educational activities take place in collaboration with adults, in a joint search, when the child does not receive ready-made knowledge, but strains his mind and will. Even with minimal participation in such joint activities, he feels like a co-author in solving emerging problems. Working based on the student’s zone of proximal development helps to reveal his potential more fully and brightly. She fosters self-confidence.

Changes in the nature of teaching require a change in the nature and structure of teaching. The essence of developmental education is that the student not only learns specific knowledge, but also masters methods of action, i.e. forms competencies.

The structure of developmental education is a chain of increasingly complex subject problems that create in the student the need to master special knowledge and skills, create a new solution scheme that has no analogues in his experience, and new ways of action. .

In the process of “mining” the creation of new ways of performing an action, the student receives a specific result in the form of new facts. Thus, already in the learning process, the student rises to new levels of intellectual and personal development.

Basic systems of developmental education:

1. Zankov

2. Elkonin

III Technology of developmental education L. V. Zankova

L.V. Zankov, setting the task of intensive development of schoolchildren, critically evaluates the unlawful, from his point of view, simplification of educational material, the unjustifiably slow pace of its study and monotonous repetitions. At the same time, the educational material itself is characterized by L.V. Zankov “by the scarcity of theoretical knowledge, its superficial nature, and its subordination to the inculcation of skills.” Developmental education, according to L.V. Zankov, and is aimed primarily at overcoming these learning disadvantages.

The leading role in development belongs to education: changing the structure of education entails changes in the mental appearance of the student.

The purpose of training: general mental development of the individual; creating the basis for comprehensive harmonious development.

Didactic principles of the system: The basis of the training system according to L. V. Zankov is the following interrelated principles :

1. The principle of learning at a high level of difficulty– the implementation of this principle presupposes compliance with the measure of difficulty, overcoming obstacles, understanding the relationship and systematization of the phenomena being studied. The content of this principle can be correlated with problematic learning.

2. The principle of the leading role of theoretical knowledge– according to this principle, practicing concepts, relationships, connections within academic subjects and between subjects is no less important than practicing skills. It was put forward in opposition to traditional ideas about the concrete thinking of younger schoolchildren. Experimental research in the field of educational psychology has shown the leading role of theoretical knowledge already in initial stage teaching (G.S. Kostyuk, V.V. Davydov, D.B. Elkonin, etc.) the content of this principle can be correlated with the importance of understanding the general principle of action.

3. The principle of students' awareness of the learning process - e then the principle of teaching is aimed at the development of reflection, at the consciousness of oneself as a subject of learning. The content of this principle can be correlated with the development of personal reflection and self-regulation. L.V. Zankov emphasized the importance of understanding educational material, the ability to apply theoretical knowledge in practice, mastering mental operations (comparison, analysis, synthesis, generalization), and also recognized the need for schoolchildren to have a positive attitude towards educational work. All this, according to the scientist, is necessary, but not sufficient for successful learning. The process of mastering knowledge of knowledge should become an object of awareness for the student.

4. The principle of working on the development of all students- according to this principle, all individual characteristics, but training should develop everyone, because “development is a consequence of development” (L. V. Zankov). The content of this principle can be correlated with the humanization of the educational principle.

With traditional teaching methods, an avalanche of training exercises falls on weak students; it is necessary to overcome their poor performance. Zankov’s experience showed the opposite: overload of underachievers training tasks does not contribute to their development, but only increases the lag. Underachievers, no less, but more than other students, need systematic training. Experiments have shown that such work leads to shifts in the development of weak students and to better results in mastering knowledge and skills.

5. The principle of moving forward in learning material at a fast pace - uh This implies a refusal to monotonously repeat what has been learned. At the same time, the most important thing is the continuous enrichment of schoolchildren with more and more new knowledge. However, one should not confuse the fast pace of learning with haste in academic work, and one should not strive for a large number of tasks performed by schoolchildren.

Properties of the methodological system – repetition; processuality of cognition; collision resolution and variability.

IV . System of developmental education by D. B. Elkonin - V. V. Davydova.

The orientation of the content and methods of teaching in primary school primarily towards the formation of the foundations of empirical thinking in schoolchildren is important, but from the point of view of children's development it is not effective. Education should develop in students creative thinking, which has its own special distinctiveness from the empirical content.

The basis of theoretical thinking is theoretical (substantive) generalization. A person, analyzing a certain developing system of objects, can discover its genetically original essential or universal relationship. The child is considered as a self-changing subject of learning, having the need and ability for self-change.

Didactic characteristics of the system:

Learning Objectives: to form theoretical consciousness and thinking, JUDGMENT (methods of mental action); will provide the conditions for the transformation of a student into a student.

Properties of the methodological system: concept of purposeful learning activities; problematic presentation of knowledge; method of educational tasks; collectively – distributive activity.

V . Comparative characteristics traditional and developmental education

If in traditional system the purpose of training is to master the knowledge of knowledge, then in the system of developmental education - general development schoolchildren, i.e. development of the mind, will and feelings, which is ultimately aimed at shaping the personality of students.

In traditional teaching, explanatory and illustrative methods are most often used, i.e. methods of imparting ready-made knowledge to students. In developmental education, activity-based developmental methods predominate, when knowledge is not given in finished form, and the teacher organizes students to obtain and discover them.

The teacher in the traditional education system is the giver of knowledge, and the student is the object of learning. In the system of developmental education, the teacher is the organizer research activities study, and schoolchildren are active participants in learning.

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Federal Agency for Education

RUSSIAN STATE

COMMERCIAL AND ECONOMIC UNIVERSITY

VORONEZH BRANCH

Department of Management and World Economy

TEST

In the discipline "Psychology and Pedagogy"

On the topic: “Forms of organizing educational activities”

Voronezh 2006

Introduction

Chapter 1. Concept of forms of organization of educational activities

Chapter 2. Basic forms of organizing educational activities

2.1 Organizational forms of training aimed at theoretical training of students

2.2 Organizational forms of training aimed at practical training of students

Conclusion

Bibliography

INTRODUCTION

Implementation of training requires knowledge and skillful use of various forms of organizing the educational process, their constant improvement and modernization.

Form of organization of training or, organizational form of training means outside organization of the educational process, which is related to the number of students being trained, the time and place of training, as well as the procedure for its implementation. For example, a teacher can teach a group of students, i.e., conduct collective learning, or work with one student (individual learning). In this case, the form of training is related to the quantitative composition of students. At the same time, it can also reflect the time regulation of training sessions. There was a time when students studied from morning until lunch, but there was no definite distinction and breaks between individual types of educational activities. Further, classes can be conducted in the classroom and you can go out (excursion) to the objects being studied, which characterizes the form of training from the point of view of the place where it is carried out. However, being the external side of the organization of the educational process, the form of teaching is organically connected with its internal, content-procedural side. From this point of view, one and the same form of training may have different external modifications and structures depending on the tasks and methods of educational work. For example, an excursion. In one case, it may be devoted to studying new material, in another - new material students learn in class, and the excursion is conducted with the aim of consolidating it, connecting theory with practice. Thus, the excursions will have a different appearance and will use different methods training.

CHAPTER 1. CONCEPT OF FORMS OF ORGANIZATION OF EDUCATIONAL ACTIVITIES

In didactics, the forms of organizing the learning process are revealed through the ways of interaction between the teacher and students when solving educational problems. They are solved through various ways of managing activities, communication, and relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented. In didactics, attempts are being made to define the organizational form of education. I.M. Cheredov’s approach to determining organizational forms of training seems to be the most reasonable. Based on the philosophical understanding of form as an internal organization of content, covering a system of stable connections of a subject, he defines the organizational form of teaching as a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, and types of activities of students. This design represents the internal organization of content, which is the process of interaction between the teacher and students when working on certain educational material. Consequently, forms of teaching must be understood as constructions of segments of the learning process, realized in a combination of the teacher’s control activity and the controlled learning activity of students in mastering certain content of educational material and mastering methods of activity.

The leading forms of organizing the learning process are the lesson and lecture (at school and university, respectively).

One and the same form of educational organization can change its structure and modification, depending on the tasks and methods of educational work. For example, a game lesson, a conference lesson, a dialogue, a workshop. And also problem lecture, binary, lecture-teleconference.

At school, along with lessons, there are other organizational forms (electives, clubs, laboratory workshops, independent homework). There are also certain forms of control: oral and written exams, control or independent work, assessment, testing, interview.

In addition to lectures, the university also uses other organizational forms of training - seminar, laboratory work, research work, independent educational work of students, practical training, internship in another domestic or foreign university. Exams and tests and a rating system are used as forms of control and evaluation of learning outcomes; abstract and coursework, diploma work.

Within the framework of various organizational forms of training, the teacher ensures active cognitive activity of students, using frontal, group and individual work.

Frontal work involves the joint activity of the entire group: the teacher presents the educational material for the entire group, sets the same tasks, and the students solve one problem and master a common topic. The frontal form of organizing educational activities ensures the general advancement of students in learning, but it cannot be universal, since the specific characteristics and level of development of each student are not sufficiently taken into account.

In group work, the study group is divided into several teams that perform the same or different tasks. The composition of these teams is not permanent and, as a rule, varies in different subjects. The number of students in the group depends on the academic subject and the task (from 2 to 10 people). Group work of students can be used when solving problems and exercises, performing laboratory and practical work, and learning new material. Deliberately applied group work creates favorable educational opportunities and accustoms students to collective activity.

When working individually, each student receives his own task, which he completes independently of the others. The individual form of organizing cognitive activity presupposes a high level of activity and independence of the student and is especially appropriate for such types of work in which the individual characteristics and capabilities of students can clearly manifest themselves. Individual work is of particular importance for developing the need for self-education and developing the skills to work independently.

Frontal, group and individual work of students is used in various organizational forms of training, since it creates different opportunities for the implementation of educational, educational and developmental functions of training. The choice of organizational forms is dictated by the characteristics of the academic subject, the content of the educational material, and the characteristics of the study group.

CHAPTER 2. BASIC FORMS OFORGANIZATION OF EDUCATIONAL ACTIVITIES

The leading feature for the classification of organizational forms of education is their didactic goals, which are determined by the completeness of the cycle of pedagogical management and guidance of students’ educational activities. The cycle includes preparing students to master new material, assimilate information, perform exercises and solve problems to gain skills.

The structure of the learning process can be distinguished:

1. forms aimed primarily at theoretical training of students;

2. forms aimed primarily at practical training of students;

Each of the organizational forms of training has certain features, without which optimization of the learning process is unthinkable.

The main goal of theoretical education is to equip students with a system of knowledge, while practical education is to develop students’ professional skills. However, this division is quite arbitrary, since theoretical and practical training are closely interrelated.

Forms of organizing theoretical training include lectures, lessons, seminars, excursions, independent extracurricular work; to forms of organizing practical training - practical classes, course design, all types of practices, business games.

2.1 Organizational forms of training aimed at thosetheoretical training of students

A more or less completed segment of the pedagogical process in the classroom-lesson teaching system is a lesson.

The lesson provides for the implementation of teaching functions in a complex (educational, developmental and nurturing).

Didactic structure of the lesson has a strict construction system:

A certain organizational beginning and setting the objectives of the lesson;

Update necessary knowledge and skills, including checking homework;

Explanation of new material;

Reinforcing or repeating what has been learned in class;

Monitoring and evaluation of students’ educational achievements during the lesson;

Summing up the lesson;

Homework assignment;

The features of the lesson are determined by its purpose and place in the holistic learning system. Each lesson occupies a certain place in the system of an academic subject when studying a specific discipline.

Types of lessons are determined by the characteristics of the main tasks, the variety of content and methodological instruments and the variability of methods of organizing training.

1. Combined lesson (the most common type of lesson in mass practice). Its structure: organizational part, checking homework, learning new material, consolidating and comparing new material with previously studied material, performing practical tasks, summing up the lesson, homework.

2. A lesson in learning new material is, as a rule, applicable in the practice of teaching high school students. Within of this type a lecture lesson, a problem lesson, a conference lesson, a film lesson, and a research lesson are conducted.

3. A lesson in consolidating knowledge and improving skills is conducted in the form of a seminar, workshop, excursion, independent work and laboratory workshop.

4. The lesson of generalization and systematization is aimed at systematic repetition of large blocks of educational material on key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems to students, indicates sources of additional information, as well as typical tasks and practical exercises, assignments and works of a creative nature. During such lessons, students' knowledge, skills and abilities are tested and assessed on several topics studied over a long period - a quarter, half a year, a year of study.

5. The lesson of monitoring and correction of knowledge, skills and abilities is intended to evaluate the results of the teaching, diagnose the level of students’ training, the degree of students’ readiness to apply their knowledge, skills and abilities in various learning situations. The types of such lessons in school practice can be oral or written questioning, dictation, presentation or independent decision tasks and examples, performing practical work, tests, exams, independent or test work, testing. All these types of lessons are organized after studying major topics and sections of the academic subject. Based on the results of the final lesson, the next lesson is devoted to analysis typical mistakes, “gaps” in knowledge, identification of additional tasks.

In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, lecture, interdisciplinary lesson, game.

A lecture as an organizational form of teaching is a special design of the educational process. The general structural framework of any lecture is the formulation of the topic, communication of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.

Types of lectures

1 . The introductory lecture gives the first holistic idea of the academic subject and orients the student in the system of work for this course.

2. Lecture-information. Focused on presenting and explaining to students scientific information that needs to be comprehended and memorized. This is the most traditional type of lectures in higher education practice.

3. A review lecture is a systematization of scientific knowledge at a high level, allowing for a large number of associative connections in the process of understanding the information presented when disclosing intra-subject and inter-subject connections, excluding detail and specification.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of student learning in collaboration and dialogue with the teacher approaches research activity.

5. Lecture-visualization is a visual form of presenting lecture material using TSO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the visual materials being viewed.

6. A binary lecture is a type of lecture in the form of a dialogue between two teachers (or as representatives of two scientific schools, either as a scientist and practitioner, teacher and student).

7. A lecture with pre-planned errors is designed to stimulate students to constantly monitor the information offered. At the end of the lecture, the students are diagnosed and the mistakes made are analyzed.

8. The lecture-conference is conducted as a scientific and practical lesson, with a pre-defined problem and a system of reports, lasting 5-10 minutes.

9. Lecture-consultation can take place according to different scenarios. The first option is carried out using the “questions and answers” type. The lecturer answers student questions regarding all sections or the entire course during lecture time. The second version of such a lecture, presented in the “questions-answers-discussion” type, is a three-fold combination: presentation of new educational information by the lecturer, posing questions and organizing a discussion in search of answers to the questions posed.

A seminar as an organizational form of training represents a special link in the learning process. Its difference from other forms is that it orients students to demonstrate greater independence in educational and cognitive activities, since during the seminar, students’ knowledge gained as a result of independent extracurricular work on primary sources, documents, and additional literature is deepened, systematized and controlled.

Depending on the method of conducting, the following types of seminars are distinguished:

A seminar - conversation - is conducted in the form of a detailed conversation according to a plan with a brief speech and a conclusion from the teacher, involves preparing students for the lesson on the issues of the seminar plan, and allows you to involve the majority of students in an active discussion of the topic.

Seminar - listening and discussing reports and abstracts involves the preliminary distribution of questions among students and their preparation of reports and abstracts.

A seminar-debate involves a collective discussion of a problem in order to establish ways of reliably solving it.

The mixed form of the seminar is a combination of discussion of reports, free presentations by students, as well as discussion discussions.

An educational excursion is an organizational form of education that allows you to study various objects, phenomena and processes based on their observation in natural conditions. With the help of an excursion, you can establish a direct connection between learning and life, and more clearly show the features of the acquired specialty. Excursions develop students’ cognitive abilities: attention, perception, observation, thinking, imagination.

Depending on the place in the educational process, excursions are distinguished:

introductory, conducted for the purpose of observation or collection of material necessary for use in lessons;

ongoing, carried out simultaneously with the study of educational material during training sessions for the purpose of a more in-depth and thorough consideration of individual issues;

final ones - to repeat previously studied material and systematize knowledge.

An educational conference is another organizational form of training that ensures pedagogical interaction between the teacher and students with maximum independence, activity, and initiative of the latter. The conference is usually held with several study groups and is aimed at expanding, consolidating and improving knowledge. Typically, conferences are rarely used in the educational process, but remember the great educational possibilities of this form of training. It creates conditions for students’ self-expression and self-realization.

Consultation involves a secondary analysis of educational material that is either poorly mastered by students or not mastered at all. The consultations outline the requirements for students to take tests and exams. The main didactic goals of consultations: filling gaps in students’ knowledge, assistance in independent work.

2.2 Organizational forms of training aimed at practical training of students

A laboratory lesson is a form of educational organization when students, on assignment and under the guidance of a teacher, perform one or more laboratory work.

The main didactic goals of laboratory work are experimental confirmation studied theoretical provisions; experimental verification of formulas and calculations. In the course of work, students develop the ability to observe, compare, analyze, draw conclusions, and present results in the form of tables, diagrams, and graphs.

A practical building is a form of organizing the educational process, which involves students performing one or more practical works on assignment and under the guidance of a teacher.

The didactic goal of practical work is to develop in students professional skills, as well as practical skills necessary for studying subsequent academic disciplines.

Practical classes are especially important when studying special disciplines, the content of which is aimed at developing professional skills.

Course design is an organizational form of training used at the final stage of studying a subject. It allows you to apply the acquired knowledge in solving complex production, technical or other problems related to the field of activity of future specialists.

The didactic goals of course design are to teach students professional skills; deepening, generalizing, systematizing and consolidating knowledge in the discipline; formation of skills and abilities of independent mental work; comprehensive assessment of the level of knowledge and skills.

Course projects are carried out in disciplines of general professional and special cycles.

Industrial (professional) practice is an integral part and a unique form of organizing the educational process.

The purpose of industrial practice is to prepare students for upcoming independent professional activities. Practice connects theoretical learning and independent work in production.

The didactic goals of industrial practice are the formation of professional skills and abilities; consolidation, generalization and systematization of knowledge by applying it in practice; expansion and deepening of knowledge through studying the work of specific enterprises and institutions; practical development of modern equipment and technologies, management methods.

Industrial practice is carried out in stages and consists of:

educational practice (usually carried out in the training and production workshops of the technical school);

technological and pre-diploma - directly at the enterprise, organization, institution.

CONCLUSION

The implementation of training content is carried out in various organizational forms of training, which are designed to streamline the educational process.

Organizational forms of training are types of training sessions that differ from each other in didactic goals, composition of students, location, duration, and content of activities of the teacher and students. In organizational forms of training, a system of interaction between teaching and management of educational activities is implemented according to a certain, predetermined established order and the regime.

The difference between one form and another:

· Location;

· The degree of activity management on the part of students;

· Time and mode of conduct;

· The degree of obligation for students to participate in a particular activity;

· Degree of student independence;

· The degree to which children’s interests in a given cognitive area are taken into account.

The use of various organizational forms of training has a positive impact on the development of students' cognitive independence as a necessary quality of a socially active personality.

IN test work The concept of forms of organizing educational activities is considered, the main forms are presented, where the lesson and lecture, which are the leading forms of organizing the learning process, are discussed in detail. Organizational forms of training aimed at theoretical and practical training of students are analyzed separately.

BIBLIOGRAPHY

1. Rean A. A., Bordovskaya N. V., Rozum S. I. Psychology and pedagogy - St. Petersburg: Peter, 2002. - 432 p.

2. Semushina L. G., Yaroshenko N. G. Contents and technologies of education in secondary special educational institutions - M.: Masterstvo, 2001. - 272 p.

3. Sitarov V. A. Didactics - M.: ACADEMA, 2002

4. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: pedagogical theories, systems, technologies - M.: ACADEMA, 2002

5. http://cit.wsi.ru/MIRROR/Practica/Practica_2003_6_pdf

General forms of organizing students' educational activities. Forms of organization of educational activities

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Introduction

Chapter 1. Concept of forms of organization of educational activities

Chapter 2. Basic forms of organizing educational activities

Conclusion

Bibliography

Types of lectures

1 . The introductory lecture gives the first holistic idea of ​​the academic subject and orients the student in the system of work for this course.

2. Lecture-information. Focused on presenting and explaining to students scientific information that needs to be comprehended and memorized. This is the most traditional type of lectures in higher education practice.

3. A review lecture is a systematization of scientific knowledge at a high level, allowing for a large number of associative connections in the process of understanding the information presented when disclosing intra-subject and inter-subject connections, excluding detail and specification.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of student learning in collaboration and dialogue with the teacher approaches research activity.

5. Lecture-visualization is a visual form of presenting lecture material using TSO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the visual materials being viewed.

6. A binary lecture is a type of lecture in the form of a dialogue between two teachers (or as representatives of two scientific schools, either as a scientist and practitioner, teacher and student).

7. A lecture with pre-planned errors is designed to stimulate students to constantly monitor the information offered. At the end of the lecture, the students are diagnosed and the mistakes made are analyzed.

8. The lecture-conference is conducted as a scientific and practical lesson, with a pre-defined problem and a system of reports, lasting 5-10 minutes.

Depending on the method of conducting, the following types of seminars are distinguished:

Seminar - listening and discussing reports and abstracts involves the preliminary distribution of questions among students and their preparation of reports and abstracts.

A seminar-debate involves a collective discussion of a problem in order to establish ways of reliably solving it.

The mixed form of the seminar is a combination of discussion of reports, free presentations by students, as well as discussion discussions.

Depending on the place in the educational process, excursions are distinguished:

introductory, conducted for the purpose of observation or collection of material necessary for use in lessons;

ongoing, carried out simultaneously with the study of educational material during training sessions for the purpose of a more in-depth and thorough consideration of individual issues;

final ones - to repeat previously studied material and systematize knowledge.

2.2 Organizational forms of training aimed at practical training of students

A laboratory lesson is a form of educational organization when students, on assignment and under the guidance of a teacher, perform one or more laboratory work.

A practical building is a form of organizing the educational process, which involves students performing one or more practical works on assignment and under the guidance of a teacher.

The didactic goal of practical work is to develop in students professional skills, as well as practical skills necessary for studying subsequent academic disciplines.

Practical classes are especially important when studying special disciplines, the content of which is aimed at developing professional skills.

Course design is an organizational form of training used at the final stage of studying a subject. It allows you to apply the acquired knowledge in solving complex production, technical or other problems related to the field of activity of future specialists.

The didactic goals of course design are to teach students professional skills; deepening, generalizing, systematizing and consolidating knowledge in the discipline; formation of skills and abilities of independent mental work; comprehensive assessment of the level of knowledge and skills.

Course projects are carried out in disciplines of general professional and special cycles.

Industrial (professional) practice is an integral part and a unique form of organizing the educational process.

The purpose of industrial practice is to prepare students for upcoming independent professional activities. Practice connects theoretical learning and independent work in production.

Industrial practice is carried out in stages and consists of:

educational practice (usually carried out in the training and production workshops of the technical school);

technological and pre-diploma - directly at the enterprise, organization, institution.

CONCLUSION

The implementation of training content is carried out in various organizational forms of training, which are designed to streamline the educational process.

The difference between one form and another:

· Location;

· The degree of activity management on the part of students;

· Time and mode of conduct;

· The degree of obligation for students to participate in a particular activity;

· Degree of student independence;

· The degree to which children’s interests in a given cognitive area are taken into account.

The use of various organizational forms of training has a positive impact on the development of students' cognitive independence as a necessary quality of a socially active personality.

BIBLIOGRAPHY

1. Rean A. A., Bordovskaya N. V., Rozum S. I. Psychology and pedagogy - St. Petersburg: Peter, 2002. - 432 p.

2. Semushina L. G., Yaroshenko N. G. Contents and technologies of education in secondary special educational institutions - M.: Masterstvo, 2001. - 272 p.

3. Sitarov V. A. Didactics - M.: ACADEMA, 2002

4. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: pedagogical theories, systems, technologies - M.: ACADEMA, 2002

5. http://cit.wsi.ru/MIRROR/Practica/Practica_2003_6_pdf

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