Features of teaching.

Parameter name	Meaning
Article subject:	Features of teaching.
Rubric (thematic category)	Psychology

A preschooler acquires his own experience and assimilates the experience of others available to him by communicating with adults, playing role-playing games, completing work assignments, etc., that is, he is learning at all times. At the same time, in this century, the mastery of forms of educational activity begins, specially directed by adults to the assimilation of human experience by children.

Learning activities children is communication with adults who not only activate, direct, stimulate actions, but also manage the process of their formation. Children acquire knowledge, skills and habits, learn the actions and operations necessary for this, master the methods of their implementation. Among such actions, we first of all name the purposeful perception of objects, the selection and name of their characteristic features, the grouping of objects, the story about the perceived, the folding of stories, the list of objects, drawing, reading, listening to music, etc.

The role of education in the mental development of a child increases if the acquisition is not of individual knowledge, but of a certain system of knowledge and the formation of the doi necessary for their assimilation (O. V. Zaporozhets and others).

sensory development. The sensory development of a preschooler includes two interrelated aspects - the assimilation of ideas about the various properties and relationships of objects and phenomena and the mastery of new perception actions that make it possible to perceive the world more fully and differentiated.

Already in early childhood, a child accumulates a certain range of ideas about certain properties of objects, and some of these ideas begin to play the role of samples with which the properties of new objects are compared in the process of their perception. At the same time, the transition begins from subject samples, which are based on a generalization of the individual experience of the child, to the use of generally accepted sensory standards, that is, to the ideas developed by mankind about the basic varieties of each type of properties and relationships (colors, shapes, sizes of objects, their position in spacious, pitches of sounds, duration of time intervals, etc.).

The gradual familiarization of children with different types of sensory standards and their systematization is one of the most important tasks of sensory education in the preschool age. At the root of such familiarization may be the organization by adults of children from the examination and memorization of the basic varieties of each property, ĸᴏᴛᴏᴩᴏᴇ is carried out primarily in the process of teaching them to draw, design, sculpt, etc.

At the same time, the child memorizes words that determine the main varieties of the properties of objects. The word-name fixes the sensory standard, makes it possible to use it more accurately and consciously. But this happens under the condition that the names of the standards are introduced on the basis of the child's own actions from the survey and the use of appropriate standards.

In this century, there is a decrease in the thresholds of sensitivity (visual, auditory, etc.). Visual acuity increases, the ability to distinguish between shades of colors, pitch and phonemic hearing, tactile sensations, etc. develop. All these changes are the result of the child mastering new ways of perception, which should provide an examination of objects and phenomena of reality, their various properties and connections.

The actions of perception are formed on the basis of mastering those types of activities that require the identification and consideration of the properties of objects and phenomena. So, the development of visual perception is primarily associated with engaging in productive activities (drawing, applique, design), phonemic perception - with language communication, and sound-height hearing develops in music classes (with the help of exercise games built on the principle of modeling sound-height relations ).

Gradually, perception is separated into relatively independent actions aimed at cognition of objects and phenomena of the surrounding world, at the fulfillment of the first perceptual tasks.

Perceptual actions adequate to the object begin to take shape in children at about five or six years of age. Their characteristic feature is the deployment, the inclusion of a large number of movements of the receptor apparatus, carried out by the hand or eye.

Intellectual development. In close connection with the improvement of perception, the thinking child. As already noted, at the end of early childhood, on the basis of a visual-acting form of thinking, visual-figurative the form.

Now it is being further developed. New forms are emerging. Thinking becomes figurative-linguistic , ᴛ.ᴇ. one that relies on images of the imagination and is carried out with the help of words. All this indicates that thinking acquires a certain independence, gradually separates from practical actions, becomes a mental action aimed at solving a cognitive mental task.

The role of speech in the functioning of thinking is growing, since it is it that helps the child mentally ("about himself") to operate with objects, compare them, reveal their properties and relations, expressing this process and its results in judgments and considerations. The motives of such activity are the desire to understand the phenomena of the surrounding reality, to find out their connections, causes, etc.

Children are sensitive to disagreements in their judgments, they gradually learn to coordinate them, to think logically. A necessary condition for this is a sufficient awareness of the objects referred to in their considerations.

The development of the thinking of children of the preschool age is significantly accelerated if it does not occur spontaneously, but under the conditions of purposeful and correctly carried out management by adults of this process.

The development of thinking is closely related to significant positive shifts in speeches preschoolers. The vocabulary grows rapidly, its volume by the age of seven is 3500-4000 words. In addition to nouns and verbs, adjectives, pronouns, numerals and functional words occupy more and more space in it, their ratio corresponds to the language that the child masters.

Children generally master the phonetic structure of their native language, learn to freely articulate individual sounds and combine them into a sound combination.

Throughout the preschool age, children achieve significant progress in mastering grammar, the structure of simple and complex sentences.

There is a further differentiation of the functions of speech. To the function of communication is added planning and regulation of their activities with the help of speech. Speech becomes a means of planning if it moves from the end of the action to its beginning, and a means of voluntary regulation if the child learns to fulfill the requirements formulated with the help of speech (A. O. Lyublyanskaya, O. R. Luria).

In the last process, inner speech , ĸᴏᴛᴏᴩᴏᴇ becomes a means of formation and functioning of internal mental actions. The appearance of inner speech is a sign of development in a child verbal-logical thinking, ĸᴏᴛᴏᴩᴏᴇ stands out from practical activity.

Inner speech is a consequence of internalization - loud speech and a means of transforming external practical actions into internal ones. With regard to the preschool age, it is only about the genetic early and specific forms of inner speech (it performs psychologically internal functions based on external activity).

Preschoolers begin to develop voluntary attention . Οʜᴎ can already identify objects that meet the needs of their activities, and specifically focus on them. At the same time, involuntary attention does not disappear, it continues to develop, acquiring greater stability and volume.

Already in the preschool age begins to really take shape personality child, and this process is closely related to the development of the emotional-volitional sphere, the formation of interests and motives of behavior, ĸᴏᴛᴏᴩᴏᴇ, in turn, is determined by the social environment, primarily relationships with adults typical for this stage of development.

The source of emotional experiences of the child is his activity, communication with the outside world. Mastering new, meaningful activities in preschool childhood contributes to the development of deeper and more persistent emotions associated not only with close, but also with distant goals, not only with perceived, but also with imaginary objects.

Activity generates, first of all, positive emotions, moreover, by its purpose, the content that it acquires for the child, and the very process of its implementation.

In connection with the satisfaction of the growing need of a preschooler in a society of peers, social emotions (likes, dislikes, taste, etc.) intensively develop.

Intellectual emotions are already arising. In the process of a child's communication with people, his moral feelings are formed. The manifestations of self-esteem are diversified. Both self-esteem develops, as well as the experience of shame, awkwardness.

An important role in the formation of moral feelings will be played by children's ideas about positive patterns of behavior. Οʜᴎ give the child the opportunity to foresee the emotional consequences of his behavior, to experience satisfaction in advance from the approval of her as "good" or dissatisfaction from assessing her as "bad". Such emotional provision is of decisive importance in the formation of moral behavior in a preschooler (O. V. Zaporozhets).

The preschooler begins to separate himself from the adult, differentiating myself as an independent human being. At the same time, his behavior is oriented towards an adult (his actions And relationships with people) as a model for inheritance.

The decisive role in the assimilation of patterns of behavior will be played by the assessment that people who are significant for the child give to other adults, children, heroes of fairy tales and stories, etc.

The orientation of the behavior of a preschooler to an adult predetermines the development of arbitrariness because now at least two desires are constantly colliding: to do something directly ("as you want") and to act according to the requirements of an adult ("according to the model"). There is a new type of behavior that can be called personal.

Gradually develops a certain hierarchy of motives their subordination. The child's activity begins to be determined not by individual motives, but by a hierarchical system of motives, where the main and persistent ones acquire a leading role, subordinating situational urges to themselves. It's connected with strong-willed efforts made to achieve an emotionally attractive goal.

The older children become, the less often affective actions are in their behavior, and the more easily they cope with the performance of the actions necessary to achieve the goal.

The game has a positive effect on the development of volitional qualities. Separating from an adult, a preschooler enters into more active relationships with peers, which are realized primarily in the game, where it is extremely important to obey certain rules that are mandatory for everyone, to perform certain actions.

Game activity gives meaning to volitional effort, makes it more effective. The productive and labor activity of the child has a positive effect on the development of the will in this century.

The preschooler takes the first steps in self-knowledge, in the development self-awareness. The objects of his self-knowledge are individual parts of the body, actions, language acts, deeds, experiences and personal qualities.

With the development of the arbitrariness of mental processes, their awareness becomes possible, ĸᴏᴛᴏᴩᴏᴇ serves as the basis for self-regulation.

In a common game, while performing various tasks, children compare their achievements with the achievements of others, evaluate not only the consequences of their work, but also themselves, their capabilities, learn to control themselves and set specific requirements for themselves.

A child's self-assessment of his own actions, skills and other qualities is formed on the basis of value judgments for an adult. With age, the objectivity of children's self-assessments increases.

Characteristic is the child's tendency to self-affirmation, first in the eyes of adults, then peers, and then already And in own eyes.

Features of teaching. - concept and types. Classification and features of the category "Features of teaching." 2017, 2018.

Teaching is a conscious activity. The teaching has a more clear and understandable goal - the acquisition of the knowledge, skills and abilities necessary for a successful life. Teaching can be an organized process and carried out in special educational organizations. It may not be organized, it may occur sporadically, in other activities as their side, additional result. In adults, learning can acquire the character of self-education. Although the teaching is the “legal successor” of the game, everything in it is real (usually). Real letters on the board, real knowledge in the textbook, real tasks, real grades. Centuries-old human experience is concentrated in organized learning. The student's task is not to have fun, but to learn from experience, simultaneously developing their intellectual qualities.

18. Characteristics of labor as an activity

Labor is a conscious activity. Thanks to work, the vast majority of adults find their means of subsistence. Thanks to work, as you know, a man from a monkey became what he is. Thanks to labor, a modern society has been built, objects of material and spiritual culture have been created.

Labor is a complex, multi-level activity. Work can be considered both at the individual level (the work of one person), and at the group level (work in an organization), and even at the global level. All people are bound together by the division of labor. And it would not be a big exaggeration to say that the work of one person on the planet affects the work of any other person, albeit to a very meager degree. Labor includes the creation, use and improvement of tools. The fate of labor depends on the use of certain tools.

19. Temperament and its psychological properties

Temperament is a stable association of individual personality traits associated with dynamic, rather than meaningful, aspects of activity. Temperament is the basis of character development; in general, from a physiological point of view, temperament is a type of higher nervous activity of a person.

Properties:

Sensitivity is determined by what is the smallest force of external influences necessary for the occurrence of any mental reaction of a person, and what is the rate of occurrence of this reaction.

Reactivity is characterized by the degree of involuntary reactions to external or internal influences of the same strength (a critical remark, an offensive word, a sharp tone - even a sound).

Activity indicates how intensely (energetically) a person influences the outside world and overcomes obstacles in achieving goals (persistence, focus, concentration).

The ratio of reactivity and activity determines what human activity is more envious of: from random external or internal circumstances, moods, random events) or from goals, intentions, beliefs.

Plasticity and rigidity indicate how easily and flexibly a person adapts to external influences (plasticity) or how inert and inert his behavior is.

Extraversion, introversion determines what the reactions and activities of a person mainly depend on - from external impressions that arise at the moment (extrovert), or from images, ideas and thoughts related to the past and future (introvert).

Lecture

Questions:

1) Teaching as a form of activity

2) Teaching and its structure

3) Modern theories and concepts of teaching

LEARNING AS A FORM OF ACTIVITY.

Teaching is a form of human activity, which results in the acquisition of knowledge, skills, and mastery of the methods of action necessary for successful interaction with the world.

Teaching can be organized, unorganized, self-educational.

1. Organized learning is a learning process that takes place in educational institutions.

2. Unorganized (informal) learning is a learning process that is carried out in other activities as their side, additional result.

3. Self-education - independent learning, the acquisition of systematic knowledge in any field of science, technology, culture, political life, etc., which implies the direct personal interest of the student in an organic combination with independent study of the material.

Educational activity equips a person with the knowledge, skills and abilities necessary for various types of socially useful activity, it also forms a person’s ability to manage their mental processes, the ability to choose, organize and direct their actions and operations, skills and experience in accordance with the task being solved. Thus, it prepares a person for work.

In the process of human development, labor became more and more complicated and improved. Therefore, in order to carry out labor activity, it was necessary to master the results of the activities of previous generations. This is the reason for the separation of teaching into a separate type of activity.

Knowledge- these are objects and phenomena of the surrounding reality reflected by human consciousness in the form of facts, figurative representations and scientific concepts. Skills- components of activity brought to perfection by repeated repetition (practical and theoretical actions). Skills- mastered by the subject ways of performing certain actions that he can independently apply in various situations. Knowledge, skills and abilities are the main products of the individual's assimilation of the experience of previous generations. And in this regard, teaching as a process of mastering them acts as a means of contributing to the natural harmonious (physical and spiritual) development of a person, his formation as a social being.

There are two types of teaching. The first is specifically aimed at mastering certain knowledge and skills. The second leads to the acquisition of this knowledge in the process of carrying out some other activity.

Teaching is a form of activity during which an individual changes his mental properties and behavior not only under the influence of external conditions, but also depending on the results of his own actions. In the process of learning, various complex changes in cognitive and motivational structures take place, on the basis of which the individual's behavior takes on a target character and becomes organized.

The problem of teaching is interdisciplinary; Accordingly, it can be considered from different positions, J. Lingart outlines the following nine aspects (positions) of consideration:

Ø From the point of view of biology, teaching is an adaptation process, where heredity, environment, adaptation are considered.

Ø From the position of physiology, the teaching is considered in terms of the mechanisms for the development of conditioned reflexes, the laws of higher nervous activity, the analytical and synthetic activity of the brain.

Ø From the position of psychology, teaching is considered as the activity of the subject, as an activity, as a factor in mental development. The Teaching manifests itself and leads to further systemic changes in human behavior. From this position, particular importance is attached to the information function of sign-symbolic structures, meaning formation, changes in cognitive and motivational structures.

Ø From the standpoint of sociology, teaching is considered as a factor of socialization, as a condition for the connection between individual and social consciousness. From this position, various forms of social management of educational systems in which teaching is carried out are considered.

Ø From the position of axiology, ethics, teaching is considered as a process of value formation and self-determination, internalization of social norms, rules, values.

Ø From the point of view of cybernetics, learning can be considered as an information process in a learning system, characterized by control through direct and feedback channels, the development and change of strategies, programs and algorithms.

Ø From the standpoint of philosophy (in epistemological terms), teaching is a specific form of knowledge. In teaching, contradictions arise and are resolved between the objective and the subjective, form and content, and so on. From a logical point of view, teaching is considered as the basis for the formation of logical thinking, the development of generalized algorithms. The logical ordering of educational material, the optimization of the organization of the process is the essence of the logical consideration of the doctrine.

Ø From a pedagogical position, teaching is considered in such a context, “where education and training are a system of purposeful, desirable conditions from the point of view of the needs of society, which should ensure the most effective transfer of social experience.

THE DOCTRINE AND ITS STRUCTURE.

3 aspects of teaching:

Ø mastering knowledge about the significant properties of the world necessary for the successful organization of any kind of ideal or physical activity. Hence the product of learning is knowledge.

Ø mastering the ways of using the assimilation of knowledge for the selection and control of techniques and organizations for each type of activity is a skill.

Ø mastering the techniques and operations that make up all types of activities - these are skills (automatic skills).

Teaching as a process has the following structure:

1. Teaching structure:

clarification of information (sensation and perception). It can be checked through the retelling of the material.

comprehension (thinking).

memorization (memory).

application (problem solving).

ü control (intermediate and final, frontal and individual, written and oral, selective and continuous).

ü Evaluation (intermediate and final).

2. Properties:

time (duration)

work intensity

work result (personality development)

3. Factors: Psychological and pedagogical factors of the effectiveness of the learning process

1. Internal:

Ø cognitive (initial knowledge and skills, level of development of thinking (logic, creativity), understanding of speech, memory, attention, individual cognitive styles, ability to learn;

Ø personal (motivation and values, interests, will, self-esteem, emotional characteristics, reflexivity.)

Ø individual typological features (temperament, character, individual style of activity)

3. External: why, why, how to teach?

Hence the purpose of teaching.

ü learning tools

ü forms of teaching (monologue, dialogue)

ü teaching methods (informative and problematic).

Teaching as a process includes: clarification - comprehension (understanding) - memorization (indirect and direct) - application (problem solving) - control - evaluation.

Teaching as an activity includes: motive - goal - plan - subject - operations - control - result.

Exists 2 ways teachings as activities:

ü Educational activities are aimed at mastering knowledge and skills as their direct goal.

ü Educational activities for mastering knowledge and skills indirectly carry out other goals, i.e. learning activity contributes to other activities.

The most general concept denoting the process and result of the acquisition of individual experience by a biological system (from the simplest to man as the highest form of its organization in the conditions of the Earth) is learning. Learning of a person as a result of purposeful, conscious appropriation of the socio-historical experience transmitted (translated) to him and the individual experience formed on this basis is defined as doctrine . However, most researchers of this problem (I. Lingart, I.I. Ilyasov, and others) use the concept of learning as the most general for the analysis and interpretation of the formation of individual experience not only in humans, but also in animals.

The problem of teaching is interdisciplinary; Accordingly, it can be viewed from different perspectives:

From the point of view of biology, teaching is an adaptation process, where heredity, environment, adaptation, regulation (direct, genetically determined and "indirect" from the environment) are considered.

From the position of physiology, teaching is considered in terms of neurohumoral mechanisms for the development of conditioned reflexes, patterns of higher nervous activity (concentration and irradiation of excitation and inhibition, positive and negative induction, dominant), analytical and synthetic activity of the brain.

From the standpoint of psychology, teaching is viewed as an activity of the subject, as an activity, as a factor in mental development. The Teaching manifests itself and leads to further systemic changes in human behavior. From this position, particular importance is attached to the information function of sign-symbolic structures, meaning formation, changes in cognitive and motivational structures.

From the standpoint of sociology, teaching is viewed as a factor of socialization, as a condition for the connection between individual and social consciousness. From this position, various forms of social management of educational systems in which teaching is carried out are considered.

From the standpoint of axiology and ethics, teaching is seen as a process of value formation and self-determination, internalization of social norms, rules, and values.

From the standpoint of cybernetics, learning can be viewed as an information process in a learning system characterized by control through direct and feedback channels, the development and change of strategies, programs and algorithms.

From the standpoint of philosophy (in epistemological terms), teaching is a specific form of knowledge. In teaching, contradictions arise and are resolved between the objective and the subjective, form and content, and so on.

From a logical point of view, teaching is considered as the basis for the formation of logical thinking, the development of generalized algorithms. The logical ordering of educational material, the optimization of the organization of the process is the essence of the logical consideration of the doctrine.

From a pedagogical position, teaching is viewed in a context where education and training are a system of purposeful, desirable conditions from the point of view of the needs of society, which should ensure the most effective transfer of social experience. Pedagogical psychology considers teaching primarily from the positions of psychology and pedagogy, but also takes into account sociological, cybernetic, philosophical, and logical positions.

According to I.I. Ilyasov, who conducted a systematic sequential analysis of the main concepts of the doctrine to identify the features of its structural organization, doctrine viewed as:

1) the acquisition of knowledge and skills to solve various problems (Ya.A. Komensky);

2) the assimilation of knowledge, skills and development - the improvement of general cognitive processes (I. Herbart);

3) the acquisition of knowledge, skills and abilities in certain disciplines (A. Diesterweg), while A. Diesterweg distinguished between learning and development;

4) an active thought process associated with overcoming difficulties - the emergence of a problem situation (J. Dewey);

5) an active process of building new formations from elements of sensory and mental content with the necessary participation of external movements (V. Lai);

6) obtaining knowledge and solving problems (K.D. Ushinsky);

7) an active process of internal amateur activity of the student, which is the inner side of the pedagogical process (P.F. Kapterev);

8) change in behavior, change in external reactions to changing stimuli according to the "stimulus - reaction" scheme (J. Watson) and according to the "situation - response" scheme with mandatory reinforcement (E. Thorndike, B. Skinner, K. Hull); the acquisition of new plans, cognitive maps of behavior in problem situations according to the formula "stimulus - - intermediate variable (image, map, plan) - reaction" (E. Tolman);

9) assimilation of meaning, i.e. the acquisition of the ability to cause some stimuli (primarily speech signs) the same reactions as with the stimulus object, as well as the assimilation of instrumental reactions (C. Osgood);

10) restructuring of the previous structures of experience, where two phases are the formation (for the first time) of new forms of activity (success) and the preservation and reproduction of new forms of activity that have arisen (memory) (K. Koffka);

11) different types of gaining experience on three grounds: gradualness - a leap; awareness - unawareness; awareness of explicit and implicit connections (J. Piaget);

12) change in the content of the reflection of objects of reality in three forms that exist in a person: external-motor, sensory-figurative and symbolic (D. Bruner);

13) regulated process of obtaining coding, storage and use of information (R. Gagni);

14) a type of activity in which the subject in a given situation changes under the influence of external conditions and depending on the results of his own activity, builds his behavior and his mental processes in such a way as to reduce the degree of his uncertainty with new information and find the correct answer or an adequate rule of behavior (And . Lingart).

In domestic psychology, it is also possible to identify several approaches to the consideration of this concept.

15) the acquisition of knowledge, skills, skills (whereas development is the acquisition of abilities, new qualities) (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein);

16) assimilation of knowledge on the basis of actions performed by the subject (P.Ya. Galperin);

17) a specific type of learning activity (D.B. Elkonin and V.V. Davydov);

18) teaching (along with play and work) is a type of leading activity that not only takes a long period of time (often up to 15-16 years), but also in line with which the student’s personality, his intellect, private activities are formed (A. N. Leontiev). Teaching is considered as a polymotivated and polysynthetic activity.

Under the activity in psychology, it is customary to understand the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive. The types of activities that ensure the existence of a person and the formation of him as a person are communication, play, teaching, work. Stolyarenko L.D. Fundamentals of psychology. Rostov-on-Don: Phoenix, 1999, 672s.

Teaching takes place where a person's actions are controlled by the conscious goal of acquiring certain knowledge, skills, behaviors and activities. Teaching is a specifically human activity, and it is possible only at that stage in the development of the human psyche, when he is able to regulate his actions with a conscious goal. The doctrine makes demands on cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities (attention control, regulation of feelings, etc.).

Learning activity combines not only the cognitive functions of activity (perception, attention, memory, thinking, imagination), but also needs, motives, emotions, and will.

Any activity is a set of some physical actions, practical or verbal. If teaching is an activity, then can it be carried out without external and visible forms? Studies by scientists have shown that in addition to practical activities, a person is also able to carry out a special gnostic(cognitive) activity. Its purpose is the knowledge of the surrounding world.

Gnostic activity, like practical activity, can be objective and external. It can also be a perceptual activity or a symbolic activity. Unlike practical activity, gnostic activity can also be internal, or at least not observable. Thus, perception is often carried out with the help of externally unobservable perceptual actions that ensure the formation of the image of the object. Memory processes are implemented by special mnemonic actions (highlighting semantic connections, mental schematization and repetition). Special studies have found that the most extensive forms of thinking are carried out through special mental actions performed by a person "to himself" (for example, the actions of analysis and synthesis, identification and distinction, abstraction and generalization). In the learning process, these activities are usually closely intertwined. Thus, studying the classification of plants, the student examines them (perceptual activity), separates the main parts of the flower (objective activity), describes what he sees (symbolic or speech activity), sketches (objective perceptual activity), etc. In different cases, the ratio of these types of activity is different, but in all cases the teaching is expressed in active gnostic activity, which often has internal forms.

The works of many psychologists (Vygotsky, Leontiev, Halperin, Piaget, and others) have shown that internal activity arises from external activity in the process of internalization, due to which the objective action is reflected in the consciousness and thinking of a person. For example, the objective action of separating, disassembling a thing into parts, when solving the corresponding problems, is replaced by an action in the mind (dismemberment of a thing on the basis of its image or concept of it). The objective action turns into a process of internalization, into the action of mental analysis. Systems of such mental (mental) actions, unfolding in an ideal plan, are internal activities.

It has been established that the main means of interiorization is the word. It allows a person, as it were, to “tear off” the action from the object itself and turn it into an action with images and a concept of the object.

External gnostic activity is obligatory for teaching, when images, concepts about the subject and the actions corresponding to them have not yet been formed in the human mind. If the child already has the images, concepts and actions necessary for mastering new knowledge and skills, then internal gnostic activity is sufficient for learning.

When deciding on the nature of educational activity, it is necessary first of all to analyze what kind of knowledge and skills the assimilation of new material requires. If the student does not yet possess certain images, concepts and actions, then the teaching must begin with objective gnostic activity. The student must carry out the appropriate actions with his own hands. Then, highlighting and fixing them with the help of words, he must gradually translate their fulfillment into an ideal internal plan. If the student already owns the arsenal of the necessary initial concepts and actions, then he can begin teaching directly from the inner gnostic activity. In this case, the student can be presented with the appropriate words, since he already knows what they mean and what actions are necessary with them. This is the basis of traditional communication and demonstration teaching. It corresponds to such learning methods as listening, reading, observing.

Educational activity is the leading activity at school age. Under the leading activity is understood such activity, during which the formation of the main mental processes and personality traits takes place, neoplasms appear that correspond to age (arbitrariness, reflection, self-control, internal plan of action). Educational activities are carried out throughout the child's education in school. Educational activity is especially intensively formed during the period of primary school age. Podlasy I.P. Pedagogy.-M.: Vlados, 1999.-576p.

In the course of educational activities, changes occur:

• - in the level of knowledge, skills and abilities;
• - in the level of formation of certain aspects of educational activity;
• - in mental operations, personality traits, i.e. in the level of general and mental development.

Educational activity is, first of all, an individual activity. It is complex in its structure and requires special formation. Like work, educational activity is characterized by goals and objectives, motives. Like the adult doing the work, the student must know what do, why, how, see your mistakes, control and evaluate yourself. A child entering school does not do any of this on his own; he does not have teaching skills. In the process of learning activities, the student not only masters knowledge, skills and abilities, but also learns to set educational tasks (goals), find ways to assimilate and apply knowledge, control and evaluate their actions.

Structure of educational activity. Psychological components Lerner I.Ya. Didactic foundations of teaching methods. - M .: Pedagogy, 1981

Educational activity has an external structure, consisting of the following elements (according to B.A. Sosnovsky):

• 1) educational situations and tasks - as the presence of a motive, a problem, its acceptance by students;
• 2) learning activities aimed at solving relevant problems;
• 3) control - as the ratio of the action and its result with the given samples;
• 4) assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

Each of the components of the structure of this activity has its own characteristics. At the same time, being an intellectual activity by nature, educational activity is characterized by the same structure as any other intellectual act, namely: the presence of a motive, a plan (design, program), execution (implementation) and control

The learning task acts as a specific learning task that has a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions under which the action must be carried out. According to A.N. Leontiev, a task is a goal given under certain conditions. As the learning tasks are completed, the student himself changes. Learning activity can be represented as a system of learning tasks that are given in certain learning situations and involve certain learning activities.

The learning task acts as a complex system of information about some object, a process in which only part of the information is clearly defined, and the rest is unknown, which needs to be found using existing knowledge and solution algorithms, combined with independent guesses and the search for optimal solutions.

In the general structure of educational activity, a significant place is given to the actions of control (self-control) and evaluation (self-assessment). This is due to the fact that any other educational action becomes arbitrary, regulated only in the presence of monitoring and evaluation in the structure of activity.

Control involves three links: 1) a model, an image of the required, desired result of an action; 2) the process of comparing this image and the real action; and 3) making a decision to continue or correct the action. These three links represent the structure of the subject's internal control over its implementation.

P.P. Blonsky outlined four stages of the manifestation of self-control in relation to the assimilation of material. The first stage is characterized by the absence of any self-control. The student at this stage has not mastered the material and, accordingly, cannot control anything. The second stage is complete self-control. At this stage, the student checks the completeness and correctness of the reproduction of the learned material. The third stage is characterized as the stage of selective self-control, in which the student controls, checks only the main points on the questions. At the fourth stage, there is no visible self-control, it is carried out, as it were, on the basis of past experience, on the basis of some minor details, signs.

In learning activities there are many psychological components:

• - motive (external or internal), corresponding desire, interest, positive attitude to learning;
• - meaningfulness of activity, attention, consciousness, emotionality, manifestation of volitional qualities;
• - orientation and activity of activity, a variety of types and forms of activity: perception and observation as work with sensually presented material; thinking as an active processing of the material, its understanding and assimilation (various elements of the imagination are also present here); the work of memory as a systemic process, consisting of memorization, preservation and reproduction of material, as a process inseparable from thinking;
• - practical use of the acquired knowledge and skills in subsequent activities, their clarification and adjustment.

Learning motivation is defined as a particular type of motivation included in the activities of learning, learning activities. Like any other type, learning motivation is determined by a number of factors specific to this activity:

• 1) the educational system itself, the educational institution where educational activities are carried out;
• 2) organization of the educational process;
• 3) the subjective characteristics of the student (age, gender, intellectual development, abilities, level of claims, self-esteem, his interaction with other students, etc.);
• 4) the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the case;
• 5) the specifics of the subject.

A necessary condition for creating students' interest in the content of education and in the learning activity itself is the opportunity to show mental independence and initiative in learning. The more active the teaching methods, the easier it is to interest students in them. The main means of fostering a sustainable interest in learning is the use of such questions and tasks, the solution of which requires active search activity from students.

An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of their stock of knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation.

All the constituent elements of the structure of educational activity and all its components require a special organization, special formation. All these tasks are complex, requiring for their solution appropriate knowledge and considerable experience and constant everyday creativity.

Classification of types of educational activity of students Gershunsky B.S. Philosophy of education for the 21st century -M.: Perfection, 1998.-608s.

Theoretical Practical Activities in the classroom Extracurricular activities

When classifying according to the organizational form, three signs were distinguished: frontally, in groups and individually. Of course, these forms exist as independent ones, but in the real educational process they are most often combined, for example, frontal work and work in groups. Having received a common task, students work in groups that are assigned different tasks. In some activities, at some stage of solving a problem, individual students work individually.

In the classification by type of research - theoretical and practical, it is also very difficult to give preference to any type. Often theoretical and practical research are interconnected.

The division according to didactic goals is also very conditional, since, in one lesson, it is possible to combine all (or most) of the indicated signs, for example, the control of knowledge, skills and abilities, carried out in the form of an experimental task, is appropriate when studying new material.

When determining the content of educational activities, classroom and extracurricular work with the main forms of organizing classes are distinguished. These forms of classes are used directly in the classroom and in extracurricular activities, according to the classification, but almost all of them are interconnected. That is, their active use is possible, both in the classroom and in extracurricular activities and at home.

It should also be noted that between the main forms of organization of students' activities, one can single out the connection through educational and research actions and operations. Some types of activity consist of a fairly large number of actions, which at the initial stage are considered as independent activities, consisting of simpler actions based on elementary operations.