This form of education has revolutionized the education system, it has made it possible to mass education with the least expenditure of resources. It is not for nothing that scientists and teachers from all over the world devoted their fundamental works to it, subjecting to a thorough analysis all the advantages and disadvantages. Today, the class-lesson system of education is the leading system of organizing school education in many countries of the world. Its viability for several centuries speaks of its high productivity, accessibility and loyalty to change.
Class-lesson education system
At all times, the school has faced the most important task: not just the assimilation of certain disciplines by students, but also education, the formation of a person as a person for further self-determination and adaptation in society. The successful implementation of the tasks set was only in the case when the interaction between the teacher and the students was a purposeful formed learning system that provides a unified development of scientific disciplines and independent work skills.
Understanding the organization of the class-lesson system of education, its essence boils down to the fact that students of the same age and level of development make up a class. And this class throughout the entire period of study retains its constant composition. The main form of the system's lessons is a lesson that has a clear organized structure and time frame. Traditionally, one lesson is separated for a specific subject or topic, where the teacher supervises all the work of students. And he will make the final decision on the progress in his subject separately for each student.
The makings of classroom teaching can be found in the history of ancient civilizations. For example, in ancient Greece, the Athenian and Spartan schools of education. There, admission to school was provided for by a certain age, and the learning process went according to a predetermined plan, and students were periodically grouped for joint classes. Also, some elements of this system were observed in monastic schools in the Middle Ages.
Creator of the class-lesson training system
Having a number of socio-economic prerequisites, the class-lesson system was gradually formed as a replacement for individual learning. At the turn of the 15th and 16th centuries in Europe, a need arose for a different approach to education. The first steps in building a class-lesson system of education were made by F. Melanchthon (1528) in German educational institutions. He divided the school into classes with a specific curriculum and curriculum in each. This provided the basis for the formation of the subsequent system.
The theoretical substantiation of the system, the development and its improvement belong to J. A. Comenius (1592-1670), who put its principles into practice by organizing schools in the Czech Republic and Poland. In his works “Great Didactics” and “Laws of a well-organized school”, he summarized and summed up the great experience of pedagogy, giving the initial outlines of the class-lesson system of education. These works were not published immediately, however, they were able to cause a wide resonance in society and were initially recognized in some Western countries. Today, the works of the Czech teacher are fundamental in scientific pedagogy and have been translated into many languages of the world.
By the 19th century, Comenius' class-lesson teaching system had won universal recognition and established itself as one of the leading systems of school education throughout the world.
Characteristic features of the system
Historically, the group method of teaching has been known for a long time, but it was with the class-lesson system that it was possible to achieve high results in the progress of students as a single group.
The main features of the class-lesson system:
- There are two groups of people who teach - teachers, and who study - students.
- The educational process is divided into specialized disciplines, each of which is studied separately.
- Students are divided into same-age study groups - classes, with a constant composition.
- The whole study group learns the same topic at the same time, in the same way.
- There is an agreed schedule common to the entire class, which contains information about the beginning and end of classes, the number of subjects for each day, their duration and rest time between them.
Main component
An important unit of the entire educational cycle is the lesson. In the class-lesson system of education, the requirements for it are determined by the principles of the educational process, goals and objectives.
All requirements boil down to three main points:
- include: information, use of the latest technologies, creativity, a combination of various methods and forms of conducting, alternation of team work with independent work, feedback.
- Educational - building relationships with students (mindfulness and interest in academic performance), fostering universal human values and positive qualities.
- Developmental requirements are the cultivation of interest in learning activities and creative activity, determining the level of development of children and developing further development steps.
Regardless of the teaching system and its methods, the lesson will always remain the main form of building the educational process.
traditional education
The class-lesson system of education is a traditional form of education that prevails in many schools around the world. It was born during the industrial revolution as a response to its growing demands. The advancing industry required the training of many trained workers. And the school provided such personnel, preparing students for factory work.
But time does not stand still, humanity has stepped into the information age. At the end of the 20th century, pedagogy faced the need for student-centered learning. More and more began to receive an "order" for a person who can quickly navigate changes and make atypical decisions in the current tasks. Now a creative person with non-standard multi-level thinking is in demand. Unfortunately, the traditional education system is not up to the task.
Advantages and disadvantages of the system
The history of world pedagogical practice contains a storehouse of the most diverse forms of education. And the class-lesson system of education, as one of them, also once went through its emergence, formation and improvement, and now it is steadily moving towards its decline. Increasingly, the question of its shortcomings, backwardness, inability to respond to the demands of the time began to be raised. But along with this, no one will deny the advantages of the system: a clearly defined structure of the educational process and educational work, the interaction and cooperation of students within the group, the cost-effectiveness of education.
However, for all its significant advantages, the class-lesson system still has significant disadvantages. And first of all, this is that it is focused on the “average” student, on the mass character, without taking into account any individual abilities. At the same time, weak and strong students remain on the sidelines, restraining themselves in their development. And there is also a group of schoolchildren who think in a completely “different way”, for whom the perception of reality goes, for example, in a kinetic way, they have the hardest time.
Criticism of the Comenius system
The revealed disadvantages of the class-lesson system served as the basis for quite justified critical statements addressed to it. The Polish educator C. Kupisiewicz, working with the issue of problem-based learning, noticed that this system imposes an artificial atmosphere of work. He also noted that the frequent change of subjects in short periods of time does not give students the proper depth of knowledge and immersion in the subject, hence the failure. And such a phenomenon as repetition, in most cases, is due to the fact that not all children can withstand the imposed pace of work.
Criticism of the education system intensified even more at the end of the last century. This was the impetus for the search for new training systems, and for the modification of the traditional system.
Improvement Attempts
Searches and attempts to reshape the class-lesson education system began to be undertaken as early as the 18th century. The first proposal for modernization was made by the English priest A. Belle and teacher D. Lancaster. They proposed a system of mutual learning, where older students, under the guidance of a teacher, shared knowledge with the younger ones. The practice of such training was used in England and India, but the Belle-Lancaster system was not widely used.
Further research on the modernization and development of the class-lesson system of education was reflected in the Batov and Mannheim systems at the end of the 19th century. Even later, the American teacher E. Parkhurst developed the Dalton Plan system, according to which classes with students were held individually in laboratories and classrooms. Despite the high appraisal received, the system could not take root in any state.
In today's practice, on the basis of the class-lesson system, groups or classes of students are created to study a subject of their choice from a particular teacher. And after the exam, the class is immediately disbanded. This approach to learning allows you to adapt as much as possible to the abilities and interests of the students themselves, where they set their own pace.
Classroom system in Russia
On the territory of the Russian state, the class-lesson system came into practice in the second half of the 18th century. A significant contribution to the adaptation of the system to local schools was made by K. D. Ushinsky. Being a devoted supporter of the works of Comenius, he paid special attention to the organization of the school lesson and its types. With the support of Catherine the Great, school education began to gain momentum. And by the 19th century, the number of educational institutions in Russia increased significantly.
The class-lesson system of education has firmly established itself in Russian schools; it has been the main form of education for a long time. Attempts to update it by individual teachers gave rise to the practice of non-traditional methods of classroom work. For example, developmental education by L. V. Zankov (in 1950-1960) or the method of advanced learning by S. N. Lysenkova.
Recently, the organization of experimental schools has become a priority in Russian education, which continue to be born as a result of criticism of the class-lesson system of education. These schools, as engines of innovation, have a significant role to play in the search for better forms and methods of education.
Related article:
"Class-lesson activity: pluses, minuses, prospects".
The class-lesson system of organization of education is the most popular and widespread form of education in education in many countries of the world, including Russia.
The current class-lesson system of organizing studies has been established in Europe since the 16th century after relatively cheap printed books appeared. Since there was never a lot of money allocated for mass education, for each teacher there was a whole horde of children who needed to be strictly organized. This is how the class-lesson system was born, the theoretical justification of which was given in the 17th century by the preacher of the Reformed Church, Jan Amos Comenius.But, despite the fact that this form has existed for more than 300 years, many researchers are currently looking for alternative ways of teaching - a replacement for the class-lesson system. Why is this happening? Like any system, class-lesson activity has its advantages, but also disadvantages, and very significant ones. In modern conditions of globalization of education, the classroom form no longer meets the requirements of the time. Today, modern society requires the development of individuality, creative thinking, and not standard skills. New requirements force us to look for new and more effective forms of education.
First, traditionally, the advantages of the class-lesson system should be noted. The structural unit of class-lesson activity is a lesson, which lasts an average of 45 minutes.
1) A clear order of learning and guidance by the teacher.
2) Profitability - one teacher teaches.
3) The possibility of using collective forms of learning and mutual learning.
4) The ability to produce a large amount of material in a relatively short period of time.
5) Since the student team is constant in composition, personal relationships arise within it. The student team is an effective tool not only for teaching, but also for educating students.
In addition to general educational organizations, the class-lesson system is also used, as is known, in secondary specialized educational institutions, which once again emphasizes its popularity.
Now let's talk about the shortcomings of the class-lesson system:
1) Focus on the average student.
2) Limited use of an individual approach.
3) A single pace of learning, as a result of which strong students experience a delay in creative development, and weak children experience overwhelming difficulties.
4) Predominantly verbal nature of learning, and therefore, focus on memory, and not on thinking.
5) The reproductive nature of the exercises. Children learn to use the acquired knowledge on the model in similar situations.
6) The inability to control the assimilation of the material by each student at each lesson.
7) Lack of an individual approach to learning.
8) Dominance of the parent teacher, his opinions (narrowing of the information field). In the context of the globalization of education, where the school and the teacher are not the only source of knowledge, this is a significant drawback.
In addition to the above, one should ask the question: how can a classroom system exist in the conditions of universal computerization. In conditions of abundance of information and computerization, the student must be able to independently navigate and highlight the information he needs. And the class-lesson system with the predominance of the role of the teacher does not contribute to the development of such skills.
Another disadvantage should include such a fact as the assimilation by students of standard material that does not have a personal meaning for them. Children do not see the point in learning, and some simply sit out the lesson in the hope that it will someday end. The lack of self-realization, the personal meaning of learning makes this very learning boring for the child, not contributing to creative development. It is no longer necessary to talk about the elements of health saving. If in the lower grades physical minutes are held in the lessons, then nothing of the kind happens in the upper grades.
This reason, in addition to the previous ones, makes us think about the imperfection of the classroom system.
One of the attempts to solve the problem of the development of thinking, independence in obtaining knowledge is the introduction of federal state educational standards using a system-activity approach, which is based not on the assimilation of ready-made knowledge, but on the independent activity of students with the "discovery" of new knowledge. As an English teacher, I am familiar with textbooks created in accordance with the Federal State Educational Standard. Their material is based on the use of the student's personal experience, search independent activity. Learning on such material helps to increase the motivation of students to learn, and, consequently, the quality of education. The GEF takes into account the fact that the information and skills necessary for life are updated much more often than textbooks are rewritten and teachers are retrained. Therefore, students need to learn how to find and master them on their own.
But the Federal State Educational Standard, despite its merits, does not impose qualitatively different requirements on the class-lesson system of education as such.
I noted more shortcomings of the class-lesson system than advantages. But, despite the fact that for many years of attempts to organize education differently, there is no better alternative yet.
I believe that the class-lesson form will undergo significant changes over time. More and more proposals for the modernization of education will appear. But it won't happen so soon. Changing the whole paradigm of education is a long process that requires, firstly, a new look at the education process, and secondly, structural, personnel and other changes, and this, in turn, will lead to significant material costs. Therefore, the class-lesson system will exist for many years to come. After all, it has existed for more than 300 years.
In my opinion, a promising form of education is a group form. It combines the possibilities of using both collective forms of work and individual learning. With a smaller number of children, the teacher has the opportunity for individual work with an individual student. I work at the center of creativity and I can definitely say that additional education has advantages in this regard. It is in additional education that children realize their cognitive needs. Although the learning process is carried out in the form of lessons, and the lesson is close in structure to the lesson, but additional education provides more opportunities for solving the issue of creative self-realization, the development of cognitive abilities, independence, and individualization of learning. Personally, I adhere to the point of view that the class-lesson system requires global modernization. Looking forward to the upcoming changes.
Forms of organization involve the coordinated activities of the teacher and students, carried out in a certain order and mode.
The history of the development of education knows various learning systems in which preference was given to one or another form of organization:
individual form (the most ancient form);
individual-group (in the schools of the Middle Ages, where children of different ages and different levels of training united);
mutual learning (20th century - the Bellancaster system in England, when older children teach younger ones);
Differentiated education according to the abilities of students (the beginning of the 20th century - the Mannheim system, when students, depending on the level of development, are divided into classes: weak, medium, strong);
The system of individualized learning (Dalton, USA, the so-called Dalton Plan system. Here, the success of educational activities depends on adapting the pace of work at the school to the capabilities of each student. Central to this system is the independent learning activity of students. The role of the teacher is tactful leadership. Classes were replaced by educational workshops, laboratories. Learning assignments were given at the beginning of the year for each subject. Annual assignments were specified by months, and students reported on time).
In the USSR in the 1920s, a modification of the Dalton plan was used. It was the so-called brigade-laboratory training system.
- the American "Trump Plan" (50-60s of the 20th century. The goal is to stimulate individual learning as much as possible using the flexibility of the forms of its organization. It combines classes in large groups - 100-150 people and in small groups - 10-15 people , where the lecture material is discussed.Moreover, 40% of the time students spend in large groups, 20% in small groups, 40% are engaged in independent work.
The class-lesson system of education has received the greatest distribution both here and abroad. It originated in the 17th century and has been developing for more than three centuries. Its theoretical foundations were developed by Ya.A. Comenius.
The features of the class-lesson system as a form of organization of education are as follows:
1. a constant composition of students of approximately the same age and level of preparedness (class);
2. training planning (each class works in accordance with the annual plan);
3. the educational process is carried out in the form of interconnected lessons following one after another;
4. monism, i.e. each lesson is devoted to only one subject;
5. schedule;
6. variability of activity (various types of cognitive activity of students);
7. the leading role of the teacher.
Advantages of the class-lesson system:
strict organizational structure
economy,
The collective nature of the activity
opportunities for mutual learning
educational influences.
Disadvantages of the class-lesson system: focus on the average student, the lack of the possibility of individual educational work.
The main component of the class-lesson system of organization of learning is the lesson. Lesson - this is an element of the educational process with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. The requirements for the lesson are determined by the social order, the goals and objectives of education, the laws and principles of the educational process.
Lesson Requirements:
1. Didactic (educational):
a clear definition of the goals and objectives of the lesson,
optimization of the information content of the lesson,
introduction of the latest technologies of cognitive activity,
a creative approach to the formation of the structure of the lesson,
a combination of various forms, types, methods,
A combination of teamwork and independent work
Providing feedback, control and management.
2. Educational:
Determining the educational opportunities of educational material,
education of students on universal human values,
formation of vital qualities,
· Attentive and sensitive attitude towards students; cooperation with students, interest in their success.
3. Developing:
the formation and development of students' positive motives for educational and cognitive activity, interests, creative activity,
Studying and taking into account the level of development of children, designing a “zone of proximal development”,
· Conducting lessons at a "leading level", etc.
The birth of a lesson begins with the awareness and clear definition of the goal (what the teacher wants to achieve), the means (what will help the teacher achieve the goal), and finally, the way to achieve the goal (how the teacher will act so that the goal is achieved). The goal is the expected, pre-planned result of the object transformation activity.
The main elements of the lesson, which reflect the patterns of the learning process, are: updating, the formation of new concepts and methods of action, the application of what has been learned. In the real educational process, these elements act as 1) stages of the learning process, 2) as generalized didactic tasks that are obligatory present in each lesson, 3) as components of the didactic structure of the lesson.
Didactic lesson structure acts as a general prescription, a general algorithm for organizing a lesson. The concept of "lesson structure" means its internal structure, the sequence of individual stages. The teacher today is free to choose the structure of the lesson, as long as it ensures the high effectiveness of training and education.
All the variety of lessons must be classified. Attempts have been made, based on certain criteria, to single out lesson types. Let's consider some of them.
1. According to the logical content of the work and the nature of cognitive activity, the following are distinguished. Lesson types:
introductory,
lesson of primary acquaintance with the material,
a lesson in the assimilation of new knowledge,
a lesson in applying the acquired knowledge in practice,
skills lesson,
lesson of consolidation, repetition and generalization,
control lesson,
combined lesson.
According to didactic goals and the place of lessons in the general system, there are:
Combined lesson
a lesson in learning new knowledge,
a lesson in the formation of new skills,
lessons of generalization and systematization of the studied,
lessons of control and correction of knowledge, skills,
Lessons of practical application of knowledge and skills (Onischuk, Sorokin, Makhmutov, etc.)
The most common type of lesson is a combined one. The steps of this lesson look like the following. way:
organizational moment (2–3 min.),
Repetition of what has been studied (updating knowledge - 10–12 min.)
Learning new knowledge, developing new skills
(20–25 min),
Consolidation, systematization, application (8–10 min.),
homework assignment, instruction on how to do it (2–3 min.)
The stages of the lesson can be presented in any sequence, which makes the lesson flexible and applicable to solve various educational problems. However, as teachers note, in such a lesson there is not enough time to learn new knowledge. In order to increase the effectiveness of training sessions, other types of lessons are currently being practiced. Here, students are engaged in any one type of activity.
These are lessons - the assimilation of new knowledge,
Improvement of knowledge, skills, abilities,
generalization and systematization of knowledge,
control and correction of knowledge, skills,
application of knowledge and skills in practice.
In fact, all these types of lessons are a truncated ("shortened") combined lesson. The structure of these types of lessons includes 3 parts:
1. organization of work (2–3 min.),
2. the main part (assimilation, formation, repetition, consolidation, control, application, etc.) - 35–40 min.,
3. debriefing and homework (2–3 min.).
Conclusions: Lesson is the main organizational form of education in a school, a teacher training college, in a secondary educational institution. The lesson is at the same time a pedagogical unit of the learning process. The content of the process of education and upbringing, its orientation, as well as the basic principles, methods and means of education and upbringing get real concretization and find their real implementation only during the lesson. Each lesson contributes to the solution of the problems inherent in this topic, section, course. The lesson performs a specific function, in which a certain part of the larger blocks of educational material, including this lesson, finds expression.
Psychological and pedagogical analysis of the lesson as a form of organization learning
The main, decisive in teaching is the explanation of the material. Without a clear, irreproachable explanation in terms of content and methods, all other methods of teaching do not solve anything. A good explanation of the material in psychology lessons is the foundation on which, with the help of other elements of training, a system of psychological knowledge grows.
An explanation should be understood as a verbal interpretation of patterns, essential properties of the process under study, individual concepts, phenomena, etc. Explanation is a monologue form of presentation.
Explanation requirements:
precise and clear formulation of the problem, the essence of the problem,
question;
use of comparison, comparison, analogy;
· attraction of bright examples;
Impeccable logic of presentation;
· grammatically correct speech;
The inclusion of non-verbal means in accordance with the content of the information, etc.
The quality of the explanation of the material depends on the skill of the teacher and careful preparation of the lesson. It is very important that the teacher has no problems with the actual material, so that he confidently masters the educational material.
There are three stages in the preparation of the lesson:
1) diagnostics, 2) forecasting, 3) planning.
Diagnostics consists in "clarifying" all the circumstances of the lesson:
student opportunities,
motives for their activities and behavior,
Interests, abilities,
The level of education
the nature of the educational material (its features and practical significance),
The structure of the lesson
analysis of the time spent on the survey, etc.
Forecasting- involves the evaluation of various options for conducting a future lesson and the choice of the optimal one according to the accepted criterion.
Planning(designing) - the final stage of lesson preparation - ends with the creation of a program for managing the cognitive activity of students. In it, the teacher fixes: whom and when to ask, where to introduce the problem, how to proceed to the next stage of the lesson, etc.
Beginning teachers need to write detailed outline plans. This teaches to comprehend the upcoming lesson in all the details of its organization. In the plan-compendium of a novice teacher, sl. moments:
the date of the lesson and its number according to the thematic plan;
The name of the topic of the lesson and the group (class) where it is held;
goals, objectives of education, upbringing, development;
the structure of the lesson indicating the sequence of stages and the distribution of time by stages
methods and techniques of work in each part of the lesson (questions for the survey, tasks, etc.)
· training equipment (learning aids);
homework assignment.
It should be emphasized that the success of a lesson depends not only on the teacher's careful preparation for it, but also on the preparation of the students themselves for work in the upcoming lesson, on the psychological mood with which they come to class. Student preparation involves:
Introducing students to the plan of their work in the upcoming lessons,
orientation of students to their preliminary acquaintance with individual sections or topics of the textbook, reading popular science and fiction on the problems of the next lesson, conducting observations and simple experiments that can contribute to the study of new material.
Survey as a learning tool
An explanation, no matter how methodically perfect it may be, cannot provide sufficiently strong and deep knowledge and skills. Only by using their knowledge to answer the question, students penetrate the material, i.e. take possession of it. The survey strengthens, expands the knowledge gained, stimulates systematic work, develops memory, thinking, and speech. The survey regulates the assimilation of educational material.
So the poll is:
This is the most important type of control and accounting of students' knowledge. With poor control or its absence, the student stops trying, regularly preparing for classes, and interest in learning disappears.
This is an important means of consolidating and deepening knowledge. Nothing is so clearly and firmly assimilated as the material on which I answered. The survey provides a solid and conscious assimilation of the program material.
It is a means of developing thinking and speech. Demanding from students the ability to generalize, compare, analyze; accustoming to the logical sequence of presentation of the material, the teacher of psychology develops the ability to establish connections, i.e. think. During the survey, the lexical composition of the language of the trainees is enriched, the shortcomings of speech are eliminated.
The survey allows you to get feedback: how students understood the material, whether the presentation of information by the teacher was clear and convincing (evidence-based).
Achieving the assimilation of knowledge, the teacher of psychology has in mind three main criteria for the quality of knowledge:
completeness and depth of assimilation of factual material on the topic;
awareness, flexibility and specificity in the interpretation of the material;
The effectiveness of knowledge, the ability to apply knowledge in practice.
The main thing is the application of knowledge. You can learn the definition, but not be able to give an example to confirm the pattern. Or, giving examples, not being able to make a generalizing conclusion about the features of a particular process, property, state.
Preparation for the survey begins in advance with the preparation of a short survey plan for the entire topic. Without preliminary preparation of the survey, the teacher works largely blindly, as he vaguely represents the amount of knowledge that students should at least learn. It is important to ask the right questions:
· The question should be extremely clear, accessible to the age, level of development of the trainees and not require additional explanations.
· Questions should relate to the main points of the topic so that the answer contributes to remembering the most important sections of the program.
· The question should help students to penetrate into the essence of the studied phenomena, processes and include the work of thinking as often as possible.
It is not easy for a novice teacher to immediately detect omissions and inaccuracies when listening to answers. Therefore, when composing questions, one should think over the answers.
Before the start of the lesson, the teacher must clearly understand the objectives of the lesson, the amount of material that will be worked out during the survey, know what questions will be asked and which of the students will answer; be prepared for the unexpected, which will require a rational decision.
Depending on the degree of passage of the material, the following types of survey are distinguished:
Current, connected with checking the assimilation and consolidation of the material that is directly studied, it allows for systematic monitoring of the work of students at all stages of work on the topic;
· Summarizing, summing up the work on the current topic, section. This type of control is associated with repetition and in-depth generalization of the material covered.
Consider the main methods of current control:
1. Individual survey- the student's monologue response to the teacher's questions. The question is asked to the group, after which the student is called. After his answer, the teacher asks to supplement, clarify, correct the answer. He makes comments on the answer himself and gives an assessment. After that, the next question is asked and in this way 2 to 4 people are interviewed. The answer is given an average of 5-8 minutes. The positive aspects of an individual survey: an oral, complete, independent answer allows you to accurately assess:
the quality of the response, i.e. knowledge of the material
logical sequence of presentation
literacy, accuracy of the language.
It is desirable to conduct each trainee through an individual survey. True, it should be noted that this method of questioning allows a small number of students to be questioned during the lesson.
2. Frontal survey- this is a control questioning in the lesson, checking the degree and awareness of the assimilation of the educational material of the entire group, class. The organization of the survey should be clear, the questions are thought out to the smallest detail, their sequence is precisely established. This survey method allows you to:
to cover many students with the test,
develops the ability to give a short but precise answer,
draws attention to the essential details of the topic and contributes to their memorization,
Accustoms to the consistency and validity of the presentation of the material,
Involves the whole group in the work, activating the processes of attention and thinking.
Disadvantages of face-to-face interviews include:
a) the short form of answers does not accustom to a detailed, most difficult type of answer,
b) does not allow revealing the degree of depth of knowledge of individual students. Therefore, there is no need to turn it into a universal way to test knowledge.
At this stage, mutual survey is practiced in the training system. Students make up their own questions about the topic of the lesson. Then after discussion, if the question is really on that topic, answer that question. The teacher notes not only a good answer, but also a good question.
Example. The teacher presents the main material on the topic "Types of memory." Then he offers to open a textbook on psychology on the appropriate page. After the instruction, one of the students reads the proposed paragraph aloud, and the rest carefully follow the textbook. At the end of the reading, the teacher asks: “How can you title the main parts of what you read?”. Students take turns naming the main ideas of this paragraph. Collective work takes an average of 10 minutes, the most successful answers are graded.
3. Combined survey(compacted) - this is the most difficult way to interview. Its essence is as follows: they are called simultaneously
4–5 students. One responds orally as in an individual interview. The rest are in writing: the 2nd at the blackboard perform the task, the 2nd at the desk on the pieces of paper. After listening to the oral answer, the teacher checks the written answers at the blackboard (at the desk). After that, he asks 1-2 small questions and puts marks on everyone. Frontally, you can ask 1-2 more students.
The positive aspects of the combined survey: a) allows you to ask 8–10 people within 20 minutes, b) makes it possible to develop the ability to solve problems, make plans, theses, c) allows you to check students' knowledge in a short period of time on a large section of the program.
The disadvantages of this survey method include: a) the need to correct, clarify the answers of 6 people and more leads to a delay in the survey, which is undesirable; b) a large load on the teacher, since you have to simultaneously observe the entire group, those in charge and those who write on the blackboard and at the desk.
So, we have reviewed the current survey and ways to conduct it: individual survey, frontal and combined.
When the main sections of the topic have been studied, it is necessary to summarize the work, draw generalizing conclusions, i.e. conduct a survey. One of its types is a thematic survey.
Basic requirements for a thematic survey:
1. highlighting the main, key material in each program topic, as well as compiling control questions that make it possible to objectively determine the knowledge of students on the topic;
2. use such forms and methods of verification that allow revealing the actual level of knowledge of each student on each key issue;
3. the teacher must give students marks on each topic of the psychology course;
4. an unsatisfactory mark received by a student for not knowing one section or topic is corrected only by a mark for mastering the same material and in the same volume. It is unacceptable to overlap the "deuces" with marks for subsequent topics;
5. For an objective final mark, it is advisable to conduct verification (control) work on the topic as a whole.
A scientific analysis of all these provisions convinces us that the thematic accounting of knowledge becomes an important incentive to improve the quality of education. Currently, psychology teachers use such forms of knowledge control as the use of programmed control, as well as test-type control tasks. This is a set of such tasks and exercises that require short, unambiguous answers, mainly in the form:
the underlining,
Arrangement of numbers
phrase additions,
graphic symbols, etc.
Tests with selective answers are used, which makes it possible to process them automatically. The unambiguity of tests allows the trainees themselves to be involved in self-examination and self-assessment of knowledge.
In educational institutions in many countries of the world, a psychometric survey is widely used to assess the level of knowledge and the level of development of thinking. In psychology lessons, it is recommended to use a psychometric survey when studying topics: thinking, imagination, speech. You can choose different categories of questions: the interpretation of words and concepts, antonyms, synonyms, analogies, the degree of rationale, etc.
Various types, forms and methods of testing the knowledge, skills and abilities of trainees should be used in close relationship so that they complement each other. Each type of verification has its pros and cons. Therefore, their complex and differentiated use helps to increase the effectiveness of control and, ultimately, the quality of students' knowledge.
53. Classroom system and its characteristics.
The class-lesson system of education is the organization of the educational process, in which students are grouped to conduct classes in teams that retain their composition for a set period of time (usually an academic year) - classes, and the lesson is the leading form of education. Features and characteristics of the classroom-lesson system of education:
the main unit of the didactic cycle and the form of organization of education is the lesson;
the lesson, as a rule, is devoted to one academic subject, and all students work under the guidance of a teacher;
the leading role of the teacher is not only in organizing the process of transferring and assimilation of educational material, but also in assessing the learning outcomes of students and the level of learning of each student, as well as in deciding to transfer students to the next class in their discipline at the end of the year;
a class is the main organizational form of bringing together students of approximately the same age and level of training (as a rule, the composition of the class remains almost unchanged);
the class works according to a unified curriculum and programs according to the school timetable;
for all students, classes begin strictly according to the schedule at predetermined hours of the day;
the academic year is determined by academic quarters and holidays; each school day is determined by the number of lessons according to the schedule and the time for breaks between classes;
the academic year ends with a final reporting work (exam or control) for each academic discipline;
schooling ends with final exams.
The lesson is traditionally the main form of education. It is a complete, integral element both in terms of time and organization in the system of the educational process. It is a universal system of interaction between a teacher and students, working on the assimilation of knowledge, the acquisition of skills and abilities, the development of their abilities, moral, spiritual and physical perfection. A lesson is a didactic structure in which the goal and result, the organizational form and content, the subject and object of communication, the personal and professional qualities of the teacher, his skill and creativity, the process and methodological support are presented in unity and interconnection, designed to achieve the goals and objectives of education. , development and education.
In pedagogical science, there are different opinions about the advantages and disadvantages of the class-lesson system, for example, the following advantages and disadvantages are distinguished:
54. Pedagogical requirements for the lesson.
When designing a lesson, it is necessary to comply with the conditions and rules for its organization, as well as the requirements for it. Conditions mean the presence of factors without which the normal organization of the lesson is impossible. An analysis of the educational process makes it possible to single out two groups of conditions: socio-pedagogical and psychological-didactic. In the socio-pedagogical group, the following important conditions can be noted:
1) the presence of a qualified, creatively working teacher;
2) the presence of a team of students with a well-formed value orientation and motivation for learning;
3) availability of the necessary teaching aids;
4) trusting relationship between students and teacher, based on mutual respect.
In the group of psychological and didactic, you can specify the following conditions:
1) compliance with the level of education of students to program requirements;
2) the presence of a mandatory level of formation of motives for learning and work;
3) compliance with didactic principles and rules for organizing the educational process;
4) the use of active forms and teaching methods.
The whole set of requirements for the educational process, ultimately, comes down to observing the didactic principles of education: nurturing and developing education; scientific character; connection of theory with practice, learning with life; visibility; availability; systematic and consistent; independence and activity of students in learning; consciousness and strength of mastering knowledge, skills and abilities; purposefulness and motivation of training; individual and differentiated approach to students.
In addition to the basic rules arising from didactic principles, the teacher, when preparing a lesson, is also guided by the methodological rules for organizing a lesson, based on the logic of the learning process, the principles of learning and the laws of teaching. This should:
determine the general didactic goal of the lesson, including educational, upbringing and developmental components;
clarify the type of lesson and prepare the content of the educational material, determining its volume and complexity in accordance with the goal and the capabilities of students;
define and detail the didactic tasks of the lesson, the consistent solution of which will lead to the achievement of all goals;
choose the most effective combination of teaching methods and techniques in accordance with the goals set, the content of the educational material, the level of students' learning and didactic tasks;
determine the structure of the lesson, corresponding to the goals and objectives, content and teaching methods;
strive to solve the set didactic tasks at the lesson itself and not transfer them to homework.
When talking about the requirements for the lesson, as usual, they reduce them to the obligation to comply with the entire set of rules noted above. However, we note that the most significant requirements for the lesson are its purposefulness; rational construction of the content of the lesson; reasonable choice of means, methods and techniques of training; a variety of forms of organization of educational activities of students.
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The most widespread both in our country and abroad was the class-lesson system of education, which arose in the 17th century. and has been developing for more than three centuries. Its contours were outlined by a German teacher I. Sturm, but developed the theoretical foundations and embodied in practical technology Ya.A. Comenius.
class-lesson The form of organization of training is distinguished by the following features:
- a constant composition of students of approximately the same age and level of preparedness (class);
- each class works in accordance with its annual plan (learning planning);
- the educational process is carried out in the form of separate interconnected, following one after another parts (lessons);
- each lesson is devoted to only one subject (monism);
– constant alternation of lessons (schedule);
- the leading role of the teacher (pedagogical management);
- various types and forms of cognitive activity of students are used (variability of activity).
The class-lesson form of organization of educational work has several advantages compared to other forms, in particular individual:
- with the massive coverage of school-age children with training sessions, this system ensures organizational clarity and continuity of students' work and the stimulating effect of the class team on the educational activities of each student;
- implies a close connection between the compulsory educational and extracurricular work of schoolchildren;
- provides the possibility of combining mass, group and individual forms of educational work;
- creates favorable conditions for the day of mutual learning, collective activity, competition, education and development of students;
- economical, since one teacher works simultaneously with a large group of students.
However, this form is not without shortcomings that reduce its effectiveness main among which - reliance (orientation) on the "average" student, the lack of the possibility of individual educational work with students.
The class-lesson form of organization of education includes, along with the lesson, a whole range of forms of organization of the educational process. These include: lectures, seminars, excursions, classes in educational workshops, workshops, forms of labor and industrial training, interviews, consultations, exams, tests, forms of extracurricular work (subject circles, studios, scientific societies, olympiads, competitions), etc. Within the framework of these forms of education, collective, group, individual, frontal work of students of both a differentiated and undifferentiated nature can be organized.
The most important feature of the above forms of organization of education is that the student learns to work on any of them: listen, discuss issues in teamwork, concentrate and organize their work, express their opinions, listen to others, argue their evidence, make notes, compose the texts of reports , work with sources of knowledge, plan your actions, organize your workplace, etc.
During group work, students learn the elements of the organizational activity of a leader, employee, subordinate, form the experience of making contacts with the environment of adults.
