P. A. Педагогическая психология: Принципы обучения: Учебное пособие

некоторые из этих заключительных рассуждений приникли в вашу структуру познания. В то время как некоторые убеждения укрепились и расширились, другие, возможно, были пересмотрены и отброшены. Применение вашей подсознательной теории учения к преподаванию, возможно, тоже изменилось. Вероятно, также изменился ваш взгляд на свою роль как преподавателя, на то, как вы должны планировать и проводить уроки, регулировать поведение учащихся и реагировать на выполнение заданий учащимися.

Наша подсознательная теория руководит нашими действиями иногда даже без предварительного обдумывания. Предположим, например, что вы встретились с учащимся, который испытывал трудности в завершении заданий и портил работу других. Как бы вы действовали? Возможно, назначили бы встречу с учащимся, используя беспроигрышный метод Гордона, чтобы достичь взаимоприемлемого образа действий? Осуществили бы своего рода оперантную процедуру, чтобы подкрепить более подходящее поведение? Попытались бы вы подойти к учащемуся при помощи использования модели ровесников? Вероятно, вы бы разработали альтернативный метод, сочетающий в себе некоторые из вышеприведенных процедур с какими-то другими. Решение, к которому вы бы пришли, отражало бы вашу подсознательную теорию учения и то, как действует этот метод.

На протяжении этого текста мы обсудили ряд теоретических находок и того, что было обнаружено в результате исследований, и все это было применимо к педагогическим проблемам. Я надеюсь, что в исследовании этих идей читатель нашел много «самородков», ведущих к созданию более полезной и удовлетворительной личной теории учения.

В этой заключительной главе была сделана попытка обобщить и объединить материал, обсуждавшийся ранее. Было дано объяснение пяти заключительным мыслям, поскольку они связаны с содержанием мате- „-.-. риала особого рода. О''

1. Возникает единая теория обучения в системе образования.

2. Научное исследование установило эффективность многих методик, которые помогают преподаванию и улучшают научение.

3. Ряд характерных особенностей, которые отличают одного учащегося от другого, взаимодействуют с преподаванием и влияют на результаты обучения.

4. Необходимо непосредственно сообщать и демонстрировать выгоды, полученные из формирования идей и понятий учащихся и руководить их стратегическим подходом к обучающим заданиям.

5. Основные навыки обучения и схематические структуры являются частью содержимого материала и должны преподаваться в пределах особых областей.

Эти и другие идеи, которые вы встретили в этом, тексте, должны внести вклад в подсознательную теорию учения и преподавания читателя.

Заключительные упражнения

Еще раз опишите вашу подсознательную теорию учения. Включите раздел, который отражает то, что имеет отношение к преподаванию, если вы не сделали этого раньше. После того как вы закончили, найдите план, который вы заполнили в конце главы 1. Насколько он изменился? При сравнении вашего первоначального и переработанного варианта вы можете рассмотреть ниже приведенные компоненты:

1. Вы уже включили существующие теории в ваше собственное предложение?

2. Улучшили ли вы вашу собственную теорию открытия специальных исследований ?

3. Включили ли вы в большей степени учет характеристик учащихся, которые влияют на различные результаты научения ?

4. Потребовала ли от вас новая теория проанализировать педагогические стратегии и средства, которые вы обычно используете ?

5. Рассматриваете ли вы теперь предполагаемые познавательные результаты и необходимые навыки учащихся и способности, которые требуются для вашего преподавания?

6. Направлено ли теперь ваше преподавание на специфический набор целей учения учащихся?

678
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