Специальность: 7М01601«История» Ескуатов. М. С проверил
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Министерство образования и науки Республики Казахстан Актюбинский региональный университет им. К. К. Жубанова Исторический факультет IWMST №10 Тема: Implementation of classical principles of teaching in the classroom in the disciplines of the component of choice Специальность:7М01601«История» Выполнил:Ескуатов.М.С Проверил:Досжанова.С.Е Актобе 2022 г. The concept of didactic principles of teaching was introduced by the creator of the now well-known class-lesson system, Jan Amos Komensky (1592-1670), to pedagogy. Over time, the content of this term has changed, and now the didactic principles are understood as such ideas, methods and patterns that organize the learning process in such a way that learning is performed with maximum efficiency. Features of the implementation of didactic principles of teaching in preschool pedagogy At this stage, the child is implanted with the basics of knowledge and behavioral norms, which to some extent is facilitated by the high speed of personality formation during this period. However, the development processes of the intellectual and psychological sphere must be controlled from the standpoint of humanity and integrativeness, not forgetting that the preschooler is also a subject of the educational process. Therefore, in modern preschool pedagogy, the point of view prevails, according to which learning should be conducted in an interesting and meaningful form for the child. The basic didactic principles of teaching preschoolers essentially coincide with the general theoretical ones: the educational process must be accessible, systemic, and foster development and education. However, experience shows that at this stage it is necessary to introduce the principle of the strength of knowledge. Its essence lies in the relationship received from the teacher of knowledge with everyday life. This is achieved by the implementation of practical tasks, which, moreover, contributes to the formation of skills for the implementation of educational tasks. Content of educational programs for preschoolers Guidelines for teachers of preschool educational institutions suggest that the child will eventually learn from two main interrelated sources: domestic interaction with the outside world; specially organized classes. According to the didactic principles of the learning process in a preschool educational institution, both sources must be represented by three blocks: the objective world, the living world and the world of people. Upon receipt of this knowledge a wide range of tasks is solved. In particular, this is the accumulation of experience in the process of practical learning and the child’s awareness of his place in the world and society. The important role played by the mastery of communicative skills and raising the general level of culture. Personality-oriented interaction model The implementation of the didactic principles of education in preschool institutions implies the existence of a trusting relationship between the child and the teacher. The latter should not become a supervisor and tightly control his players, otherwise it will lead to the closure of the child in himself, and his creative potential and cognitive abilities will not be implemented in practice. At the same time, soft forms of control and the teacher’s leadership role are fully realized in the subject-object model of interaction, when the teacher selects the necessary material in accordance with the topic and offers children various ways of getting to know it. Greater importance for the development of imagination, imaginative thinking and communication skills is played by an object-subject model, in which participants in the educational process change places. Children independently study the proposed problem, draw conclusions and report it to the teacher. It is not recommended to intervene in this process, even if the child is obviously mistaken in the way: mistakes also play a significant role in the accumulation of experience. The third model involves subject-subject interaction, that is, the teacher and the child are equal in their capabilities and solve the problem together. In such a relationship, it becomes possible to discuss ways to solve the problem in the process of finding them. The use of these models varies depending on the object and the form of its study. The didactic principle of accessibility of learning determines the existence of such methods for obtaining new information, such as an excursion, an experiment or a game. In the first case, the teacher has no choice but to apply the subject-object model in order to direct and hold the attention of children on new subjects or to demonstrate what is already known from an unexpected side. But when conducting an experiment, it is more important to listen to the group's opinion, which corresponds to an object-subject model, and the game assumes equality of all its participants, that is, a subject-subject interaction strategy acts. Didactic games This method of learning is the most interest of children and at the same time is a stimulus to cognitive activity. The teacher organizes the activities of the group, setting the rules in which children must find a solution to their task. The main feature of the didactic games is that they do not have a rigid scenario, but allow the child to sort through all possible options in search of the best. At the same time, the game may become more complex with the child’s age, contain elements of professional work: drawing, modeling, and so on. A special role in this is played by the desire of the child to imitate the actions of adults: ready to wash, to clean the room. The didactic game, thus, becomes one of the stages of the formation of the installation on labor. Didactic secondary and high school Leonid Vladimirovich Zankov at the turn of the 60-70s of the last century formulated additional didactic principles of the learning process. Proceeding from the point of view that learning should be ahead of the development of the child, in order to prepare him for independent knowledge of the world, he offered to deliberately overestimate the level of requirements for schoolchildren. Another principle of Zankov: a new material should be studied quickly, and the pace should increase all the time. The basis for the knowledge of the world is the baggage of theoretical knowledge, therefore, the Zankov methodology prescribes to devote more time to this aspect of the educational process. The teacher should be engaged in the development of each student, not depriving his attention of the weakest. The Zankov system follows the basic didactic principles of learning in that it is personality-oriented. This follows from the installation on the credibility of the forces of students: the rapid and deep learning of the material contributes to the fact that they are ready to receive new knowledge. Separately, the student has the right to make a mistake. This is not a reason to reduce the assessment, but to reflect with the whole class on why such a mistake was made at this stage of the solution of the problem. The study and joint discussion of the wrong strategies contribute to the fact that in the future the student will immediately exclude them. Features of educational tasks One of the most important requirements of the Zankov system is the rejection of cramming. Performed in class and independently exercises should teach the child the skills of identifying common features, classification and analysis of its constituent elements. Here both deductive (from general to particular) and inductive (from particular to generalization) approaches are possible. As an example, the topic of determining the kind of indeclinable nouns in Russian language lessons can be cited. Students can be asked to determine, to begin with, how borrowings in Russian behave, to reflect on why some people are connected to the declension system, while others ignore it. Statements of students are summarized by the teacher as a result, and on their basis a new rule is derived. Profile training Specific didactics and didactic principles of teaching a new generation, developed by Zankov, formed the basis for the concept of in-depth or specialized study of certain subjects in secondary school. This approach allows the student to choose one of the educational complexes, which involves the allocation of more time on the subjects of interest to him by reducing hours to others. Another element of the profile system is the introduction to the curriculum of extra-curricular activities not covered by the general education programs, which will take an in-depth study of a specific topic. Recently, the introduction of individual programs into the learning process has also become popular. The main problem is to find a balance between general education and specialized courses in the content of training. Didactic principles require such an approach to education, where everyone would have equal starting opportunities and would receive the necessary resources to express their abilities and interests. Compliance with this rule is the basis for the subsequent choice of vocational guidance. The profile system allows you to implement the didactic principle of continuity between secondary and vocational education. Principles of vocational training At the stage of higher education, the ratio of the proportion of didactic principles of learning within their system changes. This does not negate their use in the complex, but the game activities are clearly receding into the background, being realized perhaps in playing out typical situations. First of all, the didactics of vocational training requires that the educational standards comply with the current state of production. This is achieved by adding new information to the theoretical course and using modern equipment for practical exercises. From these requirements, the didactic principle of developmental education follows logically: not only must the student know the existing production base, but also be ready to independently perceive its further development. In establishing the connection between theory and practice, the implementation of the principle of clarity is necessary. The theoretical course must be accompanied by visual diagrams and illustrations. An essential element of higher education is the availability of work experience, where students get the opportunity to test and consolidate their knowledge. Finally, independent work plays the most important role in the process of vocational education. Even the most high-quality lectures and an extensive course of practical classes do not contribute to such a solid mastery of the necessary knowledge, such as independent classes. Only thanks to them are the skills of planning the labor process, obtaining the necessary information from the technical documentation, monitoring their work and the ability to take responsibility. The value of didactic principles Thanks to the didactics, the complex mastering of new knowledge is carried out, and the educational process is focused on the personality of the student. Almost all didactic teaching principles are implemented in subject courses: some more, some less. However, their use in the aggregate makes it possible to create from a child a personality, ready for independent knowledge of the world and oneself, capable of professional activity and benefiting society. жүктеу/скачать 20.71 Kb. Достарыңызбен бөлісу:
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