Basic forms of pedagogical activity. Main types of teaching activities. Unlimited number of participating groups

No conqueror can change the essence of the masses, no statesman... But a teacher - I use this word in the broadest sense - can accomplish more than conquerors and heads of state. They, the teachers, can create a new imagination and release the hidden powers of humanity.

Nicholas Roerich. High water

Pedagogical activity: forms, characteristics, content

Forms of pedagogical activity

Pedagogical activity represents the educational and educational influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time acting as the basis for his self-development and self-improvement. This activity arose in the history of civilization with the advent of culture, when the task “creation, storage and transmission to younger generations of samples (standards) of production skills and norms of social behavior” acted as one of the decisive factors for social development, starting from the primitive community, where children learned in communication with elders, imitating, adopting, following them, which was defined by J. Bruner as

"learning in context". According to J. Bruner, humanity knows “only three main ways of teaching the younger generation: the development of the components of a skill in the process of play among higher primates, learning in context among indigenous peoples, and the abstract school method separated from direct practice.”

Gradually, with the development of society, the first classes, schools, and gymnasiums began to be created. Having endured in different countries at different stages there were significant changes in the content of education and its goals, the school nevertheless remained social institution, the purpose of which is the transfer of sociocultural experience through the pedagogical activities of teachers and educators.

The forms of transmission of sociocultural experience have changed in the history of school development. This was conversation (Socratic conversation) or maieutics; work in workshops (experience in pottery, leather, weaving and other areas of industrial training), where the main thing was the systematic and purposeful participation of the student in the technological process, his consistent mastery of production operations; verbal instruction (the institution of “uncles”, monasteries, tutors, etc.). Since the time of Ya.A. Comenius firmly established classroom teaching, which differentiated its forms such as lesson, lecture, seminar, test, and workshops. In recent decades, training has appeared. Let us note here that for a teacher one of the most difficult forms of his activity is a lecture, while for a student - seminars, tests.

Characteristics of teaching activity

Pedagogical activity has the same characteristics as any other type of human activity. This is, first of all, goal-orientation, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina is her productivity. There are five levels of productivity in teaching activities:

“I -- (minimal) reproductive; the teacher knows how to tell others what he knows; unproductive.

II -- (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III -- (middle) locally modeling; the teacher has strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., formulating a pedagogical goal, being aware of the desired result and selecting a system and sequence for including students in educational and cognitive activities); medium productive.

IV -- (high) systematically modeling students' knowledge; the teacher knows strategies for forming the required system of knowledge, skills, and abilities of students in the subject as a whole; productive.

V -- (highest) systematically modeling the activities and behavior of students; the teacher has strategies for transforming his subject into a means of shaping the student’s personality, his needs for self-education, self-education, self-development; highly productive” (emphasis added - I.Z.).

When considering pedagogical activity, we mean its highly productive nature.

Subject content of pedagogical activity

Pedagogical activity, like any other type of activity, is determined by psychological (subject) content, which includes motivation, goals, subject, means, methods, product and result. In his structural organization Pedagogical activity is characterized by a set of actions (skills), which will be discussed further.

The subject of pedagogical activity is the organization of educational activities of students aimed at their mastering of subject-specific sociocultural experience as the basis and condition for development. The means of pedagogical activity are scientific (theoretical and empirical) knowledge, with the help and on the basis of which the students’ thesaurus is formed. The “carriers” of knowledge are textbook texts or their representations, recreated by the student during teacher-organized observation (in laboratory, practical classes, field practice) of the facts, patterns, and properties of objective reality being mastered. Auxiliary are technical, computer, graphic, etc. facilities.

Ways of transmitting socio-cultural experience in teaching activities are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), training. The product of pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral-ethical, emotional-semantic, subject-matter, evaluative components. The product of pedagogical activity is assessed in an exam, tests, according to the criteria of solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, and formation of him as an individual, as a subject of educational activity. The result is diagnosed by comparing the student’s qualities at the beginning of training and upon its completion in all plans of human development [see, for example, 189].

The main types of pedagogical activities traditionally include educational and teaching, scientific, methodological, cultural, educational and management activities.

Teaching is the management of cognitive activity in the learning process, carried out within the framework of any organizational form, has strict time limits, a strictly defined goal and options for achievement.

The most important criterion for teaching effectiveness is the achievement of learning activities.

Modern Russian pedagogical theory considers teaching and upbringing as a unity. In the didactic aspect, the unity of teaching and upbringing is manifested in the commonality of purpose and personal development, in the real relationship of teaching, development and educational functions.

The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. A teacher is often faced with the fact that he does not find in the scientific literature explanations and methods for solving specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work, therefore, is the basis of the teacher’s own methodological activity.

The scientific work of the teacher is expressed in the study of children, the formation of their own “bank” various methods, summarizing the results of their work, and methodological - in the selection and development of a methodological topic.

Cultural and educational – component activities of the teacher. It introduces parents to various branches of pedagogy and psychology, students – to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, etc.

When managing a group of children, the teacher performs several functions: planning, organization of support fulfillment of the plan, motivation or stimulation is the teacher’s encouragement of himself and others to work to achieve a set goal, control.

The professionally determined properties and characteristics of a teacher include the general orientation of his personality (social maturity, civic responsibility, professional ideals, humanism, highly developed, primarily cognitive interests, selfless attitude towards his chosen profession), as well as some specific qualities:

- organizational;

- communicative;

- perceptual-gnostic;

- expressive;

- professional performance;

- physical and mental health.

In the study of the psychology of pedagogical activity, a number of problems can be identified. Among the most important of them are the following:

The problem of creative potential and the possibility of overcoming pedagogical stereotypes.

The problem of teacher professionalism.

The problem of psychological training of teachers.

The problem of preparing teachers for developmental education systems.

The problem of teacher training.

Today there is an extensive list of various educational technologies. They are all interconnected with each other, that is, they borrow technological techniques from each other. For my work, I chose the technology of system-activity learning, because I wanted my students to work independently in class, to be able to control and analyze their work, to “obtain” and comprehend knowledge in feasible independent work.

In the context of the transition of secondary schools to the Federal State Educational Standard, teachers are tasked with developing knowledge in accordance with the new standards, universal actions, providing all academic subjects with competencies that allow students to act in a new environment at a high quality level. The implementation of these tasks is fully facilitated by the system-activity approach to training, which is included in the new standards.

The technology of the activity method means that the formulation of an educational problem and the search for its solution are carried out by students in the course of a dialogue specially built by the teacher. Children, under the guidance of a teacher, but with a high degree of independence, answer questions and discover new knowledge.

Children are given the opportunity to develop the ability to see each phenomenon from different points of view. Possession of this skill is one of the most important characteristics modern man. It is associated with such personality traits as tolerance for other people's opinions and habits, willingness to cooperate, mobility and flexibility of thinking.

Based on the fact that the most important characteristic The activity method is systematic; the system-activity approach is carried out at various stages of the lesson.

At the stage motivation (self-determination) for educational activities conscious entry of students into the space of learning activities in the classroom is organized.

At this stage, children are being prepared for work, with the objectives of the lesson being discussed with them (“let’s practice solving examples”, “let’s get acquainted with a new computing technique”, etc.) Also expressed good wishes children are given moral support or children are encouraged to think about what will be useful for successful work in the lesson.

At the stage updating knowledge children's thinking is prepared for learning new material, reproducing educational content that is necessary and sufficient for the perception of new things, indicating situations that demonstrate the insufficiency of existing knowledge. I include a problematic question that motivates learning new topic. At the same time, work is being done to develop attention, memory, speech, and mental operations.

At the stage problematic explanation of new material Children’s attention is drawn to the distinctive property of the task that caused the difficulty, then the goal and theme of the lesson is formulated, organizing a leading dialogue aimed at constructing and comprehending new material, which is recorded verbally, with signs and with the help of diagrams.

Students are offered a system of questions and tasks that lead them to independently discover something new. The discussion results in a conclusion.

At the stage primary consolidation Students perform training exercises with mandatory commenting and speaking out loud the learned algorithms of action.

When conducting independent work with self-test an individual form of work is used. Students independently complete tasks to apply the learned properties and rules, test them in class step by step, comparing them with the standard, and correct the mistakes made, determine their causes, establish methods of action that cause them difficulty and they have to refine them. I create a situation of success for each child.

Next stage- inclusion in the knowledge system and repetition. Here, children determine the boundaries of applicability of new knowledge, train the skills of using it in conjunction with previously learned material, and repeat the content that will be required in subsequent lessons.

At summing up lesson we record the new knowledge learned and its significance. Self-assessment of educational activities is organized and approved homework. Summing up the lesson helps the child understand his own achievements and his problems.

Thus, the use of problem-based learning techniques, project methods and group forms work makes it possible to implement an activity-based approach to teaching schoolchildren.

Learning through activity method provides for such implementation educational process, in which at each stage of education a number of intellectual qualities of the individual are simultaneously formed and improved.

I believe that the correct use of the activity-based teaching method in the classroom will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make learning at school unified educational process.

Today, every teacher can use the activity method in his practical work, since all the components of this method are well known. Therefore, it is enough just to comprehend the significance of each element and use them systematically in your work. The use of activity-based teaching technology creates conditions for the formation of a child’s readiness for self-development, helps to form a stable system of knowledge and a system of values (self-education).

FORMS OF PEDAGOGICAL ACTIVITY

1. Problem-based learning

Problem-based learning, like programmed learning, belongs to active learning technologies. It is based on the solution of some problem, problem (from the gr. problema - “task, task”). In a broad sense, a problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation that appears in the form of opposing positions in the explanation of any phenomena, objects, processes and requires an adequate theory to resolve it. (Situation - French situation - “position, situation, set of circumstances”).

In the Psychological Dictionary we find the following definition: “A problem is the subject’s awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of existing knowledge and experience.”

Problem-based learning is “a system for optimal management of cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the laws of the thinking process and the conditions for acquiring knowledge and developing cognitive abilities.” There are other points of view. Thus, A.E. Steinmetz considered problem-based learning “rather one of the promising ways to implement the principle of scientific character than a principle of teaching.” E. G. Mingazov resolutely argued that problematic is a didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem-based learning is not a method, not a form, not a principle, not a system, not a type of learning, but its essence is in “the specifics of interaction between participants in the educational process.” According to Ilyina, problem-based learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough to develop the mental abilities of students. In addition to these ideas, in many works problem-based learning is considered not directly, but in context and more broadly, as a means of intensifying learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of “activated learning” is broader than the concept of “problem-based learning.”)

There was also no unity on the question of whether the problematic situation should be “created” or naturally “follow” from the very nature of the material. The majority was in favor of the teacher creating a problematic situation, regardless of whether it is a reflection of a contradiction that actually exists in science or is of a methodological nature (i.e., at this stage in science, the question is clear, but to activate students’ thinking, the teacher creates a problematic situation). However, there were authors who believed that there was no need to artificially create problematic situations, since the entire history of the development of scientific knowledge is full of real problems. They were also supported by the famous writer M. Shaginyan: “Nature is full of problems, and there is no need to create them.”

Why did such disagreements arise? In my opinion, because there are phenomena that are known to mankind, let’s call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which humanity still knows nothing (our “space”). In addition, it is important to remember that there is also subjective knowledge, that is, the knowledge of an individual; it can be complete (an erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.

Disagreements in disputes were observed precisely in the mixing of the level of contradiction that creates the problem. One level is scientific, the contradiction between known scientific knowledge and the unknown, the other level is educational cognitive activity, i.e. the level of contradiction between subjective knowledge and an objectively existing, but still unknown truth for the learner. The second level is not a problem from a scientific point of view, although, judging by the definition of the concept “problem” given in the “Psychological Dictionary”, the student may have difficulties that he perceives as contradictions. But this is not a problem, it is just a lack of knowledge. However, the awareness that he lacks knowledge to solve a problem is already a positive factor, because it is an incentive to improve. This is why honest ignorance must be respected.

So, we have realized for ourselves that a real problem is always connected with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why is this so and not otherwise, and, therefore, requires a search, research work. Let me give you an example from the life of an outstanding Soviet physicist, laureate Nobel Prize, Academician Igor Evgenievich Tamm. “He often had to swim “against the tide.” In the 1930s, he put forward the idea that the neutron has a magnetic moment. On different languages famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he turned out to be right.” As we see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind, phenomenon and he had to conduct a serious scientific search to obtain evidence that he was right.

Is this possible during the learning process? Yes, it's possible. But, you must admit that this rarely happens, since not only the student, but also the scientist does not always manage to see and solve a problem containing a hidden contradiction and gain new knowledge.

But what about the majority of students? Abandon problem-based learning? In no case! Just use it at a different level, at the level of students’ cognitive activity. And here we will distinguish between: a problematic issue, a problematic task, a problematic situation and a problem. We have already talked about the problem. Let's look at everything else now.

Problematic question- This is a “one-act” action. For example, why do they say: “A cold south wind is expected tomorrow?” (You see the contradiction: southern, but cold. Why?) Answer: because it’s a cyclone. Could there be hot snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember Socrates’ question-and-answer method!).

The problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to link a given type of structure under given conditions, say, standard project, to a certain area? This is already a fairly large educational and cognitive task, the solution of which requires a special search for a method of action or to find some missing data: conduct reconnaissance of the area, do a geodetic survey, examine the soil in the laboratory, determine the wind rose, etc.

Problem situation is a psychological state of intellectual difficulty that occurs in a person if he cannot explain new fact using existing knowledge or to perform a known action in the same ways familiar to him and must find a new one. Here there is a need to think actively, and, most importantly, to answer the question “why”. Need, as we know, gives rise to a motive that encourages a person to think and act. This is the essence of problem-based learning.

There are four levels of learning problems:

1. The teacher himself poses the problem (task) and solves it himself active listening and student discussion. Remember the general didactic method of problem presentation!

2. The teacher poses a problem, students solve it independently or under the guidance of a teacher (partial search method). Here there is a break from the pattern, and space for reflection opens up.

3. The student poses a problem, the teacher helps to solve it.

4. The student poses the problem himself and solves it himself. The third and fourth levels are the research method.

Choose which level is appropriate for your learning technology based on your students' skill level.

So, problem-based learning at the third, fourth level, and sometimes at the second level is associated with research, therefore, problem-based learning is learning to solve non-standard problems, during which students acquire new knowledge and acquire skills and abilities creative activity, which is very important for an engineer. Is not it? That is why in the 80s they “remembered” about problem-based learning, and higher authorities sent corresponding “circulars” to universities and technical schools about the need to use problem-based learning in higher and secondary special education. educational institutions.

However, despite instructions from above, problem-based learning technology was slowly introduced into the educational process, since, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil gave him an appendix? Or another example, the antonymity of language: good - bad, boring - fun, etc.)

The advantages of problem-based learning are, first of all, great opportunities for developing attention, observation, activation of thinking, and activation of cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, innovative thinking, caution and determination, etc. In addition, which is very important, problem-based learning ensures the strength of the acquired knowledge, because it is acquired in independent activity, this is firstly, and, secondly, the interesting “effect of unfinished action”, known in psychology, discovered by B.V. Zeigarnik, works here . Its essence is that actions that were started but not completed are remembered better: “there is an actual connection between the beginning of an action and the expected result, and we are tormented by the unfinished, we remember what was not completed. It is always alive in us, always in the present.” An example of this is an experiment conducted by teachers of the Department of Pedagogy and educational psychology Moscow State University: students were given a task. In the case when they solved it to the end, the next day they had difficulty remembering the conditions of the problem, the course of the solution, etc. If they were told: “That’s enough, that’s enough for today,” that is, the problem remained unsolved, the next day the students clearly remembered the condition and the beginning of solving this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of an unfinished action. Does this mean that we also need to start and not finish solving any problem? Of course not. If a problem can be solved in the time allotted to us, then, naturally, it must be completed. But problem-based learning is associated with research and therefore involves a time-consuming solution to the problem. A person finds himself in a situation like an actor solving a creative task or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that strong knowledge, skills and abilities are formed.

Forms of pedagogical activity

Pedagogical activity is the educational and training influence of a teacher on a student (s), aimed at his personal, intellectual and activity development, at the same time acting as the basis for his self-development and self-improvement.

This activity arose in the history of civilization with the advent of culture, when the task of “creating, storing and transmitting to younger generations samples (standards) of production skills and norms of social behavior” acted as one of the decisive ones for social development, starting with the primitive community, where children studied in communicating with elders, imitating, adopting, following them, which was defined by J. Bruner as

Gradually, with the development of society, the first classes, schools, and gymnasiums began to be created. Having undergone significant changes in the content of education and its goals in different countries at different stages, the school nevertheless remained a social institution, the purpose of which is the transfer of sociocultural experience through the pedagogical activities of teachers and educators.

The forms of transmission of sociocultural experience have changed in the history of school development. This was conversation (Socratic conversation) or maieutics; work in workshops (experience in pottery, leather, weaving and other areas of industrial training), where the main thing was the systematic and purposeful participation of the student in the technological process, his consistent mastery of production operations; verbal instruction (the institution of “uncles”, monasteries, tutors, etc.). Since the time of Ya.A. Comenius firmly established classroom teaching, which differentiated its forms such as lesson, lecture, seminar, test, and workshops. In recent decades, training has appeared. Let us note here that for a teacher, one of the most difficult forms of his activity is a lecture, while for a student, an apprentice - seminars and tests.

Characteristics of teaching activity

“I - (minimal) reproductive; the teacher knows how to tell others what he knows; unproductive.

II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III - (middle) locally modeling; the teacher has strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., formulating a pedagogical goal, being aware of the desired result and selecting a system and sequence for including students in educational and cognitive activities); medium productive.

IV - (high) systematically modeling students' knowledge; the teacher knows strategies for forming the required system of knowledge, skills, and abilities of students in the subject as a whole; productive.

V - (highest) systematically modeling the activities and behavior of students; the teacher has strategies for transforming his subject into a means of shaping the student’s personality, his needs for self-education, self-education, self-development; highly productive” (emphasis added - I.Z.).

When considering pedagogical activity, we mean its highly productive nature.

Subject content of pedagogical activity

Pedagogical activity, like any other type of activity, is determined by psychological (subject) content, which includes motivation, goals, subject, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed further.

Here, as in problem-based learning, all didactic methods can be used: explanatory-illustrative, reproductive, problem-based presentation, partial search, research.

Positive aspects of using business games:

· As a rule, students experience pleasure, there is high motivation, and emotional intensity of the learning process;

· Preparation for professional activity takes place, knowledge and skills are formed, i.e. students learn to apply their knowledge;

· Post-game discussion helps consolidate knowledge;

· Operational communication (external and internal).

Negative sides:

· High labor intensity of preparing for a lesson (for the teacher);

· The teacher must be an attentive and friendly director throughout the game, and there can be several groups at the same time;

· Great tension for the teacher, as he is focused on continuous creative exploration. In addition, the teacher must also be an actor (have acting skills);

· Unpreparedness of students to work using a business game;

· Not all teachers themselves know how to conduct a business game;

· Difficulties with replacing the teacher who conducted business games.

General principles of organizing a business game:

1. Divide students into groups of 3-8 people.

2. Unlimited number of participating groups.

3. Each group member has a clear understanding of their responsibilities.

4. A business game should be limited in time (class, week, etc.).

5. Mandatory analysis of the game after its completion.

The business game involves achieving how. educational and educational goals of a collective nature based on acquaintance with the real; organization of work in industry, economics, etc.

Expected efficiency:

1) cognitive: in the process of a business game, students become familiar with dialectical methods of researching an issue (problem), organizing the work of a team, and the functions of their “position” by personal example;

2) educational: in the process of a business game, the consciousness of its participants’ belonging to the team is formed; the degree of participation of each of them in the work is determined jointly; the interconnectedness of the participants in solving common problems is felt; all issues are discussed collectively, which creates criticality, restraint, respect for the opinions of others, and attentiveness to fellow players;

3) developing: in the process of a business game they develop logical thinking, ability to find answers to questions posed, speech, speech etiquette, ability to communicate during a discussion.

Business games are built on the principles of teamwork, practical usefulness, democracy, openness, competition, maximum employment for everyone and unlimited prospects for creative activity within the framework of a business game.

A business game can last not only one lesson, but also more long time. For example, a business game to develop self-government or a business game “Duty Officer,” which a teacher at one of the colleges in Novocherkassk taught for a semester, turning an uninteresting activity for students into an interesting business game. The group is divided into subgroups of 5-7 people. Each subgroup is on duty for one week (first, second, etc.). Each subgroup has their own responsibilities. The foreman ensures the organization of work and is responsible for everything to the group leader. The assistant foreman assists him, replaces him, and conducts part of the work. The trade union organizer of the brigade is an assistant to the trade union organizer of the group, as well as the foreman in organizing labor discipline, leisure of the brigade, the physical organizer of the brigade is an assistant to the physical organizer of the group, ensures sports competitions with each other in the brigade and between brigades. A safety and sanitation instructor ensures it all. The brigade's caretaker provides it with equipment, monitors the condition of the premises and makes the necessary minor repairs. The controller - team accountant - ensures quality control of the work performed by the team, helps the foreman in accounting for the work of each team member. As you can see, responsibilities are clearly distributed. Since the results of the business game were discussed at the end of each week, a “handover and acceptance certificate” of premises and equipment was filled out. Students became accustomed to order and acquired the skills that they would need in their future professional activities as a master of industrial training in a vocational school.

Business games also “came into fashion” in the 80s. Many works dedicated to them have appeared. Business games were often called a teaching method, but this is not a method, but a teaching technology that uses, as already mentioned, all general didactic teaching methods.

3. Modular training

In the late 80s - early 90s of the XX century. Another term from the field of technical sciences “bursts” into pedagogy, namely “module”. They began to talk and write about the “principle of modular education”, “modular education system”, etc. Let's figure out what it is.

The word “module” (from the Latin modulus - “measure”) has three meanings:

1) in the exact sciences - the name given to any particularly important coefficient or value;

2) in mathematics the module of the logarithm system is used, i.e. constant multiplier for logarithms of one system;

3) a unit of measure, for example, in architecture, a part of a building that serves as a unit of measurement to give proportionality to the building as a whole and its parts; in classical architecture, the modulus is usually equal to the radius or diameter of the column at its base.

In pedagogy, a module is considered an important part of the entire system, without knowledge of which the didactic system does not “work.” In terms of content, this is a complete, logically completed block. It often coincides with the theme of the discipline. However, unlike the topic in the module, everything is measured, everything is assessed: assignments, work, student attendance at classes, starting, intermediate and final levels of students. The module clearly defines the learning objectives, tasks and levels of study of this module, and names the skills and abilities. As in programmed training, in modular training everything is also pre-programmed: not only the sequence of studying educational material, but also the level of its assimilation and quality control of assimilation.

A selected list of basic concepts, skills and abilities for each module must be brought to the attention of students. They must know their thesaurus (i.e., the range of knowledge, abilities and skills), with the assigned grade or number of points in accordance with the quantitative measure of assessing the quality of learning the educational material specified in the module.

Based on the thesaurus, questions and tasks are compiled, covering all types of work on the module, and submitted for control (usually a test) after studying the module.

The entire course may contain at least three modules. A course project, work, or assignment is a self-contained module that is completed throughout the semester. The cycle can also be considered an independent module laboratory work, if their implementation does not coincide in time with the study of the module material.

When developing a technology for modular training in special disciplines in technical higher and secondary specialized educational institutions, it is important that each module provides a completely specific independent portion of engineering knowledge, forms the skills necessary for an engineer and thereby develops the engineering abilities of students. After studying each module, based on the test results, the teacher gives students the necessary recommendations. Based on the number of possible points scored by a student, he himself can judge the degree of his advancement.

Thus, modular learning is necessarily associated with a rating assessment of students’ cognitive activity, thereby helping to improve the quality of learning. However, not every rating system allows this. Chosen arbitrarily, without evidence of its effectiveness and even expediency, it can lead to formalism in the organization of the educational process.

In order to expand the teacher's ability to differentiate the assessment of students' knowledge and skills, it is recommended, using the results of module control, to determine the quality indicator of students' training on a scale of 0 - 5 with a step of at least 0.10. Such an indicator will allow us to evaluate even the weak knowledge of those students who have not yet reached the required level, but are studying with diligence. The transition from quality indicator to assessment is carried out as follows:

Modular training programs are formed as a set of modules. When determining the overall grade for the course, the rating results are included in it with the corresponding weighting coefficients established by the department. The sum of the weighting coefficients, including the exam coefficient, must be equal to one:

Σαmi + αе = 1.

After the end of the semester, based on the module grades, the overall semester grade is determined, which is taken into account when determining the results of the final control in the subject. The semester grade is determined as a weighted average:

Sc = Σαmi Smi

Σαmi

where Sc, Smi are semester and module grades, respectively;

αmi - weighting coefficients;

n - number of modules in a semester.

Students can increase their module grades only during the semester; they cannot be increased during the exam. Students can increase their overall grade only through examinations, which include the quality of answers to additional questions.

Overall grade for the course Sg = Σαmi Smi + αSe, where SE, αe are the exam grade and its weighting coefficient. When conducting the final control of the exam, the questions should be general in nature, reflect the basic concepts of the course, and not repeat the questions of the module control, and students should familiarize themselves with the exam questions in advance.

As you can see, modular training is a clear teaching technology, based on scientifically proven data, which does not allow impromptu, as is possible in traditional training, and rating score the student’s level of training allows us to characterize the quality of his engineering training with a greater degree of confidence.

On behalf of the Ministry of Higher and Secondary special education In the RSFSR, three Russian universities: the Moscow Energy Institute, the Ivanovo Textile Institute and the Taganrog Radio Engineering Institute, taking modular education as a basis, tried to develop a new teaching technology - RHYTHM, i.e. the development of individual creative thinking of students. Having divided the 36-week academic year into 6 cycles, here every sixth week students were freed from all types of current classes, completely devoting it to their intensive independent work and intermediate control of knowledge according to the modular structure of the course. A clearly developed rating assessment of knowledge was carried out at the following levels: starting, technical, creative, theoretical and synthesis. Naturally, such training was conducted in all disciplines at the university by all teachers. And this gave positive results, although not everyone liked modular training and rating assessment of knowledge, since new technology is as labor-intensive for the teacher as programmed and problem-based learning, as well as business games, and requires great professionalism from him. A lot of preliminary work is required to prepare banks of creative tasks, batteries of tests, assessment of knowledge, tests, etc. based on a rating system. In general, we need a clear program of training and control, a rejection of the authoritarian one and a transition to a pedagogy of cooperation, which is based on subject-subject relations.

But for students, RITM brings positive results. The adaptation of first-year students to study at a university thanks to this learning technology is more successful than with traditional education, thanks to the features of the RHYTHM system, which includes a modular course structure, a cyclical organization of the educational process, level training, a rating system for assessing the results of educational activities and student learning, carried out by test method, absence of traditional test and examination sessions.

4. Waldorf pedagogy

Waldorf pedagogy is a unique form of education that developed in Germany. In 1919, workers at the Waldorf Astoria tobacco factory (hence the name) in Stuttgart, together with the factory director, proposed to the German scientist Rudolf Steiner (1861-1925) to create a school for their children. R. Steiner, a follower of Goethe’s natural philosophy, wrote and published 300 volumes of works in many branches of science and art: medicine, cosmology, history of religion, architecture, sculpture, of which 25 volumes are devoted to pedagogy and education: “The general doctrine of man as the basis of pedagogy” . He was an erudite man, a prominent scientist, Andrei Bely, Mikhail Chekhov and others collaborated with him. It was he who created the first school, which, in accordance with the principles of alternative pedagogy, can be classified as a type of so-called free schools. At its core lies man as a spiritual being. The essence of Waldorf education technology is the development of a person’s ability to feel, that is, the education of feelings, the formation of artistic taste, the ability to create creatively based on knowledge of nature. (Not bad, right?) It was a bold step in the decadent mood after World War I. The main thing is that it was not the needs of production or the socio-political situation that determined the goals and content of education, but the person, his capabilities and needs are the leading principles of the content of education /98, p. 40/. (How modern this sounds!) Soviet time school teachers and university and technical school teachers were servants of the state, for whom the state order was important first of all, and Waldorf teachers were “servants of the child” and not “servants of society.” That is why they say that “The Waldorf school is not a worldview school.”

The Waldorf school also differs organizationally from traditional schools. It operates on the basis of self-government, there is no director, the school is managed by the teaching staff, and parents participate in the life of the school. The school is free from centralized state regulation.

Currently in Germany, 1% of students study in Waldorf schools. Education there is paid and differentiated (for low-paid parents the fee is lower). A teacher's salary is also differentiated. Schools are independent, but the state supports them and takes on approximately 70-80% of the total costs without interfering in the learning process. “In “classical” Waldorf schools, education lasts 12 years. Those wishing to enter the university graduate from the 13th, “entrant”, class. The percentage of applicants to universities is lower, and sometimes even slightly higher, than for graduates of regular public schools.”

Features of a Waldorf school: from 1st to 8th grade, all classes are taught by one teacher, there is no rigid curriculum, no grades are assigned, meaningful assessment characteristics are used. After the 8th grade, classes are taught by subject teachers. The organization of classes is also different. First two morning hours One general education subject is studied (mathematics or zoology, etc.). No other subject is taught on this day, but this subject will be taught daily for 3-6 weeks, creating what is called an "era". (Sounds like modular learning?) Q academic year there may be, for example, 1 “epoch” in chemistry, 2 in literature, etc. After two hours of the “era”, classes are held in areas of the artistic cycle (drawing, music, eurythmy), as well as in foreign languages (there are two of them). These activities do not involve sitting in a classroom.

R. Steiner set as his pedagogical goal “the revelation of the “secret” powers of man through a system of special exercises (eurythmics, music, mysteries, meditation, etc.”). Great importance is given to eurhythmics (from the gr. eurhythmia - “harmoniousness, tact, euphony”), i.e. The uniformity of rhythm in music, dance and speech is studied. Aesthetic education permeates all subjects, even “the teaching of subjects of the natural and mathematical cycle is conducted by the classroom teacher not traditionally, but on a figurative-aesthetic basis (Goetheanism).”

An important place in the Waldorf school is occupied by labor education: book binding; carpentry; wood carving; knitting; modeling; sewing dolls, costumes, etc. Boys learn to work in a forge, cultivate the land, grind grain, build stoves, and bake bread.

Thus, the Waldorf school differs from the traditional ones. She found her followers not only in Germany, but also in Holland, Switzerland, Scandinavia, England, Austria, the USA, South America, as well as in Russia, in St. Petersburg, for example. There is school No. 22 in Novocherkassk, which teaches children using Waldorf pedagogy.

What can we borrow from the Waldorf school, which has become an international cultural and educational movement? First of all, personality-oriented pedagogy, humanization and humanization of teaching, development of students’ abilities to feel the world around them.

Basic forms of pedagogical activity. Main types of teaching activities. Unlimited number of participating groups

Pedagogical activity: forms, characteristics, content

More on the topic § 1. Pedagogical activity: forms, characteristics, content:

Here, as in problem-based learning, all didactic methods can be used: explanatory-illustrative, reproductive, problem-based presentation, partial search, research.

Sc = Σαmi Smi

Σαmi