Ministry of Agriculture of the Russian Federation
Ulyanovsk State Agricultural Academy
College of Agricultural Technology and Business
on the topic of: " Educational process and the foundations of its organization
Department “Bukh. Accounting and Auditing"
Performed:
1st year student
Faculty of Economics
Khusnetdinova I.I
Checked:
Kitaeva N.V.
Ulyanovsk 2011
This Regulation governs the organization of the educational process in the Non-state educational institution of higher professional education "St. Petersburg Institute of Foreign Economic Relations, Economics and Law", hereinafter referred to as the Institute, in accordance with the legislation of the Russian Federation in the field of education, Government Decrees Russian Federation, Decrees of the President of the Russian Federation, regulations Ministry of Education and Science of the Russian Federation, the Charter of the Institute, the Regulations on the final certification of graduates of the Institute and other local acts of the Institute.
The educational process is understood as the purposeful activity of the administration and other organizational and staff structures of the Institute, the teaching staff, which provides training for students in the specialties and areas provided for by the relevant federal state standards of higher professional education, hereinafter referred to as the Federal State Educational Standards of Higher Professional Education, the curriculum of the Institute for basic educational programs of higher professional education, hereinafter referred to as the PEP VPO.
MAIN TASKS OF THE EDUCATIONAL PROCESS
1.1. Preparation in common system Ministry of Education and Science of the Russian Federation highly qualified bachelors, specialists and masters in the BEP of HPE in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education, as well as scientific and pedagogical personnel in the system of postgraduate education.
1.2. Satisfying the needs of the individual in the intellectual, cultural and moral development, the acquisition of higher professional education in the chosen BEP HPE.
1.3. Dissemination of legal, humanitarian and technical knowledge among citizens, raising their general educational and cultural level.
ORGANIZATION OF THE EDUCATIONAL PROCESS
2.1. General requirements for the organization of the educational process:
2.1.1. The educational process is based on the requirements and provisions of the Federal State Educational Standard of the Higher Professional Education, the curricula of the Institute for the BEP of the Higher Professional Education and the curricula for the study of disciplines developed in accordance with them.
2.1.2. The development of educational programs of all types of vocational education ends with a mandatory final certification of graduates.
2.2. The organization of the educational process is designed to provide:
2.2.1. The modern scientific level of personnel training, as well as the optimal ratio of theoretical and practical training time.
2.2.2. Logically correct, scientifically and methodically sound correlation and sequence of teaching disciplines, regularity and rhythm of the educational process.
2.2.3. Organic unity of the process of education and upbringing.
2.2.4. Introduction into the educational process of the latest achievements of science and technology of best practices in the activities of labor collectives, public associations and organizations, including other countries.
2.2.5. A rational combination of traditional methods of transferring and fixing information with the latest achievements in various fields of science.
2.2.6. Creating the necessary conditions for creative pedagogical activity teaching staff, for the successful development by students of selected BEP HPE, programs academic disciplines and rational use of time allotted for independent work.
2.3. The main documents that determine the content and organization of the educational process at the Institute are the Federal State Educational Standard of the Higher Professional Education, the curricula for the BEP of the Higher Professional Education and the programs of academic disciplines.
2.3.1. The curriculum of the specialty (direction) is developed on the basis of the requirements of the Federal State Educational Standard of Higher Professional Education recommended by the Educational and Methodological Association of the exemplary (basic) curriculum, discussed at the Academic Council and approved by the Rector of the Institute.
The curriculum includes a schedule of the educational process and a plan of the educational process. The plan of the educational process contains a list of academic disciplines, time, timing and logical sequence of their study, types training sessions and practitioners, forms and terms of intermediate and final certification.
If necessary, changes may be made to the curricula by decision of the Academic Council of the Institute, determined by new regulations of the Ministry of Education and Science of the Russian Federation.
2.3.2. The curriculum included in the educational and methodological complex of the academic discipline determines the content, sequence and time of studying the sections and topics of the academic discipline. It is developed for each discipline of the curriculum, taking into account specialization, and its content is the same for all forms of education, except for the time of study and guidelines for conducting classes for professors and teachers. The curriculum includes an introduction, a substantive part of the study of the discipline, guidelines and a list of basic and additional literature.
2.3.3. Curricula are developed by the departments, considered at their meetings and approved by the Scientific and Methodological Council of the Institute.
2.4. The main element of the organization of the educational process is its planning, which is carried out in order to ensure the full and high-quality fulfillment of the requirements of curricula and programs. The planning of the educational process is based on:
Annual schedule of the educational process;
Thematic plans of academic disciplines;
The availability of the teaching staff, its capabilities and the teaching load assigned to it;
Availability of an auditor fund.
2.4.1. The annual schedule of the educational process is developed on the basis of the requirements of the curricula for the preparation of bachelors, specialists, masters. It defines the terms of theoretical training, examination sessions, practices, vacations, as well as the final state certification.
The annual schedule of the educational process is developed by the educational department, approved by the rector of the Institute and adopted at a meeting of the Academic Council of the Institute.
2.4.2. Thematic plans for the study of academic disciplines are developed by the departments and are annually adjusted taking into account the latest achievements of science and technology and the requirements of practice. They define: a list of sections and topics, types of classes (including term projects, term papers and tests), the order of their conduct, the time allotted for study educational material, as well as the form of final and intermediate control.
Thematic plans for the interconnected (complex) study of related disciplines taught by different departments should be agreed and discussed at joint meetings of the departments.
2.4.3. Based thematic plans departments develop schedules for the sequence of passing academic disciplines, which determine the sequence of specific types of training sessions on each topic and the time allotted to them, reflect the proposals of the department on the specifics of planning training sessions for each discipline.
2.4.4. The distribution of teachers by lecture streams and study groups is carried out by the departments on the basis of study load received from the educational department. This information is submitted to the educational department along with schedules of the sequence of passing academic disciplines.
2.4.5. In the daily routine, approved by the Rector of the Institute, the time of the training sessions is set.
2.4.6. The presence of the classroom fund is determined by the educational department before the start of the academic year and is approved by the Rector.
2.5. Based on those listed in clause 2.4. the initial data, the training department draws up a schedule of training sessions, which is the final stage in planning the educational process.
The schedule should contain complete information about the time, place and type of classes for each course, its individual streams and study groups, indicating the names and initials of teachers, their degree. The schedule is signed by the dean of the faculty and approved by the Vice-Rector for Academic Affairs of the Institute and posted no later than 10 days before the start of classes.
Changes in the schedule of classes are allowed in exceptional cases and only with the permission of the Vice-Rector for Academic Affairs of the Institute.
2.6. When organizing the educational process, it is necessary to be guided by the following basic provisions:
2.6.1. When forming study groups for conducting practical, seminar and other types of classes, it is necessary to achieve an even distribution of students among them. As a rule, their composition should not exceed 25-30 people. The composition of the study groups is determined by the order of the Institute and, if necessary, can be adjusted annually before the start of the academic year.
Courses and lecture streams are formed from study groups.
2.6.2. The academic year for full-time and part-time forms of education consists of two semesters, each of which ends with a credit-examination session.
The academic year for part-time students also consists of two semesters, each of which begins with an orientation session and ends with a test and examination session.
2.6.3. The maximum volume of the weekly teaching load and the number of compulsory classroom lessons are determined by the requirements of the federal state educational standards of specific BEP HPE, hereinafter referred to as the FGOS HPE.
2.6.4. For all types of classroom studies, the academic hour is set to 40 minutes. Dual lessons are allowed, in which case the duration of such a lesson can be set at least 80 minutes.
2.6.5. Exemption of students from studies (except for patients) is allowed in exceptional cases and only with the permission of the dean of the faculty.
2.7. The Institute maintains the following basic accounting documentation necessary for organizing the educational process:
Journals of accounting of training sessions;
Test and examination sheets;
Examination (test) sheets (for individual passing an exam or test);
Student record books;
Education cards of students;
Summary statements on the results of the implementation of the curriculum by students of study groups for the entire period of study;
Journals of pedagogical control;
Books of accounting for graduates and registration of the issuance of diplomas.
2.8. The main types of activities are:
Seminar session;
Practical lesson;
Laboratory lesson;
business game;
Consultation;
Self-preparation;
practice (educational, industrial, undergraduate);
2.8.1. The lecture is one of the most important types of classes and forms the basis of the theoretical training of students.
Its purpose is to provide a systematic foundation of scientific knowledge in the discipline, focusing on the most complex and key issues of the topic.
The lecture should stimulate the active cognitive activity of the trainees, contribute to the formation of their creative thinking.
Lectures are read by the Institute's management, deans of faculties, heads of departments, their deputies, professors, associate professors and senior lecturers. By way of exception, the most experienced and qualified teachers may be allowed to read lectures. Leading scientists and professors from other universities, specialists from scientific institutions, and practitioners can be invited to read individual lectures.
Each discipline at the department should be provided with stock lectures on the most important, relevant and difficult topics for students to understand. Stock lectures undergo internal and external review, are discussed at the department or the subject-methodological commission and approved by the head of the department.
2.8.2. The seminar is held with the aim of deepening and consolidating the knowledge gained in the lectures in the process independent work over educational and scientific literature. It should provide a lively, creative discussion of educational material in the form of a discussion, an exchange of views on the issues under consideration. A seminar session may contain elements of a practical session (problem solving, etc.).
Introduction.
Learning as a process is a purposeful, organized with the help of special methods and various forms of active learning interaction between teachers and students.
The educational process is a rather complex phenomenon, and it cannot be represented as a simple transfer of knowledge by a teacher to students who do not yet possess this knowledge. Here, naturally, questions arise: how should training be delivered? What provisions (rules) should be followed in this case? What is the structure or composition of the learning process?
These and other questions will be considered in this work.
The laws or rules that operate in any science reflect its objective, essential and stable connections, and also indicate certain trends in their development. However, these laws do not contain direct instructions for practical action: they are only theoretical basis to develop the technology of practical activity.
This course work discusses the psychology of building the educational process, the elements that make up the educational process, the relationship between the student and the teacher.
The purpose of this course work is to study the structure of the educational process and its characteristics. To achieve the goal, it is necessary to solve the following tasks: to study what the educational process is; consider the main elements of the educational process; study existing forms of organization; consider the characteristics and description of the educational process.
This topic I consider the course work to be the most relevant at the moment, since it is on how the educational process is built and what it includes that the level of development of the student's personality depends on, the formation of his spiritual, moral, mental and other qualities, and, consequently, the level development of society as a whole, its social well-being.
Course work consists of introduction, main part and conclusion.
I. The essence of the educational process.
The concept of "learning process".
Educational process - a system of organization of educational activities, which is based on the organic unity and interconnection of teaching and learning; aimed at achieving the goals of training and education. Defined by curricula curricula, as well as plans educational work relevant educational institutions, includes all types of compulsory training sessions (lessons, lectures, seminars, laboratory classes, educational and industrial practice) and extracurricular (extracurricular) work of students.
The educational process is organized taking into account the possibilities of modern information technologies education and focuses on the formation of an educated, harmoniously developed personality capable of constantly updating scientific knowledge, professional mobility and rapid adaptation to changes and development in the socio-cultural sphere, in the fields of engineering, technology, management systems and labor organization in a market economy. It is based on the stepwise system of higher education and the principles of science, humanism, democracy, continuity and continuity, independence from the interference of any political parties, other public and religious organizations.
Learning is the process of mastering by the student the known patterns of the world around him. One of the ways in which a person cognizes regularities is the knowledge of regularities in the socio-historical development of a person, in the process of his labor activity. Another way is to know the patterns in individual development person. Such knowledge is possible only in conditions of learning. After all, a person must learn the patterns accumulated in the experience of mankind, and not only what he himself can learn as a result of contacts with objects, phenomena, events of the surrounding reality. A child cannot master the scientific system of knowledge on his own if he is not taught this.
Education is a specific way of education aimed at developing the personality by organizing the assimilation of scientific knowledge and methods of activity by students. Training differs from education in the degree of regulation of the process, the normative prescriptions of the substantive and organizational and technical plan. For example, in the learning process should be implemented state standard content of education. It is limited by time frames (academic year, lesson, etc.), requires certain technical and visual teaching aids, electronic and verbal-sign media (textbooks, computers, etc.).
Education is not limited to the mechanical transfer of knowledge, skills and abilities. This is a two-way process in which teachers and pupils (students) are in close interaction. The activity of the teacher is teaching, and the activity of the child is learning. Consequently, the interaction between the teacher and the student is of a subject-subject nature. The teacher plays a leading role in the learning process. But the success of learning is ultimately determined by the attitude of schoolchildren to learning, their desire for knowledge, the ability to consciously and independently acquire knowledge, skills, and activity - its teaching (and not teaching).
The result of training and learning is not only knowledge, skills and abilities, but also the possession of methods of activity and interaction, experience in various activities, the presence of a system value relations to the world and with the world, to yourself and with yourself.
The main functions of training: educational, educational, developing. These functions have historically been assigned to the learning process, their implementation ensures the full development and successful socialization of the personality of students. educational function consists in the formation of knowledge, abilities, skills, experience creative activity. The educational function is associated with the formation of students' morality, aesthetic ideas and tastes, a system of views on the world, the ability to follow social norms of behavior. The developing function consists in the fact that in the process of learning the child develops in all directions: his speech, thinking, emotional-volitional, motivational-need and sensory-motor spheres of the personality develop. The problem of the unity and interconnection of learning functions lies in the fact that in order to form a student's basic personality culture, for his harmonious development, the educational process must be carried out in such a way that its functions are inseparable, implemented in all components of learning: in the complex of lesson tasks, in the content of the educational material, in the system of methods, techniques, forms and means of teaching, and so on.
The learning process is a two-way guided process joint activities teachers and students, aimed at intellectual development, the formation of knowledge and ways mental activity trainees, development of their abilities and inclinations.
Education makes it possible in individual development to assimilate the laws that have been known in the experience of mankind for many years. Therefore, the main thing in learning is the educational material, the educational book, the textbook, in which the experience of mankind is modeled and recorded.
The basis of training is knowledge, skills and abilities.
Knowledge is a person's reflection of objective reality in the form of facts, ideas, concepts and laws of science. They represent the collective experience of mankind, the result of the knowledge of objective reality.
Skills are the willingness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.
Skills are the components of practical activity, manifested in the performance of the necessary actions, brought to perfection through repeated exercise.
Learning is a process, the flow of which is subject to a certain logic, and therefore can be studied, managed and predicted. The learning process is otherwise called the educational or didactic process. The social orientation of learning is manifested in the fact that learning is one of the best ways of social adaptation of a person, i.e. preparation of a person for life in society. The essence of learning can be expressed through the following features of modern didactic process: - bilateral nature of the process (teaching - learning);
Joint activities of teacher and student;
Leadership role of the teacher;
Special systematic organization of the whole process;
Compliance of the educational process with regularities age development students;
Education and development of students in the learning process.
Achieving the set goals, successfully mastering the educational content of a given subject requires the use of a variety of means and methods of teaching. Reconstruction and analysis from the standpoint of moral and legal norms of typical social situations and established practices of behavior will help develop readiness for lawful and morally approved behavior among students in grade 8.
Particular attention should be paid to the use of computer technologies in the educational process, their combination with traditional methods.
preferred forms of organization of the educational process and their combinations (for each section)
| lesson number | Section, Lesson topic | Lesson type |
| Introduction | Learning new material | |
| Chapter I. Personality and Society (5 hours) | ||
| What makes a person a person? Man, society, nature. | Learning new material | |
| Society as a form of human life | Combined | |
| Society development | Combined | |
| How to become a person? | Combined | |
| POU on the topic "Personality and Society" | Fixing the material | |
| Chapter II. Sphere of spiritual culture (6 hours) | ||
| Sphere of Spiritual Life | Learning new material | |
| Morality. duty and conscience | Seminar | |
| Moral Choice is Responsibility | Combined | |
| Education and science in modern world | Combined | |
| Religion as a form of culture | Seminar | |
| POU on the topic "Sphere of spiritual culture" | Fixing the material | |
| Chapter III. Social sphere(5 o'clock) | ||
| social structure societies | Learning new material | |
| Social statuses and roles | combined | |
| Nations and international relations | combined | |
| Deviant behavior | Combined lesson | |
| POU on the topic "Social sphere" | Fixing the material | |
| Chapter IV. Economics (11 hours) | ||
| The role of the economy in the life of society. The main questions of the economy | Learning new material | |
| Own | Combined lesson | |
| Market economy | combined lesson | |
| Production is the basis of the economy | Combined lesson | |
| Entrepreneurial activity | conference | |
| The role of the state in the economy | Combined lesson | |
| Income distribution and consumption | Combined lesson | |
| Inflation and the family economy | Workshop | |
| Unemployment, its causes and consequences | Combined lesson | |
| World economy and international trade | Combined lesson | |
| POU on the topic "Economics" | Fixing the material | |
| Final repetition | Anchoring |
SHOW FULL TEXT
Preferred forms of monitoring and evaluation
Forms of intermediate assessment: oral and written answers, tests, comparative tables, student reports.
Forms of final certification: final examinations, final testing.
Integration with extracurricular activities, including project activities
The study of the content of the course in social studies in basic school is carried out in conjunction with the content of the programs additional education, children's activities public organizations, real life school team. One of the objectives of this work is the creation of immunity and the formation of intolerance towards offenses, drug addiction, and other negative phenomena.
Description of the place of the subject, course in the curriculum
Distribution of hours for the study of the subject, the reserve of free study time in hours and percentage of the total
Federal Core Curriculum for educational institutions Russian Federation allocates 34 hours for compulsory study subject"Social science" in the classroom (at the rate of 1 academic hour per week).
The provided reserve of free study time is 5 hours for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction modern methods learning and pedagogical technologies.
filling the plan of extracurricular activities in the aspect of solving common tasks with this subject.
Planned results of studying a subject, course
As a result of studying social studies, the student should
know/understand
The ways in which a person interacts with other people;
Be able to
· describe the main social objects, highlighting them essential features; man as a socially active being; basic social roles;
· compare social objects, judgments about society and a person, to identify them common features and differences;
· give examples social relations; situations regulated various types social norms; activities of people in various fields;
· evaluate people's behavior in terms of social norms,
· decide within the framework of the studied material, cognitive and practical tasks that reflect typical situations in various fields of human activity;
· search social information By given topic from its various media (media materials, educational text and other adapted sources);
· use the acquired knowledge and skills in practical activities and everyday life For:
full performance of social roles typical for a teenager;
moral and legal assessment of specific actions of people;
implementation and protection of human and civil rights, the conscious fulfillment of civic duties;
· primary analysis and use of social information;
Conscious rejection of antisocial behavior.
Introduction. What does social science study? Public disciplines.
Section 1. Personality and society (5 hours)
Personality. The socialization of the individual. Worldview. Life values and guidelines.
Society as a form of human life. Main areas public life, their relationship. Public relations.
Social changes and their forms. Society development. Humanity in the 21st century, development trends, main challenges and threats. Causes and danger of international terrorism.
Global problems of the present.
Section 2. Sphere of spiritual culture (6 hours)
The sphere of spiritual culture and its features. Culture of the individual and society. Trends in the development of spiritual culture in modern Russia. Social values and norms
Morality. Basic values and moral standards. Humanism. Patriotism and citizenship. Good and evil are the main concepts of ethics. Criteria of moral behavior.
Duty and conscience. Objective duties and moral responsibility.
Public duty and moral duty. Conscience is the internal self-control of a person.
Moral choice. Freedom and responsibility. Moral knowledge and practical behavior. Critical analysis of one's own thoughts and actions.
The importance of education in the information society. The main elements of the education system in the Russian Federation. Continuity of education. Self-education.
Science, its importance in the life of modern society. Moral principles of the work of a scientist. Increasing role scientific research in modern world.
Religion as one of the forms of culture. Religious organizations and associations, their role in the life of modern society. Freedom of conscience.
Section 3. Social sphere (5 hours)
The social structure of society. social mobility. Big and small social groups. Formal and informal groups. social conflict, ways to resolve it. Social responsibility.
social status and social role. The variety of social roles of the individual. Age and gender roles in modern society. Social roles of a teenager. Relations between generations.
ethnic groups. Interethnic and interfaith relations. Attitude to the historical past, traditions, customs of the people. Interaction of people in a multinational and multi-confessional society.
Deviant behavior. The danger of drug addiction and alcoholism for a person and society. social significance healthy lifestyle life.
Section 4. Economics (11 hours)
needs and resources. limited resources and economic choice. Free and economic goods. Opportunity cost (choice price).
Basic questions of economics: what, how and for whom to produce. Economic systems and property. Functions of the economic system. Models of economic systems.
Own. Ownership. Forms of ownership. Protection of property rights.
Market. Market mechanism for regulating the economy. Supply and demand. Market balance.
Production. Goods and services. factors of production. Division of labor and specialization.
Entrepreneurship. The goals of the company, its main organizational and legal forms. Small business and farming.
The role of the state in the economy. Economic goals and functions of the state. The state budget. Taxes paid by citizens.
Distribution. income inequality. Redistribution of income. Economic measures of social support of the population.
Consumption. family consumption. Insurance services provided to citizens. Social insurance. Economic bases of protection of the rights of the consumer.
Real and nominal incomes. Inflation. Banking services provided to citizens. Forms of savings of citizens. Consumer credit.
Unemployment. Reasons for unemployment. Economic and social consequences of unemployment. The role of the state in providing employment. Trade union.
Exchange. World economy. International trade. Exchange rates. Foreign trade policy.
Final repetition (1 hour)
Thematic planning with the definition of the main types of educational activities
| No. p / p | Section title, section topics | Number of hours | Characteristics of the main activities students(at the level of learning activities) |
| 1. | Introduction | Name the problems facing scientists involved in the study of social science. Be able to classify the humanities. | |
| 2. | Section 1. Personality and society. | To reveal the characteristic features of a person, individual, personality. Explain the connection between man and nature. Characterize the structure of society Reveal the main theories and ways of development of society | |
| 3. | Section 2. The sphere of spiritual culture. | Give a detailed description of morality and its place in the modern world life situations. Characterize the norms of morality, features of science and education, religion. | |
| 4. | Section 3. Social sphere. | To reveal the meaning of the concepts: social status and social role. Explain and use in context the concepts of social mobility and elevators. Attracting knowledge of history and social science, reveal the meaning of statements and statements. Describe deviant behavior and related problems Track the dynamics of interpersonal relationships. | |
| 5. | Section 4. Economics. | Explain and use concepts. Prepare presentations. Decide economic tasks and simulate situations. Organize study material in the form of a table. | |
| 6. | Generalization by course | Organize content by topic. Fulfill control tasks on this topic. | |
| 7. | Reserve | ||
| total |
“Lesson is a form of promotion
methodical
Mastery.
Forms of organization
educational process".
“The lesson is the sun, around which, like planets, all other forms of educational knowledge revolve.”
In science, the concept of "form" is considered both from a purely linguistic and philosophical position. IN explanatory dictionary S.I. Ozhegov's concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content.
In relation to learning, form is a special construction of the learning process. The nature of this construction is due to the content of the learning process, methods, techniques, means, activities of students. This construction of learning is the internal organization of the content, which in real pedagogical activity is the processinteraction, communication between the teacher and students when working on a certain educational material.
This content is the basis for the development of the learning process itself, the way it is implemented, and contains the possibilities of unlimited development, which determines its leading role in the development of learning.Therefore, the form of learning should be understood as a construction of segments, cycles of the learning process, realized in a combination of the teacher's control activity and controlled learning activities students to assimilate a certain content of educational material and master the methods of activity.
In the process of learning and its organization, there is a clear focus on the implementation of the leading components of the content of education: knowledge, methods of activity (skills and abilities), experience in creative activity and experience in emotional-value relations. A skillful choice of the form of the learning process makes it possible to carry out this direction most effectively. What are “forms of organization of the educational process”? Even leading experts find it difficult to say what the forms of organization of the educational process are and how they differ from teaching methods.
According to I.M. Cheredov, the form of organization of the educational process is a special design of a link or a set of links of the educational process.
VC. Dyachenko believes that the concept of "a form of organization of the educational process" can be scientifically substantiated only if a scientific definition of the basic concept of "training" is given. "Learning is communication, in the process of which the knowledge and experience accumulated by mankind are reproduced and assimilated."
The form of organization of cognitive activity should be understood as "... a purposefully formed nature of communication in the process of interaction between a teacher and students, which differ in the specifics of the distribution of educational and cognitive functions, the sequence and choice of links academic work and regime - temporal and spatial. The main product of the teacher is the lesson. During his professional activity the teacher gives more than 25 thousand lessons. The lesson is a complex psychological and pedagogical process, which is subject to hundreds of different requirements.
The lesson is the main component of the educational process. A traditional lesson lasts 40-45 minutes or 2700 seconds: and in each of these periods of time, both interest in the subject and deadly boredom can be born. A class can rally around a thought that captures the hearts of the children, but can easily become a group indulging in dangerous idleness. The value and significance of "lesson" seconds, minutes, hours, years in the fate of children determines the qualifications of the teacher, the effectiveness of his work.
For any teacher, a lesson is hard work, meaning 40 to 45 minutes of concentration and tension. After a good lesson, you can feel tired, but at the same time, satisfaction and joy. Lessons in modern school requires a giant preparatory work, great knowledge, readiness of the soul, morality.
What is a lesson?
A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.
A lesson is a form of organizing training with a group of students of the same age, permanent composition, classes on a fixed schedule and with a single training program for all.
This form presents all the components of the training - educational process: goal, content, means, methods. Organization and management activities and all its didactic elements. The birth of any lesson begins with awareness and the correct, clear definition of its ultimate goal, and only then determining the way - how the teacher will act so that the goal is achieved.
Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.
All forms can be divided into general and specific.
General forms of educational work of students.
V.A. Slastyonin gives the following classification of forms of education, depending on the structure pedagogical process. The advantage of this classification is the determination of the place of the learning process, which is not found in other classifications.
Common are the classifications of V.K. Dyachenko and I.M. Cheredov, based on the structure of educational communication.
General forms of educational work (V.K. Dyachenko).
General forms of educational work of students (M.I. Cheredov)
Comparison general forms learning.
Form name | Advantages | Flaws |
Individual | Independent assimilation of knowledge, the formation of skills and abilities, the development of self-esteem of students, cognitive independence, good control is exercised. | Slows down the development of children low level learning opportunities, leads to cheating, tips, lack of social activity of schoolchildren. |
group | Mutual assistance, distribution of responsibilities, development of a sense of responsibility for the result of joint activities, an incentive for creative competition. | A weak student can be put in a passive position, only leaders can work, and the rest can be written off. |
steam room | Students give a mutual assessment of each other's actions and deeds, this work is effective for a short time (5-7 minutes), improves the quality of the work performed, the fear of mistakes in front of the teacher disappears. | There is a danger of false partnership, it is impossible to objectively assess the level of knowledge of students, the normal course of individual educational activity is disrupted. |
Collective | Each student is alternately a student, then a teacher, the responsibility for their knowledge to the team increases, the cognitive activity of students is activated, initiative and hard work develop. | The inability of some teachers to professionally organize this form, the lack of time in the classroom, the lack of formation of the team will lead to an undesirable result: they say to those who seek help: “Teach yourself what is difficult here.” |
Lesson types.
Classification of types by purpose.
1type Lesson learning new knowledge.
In appearance it is: traditional, lecture, excursion,
Research, study and labor workshop, etc.
2 type. Knowledge consolidation lesson.
In appearance, this is: a workshop, an excursion, an interview,
Consulting, etc.
3 type. A lesson in the integrated application of knowledge, skills,
Skills.
It looks like: seminar, workshop, laboratory
Work, etc.
4 type. Lesson of generalization and systematization of knowledge.
It looks like a seminar round table, conference
Etc.
5 type. Lesson of control, evaluation and correction of knowledge.
In appearance it is: a test, a public review of knowledge
Etc.
All lessons are combined.
The problem of today's school is the low efficiency of traditional classes. This thesis does not need much proof. Suffice it to say that the modern student is not ready for independent living, both parents and teachers themselves, as a rule, are not satisfied with the results of training, since the potential of the child is not fully revealed.
What is it connected with? At present, the traditional lesson does not ensure the full involvement of each student in the educational process, since the child is not an active subject, but rather an object of influence: the teacher himself plans the learning process, makes changes to the student's activities. Thus, the child, remaining passive, does not have the opportunity to express himself, develop personal qualities.
The search for different models helped to identify additional resources for improving the traditional lesson. Laboratory of methodology and new educational technologies Krasnoyarsk Institute of Education of Educational Workers developed the structure of the lesson, which was called “four-stroke”, because it combines all four organizational forms of education identified by V.K. Dyachenko. The inclusion of pair work (permanent and shift) in the structure of the lesson in combination with other forms of learning helps more children to be actively involved in the educational process, to show their mental activity.
The structure of the "four-stroke" lesson.
1. Frontal work, where problematization occurs and a minimum of educational material is presented;
2. Work in constant pairs - repetition. Consolidation of the material presented in the previous frontal work;
3. Work in pairs of shifts - deep development of individual moments of the material on the topic under study;
4. Individual work- self-completion of tasks on the topic of the lesson.
The sequence might be: 1-2-1-2-3-1-2-3-4.
Thinking begins with a question that can be asked by someone or someone. It is best to do this in pairs. Firstly, it provides an opportunity to communicate more, and secondly, it is difficult to “sit out” when the question is asked specifically to you.Important tasks and concepts require their comprehensive consideration. And here it is best to work in pairs of shifts. The student, considering the same problem from different angles, looks at it with his own eyes and the eyes of other children. There is an enrichment with different ways of thinking, gaps are detected in time, a correction takes place.
One of the ways to change partners is the well-known game "Brook".Each student has his own task. Children sit in a row in pairs, then the movement begins: from the first desk, the student goes to the last, and the rest move one desk forward. The movement continues until all the students return to their places. It is also possible to work in pairs of shifts, when a pair is created at the request of the child. A free student goes to the blackboard and finds a partner. Children love this kind of work.
You can organize work in consolidated groups. The class is divided into groups. In each group, a leader or leader is selected. The lesson begins with frontal work, during which the teacher poses a problem and finds out the level of knowledge of students on this topic. For example, when studying the topic “Air”, the teacher asks the question: “What is air and what do you know about it?” Answers can be right or wrong. Based on the children's answers, the teacher identifies the problem and helps each student determine the end result, as well as plan further actions. Then, in free groups, the guys work in pairs of shifts according to the Rivin method: they study the text. The result of this work will be a text plan. In addition, children answer questions from the text, make up their own "smart" questions. Strong students are offered tasks of a creative nature. Each group keeps their own diary in which they write down the topic of the lesson, the plan of the text. Here it turns out lexical meaning words. The lesson ends with frontal work, where each group presents its plan, offers its questions. During the discussion, it turns out how accurate the plan is and corresponds to the content.
Organization of group work.
With the cooperation of children working together in a group, the depth of understanding of the educational material increases, the nature of the relationship between children changes: indifference disappears, class cohesion increases, children understand each other better, self-criticism grows; students acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior, taking into account the position of others.
When learning based on communication (in a group), the following is carried out:
Transfer of acquired knowledge to each other;
Cooperation and mutual assistance of students;
The distribution of labor;
Teaching taking into account the abilities of students;
Development of thinking;
Activation of educational and cognitive processes;
Self-control and self-esteem;
Goal setting and self-selection
Methods of decision, opinion, judgment.
Options for organizing group work.
- the group performs a common task, but each member of the group
Does his part of the work independently of others;
- a common task is performed sequentially by each
a member of a group;
- the problem is solved with direct simultaneous
The interaction of each member of the group with all
The rest of its members.
At the lessons of the Russian language, when writing presentations, a combination of all forms is used, while the basis is the reverse method of Rivin, which involves restoring the text according to the plan.
Work in pairs to write essays.
- Presentation of the text and its primary perception. In pairs, students restore the content of the text (retell each other), correct and supplement their understanding.
- Re-perception of the text (this may be
Individual work: independent reading,
Hearing.
- Work on the plan: dividing the text into parts,
The title of each part (number of interchangeable
Partners should be no less than the selected parts);
- vocabulary and spelling preparation: can
Carried out in the form of mutual training or frontally;
- Writing a presentation. In pairs of shifts, students
Read the points of the plan, restore in detail
Be sure to check and correct.
| Parameter name | Meaning |
| Article subject: | Organization of the educational process |
| Rubric (thematic category) | Pedagogy |
Learning principles
in latin principle- the basis, the beginning. In pedagogy, principles are understood as system of basic ideas pedagogical process. Didactic principles can be considered from three sides:
First of all, this requirements system to the organization of the educational process, ensuring its productivity.
Secondly, this system did not arise voluntaristically, but as a result of long observations and reflects objective regularities processes of assimilation, memorization, forgetting and other mental realities of learning.
Thirdly, knowledge of the principles of building the educational process allows design and analyze teaching activity, as well as evaluate it and make the necessary adjustments.
Didactic principles have been developed over the centuries. Such outstanding teachers as Ya.A.Komensky, A.Disterweg, K.D.Ushinsky and others contributed to their isolation and formulation.
Among the principles most relevant for the system of art education are:
SCIENTIFICITY OF TRAINING - requires reliance on the modern level scientific achievements in the field of the content of the subject and the methodology of its teaching
UNITY OF THEORY AND PRACTICE - requires the integration of educational and practical activities.
SYSTEMATICITY AND SEQUENCE IN LEARNING - (in practice, developed and implemented by Comenius)
The teaching of exact and natural sciences is characterized by linear implementation of this principle.
In teaching subjects of the aesthetic cycle, this principle is implemented cyclically.
ACCESSIBILITY - one should distinguish between availability on intellectual and emotional level: the material of the studied (and especially performed) works of art must correspond to the level of emotional experience.
VISIBILITY. It is possible to distinguish types of visibility in accordance with the channels of information flow: auditory, visual, audio-visual, tactile, olfactory, gustatory, etc.
ACCOUNTING FOR AGE AND INDIVIDUAL CHARACTERISTICS. Already Comenius tried to identify the typology of students. Today, science offers us many typological series, which together provide an individual approach.
THE EDUCATIONAL CHARACTER OF LEARNING ensures the integrity of the development of the personality of students. The term was introduced by I.F. Herbart.
CONSCIOUSNESS AND ACTIVITY OF STUDENTS. This principle is closely related to the motivation of learning. The learning process has only two leading motives: interest and responsibility.
The content of education is understood as the totality of knowledge, skills and abilities that students must learn. At the same time, KNOWLEDGE is the result of the process of cognition, reflected in consciousness in the form of representations, concepts, judgments. SKILLS - preparedness for practical and theoretical actions to apply knowledge. SKILLS - ϶ᴛᴏ skills. Brought to automatism. At the same time, mental processes proceed in a curtailed manner, without phased self-control.
Art education is carried out in our country on three levels:
GENERAL EDUCATIONAL or BASIC. Provides familiarization with the art of all students at the basic stages of learning: preschool, school, professional, and now - and higher.
DEEP. Provides career guidance artistic creativity through in-depth (pre-professional training in the basics of the arts and active involvement in creative activity). Exists at the stage school education in the form of schools and classes with an ʼʼʼʼʼ bias, circles and studios in out-of-school institutions and special schools of the Ministry of Culture system.
PROFESSIONAL. Prepares personnel for professional activities in the field of art (creative and teaching). It is carried out in the Republic of Belarus by a small number of educational institutions of secondary, secondary specialized, secondary vocational and higher education.
Stages of education(analyze on the example of teaching an art form close to you) :
|
School
pre-professional (cf.
Hosted on ref.rf
special education)
Professional ( higher education)
Postgraduate (upgrading qualifications and retraining, as well as master's, postgraduate, doctoral studies
Education for pensioners
Documents and materials reflecting the content of education.
SYLLABUS.
Components:
Basic - mandatory for all institutions providing secondary education;
Differentiated - allows for the differentiation of education based on the abilities and inclinations of students
School - allows schools to reflect local specifics, in accordance with the needs and opportunities of the region.
Curriculum types:
Typical - developed by the Ministry of Education and offered to all accountants. school-type institutions
Individual - developed by lyceums, gymnasiums and colleges and approved at the level of city, regional and republican bodies of the people.
Hosted on ref.rf
obr-I (depending on subordination)
TRAINING PROGRAM.
STANDARDS OF EDUCATION: define the broad purpose of learning within each type of study or specialization.
TEXTBOOKS AND TRAINING BOOKS. Genres:
Ø textbook,
Ø study book,
Ø tutorial,
Ø Toolkit,
QUESTIONS AND TASKS FOR EXAM PREPARATION
1. Complete the written assignments contained in the text of the lecture.
2. Give and explain an example of a pedagogical error that occurred due to non-compliance correct sequence stages of learning.
3. Based on your own experience in art education, give examples of the implementation of the principles of didactics in the educational process.
4. Explain why each of the levels of art education provided in our country is necessary.
5. Describe each type of documents reflecting the content of education, using the example of the content of education in your specialization.
Topic 3. Didactics: forms and methods
1. Forms of organization of the educational process and their implementation in the field of art education.
2. Classification of educational methods and their implementation in the field of art education.
3. Lesson as the basic unit of modern educational process. Types of art lessons.
Given the dependence on the type of institution and the goals of the educational process modern system art education is divided into
Academic- imply strictly defined content, terms of its implementation, forms and requirements for monitoring the assimilation of knowledge, standards of requirements for a graduate, type of legal document confirming the successful completion of education.
Leisure- more or less strictly outline only the content of education. The remaining requirements are either of a very loose nature (implementation deadlines, forms of control), or are of a stimulating nature (control, documents confirming the receipt of education).
Given the dependence on the number of students with whom the teacher works, the forms of education can be divided into collective, group and individual:
Most common today classroom the form of organization of classes involves:
Ø Division of students into groups (classes) by year of study;
Ø Work with a group (or individually) according to a strict schedule that determines the beginning, end and content (subject) of the lesson.
This form was developed and described in detail at the beginning of the 17th century. Ya.A. Komensky and, having existed for 300 years, begins to collapse before our eyes. There is an interpenetration of leisure and academic forms. Individual forms of classes are becoming more and more in demand and are developing on a new technological basis: video, audio, computer training and testing programs.
Traditional lesson structure(developed in early XIX V. Herbart):
Orᴦ.momentØ Review of the past
Ø Explanation of new material
Ø Fastening
Ø Homework
Other types of lessons:
Lesson-excursion
Lesson conference
Concert lesson
Lesson rehearsal
Control lesson, etc.
TEACHING METHODS
There are many classifications of teaching methods. Given the dependence on the basis of classification, the following can be distinguished:
By source of knowledge
Ø Verbal
Ø Visual
Ø Practical
According to the goals of the educational process
Ø Methods of familiarization with new material
Ø Methods for consolidating the acquired knowledge
Ø Methods for monitoring the assimilation of knowledge
By type of student activity
Ø reproductive- reproduce the actions and judgments of the teacher;
Ø Problem-search- subjectively model the process of scientific or creative search based on existing samples (discoveries, inventions, masterpieces);
2. Give examples of the organization of academic and leisure forms of education in one of the types of artistic creativity. Compare these forms of art education on the basis of the given example.
3. Based on the art education process you are familiar with, provide examples of use various methods learning (individually and in conjunction)
4. Based on the materials of the section ʼʼHistory of Pedagogyʼʼ, trace the use of various methods of teaching and control in different historical eras.
Organization of the educational process - the concept and types. Classification and features of the category "Organization of the educational process" 2017, 2018.
