didactics (from the Greek. "Didaktikos" - "training") is a branch of pedagogical knowledge, to study the problems of training and education (the main categories of didactics) in pedagogy.Didactics, pedagogy, psychology are related disciplines, borrow each other's conceptual apparatus, research methods, basic principles, etc.Also, its specifics are the basics of special education didactics, aimed at learning and education of children with developmental abnormalities.
differentiation concepts
One of the key in didactics is the concept of training and its components - the doctrine and teaching, as well as the concept of education.The main criterion for differentiation (as it defines didactics in teaching) is the ratio of goals and means.So, education is the goal, training is a means to achieve this goal.
In turn, the training includes components such as teaching and learning.Teaching is a systematic management of teacher training activities of students - the definition of the scope and content of the activity.The teaching is a process of assimilation by students of educational content.It includes both the work of the teacher (coaching, supervision) and the activities of the students themselves.This learning process can take place in the form of direct control by the teacher (in the classroom), and in the form of self-education.
main tasks
in modern didactics decided to allocate the following tasks:
- humanization of the learning process,
- differentiation and individualization of the learning process,
- formation of interdisciplinary communication between the subjects studied,
- formation of informative activity of pupils,
- brain development,
- the formation of moral and volitional qualities of personality.
Thus, the problems of didactics in teaching can be divided into two main groups.On the one hand, this task-oriented description and explanation of the learning process and the conditions for its implementation;on the other - to develop the optimal organization of this process, new training systems and technologies.
principles didactics
In teaching didactic principles are aimed at determining the content, organizational forms and methods of educational work in accordance with the purposes and laws of education and training.
the basis of the principles used ideas KDUshinskogo, Comenius, and others. In this case we are talking exclusively about science-based ideas that underpin didactics in teaching.For example, Comenius was formulated by the so-called golden rule didactics, according to which the learning process should involve all the senses pupil.Subsequently, this idea has become one of the key, which is based in pedagogike.Osnovnye didactic principles:
- scientific,
- strength,
- accessibility (affordability),
- consciousness and activity,
- communication theory and practice,
- systematicand consistency
- clarity.
scientific principle
It is aimed at developing students' scientific knowledge of the complex.The principle is implemented in the analysis of educational material, its basic ideas that distinguishes didactics.The pedagogy of this training material that meets the criteria of science - the reliance on established facts, the existence of a clear and specific examples of the conceptual apparatus (scientific terms).
principle strength
This principle also defines didactics in teaching.What it is?On the one hand, due to the strength of the principle objectives of the institution, on the other - the laws of the learning process itself.For support on acquired knowledge and skills (Zun) in all subsequent stages of training, as well as their practical application is necessary to clear their uptake and prolonged retention in memory.
principle of accessibility (affordability)
focus is on the real possibilities of students so as to avoid physical and mental overload.Failure to observe this principle in the learning process, as a rule, there is a decrease student motivation.Also, performance suffers, which leads to fatigue.At the other extreme - an oversimplification of the studied material, which is also not conducive to effective learning.For its part, the industry as a didactic pedagogy defines the principle of availability as a path from the simple to the complex, from the known to the unknown, from the particular to the general, etc.
teaching methods, according to the classical theory of Vygotsky, should focus on the zone "of proximal development" to develop the strength and abilities of the child.In other words, education should lead the development of the child.However, this principle can have their own specifics in certain pedagogical approaches.For example, some systems start instruction serves not close the material and to the point, not from the individual elements, and their structures, etc.
principle of consciousness and activity
principles of didactics in teaching aimed not only directly in the process of learning, but also on the formation of an appropriate student behavior.Thus, the principle of consciousness and activity involves purposeful active perception by students of the phenomena studied, as well as their comprehension, creative recycling and practical application.It is primarily about the activity on the process of self-knowledge search, rather than the customary their memorization.To apply this principle in the learning process widely used by a variety of methods to stimulate the cognitive activity of pupils.Didactics, pedagogy, psychology must equally focus on the personal resources of the subject of education, including its creative and heuristic skills.
According to the concept of LN Zankova, decisive in the learning process is, on the one hand, the understanding of the students knowledge on the conceptual level, and on the other - an understanding of applied data values knowledge.It is necessary to master a particular technique of learning that, in turn, requires students to a high level of consciousness and activity.
principle of linking theory with practice
Different philosophies practice has long advocated criterion of truth of knowledge and the source of the cognitive activity of the subject.On this principle rests and didactics.In teaching, it is a criterion for the efficiency of the knowledge gained by students.The more this knowledge is manifested in practice, the more intensively manifested consciousness of students in the learning process, the greater their interest in the process.
principle of systematic and consistent
didactics in teaching - is primarily focused on a certain systematic transmission of knowledge.According to the basic scientific provisions, the subject can be considered as an effective owner, this knowledge only when it is present in the consciousness of a clear picture surrounding the outside world in the form of interconnected concepts.
formation of scientific knowledge should take place in a certain sequence, given the logic of educational material, as well as cognitive abilities of students.Failure to comply with this principle, the speed of the learning process considerably slows down.
principle of clarity
JA Comenius wrote that the learning process should be based on personal observation of students and their sensual clarity.At the same time as the didactic pedagogy section highlights several features clarity, varies depending on the specifics of a particular stage of the study: the image can serve as an object of study, as a support for the understanding of the links between the individual properties of objects (diagrams, drawings), etc.
Thus, in accordance with the level of abstract thinking of students the following types of visualization (TI classification Ilyina):
- natural visibility (directed to objects of objective reality);
- experimental visualization (realized in the process of experiments and tests);
- volume visualization (use of models, layouts, different shapes, etc.);
- iconic visibility (carried out by means of drawings, paintings and photographs);
- sound-pictorial visualization (via film and TV pieces);
- symbolic and graphical visualization (using formulas, maps, charts and graphs);
- internal visibility (creation of speech patterns).
Basic didactic concepts
Understanding the essence of the learning process is the main point, which is aimed at didactics.The pedagogy of this understanding is seen primarily from the perspective of the dominant learning objectives.There are several leading theoretical concepts of learning:
- didactic encyclopedic (JA Comenius, J. Milton, Basedov IV) as the dominant learning objectives in favor of the transfer of a maximum amount of experience of knowledge to students.Necessary, on the one hand, intensive educational methods provided by the teacher, on the other - the presence of an active independent activity of the students themselves.
- didactic formalism (I. Pestalozzi, A. Disterverg A. Nemeyer, E. Schmidt, Dobrovolsky AB): the emphasis from quantity of acquired knowledge is transferred to the development of the abilities and interests of students.The main thesis becomes old saying of Heraclitus: "Mnogoznanie mind does not teach."Accordingly, it is first necessary to form the student skill to think correctly.
- Didactic pragmatism or utilitarianism (John. Dewey G. Georg Kerschensteiner) - training as a reconstruction of the experience of the students.Under this approach the mastery of social experience should take place through the development of all types of social activity.The study of individual subjects is replaced by practical exercises aimed at familiarizing the student to a variety of activities.Students thus have complete freedom in the choice of subjects.The main drawback of this approach - a violation of the dialectical relationship of practical and cognitive activity.
- functional materialism (B. Window) is considered an integral connection with the activities of knowledge.Study subjects should focus on the key ideas of philosophical significance (class struggle in the history of evolution in biology, functional dependence in mathematics, etc.).The main drawback of the concept: while limiting educational material exclusively by leading world outlook ideas of the process of learning becomes reduced character.
- paradigm approach (G. Sheyerl): rejection of historical and logical sequence in the learning process.Material requested to provide a focal, ie,focus on certain typical facts.Accordingly, there is an infringement of the principle of the systems.
- cybernetic approach (EI Mashbits, SI Archangel): Training serves as the processing and transmission of information, which determines the specificity of didactics.This allows you to use in teaching the theory of information systems.
- associative approach (John. Locke) is considered to be the foundation of learning perceptual knowledge.A separate role for graphic images promoting mental functions such students as a generalization.As the main training method used by exercise.It does not take into account the role of creativity and self-searching process of learning by students.
- concept stage formation of mental actions (Galperin, NF Talyzina).Training should take place at regular, interconnected stages: preliminary review process with the action and the terms thereof, the formation of direct action with its corresponding deployment operations;the formation of steps in inner speech, the process of transformation in action folded mental operations.This theory is particularly effective when training begins with the subject of perception (eg, athletes, drivers, musicians).In other cases, the theory of stage formation of mental actions may be limited.
- Management approach (V. Yakunin): the learning process seen from the perspective of management and key management stages.This objective information basis of teaching, forecasting, such a decision, the execution of the decision, the communication phase, monitoring and evaluation, correction.
As mentioned above, didactics - a section of pedagogy study the problems of the learning process.In turn, the basic didactic concept considering the learning process in terms of the dominant educational objectives, as well as in accordance with a certain system of relations between teachers and students.
