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features tehnologizatsii the differentiated training as the tool of pedagogical process

paragraph Problems:

• to Reveal features which should be considered by working out of technologies of the differentiated training to physical training in military aviation-engineering high school.

• to Give classification parametres of technologies of the differentiated training.

The factors influencing working out of modern technologies of differentiated training as prove researches, are:

• model of the lichnostno-focused pedagogics;

• training type;

• the criteria taken as a principle of differentiation;

• scales of realisation of differentiation.

Construction of technologies of the differentiated training depends on model of the lichnostno-focused pedagogics which is reflected in educational institution overall aims. I.S.Jakimansky (249, 32-41) results following models:

- Socially-pedagogical;

- In detail-didactic;

- The psychological.

The socially-pedagogical model as the purpose put forward education of the person with in advance set properties. The problem of military high school consisted first of all in that each cadet in the course of training in process of a growing corresponded to this model, was its concrete carrier. The person thus was understood as some typical phenomenon, an "average" variant, as the carrier and the spokesman of a mass culture. From here the basic social requirements to the person: submission of individual interests public, conformism, obedience, a collectivism, etc.



Educational process has been focused on creation of identical conditions of training for all at which everyone reached planned results.

Thus, the technology of educational process, at such approach, is based on idea of pedagogical management, formation, correction of the person "from the outside", without the sufficient account and use of subject experience of the pupil as active creator of own development (self-education, self-education).

The in detail-didactic model of the lichnostno-focused pedagogics, its working out are connected with the organisation of scientific knowledge in systems taking into account their subject maintenance. It is the original subject differentiation providing an individual approach in training.

As means of an individualization of training knowledge, instead of their concrete carrier - the developing pupil serve. Knowledge will be organised on degree of their objective difficulty, novelty, their level integrirovannosti, taking into account rational receptions of mastering, "portions" of giving of a material, complexity of its processing etc.

At the heart of didactics the subject differentiation directed on revealings lays: 1) preferences of the cadet to work with a material of the different subject maintenance; 2) interest to its profound studying; 3) orientation to employment by different kinds of subject (professional) activity.

The technology of subject differentiation is under construction on the account of complexity and teaching material volume (the task of the povyshenno-lowered difficulty).

Facultative courses, programs, sections are developed for subject differentiation by various kinds of sports.

As well as in the first model, the lichnostno-focused pedagogics the ideology of formation did not vary: the person also is a product of training influences, but now organised on a differentiation principle.

Subject differentiation as it was already marked, stood taking into account the maintenance of scientific knowledge, with a support on classical samples of knowledge.
On this basis the program material, scientific texts, didactic materials, etc. are developed. It leads to knowledge deepening, expansion of volume of the scientific information, its more theoretical (methodological) structurization. On such way there are authors of programs for innovative educational institutions (grammar schools, lycées, profile classes) where the differentiated training in its various forms acts most brightly.

The model of the lichnostno-focused pedagogics was reduced until recently to a recognition of distinctions in the physical abilities understood as difficult formation, caused by the genetic, anatomo-physiological, social reasons and factors in their difficult interaction and interference.

In educational process on physical training physical abilities are shown in obuchaemosti which is defined as individual ability to mastering of impellent skills (10).

The purpose of educational process from a pedagogics position is development, correction obuchaemosti, an estimation of level of its display; the analysis of features of its formation at the presented; with various infringements of physical development.

Educational process should be focused on the purposes of development of the person, its abilities. And the last develop at mastering by ways of study (249, ss.31-41). The technologies developed on the basis of this model, should provide formation of ways of study through training (introduction of receptions of rational performance of educational actions); the control over doctrine process (that is reception transformation at way, as personal formation); an estimation of the developed ways of study on their use by the pupil (it is independent, under own initiative).

The technologies which are under construction on the basis of considered models of lichnostno-focused pedagogics, lean against the following:

- Recognition behind training main determinants of development of the person at all stages of its age formation;

- Declaring of a main objective of training as formation of the person with the set typical characteristics;

- Designing of the educational process providing mastering by knowledge, abilities, skills as basic result of training; realisation, mainly, informative, instead of developing function;

- Representation about the doctrine, as the individual informative activity which basic maintenance is interiorizatsija the standard subject activity specially organised and set by training.

However, technologies of the differentiated training can be developed and on the basis of other approach which starting positions are:

- Priority of individuality, self-value, originality of the person, as active carrier of the subject experience developing long before influence of specially organised training; trained does not become, and initially is the subject of knowledge;

- Training is unity of two interconnected components: teaching and the doctrine;

- Designing of educational process should provide possibility to reproduce the doctrine as individual activity on transformation (transformation) of socially significant specifications (samples) of the mastering set in training;

- At designing and realisation of educational process special work on revealing of subject experience of everyone trained, its socialisation ("okulturivanie") is necessary; the control over developing ways of study; cooperation of the pupil and the teacher, directed on an exchange of the various maintenance of experience; the special organisation of collectively distributed activity between all participants of educational process;

- In educational process there is "meeting" of socio-historical experience set by training and the given (subject) experience of the pupil realised by it in the doctrine;

- Interaction of two kinds of experience (socio-historical and individual) should go not in the area of replacement individual, fillings by its public experience, and by their constant coordination, use of all of that is saved up by the pupil as the subject of knowledge of its own ability to live; the doctrine, therefore not is a direct projection of training;

- Development of the pupil as persons (its socialisation) goes not only by mastering by it standard activity, but also through constant enrichment, transformation of subject experience, as important source of own development;

- The doctrine as the subject activity of the pupil providing knowledge (mastering) should be developed as process, to be described in the corresponding terms reflecting its nature, the psychological maintenance;

- Formation of informative abilities on the basis of mastering by corresponding knowledge and abilities should be the basic result of the doctrine.

Thus, at the very beginning of technology designing it is necessary to define, what model will lay down in its basis as the choice of corresponding model is reflected in the maintenance and the organisation of all basic components of technology.

The important role is taken away to the differentiated tasks. «The differentiated task is a system of the exercises which performance will help deeply and osoznanno to acquire a rule and to develop necessary skill on its basis (in the same place).

The differentiated tasks share on obligatory and additional. Obligatory promote ability correctly to apply the studied rule to skill development; them should be the limited quantity and they should be feasible for performance to each pupil. Additional are calculated on what have coped with obligatory tasks and they have time for independent work.

The internal differentiation, as a rule, is reduced to division into groups: "weak", "average", "strong" following the results of mastering of knowledge, skills, tasks for independent work at the closing stages of employment are differentiated on complexity levels according to the listed groups. The differentiation acts as end in itself and serves alignment trained groups, but does not promote formation of positive motivation of the doctrine, transition to higher level of development, since. Alignment in mastering of knowledge, skills is not based on development of informative possibilities of pupils. Thereupon authors of the manual "Pedagogics" under JU.K.Babansky's edition (158) consider, that for optimisation of educational process in the conditions of the differentiated training «it is necessary to give the basic attention to not so much reduction of complexity of tasks for slabouspevajushchih, how many differentiation of the help to them at performance identical to all educational tasks».

The programmed training has arisen as one of ways of increase of efficiency of employment at the decision of such questions as increase of independence, informative activity trained on employment, management optimisation by educational process and activity of each pupil, the programmed training is based on division of a teaching material into information or operational steps. Necessarily there is a so-called feedback if it is necessary - correction. Many authors directly connected the programmed training with a problem of an individualization and differentiation of training (V.V. Ivanov, J.N.Kuljutkin, M.N.Skatkin, G.S.Suhobskaja). Independent work on algorithm allows to individualise an operating time over a material. Various variants of programs assume differentiation on complexity degree.

In the programmed training are individualised:

- Rate of advancement;

- Routes;

- Degree of difficulty of tasks;

- Measure of the help of the teacher (114).

The table offered by V.V. Ivanov, reflects this idea.

The concept of problem training gets, is a part of all concepts of developing training. «Problematical character is present, as a rule, there where there is any level of theoretical generalisation of concepts; the it above, the maintenance contradictions» are more accurately perceived, — M.I.Mahmutov (141) wrote.

Experience of problem training did not communicate directly with the differentiated approach in training, but problem conducting a lesson meant development of creative activity, and, hence, an individualization of study of the trained.

Besides, researchers allocate levels of informative activity and independence at the problem decision.

1. Ability to see a problem to formulate it and to solve. At this level pupils who differ rather fast formation of reception of mental work work. They can independently cover races laws, find the phenomenon reasons, draw conclusions or formulate a rule or the law.

2. The problem is put forward by the teacher, it is necessary for pupil to open laws, to draw conclusions, to mention the facts proving them. At the pupils working at this level, formation of reception of cerebration occurs is longer, they often are mistaken and demand the help of the teacher.

3. The teacher puts forward a problem and specifies in some signs of opened concept or law, it is necessary for pupil to correlate only them among themselves, to prove conclusions, to formulate a rule or the law. For the pupils working at this level, formation of reception of mental work is complicated (26).

Noticing, that the problem situation is created for all frontally, the author allocates directions in which the individual and differentiated approach to pupils receives especially bright expression in the conditions of problem training:

- In education of intellectual requirements of pupils in knowledge of the new;

- In a management of their informative activity for the purpose of the prevention of blanks in knowledge;

- In increase of level of cogitative activity;

- In formation of the motives inducing to the doctrine (in the same place, with. 21). While elements of problem conducting a lesson meet at any teacher-master, experience of problem training has not received widely go distribution. On the one hand, there were difficulties with preparation of the teacher to problem conducting employment. On the other hand, not all trained could leave without preparation on problem level of training. From the dejatelnostno-substantial and organizational parties of process of training the organizational party that conducted behind itself problems with the substantial party of process of training "sank down".

The combination of the differentiated approach to problem training has not received the definitive decision in what it is possible to see one of principal causes of that problem training has not found due application in student teaching.

Concepts of developing training are based on the theory of h.p. Vygotsky which says that training should conduct behind itself development of the child and it occurs, if training leans not only against a zone of actual development, but also on a zone of the nearest development, i.e. On the mental processes which are in a stage of formation. The pupil in a condition to carry out the task concerning a zone of the nearest development in collective activity, by means of the teacher.

The concept of development of theoretical thinking (V.V. Davidov, D.B.Elkonin) is under construction on the theory of empirical and scientific-theoretical mastering of knowledge, skills. Formation of scientific-theoretical knowledge on V.V. Davidov conducts to development of the person.

It is possible to judge that various concepts of developing training mean statement and the decision in the frameworks of a question of realisation of differentiation of training. «One of the important principles of developing training is its individualization and differentiation», - underlines 3. I.Kalmykova.

Considering pedagogical process as the complete phenomenon, we mean, that the differentiated approach as the organizational form of training, should promote development dejatelnostnoj and the motivational parties of process of training.

According to E.J.Kirillovoj (99), the differentiated approach should promote:

- To inclusion of the system generalised knowledge trained in formation;

- To formation of system of knowledge trained in the way of activity, a method of mastering of new knowledge;

- To growth of informative independence of the trained;

- To growth of creative activity of the trained;

- To formation of the positive relation to process and results of educational activity.

Last decades in domestic pedagogics such system, as modular training develops. Modular training is characterised:

- Advancing studying of a material by the integrated blocks-modules;

- Algorithmization of educational activity;

- Completeness and coordination of cycles of knowledge and other cycles of activity (227).

«In bases of the given system of training are integrated saved up in the theory and practice of idea and ways of differentiation, training and problematical character optimisation», - writes I.V.Galkovsky (58). The author notices, that «depending on the purposes facing to modular training, it can be realised by means of traditional or developing training», (in the same place, with. 34). The author defends necessity and possibility of an individualization of educational process at modular training: «Modular training allows to individualise the purposes, the maintenance and actually training process for the account: flexibility maintenance in construction of the maintenance of training; a choice trained own to way of the doctrine and rate of mastering» (in the same place, with. 38).

Educational activity is offered to be differentiated on three levels: common cultural, applied, creative. Besides, authors divide five levels obuchaemosti and five levels obuchennosti and result techniques of their definition, offer technology of time differentiation for creation of groups of alignment. «Construction of modular training with the account urovnevoj and profile differentiation considerably raises its efficiency, creates for pupils to adaptive their possibilities and abilities the educational environment», - authors of the monography (227) summarise.

Thus, it is possible to judge that the technology of modular training allows to use actively the differentiated approach, and considering the diversified specific features of schoolboys. However character of differentiation at modular training varies depending on, whether the last serves the purposes of traditional or developing training.

Having considered various systems of training, it is possible to judge that the differentiated approach to some extent is applied in all systems of training. The differentiation of training meets such difficulties, as psychological and methodical impreparation of teachers to the problem decision, absence of a didactic material and other equipment.

The maintenance and the organisation of technologies of the differentiated training

Depends on the criteria put in their basis.

On characteristic individually-psychological features of children

Distinguish differentiation:

- On age structure;

- On area of interests;

- On level of intellectual development;

- On lichnostno-psychological types;

- On health level.

On scale of realisation of the differentiated training it is possible to allocate obshchvuzovskuju and intragroup differentiation, obshcheshvuzovskaja the differentiation can include differentiation younger and older years. It, in turn, involves presence of different conditions of its organisation, different approaches of a theoretical substantiation. The intragroup differentiation is carried out by the teacher in the groups. As scale of differentiation another, than at obshchevuzovskoj differentiations, also the decision of problems of its organisation another.

There is a huge number of technologies of the differentiated training. We will allocate their basic classification parametres:

- On application level: all levels;

- On a philosophical basis: the adapting;

- On a development major factor: sotsiogennaja with assumptions of biogene character (all to learn to one level it is impossible);

- Under the mastering concept: the adapting;

On orientation to personal structures: information, 1) knowledge, abilities, skills (ZUN) +2) ways of educational activity (COURT);

- On character of the maintenance: training, secular, texnocratic, general educational, didaktotsentricheskaja with the limited orientation to the person, getting;

- As management of informative activity: system of small groups + "tutor" (194).
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A source: Andreev A.N.. Optimisation of pedagogical process on physical training of military aviation-engineering HIGH SCHOOL. 2005

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