Features of modern didactics. Modern didactic system. Research results and discussion

Didactic system– is an integral structure formed by the unity of goals, organizational principles, content, forms, methods and means of teaching. Scientific teachers, summarizing the variety of available didactic systems, identify 3 main ones: traditional, pedocentric, modern. The identification of didactic concepts (systems) was made on the basis of how the subject and object of didactics: in the traditional education system, teaching plays a dominant role

The traditional didactic system is associated primarily with the name of the philosopher and teacher I.F. Herbart (1776-1841), who critically rethought the class-lesson system of J. Comenius and created “ scientific system pedagogy". It came from German idealistic philosophy. The main features of Herbart's training system were the following: The purpose of training was the formation of intellectual ideas, concepts, and theoretical knowledge. At the same time, Herbart introduced principle of educational teaching: he associated learning with the development of feelings, will, and the formation of a morally strong personality.

There are 3 didactic systems:

1. Traditional - Herbart: the purpose of training is the formation of intellectual skills, ideas, concepts, theoretical knowledge. The main attention is paid to the formation of the above. The learning process must be built according to a certain scheme, according to formal steps. Stages: presentation, understanding, generalization, application. They are recommended for mandatory use. This system has been criticized.

2. Pedacentric - learning through doing. J. Dewey believed that the learning process must be built based on the needs and interests of the child. The goal is to develop abilities. The learning process involves feeling difficulties in the process of activity, forming a problem, the essence of the difficulties, putting forward and testing hypotheses on the problem being solved, conclusions and actions. Such training resembles a scientific search for truth and does not provide clear knowledge.

3. Modern didactic system. It didn't work out completely. There are communicative learning, problem-based learning, program learning, developmental learning, and person-centered learning. Tries to combine practice and theory.

The modern didactic concept was created by such directions such as: programmed learning (P. Galperin), problem-based learning (L.V. Zankov), developmental learning (V. Davydov), ideas of humanistic psychology (K. Rogers), cognitive psychology (J. Bruner), educational technologies (Klarin, Selevko, Bespalko), pedagogical views of innovative teachers.

Learning objectives and content of the educational process.

Training content includes knowledge in close connection with abilities, skills, experience of creative activity and emotional and value-based attitude to the world. Its nature and scope are determined by the social order of the educational system. Each era shapes this content in accordance with its characteristic culture, philosophy and pedagogical theory. The main document defining the content of various levels and areas of study is state educational standard , on the basis of which are developed curriculum, programs, textbooks, etc. Yes, content general education gives a person the opportunity to participate in social, non-professional activities, forms a civic position, his attitude to the world and determining his place in it, and special education gives a person the knowledge and skills necessary in a specific field of activity.

Learning Objectives- organizing and directing the beginning of the educational process, determining its content, methods and forms. They include universal, social-group, individual and personal learning objectives. The objectives of learning change, as does the content of learning, as society changes and develops.

Subject of training- the central link in the system of elements of the learning process. A teacher who provides guidance to the activities of students acting as learning objects.

Standards;

Programs;

Textbooks.

Let us briefly consider the features of each of these documents.

1.Federal State Educational Standard, established, as a rule, by the state, determine the mandatory minimum of knowledge for a particular level or direction, specialty of training, as well as for each of the subjects of teaching. (RF Law “On Education”, Article 9, paragraph 6).

Based on the standard, the quality of training is measured equally for everyone, and for graduates secondary schools- Unified State Exam (USE). The state educational standard is a kind of guarantee of the quality of education.

2.Curricula are compiled on the basis of standards and specify their application in the real conditions of a given educational institution.

The working curriculum is the main document of the educational institution, defining the total duration training, duration academic year, semesters, holidays, examination sessions, a complete list of subjects studied and the amount of time allocated to each of them, the structure and duration of workshops. The curriculum is the application of state standards to the specific conditions of a given educational institution.

3. Curriculum- another one of the main documents defining the content of training. It is compiled for each of the subjects included in the curriculum and on the basis of the state standard for the corresponding academic discipline. The curriculum, as a rule, contains an introduction outlining the goals of studying a given subject, the basic requirements for the knowledge, skills and abilities of students, a thematic plan for studying the material with its distribution by time and types of training sessions, a list of necessary teaching aids, visual aids, recommended reading. The main part of the program is a list of topics to be studied, indicating the basic concepts that make up the content of each topic. The programs also include data on the forms of course study (lectures, lessons, seminars, practical classes), as well as information on the forms of control.

Programs are developed by university departments, subject associations of schools and are the main guiding documents for the work of teachers.

4. Textbook - another one of the main carriers of learning content. The textbook reflects in detail the content of education on a specific subject.

The textbook, whatever form it is presented in, is designed to perform several functions:

- informational, consisting of presenting the amount of knowledge that is determined by the corresponding curriculum;

- educational, with the help of which the cognitive actions of the student are controlled. For this purpose, the textbook contains questions, exercises, and assignments:

- test, which is presented in the form of control tests, assignments, etc.

The concept of didactics as a theory of learning and primary education

Didactics– theoretical and at the same time normative and applied science. Its basis is the general theory of education, the foundations of this theory are fundamental for all educational sciences. The object of study of didactics are real learning processes. Didactic research takes real learning processes as its object, provides knowledge about the natural connections between its various aspects, and reveals the essential characteristics of the structural and content elements of the learning process. This is scientific and theoretical function of didactics. Didactics covers the teaching system in all subjects and at all levels of educational activity. Based on the breadth of coverage of the reality being studied, they distinguish general and private didactics. General didactics explores the process of teaching and learning along with the factors that give rise to it, the conditions under which it occurs, and the results to which it leads. Private (specific) didactics are called teaching methods. They study the patterns of the process, content, forms and methods of teaching various academic subjects. Each academic subject has its own methodology.

As a branch of scientific knowledge, didactics solves a number of theoretical problems:

– establishing the goals and objectives of the theory;

– analysis of the learning process, establishment of its patterns;

– justification of the principles and rules of training;

– determination of the content and forms of organization of training;

– explanation of teaching methods and means;

– characteristics of material teaching aids.

The difference between modern didactics is that the goal of learning is the overall development of the individual, the learning process is considered as a two-way process controlled by the teacher, and the interests and needs of the students are taken into account.

Modern didactic systems in primary school

The teaching principle is based on didactic systems, which are often called psychological-pedagogical concepts. The didactic system is a set of elements that form a single whole structure and serve to achieve learning goals. Scientists highlight three didactic concepts: traditional, pedocentric and modern systems of didactics. This division is explained by the fact that each group understands the learning process differently. In the traditional education system, the dominant role is the role of the teacher, teaching. The basis of this system is the work of such teachers as J. Komensky, I. Pestalozzi, I. Herbart. For example, I. Herbart’s didactics are characterized by words such as “teacher activity”, “management”, “teacher leadership”, “regulation”, “rules”, “prescriptions”, etc. The structure of traditional education includes four steps:– presentation; – understanding; – generalization; – application.

The logical meaning of the learning process is that the movement occurs from providing the material to students through its explanation to understanding, generalization, and application of knowledge.I. Herbart sought to systematize and organize the activities of the teacher, which was quite important for didactics. But by the beginning of the 20th century. the traditional system has been criticized. The reason for this was its authoritarianism, bookishness, isolation from the needs and interests of students, from life, since such a teaching system only transfers ready-made knowledge to the student, without contributing to the development of his thinking, activity, creativity, and therefore suppresses the student’s independence. Therefore, in the 20th century. new technologies appear. New technologies include pedocentric concept. Main role In this concept, learning is the child’s activity. The basis of pedocentric technology was the system of the American teacher D. Dewey, as well as a labor school G. Kershenshtein And V. Laya. The system got its name because Dewey said that this concept should be built based on the needs, interests of students, their abilities, while trying to develop the mental abilities and various skills of students when the learning process is spontaneous, independent, natural in nature, and the acquisition of skills and abilities occurs through direct activity, i.e. learning through performing actions. However, this type of teaching began to lead to a decrease in the level of training, random selection of material, loss of systematicity in teaching, and an overestimation of the spontaneous activity of children. The modern didactic system is based on the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is based on such areas as programmed, problem-based, developmental learning, humanistic psychology, cognitive psychology, educational technology, cooperation pedagogy. The goal of modern didactic systems is not only the formation of knowledge, but also general development students, their intellectual, labor, artistic skills, meeting the cognitive and spiritual needs of students.

MODERN DIDACTIC SYSTEM

The subsequent research was aimed at preserving all the best from the ancient, traditional (Herbart) and progressivist (Dewey) systems, to find new solutions to pressing issues. Didactics that took up this search was called new.

Among its areas, the concept of so-called learning “through discovery,” developed by the famous American psychologist and teacher D. Brunner, deserves special attention. In accordance with it, students must explore the world, acquire knowledge through their own discoveries, which require the exertion of all cognitive forces and have an extremely fruitful effect on the development of productive thinking. At the same time, students must independently formulate previously unknown generalizations, as well as acquire skills in their practical application. Such creative learning differs both from the assimilation of “ready-made knowledge” and from learning through overcoming difficulties, although both act as its prerequisites and necessary conditions. Characteristic feature According to Brunner, creative learning is not only the accumulation and evaluation of data on a certain topic, the formulation on this basis of appropriate generalizations, but also the identification of patterns that go beyond the scope of the material being studied.

Modern didactics, the principles of which underlie practical pedagogical activities, are characterized by the following features:

1. Its methodological basis is the objective laws of the philosophy of knowledge (epistemology), thanks to which modern didactics was able to overcome the one-sided approach to the analysis and interpretation of the learning process inherent in the philosophical systems of pragmatism, rationalism, empiricism, and technocratism. The current concept is based on a systematic approach to understanding the learning process, according to which sensory perception, understanding and assimilation of knowledge, practical verification of acquired knowledge and skills should be organically merged in the cognitive process and educational activity. Putting forward the requirement for the development and simultaneous interaction of feelings, thinking and practical activity in knowledge, the modern didactic system strives to eliminate the contradiction typical of Herbartianism and progressivism between theory and practice, between knowledge and skills, between the abilities to describe and change reality, and, finally, between volumes knowledge received entirely from the teacher and acquired by students independently.

The system-structural approach has become prevalent in the study of all didactic problems. Every year the understanding of an integrated approach to solving educational problems grows stronger. Only that didactic system will be suitable for solving them, which is based on the entire body of current knowledge about the mechanisms of learning, the goals and motives of cognitive activity, which explores holistic, inseparable formations, and not individual elements torn out from the general process.

2. In the modern didactic system, the essence of learning is not reduced to the transfer of ready-made knowledge to students, nor to independently overcoming difficulties, nor to students’ own discoveries. It is distinguished by a reasonable combination of pedagogical management with students’ own initiative, independence, and activity. Modern didactics strives for reasonable rationalism. Its credo and main goal is to bring students to a given level of learning with minimal expenditure of time, effort, and money.

3. The approach to determining the content of training has changed, the principles of forming curricula and programs, and compiling training courses have changed. Herbartists, when developing programs, did not take into account the requests, needs and interests of students at all, overestimated the importance of “book knowledge” for intellectual development, and progressives, when forming a teaching strategy, relied more on the spontaneous interests and situational activity of students. As a result, the programs determined only the general outlines of education, and individual academic subjects appeared only in high school. This approach had both positive and negative sides. The positive thing about it was that students, working independently and without haste, received thorough training in their chosen field, but their education, limited to a narrow range of problems, was incomplete and unsystematic. The new didactics strives to preserve and enhance the positive qualities of previous programs. Today, differentiated curricula, programs, and courses have spread throughout the world. At the same time, the processes of integrating educational courses and adapting them to the diverse needs and interests of students are deepening.

4. Progressive trends in the technologization of training and education are gaining strength. An instructive conclusion has been drawn from the accumulated experience and knowledge: it is impossible to create a universal training system that is equally suitable for solving all educational problems in all cases. There must be a flexible system of individual technologies specifically designed to solve specific problems. The most appropriate technological solutions can significantly speed up and facilitate the process of acquiring knowledge, abilities, skills, ways of thinking and acting.

DIDACTICS, ITS MAIN CATEGORIES

Didactics (from the Greek didaktikos - teaching) is a part of pedagogy that develops the problems of teaching and education. For the first time, as far as is known, this word appeared in the writings of the German educator Wolfgang Rathke (1571 -1635) to denote the art of teaching. In a similar way, J. A. Komensky interpreted didactics as “the universal art of teaching everyone everything.” IN early XIX V. German teacher I. Herbart gave didactics the status of a holistic and consistent theory of educational teaching. The main tasks of didactics have remained unchanged since Rathke's time - developing problems of what to teach and how to teach; modern science also intensively explores the problems of when, where, whom and why to teach.

The main categories of didactics are teaching, learning, learning, education, knowledge, abilities, skills, as well as the purpose, content, organization, forms, methods, means, results (products) of training. IN lately It is proposed to assign the status of the main didactic categories to the concepts of the didactic system and teaching technology. Based on basic concepts, we get a short and succinct definition: didactics is the science of teaching and education, their goals, content, methods, means, organization, and achieved results.

Teaching is the ordered activity of a teacher to realize the goals and objectives of teaching, ensuring information, perception, awareness, assimilation, consolidation and practical application of knowledge.

Learning is the process of a student’s own activity, during which, on the basis of cognition, exercise and acquired experience, he acquires new knowledge, skills, forms of activity and behavior, and improves previously acquired ones.

Education is the joint activity of the teacher and students, their orderly cooperation aimed at achieving the set goal.

Education is a system of knowledge, abilities, skills, and ways of thinking acquired in the learning process.

Knowledge is a reflection of the knowable world in human thought, a set of ideas in which theoretical mastery of a certain subject is expressed.

Skills - mastering ways (techniques, actions) of applying acquired knowledge in practice.

Skills are skills brought to automaticity and a high degree of perfection.

The goal (learning, educational) is what learning strives for, the future towards which its efforts are directed.

Organization - streamlining the didactic process according to certain criteria, giving it the necessary form in order to best achieve the goal.

Form (from Latin forma - appearance, shell) - a way of existence of the educational process, a shell for its internal essence, logic and content. The choice of form of training is related to the number of students, time and place of training, the order of its implementation, etc.

Method (from Latin metodos - path, way) - the way to achieve (realize) the goals and objectives of learning.

The tool is substantive support for the educational process. The means are the voice (speech) of the teacher, his skill in a broad sense, textbooks, classroom equipment, etc. A variety of technical means are used to support the educational process.

Results (products of learning) - what learning achieves, the final consequences of the educational process, the degree of realization of the intended goal.

Didactics as a science studies the laws operating in the field of its subject, analyzes the dependencies that determine the course and results of the learning process, determines methods, organizational forms and means ensuring the implementation of planned goals and objectives. Thanks to this, it performs two main functions: theoretical (mainly diagnostic and prognostic) and practical (normative, instrumental).

Didactics covers the entire educational system in all subjects and at all levels of educational activity. Based on the breadth of coverage of the reality being studied, general and specific didactics are distinguished. The subject of research in general didactics is the process of teaching and learning, together with the factors that give rise to it, the conditions under which it occurs, and the results to which it leads. Particular (specific) didactics relate to the study of individual subjects and are also called teaching methods. They study the patterns of the process, content, forms and methods that are unique to each academic subject due to its specific features.

In the modern system of pedagogical knowledge, didactics is traditionally defined as a relatively independent part of pedagogy, which studies the goals, content, patterns, principles, forms and methods of teaching, as well as the means and conditions for organizing training, forms of control and learning outcomes. Therefore, the modern didactic concept is not only a general theory of teaching, but will provide every basis for the formation of specific private teaching methods in various subject disciplines and areas of knowledge.

If we consider all the key questions that the didactic concept is designed to answer, then their systemic nature and their full correspondence with those essential elements of didactics that make up the integrity of the modern didactic system are clearly revealed (Table 3.1).

Table 3.1

Key issues of didactics and elements of the didactic system (according to V. I. Zagvyazinsky)

From the table above it is clear that each answer to the question posed represents an element of didactics, which is connected with all other elements and can be considered in their overall interconnection as a system. Therefore, in modern didactics, such a concept as a “didactic system” has been introduced, which allows us to consider each element from the perspective of its change, but in connection with all other elements, and to evaluate the general, unchanging set of changing

elements as a changing integrity. One of the representations of the didactic system in graphic form was given by V.I. Andreev (see Fig. 3.2).

Rice. 3.2.

The central elements of the system are the activities of the teacher as a teacher and educator and educational activities student. The first level, the core of the didactic system (specified in the center of the diagram) includes the main subjects of the educational process - the teacher and the student in the process of their interaction, historically established and time-tested didactic laws and principles, and the didactic conditions corresponding to them. The systematic correlation of all elements of the didactic core as a result determines the forms of organization of training.

At the second, external, level of the didactic system, the content of training and its results, teaching methods and forms of control and evaluation are symmetrically located, directly dependent on each other. At the base of the external level of the didactic system are the means of teaching, and it is completed by the learning goals, which, in turn, determine the goals of education as the main goal of the entire didactic system.

This arrangement of elements of the didactic system is justified by the essential content of the modern didactic concept and conveys its holistic active nature, aimed at developing the personality of both the student and the teacher in the process of mutually organized communication, during the organization of which the role of the teacher invariably grows. In addition, the goal of education, located at the head of the entire scheme, emphasizes its versatility in comparison with the goal of education subordinate to it, which is always more specific and definite, but depends on the general formulation of the goal of education. The teaching aids located at the base of the scheme, in turn, emphasize the dependence of the functioning of the entire didactic system on its material and technical support, the role of which in the modern education system is rapidly increasing due to the transition of the entire community to qualitatively different, telecommunication forms of storing and transmitting information.

The regular nature of the arrangement of all elements of the didactic system on the diagram makes it possible to identify and two different states of the didactic system: a state of stable functioning And state of development.

State of stable operation is distinguished by the presence of a well-functioning connection between the elements of the system, which contributes to the transition of the system to a conservative version.

State of development, on the contrary, it is distinguished by the presence of instability of connections under the influence of innovative changes occurring both in individual elements and in the entire system as a whole.

In conclusion, it should be noted that the introduction of the concept "didactic system" allows you to analyze the learning process both by elements and in the system of their interaction, more fully and deeply, i.e. systematically, explore the essence of education and training. In addition, the identified two-level nature of the didactic system and two modes of its functioning make it possible to develop specific teaching systems and design the educational process in strict dependence on the local characteristics of the time and place of its organization.

• Zagvyazinsky V. I. Learning theory: Modern interpretation: textbook. manual for universities. M.: Academy, 2006. P. 9.
• Andreev V.I. Pedagogy: Training course for creative self-development. 2nd ed. Kazan: Center for Innovative Technologies, 2000. P. 208.

Didactic system– this is a certain holistic structure for the implementation of education, distinguished by its own criteria, designated positions and views on this process. There are three fundamentally different didactic systems that were used in different historical time periods.

One of them was developed by the German philosopher and teacher I. Herbart. His system has many shortcomings and misconceptions about the learning process as a whole, which is explained by its authoritarian nature. The most widespread use of Herbart's didactic system dates back to the 19th century. His system, based on the theory of ethics and psychology, has the main goal of forming a strong, strong-willed personality, with a specific ideology and morality, and is called the “scientific system of pedagogy.” Herbart developed the basic ideas on which, in his opinion, the theory of education should be based:

The idea of ​​perfection, which determines the direction of aspiration and the ultimate goal of personality formation.

The idea of ​​benevolence, interpreted as conscious submission to the desires and aspirations of others for the purpose of coordinated communication and interaction.

The idea of ​​law, designed to regulate relations between people by defining the rights and responsibilities of each.

The idea of ​​justice, according to which all unfair actions against any person should be punished and compensated.

The idea of ​​internal freedom lies in the right to choose and direct volitional efforts in the appropriate direction.

In Herbart's didactic system there is no relationship between teaching and upbringing. In his view, the objectives of training include only increasing intellectual and physical development, as well as teaching order. The leadership role is given to the teacher, who completely controls the learning process in strict accordance with the curriculum and in conditions of maintaining discipline and complete obedience. Such actions on the part of the teacher are aimed mainly at the formation of a strong-willed personality. The role of students is passive perception and assimilation of educational material. Students are not allowed to show creativity, a deeper interest than is provided for by the content of the material, or to object to the teacher. Within this system, all students in the same group are considered equal, the individual characteristics of each are not taken into account, and the level of knowledge of each student must correspond to the intended goal. The teacher, in turn, does not have the right to enrich the lesson with additional information, encourage the achievements of individual students and exceed the level of a certain emotional contact with students. At the same time, in order to maintain discipline, the use of prohibitions, the imposition of restrictions and “mild corporal punishment” was allowed. Practical skills and abilities had no place in Herbart’s didactics, and therefore it played practically no role in a person’s daily activities and did not prepare a person for a full life in society.

According to modern estimates, Herbart’s system did not produce any positive results in teaching, but, based on the errors of this system, other areas of didactics arose, developed contrary to this one. One of them is the didactic system of the American philosopher, psychologist and teacher D. Dewey, which can be characterized as an alternative to Herbart’s system.

In Dewey's didactic system, the decisive role in learning is given to the students themselves. The effectiveness of learning depends on the cognitive and active activity of the students themselves. Moreover, verbal teaching methods are practically absent. The teacher in this system plays the role of an assistant, designed only to determine the direction of the educational process and provide help to students when they need it. The process of acquiring knowledge, skills and abilities, according to Dewey, occurs most effectively only as a result of the practical activities of students, overcoming difficulties and problems that the teacher must create in accordance with the curriculum. Problems must be appropriate to the age characteristics and basic knowledge of students. On the way to solving problems, students go through several stages: feeling the problem (difficulty), defining the problem, formulating a proposed solution, implementing this solution, analyzing the results. The basis of the Dewey system is practical activities, and the theoretical is used to a minimum; the curriculum does not have a clearly developed structure, but contains only indicative information in certain directions. The teacher himself can vary the curriculum in accordance with the needs and inclinations of the students. Dewey's didactic system has a progressive and democratic character, with a personality-oriented orientation. The disadvantages of this system include its theoretical insufficiency, the failure to provide students with a system of scientific knowledge necessary as a basis for finding solutions to overcome a particular problem situation. Dewey's system is completely opposite to Herbart's system, and, as a consequence of this, is capable of solving those problems that are the weak points of Herbart's didactics.

The modern didactic system arose taking into account the achievements and mistakes of the didactics of Herbart and Dewey, and is the basis of modern pedagogical practice. One of the most progressive areas of the new didactics is considered to be learning “through making discoveries.” A system of such training was developed by the American psychologist and teacher D. Brunner. This system is based on the acquisition of knowledge through students making their own discoveries, based on their existing theoretical knowledge base. This method of teaching encourages students to actively think, reason, experiment, formulate and summarize the results of their activities, as well as acquire skills.

Some basic characteristics of modern didactics can be identified.

One of them is its methodological basis, based on the objective laws of the philosophy of knowledge. When developing teaching methods, much attention is paid to a combination of harmonious theory and practice.

A systems-structural approach to learning ensures the full and interconnected influence of all currently available scientific knowledge.

Modern didactics combines the managerial role of the teacher with the active initiative of students. The main thing is to achieve the learning goal, and compliance with any rules for its implementation is determined only by the desire for the fastest and most stable result.

The development of curricula and plans is carried out taking into account maximum adaptation to the learning conditions and its subjects.

The technology of training and education should have a certain flexibility depending on the direction and specifics of specific types of training programs.