Educational psychology: teaching aid
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(secondary specialized educational institution)
"Chelyabinsk road - building technical school"
"Techniques of organization learning activities students "
Completed by: Korotkova Natalia Nikolaevna
Math teacher
Chelyabinsk 2014
Law Russian Federation"On Education" defines thateducation is a single purposeful process of upbringing and training, which is a socially significant benefit and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, abilities, skills, value attitudes, experience and competence of a certain volume and complexity for intellectual purposes, spiritual and moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests.
Training is a purposeful process of organizing the activities of students to master knowledge, skills, skills and competence, gain experience in activities, develop abilities, gain experience in applying knowledge in Everyday life and the formation of students' motivation to receive education throughout their lives.
Education is a systematic, organized and purposeful process of transferring knowledge, skills, and abilities leading to its education and development.
It is well known that a person is formed and manifested in activity.
Activity can be defined as the process of human activity associated with his interaction with the surrounding reality and focus on a certain subject of activity (according to A. N. Leontiev)
At every stage of his life, a person carries out many types of activities: reading books, solving scientific problems ( cognitive activity), mental and physical labor (labor activity), studies at school (educational activity), etc. Each activity occupies a different position in life, at certain periods one of them is leading, dominant. For the student, educational activity is the leading one.
Psychologists understand educational activity as the activity of students aimed at acquiring theoretical knowledge about the subject of study and general techniques for solving related problems and, therefore, at the development of students and the formation of their personality.
The concept of educational activity by V.V. Davydov - in the process of mastering educational activity, a person reproduces not only knowledge and skills, but also the very ability to learn, which arose at a certain stage in the development of society.
From the point of view of an activity-based approach to learning, students must be armed with a system of general and special methods of activity. The possession of basic general educational skills and abilities is called the ability to learn.
Psychological and pedagogical studies show that one of the effective ways of teaching students to work in educational process- the formation of methods of educational activities.
The method of activity is the most rational set of actions and operations performed in a certain order and serving to solve the problems of activity (according to E. N. Kabanova - Meller).
Methods of educational activities (according to O.B. Episheva):
1) general educational techniques - techniques of educational activities that do not depend on the specifics of the material being studied;
2) general methods of educational activities of students;
3) special methods of educational activity of students - methods of activity that take their special form in accordance with the specifics of the content of the course and the peculiarities of its tasks;
4) private methods of educational activities of students -
Special techniques that are concretized to solve the most narrow (particular) problems, they are used (and formed) only in certain topics of the course;
5) generalized methods of educational activities of students
Techniques obtained on the basis of the analysis of private techniques by highlighting the general content of activities for solving specific (particular) problems (according to E.N. Kabanova).
Consider general educational methods of educational activities:
Working with the tutorial
1. Find an assignment by table of contents.
2. Consider the title (ie answer the questions: What will it be about? What am I going to learn? What do I already know about this?).
4. Select all incomprehensible words and expressions, find out their meaning (in the textbook, reference book, and the teacher).
5. Asking questions as you read (for example: What is it talking about? What do I already know about it? What should I not confuse it with? What should come of it? Why is it done? What can it be applied to? When and how to use it? ?) and answer them.
6. Highlight (write out, underline) the basic concepts.
7. Highlight the main properties of these concepts (rules, theorems, formulas).
8. Study the definitions of concepts.
9. Study their basic properties (rules, theorems, formulas).
10. Disassemble and understand illustrations (drawing, diagram, drawing).
11. Parse examples in the text and come up with your own.
12. Carry out independently substantiation of the properties of concepts (derivation of a formula or rule, proof of a theorem).
13. Make diagrams, drawings, figures, tables, etc., using your designations.
14. Remember the material using memorization techniques (retelling according to a plan, drawing or diagram, retelling difficult passages, special techniques).
15. Answer specific questions in the text.
16. Come up with and ask yourself such questions in the text.
17. If not everything is clear, mark the unclear and contact the teacher.
Writing work
2. Remember what you studied in the lesson, look through the notes in your notebooks.
3. Think over what methods of their implementation should be used (remember the rules).
4. Complete the task.
5. Check in one way or another the correctness of the assignment.
Assimilation and memorization of the definition of a concept
1. Remember general structure definitions of the concept.
2. Highlight the constituent parts of this structure in the definition to be remembered.
3. Understand and remember the individual constituent parts of the definition.
4. Remember the entire definition.
5. Check whether the term (defined concept) is named correctly, the connections between the concept features are indicated, the sentence as a whole is formulated and constructed.
Making an oral response plan
1. Highlight the concepts that need to be defined.
2. Select their properties (theorems, rules, formulas) that need to be formulated (proved, substantiated).
3. Select the concepts and properties from the previously studied, which must be referred to in the answer (proof, justification).
4. Make a plan of justification (evidence).
5. Think over the notes on the board as you answer.
6. Show where and how the studied material is applied.
7. Make a conclusion.
Participation in the discussion (discussion)
1. Find out the subject of discussion (discussion).
2. Clearly formulate your point of view.
3. To prove your opinion in two ways - to carry out convincing arguments and refute the arguments of the opposite side.
4. To conduct a dispute not in order to win, but in order to establish the truth.
Group work in the lesson
1. Get the assignment.
2. Distribute what part of the task and in what sequence the members of your group will perform.
3. Complete the task according to the plan.
4. Check with each other in a certain order the correctness of the task.
5. Check the answers from the teacher, from the consultant.
6. Verbally analyze errors.
7. To work on errors in notebooks, if necessary, consulting each other or with the teacher.
8. Once again check the correctness of the assignment and evaluate your work.
9. Present the results of the group's work in a given form.
Doing homework
1. Remember what you studied in the lesson, look through the notes in your notebooks.
3. Complete written assignments.
4. Make an oral response plan.
Assimilation and memorization of the theorem
2. Learn the formulation of the theorem.
4. Reproduce the evidence orally or in writing.
5. Make another drawing and a short record of the proof.
6. Prove the theorem yourself using your drawing.
Preparation of a report (abstract)
1. Think over the topic of your work, in general outline determine its content, draw up a preliminary plan.
2. Make a list of literature to read.
3. While reading literature, mark and write down everything that should be included in the work.
4. Develop a detailed final plan, make references to the literature next to all of its points.
5. In the introduction to the work, reveal the meaning of the topic.
6. Consistently disclose all points of the plan, substantiating the main provisions and illustrating them with specific examples.
7. Try to reflect your personal attitude to the topic.
8. Make a conclusion at the end of the work.
According to O.B. Episheva, the formation of methods of educational activity should begin simultaneously with general educational and private ones. General educational methods form the basis of the organization of all educational activities of students, "teach to learn" regardless of the content of the subject. An important condition for mastering the methods of educational activity by students is the ability to contact the composition of the method at any necessary time. In my work, I use the Learner's Corner "Learn to Learn", where general methods of learning activities are presented. When working in the lesson, it is necessary to use this knowledge. Accommodation guidelines to the website educational institution also enables students to use them in extracurricular work.
So, when teaching methods of educational activity, students have clear plan actions, which makes it possible to independently replenish and improve their knowledge. The composition of the basic techniques of educational activities should be presented in the teaching aids for students, teaching aids for the teacher, constantly applied in the educational process for the effectiveness of the educational process.
List of used literature:
- Episheva, O.B. Technology of teaching mathematics based on the activity approach / O.B. Episheva. - M .: Education, 2003 .-- 223 p.
- Kabanova - Meller, E. N. Formation of methods of mental activity and mental development of students / E. N. Kabanova - Meller. - M.: Education, 1968. - 287 p.
- Davydov, V.V.The theory of developing education / V.V.Davydov. - M .: INTOR, 1996 .-- 544 p.
Internet resources
- Dictionary - a reference book on pedagogical pedagogy [Electronic resource]. - Access mode:http://pedagogic_psychology.academic.ru ... - (date of access: 05.12.2014).
- On education in the Russian Federation [Electronic resource]: [Federal Law of 21.07.2012 No. 273 - FZ (as amended on 21.07.2014)]. - Access mode: http://www.consultant.ru. - Title from the screen. - (date of access: 05.12.2014).
Organization of purposeful educational activities junior schoolchildren in a math class.
E.P. Guslyarov, MBOU Gymnasium No. 2, Samara.
A child makes his first step into the wonderful world of mathematics in elementary school. Taking into account the current trends in the development of our society and its requirements, the teacher should not only lay a solid foundation for future knowledge for his students, but ensure the upbringing of a creatively active personality. This task should remain a priority for any teacher. The process of teaching mathematics to junior schoolchildren should be aimed, first of all, at developing the foundations of modern thinking in the child, which will allow him not only to use the acquired knowledge, but to be able to further and independently obtain it. In this regard, the educational activity of a modern student has changed significantly. According to DB Elkonin: "... The result of educational activity, during which the assimilation of scientific concepts occurs, is a change in the student himself, his development."
It is for the development of the student, his creativity and directed the program in mathematics in the system of developing education "Harmony". Its author, N.B. Istomina, notes that the construction of this course is based on a concept, the main goal of which is the formation of intellectual skills in junior schoolchildren (analysis, synthesis, comparison, classification, analogy and generalization) in the process of assimilating mathematical content. The author believes that mastering them provides not only a new level of assimilation, but also contributes to significant changes in the mental development of students.
In the "Harmony" system, great attention is paid to the formation of intellectual skills, creative abilities of children. To achieve these goals, it is necessary to be able to purposefully organize the educational activities of younger students, both during the entire learning process and at each specific lesson. With all the variety of programs and textbooks at the moment, I have been working on a mathematics textbook for more than 10 years. primary school N. B. Istomina.
Together with my students, they also study mathematics "Misha and Masha", whose portraits always hang in our class. But in reality, this is not just a game. We study in the 4th grade the problem of movement, no. 425.
At 8 o'clock in the morning, two cars left the two cities to meet each other. At 11 o'clock they met. Find the distance between cities if one car was traveling at a speed of 60 km / h, and the other - 70 km / h.
Misha wrote down the solution to the problem as follows:
1) 11-8 = 3 (h)
2) 60 + 70 = 130 (km / h)
3) 130 3 = 390 (km)
Masha - like this:
1) 11-8 = 3 (h)
2) 60 3 = 180 (km)
3) 70 3 = 210 (km)
4) 180 + 210 = 390 (km)
Which guy is right? Why do you think so? How would you write down the solution to the problem? Why in the first way?
This is how the approach to understanding and solving problems is carried out in a completely different way. And, of course, we shouldn't forget about graphical modeling. For example, in grade 2 in the task number 428 it is proposed to choose a scheme that corresponds to the condition of this problem.
Tanya is 9 years old. Grandma is 7 times older than Tanya. How old is mom if she is 36 years younger than grandmother?
The following schemes are proposed:
A) T.
B.
M.
B) T.
B.
M.
C) T.
B.
M.
We find out which scheme is correct. Then we find the mistakes that were made in other schemes. The next stage is the creative work of children. Students compose other tasks according to these schemes. The ability to solve word problems is one of the main indicators of the mathematical education of junior schoolchildren. It is quite difficult to teach this to every student. Therefore, it is necessary to purposefully organize the educational activities of younger students in the classroom, which is designed to reveal the entire creative potential of each student, his characteristics and individuality.
Psychology deals with the study of child development. According to V. V. Davydov: “... the development of a person is, first of all, the formation of his activity, consciousness ...”. It follows that the development of students largely depends on the activities that they perform in the learning process. Therefore, it is important to organize correctly the educational activities of younger students in the classroom. The active work of thinking, the development of creative abilities - all this is associated with the productive activity of students, which is necessary for the formation of various methods of their educational activities in younger students, which leads to the development of their creative abilities.
It is important that the work is based on the principle that everyone is developing. The material offered in the lesson should be understandable to every student, the tasks are interesting and available for completion. But it is necessary to take into account the various abilities of students, their intellectual level. The textbook, the author of which is N. B. Istomina, provides multilevel tasks. All students must complete the tasks of the first level, and the tasks of the second and third levels are performed as far as possible. Such an organization of educational activities in the learning process helps to increase the cognitive interest of students. Usually, the number of children in the classroom will increase the number of children solving tasks of more difficult levels. It should be noted that the tasks of the first level are evaluated, but the child has a desire, and he seeks to complete all the tasks suggested by the teacher. After all, the primary school is designed to teach the child creativity, to educate in everyone an independent personality capable of self-improvement.
References
Davydov V.V., Markova A.K. The concept of educational activity of schoolchildren // Questions of psychology. 1991. No. 6. S. 13-26
Leont'ev A. N. Activity, consciousness, personality. M .: Politizdat, 1989.
Istomina NB Mathematics: Textbook for grade 2 of elementary school.“ AssociationXXI ", 2010
Istomina NB Mathematics: Textbook for grade 4 of elementary school. "AssociationXXI”, 2010
Educational psychology: teaching aid
SECTION 3
2 PSYCHOLOGICAL THEORIES OF TEACHING
2.4. Theory of purposeful learning activity
The famous psychologist D. B. Elkonin is the author of the popular periodization of ontogenesis human personality- at the end of the 50s of the XX century. put forward the hypothesis that the leading activity for the younger student is educational activity. At the same time, he put into this concept a specific psychological content that was different from the generally accepted in pedagogical practice, where at that time any student's activity during the educational process was considered educational.
Teaching is a special activity of a student, which is consciously aimed at achieving the goals of teaching and upbringing, which the student accepts as his own, personal goals.
The motive for such activity can only be a cognitive motive associated with the mastery of generalized methods of action with scientific concepts provided for in the general education course of a modern school. Since it is precisely with the assimilation of the foundations of the sciences, in which the main achievements of human civilization are presented in the most systematic form, that the most significant results of school socialization are associated - the formation of theoretical thinking as the pinnacle of the development of human reason and spiritual needs. To distinguish such an activity from a trivial understanding of learning, the scientist calls it purposeful learning activity.
His student and follower V.V.Davydov set out to experimentally prove the teacher's hypothesis, and for this he began experimental developmental teaching, the purpose of which was to form such an activity and study the effect of its assimilation by the student on his personal development as a whole.
In the course of work on the problem, the following features of purposeful educational activity were experimentally established:
the activity is focused not on obtaining material or social advantages, but directly on replacing students, on their self-development, and this is best reflected in the formation of their cognitive interests;
the main content that is subject to assimilation in the framework of purposeful educational activity, general methods of action to solve problems;
one of the most important indicators of the formation of a whole-directed educational activity is the student's ability to distinguish between a specific result and the general way in which this result was achieved;
in order to actualize and develop educational and cognitive interest, the study of any topic in the conditions of developmental education begins with a motivational introduction, which sets out information about why, why and why you need to study the current topic;
the most important feature of purposeful educational activity is its scientific and theoretical nature (that is, this is an activity that involves the formation and actualization of the scientific way of thinking, and this is possible only under conditions when the content of education is not empirical, but scientific concepts presented as a system).
It is known that scientific concepts exist in the form of scientific systems, the elements of which are logically interconnected. The system is based on the concept that is the most in volume and the most abstract in content. All derived concepts contain this meaning as a general or generic one, and in addition to it there is something else that determines their specific specificity, that specific definiteness. Considering this fact, it was proposed to apply the principle of meaningful generalization in the formation of purposeful educational activity. Its essence lies in such a principle of the formation of the curriculum, according to which the study of a section begins with an acquaintance with its general, abstract foundations, which in the process of deployment are gradually enriched in separate, concrete knowledge and facts. According to the singled out features, it is possible to determine the structure of purposeful educational activity. In this concept, it consists of the following three elements:
The first element is an educational and cognitive motive, which is a motive for one's own growth and development, which is concretized in the awareness of the need to obtain generalized methods of action.
The second element of the structure of purposeful educational activity consists of educational tasks, the solution of which determines the integral act of educational activity. Such an assignment contains a goal that arises for students in the form of a problematic task. A problematic assignment creates a problematic situation, solving which, the student accomplishes the strategic goal of learning - mastering the necessary knowledge, skills and abilities. So, the main difference between an educational task and any other is that it is designed to make the child an active subject of learning, and its goal and result consists in changing the acting subject itself, and not in modifying the objects with which this subject acts. It is clear that this can be achieved only through ak-toiletization in the student of the corresponding cognitive motive, which is realized through the definition ultimate goal learning. Further, if necessary, there is a preliminary determination of the system of intermediate goals and ways to achieve them, through the differentiation of the known and the unknown in the task and the formulation of questions - hypotheses about the unknown, which is realized in educational activities. Therefore, the learning task is the main unit (cell) of learning activity.
The work of students in solving educational problems requires them to conduct real independent research at the level of theoretical knowledge of reality, to build certain methods of studying and fixing the results in the form of symbolic models of these phenomena. Therefore, the third element is specific training activities, with the help of which the solution of educational problems occurs. Here, in particular, actions are highlighted that together create an algorithm for solving any educational task:
Actions to isolate the problem from the assigned educational task;
actions to identify a common way to solve a problem based on the analysis of general relations in the material that is being studied;
general relationship modeling actions teaching material and general solutions learning problems;
actions of concretization and enrichment with individual manifestations of general relations and general methods of action;
actions to control the progress and results of educational activities;
actions are the ratio of the course and result of the student's activity to the educational task set before him and the problems that arise from it.
The formation of the basic concepts of the academic subject occurs in a spiral, where in the center (or at the beginning of the study) there is an abstract-general idea of concepts, and in the future it is concretized, enriched with separate ideas and turns into a truly scientific-theoretical concept. The opposite is also true, according to which the general idea as a kind of reference point for the entire process of studying the concept helps to comprehend all the individual concepts that are introduced in the further teaching of the topic.
Purposeful educational activity begins to form from the first days of a child's education under the developmental education program and ends in the 6th - 7th years of study, that is, in the 6th - 7th grades. The main indicators of its formed are considered:
the degree of dominance in the student's motivation of educational and cognitive motives;
the need and ability of students to distinguish in educational activities its specific results and methods of implementation;
the severity of the student's orientation towards the selection and theoretical comprehension of general modes of action, general schemes of concepts that are being studied.
As the leading form of activity, purposeful educational activity develops a number of new formations in younger students. This question is actively and fruitfully studied by the follower of V.V.Davydov - G.A.Tsukerman. The first among such neoplasms, she singles out the ability to reflect, which manifests itself in the child's ability and desire to ask questions and, thus, to distinguish the unknown from the known and, using hypotheses about the unknown, refer to the foundations of his own action and the actions of partners (students or teachers) for a joint decision educational tasks. The first children's questions and hypotheses are born better if the teacher organizes the joint actions of the children themselves so that different views on the problem under discussion are shared not between the child and the adult, but between their peers - all the same, ignorant, unresponsive, imperfect partners. At the same time, children inevitably clarify the contradictions of different logics and the particularity of their own righteousness. Ability to request the necessary information, willingness to change existing ways actions, if they come into conflict with new facts, criticality to actions and opinions - strangers and their own, unwillingness to take on faith, independence in assessments and self-assessments, the habit of looking for evidence and a tendency towards a discursive way of solving any problem - these are the main manifestations of the reflective development of students primary school, if they have become subjects of purposeful educational activities. Such reflection manifests itself in the student's subject actions as the ability to learn new skills, in communication - as the ability to see the difference in views on the subject of discussion, in self-awareness - as an interest in the changes themselves. The connection of a new reflexive, theoretical generalization of the type with a new positional one, that is, one that distinguishes the positions of partners, by a method of communication - this is a connection between the intra- and interpsychic stages of the development of the ability to teach and change oneself, to go beyond one's own knowledge and skills.
The main principles for the formation of such activities are:
scientific and theoretical content academic subjects reflecting the systemic nature of the scientific discipline that is being studied;
the structure and methods of organizing training corresponding to such content, in particular, the widespread use of collective distribution forms in the educational process educational work students;
gradual transfer of individual components of educational activity to students for independent implementation, starting with the action of mutual and self-assessment and control and ending with the most complex operations of setting educational goals and finding ways and means of achieving them.
The most difficult pedagogical task is to educate the subjectivity of the younger student. In order for him to become the subject of educational and not performing activities or communication, it is necessary to go to pedagogical process from the traditional relationship "the teacher asks - the student answers" to the non-traditional relationship - "the student asks - the teacher helps the student to formulate his question and find an answer to it." And if it is possible to educate a student who asks, and not only corresponds, then it is in him as an active subject of learning that the ability to learn will be formed, i.e. independently set new educational goals and independently implement them.
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