The learning process is the combined actions of the teacher and the student, which are carried out for the development, upbringing and education of the latter.
Ideas about learning are the main subject of didactics. This subject is also the name of the educational or didactic process.
What is the essence of the learning process?
Training is characterized by the following properties:
- focus;
- developing and educative character;
- bilateral structure (training - teaching);
- focus on the age development of the student and his laws;
- joint character;
- submission to planning;
- recognition of the leading role of the teacher.
Learning is logical, i.e. obeys the laws. Therefore, it is amenable to research, it can be managed and predicted.
The logical basis of the didactic process
The logic of the learning process is dictated by its essence.This logic depends on the direction of the student's cognitive activity. It is governed by the goals and objectives of the educational process, the level of training of the student, his age, the characteristics of the teaching materials used.
Educational processes in primary and secondary schools require different logical approaches.
The essence of the learning process in elementary school requires the introduction of elements of cognitive activity in the following sequence:
- perceived specific phenomena and objects;
- representations are formed;
- views are summarized;
- common concepts are formed.
The logic of the educational process is somewhat different.in high and high school. Understanding specific subjects and phenomena, students proceed to the consideration of scientific concepts, practice in the study of principles.
Contradictions as a manifestation of the essence of the learning process
Процесс обучения строится на противоречиях, because it is extremely versatile and complex. The very procedural property of learning - its flow in time - is nothing more than constantly arising and resolving contradictions.
One of the most striking manifestations of the controversial nature of learning is as follows.
During training, there are practical and cognitive tasks that the student must solve.
On the other hand, students have theirown value relations to the world, mental development, the level of ZUN (knowledge, skills). The content of these characteristics can be simpler in complexity and composition than the content of the tasks, and then the contradictions in training are revealed.
When the reality of learning is clear and wearsroutine nature, contradictions do not reveal themselves. But as soon as a task emerges that requires mastering a completely new experience and knowledge, the contradictions are manifested with obviousness. To resolve them, the student must turn to the teacher, since he alone cannot master the unfamiliar material.
There are three conditions under which the essence of the learning process is directly manifested in its contradictions:
- the student is aware that the contradiction requires resolution;
- problem solving is available to the student at a specific stage of development of his abilities;
- contradiction is a natural link in a more general chain of contradictions that must be resolved sequentially.
Under these conditions, contradiction is the driving force of learning.
In modern pedagogy, training is considered in close connection with education.
The essence of the process of education - the requirement tothe student to master the culture in its entirety and in support of his personal abilities and beliefs. Thus, the development of a culture of learning in itself is already a component of the educational process.
The phenomenon of learning and the structure of the educational process
Nowhere is the essence of the learning process more vividly manifested than in its structure. It represents the structure of learning in the interaction, interrelation and unity of its elements.
In the description of the learning structure, these components are listed most accurately:
- assessment of results (the result of training is compared with the previously set goal);
- control and regulation (the educational process is monitored and adjusted as necessary);
- management of emotions and will (in the educational process, responsibility and cognitive interest are maintained);
- manufacturability (using educational technology with knowledge of operations in the activity);
- content (digestible informative layer of education);
- the presence of needs (to convey and perceive experience and knowledge) and motives (to teach and study);
- the presence of goals and objectives for the development, education and education of students.
Thus, it can be seen that the essence of the educational process manifests itself in many facets in all aspects of this phenomenon.
