Methodical report. Optimization of the educational process in modern conditions. The theory of learning optimization Yu.K. Babansky Babansky optimization of the learning process
M.: 1977. - 256 p.
This book discusses the theoretical foundations for optimizing the educational process, substantiates the criteria and procedure for choosing the optimal structure of education, summarizes the best practices of schools in this direction.
The general provisions of the optimization theory are concretized on the example of preventing the failure of younger adolescents, as well as organizing the learning process of the most prepared schoolchildren.
The book is intended for scientists, teachers-students and teachers of secondary schools.
Format: pdf/zip
The size: 12.7 MB
Foreword
CHAPTER I
The structure of the learning process
1. The learning process and its main components
2. The main links of the learning process 15
3. Structural connections in the learning process 22
4. Principles of training 26
5. Forms and methods of teaching 39
6. Types of learning and the psychological and didactic concepts that define them 46
CHAPTER II.
Theoretical basis optimization of the learning process 55
1. The concept of "optimization of the learning process" -
2. Criteria for optimizing the learning process 58
3. Methodological requirements for choosing the optimal structure of the learning process 64
4. Methodology for choosing the optimal structure of the learning process 73
CHAPTER III.
Analysis of the typical difficulties of teachers in the optimization of...
Have a rest - look at pictures, jokes and funny statuses
Miscellaneous aphorisms
It's sad to live as someone else tells you to. (Ancient Roman proverb)
Quotes and Statuses with meaning
Our chefs in the dining room act according to the principle: “I wonder if they will eat this?!
Jokes from school essays
Since Korea is famous for its apple orchards, the main branch of agriculture here is pig farming.
CONTENT
INTRODUCTION……………………………………………………………………….3
I BASIS OF LEARNING OPTIMIZATION……………………………………….4
II CRITERIA FOR OPTIMAL TRAINING……………………………...6
2.1 Optimal learning outcomes2.2 Essence and optimization criteria
III SYSTEM OF WAYS TO OPTIMIZE LEARNING………………….8
CONCLUSION…………………………………………………………………….11REFERENCES……………………………………………………………12
INTRODUCTION
The concept of learning optimization was developed at the end of the 20th century by Yu. K. Babansky.
A significant contribution to the development of the theory of learning optimization, along with the author of the concept Yu. K. Babansky, was made by scientists M. N. Skatkin, M. M. Potashnik, A. M. Moiseev and others. Significant experience has been accumulated in studying the problem of learning optimization: the basic principles of the concept of optimization have been determined; proposed a methodology for choosing the optimal variant of tasks, content, forms and methods of teaching in terms of certain criteria; a system of measures has been developed to implement the methodology for optimizing training in practice.
The researcher himself believed that optimization is a natural, logical stage in the development of pedagogy and a number of other sciences: finding the maximum value of a function with the minimum values of the arguments.
Yu.K. Babansky repeatedly noted that the optimization of the pedagogical process arose under the influence of practice: overcoming poor progress, removing educational overload in the process of transition to a new educational content. Elimination of methodological shortcomings (enthusiasm for any one method), formalism in assessing the results of the teacher's work and the quality of academic performance.
It was an innovative approach to posing and solving problems of the optimal functioning of the learning process in the pedagogy of the 60s and 70s.
"We are talking about a fundamental global assessment of the level of preparedness of a schoolchild, writes Yu.K. Babansky, which is formed as a result of the entire system of education and upbringing, during which current failures, temporary defeats are possible, but the final and convincing victory is ensured."
Now the main attention is paid to improving the quality of education and upbringing, overcoming the overload of students and formalism in assessing the results of the work of teachers and schoolchildren. Therefore, the optimal for this stage is such an educational process that provides a solution to these problems. This is the relevance of the chosen topic. The theory of optimization does not formulate new tasks for the school, it teaches to find the best ways to solve the problems put forward by society at each historical stage of its development. Optimal is the best for a given situation.
Purpose: to reveal the foundations of the theory of learning optimization by Yu.K.Babansky. Therefore, the tasks are:
- Justification of the terms "optimal", "optimization";
Characteristics of the criteria and choice of the optimal structure of education;
The system of methods of activity to optimize the educational process.
Methodological and theoretical foundations
The theory and methodology of learning optimization is one of the elements of the general theory scientific organization pedagogical work (NPLT), which involves scientifically based planning and labor rationing, a clear distribution of functions and coordination of efforts, the creation necessary conditions, the choice of the optimal variant of activity, operational stimulation, regulation, control and accounting, as well as the prospects of pedagogical work. Without choosing the optimal option, the scientific organization of education is practically impossible.
The principle of optimality requires that the learning process achieve not just a slightly better, but the best level of its functioning for a given situation. He opposes the underestimation of individual methods, techniques, means, forms of teaching, against the template and stencil in teaching, against overloading students and teachers due to the complexity of learning or too fast pace of learning educational material. The principle of optimality imposes the requirements of reasonableness, rationality, a sense of proportion in the application of all elements of the educational process. He calls for the highest possible results with the least amount of time and effort required. This is its great humanistic significance.
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Psychological foundations optimization
The decision is preceded by the adoption of a pedagogical task (for example, the task of choosing the best version of the lesson plan for a given class); the presence of several possible solutions to the problem; awareness of the need to choose the optimal one for given conditions; familiarization with data on the comparative effectiveness of possible ways to solve such problems; reducing the number of possible options to the two most possible; comparison of their effectiveness and expected time costs; selection of one option that best matches the two optimization criteria.
The choice of the optimal variant requires a problem-searching style of pedagogical thinking. With a reproductive approach, the teacher simply copies one of the options for solving the educational problem. When searching, creative thinking, he chooses from a number of possible ways the one that is most suitable for a given situation.
When making a decision, the teacher experiences a state of tension, and the more, the less independent thinking is developed in him. But even after choosing a pedagogical decision, the teacher often continues to experience a state of doubt, since the implementation of the choice largely depends on the attitude of the students themselves to the matter. Here, mobility of thinking is required, which allows making changes and regulating the activities of students already in the course of the pedagogical process.
Thus, learning optimization has deep psychological foundations. It cannot be mastered by simply memorizing the decision-making algorithm. It requires changes in the personal, psychological plan, the rejection of the standard and template in pedagogical actions, the development of independence and a creative approach to business, in which the teacher experiences the joy of methodological discoveries.
II CRITERIA FOR OPTIMAL TRAINING
2.1 Optimal learning outcomesAT modern conditions believe that with the optimal construction of the educational process, each student of the class learns the material at the level of his maximum (actually achievable) capabilities at the moment (for “excellent”, “good” or “satisfactory”), while moving forward in his upbringing and development. The optimal level of progress, upbringing and development of students comes from the requirements of new curricula and is specified by the teacher himself on the basis of a systematic study of schoolchildren through observations, surveys, checking written work, interviews during extracurricular activities and communication. Therefore, the optimization of learning presupposes the obligatory study of the real learning opportunities of schoolchildren. She is not satisfied with the absence of underachievers in the class, but calls all students to the maximum possible success.
"Real Learning Opportunities" is a new concept that is introduced into optimization theory. Real learning opportunities reflect the unity of internal and external conditions refracted by a person, which directly affect the success of his teaching. It is important for the teacher to know not only the current level of the student's real learning abilities. He needs to know what tasks, what level of difficulty, students can complete with his guiding help and guidance.
Optimization requires designing the highest possible level of student achievement in a certain period, for example, at the end of the academic quarter, half year, year. The study of students must be carried out according to a fairly comprehensive and at the same time accessible program for teachers of a mass school. For example, to study the real learning opportunities of schoolchildren in the middle group of classes, it is useful to know: the state of health, social and labor activity, the implementation of rules of conduct, attitudes towards learning, leading educational and extracurricular interests, the formation of learning skills (planning, highlighting the main thing, the pace of reading and writing , self-control), perseverance in learning, erudition, influence of family and peers, in which subjects he has difficulty in studying, the level of performance expected in the near future in the main academic subjects, the main reasons for the lag in studies or behavioral deficiencies (if they are found).
This program, with its external simplicity and accessibility, is at the same time relatively holistic, as it includes the main characteristics of education, upbringing and development, data on all mental spheres of the personality - intellectual, volitional, emotional and motivational, on all aspects of the upbringing of the individual. The significance of this program is substantiated by the method of correlations and comparison of the characteristics of excellent students and underachieving students.
2.2 Essence and optimization criteria
At each stage of the development of the school, in addition to the general principles of education, the actual requirements for modern lesson and the learning process. The development of a special theory of optimization now allows us to formulate a more holistic and logically interconnected system of criteria and methods for the optimal organization of the educational process
So, the first criterion for the optimality of education is the achievement by each student of such a level of academic performance, upbringing and development that corresponds to his real learning opportunities in the zone of his proximal development.
The second criterion for the optimality of learning is the observance by students and teachers of the time standards established for them for lesson and homework. It is known that for each class there are scientifically substantiated norms for spending time on doing lesson and homework.
Thus, students should spend no more than 1 hour on homework in grade I, 1.5 hours in grade II, 2 hours in grades III and IV, 2.5 hours in grades V and VI, 3 hours in grade VII and 4 hours in VIII-XI classes. Standards have also been established for the time spent by students on extracurricular activities. The optimal time spent by teachers of grades IV-X on academic work is 18 hours a week and about 3 hours to prepare for them daily, in primary school respectively 24 hours per week and 2 hours for preparation daily. These 6 hours do not include the time spent on social work, which in all institutions is carried out after the working day.
The use of performance criteria and time in unity distinguishes optimization from simple activation of learning, which does not necessarily take into account the time spent by teachers and students.
Optimization indicates to the teacher the shortest, less time-consuming ways to achieve higher educational results. It is aimed at freeing teachers from many habitual for them, but unproductive actions, trial and error, finishing and redoing, unnecessary waste of time arising from the imperfection of teaching methods.
In addition to the two mentioned criteria for the optimality of the educational process, there may be other criteria: the minimum required expenditure of effort, funds, etc.
Evaluation of the optimality of training is carried out in several stages. First, the initial level of academic performance, upbringing and development of students is assessed. Then, a possible level of their growth after a certain time is approximately planned (as this student can and should do). After that, a system of educational measures is applied and changes in the characteristics of students are assessed. As a result, the achieved results are compared with the optimally possible, the time spent on homework and extracurricular work is compared with the standards, and a conclusion is made about the degree of optimality of the implemented system of measures.
III SYSTEM OF LEARNING OPTIMIZATION METHODS
Optimization theory Yu.K. Babansky introduces a new category into didactics - a system of ways to optimize learning, which organically follows from the laws and principles of learning, but is more specific.A method of optimizing learning is such an interconnected activity of a teacher and students, which is oriented in advance to obtaining the maximum possible learning efficiency in a given situation, while observing the time standards established by hygiene (or even less), i.e. without overloading schoolchildren and teachers.
The holistic process of optimizing the learning process consists of a set of methods for choosing the best option for each of its main elements - tasks, content, methods, means, forms, etc.
It is very important to realize the novelty of the system of teaching methods, since in themselves the individual methods of teacher activity leading to the optimization of learning are already familiar to one degree or another, especially to experienced teachers. But here there is a kind of qualitative leap. When a teacher masters the entire set of ways to optimally build the educational process, he achieves significantly greater results with the same time spent, provided for by the Charter of the school.
Let's pay attention to the fact that in some cases we can talk about optimization methods, in others - about the ability to optimize the learning process. Skill in this case is understood as the teacher's mastery of a certain optimization method. It is also possible to single out certain stages of optimization, since the methods themselves are located not randomly, but in stages.
In the theory of the scientific organization of pedagogical work, four main levels of teacher activity are distinguished: insufficient, critical, accessible and optimal (IP Rachenko).
What is characteristic of a higher, i.e., optimal, level of learning, what new does it bring into the elements of learning activity, what are the main ways to optimize it?
Let us first dwell on the preparatory stage for training, which begins with the planning of its tasks. Optimal planning requires an integrated approach to the design of learning tasks and does not allow them to be one-sided. At the same lesson, the teacher must solve the problems of education, upbringing and development in unity. This approach increases the effectiveness of training without requiring additional time to solve the entire complex of educational tasks.
Optimal planning involves the obligatory specification of tasks, taking into account the characteristics of the system in which the educational process takes place. Specification of learning objectives is impossible b
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Optimization of the learning process. Babansky Yu.K.
M.: 1977. - 256 p.
This book discusses the theoretical foundations for optimizing the educational process, substantiates the criteria and procedure for choosing the optimal structure of education, summarizes the best practices of schools in this direction.
The general provisions of the optimization theory are concretized on the example of preventing the failure of younger adolescents, as well as organizing the learning process of the most prepared schoolchildren.
The book is intended for scientists, teachers-students and teachers of secondary schools.
Format: pdf
The size: 13.4 MB
Download: yandex.disk
TABLE OF CONTENTS
Foreword
CHAPTER I
The structure of the learning process
1. The learning process and its main components
2. The main links of the learning process 15
3. Structural connections in the learning process 22
4. Principles of training 26
5. Forms and methods of teaching 39
6. Types of learning and the psychological and didactic concepts that define them 46
CHAPTER II.
Theoretical foundations for optimizing the learning process 55
1. The concept of "optimization of the learning process" -
2. Criteria for optimizing the learning process 58
3. Methodological requirements for choosing the optimal structure of the learning process 64
4. Methodology for choosing the optimal structure of the learning process 73
CHAPTER III.
Analysis of the typical difficulties of teachers in the activities to optimize the educational process 85
1. The program of studying the activities of teachers -
2. Typical shortcomings and difficulties in the activities of teachers 91
CHAPTER IV.
Conditions for the optimal construction of the learning process 104
1. Special scientific and methodological training of teachers
2. Improving the methods of studying schoolchildren 119
3. Ensuring proper educational and material, hygienic and moral and psychological conditions 146
CHAPTER V
A system of measures to optimize the learning process in order to prevent student failure 154
1. Program for studying the causes of underachievement -
2. Analysis of typical causes of school failure 162
3. Characteristics of the system of measures to optimize the learning process in order to prevent school failure loo
4. Ways to overcome school failure 191
CHAPTER VI.
On ways to optimize the learning process of the most prepared schoolchildren 226
Conclusion 241
Literature 249
The teacher as the organizer of the learning process is constantly faced with the problem of efficiency, which depends on the complexity of the tasks solved by the teacher, and on the content of the educational process, and on the pace of learning, and on the teacher's choice of methods, means, forms of learning, and on the degree of self-organization of students in the educational lesson. In this regard, it becomes especially important for the teacher to master the mechanisms of the scientific organization of labor. One of the principles of HOT is the principle of optimization.
The term "optimization" is used in two senses. In a broad sense, this is the process of choosing the best option for solving any problem under given conditions. The narrow meaning implies the definition of a pedagogical concept.
From a psychological point of view, optimization is an intellectual-volitional act of accepting and implementing the most rational solution to a specific educational task, which has the following algorithm: acceptance; choice of solutions from two or more; awareness of the need for choice in specific conditions; reduction of options to two; comparing them and choosing the best option; accepting the optimal option as the only one and putting it into practice.
The methodological basis of optimization is a systematic approach, in which decision-making is carried out taking into account all the regular connections between the components of the system, and reliance on the allocation of the main link in the activity.
Learning optimization is implemented through the following principles: developmental learning, a reasonable combination of teaching methods, a reasonable organization of "children's life" (S. T. Shatsky), and intensification.
Optimization is based on the teacher's personal acceptance of the need to find the best option; on getting rid of the pattern in pedagogical activities; on the development of independence and a creative approach to business.
Optimization is due to the peculiarities of the educational process aimed at the relationship of training, education, upbringing and development; the dependence of the results of educational activities on the real possibilities of students, on the conditions in which it takes place, on the best combination of all elements of the educational process; the interdependence of the processes of teaching and learning, which is based on the integrated use by the teacher of the goals, content, methods, means and forms of education.
Optimization is aimed at freeing the teacher and the student from correcting learning defects in the form of additional classes, ineffective extracurricular classes, surveys for the accumulation of grades by the end of the semester, from periodic interviews with poorly performing students as a control event.
Optimization of the learning process can be achieved while maintaining the unity of the teacher's activities, i.e. teaching, and student activities, i.e. teachings. Therefore, it is necessary to highlight the pedagogical conditions and rules, possible difficulties that accompany this process, as well as the procedure for optimizing the content of the lesson. Let's analyze each of the components.
Pedagogical conditions for optimizing the learning process can be divided into two groups. The first concerns the preparation of the teacher for the organization of the process itself. The following should be highlighted here:
- analysis and assessment by the teacher of their capabilities;
- analysis and systematization by the teacher of advanced pedagogical experience;
- self-education of the teacher;
- the use by teachers in the joint discussion of the results of optimization of dialogue forms (for example, consultations, workshops, which allow for a unified approach to students in the educational work of all teachers working in a particular study group; help to identify common causes of difficulties and overloads of students; promote the exchange experience in the implementation of an individual approach and differentiated tasks in the practice of working with a specific educational group).
The second group should include conditions that directly optimize the learning process in the classroom:
- selection of the optimal type of training session;
- the use by the teacher of a differentiated approach to students based on their real learning opportunities;
- creation of an atmosphere of psychological comfort during the training session;
- thinking over ways of pedagogical stimulation of students' learning activities;
- taking into account by the teacher the sanitary and hygienic requirements for conducting a training session and the optimal teaching load of students;
- a rational combination of management and self-management of educational activities and operational regulation and adjustment of the educational process within a specific training session.
These conditions are feasible if the teacher observes the basic rules in the procedure for optimizing the lesson.
State professional educational institutionGorlovsky College of Municipal Economy»
teachers of disciplines of mathematics andscience training
Protocol No. ____ dated "___" ______ 20____
Chairman of the cycle commission
_________________ G.A.Korenyuk
METHODOLOGICAL REPORT
on the topic "Optimization of the educational process in modern conditions"
Compiled by _________ E.K. Svetlichnaya
2016
Optimization of the educational process in modern conditions
At present, the main task in the training of specialists is to provide quality education corresponding to the needs of the individual and the state. Studying in college, a student must receive not only a certain amount educational information, but also to acquire the skills of educational actions, on the basis of which his professional activity will be built. The main result of college students' education should be "not a system of knowledge, skills and abilities in itself, but a set of key competencies" in the field of professional activity. A.V. Khutorskoy argues that competence includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity) assigned in relation to a certain range of objects and processes necessary for high-quality productive activity in relation to them. With the increasing amount of information that a student must learn, the question of optimizing the learning process becomes relevant, and in connection with it, the choice of means by which such a process can be carried out.
An analysis of numerous studies shows that the problem of optimizing the learning process has not been removed from the "agenda" either at school or at the university, and is becoming increasingly important in the system of lifelong education.
In his works Yu.K. Babansky defines the term "optimal" as "the best for the given conditions from the point of view of certain criteria", and the optimization of the learning process as management organized on the basis of a comprehensive consideration of the laws, principles of learning, modern forms and methods of teaching, as well as the features of this system, its internal and external conditions in order to achieve the most efficient functioning of the process in terms of specified criteria. The effectiveness and time of solving the tasks can be used as optimality criteria. It should be noted that the term "optimal" is not identical to the term "ideal". When they talk about optimality, they necessarily emphasize that we are talking about the maximum possible results not in general, but precisely in given, specific conditions. educational institution, a certain group of students, that is, they mean the whole range of opportunities that students and teachers have in this case.
Speaking in general about the pedagogical process, Yu.K. Babansky writes that “the optimization of the educational process is understood as a purposeful choice by teachers of the best option for building this process, which ensures the maximum possible efficiency in solving the problems of education and upbringing of schoolchildren in the allotted time.”
Let's look at the components of the learning process and try to figure out what can be done in terms of optimization at the teacher level. Let's use the selected Yu.K. Babansky components of the learning process:
1) socially determined learning goals;
2) content of training;
3) forms of activity of teachers and students;
4) methods and means of activity of teachers and students;
5) analysis of learning outcomes;
6) self-analysis of learning outcomes.
The goals and content of training, which guide the teacher, were originally laid down in the SES and the standard curriculum for the discipline. That is, their optimization refers to the republican level. Analysis and self-analysis of learning outcomes involves identifying the correspondence between the goal, resources and results of the educational process, and since it is associated with the evaluation of one's own work by the teacher himself, this component contains an element of subjectivity. Therefore, although it relates to the activities of the teacher, it is always duplicated on more higher levels, for example, at the level of faculty leadership. Therefore, it seems incorrect to talk about the optimality of this component in relation to the activities of a teacher.
Thus, the components available to the teacher for optimization, which are not given to him as external conditions, are the forms, methods and means of teaching students. However, in order to assess whether the use of one or another form of education or their combination is really optimal, the teacher should be provided with methods for such an assessment. Most effective methods and means of teaching for these conditions, of course, the teacher chooses. Thus, "optimization problems should be solved by all participants in the educational process" at all levels. At the very least, this is what we should strive for.
The main elements of the learning process at the university are: lectures and practical (laboratory) classes. The teacher of the university must organize these classes in such a way that students achieve the best results.
In the conditions of the credit system of education, the teacher can optimize the learning process with the help of the educational and methodological complex of the discipline (hereinafter EMCD), the main components of which are:
– syllabus;
– map of educational and methodological provision of the discipline;
– lecture complex;
– plan of practical (laboratory) classes;
– materials for SRS;
– materials for monitoring and evaluating the educational achievements of students.
Syllabus is a working curriculum for students, which defines the purpose and objectives of the academic discipline, indicates prerequisites and postrequisites, organization and planning of the course. The lecture complex contains abstracts of lectures, illustrative and handout material, a list of recommended literature. Materials for monitoring and evaluating the educational achievements of students include semester tasks with a solved zero option, exemplary independent and control work, test tasks.
Andthe use of EMCD allows you to partially compensate for the lack of hours for classroom work, improve the assimilation of the material, organize an active independent work students, to increase the efficiency of the process of control of knowledge, skills and abilities.
Consider the process of learning optimization on the example of the discipline "Electrical Engineering and Electronics". The teacher at the lecture briefly outlines the theoretical material on the topic under study according to the working curriculum, expanding the material set out in the EMCD. In the SIWT classes (lecture), students supplement the theoretical material with proofs of some theorems, illustrations, diagrams, drawings, algorithms for solving equations, that is, they generalize and systematize the studied material, acquire skills in working with educational and educational literature.
The main stages of the practical lesson are:
– theoretical survey;
– solving typical problems;
– independent solution tasks;
– analysis of typical mistakes in solving problems;
– homework.
The theoretical survey can be organized orally or in writing. To do this, the teacher develops in the EMCD a list of questions or test tasks on the topic of the lesson.
The teacher at the lesson offers to solve problems that students can solve both on their own with subsequent verification, and in consultation with the teacher.
At the end of the current lesson, the teacher issues a semester assignment, for which the student can use the zero option given in the EMCD.
Thus, the use of EMCD in the educational process allows, within the allotted time, to organize the training of each student along an individual trajectory and optimize the learning process.
Literature:
Khutorskoy A.V. Key competencies as a component of the student-centered paradigm of education. // Public education. - 2003. - No. 2. – pp.58-63.
Babansky Yu.K., Slastenin V.A. etc. Pedagogy / Ed. Yu.K. Babansky. - M .: Education, 1988. - 479 p.
Babansky Yu.K. Optimization of the learning process (General didactic aspect). - M .: Pedagogy, 1977. -256 p.
Babansky Yu.K. Selected pedagogical works / comp. M.Yu. Babanskiy. - M .: Pedagogy, 1989. - 560s.
