In psychology, different types of learning are considered.
They usually differ: a) general learning ability- the ability to assimilate any material;
b) special training- the ability to assimilate certain types of material: various fields of science, art, areas of practical activity. The first is an indicator of the general, the second is the special giftedness of the individual.
- Learning is based on:
- the level of development of the cognitive processes of the subject - perception, imagination, memory, thinking, attention, speech;
- the level of development of his spheres - motivational-volitional and emotional;
- development of components of educational activity derived from them - understanding the content of educational material from direct and indirect explanations, mastering the material to the extent of active application.
Learning is determined not only by the level of development of active cognition (what the subject can learn and learn independently), but also by the level of "receptive" cognition (what the subject can learn and learn with the help of another person who owns knowledge and skills). Therefore, learning as the ability to teaching And assimilation differs from the ability for independent cognition and cannot be fully assessed only by indicators of its development. The maximum level of learning development is determined by the possibilities of independent cognition.
Learning is mental development in dynamics, so its presence is a reliable indicator of the progressive nature of development. Such manifestations of the dynamics of mental development as development, upbringing- have similar features, for example, responsiveness to external influences, switchability (from one plan of thinking to another, from one mode of social behavior to another). Learnability, development, upbringing are revealed best in an individual training and formative experiment, in constant comparison with vital indicators during longitudinal study. "To take into account the dynamics of a person's upbringing means to penetrate into the innermost meaning of her being, and this is the main psychological core of education."
Learning is broadly understood as adaptability. The idea is expressed that learning in the biological sense is an aspect of biological protection: changing the environment to certain limits, not exceeding the possibility of the system functioning, causes a reaction of a protective type, through which the property of learning is manifested and established. Learning in humans is no longer a single act of biological defense, but includes the social experience of previous generations.
Learning is "a system, an ensemble of the intellectual properties of a person, the emerging qualities of her mind, on which the productivity of educational activity depends - in the presence of an initial minimum of knowledge, attitudes towards learning and other necessary conditions." The individual combination of the qualities of the mind determines the individual differences in learning.
- O.M. Morozov names a number of signs of learning:
- speed of formation of new concepts, generalizations;
- flexibility of mental operations;
- the ability to solve problems in different ways;
- memory for general concepts;
- generalized knowledge;
- intellectual activity, etc.
In general, the signs of learning are:
- active orientation in new conditions;
- transfer of known methods of solving problems to new conditions;
- the speed of formation of new concepts and methods of activity;
- pace, efficiency (the amount of material on which the problem is solved, the number of steps), working capacity, endurance;
- and, most importantly, receptivity to the help of another person, which can be measured by the amount of dosed help needed by the child to complete the task (see Fig. 15).
So the problem of learning and development was and remains one of the core problems of pedagogical psychology. Its solution serves as the foundation for didactics and methods of teaching and education. At various historical stages, its solution has changed, due to a change in methodological guidelines, the emergence of new interpretations of understanding the essence of personality development and the learning process itself, and a rethinking of the role of the latter in this development. L.S. Vygotsky singled out three main theories about the relationship between learning and development.
The solution to this problem is closely related to the concept of the zone of proximal development ( ZBR), the author of which is L.S. Vygotsky. The zone of proximal development characterizes the degree of discrepancy between level of current development(UAR) and the level of potential. The main "layers" of UAR, according to A.K. Markov, are training, upbringing, development, and ZPD - learnability, development and upbringing.
At present, the problem of the relationship between education and mental development has been transformed into the problem of the relationship between education and personal development, defining new perspectives for reforming the education system.
Summary
- The problem of learning and development has been and remains one of the core issues in educational psychology. Its solution serves as the foundation for didactics and methods of teaching and education. At various historical stages, its solution has changed, due to a change in methodological guidelines, the emergence of new interpretations of understanding the essence of personality development and the learning process itself, and rethinking the role of the latter in this development.
- In the history of psychological and pedagogical thought, three points of view can be distinguished on the question of the relationship between the influence of genotypic and environmental factors on human development: biogenetic, sociogenetic and personogenetic (Asmolov A.G.).
- By the beginning of the 30s. 20th century three main theories about the relationship between learning and development have come to light more or less clearly: there is no connection between learning and development; training and development are identical processes; there is a close relationship between learning and development (L.S. Vygotsky).
- These theories about the relationship between learning and development, described by L.S. Vygotsky more than seventy years ago, in some modification exist in modern psychology, having a corresponding factual justification, both experimental and practical.
- Intensive research of domestic psychologists in the 40-60s. 20th century contributed to the further development of the problem of the relationship between training and development. A number of studies have established: how the gradual formation of mental actions affects intellectual development (P.Ya. Galperin, N.F. Talyzina); what impact different teaching methods have on intellectual development (B.G. Ananiev, A.A. Lyublinskaya and others); what role does problem-based learning play in this development (T.V. Kudryavtsev, A.M. Matyushkin).
- The solution to the problem of the relationship between training and development is closely related to the concept of the zone of proximal development (ZPD), the author of which is L.S. Vygotsky. The zone of proximal development is the discrepancy between the level of actual development (it is determined by the degree of difficulty of tasks solved by the child independently) and the level of potential development (which the child can achieve by solving problems under the guidance of an adult and in cooperation with peers).
- The main "layers" of the level of actual development are learning, development and upbringing, and the zones of proximal development are learning, development, education.
- Learnability in the broad sense of the word - the ability to master knowledge and methods of action, readiness to move to new levels of learning.
- The signs of learning are considered: activity of orientation in new conditions; transfer of known methods of solving problems to new conditions; the speed of formation of new concepts and methods of activity; pace, efficiency (the amount of material on which the problem is solved, the number of steps), working capacity, endurance; and, most importantly, receptivity to the help of another person, which can be measured by the amount of dosed help needed by the child to complete the task.
Glossary of terms
- upbringing
- upbringing
- Makings
- Zone of Proximal Development (ZPD)
- Intelligence
- Thinking
- Learning
- Learnability
- Education
- learning
- Memory
- Development
- Development
- Development
- Maturation
- Capabilities
- Formation
- Level of actual development (UAR)
- mental development
- Developmental learning
- Doctrine
- Formation
Questions for self-examination
- Why is the problem of the relationship between learning and development considered the central problem of educational psychology?
- What is the reason for the shift in semantic accents in the problem of the relationship between training and development at the present time?
- What are the main orientations of human knowledge (according to A.G. Asmolov).
- Name the main approaches to solving the problem of the relationship between training and development.
- What point of view on the relationship between learning and development did A. Gesell and Z. Freud adhere to?
- What are the features of the point of view of E. Thorndike, W. James in the interpretation of the problem of the relationship between training and development?
- What are the main directions of development of the problem of training and development.
- Who studied the influence of the gradual formation of mental actions on intellectual development?
- What position formed the basis of the concept of the relationship between learning and mental development of the student?
- What is the zone of proximal development?
- What is the difference between the level of actual development and the zone of proximal development?
- What are the main indicators, "layers" of the actual development of the student.
- What is meant by learning?
- What are the main indicators of development (intellectual).
- What is the difference between upbringing and upbringing?
- What is meant by learning?
- What are the essential qualities of cognitive processes and personality that provide opportunities for learning.
- What is the difference between general education and special education?
- What signs of learning are distinguished by O.M. Morozov?
Bibliography
Article
The concept of "learning" in psychology and pedagogy
As Kashtanova S.N. the learning process involves the assimilation by the child of a specific, given, depending on age, system of knowledge, skills and abilities. But at the same time, it is necessary to take into account the individual characteristics of each participant in the educational process, manifested in the type of temperament, the degree of development of memory, attention and perception. It is the combination of these characteristics of the child's personality that determines his success, determining the integrative property, which in pedagogy and psychology is usually called learning ability.
In general, learning ability is one of the main indicators of a person's readiness for spontaneous or purposeful mastering of knowledge, expressed in different susceptibility to mastering new information in the process of educational activity. For example, from the point of view of physiology, this property is inextricably linked with the dynamism of the nervous system, that is, with the rate of formation of temporary connections in it. But high learning ability, as a rule, is due not only to psychophysiological prerequisites. It is inextricably linked with the level of formation of intellectual activity and its productivity.
The concept of "learning" has many interpretations, as it is considered by specialists in the field of pedagogy and psychology from various scientific positions. In particular, B.G. Ananiev connects this indicator with the preparedness of the psyche for rapid development in the pedagogical process. B. V. Zeigarnik believes that learning is a range of potential opportunities for a child to master new knowledge in joint work with an adult. I. A. Zimnyaya interprets this concept as the readiness of the child to correctly receive and interpret the teacher's help.
One of the leading domestic researchers of this problem, Z.I. Kalmykova understands learning as “... the totality (ensemble) of a person’s intellectual properties, on which, in the presence and relative equality of other necessary conditions (the initial minimum of knowledge, a positive attitude to learning, etc.), the productivity of educational activity depends”
The learning ability of schoolchildren is characterized by such general indicators as the rate of progress in mastering knowledge and developing skills, the absence of difficulties in the process of mastering (tension, unreasonable fatigue, etc.), the plasticity of thinking in the transition to new ways of joint activity, the stability of memorizing and understanding the material.
A. K. Markova singles out these indicators more accurately: - active behavior when orienting in new conditions; - showing initiative in choosing and solving additional optional tasks, striving to move on to more complex exercises; - perseverance in achieving goals and the ability to overcome emerging obstacles and obstacles; - positive perception of the help of an adult (parent, teacher), lack of protest.
L. S. Vygotsky rightly argued that the zone of proximal development directly affects the dynamics of mental activity, in contrast to the actual level. The pedagogical process proceeds most fruitfully and effectively when educational tasks affect and develop the child's abilities, which at the moment he cannot realize on his own. Consequently, the development of learning ability allows you to reveal the latent, potential abilities of children, improve susceptibility to mastering new knowledge, which allows us to call it the main, leading indicator of mental activity.
Learning is one of the most important diagnostic indicators that determine the success of the educational process. It is considered mainly as an independent category. And if necessary, then in comparison with training. In the pedagogical encyclopedic dictionary, these fundamental concepts are interpreted as follows. Learning is a set of knowledge, skills and abilities, reflecting the expected result of education. Its main criteria are contained in the Federal State Educational Standard. The mark expresses learning. And learning is in this case a prerequisite for a student to get a high mark. It consists of a system of individual indicators of the rate and quality of knowledge assimilation. This property is inextricably linked with the development of such cognitive processes as perception, thinking, memory, imagination, speech, attention. Also proved the relationship between the level of learning and the formation of motivational-volitional and emotional spheres of personality.
The main objectives of studying the level of learning in primary school are:
1. Determination of the formation of the main indicators of the success of the educational process among junior schoolchildren.
2. The study of individual characteristics and dynamics of suggestibility in children.
3. Identification of the nature of the mutual influence of learning and suggestibility in the subjects.
The fact that the number of schoolchildren lagging behind in grades often includes children with a relatively high level of learning, according to Sazonova S.N. proves that academic performance also depends on other conditions, in particular, working capacity. This property can to some extent compensate for the low level of productivity of children's mental activity. That is, in the presence of a high level of performance, a child characterized by poor learning may well succeed. And vice versa. The combination of average learning ability and low performance can cause poor academic performance of the child.
The pedagogical description of this property is given in the works of D. V. Kolesov “capacity for work, the ability to apply the physical and mental efforts necessary to master new ways of cognition and modulation of the surrounding reality. This indicator is measured in the time that a person needs for the qualitative performance of a particular educational task, provided that the optimal functioning of the body is maintained.
The development of learning is determined not only by the individual characteristics of the child, but also by the interaction between the teacher and the student. That is, the dynamics of increasing the level of this indicator depends on the student's perception of the pedagogical impact on the part of the teacher. The manifestation of learning is possible only in the course of the educational process. Consequently, each step in the transfer of knowledge should be aimed at achieving consistency between various types of pedagogical influences that ensure the expansion of the zone of proximal development. A program for organizing the educational process can be considered the best when it provides the highest manifestation of learning.
Learning is an equivalent expression of the volume and rate of increase in the efficiency of intellectual processes under the influence of pedagogical influence. As criteria for its development, a number of characteristics of the mental activity of the child are used:
1. The presence or absence of a need for a hint.
2. The amount of time spent on the task of finding the principle of analogy of figures.
3. Types of errors, taking into account the analysis of their sources.
4. The number of exercises needed by the child (according to A. Ya. Ivanova). Learning is based on the innate abilities of the individual and his cognitive activity. Consequently, the attitude of the child affects the level of this indicator in a particular subject and determines its success in specific educational areas.
Thus, the concept of learning is a complex and multicomponent concept, which in psychology and pedagogy is commonly understood as individual indicators of the quality of learning by students of various knowledge, skills or abilities in the process of learning and development.
Learnability- a complex dynamic system of individual properties of a person, which determines the productivity of educational activities, the speed and quality of mastering social experience. O. is based on the level of development of cognitive processes (perception, imagination, memory, thinking, attention, speech), motivational-volitional and emotional spheres of the personality. O. also depends on the age of the person, value orientations, personal attitudes of the subject, the level of his activity, the degree of mastery of the means of cognition, and the characteristics of the previous training of this person. A distinction is made between general and special giftedness, which correlates with indicators of general and special giftedness. The first type of O. denotes the ease and depth of assimilation in the process of learning and self-education of any social experience, the second - any specific type of it in the field of science, production, art, etc.
The term O. became widely used by B.G. Ananiev, S.L. Rubinstein, G.S. Kostyuk, N.A. Menchinskaya and others as a synonym for the ability to acquire new knowledge in connection with the adoption by domestic psychologists of the position of L.S. Vygotsky that learning leads to development, creating a zone of proximal development. It is believed that mental abilities for learning can be judged by the results of independent cognition when solving new problems, carried out through productive thinking, which forms the basis of learning (Z.I. Kalmykova). The structure of learning includes the individual characteristics of a person’s productive thinking, which determine the choice of features that are essential for solving a problem and the level of their generalization, the ease with which new knowledge is assimilated and applied, the rate of progress in learning, and the breadth of the transfer of acquired skills and abilities. O. is formed in ontogeny, during which, under the influence of training, some individual features of the child’s thinking are fixed, begin to manifest themselves steadily in the performance of activities that require thinking, associated with the assimilation of the content of various educational subjects, and become personality traits, qualities of the mind.
A.A. Verbitsky
Definitions, meanings of the word in other dictionaries:
Psychological Encyclopedia
(eng. docility, educational ability, learning ability) - an empirical characteristic of the individual abilities of a student to assimilate educational information, to perform educational activities, including memorizing educational material, solving problems, performing various types of educational ...
Psychological Encyclopedia
Category. The ability to master new, including educational, material (new knowledge, actions, new forms of activity). Specificity. , based on abilities (in particular, features of sensory and perceptual processes, memory, attention, thinking and speech), and ...
Psychological Encyclopedia
Individual indicators of the speed and quality of a person's assimilation of knowledge, skills and abilities in the learning process. The basis of learning is the level of development of cognitive processes, motivational-volitional and emotional spheres of the personality, as well as the development of derivatives from them ...
TEST ANSWERS
for the course: PEDAGOGICAL PSYCHOLOGY
1. Educational psychology is a science:
a) about the patterns of development of the child's psyche in the process of educational activities;
b) about the patterns of formation and development of the individual in the system of social institutions of education and upbringing;
c) about the structure and regularities of the course of the learning process;
d) studying the phenomena and patterns of development of the teacher's psyche.
2. The main task of education is:
a) promoting the assimilation of knowledge by a person in the learning process;
b) formation of skills and abilities;
c) promoting the development and self-development of the individual in the learning process;
d) mastery of sociocultural experience.
3. Training is understood as:
a) the process of assimilation of knowledge, the formation of skills and abilities;
b) the process of transferring knowledge, skills and abilities from teacher to student;
c) learning activities undertaken by the student;
d) the process of interaction of two activities: the activity of the teacher and the activity of the student.
4. A specific form of student activity aimed at mastering knowledge, mastering skills and abilities, as well as at its development is:
a) learning; b) teaching; c) training; d) learning.
5. The leading principle of domestic educational psychology is:
a) the principle of social modeling;
b) the principle of transformation of knowledge, its expansion and adaptation to the solution of new problems;
c) the principle of a personal-activity approach;
d) the principle of establishing a connection between stimuli and reactions;
e) the principle of exercise.
6. The deepest and most complete level of learning is:
a) reproduction; b) understanding; c) recognition;d) absorption.
7. As research methods, educational psychology uses:
a) methods of pedagogy;
b) methods of general psychology;
c) learning experiment;
d) teaching and shaping experiments in conjunction with the methods of general psychology.
8. Unlike a learning experiment, a formative experiment:
a) does not involve training;
b) requires special laboratory conditions;
c) involves - a systematic step-by-step process of the formation of mental actions and concepts;
d) focused on the development of cognitive processes.
9. L. S. Vygotsky considers the problem of the relationship between learning and development:
a) identifying the processes of learning and development;
b) believing that education should be based on the zone of actual development of the child;
c) believing that learning should run ahead of development and lead it along.
10. The main psychological problem of the traditional approach to learning is:
a) low level of knowledge;
b) insufficiently developed cognitive processes of students;
c) insufficient activity of students in the learning process.
11. The purpose of developmental education is:
a) the development of the student as a subject of educational activity;
b) achieving a high level of student learning;
c) the formation of mental actions and concepts;
d) development of actions of self-control and self-assessment in students in the learning process.
12. Learning activity consists of:
a) learning task and learning activities;
b) motivational, operational and regulatory components;
c) work of cognitive processes;
d) internal control and evaluation activities.
13. The leading motive of educational activity, ensuring the effectiveness of the learning process, is:
a) the need to change the social status position in communication;
b) the need to receive approval and recognition;
c) the desire to meet the requirements of teachers; avoid punishment;
d) the desire to acquire new knowledge and skills.
14. As a basic principle of organizing the process
training in the system of D. B. Elkonin and V. V. Davydov is:
a) organization of training from particular to general;
b) the logic of ascent from the abstract to the concrete;
c) mastering a large amount of knowledge;
d) the principle of assimilation of logical forms.
15. The disadvantage of programmed learning is:
a) lack of clear criteria for knowledge control;
b) insufficient development of students' independence;
c) lack of an individual approach to learning;
d) insufficient development of students' creative thinking.
16. The special work of the teacher to enhance the cognitive activity of students with the aim of independently acquiring knowledge by them underlies:
a) programmed learning;
b) problem-based learning;
c) theories of gradual formation of mental actions and concepts;
d) traditional education.
17. According to the theory of the phased formation of mental actions and concepts by P. Ya. Galperin, the organization of the learning process should primarily be based on:
a) material action;
b) creation of an indicative basis for action;
c) the speech form of the action;
d) inner speech.
18. The main indicator of a child's readiness for learning
at school is:
a) mastering the basic skills of reading and counting;
b) the development of fine motor skills in a child;
c) the desire of the child to go to school;
d) maturity of mental functions and self-regulation;
e) the child has the necessary educational supplies.
19. The concept of "learning" is defined:
a) the current level of knowledge and skills of the student;
b) the ability of the teacher to teach the child;
c) the mental characteristics and capabilities of the student in the learning process;
d) the zone of actual development of the student.
20. What mental neoplasms appear in a younger student in the process of educational activity (select several answers):
a) perception;
b) motivation;
c) internal plan of action;
d) comparison;
e) reflection;
e) attention;
g) theoretical analysis.
21. Educational cooperation (from the point of view of G. Zuckerman) is:
a) the interaction of students in the learning process;
b) the process of interaction between the teacher and the student;
c) a process in which the student takes an active position teaching himself with the help of a teacher and peers.
22. The main function of pedagogical assessment is:
a) determining the level of actual performance of the educational action;
b) the implementation of reinforcement in the form of punishment-encouragement;
c) development of the student's motivational sphere.
23. Good breeding is characterized by:
a) a person's predisposition to educational influences;
b) the assimilation of moral knowledge and forms of behavior;
c) the ability of a person to adequately behave in society, interacting with other people in various activities.
24. Pedagogical orientation is:
a) love for children;
b) a system of emotional-value relations that sets the structure of the motives of the teacher's personality;
c) the desire to master the profession of a teacher.
25. The teacher's knowledge of his subject belongs to the class:
a) academic ability;
6) perceptual abilities;
c) didactic abilities.
26. The professional activity of a teacher in order to solve the problems of training and education is called:
a) pedagogical orientation;
b) pedagogical activity;
c) pedagogical communication;
d) pedagogical competence.
27. Pedagogical activity begins with:
a) selection of educational content;
b) choice of methods and forms of education;
c) analysis of opportunities and prospects for the development of students.
28. The founder of Russian educational psychology is .
a) K.D. Ushinsky; b) A.P. Nechaev; c) P.F. Kapterev; d) A.F. Lazursky.
29. Put in order the stages of the formation of educational psychology:
b) general didactic stages;
c) registration of pedagogical psychology in an independent branch.
a) development of the theoretical foundations of the psychology of learning theory;
30. A trend in psychology and pedagogy that arose at the turn of X I X-XX centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:
a) pedagogy; b) pedology; c) didactics; d) psychopedagogy.
31. Longitudinal research method (according to B.G. Ananiev) refers to:
a) organizational methods;
b) empirical methods;
c) methods of data processing;
d) interpretation methods.
32. An experiment in psychological and pedagogical research allows you to test the following hypotheses:
a) about the presence of the phenomenon;
b) about the presence of a connection between phenomena;
c) both about the presence of the phenomenon itself and the connections between the corresponding phenomena;
d) the presence of a causal relationship between phenomena.
33. Match:
1. Combining into a single whole those components, factors that contribute to the development of students, teachers in their direct interaction.b) pedagogical management;
2. A purposeful pedagogical process of organizing and stimulating the activity of educational and cognitive activities to master scientific knowledge and skills.a) training;
3. The process of transferring the pedagogical situation from one state to another, corresponding to the goal.c) the pedagogical process.
34. Teaching as a factor of socialization, as a condition for the connection between individual and social consciousness, is considered in:
a) physiology ; b) sociology; c) biology; d) psychology.
35. The discovery of new properties in objects that are important for its activity or life activity, and their assimilation is:
a) learning skills;
b) learning to act;
c) sensorimotor learning;
d) learning knowledge.
36. Teaching as the acquisition of knowledge and skills by decision
various tasks among foreign scientists studied:
a) Ya.A. Comenius; b) I. Herbart; c) B. Skinner; d) K. Koffka.
37. P. Ya Galperin interpreted the doctrine in domestic science as:
a) acquisition of knowledge, skills and abilities;
b) the assimilation of knowledge on the basis of actions performed by the subject;
c) a specific type of learning activity;
d) type of activity.
38. Zone of proximal development - these are discrepancies between the level of actual development and the level of potential development.
39. One of the conceptual principles of modern education - "Learning does not lag behind development, but leads it along" - formulated:
a) L.S. Vygotsky ; b) S.L. Rubinstein; c) B.G. Ananiev; d) J. Bruner.
40. The level of actual development characterizes:
a) education, upbringing, development ;
b) learning, education, development;
c) self-learning, self-development, self-education;
d) learning, learning.
41. Put in order the structural stages of the pedagogical process:
d) purpose; a) principles; e) content; f) methods; c) funds; b) forms;
42. Match:
1. Further detailing, the creation of a project approaching for use in specific conditions by participants in the educational process.c) pedagogical design.
2. Combining into a single whole those components that contribute to the development of students and teachers in their interaction. b) the pedagogical process;
3. Characterizes the state at a certain time and in a certain space.a) pedagogical situation;
43. Arrange in order the stages of psychological and pedagogical research:
b) preparatory stage;
d) research stage.
a) stage of qualitative and quantitative analysis;
c) interpretation stage;
44. Learning activity in relation to assimilation acts as:
a) one of the forms of manifestation of assimilation;
b) the type of assimilation;
c) the level of assimilation;
d) stage of assimilation.
45. The property of an action, which consists in the ability to substantiate, argue the correctness of the performance of an action, is defined as:
a) rationality; b) awareness; c) strength; d) development.
46. The degree of automation and the speed of the action characterizes:
a) a measure of deployment;
b) measure of development;
c) a measure of independence;
d) measure of generalization.
47. The type of learning motives, characterized by the student's orientation towards mastering new knowledge - facts, phenomena, patterns, is called:
a) broad cognitive motives;
b) broad social motives;
c) educational and cognitive motives;
d) narrow social motives.
48. One of the first to put forward the principle of "conformity to nature":
a) Ya.A. Comenius; b) A. Diesterweg; c) K.D. Ushinsky; d) J.J. Rousseau.
49. In educational terms, the most effective ... type of training.
a) traditional ; b) problematic; c) programmed; d) dogmatic.
50. Correlate the following classification of upbringing methods:
1. An assessment of actions is made and stimulated to activity. c) method of assessment and self-assessment;
2. The activities of the educator are organized and positive motives are stimulated.b) method of exercises;
3. The views, ideas, concepts of the educated are formed, there is an operational exchange of information. a) the method of persuasion;
51. The pedagogical interaction of the student and the student in discussing and explaining the content of knowledge and practical significance in the subject is the essence ... of the interaction functions of the subjects of the pedagogical process:
a) organizational;
b) constructive;
c) communicative and stimulating;
d) informational and educational.
52. Compare the methods of education:
1. Voluntary assignment to oneself of conscious goals and tasks of self-improvement.a) self-commitment;
2. Systematic fixation of one's state and behavior.d) self-control.
3. Identifying the causes of success and failure.c) comprehension of one's own actions;
4. A retrospective look at the passed day for a certain time path.b) self-report;
53. The ability to understand the emotional state of students relate to the skills:
a) interpersonal communication;
b) perception and understanding of each other;
c) interpersonal interaction;
d) information transfer.
54. ... as understanding and interpreting another person by identifying oneself with him is one of the main mechanisms of interpersonal perception in the educational process:
a) socio-psychological reflection;
b) stereotyping;
c) empathy;
d) identification.
55. Correlate the plans for the correspondence of the psychological characteristics of a person to the activities of a teacher (I.A. Zimnyaya):
1. Certain biological, anatomical, physiological and psychological characteristics of a person. Absence of contraindications to the activity "man-man" -b) predisposition;
2. Reflected focus on the profession of the type "man-man" -c) readiness.
3. Interaction with other people in the process of pedagogical communication, ease of establishing contacts with the interlocutor in pedagogical communication -a) inclusion;
56. Arrange in order the stages of professional self-determination:
b) the primary choice of profession;
a) the stage of professional self-determination;
d) vocational training;
c) professional adaptation;
e) self-realization in work.
57. The interests and inclinations of the teacher are indicators of ... a communication plan.
a) communicative;
b) individual-personal;
c) general socio-psychological;
d) moral and political.
58. Arrange in order the stages and components of pedagogical activity:
a) preparatory stage;
f) constructive activity;
c) the stage of implementation of the pedagogical process;
b) organizational activity;
g) communicative activity.
d) stage of results analysis;
e) Gnostic activity;
59. Match:
1. Human activity is aimed at changing his personality in accordance with consciously set goals, established ideals and beliefs -c) self-education;
2. The system of internal self-organization for the assimilation of the experience of generations, aimed at their own development- d) self-education.
3. The process of purposeful formation of personality- a) education;
4. An adequate reflection of the objective reality of the educational process, which has common stable properties under any specific circumstances -b) pedagogical patterns of education;
60. Compare pedagogical abilities according to V.A. Krutetsky:
1. Ability in the relevant field of science -b) academic ability;
2. The ability to unite the student team and inspire to solve an important task -d) organizational skills.
3. The ability to penetrate into the inner world of the student, psychological observation -c) perceptual abilities;
4. The ability to convey educational material to students, making it accessible to children -a) didactic skills;
Learnability- the ability of the individual to learn. This is a set of individual indicators of the speed and quality of assimilation by a child or an adult of knowledge, skills and abilities in the course of learning.
The concept of learning is associated with the mental development and intelligence of a person, but they are not identical. High learning ability contributes to mental development, however, a high level of mental development can be combined with low learning ability.
Distinguish between general and special education.
General learningimplies the ability to assimilate any material, the ability to learn as such.
Special learningdepends on the science, art or practical activity that the student wants to master. Just as abilities for studying mathematics, physics, playing a musical instrument, and so on, are distinguished, so are advising types of special learning.
High rates of general learning do not exclude the fact that the student cannot master this or that area of knowledge. For example, if a person cannot learn any language, this does not exclude his general erudition.
Already at preschool age, one can notice the focus of the child's interests on a particular area of knowledge, science and practice. At school, some subjects are liked, while others are not, because some of them are interesting, while others do not arouse interest. A complex subject for a child does not exclude a keen interest in it, and vice versa, an easy one does not exclude a lack of interest.
Learning is characterized by three indicators:
- the level of development of mental cognitive processes: perception, thinking, memory, attention, speech;
- the level of development of the emotional-volitional sphere, which is described as perseverance, purposefulness, balance, and so on;
- the level of development of the skills accompanying cognitive ability: to perceive, memorize, understand, reproduce, apply the acquired knowledge.
In addition to the ability to learn, the ability toself-learning. The levels of these abilities can vary greatly. One person can easily master knowledge on their own, while the other cannot cope without the help of a teacher.
Development of learning ability
Since learning is influenced by many factors, the approach to its development should be comprehensive. Only one training of memory, attention, thinking and perseverance will not give proper results.
Recommendations for the development of learning abilities in children and adults are the same. The only difference is that, due to age, the child cannot cope and solve the difficulties that stand in the way of learning, parents and teachers should help him in this.
You can improve your ability to learn byways:
Weak ability to learn is compensated by the ability to work and other personal characteristics of the student. If knowledge is difficult for a person, this does not mean at all that he cannot become successful and happy.
