1.19. MODERN LEARNING THEORIES (DIDACTIC CONCEPTS)

To date, there are two main theories of learning: associative and activity.

Associative learning theory took shape in the XVII century. Its methodological foundations were developed by J. Locke, who proposed the term “association” itself. The associative theory of learning was finalized in the class-lesson system by Ya. A. Komensky. The main provisions of this theory are the following: the mechanism of learning is the association; you base all learning "on visualization, that is, it relies on sensory cognition; The main method of learning becomes exercise.

Associative theory underlies explanatory-illustrative learning. Over the years, there have been repeated attempts to increase its developmental effect. The search for ways to improve explanatory and illustrative training is aimed at identifying the ways and conditions for the development of cognitive independence, activity and creative thinking of students. In this respect, the experience of innovator teachers is indicative: the consolidation of didactic learning units (P. M. Erdniev, B. P. Erdniev), the introduction of support schemes in training (V. F. Shatalov), advanced training and commenting (S. N. Lysenkova ), individualization of learning (I. P. Volkov), introduction of a collective way of learning (V.K. Dyachenko). L. V. Zankov proposed a rather effective concept of enhancing the developmental function of explanatory-illustrative learning. His didactic system, designed for younger students, has a developing effect, while respecting the following principles: building learning at a high level of difficulty (while respecting the measure of this difficulty); fast paced study of the material; leading role of theoretical knowledge; awareness of the learning process.

Associative theories of learning are opposed to theories based on the activity approach and initially focused on the development of students' independence and creative potential. These include the theory of problem-based learning (A. M. Matyushkin, M. I. Makhmutov and others), the theory of the gradual formation of mental actions (P. Ya. Halperin, N. F. Talyzina), the theory of educational activity (V. V. Davydov, D. B. Elkonin and others.).

In the theory of the phased formation of mental actions by P. Ya. Halperin and N. F. Talyzina, the success of learning the material is associated with the creation and clarification by the student of the tentative basis of actions. This is possible if the teaching is the sequential implementation of five interrelated steps:

• preliminary familiarization of the student with the action, the conditions for its implementation;

• formation of the action in a material (or materialized with the help of models) form with the deployment of all its operations;

• formation of action in the external plan as external speech;

• formation of action in the internal speech;

• transition of action into deep minimized thought processes.

This transition of action from the external to the internal plane is called interiorization. The organization of training on the basis of this theory has a positive effect in the training of athletes, musicians, operators, i.e., where, in the course of training, there is indeed an opportunity to begin with material or materialized actions. The application of this theory in school is limited.

The theory of educational activity of V. V. Davydov and D. B. Elkonin connects the developing nature of learning with the assimilation of theoretical knowledge by students. In their opinion, the student’s learning activities should be built in accordance with the method of presentation of scientific knowledge: an ascent from the abstract (concepts) to the concrete (facts, examples). The main purpose of training according to this theory should not be knowledge, but the general methods of obtaining it. On the basis of these provisions, a didactic system of developmental education was created by V. V. Davydov - D. B. Elkonin, which is used in elementary school.

Modern didactic concepts

A distinctive feature of modern didactic concepts is their developing character, a new, active-activity way of teaching. Let's consider some concepts of developing learning.

The concept of L.V. Zankova. The efforts of the research team led by L.V. Zankova in the 1950-1960s were aimed at developing a new, more effective system for teaching younger students. The basis of this concept is the following interrelated principles:

· Training at a high level of difficulty;

· Fast pace of study of program material;

· The leading role of theoretical knowledge;

· Student awareness of the learning process;

· Purposeful and systematic work on the development of all students, including the weakest.

These principles were implemented in specially designed programs and teaching methods for reading, writing, mathematics, environmental studies and other subjects. Learning System L.V. Zankova showed high efficiency in experimental testing, but the attempt to introduce it into mass practice, undertaken in the 1960-1970s, failed, since the vast majority of teachers at that time were unable to master it. The revival of this concept in the late 1980s - early 1990s. caused by the school’s orientation toward student-centered learning.

The concept of meaningful learning was developed in the 1960s. scientific team led by psychologists V.V. Davydova and D. B. Elkonina is also for elementary school. According to this concept, a student in the process of mastering educational material moves from understanding a specific image to awareness of an abstract concept. The subsequent theoretical reproduction is built on the reverse logic: the student’s thought moves from the abstract to the concrete. It is this logic of building the educational process that should contribute to the best learning outcomes of primary school students.

The concept of phased formation of mental actions is developed on the basis of the corresponding theory of P. Ya. Halperin and N.F. Talyzina, The basis of this theory is the following regularity: every mental action originates from a material, from an external action. To form any mental skill, you must first create educational conditions that simulate it in the form of actions with objects and other material objects, and then transfer its implementation to a verbal (verbal) level.

According to the concept of stage-by-stage formation of mental actions, the possibilities of the learning process increase significantly if, in the process of learning, children learners go through the following interrelated stages:

1) motivation of activity and preliminary familiarization of students with the action and the condition for its implementation;

2) students' awareness of the scheme, the algorithm of the upcoming action (at this stage, schemes, instructions, instructions are widely used that clearly represent individual operations and their sequence);

3) external execution of the action and speaking the action out loud;

4) a generalization of the action (usually this is a conclusion expressed aloud, summarizing the completed action);

5) the stage of internal speech, the translation of action from an external form (material) into an internal, mental;

6) consolidation of the action in the internal, mental plane, its recognition as personally significant, necessary.

The concept of problem-based learning involves finding reserves for the mental development of students: the ability to creative thinking and independent cognitive activity. The scientific rationale for this concept was made in the 1960-1970s. T.V. Kudryavtseva, A.M. Matyushkina, M.I. Makhmutova, V. Okonya and others.

The essence of problematic education is the organization by the teacher for students of problematic situations, the recognition of these situations, their adoption and decision in the process of joint interaction of students and teachers with the maximum independence of students and the general guidance of the teacher.

Problem situations arise, for example, in such cases:

· If a discrepancy is found between facts already known to the student and new knowledge;

· If students are faced with new conditions for them to use existing knowledge, skills;

· If it is necessary to choose from the methods known to the student for solving the educational-cognitive problem the only correct or best, etc.

When creating problem situations, the teacher should be guided by the rules:

· Each task should be based on the knowledge and skills that the student already owns;

· The unknown that needs to be “discovered” by the student when resolving a problem situation should be assimilated, contribute to the formation of truly important knowledge and skills;

· The fulfillment of a problematic task should arouse interest in the student, the need for acquired knowledge.

In problematic education, it is customary to distinguish four main stages:

1) awareness of the problem situation ("the situation requires resolution, because ...");

2) analysis of the situation and the formulation of the problem ("the problem is. What ...");

3) solution of the problem: hypotheses and substantiation of solutions, the selection of the most logical hypotheses and their consistent verification;

4) verification of the correctness of the solution ("the contradiction is eliminated, because ...").

продолжение следует...

Продолжение:

Часть 1 1.19. MODERN LEARNING THEORIES (DIDACTIC CONCEPTS)