1.15. REGULARITIES AND EDUCATIONAL PRINCIPLES

There are external and internal patterns of learning. The first include the dependence of training on social processes and conditions (socio-economic situation, cultural level, the needs of society and the state in a particular type of education); to the second, the links between the components of the learning process (between goals, content, methods, forms of learning).

External learning patterns include:

• social conditionality of goals, content and methods of training;

• upbringing and developmental nature of training;

• activity and dialogical nature of learning;

• the dependence of learning outcomes on the characteristics of the student's interaction with the outside world.

Internal laws include:

• the dependence of the development of education on the method of resolving the main contradiction;

• the dependence of learning outcomes on the interaction of teacher and student;

• subordination of the effectiveness of training to the methods of controlling the process of the latter and the activity of the student himself;

• a given structure, which implies a student's transition from solving one learning task to another, which ensures a transition from ignorance to knowledge, from knowledge to skill and further to skill.

The revealed patterns form the basis for the definition of didactic principles (principles of learning).

Didactic principles are the main provisions defining the content, organizational forms and methods of the educational process in accordance with common goals and patterns. In the principles of learning are expressed the normative basis of learning, taken in its specifically historical form [M. A. Danilov].

Fundamental, generally accepted didactic principles are: consciousness and activity in learning; visibility; systematic and consistent; strength; science; availability; connection theory with practice. They constitute a system of didactic principles.

• The principle of consciousness and activity is based on the position of the leading role of independent and meaningful activity of students in the acquisition of new knowledge and skills. He manifests in the wide use of teacher tasks that encourage students to talk, draw conclusions, test them in practice, etc.

• The principle of visibility was disclosed in the works of Ya. A. Komensky and involves the use in the process of learning of various types of visibility that act on the student's various senses. The result of this work is to obtain diverse and complete ideas about the surrounding objects and phenomena - the sensual basis of future concepts and conclusions.

• The principle of systematicity and consistency is aimed at consolidating the previously acquired knowledge and skills, their consistent development and improvement. The principle is implemented in the process of planning the system of lessons on the subject, providing

• The principle of strength characterizes the need to organize a special work of students for the assimilation and memorization of material. It is based on the teacher’s use of the psychological patterns of the processes of memorization, such as the dependence of the results of memorization on the interest of students, on the significance of the material, on its organization.

• The principle of science requires that learning should use the knowledge and methods recognized by science, which ensure the formation of an objective picture of the surrounding world in students.

• The principle of accessibility aims at building learning according to the age possibilities of students, based on their personal experience.

• The principle of the link between theory and practice points to the need to substantiate theoretical positions with practical examples, to use the knowledge gained in practical activities.

The implementation of these teaching principles is reflected in the rules.

training, which reveal specific aspects of the application of a principle.

With the development of didactics, new learning principles appear. Thus, at the present time, didactic principles of developmental education have stood out . These include: learning at a high level of difficulty; fast paced learning material; principle of the leading role of theoretical knowledge; awareness of the learning process by students (L.V. Zankov).