1.14. TRAINING IN THE INTEGRAL PEDAGOGICAL PROCESS

Training is one side of the pedagogical process. Reflecting all the characteristics of the pedagogical process, learning has some qualitative differences. Training is a specific way of education, aimed at the development of the individual through the organization of students' learning of scientific knowledge and ways of working.

Training is the most reliable way to get a formal education. In the process of learning, the student learns the world around him with the guiding role of the teacher. At the heart of any type or type of training is the interrelation of teaching and learning.

Teaching is a teacher's activity on:

• transmission of information;

• organization of educational and educational activities of students;

• assisting with difficulty in the process of learning;

• stimulate students' interest, autonomy and creativity;

• evaluation of student learning achievements.

Learning is a student's activity in:

• development, consolidation and application of knowledge and skills;

• self-stimulation to search, solving learning problems, self-evaluation of educational achievements;

• awareness of the personal meaning and social significance of cultural values ​​and human experience, processes and phenomena of the surrounding reality.

The results of the exercise are expressed in knowledge, skills, skills, attitudes and general development of students.

The focus of the pedagogical process on the comprehensive development of the student’s personality determines the functions of learning, educational, pedagogical and developmental.

The main purpose of the educational function is to arm students with a system of scientific knowledge and skills and its use in practice. Knowledge is a set of human ideas in which the theoretical mastery of this subject is expressed (P. V. Kopnin). Skills - mastering the ways (techniques, actions) of the application of acquired knowledge in practice. Skills - skills, brought to automatism.

The educational function of learning is associated with the formation of student relations (V. V. Kraevsky). It follows from the very content, forms and methods of teaching, but at the same time it is carried out in the process of communication between the teacher and the students. An important aspect of the educational function is the work of the teacher in shaping the motives of the educational activities of schoolchildren.

In the process of learning, personality development always takes place. In the traditional approach to learning, the focus was on the development of students' thinking and speech. At present, the developmental nature of learning presupposes its orientation on the development of the personality as an integral mental system, in the unity of the development of the sensory, emotional-volitional, motor and motivational sides. This idea is pursued by modern concepts of developmental learning L. V. Zankova, V. V. Davydova, and D. B. Elkonin, and others.

The methodological foundations of the learning process in Russian didactics are the materialistic theory of knowledge. According to the provisions, the process of cognition begins with sensory acquaintance with the material, after which the processes of rational thinking and summarizing the received ideas are carried out and then - checking the conclusions in practice. Ya.A. Komensky’s didactics and her leading idea, the “golden rule” of didactics, are based on this theory: if any objects can be perceived at once by several feelings, let them be covered by several feelings at once. Considering that teaching as a student’s activity is a kind of knowledge of the objective world, it is necessary, having considered the general, to single out the differences of this knowledge. The difference between educational and cognitive activity of a student from the cognitive activity of a scientist lies in the fact that the student cognizes the subjectively new, that is, facts, theories, concepts already discovered in science. Cognition in learning activities occurs faster under the guidance of a teacher and on the basis of material that is didactically adapted to the capabilities of the students.

At the same time, the learning process, as well as cognition, must be considered in development. The main source of this development is controversy. According to M. L. Danilov, the main contradiction of learning is the contradiction between the new tasks of learning and the existing level of knowledge and skills of students, and their level of development. It will be the driving force of learning if it is located in the zone of the student’s nearest development and makes sense to him.