1.18. TYPES OF TRAINING

Designing the learning process involves two options: 1) a focused choice of methods to ensure the achievement of the objectives of the lesson; 2) the choice of the dominant type, the methodical system of education in general. Under the type (methodical system) is understood the unity of goals, content, internal mechanisms, methods of means of a specific method of learning [V. I. Zagvyazinsky]. The advantage of the second method is that it opens the possibility to simplify the selection procedure, to make it holistic and harmonious.

In the modern school, the most common are three relatively separate and differing by a number of signs of the type of education:

• explanatory and illustrative, also called traditional communicative or reproductive;

• programmed;

• problem

Explanatory illustrative learning has a long lasting hysteria. Its founder is Ya. A. Komensky. The essence of learning lies in its name. Explanation in conjunction with clarity - the main methods of such learning, listening and memorizing - the leading activities, and the accurate reproduction of the studied - the main requirement and the main criterion of effectiveness. Explanatory illustrative learning has several important advantages: saving time and effort of teachers and students, accessibility, the ability to effectively manage the learning process. Along with this, it also has major shortcomings: the presentation of “ready-made” knowledge, which frees students from the need to think, as well as the insignificant possibilities for individualization and differentiation of the educational process. It should be noted that in different years there have been repeated attempts to improve this type of training.

Programmed training. The name of this type of training comes from the term “program”, which is borrowed from the dictionary of electronic computer technology and denotes a system of consecutive actions (operations), the performance of which leads to a pre-planned result. The main goal of programmed learning is to improve the management of the learning process. This type of education began in the early 60s on the basis of new didactic, psychological, and cybernetic ideas of American psychologists N. Crowder, B. Skinner. In national science, these topics were addressed by N. F. Talysina, P. Ya. Halperin, L. N. Landa, and others. The features of programmed instruction are as follows:

• the training material is divided into individual portions (doses);

• the educational process consists of successive steps, containing a portion of knowledge and mental actions for their assimilation;

• each step ends with a control (question, task, etc.);

• if the control tasks are performed correctly, the student receives a new batch of material and performs the next learning step;

• if the student answers incorrectly, he gets help and additional explanations;

• each student works independently and masters learning material at a pace that is feasible for him;

• the results of all control tasks are recorded, they become known both to the student himself and to the teacher;

• the teacher acts as the training organizer and assistant (consultant) in case of difficulties, carries out an individual approach;

• in the educational process widely used programmed tutorials, simulators, computers, computers.

The construction of training programs is possible on the basis of linear and extensive programming methods. In the first method, one answer is possible, in the second, several answers are offered, of which only one is correct.

The advantages of programmed learning are an increase in the information capacity of training, individualization, the possibility of prompt feedback of timely correction of the course of educational activity, the development of constructive thinking of students. The main disadvantages: low educational potential of learning, the elimination of collective learning, poor development of creative activity and independence of students.

Problem-based learning is characterized by the independent acquisition of knowledge in the process of solving educational problems, focusing on the development of creative thinking and the cognitive activity of students. An important stage of problem-based learning is the creation of a problem situation, which is a feeling of mental difficulty and its translation into a learning problem, including its awareness by students. At the second stage of resolving the problem, the student goes through, analyzes past experience, and is actively involved in obtaining the missing information. The third stage is aimed at acquiring the necessary knowledge and skills to solve. It ends with the discovery of a way to solve the problem. Then follow the stages of solving the problem, checking the obtained results, comparing them with the initial hypothesis, systematizing and generalizing the knowledge and skills obtained.

The advantages of problem-based learning lie in the high interest in learning, the independence and creativity of students, and the strength of the effectiveness of learning outcomes. The main disadvantages include the large amount of time spent on achieving goals and poor controllability of students' cognitive activity.