Body flexibility is the ability of an athlete to perform exercise movements with significantly greater amplitude. There are active and passive varieties of flexibility. Active flexibility - the physical ability of an athlete to apply a greater range of movements in certain joints of the body by reducing his muscle groups. Passive flexibility - the ability to achieve a significant range of movements by applying additional own efforts or the efforts of a sparring partner.
Exercises to develop body flexibility in the hip joint:
Exercises to develop body flexibility in the shoulder girdle:
- Starting position - hands up, fingers intertwined; 1-3 - three jerks; 4 - starting position.
- Starting position - left hand up, the right one is laid back, the brushes are straightened; 1-4 - change of hand positions for each count. Above and below, the arms should be pulled back as far as possible.
- Starting position - hands up, palms forward; 1 - maximum turn of hands outward, 2 - maximum turn of hands inward.
- Starting position - lying position; 1-2 - lower the body in the shoulder joints as low as possible (do not bend your arms); 3-4 raise the torso at the shoulder joints as high as possible.
- The initial position is horizontally lying on your back with bent legs, hands forward, palms down, tighten your abdominal muscles so that your lower back rests on the floor (not your pelvis and shoulder blades), there should be no gap between the back and the floor; 1-2 - hands up, put them on the floor, 3-4 - return to the original position.
- Starting position - sitting support; 1-2 - an emphasis lying behind, bend over, raising the body as high as possible; 3-4 - starting position.
- Starting position - standing upright with your back to the Swedish wall, with a grip from above with your hands, grab the rail at shoulder level, step with your left (right) foot forward, then bend in the thoracic spine.
Nurturing flexibilityit is undoubtedly a difficult matter. It requires from an athlete not only skill, but also maximum patience, ingenuity, and from the coach - the ability to understand the character of each practitioner. The selection of training means, their combination in one lesson, a weekly training cycle and in the process of many years of training is of great importance. A certain alternation of training means, their dosage, rest pauses between exercises, special sets of exercises, games of training session - important factors for the disclosure of the individual inclinations of athletes.
To provide physical fitness the most effective is use of sets of exercisesaimed at the simultaneous education of motor abilities in combination with games and game exercises. Adhere to the variety in the chosen method - do not forget to alternate the emphasis on activethen on passivecomponents of the flexibility of athletes.
Classes aimed at developing motor abilities should be carried out vividly, emotionally, trying to create a cheerful mood in the trainees so that the exercise, especially for the development of flexibility, does not turn into a tedious, tiring, routine work.
To maintain interest, it is important to periodically change sets of exercises, outdoor games, gradually moving from easier to more difficult ones. The method of periodically changing the place of classes also increases their fruitfulness, especially if they are carried out in nature - in a forest, park, on a sandy slope, in a clearing. And the traditional equipment for the development of strength abilities is successfully replaced by stones and trees, a treadmill - forest paths with descents and ascents, and a pit with sand - gullies, ditches, fallen trees, as well as jumping on stumps, hills, reaching high branches, etc. P.
The essence of traditional learning
In pedagogy, it is customary to distinguish three main types of teaching: traditional (or explanatory and illustrative), problem-based and programmed.
Each of these types has both positive and negative aspects. However, there are clear supporters of both types of training. Often they absolutize the merits of their preferred education and do not fully take into account its disadvantages. As practice shows, best results can only be achieved with an optimal combination of different types of training. An analogy can be made with the so-called technologies of intensive teaching of foreign languages. Their supporters often absolutize the advantages of suggestive (related to suggestion) ways of memorizing foreign words on a subconscious level, and, as a rule, dismiss the traditional ways of teaching foreign languages. But the rules of grammar are not mastered by suggestion. They are mastered by long-established and now traditional teaching methods. Traditional training is the most common today. The foundations of this type of education were laid almost four centuries ago by Ya.A. Komensky ("Great Didactics"). The term "traditional education" implies, first of all, the classroom organization of teaching that took shape in the 17th century. on the principles of didactics formulated by Ya.A. Komensky, and is still prevalent in the schools of the world.
students of approximately the same age and skill level constitute a class that remains largely constant throughout the entire period of schooling;
the class works according to a single annual plan and program according to the schedule. As a consequence, children must come to school at the same time of the year and at predetermined hours of the day;
the main unit of study is the lesson;
a lesson, as a rule, is devoted to one academic subject, a topic, due to which the students of the class work on the same material;
the work of students in the lesson is supervised by the teacher: he assesses the results of studies in his subject, the level of training of each student individually and at the end of the school year decides to transfer students to the next class;
educational books (textbooks) are mainly used for homework... Academic year, school day, lesson schedule, study holidays, changes, or, more precisely, breaks between lessons are attributes of the classroom-lesson system.
The distinguishing features of the traditional classroom-lesson technology are as follows:
8.1.2. Advantages and Disadvantages of Traditional Learning
The undoubted advantage of traditional teaching is the ability to convey a large amount of information in a short time. With such training, students acquire knowledge in a ready-made form without revealing ways of proving its truth. In addition, it involves the assimilation and reproduction of knowledge and their application in similar situations. Among the significant disadvantages of this type of learning is its focus more on memory than on thinking. This training also contributes little to the development of creativity, independence, activity. Most typical tasks are the following: insert, highlight, underline, remember, reproduce, solve by example, etc. The educational and cognitive process is largely reproductive (reproducing) in nature, as a result of which the reproductive style of cognitive activity is formed in students. Therefore, it is often called the "school of memory". As practice shows, the amount of information communicated exceeds the possibilities of its assimilation (the contradiction between the content and procedural components of the learning process). In addition, there is no opportunity to adapt the pace of learning to the various individual psychological characteristics of students (the contradiction between frontal learning and the individual nature of learning). It is necessary to note some features of the formation and development of motivation for learning in this type of learning.
The main contradictions of traditional education
A.A. Verbitsky highlighted the following contradictions in traditional education: 1. The contradiction between the reversion of the content learning activities (consequently, of the student himself) into the past, objectified in the sign systems of the "foundations of sciences", and the orientation of the subject of the teaching for the future content of professional and practical activities and the entire culture... The future appears for the student in the form of an abstract perspective of the application of knowledge that does not motivate him, therefore the teaching has no personal meaning for him. Turning into the past, which is known in principle, "cut out" from the spatio-temporal context (past - present - future) deprives the student of the possibility of colliding with the unknown, with a problem situation - the situation of the generation of thinking. 2. The duality of educational information - it acts as a part of culture and at the same time only as a means of its assimilation, personality development.The resolution of this contradiction lies on the way of overcoming the "abstract school method" and modeling in the educational process such real conditions of life and activity that would allow the student to "return" to culture intellectually, spiritually and practically enriched and thereby become the reason for the development of the culture itself. 3. The contradiction between the integrity of culture and its mastery by the subject through a variety of subject areas - academic disciplines as representatives of sciences.This tradition is reinforced by the division of school teachers (into subject teachers) and the department structure of the university. As a result, instead of a holistic picture of the world, the student receives fragments of a "broken mirror", which he himself is not able to collect. 4. The contradiction between the way of existence of culture as a process and its representation in teaching in the form of static sign systems.Learning appears as a technology of transferring ready-made educational material alienated from the dynamics of the development of culture, taken out of the context of both the forthcoming independent life and activity, and from the current needs of the personality itself. As a result, not only the individual, but also the culture is outside the processes of development. 5. The contradiction between the social form of the existence of culture and the individual form of its appropriation by students.In traditional pedagogy, it is not allowed, since the student does not join his efforts with others to produce a joint product - knowledge. By being with others in a group of learners, everyone "dies alone." Moreover, for helping others, the student is punished (by censure of the "hint"), thereby encouraging his individualistic behavior.
The principle of individualization , understood as the isolation of students in individual forms of work and according to individual programs, especially in the computer version, excludes the possibility of educating a creative individuality, which, as you know, they become not through Robinsonade, but through "another person" in the process of dialogical communication and interaction, where a person performs not just substantive actions, but deeds.
It is an act (and not an individual object-related action) that should be considered as a unit of a student's activity.
Deed - This is a socially conditioned and morally normalized action that has both an objective and a socio-cultural component, involving the response of another person, taking into account this response and correcting one's own behavior. Such interchange of actions and deeds presupposes the subordination of the subjects of communication to certain moral principles and norms of relations between people, mutual consideration of their positions, interests and moral values. Under this condition, the gap between training and upbringing is overcome, the problem of the correlation between training and upbringing is removed. After all, no matter what a person does, no matter what substantive, technological action he performs, he always “acts,” since he enters into the fabric of culture and social relations. Many of the above problems are successfully solved in the problem type of training.
In pedagogy, it is customary to distinguish three main types of teaching: traditional (or explanatory and illustrative), problem-based and programmed. I must say right away: each of these types of learning has both positive and negative sides. However, there are clear supporters of both types of training. Often they make absolute the merits of their preferred education and do not fully take into account its disadvantages. Practice shows that the best results can be achieved only with an optimal combination of different types of training.
Today the most common traditional training option.Its foundations were laid almost four centuries ago.
Ya.A. Komensky. The term "traditional education" implies, first of all, the classroom-lesson organization of education that took shape in the 17th century. on the principles of didactics formulated by Ya.A. Komensky, and is still prevalent in the schools of the world.
The distinguishing features of the traditional classroom-lesson technology are as follows:
- students of approximately the same age and skill level make up a class that remains largely constant throughout the period school education;
- the class works according to a single annual plan and the program according to the schedule. As a consequence, children must come to school at the same time of the year and at predetermined hours of the day;
- the main unit of study is the lesson;
- a lesson, as a rule, is devoted to one academic subject, a topic, due to which the students of the class work on the same material;
- the work of students in the lesson is supervised by the teacher: he assesses the results of studies in his subject, the level of training of each student individually and at the end of the school year decides to transfer students to the next class;
- educational books (textbooks) are mainly used for homework. Academic year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the classroom system.
The undoubted advantage of traditional teaching is the ability to convey a large amount of information in a short time. With such training, students acquire knowledge in a ready-made form without revealing ways of proving its truth. In addition, it involves the assimilation and reproduction of knowledge and their application in similar situations. Among the significant drawbacks of this type of learning is its focus, to a greater extent, on memory, and not on thinking. This training, just as it is customary to talk about it, does little to develop creative abilities, independence, activity. The most typical tasks are as follows: insert, highlight, underline, remember, reproduce, solve by example, etc. The educational and cognitive process is mostly reproductive (reproducing) character, as a result, students develop a reproductive style of cognitive activity. Therefore, it is often called "School of memory". As practice shows, the amount of information communicated exceeds the possibilities of its assimilation (the contradiction between the content and procedural components of the learning process). In addition, there is no opportunity to adapt the pace of learning to the various individual psychological characteristics of students (the contradiction between frontal learning and the individual nature of the assimilation of knowledge). It is necessary to note some features of the formation and development of motivation for learning in this type of learning.
AL. Verbitsky highlighted the following contradictions in traditional education:
- - the contradiction between the orientation of the content of educational activity (hence, of the student himself) to the past, as indicated in the sign systems of the “foundations of the sciences,” and the orientation of the subject of the study to the future content of professional and practical activity and the entire culture. The future appears for the student in the form of an abstract perspective of the application of knowledge that does not motivate him, therefore the teaching has no personal meaning for him. Turning into the past, which is known in principle, "cut out" from the spatio-temporal context (past - present - future) deprives the student of the possibility of colliding with the unknown, with a problem situation - the situation of the generation of thinking;
- - the duality of educational information - it acts as a part of culture and at the same time only as a means of its assimilation, personality development. The resolution of this contradiction lies on the way of overcoming the “abstract method of school” and modeling in the educational process such real conditions of life and activity that would allow the student to “return” to culture enriched intellectually, spiritually and practically and thereby become the reason for the development of the culture itself;
- - the contradiction between the integrity of culture and its mastery by the subject through many subject areas - academic disciplines as representatives of sciences. This tradition is reinforced by the division of school teachers (subject teachers) and the department structure of the university. As a result, instead of a holistic picture of the world, the student receives the fragments of the "broken mirror", which he himself is not able to collect;
- - the contradiction between the way of existence of culture as a process and its representation in teaching in the form of static sign systems. Learning appears as a technology of transferring ready-made educational material alienated from the dynamics of the development of culture, taken out of the context of both the forthcoming independent life and activity, and from the current needs of the personality itself. As a result, not only the individual, but also the culture is outside the processes of development;
- - the contradiction between the social form of the existence of culture and the individual form of its appropriation by students. In traditional pedagogy, it is not allowed, since the student does not join his efforts with others to produce a joint product - knowledge. By being with others in a group of learners, everyone "dies alone." Moreover, for helping others, the student is punished (by censure of the "hint"), which encourages his individualistic behavior.
The principle of individualization, understood as the isolation of students in individual forms of work and according to individual programs, especially in the computer version, excludes the possibility of educating a creative individuality, which, as you know, becomes, not through Robinson's, but through “another person” in the process of dialogical communication and interaction, where a person performs not just objective actions, but actions. It is an act (and not an individual object-related action) that should be considered as a unit of a student's activity. An act is a socially conditioned and morally normalized action that has both an objective and a socio-cultural component, involving the response of another person, taking into account this response and correcting one's own behavior. Such interchange of actions and deeds presupposes the subordination of the subjects of communication to certain moral principles and norms of relations between people, mutual consideration of their positions, interests and moral values. Under this condition, the gap between training and upbringing is overcome, the problem of the correlation between training and upbringing is removed. After all, no matter what a person does, no matter what substantive, technological action he performs, he always “acts”, since he enters the fabric of culture and social relations. Many of the above problems are successfully solved in the problem type of training.
At the beginning of the XXI century. it became quite obvious to start a serious modernization russian education... Since traditional education is outdated, new ones are needed didactic forms organizing training in modern school... One of these new forms of organization of training was a person-centered approach, as the basis of the traditional training known to us. The work of V.V.Serikov 1, V.I. Slobodchikova, I.S. Yakimanskaya and others, according to which only the disclosure of the individuality of each student in the learning process ensures the correct and valuable construction of education in a modern school.
The term "personality-oriented approach" is now widely used among the scientific and pedagogical community. It cannot be argued that this concept did not exist before. The school has always considered not only teaching, but also the development of personality to be its most important task, emphasized the need to take into account the individual abilities and qualities of the individual in teaching knowledge and skills. But for a person-centered approach in modern system more essential is the orientation both to the learning process and to the ultimate goals (the main question becomes “what to be”, and not “who to be”).
The personality-oriented approach to teaching is based on the recognition of the individuality, originality, self-worth of each student, his development not as a collective subject, but, first of all, as an individual endowed with his own unique subjective experience.To include subjective experience in the process of cognition (assimilation) means organizing one's own activity based on personal needs, interests, and aspirations. In addition, it is necessary to use individual methods of educational work and individual learning mechanisms, to be guided by a personal attitude to educational activity. A personality-oriented approach, based on the understanding that a personality is a unity of mental properties that make up its individuality, implements with its technology an important psychological and pedagogical principle of an individual approach, according to which the individual characteristics of each student are taken into account in the learning process. All this creates optimal conditions that contribute to the development of the student's personality through age-related leading educational activities.
It has been proven that learning should be consistent with the developmental level of the child. L.S. Vygotsky wrote: "The definition of the level of development and its relationship to the possibilities of learning is an unshakable and basic fact, from which we can safely depart as from the certainty." L.S. Vygotsky concluded that the success of students in their studies and in their mental development largely depends on what their zone of proximal development is and how much it is taken into account by teachers who work with these children (see above). And it is the personality-oriented approach to teaching that provides each student with the opportunity to learn at their own pace in accordance with their abilities and needs, orients the student not only to the level he has reached. cognitive development, but also makes regular demands that slightly exceed his available capabilities, contributes to the fact that training is constantly conducted in the individual zone of his proximal development. This system creates new conditions for learning activities, certainly contributing to the development of the student's personality.
Thus, student-centered learning differs from a simple individual approach and from traditional teaching in that it requires an obligatory reliance on the internal structure of students' cognitive activity: knowledge of how students themselves cope with learning problems, perform creative work, are they able to check the correctness of their own work , adjust it, what mental operations they have to perform for this, etc.
To implement a personality-oriented approach in the classroom, it is easy to create specific subject-personal technologies that allow developing and improving individual cognitive strategies of students, providing a noticeable increase in learning efficiency, which can help solve the most urgent problem: overcoming the danger of growth teaching loads while reducing the number of hours devoted to the study of school discipline. Obviously, it is impossible to solve this extensively (by increasing the volume of homework, etc.), new approaches to learning are needed, and one of the most effective is a personality-oriented approach as the basis of traditional education. Of course, this is not a panacea - this is just another attempt to break out of the framework of traditions, beyond the boundaries of school "stagnation".
For the sake of fairness, it should be said that traditional education has become its own for several generations of students both in our country and abroad, and continues to remain so, and humanity knows a huge number of brilliant talents and even geniuses brought up and trained in "old-style" schools. Of course, we should not forget about the personal qualities of such people (a number of them at school were listed as negligent and unsuccessful), but the foundations of knowledge were nevertheless laid by the school. With the advent of modern teaching aids, the expansion of the information and technical base of the school, which remains in the traditional status, a lot is changing - this is already a school where new and old traditions are intertwined so closely that it is impossible to determine their boundary, and it is not necessary if this school fulfills its functions of teaching and educating the younger generations to be excellent.
Running a little ahead, let's say that a rather serious terminological bias should also be noted, which threatens to simply turn into confusion: shouldn't problematic lessons and the use of programming elements, not to mention interactive teaching aids, be conducted in an "old", traditional school, in a classroom, in a traditional timed lesson? The form of the lesson is preserved, having not only a strictly ordered space-time structure, but also its own framework for the life support and preservation of the health of the student and teacher. Apparently, the time has come to change somewhat either the very names-terms that speak of the types of modern education, or to keep in mind only the form of teaching, methods and means. Otherwise, it will simply be impossible to determine, say, the nature of education in this or that "non-standard", innovative school. Innovations inside, sometimes, do not change the boundaries of the outside: the choice of the form of the lesson, final certification, elective courses, programs and disciplines, methods of obtaining information, methods and techniques of communication between a student and a teacher, a tutor, a mentor, contact and distance, etc. - all this is new and beautiful, and let it only serve the development of the school, only help the teacher and student learn about life, become a man of the new world.
Following is the comparative characteristics traditional education and a student-centered approach in the aspects of increasing the effectiveness of development logical thinking students.
table 2
Comparative characteristics of traditional education and a student-centered approach based on traditional education: problems of efficiency
The end of the table. 2
|
Traditional teaching |
Person-centered approach in the modern education system |
|
Used by didactic material, designed for a certain amount of knowledge of the average student |
Didactic material is used that matches the academic performance and abilities of a particular student |
|
The same amount of knowledge is established for all students and the related educational material is selected |
The amount of knowledge for each student is established, taking into account his individual abilities and the appropriate educational material is selected |
|
Study assignments go from easy to difficult and are divided into specific groups of complexity. |
The complexity of the teaching material is chosen by the student and varies by the teacher |
|
Class activity is stimulated (as a group) |
The activity of each student is stimulated, taking into account his capabilities and individual inclinations |
|
The teacher plans the individual or group work of the students |
The teacher provides the opportunity to choose a group or only his own work |
|
The teacher sets topics for study common to all |
Themes are consistent with cognitive features student |
|
Communication of new knowledge only by the teacher |
Acquiring new knowledge through the joint activities of a teacher and students |
|
Assessment of student response by teacher only |
First, the assessment of the answer by the students themselves, then by the teacher |
|
Using only quantitative methods of assessing knowledge (points,%) |
The use of quantitative and qualitative methods of assessment and results of cognition |
|
Determination of volume, complexity and shape homework teacher |
Students can choose the volume, complexity and form of homework |
|
Teachers are not interested in learning strategies for students, but only final or intermediate learning outcomes are important |
The teacher helps students to understand their cognitive strategies, organizes their discussion and exchange of methods of cognition |
|
Determination by a teacher with his own teaching style of the route of cognition and adjustment of the student to the style of his work |
Coordination of the teacher's own teaching style with the cognitive preferences and style of student work |
Questions and tasks
- 1. What is traditional teaching, its principles?
- 2. Tell us about the advantages and disadvantages of traditional education.
- 3. What is the reproductive style of cognitive activity?
- 4. Give an idea of \u200b\u200bthe contradictions of traditional teaching, identified by A.A. Verbitsky.
- 5. What is the principle of individualization?
- 6. Prepare messages about a student-centered approach in education.
- 7. Try to identify opportunities for traditional learning in the modern era.
- Comenius J.L., Locke D., Rousseau J.-J., Pestalozzi I.G. Pedagogical heritage. M .: Pedagogy, 1989.
- Verbitsky Andrey Alexandrovich (born 1941) - Russian psychologist, specialist in the field of psychological and pedagogical problems of higher and continuing education, author of the theory of contextual learning. Tutor (from English, tutor) is a historically developed special pedagogical position that ensures the development of individual educational programs pupils and students and accompanies the process of individual education at school, university, in the systems of additional and continuous education.
Distinctive features
Based on the immediacy / mediation of the interaction between the teacher and the student, this is contact learning, built on subject-object relations, where the student is a passive object of the teacher's (subject's) teaching influences, which acts within a strict framework curriculum.
· By the way of organizing training - this is information-communicating, using methods of broadcasting ready-made knowledge, training according to the model, reproductive presentation. The assimilation of educational material occurs mainly due to mechanical memorization.
· Based on the principle of conscientiousness / intuition, this is conscious learning. At the same time, awareness is aimed at the very subject of development - knowledge, and not at the ways of obtaining it.
· Orientation of teaching to the average student, which leads to difficulties in mastering the curriculum, both for unsuccessful and gifted children.
Advantages and disadvantages of traditional teaching.
| Dignity | disadvantages |
| 1. Allows in a short time in a concentrated form to equip students with the knowledge of the basics of science and examples of methods of activity. | 1. Focused more on memory than thinking ("school of memory") |
| 2. Provides the strength of the assimilation of knowledge and the rapid formation of practical skills and abilities. | 2. Few promotes the development of creativity, independence, activity. |
| 3. Direct management of the process of assimilating knowledge and skills prevents the emergence of knowledge gaps. | 3. Individual characteristics of information perception are insufficiently taken into account. |
| 4. The collective nature of assimilation makes it possible to identify typical mistakes and focuses on their elimination. | 4. The subject-object style of relations between teachers and students prevails. |
Principles of Traditional Teaching.
The traditional training system is determined by a set of substantive and procedural (organizational and methodological) principles.
· The principle of citizenship;
· The principle of scientific character;
· The principle of upbringing education;
· The principle of fundamental and applied teaching.
Organizational and methodological - reflect the laws of a social, psychological and pedagogical nature:
· The principle of continuity, consistency and systematic training;
· The principle of the unity of group and individual training;
· Principle of correspondence of training to age and individual characteristics of students;
· The principle of consciousness and creative activity;
· The principle of accessibility of training at a sufficient level of its difficulty
· The principle of clarity;
· The principle of productivity and reliability of training.
Problem learning - a method of organizing student activities based on gaining new knowledge through solving theoretical and practical problems, problematic tasks in the resulting problematic situations (V. Okon, M.M. Makhmutov, A.M. Matyushkin, T.V. Kudryavtsev, I.Ya. Lerner and others).
Problem learning stages
· Awareness of the problem situation.
· Formulation of the problem based on the analysis of situations.
· Problem solving, including proposing, changing and testing hypotheses.
· Verification of the solution.
Difficulty levels
Problem-based learning can be of different levels of difficulty for learners, depending on what and how many actions he takes to solve the problem.
Advantages and disadvantages of problem-based learning (B.B. Ismontas)
A problem situation for a person arises if:
· There is a cognitive need and intellectual ability to solve a problem;
· There are difficulties, contradictions between old and new, known and unknown, given and sought, conditions and requirements.
Problematic situations are differentiated according to the criteria (A.M. Matyushkin):
1. The structure of actions to be performed when solving a problem (eg, finding a way of action).
2. The level of development of these actions in the person solving the problem.
3. Difficulties of a problem situation depending on intellectual capabilities.
Types of problem situations (T.V. Kudryavtsev)
· A situation of mismatch between the existing knowledge of the students and the new requirements.
· The situation of choosing from the available knowledge, the only one necessary for solving a specific problem problem.
· The situation of using existing knowledge in new conditions.
· The situation of contradiction between the possibilities of theoretical justification and practical use.
Problem-based learning is based on the analytical and synthetic activity of students, implemented in reasoning, reflection. This is an exploratory type of learning.
Programmed learning.
Programmed learning -training according to a specially designed training program, which is an ordered sequence of tasks through which the activities of the teacher and students are regulated.
Linear: Informational frame - Operational frame (explanation) - Frame feedback (examples, tasks) - control frame.
Branched: Step 10 - Step 1 if error.
Principles of Programmed Learning
· Sequence
· Availability
Systematic
Independence
Advantages and Disadvantages of Programmed Learning (B.B. Ismontas)
Forms of programmed learning.
· Linear programming: information block - operation block (explanation) - feedback block (examples, tasks) - control block.
· Branched programming: step 10 - step 1 if error.
· Mixed programming.
Introduction
In pedagogy, it is customary to distinguish three main types of teaching: traditional (or explanatory and illustrative), problem-based and programmed.
Each of these types has both positive and negative aspects. However, there are clear supporters of both types of training. Often they absolutize the merits of their preferred training and do not fully take into account its disadvantages.
Today, the most common is the traditional learning option, which is still dominant despite the emergence of both new types and their different varieties. Still the majority of both secondary and higher education educational institutions use in one form or another the principles of traditional education, or its elements and conceptual foundations, which shows the continuing relevance of studying this type of education.
In this work, we will give general characteristics traditional type of education as a specific educational paradigm, as well as analyze the advantages and disadvantages of this educational model.
List of references
1. Developmental and educational psychology, ed. A.V. Petrovsky. - M. 1999.
2. Goryachev B.V. Management of the lecture-seminar and credit system at school. - M., 1994.
3. Zimnyaya I.A. Pedagogical psychology. - M., 1999.
4. Ilyina T.A. Pedagogy. - M., 1984.
5. Konstantinov N.A. and other history of pedagogy. - M .: Education, 1982.
6. The concept of general secondary education. - M., 1988.
7. Okon V.V. Introduction to general didactics. Per. S. Kolsky. - M., graduate School, 1990
8. Pedagogy and Psychology, ed. M.A. Zhukov. - M., 2004.
9. School pedagogy / ed. G.I. Shchuknaya. - M., 1987.
10. Educational Psychology, ed. Klyueva (textbook for pedagogical universities). - M .: 2004.
11. Pedagogical encyclopedia. - M., 1985.
12. Stolyarenko. Pedagogical psychology. - M., 1999.
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