In the learning process, the activity has an educational-cognitive character. That is why the effectiveness of this process depends on the possession by teachers of the basic laws of educational and cognitive activity of students. Based on them, conceptual approaches to education management are being created.
Theoretical questions
By the concept of training is meant the sum of generalized provisions or a system of views on understanding the essence, methods, content and organization of the educational process.
The conceptual approach involves thinking through the activities of teachers and schoolchildren as part of a lesson (extracurricular activities).
Concept Options
In practice, use the following types:
- theory of phased development of mental concepts and actions;
- reflex concept;
- developmental education (D. B. Elkonina);
- theory of problem-activity learning;
- contextual learning;
- training based on neurolinguistic programming;
- theory of programmed learning.
Let us consider in more detail some conceptual approaches to the organization of education and upbringing.
Associative reflex theory of learning
According to this theory, didactic principles were formulated , many teaching methods were created. The conceptual approach is based on the conditioned reflex activity of the human brain, identified by I.P. Pavlov and I.M.Sechenov. According to their teachings, in the process of human life in the brain, the process of forming associations - conditioned reflex connections. They are experience, life baggage of a person. The individuality of an individual depends on how stable they are.
On the basis of the doctrine of the physiology of mental activity by well-known scientists, psychologists, teachers A. A. Smirnov, S. L. Rubinshtein, Yu. A. Samarin, an associative-reflex conceptual approach to training and education was developed. The brief meaning of this theory can be reflected in the following provisions:
- the formation of skills, the assimilation of knowledge, the development of personal qualities - this is the process of education in the minds of simple and complex associations;
- he has a certain logical sequence.
Among the stages that are characteristic of this concept, there are:
- perception of the material;
- comprehension of information;
- saving it in memory;
- the use of acquired knowledge in real practice.
This conceptual approach highlights the active mental activity of the student in solving practical and theoretical educational problems as the main stage of the learning process.
The maximum result in training is achieved if certain conditions are met:
- the formation on the part of students of a positive attitude towards learning;
- provision of material in a clear sequence;
- fixing it with the help of practical and mental activity;
- use of knowledge for official and educational purposes.
Important aspects
A conceptual approach to education involves the mastery of educational material. To increase the level of its perception, various analyzers are involved: visual, auditory, motor.
The more the child’s sensory organs participate in the perception of educational information, the easier it is perceived.
Conceptual approaches to education are the basis on which educators work. It must be borne in mind that in the process of perceiving educational material, a child is able to keep in memory about 6-9 different elements or information blocks.
Other is the background, which often makes it difficult to perceive specific information.
Conceptual methodological approaches involve dividing the material into blocks so that you can highlight the main thing, apply underlining, pay attention to some details.
Activities to comprehend the material involves a certain complexity. Thinking “functions” when there is certain material in the mind in the form of examples, facts, concepts, and ideas.
To enhance the understanding of educational information, it is important that it is logical, accessible, relevant, understandable. That is why educators use clear formulations, drawings, diagrams, comparisons, examples. They provide not only perception, but also the comprehension of educational material, as well as its consolidation in memory. To do this, use both voluntary and involuntary memorization.
Since the process of forgetting the information received from the child goes in a descending line, the teacher should prevent forgetting the material after his message. The teacher understands that the application of knowledge in practice gives an effect only when it is realized consciously. Otherwise, students will not be able to detect their own mistakes, to realize the different ways of using knowledge.
The specifics of associative reflex theory
Conceptual approaches to research suggest a focus on the mental development of schoolchildren, improving the creative independent thinking of children.
This is realized with the help of game forms of training, which allow you to accumulate different professional associations in children, improve intellectual abilities.
The theory of the gradual formation of mental concepts and actions
Effective assimilation of skills, knowledge, development of intellectual qualities is associated not only with the cognitive activity of students, but also with their accumulation of methods and techniques of professional activity. In this regard, the maximum effect is provided by training on the basis of the theory of the phased formation of concepts and mental actions. Its creators were D. B. Elkonin, P. Ya. Halperin, as well as other psychologists and teachers.
Let us single out the main ideas of this theory:
- The fundamental commonality of the structure of external and internal human activity. It is assumed that mental development is the process of assimilation of skills, knowledge, and abilities through a phased transition from the “material” (external) to the mental, internal plane. They contract, verbalize, generalize.
- Any action is a complex system, which consists of components: control, working, control.
What is their safety? Conceptual approaches involve reflecting the conditions that are necessary for the successful implementation of all actions.
Each of them has certain parameters: form, measure of generalization, deployment, development.
OOD
The quality of acquired skills, knowledge, their development depends on the rationality of creating an indicative basis of activity (OOD). It represents a graphically or textually executed model of the analyzed action, as well as a system for its effective execution. What parameters are characterized in this context by the conceptual approach? Its definition is offered in different interpretations, but their essence boils down to the search for effective teaching methods and tools that contribute to achieving the desired result.
Simple ODD can be considered instructions for using the device, which clearly indicates the algorithm of user actions.
Types of indicative base
In the daily learning process, several types of ODD are used. We will analyze some of them and identify their distinctive features.
The first type is characterized by incomplete OOD. In this case, only the executive part of the proposed decision and an example of the final result of the action are indicated. For example, you need to perform laboratory work in physics related to the determination of current and voltage in a circuit. The schoolchild himself determines the sequence of assembly of the electric circuit using the devices and auxiliary materials offered to him. By trial and error, he takes measurements, prepares the results in a notebook, and carries out the necessary calculations. The assimilation of the algorithm for collecting the electric circuit, the correct inclusion of an ammeter and a voltmeter in it helps the student to master the topic, acquire stable knowledge.
OOD with landmarks
The second option involves indicating to the child some specific guidelines, the use of which will help him cope with the task. For example, in the framework of the practical work in chemistry, the teacher first stipulates the reagents that the student can use, then the child starts independent work. Such an approach contributes to a significant reduction in the time spent by the child in achieving the desired result.
The third version of OOD is characterized by the provision of basic guidelines in a general way. It is invariant, optimally suitable for a personality-oriented approach, currently used in domestic pedagogy.
With its use, the student independently thinks and forms a sequence of actions, while acquiring the general skills of educational activity. Invariant OOD is actively used by teachers of natural subjects.
Conclusion
When teaching the younger generation new theoretical knowledge, practical skills, it is important to carry out the gradual formation of mental activity. At the first stage, motivation is supposed. In its framework, the students develop the necessary cognitive motivation, which helps them to master a specific action.
Next, a preliminary acquaintance with the action itself is performed, so that an indicative basis is formed in the consciousness of the students. The final result of the training depends on the quality of this stage.
At the third stage, schoolchildren carry out actions according to the curriculum used by teachers in the framework of a specific academic discipline. The teacher exercises control and adjustment of actions. The final action is the analysis of their success, the conduct of which is a condition of the new generation of GEF.