Educational, educational and developmental learning functions
As we have already noticed, upbringing, education and training are a kind of integrity that determines the inner semantic essence of the development process in relation to the person's personality. Therefore, starting to consider essence and driving forces of learning, it is necessary to note that every cultural and historical period necessarily had and has its own type of socially conditioned learning, which is determined by the need for human reproduction, corresponding to pressing social requirements. The source of human reproduction and, ultimately, the formation of its personality and development of society is the world culture - spiritual and material, reflecting the entire wealth of experience accumulated by mankind.
The tasks of the modern stage of personality development require that in the process of learning a person:
1) would receive a sufficient amount of knowledge about the wealth of the world culture, spiritual and material, accumulated by man;
2) would master socially recognized norms of behavior and the logic of their application in different life situations;
3) would master the leading ways of action for the real recreation and augmentation of the cultural wealth created by previous generations;
4) would learn to see and understand the key ideas of the development of man and society.
On the basis of the work of I. Ya. Lerner and Μ. N. Skatkin, we can present the following four-component learning structure, in which each of the components displays one of the levels of the learning process that consistently implements the educational, educational and developmental functions (Figure 3.3).
Fig. 3.3. A four-component learning structure that reflects levels of the learning process that consistently implements the educational, educational and developmental learning functions
The first component is the teaching, the result of which is a person getting primary knowledge about a person, society, nature, technology, etc.
The second component is well-bredness, in the process of acquisition of which the person takes possession of the emotional value attitude to the received knowledge, forms cultural skills of handling the received knowledge, masters the generally accepted norms of social relations as to other people, and to yourself.
The third component - the education that sets the level of instrumentality in handling the acquired knowledge and acquired cultural skills of social behavior, allows to form an individual experience of creativity.
The fourth component is the development of the personality, which reflects the level of the formation of spiritual values and ideals, the needs and motives of social, scientific, labor and professional activity.
It is important to note that the fourth component is the resultant to the previous levels. It reflects the learning goals that flow directly from the universal ideals, national traditions, the social order of society and the state in specific conditions and socially determined content of education.
The need for the comprehensive implementation of all components of the content of education and the direction of the pedagogical process for the comprehensive, creative self-development of the student's personality determine the learning function: educational, educational and developmental.
Educational function. The educative nature of learning is a clearly manifested pattern that acts unalterably in any era and in any conditions. The educational function is organically derived from the very content, forms and methods of instruction, but at the same time it is realized through a special organization of the teacher's communication with the students. Objectively, education can not but educate certain views, beliefs, attitudes, qualities of the individual. The most important aspect of the implementation of the educational function of education is the formation of motives for learning activities that initially determine its success.
Educational function. The main purpose of the educational function is to equip students with a system of scientific knowledge, skills and use in practice. The final result of the realization of the educational function is the effectiveness of knowledge, expressed in the conscious operation of them, in the ability to mobilize the previous knowledge to obtain new ones, as well as the formation of the most important special (in the subject) and general educational skills. The implementation of the educational function is inextricably linked with the formation of skills in working with the book, reference literature, bibliographic apparatus, organization of independent work, notes, etc.
Developing function. Just as an educational function that develops the character of learning objectively follows from the very nature of the social learning process. Properly delivered training always develops, but the developing function is more effective with a special focus of interaction between teachers and students on the comprehensive development of the individual. This special orientation of teaching on the development of the personality of the student has been consolidated in the term developmental learning & quot ;. The developmental nature of instruction presupposes an orientation toward the development of the personality as a whole psychophysical system.
The full intellectual, social and moral development of the personality is the result of the unity of educational and upbringing functions realized in the learning process. Analysis of the functions and objectives of the training allows us to conclude that the essence of learning is a purposeful, conditioned and pedagogically organized process of personality development of trainees, which takes place on the basis of mastering systematized scientific knowledge, ways of behavior and activities to increase the accumulated wealth of spiritual and the material culture of mankind. However, the real effect of learning, its actual movement, depends crucially on the correlation of the leading components of the educational pro- ECCA - by acquiring knowledge, modes of activity, the other elements of the content of education and development of students. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the essence of the pedagogical process.
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