General forms of the organization of the educational...

General forms of the organization of the educational process

Forms of learning are different. In the modern world, there is often an individual form of learning, when a teacher teaches one student. In this case, the individuality of the learner, his specific interests, the level of his preparation and even his psychological characteristics are taken into account. The group form of training assumes the existence of a group with which the teacher works. Of course, the participation of each member of the group in the learning process is not the same. There are disciples who "set the tone", are lagging behind. It is also possible collective, i.e. joint form of training. With such an organization of the educational process, there is no clear hierarchy that presupposes a rigid scheme "teacher-student". In the process of learning, all are involved, the tasks assigned to the group are solved collectively, as a result of joint efforts.

Of course, each of the specific forms of the organization of training has its own specifics. The objectives and content of the training are consistent with the objectives. It is one thing individual preparation of a student to solve a unique problem or a student who is preparing for a mathematical olympiad. Another is the mobilization of the group's efforts to master the main material. Finally, it is quite another matter when a group is able to work independently, its members are well complementary and solve a specific problem, most often search, creative. In all cases, there is a problem of choosing the forms of organization of training that are adequate to its goals and objectives.

According to Bacon, there are two directly opposite methods of preparation, development and exercise of a person's mental faculties. The first begins with the easiest and gradually leads to more complex; the second, from the very beginning, requires the fulfillment of the most difficult tasks, so that when the most difficult thing is comprehended, the study of lighter questions can give the student only one pleasure.

The first method, according to Bacon, is equivalent to starting to swim with the bubbles that support the body in the water; the second is like starting to dance in heavy boots that interfere with the movement. It is not difficult to guess how much the rational combination of these two methods contributes to the development of both the mental and physical abilities of man. Similarly, an extremely important and serious task is to organize and select classes in accordance with the nature of the students' mental abilities.

Teachers must study and understand the nature of the pupils' natural abilities in order to be able to give parents reasonable advice on the kind of activity that they should better choose for their children. At the same time, we need to take a closer look at the fact that the correct and reasonable selection of subjects not only leads to significant successes in the field to which the student manifests his natural propensities, but also gives means to help him also in those areas to which he nature is completely incapable. "For example, if someone in the warehouse of his mind is absolutely unable to stop for as long as necessary, on one subject, but, like a bird, jumps in his thoughts from one subject to another, then here can be of great help in mathematics , where we have to start over again all the evidence, if we even for a moment distracted to the side & quot ;, - writes Bacon.

A huge role in training is played by exercises. True, we must take into account that the exercises should be interrupted at times. The Roman philosopher Cicero wrote that "in exercises usually develop both abilities and disadvantages", so sometimes a bad habit is acquired and fixed simultaneously with a good one. In this regard, it is better sometimes to interrupt the exercises, and then resume them again than continuously and persistently continue.

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