Regularities of the educational process, Law of purpose, Regularity...

6.5. Regularities of the educational process

All patterns in the teaching and pedagogical process are divided into general, general and private (concrete ). The patterns, the scope of which extends beyond the educational system, will be universal. The patterns that encompass the entire system with their action are called generic, the same ones whose action extends to a particular component (aspect) of the system-private (specific, specific).

Consider and comment on some general laws of the educational process, which, we recall, reflect the objective links between its main components - goals, content, methods, forms, management, incentives, productivity. General patterns are characterized by:

- the allocation of common factors that determine the impact of productivity training,

- a completely definite, not allowing false interpretations, the selection of entities and fixations of the general relationships between them;

- conciseness and accuracy of formulations.

These requirements are met by the general laws of the educational process considered below.

Law of purpose

The purpose of the educational process is determined by: 1) the needs and opportunities of society; 2) the level and pace of scientific, technical and social progress; 3) the abilities and needs of students; 4) the level of development, the capabilities of pedagogical science and school practice. This pattern "cuts to the root voluntaristic, subjective, ambitious intentions to set and implement goals greater than objective conditions allow. Our intentions are not opportunities. In this we are convinced at every step as soon as we are detached from objective grounds. "On the clothes stretch the legs," - say in the people.

Ignoring the objective conditionality of goals by the possibilities of achieving them, we lose more than we gain. That is why, when designing the pedagogical process as a whole and its separate parts, we must really weigh what we want and what we can. The law requires taking into account not only public goals, but also the goals, intentions, requirements of each individual student. The requirements of this general pattern are specified by many paired relationships.

Content pattern

The content of the pedagogical process depends on: 1) the social needs, the goals of education and upbringing; 2) the level and pace of social and scientific and technological progress; 3) age opportunities for schoolchildren; 4) the level of development of theory and practice of instruction; 5) material and technical and economic opportunities of educational institutions. No comment is understandable: regularity resolves fill the educational process with only such content that corresponds to objective needs, fits into the accepted by the society concept of general secondary education, and "forbids" fill training sessions with secondary, low-value information. From this pattern follows a number of important methodological recommendations, well mastered by practitioners: the requirement to highlight the main thing in the content of the material, to achieve mastering of the basic ideas, to teach the students "to coil" and deploy knowledge, filter and use the information. When designing the process with these requirements in mind, the teacher, of course, will compare the content with all other factors, primarily with the goals and objectives of the educational process, the possibilities, the time budget, the level of mastering knowledge, skills.

Regularity of the unity of sensory, logical and practice

The productivity of the educational process depends on: 1) the intensity and quality of sensory perception; 2) logical comprehension of the perceived; 3) practical application of the meaningful. It is enough in this chain to reduce the quality of at least one (any) link, and the process will zabuksuet. Regularity emphasizes: success depends on the unity of the components, and not on the well-organized, but isolated from others influence of each. The vain attempts of individual teachers to achieve success through the strengthening of a single link, for example, practice (Dewey, Kershensteiner) or logical (abstract) (Herbert, David), have been the proof of the validity of the action of regularity. Considering the action of regularity through the prism of a particular lesson, there are many examples where the teacher, breaking the logical connection, did not achieve the desired results. One of the most obvious and common evidence is the teacher's use of terms that students do not understand, because they lack sensual, and often logical, support, and although the definition is remembered and even practically applied, it remains incomprehensible. A wise mentor is more critical than commendable to the words "moratorium", "escalation", "strategic initiative", heard from fifth-graders.

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