The universal pattern of the education of human qualities
In all countries of the world are concerned about the release from the control of the negative qualities of people: aggression, greed, irresponsibility, money-grubbing, depravity, laziness, permissiveness, etc. If the matter goes at such rates further, then there is no future for humanity.
In scientific laboratories of the world seriously engaged in the study of the causes of progress in the negative direction of man and the search for ways to contain people. The opinions of scientists today are divided. Some argue that life itself forms these or other qualities, it also regulates, what qualities to develop, and how to be suppressed. From this point of view it is difficult not to agree. If the development of human qualities did not meet the challenges of life, then there would be no progress. So in the aggravation of selfishness, cruelty, immorality, there is nothing dangerous. Yes, modern young people do not meet the standards of the XVIII century. So what? Life has changed, and people have changed. We were just too late with the introduction of the new standards.
Adherents of conservative pedagogy are unshakable. The bad, in their opinion, is not that life changes and people change together with drink, but that negative progress of a person outruns these changes. A person in his immorality has reached a dangerous trait, he must be stopped and, if necessary, by force to bring him back for his own good. How to do this? There are actually two ways: violent and humane. The forcible option is also being considered, but most are leaning towards humane measures. Only upbringing, which needs to be made more effective. We need to look for ways. In order to find them, you need to know according to what laws the same courtesy or responsibility is developing, on what general factors it depends.
Almost all studies lead to the following common factors:
- knowledge (norms, rules, requirements, etc.);
- comprehension, acceptance of knowledge;
is an experience of the meaningful;
- Exercises (training) in the right direction;
- a role model (a good example);
- control, self-control of quality development;
- practical application.
If at least one of the selected factors falls out of the overall relationship, the quality will not be formed at the required level.
The productivity of quality formation depends: 1) on knowledge; 2) taking knowledge; 3) the experience of the accepted; 4) exercises; 5) the existence and effectiveness of the role model; 6) control and self-control; 7) application in practice; 8) time.
Enough now, instead of the word Quality put the name of a specific quality - accuracy, courtesy, responsibility, discipline, etc., - to get an exact answer to the question - how to achieve a given level of quality formation. Provide in the necessary and sufficient amount of knowledge, exercises, example, control and can be sure that the specified quality will be formed. The reasons that hinder the process and the result are always the same: the limited or lack of knowledge, the lack of illustrative examples for imitation, the lack of purposeful work on oneself to improve one's nature, the lack of targeted exercises and actions in the right direction, organized by all institutions involved in the upbringing.
Laws of Teaching
One of the important, if not the main directions for improving the quality of the teaching and upbringing process is the coordination of activities of teachers and students (students and students). The activity of the student is determined by the laws of brain activity and certain subjective features, such as diligence, desire, ability, etc. The same general patterns of thinking determine the activity of the learner. It also contains spiritual and moral characteristics of the individual. The activity of the learner is inseparable from the activity of the trainee and is called interaction. At the same time, the instructor always has higher powers and opportunities.
Is it possible to single out some general provisions for quality teaching? Empirically defined are a number of general provisions that can be considered as regular links between the personality and qualities of the learner and the productivity of the educational process.
Bruce Wilkinson, the world-famous Bible teacher, in his book "The Seven Laws of the Student", published in the series "Learning the World" (2005), formulates general provisions, the observance of which substantially affects the productivity of the teaching and educational process. These provisions he calls the laws of the educator. Consider them.
The essence of the first law - the teacher is responsible for the way his students absorb the material. Teaching is viewed as a coherent, internally coordinated monologue of the teacher, delivered by him from the department and aimed at passive group of students. Teaching means to ensure the assimilation of a specific teaching material. If a student did not learn the material, then it can not be said that the teacher taught him. Of course, the student is responsible for learning the material, but the teacher is responsible for ensuring his mastering. Many today's teachers are irresponsible because they do not consider ensuring the assimilation of the material by their duty. The old setting says: if the student does not want to study, then this is not a teacher's problem. It limits the teacher's personal responsibility for the results of education and upbringing.
Observations of the progress and results of the educational process constantly confirm that pupils whose teachers take personal responsibility for their successes and failures achieve higher results. The teacher ensures the assimilation of the material due to the correct presentation of the content of the subject, his own teaching style and his personal characteristics of the teacher. These three elements are crucial. The ability to properly control these three elements is distinguished by a fruitful teacher from the ungifted.
The essence of the second law can be expressed in two words - expect better. In domestic pedagogy, this law is known as the principle of reliance on the positive in upbringing. If the expectations of the teacher or student are not justified, then there is a breakdown, consisting of four stages. The first stage - disappointment, the second - despondency, the third - the collapse of illusions, the fourth - despair. In teaching and teaching, even an easy disappointment can not be tolerated.
The third law - applications - links the quality of learning with the use of knowledge, skills, ways of behavior. This law is well known to us in another formulation: what does not exercise, it is forgotten.
The fourth law requires the preservation of the material in memory in accordance with modern scientific recommendations of the psychology of memory and pedagogy, and the fifth law relates to the formation of the needs of students and calls: < strong> help the students understand their needs. Creating a need is the responsibility of the teacher. A wise teacher is not one who simply transmits knowledge to students, but one that awakens interest in them and the desire to seek knowledge independently.
The sixth law armament knowledge links the productivity of the educational process with the skill of the teacher, especially with the ability to motivate the trainees.
The final seventh law understands the quality of eduction as reward for the effort.
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