The Problem of Individualization in the Modern Mass...

The problem of individualization in the modern mass school

Nowadays, individualization in learning is not just a good wish, a beautiful slogan, "appendage" to the existing traditional education system, this is a necessary condition for building a new, really modern and effective education system.

At the same time, modern education is inconceivable without a fairly extensive range of knowledge, skills and skills that need to be passed on to the younger generation, to fit into not the boundless scope of the curriculum. Moreover, GEF requires the teacher to ensure the assimilation of the established knowledge, skills and habits of all children, regardless of their individual characteristics and tastes.

There is a very sharp contradiction between the strict requirements of the curriculum and the good wishes of individualization in training, between personal interests and the needs of the child and the professional interests of the teacher. How to be a teacher? How to resolve this contradiction?

Most often the priority is given to the curriculum to the detriment of adherence to the principle of individual approach to each student. Traditionally, the main goal of the teacher is the implementation of the curriculum, namely the knowledge, skills and skills that are assigned to it. Individual differences of children, which are obvious and can not be denied by teachers, are considered by them as an inevitable obstacle to the implementation of a single curriculum. In fact, the teacher, whose goal is to ensure that, if possible, all children have a good grasp of the given and unified system of knowledge, skills and skills, is in a very difficult situation. He is forced either to ignore or violently overcome the individual characteristics of students, or to take them into account in their work, and therefore, to transform the curriculum in accordance with them. This, of course, is a significant burden for the teacher and requires him to be a highly qualified methodologist.

Any teacher, of course, understands the value of individualization in learning. And in real practice, many teachers are trying to somehow differentiate the educational process - to give different assignments to different students or groups of children. However, in the conditions of a mass school, this happens irregularly and, as a rule, has a selective character, i.e. concerns only a small number of children. Moreover, in his professional role, the traditional teacher is forced to act as the main initiator of children's activity, to constantly make decisions for the child than how to deal with him. In other words, it acts based on its professional interests, and not at all on the individual interests of students. Obviously, in practice, one teacher with all his talent is simply physically unable to take 25-30 different decisions every day and every hour for each student in the class.

There is hardly a teacher who will deny that in the learning process, children's interest plays an important role. And if the child's interests stand far apart from the educational material? Then you need to form a teacher's interest, "interest" the child in his ideas and suggestions, in his material. Sometimes it looks like the desire to put a bitter pill in a sweet package. The teacher spends a lot of time and energy on this, but not always, and not at all of the children in the class, he manages to awaken that most sincere interest. At the same time, the already existing interests and needs of every child (including educational and cognitive ones) are not involved in any way. And this despite the fact that interest is a colossal driving force. Do not use this energy of living children's interest in teaching is just as unreasonable as trying to sail on a boat against a current along a rough mountain river. Interests are of universal significance in children's life ... Interest is, as it were, the natural engine of child behavior, it is a true expression of the instinctive desire, indicating that the child's activity coincides with his organic needs. That is why the basic rule requires the construction of an entire educational system and all learning on precisely considered children's interests. "

So, in the conditions of traditional education, it is hardly possible to seriously talk about the implementation of an individual approach to each child, the accounting and use of his interests and needs, his personal activity. With this approach, the student is supposed, above all, to be the same as everyone else, to subordinate his interests to the requirements of the curriculum. He remains a role only passive executor of the will of the teacher, because his own activity is seen as a hindrance.

Thus, genuine individualization in education is in the traditional educational system only an empty declaration, not supported by goals, motivations, or practice of the educational process. In fact, individualization, if it does, is only in relation to some (often not the best) students. Its essence in the traditional education system lies in the fact that an individual approach to students is carried out on the basis of the professional activity of the TEACHER.

How to be with the individual approach in a mass school environment? How to combine the universal requirements of the curriculum and the interests of the individual student in the learning process? In our opinion, this is one of the main problems of modern education. Do we have a chance to solve it? We think, yes.

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