Learning intensification and problem learning. Modern problems of science and education Problematic education at the university

Didactic principles. Modern didactics considers the following basic didactic principles [see. 194].

1. Communist education and all-round development in the learning process. 2. Scientific and feasible difficulty. 3. Consciousness and creative activity of students under the leadership of the teacher. 4. Visibility of teaching and development of theoretical thinking. 5. Consistency. 6. Transition from learning to self-education. 7. Connections of education with life, with the practice of communist construction. 8. The strength of learning outcomes and the development of cognitive powers of students. 9. Positive emotional background of learning. 10. The collective nature of teaching and taking into account the individual characteristics of students.

All of these didactic principles are taken into account when creating teaching aids and organizing any educational process. The same principles underlie the construction of automated systems for intensive training.

Aspects of educational activities. Intensification should reflect all aspects of the learning activity. Yu.K. Babansky [see. 23] identifies three main aspects of educational activities: 1) organization of educational activities; 2) motivation and stimulation of learning activities; 3) control.

Intensification and automation of the educational process are directed towards the implementation of these three aspects, i.e. their implementation in systems of intensive automated training.

Pedagogical systems. Intensification should cover the entire training system - from the initial stage to the final one. Many works are devoted to the analysis of pedagogical systems. The concept of V.P. Bespalko [see. 34], which considers pedagogical systems as an interdependent set of forms and methods of educational activity with a gradual ascent according to the levels of assimilation. Depending on the type of educational activity, organized by technical teaching means, the 1st level ("recognition"), the 2nd ("reproduction"), the 3rd ("application") or 4th level ("creativity") ... The order of actions performed during the pedagogical process, V.P. Bespalko calls functioning algorithm,a similar procedure for managing the educational process - control algorithm.The quality of the study of the subject ("level of abstraction") is assessed by him at four levels: level A - phenomenological (descriptive), level B - analytic-synthetic (prediction), level C - predictive (forecast), level D - axiomatic ( explanation at a high level of generality of description). The quality of assimilation in terms of the degree of automation in the assimilation of basic operations and techniques is assessed by the time it takes to perform actions. V.P. Bespalko singles out the following stages of educational activity: initial initial level, motivation, mastering the general plan, educational activity itself, generalization, determination of the final quality. It divides control algorithms into open-loop and cyclical, the type of information process - into scattered and directed, control means - into manual and automatic. In accordance with the above classification, the following didactic systems are formed: "classical", "audiovisual means in a group", "consultant", "audiovisual means individually", "small group", "automated class", "tutor", "adaptive program control" ... The structure of the training program includes frames of information, operations, control. Internal feedback is an essential component of the process.

N.V. Kuzmina [see. 131] identifies in pedagogical systems: the goal of teaching, content, teaching system, student activities, training program. These aspects can form the basis for building various systems, including automated ones.

To create automated systems for intensive learning, the theory of pedagogical systems makes it possible to choose the optimal type of management, the nature of the information process, control tools and the stages of the didactic process.

Pedagogical systems consider the learning process in an indissoluble unity with development and education.

Teaching methods. Improving the quality of education, focusing on the formation of a comprehensively developed personality are the most important tasks of pedagogy. In this regard, the choice and search for new methods that ensure the relationship of educational, developmental and upbringing functions of training are of particular importance.

Let's consider the main methods, forms, techniques and teaching aids used in various pedagogical systems.

There are several classifications of teaching methods. The classification of M.I. Makhmutova [see: 152, 153]; it is supplemented with some new methods.

1. The system of traditional (source) methods. The types, methods, techniques of the teacher's and the student's activities are considered to be educational actions: story, conversation, visualization, reading a book, practical activity, etc. The set of these methods is divided into verbal, visual and practical in accordance with the sources of knowledge used in the educational process.

Traditional source methods turned out to be ineffective, since they did not provide for active forms of organizing educational activities, did not affect the motivational sphere of the student. They use audiovisual materials (textbooks, phonograms, slides) that can also be used in the simplest automated learning systems.

2. The system of didactic methods. This system includes explanatory and illustrative (informational and reproductive), reproductive learning, problem presentation, partial search (heuristic) and research teaching methods [see: 144, 145].

In these methods, educational activity is carried out in more active forms than in the system of traditional methods, motivation improves accordingly, but the issue of the optimal combination of various techniques in the educational process has not been resolved.

In automated teaching systems from didactic methods, teaching aids (reproductive presentation) can be used. Problematic, heuristic, research types of presentation require the preparation of a special script, according to which the training program is made.

3. The system of teaching optimization methods. The methods are grouped according to the types of educational and cognitive activity, stimulation and motivation, control and self-control of educational and cognitive activity. This includes traditional methods and part of didactic and problematic, as well as various ways of teaching and learning activities [see. 24].

This system solves the issue of the optimal use of various techniques, taking into account many indicators.

In automated systems, all methods of optimal implementation of educational activities, motivation, and control can be used in a complex.

4. The system of methods of problem-developing learning [see. 153]. This system is built on the basis of the theory of management of the educational process, developed taking into account the principles of activity, goal-setting and problematicity.

The method of problem learning successfully solves the issues of organizing educational activities, motivation, control, development and education. This method requires from the teacher such a level of creativity, which today does not allow formalizing, and therefore automating the educational process.

However, it seems possible to use the method of problem-developing learning in automated systems through the preparation of special scenarios, according to which, in principle, an audiovisual training program can be made using a branched system.

5. Programmed learning [see: 34, 200, 201]. Programmed learning systems imply a fairly clear formalization of the educational process by building a program of educational activities in a linear or branched system. Programmed learning can be implemented both with the help of special programmed teaching aids and with the help of technical means. The programmed course of all the previously listed ones is the easiest to automate.

Programmed learning uses both manual and automated systems. Manual systems - "classical" and "tutor", automated - "audiovisual means in the group" and "adaptive programmed devices".

6. Business games [see. 46]. Educational games are defined as a model of human interaction in the process of achieving educational goals, i.e. it is a game imitation of a specific control problem (in particular, cognitive activity) in order to develop the best solution. Business games are subdivided into management, research and educational. Games are built on the basis of a scenario specially developed for a specific case. To organize collective creativity, the leader of such a game must have high qualifications. Games using computers organize an interactive communication mode.

The disadvantage of business games is the laboriousness of the process of writing a script and preparing the host himself. The disadvantage of computer games is the lack of the possibility of organizing collective forms of the educational process and using the positive aspects of collective activity. Automation in the organization of business games, as a rule, is ensured by the compilation of a special so-called interactive training program, which uses not only a choice of blocks of information prepared in advance, but also the formation of new blocks in accordance with the new information received.

7. Intensive teaching methods (G. Lozanov [see 146], GL. Kitaygorodskaya [see 113]).

Intensive learning methods represent a further development and applied use of business games. For the first time, these methods were tested, and then developed during intensive teaching of a foreign language.

In these methods, learning activities are carried out in the form of group, collective interactions and games. Such techniques are widely used as the presentation of large volumes of educational information, various emotional coloring of educational information, the use of both conscious and unconscious forms of mental activity (two-dimensionality), constant mutual communication of students in game situations, etc.

Methods based on the principles of intensive learning have great potential. In them, technical means (overhead projectors, film projectors, tape recorders, etc.) are applied fragmentarily. Their systematic use is the subject of a special direction - the suggesto-cybernetic method of teaching.

A systematic consideration of approaches to the problem of intensification of training requires an analysis of individual techniques and indicators of various types of educational activity.

Table 1 provides expert assessments (in conditional points) of the effectiveness of various teaching methods for some indicators. The system of Yu.K. Babansky [see. 23]. Similarly in table. 2 provides an expert analysis of various types of educational activities.

An effective learning process can be considered, which determines: a) an increase in the volume of knowledge, abilities, skills; b) strengthening and consolidating knowledge, creating a new level of training and education; c) a new higher level of cognitive learning needs; d) a new level of formation of cognitive independence and creative abilities.

According to M.I. Makhmutov [see. 153], the system of methods consists of three subsystems: general methods, binary methods, techniques and methods of teaching and learning.

From the variety of didactic techniques and methods, a relatively small number of universal ones can be singled out. For teaching, this is a story, solving a problem, reading a text, comparison, analogy, indicating causes and effects, posing a problem, creating problem situations, defining, instructing, posing a question, tasks, assignment, demonstrations, showing a sample of a visual object, checking and evaluating , approval, encouragement, etc. For learning - this is listening, memorizing, retelling, reproducing, observing, reading, writing, solving a problem, separating, connecting, comparing, drawing, drawing, practical action, thinking, methods of explanation, descriptions, formulating a problem, proving, making assumptions, hypothesis, systematization, classification, exercise performance, counseling, construction, etc.

When building automated systems, all of the activities listed here (teaching and learning) are of interest to activate the educational process of intensive automated learning.

Automation of the educational process is possible only if it is sufficiently formalized. In other words, all the listed forms, methods and techniques of teaching require such an accurate formal description that could be the basis for an automated training program. Such streamlining will serve to improve the non-automated educational process, since a detailed analysis of all aspects of the educational process allows you to better manage it without automation.

The main formalized indicators of the educational process, which are of particular interest for its automation, require consideration.

The indicators of different types of education are also different in terms of the formation of knowledge, abilities and skills, the development of thinking, memory, independence and creativity. At the same time, as a rule, receptive types of activity provide better reproductive assimilation of information, and problem-search (heuristic) types of activity provide productive assimilation of information with a much greater time investment. The rational combination of different types of educational activities at different stages of training is the meaning of the intensification of the educational process. This should take into account the goals and objectives of learning, the individual characteristics of students and the nature of the educational material.

Thus, when building automated systems for intensive training, it is necessary to take into account the need to organize reproductive activities at the first stage, and productive ones at the final stages.

Consider possible ways to intensify various stages of training. For the first stage of assimilation of information, the maximum speed of perception is required. This is best achieved in accelerated reading techniques ("fast reading", "fast reading", "dynamic reading", "rational reading" in the interpretation of various authors [see 216]). Accelerated reading, increasing the speed and quality of assimilation of visual information, at the same time promotes the development of memory, attention, imagination, analysis and synthesis of the studied material. In fact, accelerated reading can be seen as a means of lowering the visual threshold and transferring the skills of accelerated reading to the study of educational printed materials.

The thresholds of conscious visual perception when reading literature in a person change with practice. The reading speed at the primary school age is 80-150 words per minute, at the average school age 210-250, at the student age -250-280. Highly qualified specialists read at a speed of 340-620 words per minute.

To master the basic techniques, various authors offer special exercises to expand the scope of attention, to switch attention, to exclude mental pronunciation, to develop the ability to find the main thing and analyze the text at various levels. These exercises are well formalized and can be automated.

A peculiar teaching methodology is used by V.F. Shatalov [see. 217].

The main element of V.F. Shatalov are the reference signals - a visual concise display of educational material. At the same time, the methodology uses the principle of large-block introduction of theoretical material in the volume of whole topics or sections. The innovation of V.F. Shatalova is the role that is assigned to the reference signals in the educational process. In fact, this is an indicative basis for P.Ya. Halperin. The use of reference signals contributes to the assimilation of a large amount of theoretical knowledge, allows you to capture with a single glance a set of individual links of new information, helps to establish connections between them, their comparison, logical processing of the material. In the reference signals, knowledge is classified according to the level of their significance (the most important, less significant, etc.). One of the basic principles of V.F. Shatalova assimilation of knowledge based on their multiple variable repetition. The methodology makes it possible to implement such an important teaching principle as the harmonious development of reproductive and productive thinking through the organization of appropriate forms of educational activity - from the activity of generalizing educational material with the help of a reference outline to conducting "lessons of open mice". In the V.F. Shatalova combines constant external control over the course of assimilation and its assessment with self-control and self-esteem. In this case, both self-control of students and mutual control are used. The disadvantages of the technique include the fact that V.F. Shatalov gives the synopsis in a finished form, considering that the work of drawing up a synopsis of the depot is a specialist (psychologist, teacher, methodologist, etc.). Students are involved in the preparation of notes only sporadically.

The ideas embodied in V.F. Shatalov, are of significant interest from the point of view of automating the educational process, especially such principles as the presentation of information in large blocks, multiple variable repetition of educational material, supporting note-taking, mutual control, and organization of creativity.

For the subsequent stages of training, methods of analyzing training materials in the form of training games are of interest [see. 46], organizing educational research activities, enhancing creativity [see. 152].

From the point of view of building automated systems, the organization of such activities as accelerated reading, note taking does not present a particular problem. With regard to the organization of research and creativity, the training programs here should be specially developed according to the branched principle.

The most difficult from the point of view of formalization and, accordingly, implementation in automated systems are problem-research forms of teaching.

According to M.I. Makhmutov [see. 152], the basis of the methods of any science are the principles of the problematic nature of the new knowledge being discovered and goal setting. He examines the relationship of methods and techniques of scientific research with the methods used in teaching.

The generalized diagram of the sequence of stages of the problem cognitive process can be presented as follows: 1) the emergence of a problem situation; 2) situation analysis and problem statement; 3) an attempt to solve the problem in a known way; 4) search for a new way of solving by making assumptions; 5) finding a new way of solving by guesswork; 6) implementation of the found solution principle by: a) substantiating the hypothesis and proving it, b) guessing (intuition); 7) verification of the solution.

Depending on the nature of the unknown and perceived difficulty, problems can take different forms:

algorithmic problem - a situation in which you can apply ready-made previously learned algorithms;

heuristic problem according to the content of the data and goals, the solution algorithms are not indicated, i.e. a way to solve the problem must be found. The search for solutions is mainly associated with intuitive thinking (with "insight");

a fixed problem due to the richness and variety of data, students' thoughts are fixed on secondary elements, missing the main ones.

The main educational activities that implement the techniques for creating problem situations can be the following:

• a) attracting the student's attention to the issue, task, educational topic, arousing in him cognitive interests of other motives of activity;
• b) the creation for the student of such feasible cognitive difficulties, overcoming which would activate his thinking activity;
• c) exposure "to the student of the contradiction between the cognitive need that has arisen in him and the impossibility of satisfying it by means of a stock of knowledge, skills, and abilities;
• d) helping the student in determining the main problem of the cognitive task, in the question, assignment, in developing a plan for finding and getting out of the difficulty, i.e. encouraging him to active search activities;
• e) helping the student in determining the boundaries of the previously acquired knowledge that is actualized and indicating the direction of the search for the most rational way out of the difficulty.

Automation of the stage of problem learning is an especially difficult task, since we are talking about the need to formalize the creative activity of a teacher and a student. Nevertheless, the entire sequence of operations of the teacher and the corresponding response actions (operations) of the student is quite amenable to description in different versions. Such operations are subdivided into methods and techniques for organizing educational activities of problem learning.

Based on the generalization of the advanced pedagogical experience of M.I. Makhmutov indicates several main ways to create problem situations:

the clash of students with phenomena and facts that require theoretical explanation;

the use of educational and life situations that arise when students perform practical tasks;

setting educational problem tasks to explain the phenomenon and search for ways of their practical application;

encouraging students to analyze the facts and phenomena of reality, nodding them with a contradiction between everyday ideas and scientific concepts about these facts;

putting forward hypotheses, formulations in conclusions, experimental verification;

• 6) encouraging students to compare, contrast, oppose facts, phenomena, rules, actions, as a result of which there is a cognitive difficulty;
• 7) encouraging students to preliminary generalize new facts;
• 8) familiarization of students with facts that seem to be inexplicable and that have led in the history of science to the formulation of a scientific problem;
• 9) the organization of intersubject communications.

They distinguish three types of problem learning.

"Scientific" creativity, i.e. search and discovery of a new law, rule, etc.

Practical creativity - finding a practical solution, i.e. search for a way to apply known knowledge in a new situation, design, innovation, invention.

Artistic creation is an artistic display of reality based on creative imagination.

Scientific creativity is possible with the help of the "idea generation" technique. The method of enhancing creative activity in automated systems can be formalized and embodied in a training program for the implementation of practical creativity (design, innovation, invention). The automation of artistic creation techniques is possible in the form of automated learning, for example, line drawing.

The intensification of creative activity of productive thinking is currently the subject of numerous studies [see. 180], "Brenstorming" by A. Osborne [see. 233], "synectics" by W. Gordon [see. 232], Altshuller's "invention algorithm" [see. 16], "the induction of psycho-intellectual activity" by V.V. Chavchanidze [see. 213], as well as taking into account all the pros and cons of J. Conant [see. 231] are an attempt to stimulate creative activity. In the processes of creativity, the unconscious intuitive component of mental activity plays an essential role.

Business (educational) games represent a special perspective for the implementation of the problem learning process. The basic psychological and pedagogical principles of the educational business game, according to A.A. Verbitsky [see. 46], are as follows:

the principle of simulation of specific conditions of objective cognitive activity and game modeling of the content of professional activity;

the principle of the problematic nature of the content of an educational business game and the process of its deployment in the cognitive activity of students;

the principle of joint activity of students in the context of role interaction and separation of educational functions in the process of solving problems;

the principle of dialogical communication and interaction of game partners as a necessary condition for cognitive activity;

the principle of two-dimensionality of play educational activity.

N.B. Ostrovsky, A.A. Zemlyansky, N.A. Troitskaya [see. 168] classify business games according to the following indicators: by the purpose of the game - into production (management), research and educational; by the breadth of coverage of the game for specialized and general purposes; according to the degree of reality of game models into concrete (practical) and abstract (theoretical).

The level of planning in games can be either operational or forward-looking. According to the duration of the game simulation, games can be subdivided into one-time, temporary and permanent; by the complexity of the game procedures, games into simple and complex; by methods of information processing on manual and machine; by the method of formalizing the game model - into fully formalized, partially formalized and non-formalized.

The structure of the participants in the game can be of the same type or mixed. According to the type of assessment of the players' activities, the games differ in terms of outside assessment, without assessment and with self-assessment. According to the level of use of information support, games can be divided into poorly informed and well-informed; according to the common interests of students - with not opposing interests and with opposing ones. According to the degree of regulation, games are distinguished by rigid, semi-rigid or free regulation. By the degree of involvement of experts - with internal or external experts.

Taking into account the above classification of business games, automated learning systems should be implemented in the first place: general-purpose educational games, with specific practical real game models, with operational planning. Such games can be implemented as temporary games with simple game situations, manual or machine information processing. The game model can be partially formalized. The structure of participants is allowed to be mixed. The assessment of the players' performance is carried out using self-assessment or external assessment. It is important to provide information support. The interests of the participants should be common in the teams and opposed in different teams. In automated systems, the regulation of educational procedures was allowed to be strict, and the presentation mode was free. Experts can be used both internally and externally.

Intensive teaching methods are a generalization of modern trends in improving the educational process. The development of these methods has historically been based on the example of teaching a foreign language.

It is in the methods of intensive teaching of foreign languages \u200b\u200bthat some progressive trends in pedagogy and psychology are optimally implemented. The foundation of intensive training is the revitalization of the learning activities of the group. Briefly, the essence of training is expressed in the formula "in a team and through a team".

G.A. Kitaygorodskaya [see. 115] examines some methodological systems of intensive teaching of a foreign language, created on the basis of the concepts of G. Lozanov. Among them are the following:

Emotional and semantic method (I. Yu. Shekhter). Since the purpose of communication is the exchange of meanings, not meanings, the main way of mastering speech communication I.Yu. Schechter sees in reliance on the formation of meaning, which arises in the conditions of role-playing.

The cyclical inter-cycle intensive course for adults proposed by L. Gegechkori assumes a sequential alternation of the cycles of oral speech and inter-cycle stages of language learning.

The course "immersion" (AS Plesnevich) is designed to prepare researchers for ten days to communicate with their foreign colleagues in the context of scientific professional activity.

Suggestive-cybernetic integral method of accelerated learning (VV Petrusinskiy et al.), Based on the "cybernetization" of suggestive control of state and perception when presenting information in large arrays for holistic memorization using technical means.

Developed at the Institute of the Russian Language. Pushkin short-term Russian language courses for foreign students.

The method of activating the student's reserve capabilities, proposed by G.A. Kitaygorodskaya [see. 113], develops the basic ideas of G. Lozanov, in particular the provision on the two-dimensionality of the learning process. Relying on the conscious and subconscious mastering of speech skills, maximum reliance on emotional and other processes that interact with the processes of assimilation is important. Other principles of the activation method are also close to the principles of business games, for example, organizing joint activities of trainees or the principle of individual learning through group.

It is of interest to consider from a didactic point of view some specific methodological techniques and methods of enhancing cognitive activity, for example, when creating a linguistic environment or "full immersion". Known ten-day "intensive course", which was created on the basis of the method developed by the Technical University in Hanover with the help of electronic computers and an accurate study of the vocabulary of the Russian language. High-speed courses for studying foreign languages, especially Russian, are now functioning in other countries. In the US, the Berlitz School runs five-day courses, 12 hours a day, for a total of 60 hours. In the course of "full immersion" it is strictly forbidden to use the native language, this is the most important requirement of the Berlitz method. Three teachers change every day. They are engaged in colloquial speech on basic everyday topics. Even during meals, students speak only a foreign language. A similar method was developed in the USSR by A.S. Plesnevich created a ten-day "full immersion" course in Pushchino-on-Oka, which makes it possible to activate the passive reserve of students.

Full immersion method athe language environment lends itself to weak formalization. However, the combination of this method with automated learning has a certain perspective.

Let us consider some approaches to the problem of teaching professional motor skills. The analysis of motor skills training can be carried out on the example of typing training.

In the traditional course (250-400 hours of training), the speed of work on a typewriter is provided up to 150-170 beats per minute [see. 150]. When using rhythmic music, the learning time is reduced by 2.5-3 times. B.I. Berezin [see. 32] offers a massive ten-finger training system with visual control at the first stage of training with daily lessons of 2 hours.

Automation of techniques for teaching motor skills can be based on the existing experience of using rhythmic stimulating music, the experience of using linguaphone equipment and personal computers. Teaching typing in a mode in which the learner masters the entire keyboard at once was proposed by S.L. Malov. The speed of 70-80 beats per minute is achieved in 20-40 hours of training. In the technique of S.L. Malova, for mastering the keyboard, trainees perform stage by stage different mental actions. At the same time, the keyboard is mastered not in rows, but immediately in full, as a whole, according to the type of information stimulation.

The technique of mastering the keyboard "in general" was also proposed by ML. Portnov, S.L. Khodykin. In this technique, when mastering the keyboard as a whole, the student types a random sequence (cryptograms).

V.G. Litvinov and A.G. Golenko developed a typing training simulator based on a microcomputer. A computer with the help of a printing device gives a task (a line of text). The trainee must type "letter under letter" the suggested line by typing on the keyboard. After typing, the computer immediately informs the student about his speed of work, an indicator of the rhythm of typing and the number of typos. It takes 20-30 hours to master the keyboard in this automated way.

Thus, consideration of the problem of intensification of training from a didactic point of view shows that the systematic use of various types, methods, methods of organizing training activities, motivation and control can form the basis for the formation of automated training programs for automated systems of intensive training. However, in order to select teaching aids and optimal techniques that take into account all the reserves of learning systems and human capabilities, it is necessary to consider the problem from both cybernetic and psychophysiological positions.

1

The article discusses the principles of intensive teaching of foreign languages \u200b\u200bin a non-linguistic university, and actualizes the need for the introduction of interactive technologies in the context of informatization and globalization of modern education. The concept of "interactive technology of teaching a foreign language" is clarified, the advantages of innovative interactive forms (discussions in pairs, rotational triplets, groups; discussions; creative task; business game), methods (method of "brainstorming", problem method, project method, method of analysis specific situations, the "case study" method) and tools (interactive whiteboard, ICT) training. The advantages of using some interactive techniques such as "Brownian movement", drawing up a "mental map", "openwork saw", "Aquarium" in the process of foreign language training of students are described. The author analyzes the use of interactive technologies in order to form the foreign language communicative competence of students.

intensification of the learning process

non-linguistic university

foreign language communicative competence

interactive technology

interactive forms

facilities

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Modern processes of globalization, internationalization and informatization of society make new demands on university graduates. The competitiveness of future specialists is largely determined by the level of proficiency in a foreign language as a means of intercultural communication, as well as a means of self-education in the field of professional interests. In the context of a limited number of classroom hours in a non-linguistic university, the intensification of the process of teaching a foreign language acquires particular relevance today.

The concept of intensification of the learning process has been discussed in the methodology since the 60s in connection with the development of intensive teaching methods with the aim of mastering a foreign language as a means of communication. In pedagogy (Yu.K. Babansky, V.P. Bespalko, I.A. Zimnyaya, G.A. Kitaygorodskaya, T.A. Ilyina, V.V.Kraevsky, A.A. aimed at improving the teaching of a foreign language, i.e. on the selection and organization of material, the development of effective ways, methods and techniques of mastering, the development of communication skills, activation of personality reserves and interpersonal relations.

The most important principles of intensive training include: the principles of collective interaction, personality-oriented communication, role-based organization of the educational process, concentration in the organization of educational material, polyfunctionality of exercises ; the principle of motivation; the principle of awareness; activity programming principle; the principle of assessing the assimilation of activities; the principle of cognitive independence; the principle of activity, etc. The implementation of these principles, which ensure the interconnection of educational material and educational activities, develop motivation, activity and independence of students, contribute to modern interactive learning technologies.

The introduction of interactive technologies is one of the most important areas for improving the training of students, including foreign language, in a modern university. In accordance with the federal state educational standard of higher professional education (FSES HPE) of the third generation, the implementation of the educational process involves conducting classes in interactive forms, the proportion of which is determined by the goal of the main educational program and is at least 30 percent of classroom activities. Interactive learning is aimed at increasing the effectiveness of the educational process: not from theory to practice, but from the formation of new experience to its theoretical understanding through application in practice.

Interactive training (from English. interaction - interaction, impact on each other) is built on the interaction of students, including the teacher. Learning technology is understood as the forms, methods, techniques and means of teaching chosen and implemented by the teacher on the basis of his scientific and teaching experience in the educational process in a specific academic discipline. Consequently, interactive technologies for teaching a foreign language are a set of forms, methods and means that ensure the formation of foreign language communicative competence in the process of productive joint activities of students and a teacher.

Compared to traditional forms of conducting classes, in interactive learning, the interaction of the teacher and students is changing, which is characterized by a high level of mutually directed activity of subjects, constructive cooperation between the teacher and students in joint activities, the dynamics of the instructor's managerial role from the teacher's maximum assistance to students in solving educational problems to supported action, then to a consistent increase in students' own activity and self-study, to the emergence of a partnership with the teacher.

Within the framework of foreign language training in a non-linguistic university, interactive forms of conducting practical classes are widely used, implying:

1) discussion in pairs, rotating triplets, groups,which aimed at finding the truth in the process of analyzing and discussing new material, promotes the development of critical thinking, communication skills, cooperation skills, interpersonal communication, comprehension, consolidation and assimilation of linguistic material;

2) maintenance discussions,including purposeful, collective discussion of the selected problem, accompanied by a free exchange of personal opinions, judgments and ideas on the issue under study, which initiates their comprehensive analysis and forms each participant's own view of this or that problem;

3) use creative assignments,which form the basis of any interactive method, and motivates students, since they require students to creatively reproduce previously obtained information in a form determined by the teacher;

4) organization business game, focused on mastering the skills and abilities of foreign language business communication in the process of imitation modeling of educational activities to solve professionally oriented tasks, and contributing to the formation of not only cognitive, but also professional motives and interests, professional communicative competence.

The use of numerous interactive methods creates conditions for the development of foreign language communicative competence of students in various types of speech activity, and also leads to mutual understanding, interaction, joint solution of common issues:

1) brainstorming method (brainstorming, "brainstorming") is an operational method of generating ideas for solving a problem based on stimulating creativity, in which participants freely exchange opinions as they arise, so that everyone can develop other people's ideas.

2) problem method is aimed not at communicating ready-made knowledge to students, their memorization and reproduction, but at organizing them for independent acquisition of knowledge, mastering skills in the process of active cognitive activity aimed at resolving problematic personally and professionally conditioned speech situations that are consistently created for educational purposes;

3) method of projectsrepresents a creative, research method, a way to achieve a goal through a detailed development of a problem, which must end with a very real, tangible practical result, written or orally (in the form of a poster, album, presentation, presentation, video film, page on the site (in the case of telecommunication projects ), etc.) Project assignments allow to organically integrate the knowledge of students from different fields while solving one problem, thereby contributing to the implementation of the principle of intersubject connections.

4) case analysis method(situations-problems, situations-assessments, situations-illustrations, situations-exercises) allows students to analyze information, identify key problems, choose alternative solutions, evaluate them, find the best option and formulate action programs;

5) case study method (case-study) is one of the types of method for analyzing specific situations and combines several methods (independent work with scientific literature, brainstorming, project method, etc.) and forms (practical exercises, business or role play, etc.) of training. Students, having previously studied the package of educational material (case), conduct a collective search for new ideas, and also determine the optimal ways, mechanisms and technologies for their implementation. The result of using the "case study" is not only the knowledge gained, but also the formed skills of professional activity, professionally significant personality traits.

To solve practical, general educational and educational tasks in the practice of teaching a foreign language at the university, innovative interactive strategies and techniques are also actively used ("Brownian movement", drawing up a "mental map", "openwork saw", "Aquarium", etc.) , which develop creativity, communication skills, skills of analysis and introspection in the process of group reflection, teach to work in a team, form motivational readiness for interpersonal interaction.

Technique "Brownian motion" involves the movement of students around the classroom in order to collect information on the proposed topic, while simultaneously working out the studied grammatical constructions. The teacher helps with the wording of questions and answers and makes sure that the interaction is conducted in a foreign language.

Reception of drawing up a "mental map" (intellectual map, Mind Map), which represents in the form of diagrams, diagrams, information graphs various ideas, theses, tasks united by a common problem, and allows you to cover the entire situation as a whole and keep a large amount of information in your mind, as well as reproduce it even later long term. This technique is the most effective in teaching annotation and abstracting of professional texts.

Jigsaw "fishnet saw" trickinvolves the organization of a training session, when students are united in groups of 4-6 people to work on the material, broken down into logical and semantic blocks. The whole group can work on the same material, with each participant developing one topic especially carefully and becoming an expert in it. Meetings of experts from different groups are held, and then each reports to the group on the work done. Such work is organized at the stage of creative application of language material in the form of a competition between groups.

Reception "Aquarium" ̶this A "show" in which a group of students are asked to discuss a problem in front of "spectators" who act as experts and critics. A practical lesson organized in this way stimulates students to practical work, enables students to develop critical thinking in the process of reflective activity.

Among the interactive audio-visual learning tools, special attention deserves interactive whiteboard, which contributes to the productive assimilation of educational material by students, influencing them through the visual, auditory and kinesthetic systems of perception. The use of an interactive whiteboard in combination with audio and video means allows you to implement the principles of accessibility, clarity and consistency of presentation of educational material.

The main advantages of working with interactive whiteboards in the process of teaching a foreign language are highlighted: accelerating the pace of the lesson through varied and dynamic work with various authentic resources; opportunities for discussion of material and student interaction; activation of the cognitive activity of students and the development of motivation; effective comprehension and assimilation of educational material.

The interactive whiteboard can be used at all stages of mastering the language teaching material. In addition, the variety of multimedia language programs, electronic teaching aids, Internet resources makes it possible to organize a foreign language information and educational environment, which has a high potential for the development of foreign language communicative competence, further self-education and research activities.

The advantages of interactive technologies for teaching a foreign language over traditional ones are undeniable, since they allow you to train various types of speech activity, helping to understand linguistic phenomena, form linguistic abilities, create communicative situations, and automate language and speech actions. The use of interactive technologies provides the teacher with opportunities for creative diversity and active work, flexible use of teaching materials, implementation of an individual approach, and also contributes to the formation of general cultural and professional competencies, thus significantly increasing the level of training of students.

Reviewers:

Berezhnaya I.F., Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy and Pedagogical Psychology, Voronezh State University, Voronezh;

Meshcheryakova EI, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Civil Law and Economic Disciplines, Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation, Voronezh.

Bibliographic reference

Serostanova N.N. INTENSIFICATION OF THE PROCESS OF LEARNING A FOREIGN LANGUAGE IN A NON-LANGUAGE UNIVERSITY THROUGH THE USE OF INTERACTIVE TECHNOLOGIES // Modern problems of science and education. - 2015. - No. 6 .;
URL: http://science-education.ru/ru/article/view?id\u003d23597 (date of access: 01.02. We bring to your attention the journals published by the "Academy of Natural Sciences"
The intensification of education continues to be one of the key problems of higher education pedagogy. The explosion of information and the current rate of growth of scientific information, which must have time to be passed on to students during training, encourage teachers to look for a way out of this situation and eliminate time pressure through new pedagogical techniques. One of these techniques is the intensification of educational activities.

Intensification of training is the transfer of a larger volume of educational information to students with a constant training duration without reducing the requirements for the quality of knowledge.

For the successful intensification of the educational process, it is necessary to develop and implement scientifically grounded methods of guiding the cognitive process that mobilize the creative potential of the individual.

Increased learning rates can be achieved by improving:

Teaching methods.

Let us briefly consider the parameters that contribute to the optimization of the content of the academic discipline. Content improvement involves at least:

Rational selection of educational material with a clear selection of the main basic part and additional, secondary information; basic and additional literature should be highlighted accordingly;

Time redistribution of educational material with a tendency to present new educational material at the beginning of the lesson, when the perception of students is more active;

Concentration of classroom studies at the initial stage of mastering the course in order to develop the reserve of knowledge necessary for fruitful independent work;

A rational dosage of educational material for a multilevel study of new information, taking into account the fact that the process of cognition develops not according to a linear, but according to a spiral principle;

J75 Pedagogical Design and Pedagogical Technology

Ensuring the logical continuity of new and already learned information, active use of new material for repetition and deeper assimilation of the past;

Economical and optimal use of every minute of study time.

Improvement of teaching methods is provided by:

The widespread use of collective forms of cognitive activity (pair and group work, role and business games, etc.);

Developing the appropriate skills of the teacher for organizing the management of collective educational activities of students;

Application of various forms and elements of problem learning;

Improving the skills of pedagogical communication, mobilizing the creative thinking of students;

Individualization of training when working in a student group and taking into account personal characteristics when developing individual tasks and choosing forms of communication;

Striving for the effectiveness of training and uniform advancement of all students in the learning process, regardless of the initial level of their knowledge and individual abilities;

Knowledge and use of the latest scientific data in the field of social and educational psychology;

The use of modern audiovisual means, TCO, and, if necessary, information teaching aids. Intensification of learning can be considered one of the promising areas of enhancing learning activities. Intensification processes are based on the interaction of individual psychological and collective psychological factors in educational activities.

More on topic 4. Intensification of learning and problem learning:

1. 2.3, Participation of a computer science teacher in events related to the informatization of education
2. 1.2. Regulation of the external and internal environment of business structures as the basis for their sustainable development

Intensification of education today continues to be one of the key problems of higher education pedagogy. The explosion of information and the current rate of growth of scientific information, which must have time to be passed on to students during training, encourage teachers to look for a way out of this situation and eliminate time pressure through new pedagogical techniques. One of these techniques is the intensification of educational activities.

Intensification of training is the transfer of a larger volume of educational information to students with a constant training duration without reducing the requirements for the quality of knowledge.

For the successful intensification of the educational process, it is necessary to develop and implement scientifically grounded methods of guiding the cognitive process that mobilize the creative potential of the individual.

Increased learning rates can be achieved by improving:

Teaching methods.

Consider briefly parameters to help optimize content educational discipline. Content improvement involves at least:

Rational selection of educational material with a clear selection of the main basic part and additional, secondary information; basic and additional literature should be highlighted accordingly;

Time redistribution of educational material with a tendency to present new educational material at the beginning of the lesson, when the perception of students is more active;

Concentration of classroom studies at the initial stage of mastering the course in order to develop the reserve of knowledge necessary for fruitful independent work;

Rational dosage of educational material for a multi-level study of new information, taking into account the fact that the process of cognition develops not according to a linear, but according to a spiral principle;

Ensuring the logical continuity of new and already learned information, active use of new material for repetition and deeper assimilation of the past;

Economical and optimal use of every minute of study time.

Improvement of teaching methods is provided by:

The widespread use of collective forms of cognitive activity (pair and group work, role and business games, etc.);

Developing the appropriate skills of the teacher for organizing the management of collective educational activities of students;

Application of various forms and elements of problem learning;

Improving the skills of pedagogical communication, mobilizing the creative thinking of students;

Individualization of training when working in a student group and taking into account personal characteristics when developing individual tasks and choosing forms of communication;

Striving for the effectiveness of training and uniform advancement of all students in the learning process, regardless of the initial level of their knowledge and individual abilities;

Knowledge and use of the latest scientific data in the field of social and educational psychology;

The use of modern audiovisual means, TCO, and, if necessary, information teaching aids.

Intensification of learning can be considered one of the promising areas of enhancing learning activities. Intensification processes are based on the interaction of individual psychological and collective psychological factors in educational activities.

Group forms of learning activity as a factor in the intensification of learning

Theoretical research and practical experience show that knowledge of the subject is more solid when the subject of educational activity acts as a means of communication. In this situation, in the learning process, students' relations arise with each other about the subject, that is, according to the scheme: subject (student) - object (subject) - subject (student). At the same time, in the course of training, knowledge should be acquired by students more or less independently. The correct ratio of activity and communication allows you to organically combine the teaching and upbringing functions of the educational process. The advantages of an individual-group form of education are especially clearly manifested with a skillfully developed method of intensive teaching a foreign language using game situations and role-playing games.

With group intensive training, a learning team arises that has a beneficial effect on the formation of everyone's personality. Purely individual work according to the teacher-student scheme deprives the educational process of the most important link - interpersonal communication and interpersonal interaction through learning. The interpersonal context gives rise to a special aura in the group, which A. S. Makarenko called the atmosphere of “responsible dependence”. Without it, the activation of the personal qualities of students and the fruitful educational work of the teacher are unthinkable.

The student study group should primarily be seen as collective, engaged in joint educational activities, and the processes of communication in a group during classes - as processes that form interpersonal relationships in this creative team.

At one time, K. Marx considered a collective, united by joint activities, as aggregate subject, possessing a system of qualities that cannot be reduced to a simple sum of the qualities of the people included in it. In joint activity, the transfer of actions from one participant to another occurs, leading to a motivation that is common for all members of the team.

Collective experience, collective intelligence, shared creativity exceed the ability of the mechanical sum of individual creativity. They are being integrated. In joint activities, a unity of value orientations appears. The fact that the total creative potential surpasses the simple sum of individual possibilities has long been noted in the tales of different peoples. In the Russian version, these are the joint exploits of Pokati Goroshka, Dubover, Vetrodui, etc., alternately showing their unique abilities in the most difficult situations and doing what one would not be able to do.

Such communication in the learning process is a specific system of mutual understanding and complementarity for all participants in joint activities. With this form of interpersonal relations, each student of the group is simultaneously an educator and educated person.

With intensive group training, communication becomes a necessary attribute of educational activity, and the subject of communication is its products: students directly in the process of mastering knowledge exchange the results of cognitive activities, discuss them, debate. Interpersonal communication in the educational process increases motivation due to the inclusion of social incentives: personal responsibility appears, a feeling of satisfaction from publicly experienced success in learning. All this forms in trainees a qualitatively new attitude to the subject, a sense of personal involvement in a common cause, which is the joint mastery of knowledge.

When organizing the collective work of students, a number of organizational, pedagogical and social difficulties arise. For group work to acquire new knowledge to be truly productive, it is necessary to offer students joint activities - interesting, personally and socially significant, socially useful, allowing the distribution of functions according to individual abilities. The most complete and rational combination of these parameters is possible with intensive teaching of foreign languages, with the collective work of students in a student translation agency, performing translations on the instructions of the profiling departments (in this case, the motivational factor, a sense of their usefulness and self-realization play an important role). An equally optimal form of collective activity, contributing to the inclusion of the above factors, are business games, to which a separate section of this textbook will be devoted.

Active learning methods

The concept of “intensification of learning” is related to the concept of “intensification of learning”. The activation of educational activities is understood as the purposeful activity of the teacher, aimed at the development and use of such forms, content, techniques and teaching aids that contribute to the increase of interest, independence, creative activity of the student in the assimilation of knowledge, the formation of skills, skills in their practical application, as well as the formation the ability to predict the production situation and make independent decisions.

In modern conditions, the strategic direction of intensification and activation of training should be the creation of didactic and psychological conditions for the meaningfulness of training, the inclusion of students in this process not only at the level of intellectual, but also social and personal activity.

With dogmatic teaching, the canonized content should be literally assimilated, and the subject of teaching was reduced to the object of the teacher's influence, like the eastern model: "Guru is a student." With such a system, the flow of knowledge is unidirectional from the guru to the students, and the problem of students' cognitive activity is not posed.

The systematic foundations of active learning were laid at the end of the 70s in the research of psychologists and teachers on problem learning in the context of the school, which made it difficult to introduce problem learning into the university didactic process. The long-term discussion "Problem-based learning - concept and content" in the "Bulletin of the Higher School" helped to reveal the specifics of problem-based learning at the university. In this regard, the works of A.M. Matyushkin, in which the concept of dialogical problem-based learning is introduced, leading to the emergence of "subjective-objective relations", and the necessity of including problem methods in all types and links of students' work is substantiated.

Whatever teaching methods - active, intensive or problematic - are used, it is important to create such psychological and pedagogical conditions, in which the student can take an active personal position and to fully express themselves as a subject of educational activity. There is no need to contrast the concept of "active" and "passive". It should go about the level and content student activity due to a particular teaching method. The didactic principle of an individual's activity in learning and professional self-determination determines the system of requirements for the student's educational activity and the teacher's pedagogical activity in a single educational process. This system includes external and internal factors, needs and motives that form a hierarchy. The ratio of these characteristics determines the choice of the content of education, specific forms and methods of teaching, the conditions for organizing the entire process of forming an active creative personality.

One of the most promising areas for the development of the creative abilities of a person, which is so necessary for a modern specialist, is problem learning.

Problematic education at the university

The main task of modern education is seen in equipping specialists with the methodology of creative transformation of the world. The creative process includes, first of all, the discovery new: new objects, new knowledge, new problems, new methods of solving them. In this regard, problem learning as a creative process is presented as a solution to non-standard scientific and educational problems by non-standard methods. If training tasks are offered to students to consolidate knowledge and practice skills, then problem tasks are always a search for a new way of solving.

As a psychological category, it reflects the contradictions of the subject in the cognition of the object. The same problem can be perceived differently by different people or different groups of people, cause difficulties in its comprehension, be perceived as a problematic task, in which the essence of the problem is formulated and the stages of its solution are outlined, etc.

Problem-based learning can be called training in solving non-standard problems, during which students acquire new knowledge, skills and abilities.

The formation of students' professional thinking is, in fact, the development of a creative, problematic approach. University training should form the necessary creative abilities in a specialist. This is primarily:

The ability to see and formulate the problem yourself;

The ability to put forward a hypothesis, find or invent a way to test it;

Collect data, analyze it, offer a methodology for their processing;

Ability to formulate conclusions and see the possibilities of practical application of the results obtained;

A vision of the problem as a whole, all aspects and stages of its solution, and with collective work, its role in solving the problem.

Elements of problem learning took place as far back as antiquity and then during the Renaissance. These are heuristic conversations of Socrates, conversations and dialogues of Galileo. Pedagogy J.-J. Rousseau - problematic dialogues were a favorite genre of the Age of Enlightenment. In the history of Russian pedagogy, the lectures of K.A. Timiryazev.

In the practice of teaching, problematic situations often arose spontaneously. These are situations of searching for the truth in conditions of intellectual difficulty that students face when solving non-standard problems. The specific features of higher education in the era of scientific and technological revolution and trends in the development of higher education contributed to the design of problem-based learning as a separate direction of higher education pedagogy and, based on the results of theoretical research, the development of its initial concepts, pedagogical principles and techniques.

The essence of the problem interpretation of the educational material is that the teacher does not communicate knowledge in a finished form, but sets problematic tasks for the students, prompting them to look for ways and means of solving them. The problem itself paves the way for new knowledge and ways of acting.

Fundamentally important is the fact that new knowledge is given not for information, but for solving a problem or problems. With a traditional pedagogical strategy - from knowledge to a problem - students cannot develop the skills and abilities of independent scientific research, since they are given ready-made results for assimilation. Hegel aptly defined, saying that not the result is a real whole, but the result together with its becoming. There is a naked result dead body, left behind trend.

“Consumption” of ready-made achievements of science cannot form a model of future real activity in the minds of students. The authors of the problematic method attach critical importance to changing the strategy "from knowledge to problem" to the strategy "from problem to knowledge." As an example, we can give two variants of the plan of a lecture on thermal radiation in a general physics course. Traditional lecture. It is necessary to give and clarify some physical concepts (absolutely black body), then explain the basic concepts of quantum theory, give the main characteristics (for example, the distribution of the intensity of thermal radiation over frequencies), then derive the main and derivative formulas and show what scientific and technical problems can be solved using this conceptual apparatus.

Problematic lecture. The lecturer talks about the ultraviolet catastrophe, about the problem of discrepancy between the theoretical curves and the curve obtained experimentally, about the distribution of radiation intensity in the frequency spectrum. It is then helpful to tell students about the painful scientific quest of scientists that led to quantum theory. One can even propose to deduce the Boltzmann and Wien formulas themselves, which are a special case of quantum theory.

What does the permutation of terms give?

Starting with an allegedly unsolved problem, the teacher creates a problematic situation in the classroom, forming in the students' minds the motive for mastering the frontier of scientific knowledge. Only motivation can become an effective factor in the active involvement of a person in the process of cognition. Motives arise from needs, and needs are determined by experience, attitude, assessment, will, emotion.

Solving a problem requires the inclusion of creative thinking. Reproductive mental processes associated with the reproduction of learned patterns are simply not effective in a problem situation.

The activation of creative thinking is facilitated by the subject-object-subjective relations arising from the collective solution of the problem.

In a learning situation, there are three groups of motives, some psychologists adhere to the division of motives into two groups. In both cases, the division occurs depending on what is the basis of motivation, motivation or need for knowledge. The three groups of motives given below are associated with traditional and active forms of education, in connection with which the authors consider it appropriate to offer the reader's attention a three-part classification.

In traditional teaching, trainees develop two groups of motivating motives.

I - direct motives. They can arise in students due to the pedagogical skill of the teacher, forming an interest in this subject. These external factors reflect interest rather than cognitive motivation.

II - promising motives. So, for example, the teacher explains to the students that without mastering this particular section, it is impossible to master the next section, or the students have a motive for learning, since there is an exam in the discipline ahead; or you need to pass the session perfectly in order to receive an increased scholarship. In this case, cognitive activity is only a means to achieve a goal that is outside the cognitive activity itself.

With active forms of learning and, in particular, problem learning, a completely new group of motives arises:

III - cognitive motives disinterested search for knowledge, truth. Interest in learning arises in connection with the problem and develops in the process of mental labor associated with the search and finding a solution to a problem problem or a group of problems. On this basis, an internal interest arises, which, in the words of A. I. Herzen, can be called "the embryology of knowledge."

So, cognitive-stimulating motivation appears when using active teaching methods and, having arisen, turns into a factor in activating the educational process and the effectiveness of teaching. Cognitive motivation encourages a person to develop their inclinations and capabilities, has a decisive influence on the formation of the personality and the disclosure of its creative potential.

With the emergence of cognitive-stimulating motives, there is a restructuring of perception, memory, thinking, a reorientation of interests, an activation of a person's abilities, creating the prerequisites for the successful performance of the activity in which he is interested.

But, unfortunately, the inertia of traditional pedagogy is still very high and focuses mainly on the stimulation of motivating motives, on the motivation for achievement: to get high scores, to pass the session successfully, etc. transformation into professional motivation, is one of the strategic directions for the development of higher education pedagogy and innovative teaching technologies.

The combination of cognitive interest in a subject and professional motivation has the greatest impact

The teacher should organize pedagogical and interpersonal communication in such a way and direct the educational activities of students in such a way that the achievement motivation does not interfere with the emergence of cognitive motivation and their correlation gives rise to the development of cognitive-motivating motives.

But the formation of motives is only one of the aspects of problem learning tasks. Its success is determined logic and content student activities. The most important feature of the content aspect of problem learning is the reflection of objective contradictions that naturally arise in the process of scientific cognition, educational or any other activity, which is the source of movement and development in any field. It is in this connection that problem learning can be called developmental, because its goal is the formation of knowledge, hypotheses, their development and solutions. In problem learning, the thinking process is turned on only for the purpose of resolving a problem situation, it forms the thinking necessary for solving non-standard tasks.

What are the subject-content characteristics of problem learning?

This or that type of contradiction, identified by the teacher together with the students. For example, there is a contradiction between the theoretical model and the experimental data on thermal radiation.

Lack of known solutions to such problems.

Lack of data or theoretical models.

A teacher engaged in problem-based learning should know the structure and typology of problem situations, ways of resolving them, pedagogical techniques that determine the tactics of the problem approach. Examples of problematic situations based on the contradictions characteristic of the cognitive process are:

Problem situation as a result of contradictions between school knowledge and new to students factsdestroying the theory.

Understanding scientific importance problems and absence theoretical basis for its solution.

Variety of concepts and lack of reliable theory

to explain these facts.

Practically accessible result and lack of theoretical justification.

The contradiction between the theoretically possible solution and its practical inexpediency.

The contradiction between a large amount of factual data and the lack of a method for their processing and analysis.

All these contradictions arise from an imbalance between theoretical and practical information, an excess of one and a lack of another, or vice versa.

A problematic situation has pedagogical value only if it allows you to distinguish between the known and the unknown and outline ways of solving it, when a person, faced with a problem, knows exactly what he does not know.

The problem situation, based on the analysis, is transformed into a problem problem. The problematic task raises the question or questions: “How to resolve this contradiction? How can this be explained? " A series of problematic questions transforms the problematic task into a model for finding a solution, where various ways, means and methods of solution are considered. So, the problematic method involves the following steps: problem situation problematic task solution search model decision.

To formulate a problem correctly means already half of it. But at the initial stage of the solution, the formulation of such a problem does not contain the key to its solution.

Therefore, in the classification of problematic tasks, tasks are distinguished with uncertainty of conditions or the desired, with redundant, contradictory, partially incorrect data. The main thing in problem learning is the very process of finding and choosing the right, optimal solutions, that is, traversing work, not an instant solution.

Although the teacher knows from the very beginning the shortest path to solving the problem, his task is to orient the search process itself, leading students step by step to solving the problem and gaining new knowledge.

Problematic tasks serve a triple function:

They are the initial link in the process of assimilating new knowledge;

Provide successful assimilation conditions;

It is the main control tool for identifying the level of learning outcomes.

Conditions for success and goals of problem learning

As a result of research and practical activity, three main conditions for the success of problem learning have been identified:

ensuring sufficient motivation, capable of arousing interest in the content of the problem;

Ensuring the feasibility of working with the problems that arise at each stage (a rational ratio of the known and the unknown);

The significance of the information obtained when solving a problem for the student.

The main psychological and pedagogical goal of problem learning - the development of professional problem thinking - in each specific activity has its own specifics. In general, the development of creative abilities is of an applied nature and is concretized in relation to the subject, transforming into the formation of a particular creative ability, into a non-standard vision:

See the problem in a trivial situation, when students have questions that are nontrivial for a given level of training, such as: "Can any curve be set by a system of two equations?";

To see in a new way the structure of a trivial object (its new elements, their connections and functions, etc.), for example, the coinciding outlines of the continents of both the Americas, Europe and Africa;

To form the ability to transfer previously acquired knowledge and skills to a new situation (the formation of meta-skills);

Combine a new way of solving the elements of previously known methods. For example, the transfer of methods of chemical, psychological, graphological, mathematical analysis to forensic examination;

Construct original solutions without using previously known similar methods (this is how non-Euclidean geometry was created by Lobachevsky, the theory of relativity - by Einstein, quantum physics - by Planck).

With the changes in society, the priorities in the education system also change. Rigid centralization, monopolization and politicization of education are being replaced by tendencies towards variability, individuality.A person in this consideration is the center and goal of education, taking into account his needs, interests, value attitudes towards the level and quality of education. In connection with the active penetration of the latest information technologies into the field of education, the problem of intensifying the learning process is posed more acute than ever. This is due to the growing volume of information, the need to process it in a limited period of time, and extremely stringent requirements for school graduates. Intensification is listed in the encyclopedic dictionary as "strengthening, increasing tension, productivity, efficiency." Different authors of pedagogical research offer different interpretations of the concept of “intensification of education”. Yu. K. Babansky understands intensification as "increasing the productivity of teachers and students at every unit of time." S. I.Arkhangelsk defines the intensification of the educational process as "improving the quality of education and simultaneously reducing time costs." Intensification targets should be consistent with the following requirements:

1) be tense, focused on the maximum capabilities of students and thus should cause high activity;

2) be attainable, real; overestimated goals lead to "self-exclusion" from solving the assigned tasks;

3) conscious, otherwise they do not become a guide to activity;

4) promising, specific, taking into account the real educational capabilities of the team;

5) plastic, changing with changing conditions and opportunities for their achievement.

The purpose of intensive training consists of specific tasks. Educational tasks are the formation of knowledge and practical skills; educational - the formation of a worldview, moral, aesthetic, physical and other personality traits. Development tasks include the development of thinking, will, emotions, needs, personality abilities. The main factors for the intensification of training are the following:

1) increasing the focus of training;

2) strengthening the motivation for learning;

3) increasing the informative capacity of the educational content;

4) the use of active methods and forms of education;

5) accelerating the pace of learning activities;

6) development of skills of educational work;

7) the use of computer and other technical means.

The most important principles of the intensive learning process include:

1) the principle of motivation;

2) the principle of awareness;

3) the principle of programming activities;

4) the principle of assessing the assimilation of activities;

4) the principle of independence in cognition;

5) the principle of activity.

X. Ebleybelieves that learning requires the release of energy and motivation. The success of training is determined by three important factors: mental ability, its motivation in relation to the goals of training, teaching technique and work (teaching methodology).

4. Principles of designing the learning process

The main task of didactics is to search for various options for the schemes of the educational process in order to arrive at the most effective and theoretically grounded path of movement of students from ignorance to knowledge. The solution to this problem is reduced to disclosing the principles of designing the learning process, identifying the components - links of the educational processwith their specific functions. Note that in each link, the general tasks of learning are implemented: the assimilation of knowledge, the development of thinking and speech of students, imagination, memory, etc. At the same time, each individual link performs specific functions. For example: in one segment of the educational process, the main task is the teacher's explanation, perception and understanding of the new material by the students, in the other - the analysis of the assimilation and assessment of students' knowledge. With the correct formulation of the test and assessment of knowledge, all students without exception, each of them mentally reproduces the necessary knowledge, with acceptable criticism listens to the answer of the person summoned to the board, carefully monitors the implementation of the experiment, he himself is ready to continue this experience at any time. From the above it follows that in each link the general and specific functions of training are combined in a peculiar way.

Link - a separate component of the learning process, which is a coil of its spiral movement. Each link can be characterized by a special type of cognitive activity of students in accordance with its specific functions. Full-fledged knowledge, abilities and skills, a high level of general development of students and their ideological orientation are achieved in the work of those teachers who have perfectly mastered the principles of designing the educational process and operate with options for combining its links. In general, the educational process turns out to be fruitless with the inferiority of a separate link, but the correct implementation of individual processes, located chaotically, does not bring a positive effect both in relation to the assimilation of knowledge and the general development of students. The links of the educational process include:

1) problem statement and awareness of cognitive tasks;

2) the perception of objects and phenomena, the formation of concepts, the development of observation, imagination and thinking of students;

3) consolidation and improvement of knowledge, instilling skills and abilities; application of knowledge, skills and abilities;

4) analysis of students' achievements, testing and assessment of their knowledge and identification of the level of mental development.

The learning process in a particular subject area is characterized by a certain sequence, a natural transition from some facts, concepts and laws to others. The material of each individual topic, assimilated by the students, is intended to lead them to new, more complex topics. The integrity of the educational process is supported by the unity of the leading ideas of science, which are manifested as the study of new material. Any teaching is conducted from the contemplated to the understood, from the concrete to the abstract, from the phenomenon to the principle or law, from facts to theory.