Theory and practice of teacher education includes many different forms. The emergence, development and extinction of individual forms is associated with new requirements that arise in society. Each of the stages leaves its mark, due to which it influences the development of the next one. In this regard, science contains a lot of knowledge regarding the types and forms of education. Modern didactics includes compulsory, optional, home, classroom forms of education, divided into frontal, group and individual lessons.
Terminology
M. A. Molchanova characterizes the organizational forms of education as a dialectical base, consisting of content and forms. I. M. Cheredov notes that the main direction of organizational forms is the implementation of the integration function. This definition is based on the fact that almost all the main elements are included in the forms.educational process. I. F. Kharlamov argues that not only can he not accurately define what organizational forms of learning are, but in principle it is impossible to find a clear description of the term in didactics.
Performed functions
In general, the opinion of all researchers is that the functions that the organizational forms of the learning process perform contribute to the professional development of the teacher and the personal improvement of the student.
The list of main functions includes:
- Education is the design and use of this form to obtain the most effective conditions for giving knowledge to children, as well as forming a worldview and improving abilities.
- Education - ensuring the gradual introduction of students into all kinds of activities. The result is intellectual development, the identification of moral and emotional personal qualities.
- Organization - methodical study and formation of tools to optimize the educational process.
- Psychology is the development of psychological processes that aid the learning process.
- Development is the creation of conditions conducive to the full implementation of intellectual activity.
- Systematization and structuring - the formation of consistency and consistency of the material conveyed to students.
- Complexing and coordination - the interconnection of all forms of learning to increase the effectiveness of the learning process.
- Stimulation is the generation of desirelearn new things from different age groups.
Front learning
The situation when a teacher carries out educational and cognitive activities in relation to a class that is working on a single task is an example of a frontal form of organization. Organizational forms of learning of this type make teachers responsible for organizing the joint work of students, as well as for the formation of a single pace of work. How pedagogically effective frontal learning directly depends on the teacher. If he is experienced and easily keeps the class in general and each student in particular in his field of vision, then efficiency is at a high level. But this is not the limit.
The development of organizational forms of learning has led to the fact that in order to increase the effectiveness of frontal learning, the teacher must create a creative atmosphere that unites the team, as well as reinforce the attention and active desire of students. It is important to understand that frontal learning does not imply a difference in students according to individual parameters. That is, all training takes place according to basic standards, designed for the average student. This leads to the appearance of laggards and bored.
Group learning
Types of organizational forms of learning also include a group form. Within the framework of group learning, it involves educational and cognitive classes aimed at a group of students. This form is divided into four types:
- link (formation of constantgroups to organize the learning process);
- brigade (aimed at creating a temporary group that will perform tasks on a specific topic);
- cooperative-group (breaking up the whole class into groups, each of which is responsible for performing one of the parts of one voluminous task);
- differentiated-group (association of students in both permanent and temporary groups, according to their common characteristic for each; this may be the level of existing knowledge, the same potential of opportunities, equally developed skills).
Pair work also applies to group learning. Both the teacher himself and direct assistants can manage the activities of each group: foremen and team leaders, whose appointment is based on the opinion of the students.
Individual training
Organizational forms of learning differ from each other in the degree of contact with students. So, with individual training, direct contact is not expected. In other words, this form can be called independent work on completing tasks with the same complexity for the whole class. It is important to understand that if the teacher gives the student a task according to his learning abilities and he completes it, then the individual form of training develops into an individual one.
To achieve this goal, the use of special cards is typical. Cases when the majority is engaged in independent performance of the task, and the teacher works with a certain amountstudents, is called the individual-group form of education.
Organizational forms of learning (table of features)
A distinctive feature of each of the forms of education is a different degree of participation in the process of educational and cognitive activities of the teacher and the class. In order to understand these differences in practice, you should familiarize yourself with the specific training examples for a particular form.
| Sign | Features | ||
| Form of education | Bulk | Group | Individual |
| Members | the teacher and the whole class | a teacher and a number of students in the class | teacher and student |
| Example | Olympiads in subjects, scientific conferences, internships at work | lesson, excursion, laboratory, elective and practical classes | homework, extra class, consultation, test, interview, exam |
Signs of teamwork
Most often, two modern organizational forms of training are used in practice: individual and frontal. Group and steam rooms are used less frequently. It is important to note that both frontal and group forms are often not collective, despite trying to be like them.
In order to understand whether this is really a collective work, X. J. Liimetsa identified a number of its inherent features:
- classunderstands that he is collectively responsible for completing the task and, as a result, receives a social assessment corresponding to the level of performance;
- class and separate groups under the strict guidance of the teacher organize the task;
- in the process of work, a division of labor is manifested, taking into account the interests and capabilities of each of the members of the class, which allows each student to prove himself as efficiently as possible;
- there is mutual control and responsibility of each student to his class and working group.
Additional organizational forms of education
Conducting additional classes with an individual student or group is due to gaps in knowledge admitted by them. If the student is lagging behind in studies, it becomes necessary to identify the reasons that will help determine the techniques, methods and organizational forms of learning that are suitable for a particular situation. Most often, the reason is the inability to systematize the educational process, loss of interest, or slow pace of student development. An experienced teacher uses extracurricular activities as an opportunity to help the child, for which he uses the following types of techniques:
- clarification of certain issues that previously caused misunderstanding;
- attaching a weak student to a strong student, allowing the second to improve his knowledge;
- repetition of a topic already covered, allowing you to consolidate your knowledge.
The concept of "teaching method", classification
For the most part, the authors come to the conclusion that the teaching method is nothing more than a way to organize the educational and cognitive activity of students.
Depending on the nature of the educational and cognitive process, teaching methods are divided into:
- explanatory-illustrative (story, explanation, lecture, film demonstration, etc.);
- reproductive (practical application of accumulated knowledge, task completion according to the algorithm);
- problem-developing;
- partial-search;
- research (independent solution of the problem, using the studied methods);
Depending on the method of organizing activities, methods are divided into:
- contributing to the acquisition of new knowledge;
- formative skills;
- Checking and evaluating knowledge.
This classification is perfectly aligned with the main objectives of the learning process and contributes to a better understanding of their purpose.
How best to consolidate the studied material
Pedagogy uses organizational forms of education all the time. Thanks to the study of forms, science has come to the conclusion that not only the process of obtaining knowledge, but also its consolidation is of particular importance. To achieve this effect in pedagogy, it was decided to use two methods:
- The conversation method. Relevant in a situation where the information provided by the teacher is easy to perceive and understand, and the reception of repetition is enough to consolidate. The method is based on the picture when the teacher, competently building questions, awakens in students the desire to reproduce the previously presented material, which contributes to its speedy assimilation.
- Working with the textbook. Each textbook includes both easy-to-understand topics and complex ones. In connection with this, the teacher must, having stated the material, immediately repeat it. To do this, students independently study the paragraph given to them, and then reproduce it to the teacher.
Knowledge Application Training
In order to test your knowledge in practice, it is recommended to take a training consisting of several stages:
- an explanation by the teacher of the goals and objectives of the upcoming training process, based on previously acquired knowledge;
- demonstration by the teacher of the correct model for completing the upcoming task;
- test repetition by students of an example of applying knowledge and skills;
- further repetitions of the process of completing the task until it is fully automatic.
This stepping is basic, but there are times when one or another stage is excluded from the training chain.
