Currently, there are many didactic concepts in theory, both traditional and innovative. Most of them can be divided into three groups depending on the time of their appearance. The first didactic concept was created in accordance with the initial period of the formation and development of the system related to primary and secondary education in Europe in the 18th-19th centuries. This process was influenced by such outstanding personalities as J. A. Comenius, I. Pestalozzi, I. F. Herbart. This concept is called traditional.
The concept of didactic concept
This concept should be considered as one of the main categories of didactics. It can be represented as a system of views, which is the foundation for understanding the phenomena and processes that are united by a common idea, a leading idea. Another related category is the didactic system. This concept combinesinterrelated means, methods and processes that provide an organized, purposeful pedagogical influence on the student in the process of personality formation and certain specified qualities. Any concept is based on understanding the essence of the learning process.
Formation criteria
The concept considered in the article is based on two main criteria: the effectiveness and efficiency of training. At the same time, the prerequisite is the organization of this process according to a specific theory or didactic concept.
The main indicators of the effectiveness of training are the completeness of knowledge and how close the results are to the specified standards. Learning norms define goals and outcomes, which in turn can be presented:
- mental changes;
- neoplasms of personality;
- quality of available knowledge;
- accessible activities;
- the level of development of thinking.
Thus, the characteristic of the didactic concept is a combination of principles, goals, content and means of teaching.
The grouping of these concepts is based on an understanding of the subject of didactics.
Influence of the traditional concept
This concept led to the emergence of three main provisions of didactics:
- Principle of educational training in the organization of learning.
- Formal steps that define the structureeducation.
- The logics of the teacher's activity during the lesson, which consists in presenting the material through its explanation by the teacher, assimilation during the exercise with the teacher and applying the lessons learned in subsequent learning tasks.
Features of the traditional concept
This concept is characterized by the dominance of teaching, the activities of the teacher.
Features of the didactic concept are that in the traditional system of education, teaching, the teacher's activity, plays a dominant role. Its main concepts were formulated by J. Comenius, I. Pestalozzi, I. Herbart. Traditional learning consists of four levels: presentation, understanding, generalization and application. Thus, the educational material is first presented to the students, then it is explained what should ensure its understanding, then it is generalized, and after that the acquired knowledge should be applied.
At the turn of the 19th-20th centuries, this system was criticized, calling it authoritarian, bookish, not connected with the needs and interests of the child, with real life. She was charged with the fact that with her help the child only receives ready-made knowledge, but at the same time he does not develop thinking, activity, he is not capable of the emergence of creativity and independence.
Basics
The development and implementation of the traditional didactic system was carried out by the German scientist I. F. Herbart. It was he who substantiated the pedagogical system, which is still used in European countries. The purpose of learning, according toopinion, is to form intellectual skills, ideas, concepts, theoretical knowledge.
In addition, he formulated the principle of nurturing education, which is that on the basis of both the organization of the learning process and the organized order in an educational institution, a morally strong personality should be formed.
Based on the traditional didactic concept, ordering and organization of the learning process took place. The basis of its content was the rational activity of the teacher, aimed at the implementation of the learning process in accordance with the stages of education considered within the framework of the concept. It should be noted that this logic of the learning process is typical for almost all traditional lessons to this day.
Pedagogical reforms
At the turn of the 19th-20th centuries, the formation of a new didactic concept began, based on the first achievements in the psychology of child development and forms related to the organization of educational activities. Simultaneously with this stage in the development of didactics, there was a general renewal of all aspects of life in most developed countries, both in Europe and in America, including the reform of traditional pedagogical systems that did not meet the challenges of our time. Reformist pedagogy contributed to the emergence of a pedocentric didactic concept, the hallmark of which can be expressed in the pedagogical formula Vom Kindeaus - "based on the child", proposed by the Swedish teacher Ellen Kay (1849-1926), authorThe Age of the Child book. The supporters of this concept were characterized by a call for the development of creative forces in children. They believed that the experience of the child and the accumulation of personal experience should play a leading role in education, so the main examples of the implementation of the pedocentric concept were also called the theory of free education.
Pedocentric didactics
The pedocentric concept puts the teaching, that is, the activity of the child, in the center of attention. This approach is based on the pedagogical system of D. Dewey, the labor school, presented by G. Kershensteiner, on other pedagogical reforms of the beginning of the last century.
This concept has another name - progressive, learning by doing. The American teacher D. Dewey had the greatest influence on the development of this concept. His ideas are that the learning process should be based on the needs, interests and abilities of students. Education should develop the general and mental abilities, as well as the various skills of children.
To achieve this goal, learning should not be based on simple presentation, memorization and subsequent reproduction of ready-made knowledge given by the teacher. Learning should be discovery, and learners should gain knowledge through spontaneous activity.
The structure of pedocentric didactics
Within this concept, the learning structure consists of the following steps:
- creating a sense of difficulty associated withactivity process;
- statement of the problem, the essence of the difficulty;
- formulation of hypotheses, their verification when solving a problem;
- formulation of conclusions and reproduction of activities using the acquired knowledge.
This structure of the learning process determines the use of exploratory thinking, the implementation of scientific research. Through the use of this approach, it is possible to activate cognitive activity, develop thinking, teach children to look for ways to solve problems. However, this concept is not considered absolute. There are certain objections to its widespread distribution to all subjects and levels of education. This is due to the overestimation of the spontaneous activity of students. In addition, if you constantly follow only the interests of children in the learning process, the systematic nature of the process will inevitably disappear, the use of educational material will be based on the principle of random selection, and in addition, deep study of the material will become impossible. Another disadvantage of this didactic concept is significant time costs.
Modern didactics
The main characteristic features of the modern didactic concept are that teaching and learning are considered as inseparable components of the learning process, and represent the subject of didactics. This concept is formed by several directions: programmed, problem-based learning, developmental learning, formulated by P. Galperin, L. Zankov, V. Davydov; J. Bruner's cognitive psychology;pedagogical technology; collaboration pedagogy.
What features are characteristic of the modern didactic concept
In the last century, attempts were made to create a new didactic system. The emergence of the modern didactic concept was due to the problems associated with the development of the two previous didactic systems. There is no unified didactic system as such in science. In fact, there are a number of pedagogical theories that have some common features.
The main goal characteristic of modern theories is not only the process of knowledge formation, but also development in general. This aspect can be considered as a feature of the modern didactic concept. In the course of training, the following should be ensured: the development of intellectual, labor, artistic knowledge, skills and abilities. Teaching is usually subject-based, although integrative learning can be used at different levels. Within the framework of this concept, the learning process has a two-way character. It should be noted that it is the modern conditions for the development of education that determine which features of the modern didactic concept are the most significant.
