There are certain principles according to which the entire educational process is built. Whether studying at school, at a vocational school or at a university, there are certain basics that are common to any level of education. One of these rules is the principle of accessibility. What is it and how can it be embodied in the educational process?
Soviet scientists and their opinion on the availability of education
Many scientists have been involved in the development of this rule and its implementation in the pedagogical process. This and K. D. Ushinsky, and N. G. Chernyshevsky and N. A. Dobrolyubova. In the most general terms, the principle of accessibility is the correspondence of educational material to the characteristics of students. Learning should be a mental work that pupils or students are engaged in throughout the entire working day. But, on the other hand, this work should be feasible for the student - it should motivate him for further work, and not be the reason for refusing to study.
Different scientists had their own definitions of what constitutes the principle of accessibility in pedagogy. Some werewe are sure that it is inextricably linked with the age of the student, and therefore the selection of materials should be based on this criterion. Others believed that the abilities and talents of the child were important - after all, children of different ages can be in the same class, but with completely different learning abilities. Some focused on the content that the manuals used in the lessons or pairs carry.
A definition that has become a classic
Interesting is the opinion expressed by I. N. Kazantsev in 1959. In the collection edited by him "Didactics" one can find the idea that the principle of accessibility is realized, first of all, in the constant reaching of the limit of the student's mental capabilities. Thus, each time making efforts, the student in the process of education each time reaches and exceeds this bar. Despite the fact that L. V. Zankov proposed and introduced the concept of education at a high level of accessibility of knowledge, in fact, even its innovations reflect the principle of accessibility in pedagogy.
The history of the emergence of the principle of accessibility
The beginning of the formation of this rule can be considered the 60s and 70s of the last century. It was then that the main explanations were adopted, on which the principle of accessibility in pedagogy is based. This is the time when Soviet innovators made efforts to develop education, because it was during these years that it was laid in the form in which we see it.today. This is the joint education of boys and girls, and the system of eleven classes, and the passage of industrial practice.
Some scholars paid special attention to such an issue as the timeliness of education. Each student is born and lives in a certain era, when society is at one stage or another of scientific and technological progress. Therefore, it is impossible not to take into account, along with the abilities of the student, this factor. It also includes society's expectations of the child. After all, it cannot be said that in the days of the Soviet past, the same thing was expected from schoolchildren and students as from modern students. Different eras and ideologies carry certain requirements - this applies to both schoolchildren and university students.
Which may subtly disrupt the availability of material
Not everyone is an A or B in school. There are certain difficulties due to which the principle of accessibility in pedagogy can be violated. An example that a student decides, or an exercise in Russian, on the one hand, should not be very easy for him. On the other hand, tension and mental effort should not cause the child to reject the object itself. In fact, most of the disciplines of the school curriculum for this very reason become uninteresting for the student. Feeling disappointed in his abilities, for example, solving problems in algebra, he will feel more and more unwilling to take on a textbook. The teacher's attitude can also make matters worse.to a lagging student - after all, no one will like it when his weak abilities are demonstrated in front of his peers. But in reality, in this situation, one can observe a gross violation, to which, it turns out, the principle of accessibility is subject.
How to solve the problem of individualization of learning
At some point it is necessary to see what exactly in the curriculum causes difficulties for the student, having carefully worked out this aspect. After all, learning should always take place in the so-called "zone of proximal development", that is, go a little beyond what is currently available to the child. However, it is not always possible to implement this rule in practice. After all, not every teacher is able or eager to identify the difficulties that this or that child experiences in his subject. The number of students also affects - not always the educational process is properly individualized. The main solutions to this problem have also been put forward by domestic researchers. For example, the domestic researcher Z. I. Kalmykova proposes the creation of special teaching aids in which each student could choose for himself those tasks that would suit his level.
Criteria for determining the principle of accessibility
Also, many scientists of different periods introduced different concepts about this rule. First of all, the principle of accessibility should be the main criterion by which educational material is selected. Secondly, books and manuals should take into account the leveltraining students or schoolchildren, which is one of the main functions that the principle of accessibility has in pedagogy. This definition, like the previous one, is successfully used in modern Russian education. Thirdly, another of the important roles of this principle is to identify the difficulties that each teaching faces in the learning process.
How to tell if the material is available to a student
The criterion for the availability of material always depends on several factors. In order to determine the level of this indicator, several cases are used. First, accessibility can be assessed in relation to an individual student and his mastery of a particular subject. Secondly, it can be an assessment of the ability of a schoolchild or student to master several disciplines that are part of the entire school or institute program. Thirdly, an analysis of the learning abilities of the whole class or group can be carried out. It is always obvious that the educational material is available to students if they receive a grade of "4" or "5". Then the principle of accessibility in pedagogy is realized. The identification and timely identification of the difficulties faced by students also occurs due to the receipt of their grades. The “Troika” always indicates difficulties and the need for careful study of the material.
