This article will discuss the forms of organization of training. This concept is one of the central ones in the section of pedagogy called didactics. This material will present the history of the development of forms of organization of education, as well as their differences from other characteristics of the pedagogical process.
Definition
Many scientists at different times gave different definitions to the concept of forms of organization of the learning process. However, they all come down to a single common meaning, which can be denoted as follows.
Under the forms of organizing children's education is understood as an external characteristic of a holistic pedagogical process, which includes information about the place, time, frequency of training, as well as the age category of schoolchildren. This characteristic of the educational process also determines the ratio of the active activity of the student and the teacher: which of them acts as an object, who as the subject of education.
Basicdifferences
It is worth drawing a line between the concepts of methods and forms of organization of learning. Under the former, a characteristic of the external side of the pedagogical process is taken, that is, as already mentioned, such features as time, place, number of students and the role of teachers and schoolchildren in the educational process are taken into account.
Methods are understood as ways of realizing the goals and objectives of training. For example, when studying a new rule in the Russian language in a secondary school, an explanation is often used, that is, the teacher tells the children the essence of what is stated.
There are other methods. They are usually divided into several groups:
- According to the type of activity of the teacher and student (lecture, conversation, story, and so on).
- According to the form in which the material is presented (verbal, written)
- According to the logical principle of action (inductive, deductive, and so on).
The lesson takes place within the lesson, that is, a limited period of time.
The composition of students is strictly regulated by age and level of knowledge. Therefore, in this case, we can talk about the class-lesson system in which this lesson is carried out.
Main criteria
Podlasy and other Soviet teachers have deduced the foundations on which the classification of forms of organization of education is based. In their study, they were guided by the following criteria:
- number of students,
- The role of the teacher in the education process.
According to thispoints, it is customary to single out the following forms of organizing student learning:
- individual,
- group,
- collective.
Each of them has many varieties that have ever existed in the history of education, and some are still used today.
Educational revolution
Getting knowledge in a general education school in the lessons of various subjects is the main form of organization of education in our country, as well as in the vast majority of countries in the world. Since childhood, all citizens of Russia have been familiar with such concepts as school, class, lesson, break, holidays, and so on. For children and those whose activities are related to the field of education, these words are associated with their daily activities. For all other people who have grown out of school age, these terms evoke memories of a distant or not so distant, but still past.
All these words are characteristics of such a concept as a class-lesson learning system. Although such terms are familiar to almost everyone since childhood, nevertheless, history suggests that the transfer of knowledge to the younger generation was not always carried out in this way.
One of the first mentions of educational institutions was found in ancient Greek chronicles. Then, according to ancient authors, the transfer of knowledge took place on an individual basis. That is, the teacher was engaged with his student in the process of communication, taking place on a one-on-one basis.
This circumstance can be largely explained by the fact that at that distanttime, the content of training was limited only by the knowledge and skills necessary for a person for his future professional activity. As a rule, the teacher did not tell his ward any other information, except for that which was directly related to his future work. At the end of the training period, the child immediately began to work on an equal footing with adult members of society. Some philosophers say that the concept of “childhood” as such appeared only in the 18th and 19th centuries, when a certain regime of official education was established in European countries, which, as a rule, continued until the age of majority. In antiquity, as well as in the Middle Ages, a person began adult life immediately after he acquired the knowledge, skills and abilities necessary for professional activity.
The individual form of organization of education, which was the main one until the 16th century AD, with a fairly high quality of knowledge that children received, as well as their strength, was at the same time extremely low-productive. One teacher for quite a long time had to deal with a single pupil.
The beginnings of a class-lesson system
The 15th-16th centuries for Europe were marked by an extremely rapid pace of development of production. Manufactories specializing in the manufacture of various products were opened in many cities. This industrial revolution required more and more skilled workers. Therefore, other forms of organization of learning have replaced the individual. In the fifteenth century, schools appeared in a number of European countries wherechildren were raised according to a fundamentally new system.
It consisted in the fact that each teacher worked more than one on one with the only child, and he was already in charge of a whole class, sometimes consisting of 40-50 people. But this was not yet the class-lesson form of organization of education that is familiar to the modern schoolchild. How was the process of transferring knowledge at that time?
The difference from today's system was that, although many students were present at such lessons, the teacher did not work on the principle of frontal conduct of the lesson. That is, he did not communicate new material to the whole group at the same time. Instead, the teacher, as a rule, de alt with each child individually. This work was carried out in turn with each of the children. While the teacher was busy checking the assignment or explaining new material to one student, other students were busy with the tasks assigned to them.
This training system has borne fruit, it has helped to provide a workforce for new manufacturing enterprises that are emerging at an unprecedented speed. However, soon even this innovation ceased to meet the needs of the developing economic system. Therefore, many teachers began to look for new options for the implementation of the educational process.
Czech genius
One of these thinkers was the Czech educator Jan Amos Comenius.
In search of a new solution for the organization of the educational process, he undertook a number of trips in whichstudied the experience of various European schools that worked according to their systems.
The most optimal form of organization of education seemed to him the one that existed at that time in a number of Slavic countries, such as Belarus, Western Ukraine and some others. In the schools of these states, teachers also worked with classes of 20-40 people, but the presentation of the material was carried out in a different way, not as it happened in Western European countries.
Here the teacher explained a new topic to the whole class at once, which was selected from students whose knowledge, skills and abilities corresponded to a certain level common to all. This form of organization of education was extremely productive, since one specialist worked simultaneously with several dozen schoolchildren at once.
Therefore, we can say that Jan Amos Comenius, who wrote the book, which is the first work in the section of pedagogy called didactics, was a real revolutionary in the field of education. Thus, the industrial revolution that took place in Europe in the 15th-16th centuries AD led to a revolution in another area - education. The Czech teacher in his writings substantiated not only the need for a new form of organization of the learning process and described it, but also introduced such concepts as holidays, exams, breaks and others into pedagogical science. Thus, we can say that the class-lesson system, which is the most common form of education today, has become widely known thanks to Jan Amos Comenius. After it was introduced in schools,led by a Czech teacher, it was gradually adopted by many educational institutions in the vast majority of European countries.
The economy must be economical
Two centuries after the creation of the main form of organization of education, educators in Europe have made another discovery in their field. They began to work to increase the efficiency of their work, that is, to increase the number of students who receive knowledge with the same effort.
The most famous attempt to realize this dream was the so-called Bell-Lancaster form of education. This system appeared in Great Britain at the end of the 18th century, its creators were two teachers, one of whom taught the basics of religious knowledge and was a monk.
What was the innovation of this type of training?
In the UK schools where these two teachers worked, the transfer of knowledge was carried out as follows. The teacher taught new material not to the whole class, but only to some students, who, in turn, explained the topic to their comrades, and those to others, and so on. Although this method gave amazing results in the form of a huge number of trained students, it also had a number of disadvantages.
Such a system is like a child's game called "Deaf Phone". That is, information transmitted several times by people who hear it for the first time can be significantly distorted. Nadezhda Konstantinovna Krupskaya said that the Bell-Lancaster system looks something like this: a student who knows one letter explains the rules for writing and reading it to someone who does not know any, andwho can write five letters - teaches a student who knows three letters and so on.
However, despite these disadvantages, such training was effective in achieving the goals for which it was primarily aimed at memorizing the texts of religious hymns.
Other forms of organizing the learning process
Despite everything, the system that was proposed by Jan Amos Comenius has stood the test of time and remains today, after many centuries, unsurpassed in the number of schools operating on its basis.
Nevertheless, in the course of history there have been attempts to improve this form of education from time to time. So, at the beginning of the 20th century in the United States of America, an attempt was made to individualize education in the following way.
An American teacher who introduced a new system in her school abolished the traditional division of children into classes, and instead gave each of them a separate workshop, where he could perform the tasks of the teacher. Group training in such a system took only 1 hour a day, the rest of the time was devoted to independent work.
Such an organization, although it had a good goal - to individualize the process, allowing each child to fully reveal their talents - but nevertheless did not give the expected results from it. Therefore, the innovation did not take root on a large scale in any of the countries of the world.
Some elements of such a system may be present in some forms of organization of vocational training. That is, suchactivities aimed at the development of any profession. It can be carried out within the walls of educational institutions, or at enterprises, in the process of direct practice. The purpose of it can also be advanced training or obtaining a second speci alty.
Learning without limits
Another similar form of education in educational institutions was the so-called project-based education. That is, the students received the necessary knowledge not during lessons in various disciplines, but in the course of performing some practical task.
The boundaries between objects were erased. This form of education also did not produce tangible results.
Modernity
At present, as already mentioned, the lesson as a form of organization of learning does not lose its leading position today. However, along with it, there is also the practice of individual studies in the world. Such training exists in our country. First of all, it is widespread in additional education. Teaching many types of creative activity cannot, due to its specificity, be implemented in a large group of children. For example, in music schools, classes in the speci alty are held in the mode of communication between the child and the teacher one-on-one. In sports schools, the collective form often exists in parallel with the individual.
There is a similar practice in secondary schools. First, teachers often make a clarification of a new topic at the request of a student. And this is an elementindividual educational form of organization of training. And, secondly, parents in some cases have the right to write an application for the transfer of their children to study in a special regime. This can be individual lessons with a student at home or within the walls of an educational institution.
The following groups of children are en titled to their own learning path.
- Specially gifted students who are able to outperform the program in one or more subjects.
- Children lagging behind in certain disciplines. Classes with them can be transferred to the normal mode of the class-lesson system, when problems with academic performance are eliminated.
- Students who exhibit aggressive behavior towards classmates.
- Children who periodically participate in various sports competitions and creative competitions.
- Students whose parents due to their professional activities are forced to change their place of residence frequently. For example, children of the military.
- Pupils with medical indications for this type of education.
Individual education of children belonging to one of the above categories may be adjusted, taking into account the special wishes of parents and the students themselves.
Conclusion
In this article it was told about the forms of organization of education at school. Its key point is the chapter on the differences between this phenomenon and pedagogical methods.
