The concept of didactic principles of teaching in pedagogy was introduced by the creator of the now well-known classroom system, Jan Amos Comenius (1592-1670). Over time, the content of this term has changed, and at present, didactic principles are understood as such ideas, methods and patterns that organize the educational process in such a way that learning is carried out with maximum efficiency.
Basic didactic principles
Simplistically, this term can be understood as a list of the main requirements for the organization of training. The main didactic principles are as follows:
- The principle of orientation is due to the need of society to produce a comprehensively developed and complex personality. It is implemented through the preparation of comprehensive training programs and their implementation in practice, which contributes to the intensification of the educational process, increasing its efficiency and solving a wide range of tasks in the classroom.
- The principle of scientificity implies the conformity of the knowledge gained in the lessonscientific facts. This is achieved by creating textbooks and additional materials, taking into account the changes taking place in science. Since the time of the lesson is limited, and students are not able to perceive complex information due to their age, one of the main requirements for the textbook is to exclude controversial and untested theories.
- The principle of connecting learning with life, that is, providing students with such information that they can later implement in everyday life or production activities.
- The principle of accessibility suggests that the educational process will take into account the age and psychological characteristics of the class. Both oversaturation with complex concepts and deliberately simplified language lead to a decline in the motivation and interest of the student, so the main task becomes to find the required level of complexity.
- The principle of activity in learning. From a didactic point of view, the student should act as the subject of the educational process, and new knowledge is most effectively acquired through independent work. Therefore, it seems necessary to create situations in the lesson in which the student is forced to express his point of view and argue it.
- The principle of visibility, which includes not only the demonstration of posters, diagrams and illustrations, but also the conduct of various experiments and laboratory work, which together leads to the formation of abstract thinking.
- The principle of an integrated approach to the topic, implemented in accordance with its content and the tasks contained in it.
The effectiveness of educationalprocess is achieved only with the use of the entire system of didactic principles of teaching. The specific weight of an individual item can be smaller or larger depending on the subject or topic being studied, but it must be present in one form or another.
Features of the implementation of didactic principles of teaching in preschool pedagogy
At this stage, the basic knowledge and norms of behavior are instilled in the child, which is somewhat facilitated by the high speed of personality formation during this period. However, the processes of development of the intellectual and psychological sphere must be controlled from the standpoint of humanity and integrativity, not forgetting that a preschooler is also a subject of the educational process. Therefore, in modern preschool pedagogy, the point of view prevails, according to which education should be conducted in an interesting and meaningful form for the child.
The main didactic principles of teaching preschoolers essentially coincide with the general theoretical ones: the educational process should be accessible, systematic, promote development and education. However, experience shows that at this stage it is necessary to introduce the principle of the strength of knowledge. Its essence lies in the relationship of knowledge received from the teacher with everyday life. This is achieved by completing practical tasks, which, moreover, contributes to the formation of skills for completing educational tasks.
Preschool educational content
Methodological recommendations for teacherspreschool educational institutions assume that the child will eventually acquire knowledge from two main interrelated sources:
- everyday interaction with the outside world;
- specially organized classes.
According to the didactic principles of the learning process in a preschool educational institution, both sources should be represented by three blocks: the objective world, the living world and the world of people. When obtaining this knowledge, a wide range of problems is solved. In particular, this is the accumulation of experience in the process of practical development of knowledge and the child's awareness of his place in the world and society. Mastering the communication skill and raising the general level of culture plays an important role.
Person-centered interaction model
The implementation of the didactic principles of teaching in preschool institutions presupposes the existence of a trusting relationship between the child and the teacher. The latter should not turn into an overseer and strictly control his wards, otherwise this will lead to the child closing in on himself, and his creative potential and cognitive abilities will not be put into practice. At the same time, soft forms of control and the leading role of the teacher are fully implemented in the subject-object model of interaction, when the teacher selects the necessary material in accordance with the topic and offers children various ways to get to know it.
The object-subject model, in which participantseducational process, as it were, change places. Children independently study the problem proposed to them, draw conclusions and report it to the teacher. It is not recommended to intervene in this process, even if the child is deliberately erroneous: mistakes also play a significant role in the accumulation of experience.
The third model involves subject-subject interaction, that is, the teacher and the child are equal in their capabilities and solve the problem together. With such relationships, it becomes possible to discuss ways to solve the problem in the very process of finding them.
The use of these models varies depending on the subject and the form of study. The didactic principle of accessibility of learning determines the existence of such ways of obtaining new information as an excursion, experiment or game. In the first case, the teacher has no choice but to apply the subject-object model in order to direct and hold the attention of children on new subjects of study or to demonstrate what is already known from an unexpected angle. But when conducting an experiment, it is more important to listen to the opinion of the group, which corresponds to the object-subject model, and the game assumes the equality of all its participants, that is, the subject-subject strategy of interaction operates.
Didactic games
This way of learning arouses the greatest interest of children and at the same time is a stimulus for cognitive activity. The teacher organizes the activities of the group, setting the rules within which childrenmust find a solution to their problem. The main feature of didactic games is that they do not have a rigid scenario for the development of events, but allow the child to sort through all possible options in search of the best.
At the same time, the game can become more complicated with the age of the child, contain elements of professional work: drawing, modeling, and so on. A special role in this is played by the desire of the child to imitate the actions of adults: ready, washing, cleaning the room. The didactic game, therefore, becomes one of the stages in the formation of a mindset for work.
Didactics of secondary and higher education
Leonid Vladimirovich Zankov at the turn of the 60-70s of the last century formulated additional didactic principles of the learning process. Proceeding from the point of view that education should be ahead of the development of the child in order to prepare him for independent knowledge of the world, he suggested deliberately overestimating the level of requirements for schoolchildren. Another principle of Zankov: new material must be learned quickly, and the pace must increase all the time.
The basis for the knowledge of the world is the baggage of theoretical knowledge, therefore, the Zankov method prescribes to devote more time to this particular aspect of the educational process. The teacher should be engaged in the development of each student, not depriving the weakest of his attention.
The Zankov system follows the basic didactic principles of teaching in that it is student-centered. This follows from the installation of trust in the strength of students: quick and deep assimilation of the material contributes to the fact that theyready to receive new knowledge. Separately, the right of the student to make a mistake is stipulated. This is not a reason to lower the grade, but to think with the whole class about why such a mistake was made at this particular stage of solving the problem. Studying and discussing wrong strategies together contributes to the fact that in the future the student will immediately exclude them.
Features of training tasks
One of the most important requirements of the Zankov system is the rejection of cramming. The exercises performed in the class and independently should teach the child the skills of identifying common features, classifying and analyzing the elements included in it. Both deductive (from general to particular) and inductive (from particulars to generalization) approaches are possible here.
As an example, we can cite the topic of determining the gender of indeclinable nouns in Russian lessons. Students can be asked to determine, for a start, how borrowings behave in the Russian language, to reflect on why some connect to the declension system, while others ignore it. As a result, the students' statements are summed up by the teacher, and a new rule is derived based on them.
Profile training
The specific didactics and didactic principles of teaching a new generation developed by Zankov formed the basis for the concept of in-depth or profile study of individual subjects in secondary school. This approach allows the student to choose one of the educational complexes, which involves the allocation of more time for subjects of interest to him at the expense ofcutting hours for others. Another element of the profile system is the introduction into the curriculum of additional classes that are not provided for by general educational programs, in which an in-depth study of a particular topic will take place. Recently, the introduction of individual programs into the learning process has also become popular.
The main problem is to find a balance between general education and specialized courses in the content of education. Didactic principles require an approach to education where everyone would have equal starting opportunities and would receive the necessary resources to express their abilities and interests. Compliance with this rule is the basis for the subsequent choice of professional orientation. The profile system makes it possible to implement the didactic principle of continuity between secondary and vocational education.
Vocational training principles
At the stage of higher education, the ratio of the share of didactic principles of teaching within their system changes. This does not negate their use in a complex, however, gaming activities clearly recede into the background, being realized only in playing out typical situations.
First of all, the didactics of vocational training requires that educational norms correspond to the current state of production. This is achieved by adding new information to the theoretical course and using modern equipment for practical exercises. From these requirements, the didactic principle follows logically.developmental education: the student must not only perfectly know the existing production base, but also be ready to independently perceive its further development.
When establishing a connection between theory and practice, it is necessary to implement the principle of visibility. The theoretical course must be accompanied by visual diagrams and illustrations.
An indispensable element of higher education is the availability of work experience, where students get the opportunity to test and consolidate their knowledge.
Finally, independent work plays perhaps the most important role in the process of obtaining professional education. Even the highest quality lectures and an extensive course of practical exercises do not contribute to such a solid mastery of the necessary knowledge as self-study. It is only thanks to them that the skills of planning the labor process, obtaining the necessary information from technical documentation, controlling one's work and the ability to take responsibility are formed.
The meaning of didactic principles
Thanks to didactics, a comprehensive mastery of new knowledge is carried out, and the educational process is focused on the personality of the student. Almost all didactic principles of teaching are implemented in subject courses: some to a greater extent, some to a lesser extent. However, their use in the aggregate makes it possible to create a personality out of a child, ready for independent knowledge of the world and himself, capable of professional activities and benefiting society.
