Training is a controlled, specially organized process of interaction between a teacher and students, aimed at mastering a system of knowledge, skills and abilities, as well as shaping the worldview of students, developing potential opportunities and consolidating self-education skills in accordance with the goals set.
Learning goals. Tiered approach
The goal of learning is the planned result of the learning process, in fact, what this process is aimed at. I. P. Podlasyy proposes to differentiate learning goals into three levels:
1. Political: the goal acts as an object of public policy in the field of education.
2. Administrative: the goal is a strategy for solving the global problems of education (at the regional level or at the level of the educational institution).
3. Operational: the goal is seen as an operational task in the process of implementing learning in a specific class with a specific composition of students.
The problem of differentiating learning goals
Basefor the classification of the concept of the goal of the learning process are the following criteria:
1. Generality measure: general/private, global.
2. Attitude towards educational institutions responsible for setting and achieving them: state (prescribed in state educational standards) goals, general university, faculty, cathedral, etc.
3. Focus on the development of certain personality substructures: need-motivational substructure, emotional, volitional and cognitive.
4. Target description language: subject-conceptual form, subject-activity.
Taxonomic approach of B. Bloom
In turn, B. Bloom offers his own target classification that determines learning. He considered the learning objectives from the point of view of specific taxonomies (systematics). The first taxonomy aims to form a cognitive domain. It includes six categories of goals:
- category of knowledge (in relation to specific material, terminology, criteria, facts, definitions, etc.);
- category of understanding (interpretation, explanation, extrapolation);
- application category;
- category of synthesis (development of a plan / system of actions, abstract relations);
- category of analysis (relationships and principles of construction);
- assessment (judgment based on available data and external criteria).
The second taxonomy is aimed at the affective sphere.
Principles of constructing learning tasks
N. F. Talyzina offersthe transition structure of the selection and description of typical tasks in the learning process. These tasks are presented in the form of a hierarchy, being at the same time a hierarchy of the goals of higher education. Each of the levels has its own focus, depending on the specific scope of the skills of future specialists.
First level
The highest level of the hierarchy is occupied by tasks that all specialists should be able to solve, regardless of the specific profession of the staff, the purpose of staff training or geographical location. However, they may be due to the nature of the historical era. In relation to our time, among such tasks are:
- environmental (minimizing the negative impacts on the nature of industrial or other human activities, etc.);
- tasks in the system of continuous postgraduate education (effective work with information - search, storage, applied use, etc.);
- tasks related to the collective nature of the prevailing types of modern activities (formation of contacts within the team, planning and organization of joint activities, analysis of the specifics of the human factor in the process of predicting the results of work, etc.).
Second level
At the second level, a set of tasks specific to a particular country is allocated. With regard to the domestic education system, the most relevant tasks are those related to the formation and development of market relations (carrying out marketingresearch, economic justification of projects, search for appropriate partners and sources of financing, promotion of goods in domestic and foreign markets, etc.).
Also at this level, the goals and objectives of training related to problems in the field of interethnic relations (national traditions and customs, the development of a tolerant attitude towards national feelings, the rejection of nationalist and chauvinistic positions, etc.) are highlighted. Finally, the purpose of developmental education for a modern specialist is also to form the skill of solving industrial, managerial and economic problems in the socio-political conditions of modern society (democratic politics, publicity, religious tolerance, etc.).
Third level
The third level is the most voluminous and consists of actual professional tasks. In general, these tasks are divided into three main types:
- research (skills for planning and conducting research in this field of activity);
- practical (obtaining a specific result - building a plant, publishing a book, recovering a patient, etc.);
- pedagogical (teaching a certain subject in an educational institution or in the conditions of industrial training - for example, when the goal is to teach a foreign language).
Let's look at the goals and principles of education using the example of preschool children.
Basic principles of the system of education and upbringing of preschoolers
General tasks,defining learning, the goals of teaching and educating preschoolers can be differentiated as follows.
1. First year of life:
- preserve and strengthen the he alth of children, ensure their full physical development, maintain a positive emotional state of each child; provide a daily routine appropriate for the age and physical condition of the child;
- to form visual-auditory orientations; expand and enrich the sensory experience of children; develop the ability to understand the speech of an adult and carry out the preparatory stages for mastering active speech; encourage inclusion in the process of self-service, form elements of moral behavior, support emotional responsiveness and goodwill of children.
- to form the prerequisites for aesthetic perception - to arouse interest in paintings, music, singing, etc., to systematically analyze the results.
- help the child develop skills appropriate for his age.
2. Second year of life:
- strengthening and hardening of the body; development of the basic movement system;
- the formation of the simplest skills of neatness and self-service;
- expansion of vocabulary and activation of the need for communication; stimulation of cognitive processes (perception, attention, memory, etc.);
- the formation of skills in manipulating objects;
- formation of skills of a culture of behavior (greeting, saying goodbye, thanking, etc.);
- development of aesthetic perception (emphasisattention to color, shape, smell, etc.).
- development of musical taste.
3. Third year of life:
- strengthening physical he alth; cultural and hygienic skills
- the formation of elements of visual-figurative thinking; development of cognitive processes;
- development of sensory experience;
- the formation of elementary knowledge about the structure of nature and its laws;
- speech development, vocabulary expansion;
- encouraging children to communicate with each other; conducting role-playing games;
- development of artistic perception.
4. Fourth year of life:
- he alth promotion, hardening of the body; development of correct posture; formation of active motor activity;
- stimulating interest in the life of adults, focusing on objects and phenomena of the socio-cultural environment;
- development of the ability for elementary analysis, the ability to establish the simplest connections between phenomena and objects of the environment;
- development of speech, the ability to correctly build sentences;
- development of the ability to listen, the ability to follow the events of works (books, cartoons, etc.);
- development of elementary mathematical representations (one / many, more / less, etc.);
- formation of a positive attitude to work;
- development of interest in various kinds of games, team competitions;
- development of aesthetic andmusical ability.
Physical education in the child's education system
Strengthening the he alth of the child is the main fundamental component of the educational process at all age stages that determine development and learning. The goals of learning directly in the field of the educational process may vary. The criterion will be age parameters, as well as the specifics of a particular subject. As for physical education itself, there are no special variations here. In this case, the goal of education is, first of all, the formation of adaptive mechanisms (protective and adaptive forces - chemical, physical, etc.) and strengthening the child's immunity.
Factors that reduce the protection of the child's body include: starvation, fatigue, worries, violation of the daily routine. Factors that increase the body's defenses: walking in the air, hardening, cheerful mood.
Accordingly, the task of the educator in this area will be, on the one hand, to neutralize and reduce the impact on the physical development of the child of factors that weaken his immune system; and on the other hand, in the formation and stimulation of the protective and adaptive forces of the child's body due to a properly organized diet, a system of physical exercises, hardening, a favorable psychological atmosphere, etc., the prevention of infectious and chronic diseases, as well as the prevention of injuries and the provision of first pre-medical help. It is also important to take into accountfeatures of the environment in which the child is located, compliance with sanitary and hygienic standards in the system aimed at education.
Learning goals, principles and objectives, thus, are a complex socio-pedagogical complex, determined directly by the specifics of the field of study, the expected result, as well as the socio-historical context.
