Modern organizational forms of training

The theory and practice of teacher training includes many different forms. The emergence, development and extinction of individual forms is associated with new requirements arising in society. Each of the stages leaves its mark, due to which it affects the development of the subsequent. In this regard, science contains a lot of knowledge regarding the types and forms of learning. Modern didactics includes compulsory, optional, home, classroom forms of education, divided into frontal, group and individual classes.

Terminology

M.A. Molchanova characterizes organizational forms of learning as a dialectical base, consisting of content and forms. I. M. Cheredov notes that the main direction of organizational forms is the implementation of the integration function. This definition is based on the fact that forms include almost all the main elements of the educational process. I.F. Kharlamov claims that not only he cannot determine exactly what organizational forms are, but, in principle, in didactics, a clear description of the term cannot be found.

Functions Performed

In general, the opinion of all researchers boils down to the fact that the functions that perform the organizational forms of the learning process contribute to the professional development of the teacher and the personal improvement of the student.

The list of main functions includes:

1. Training - the design and use of this form to obtain the most effective conditions for the supply of knowledge to children, as well as the formation of a worldview and the improvement of abilities.
2. Education - ensuring the phased introduction of students in all kinds of activities. The result is intellectual development, the identification of moral and emotional personal qualities.
3. Organization - methodological study and formation of tools to optimize the educational process.
4. Psychology - the development of psychological processes that help the learning process.
5. Development - the creation of conditions conducive to the full implementation of intellectual activity.
6. Systematization and structuring - the formation of the sequence and logic of the material brought to the students.
7. Integration and coordination - the interconnection of all forms of learning to increase the effectiveness of the learning process.
8. Stimulation is the product of the desire to learn new things from different age groups.

Frontal training

The situation when a teacher carries out educational and cognitive activities relative to a class that works on a single task is an example of a frontal form of organization. Organizational forms of training of this kind impose on teachers the responsibility for organizing joint work of students, as well as for the formation of a single pace of work. How pedagogically effective front-line learning directly depends on the teacher. If he is experienced and easily holds in his field of vision a class in the general mass and of each student in particular, then efficiency is at a high level. But this is not the limit.

The development of organizational forms of training has led to the fact that to increase the effectiveness of front-line learning, the teacher must create a creative atmosphere that unites the team, as well as reinforce the students' attention and active desire. It is important to understand that frontal education does not imply a difference in students' individual parameters. That is, all training takes place according to basic standards, designed for the average student. This leads to lagging and bored.

Group training

Types of organizational forms of training also include group form. In the framework of group learning involves educational and cognitive classes aimed at a group of students. This form is divided into four types:

• link (the formation of a permanent group to organize the learning process);
• brigade team (aimed at creating a temporary group that will perform tasks of a certain subject);
• cooperative-group (division of the entire class into groups, each of which is responsible for the implementation of one of the parts of one volumetric task);
• differentiated-group (the combination of students in both permanent and temporary groups, according to their common characteristic for each feature; this may be the level of existing knowledge, the same potential potential, equally developed skills).

Work in pairs also refers to group training. Both the teacher himself and direct assistants can supervise the activities of each group: team leaders and managers whose appointment is based on the opinion of the students.

Individual training

Organizational forms of learning differ from each other in the degree of contact with students. So, with individual training, direct contact is not supposed. In other words, this form can be called independent work on tasks with the same complexity for the whole class. It is important to understand that if a teacher gives a student a task according to his educational capabilities and he fulfills it, then the individual form of training develops into the individual.

To achieve this goal, the use of special cards is characteristic. Cases when the bulk is engaged in independent task execution, and the teacher works with a certain number of students, is called the individual-group form of training.

Organizational forms of training (table of features)

A distinctive feature of each form of teaching is a different degree of participation in the process of educational and cognitive activity of the teacher and class. In order to understand these differences in practice, you should familiarize yourself with the training examples inherent in a particular form.

Signs of teamwork

Most often, two modern organizational forms of training are used in practice: individual and frontal. Group and steam are used less often. It is important to note that both the frontal and the group forms are often not collective, despite the fact that they try to resemble them.

In order to understand whether this is really a collective work, X. J. Liimetsa identified a number of inherent features:

• the class understands that it bears collective responsibility for completing the assignment and as a result receives a social assessment corresponding to the level of fulfillment;
• the class and individual groups under the strict guidance of the teacher organize the assignment;
• in the process of work, a division of labor is manifested, taking into account the interests and capabilities of each member of the class, which makes it possible for each student to prove himself as efficiently as possible;
• there is mutual control and responsibility of each student to his class and working group.

Additional organizational forms of training

Conducting additional classes with an individual student or group is due to the knowledge gaps allowed by them. If the student is lagging behind in studies, there is a need to identify reasons that will help determine the methods, methods and organizational forms of training that are suitable for a particular situation. Most often, the reason is the inability to systematize the educational process, the loss of interest or the slowed down rate of development of the student. An experienced teacher uses additional classes as an opportunity to help the child, for which he uses the following types of techniques:

• clarification of certain issues that previously caused misunderstanding;
• attachment to the strong student of the weak, allowing the second to tighten his knowledge;
• a repetition of a previously completed topic, allowing to consolidate the knowledge gained.

The concept of "teaching method", classification

For the most part, the authors come to the conclusion that the teaching method is nothing more than a way to organize the educational and cognitive activities of students.

Depending on the nature of the educational process, the teaching methods are divided into:

• explanatory and illustrative (story, explanation, lecture, film demonstration, etc.);
• reproductive (practical application of accumulated knowledge, task performance according to the algorithm);
• developmental;
• partial search;
• research (independent solution of the problem, using the studied methods);

Depending on the method of organizing activities, methods are divided into:

• contributing to the acquisition of new knowledge;
• formative skills;
• testing and evaluating knowledge.

This classification is perfectly consistent with the main objectives of the learning process and contributes to a better understanding of their purpose.

What is the best way to consolidate the studied material

Pedagogy uses organizational forms of training constantly. Thanks to the study of forms, science has come to the conclusion that not only the process of obtaining knowledge, but also its consolidation is of particular importance. To achieve this effect in pedagogy, it was decided to use two methods:

1. The method of conversation. It is relevant in a situation where the information provided by the teacher is simple for perception and understanding, and the reception of repetition is enough to consolidate. The method is based on the picture when the teacher, competently building questions, arouses in students a desire to reproduce the previously stated material, which contributes to its speedy assimilation.
2. Work with the textbook. Each textbook includes both easy-to-read topics and complex ones. In connection with these, the teacher must, having stated the material, immediately repeat it. To do this, students independently study the paragraph given to them, and then reproduce it to the teacher.

Knowledge Application Training

In order to test your knowledge in practice, it is recommended to undergo a training consisting of several stages:

• explanation by the teacher of the goals and objectives of the upcoming training process based on previously acquired knowledge;
• demonstration by the teacher of the correct model for the upcoming assignment;
• test repetition on the part of students of the example of the application of knowledge and skills;
• further repetition of the process of completing the task until it is fully automatic.

This step is basic, but there are cases when a particular stage is excluded from the training chain.