Currently in theory there are many didactic concepts related to both traditional and innovative ones. Most of them can be divided into three groups depending on the time of their appearance. The first didactic concept was created in accordance with the initial period of formation and development of the system related to primary and secondary education in Europe in the XVIII-XIX centuries. This process was influenced by such outstanding personalities as J. A. Comenius, I. Pestalozzi, I. F. Herbart. This concept is called traditional.
Didactic concept
This concept should be considered as one of the main categories of didactics. It can be represented as a system of views, which is the foundation for understanding the phenomena and processes that are united by a common idea, a leading idea. Another related category is the didactic system. This concept combines interconnected tools, methods and processes that provide an organized, focused pedagogical influence on the student in the process of personality formation and certain specified qualities. Any concept is based on an understanding of the essence of the learning process.
Formation Criteria
The concept considered in the article is based on two main criteria: the effectiveness and efficiency of training. In this case, a prerequisite is the organization of this process according to a specific theory or didactic concept.
The main indicators of the effectiveness of training are the completeness of knowledge and how close the results are close to the given standards. Training standards define goals and results, which, in turn, can be represented:
- mental changes;
- neoplasms of personality;
- quality of existing knowledge;
- accessible methods of activity;
- level of development of thinking.
Thus, the characteristic of the didactic concept is an aggregate that includes principles, goals, content and teaching aids.
The grouping of these concepts is based on an understanding of the subject of didactics.
The influence of the traditional concept
This concept led to the emergence of three main provisions of didactics:
- The principle of educational preparation in the organization of training.
- The formal steps that determine the structure of education.
- The logic of the teacher’s activities during the lesson, which consists in presenting the material through the teacher’s explanation, assimilation during the exercise with the teacher, and application of the lessons learned in subsequent learning tasks.
Features of the traditional concept
This concept is characterized by the dominance of teaching, the activities of the teacher.
Features of the didactic concept are that in the traditional system of teaching, the dominant role is played by teaching and the activities of the teacher. Its basic concepts were formulated by J. Komensky, I. Pestalozzi, I. Herbart. Traditional learning consists of four levels: exposition, understanding, generalization and application. Thus, the training material is first presented to the students, then it is explained what should ensure its understanding, then it is generalized, and then the acquired knowledge should be applied.
At the turn of the XIX-XX centuries, this system was criticized, calling it authoritarian, book, not connected with the needs and interests of the child, with real life. She was charged with the fact that with her help the child only gets ready-made knowledge, but at the same time he does not develop thinking, activity, he is not capable of the appearance of creativity and independence.
Key Points
The development and implementation of the traditional didactic system was carried out by the German scientist I.F. Herbart. It was he who justified the pedagogical system, which until now is used in European countries. The purpose of training, in his opinion, is to form intellectual skills, ideas, concepts, theoretical knowledge.
In addition, he formulated the principle of upbringing education, which consists in the fact that on the basis of both the organization of the learning process and the organized order, a morally strong personality should be formed in the educational institution.
On the basis of the traditional didactic concept, streamlining, organization of the learning process took place. The basis of its content was the rational activity of the teacher, aimed at the implementation of the learning process in accordance with the stages of training considered in the framework of the concept. It should be noted that this logic of the learning process is typical for almost all traditional lessons to this day.
Reforms in Pedagogy
At the turn of the XIX-XX centuries, the formation of a new didactic concept began, based on the first achievements of the psychology of child development and forms related to the organization of educational activity. Simultaneously with these stages of didactics, there was a general update of all aspects of life in most developed countries, both in Europe and in America, including the reform of traditional pedagogical systems that did not meet the challenges of our time. Reform pedagogy contributed to the emergence of a pedocentric didactic concept, a distinctive feature of which can be expressed in the pedagogical formula Vom Kindeaus - “based on the child”, proposed by the Swedish teacher Ellen Kay (1849-1926), author of the book “The Age of the Child”. For supporters of this concept was characterized by a call for the development of creative forces in children. They believed that the child’s experience and the accumulation of personal experience should play a leading role in education, so the main examples of the implementation of the pedocentric concept were also called the theory of free education.
Pedocentric didactics
The pedocentric concept focuses on the teaching, that is, the activity of the child. This approach is based on the pedagogical system of D. Dewey, the labor school, presented by G. Kershensteiner, on other pedagogical reforms of the beginning of the last century.
This concept has another name - progressive, learning through doing. The greatest influence on the development of this concept was made by the American teacher D. Dewey. His ideas are that the learning process should be based on the needs, interests and abilities of students. Education should develop the general and mental abilities, as well as the most diverse skills of children.
In order for this goal to be achieved, training should not be based on the simple presentation, memorization and subsequent reproduction of ready-made knowledge given by the teacher. Training should be a discovery, and students should receive knowledge in the process of spontaneous activity.
The structure of pedocentric didactics
In the framework of this concept, the learning structure consists of the following stages:
- the formation of a sense of difficulty associated with the process of activity;
- statement of the problem, the essence of difficulty;
- formulation of hypotheses, their verification in solving problems;
- formulating conclusions and reproducing activities using the knowledge gained.
This structure of the learning process determines the use of research thinking, the implementation of scientific research. Thanks to the use of this approach, it is possible to intensify cognitive activity, develop thinking, teach children to look for ways to solve problems. However, this concept is not considered as absolute. There are certain objections to its widespread distribution to all subjects and levels of education. This is due to the reassessment of the spontaneous activities of students. In addition, if you constantly follow only the interests of children in the learning process, the systematic process will inevitably disappear, the use of educational material will be based on the principle of random selection, in addition, a deep elaboration of the material will become impossible. Another disadvantage of this didactic concept is significant time costs.
Modern didactics
The main characteristic features of the modern didactic concept are that teaching and learning are considered as inextricable components of the learning process, and represent the subject of didactics. This concept is formed in several areas: programmed, problem-based learning, developmental learning, formulated by P. Halperin, L. Zankov, V. Davydov; cognitive psychology of J. Bruner; pedagogical technology; pedagogy of cooperation.
What features are characteristic of the modern didactic concept
In the last century, attempts were made to create a new didactic system. The appearance of the modern didactic concept was due to problems associated with the development of the two previous didactic systems. A single didactic system, as such, is absent in science. In fact, there is a certain number of pedagogical theories that have some common features.
The main goal characteristic of modern theories is not only the process of knowledge formation, but also development as a whole. This aspect can be considered as a feature of the modern didactic concept. In the course of training should be provided: the development of intellectual, labor, artistic knowledge, skills. Training is usually substantive, although integrative learning at different levels is allowed. In the framework of this concept, the learning process is bilateral. It should be noted that it is the modern conditions for the development of education that determine which features of the modern didactic concept are the most significant.