One cannot underestimate the importance of education in human life - both a child and an adult. People should be prepared to absorb new information. After all, you can never know for sure where life prepares a new lesson for a person.
Patterns of the learning process
Education in psychology is a collective process aimed at the assimilation by the young generation of the experience that has been accumulated over the course of history and embodied in accordance with social goals. In modern psychological science, a large number of different laws have been discovered that accompany the process of acquiring new skills and knowledge. All patterns are divided into two large categories - private and general. Those that cover the entire training system are called general; in contrast to them related to a certain aspect of training are called private.
Basic concepts
In the psychology of learning, the concepts that can be called basic in this direction are as follows:
- Educational objectives.
- Methods
- The quality of training.
- Forms and teaching aids.
- Knowledge, skills.
A person’s knowledge is the facts and concepts that he has learned in the learning process. Skills - the readiness of a schoolchild or student to independently carry out the necessary actions of a theoretical and applied nature. Skills are the components of a student’s practical activity, which are manifested through the implementation of certain actions and brought to automatic students.
The purpose of the educational process
First you need to consider the general patterns. The purpose of training is the result that must be obtained from this process. It is planned even in advance, before the student or schoolchild begins to master new information or acquire skills. For example, when learning a foreign language, a student can go one step in three months. It is assumed that after this time he will have a set of certain knowledge and skills. One of the general patterns of knowledge acquisition is the pattern of learning objectives. It lies in the fact that the goals of learning depend on the level of development of society, its capabilities and needs, as well as on the level of development of the pedagogical system.
Learning Content
Another regularity of a general nature is the principle of the content of training. The content is a concrete answer to the question of what to teach a person. In each case, the answer will be different. The content of training is a special system of knowledge that is taught in a particular educational institution. The principle of the content of training is that it directly depends on the goals, level of scientific and technological progress, age characteristics of the student, as well as the level of development of the theory and practice of training.
Quality
As for the quality of mastering new material or acquiring a skill, the pattern here is as follows: at each new stage, the effectiveness of mastering depends on productivity at the previous stage. The quality of training is also affected by the volume of material, its nature. In many respects, the result also depends on the time that the student invests in classes, his ability to learn, and also the organization of the process itself.
Methods
Education in psychology is a process whose effectiveness directly depends on the methods used. The latter refers to various types of interactions of the teacher with the students, resulting in the assimilation of experience by the latter. It is believed that to achieve the highest learning outcomes, it is necessary to combine traditional and innovative methods. With regard to teaching methods, there is also a pattern. The effectiveness of the learning process depends on:
- teacher’s knowledge, his ability to use special teaching methods;
- set goals of the learning process;
- student learning level;
- organization of the learning process.
Didactic patterns
The process of training in psychology also occurs in accordance with laws that are of a private nature. The following specific patterns that relate to didactic are distinguished:
- The results that a student receives in the learning process directly depend on the time devoted to him.
- The productivity of mastering an object or skill by a student is inversely related to the amount of material that he needs to master, as well as the complexity of this material.
- Also, the results directly depend on the students' awareness of the learning objectives, its methods and means.
- An important way is to divide the material into small parts, which must be mastered for a specific period of time.
- Learning outcomes depend on the qualifications of the teacher.
- Learning through practical assignments can be up to 7 times more effective than passive perception of information.
Epistemological principles
The specific principles of an epistemological nature include the following:
- The results of the learning process are directly proportional to the ability of a student or student to learn.
- Education in psychology is a process, the productivity of which also directly depends on the volume of educational activity of a student.
- The effectiveness of memorization using speech (verbally) is improved if the digestible material is divided into small portions.
- The productivity of training depends on its problematic nature and on how intensely the student is included in resolving issues of interest to him.
How is development related to learning?
Education in psychology is a process directly related to human development. For the first time in the history of Russian psychology, the outstanding scientist Lev Semenovich Vygotsky paid close attention to this problem. He carefully analyzed the works of his colleagues from abroad - J. Piaget, E. Thorndike. They were also interested in the psychology of learning problems. And as a result of his research, Vygotsky formulated a hypothesis about the impact of learning on personality development. Lev Semenovich suggested that it is training that plays the leading role in human development. As a result of Vygotsky and Piaget's studies in science, it has become generally accepted that significant changes in the child’s thinking occur in preschool and primary school age. Namely, a transition is made from prelogical forms to logical ones. Now this principle is one of the most important in the psychology of training and education.
The scientist believed that entry into human consciousness can only be possible through speech. Vygotsky considered education to be an element internally necessary for the child, which is distinguished by universality - it is inherent in people historically. Education and development in psychology are similar processes. A child gains individual experience in the process of his maturation. Its development directly depends on the cultural environment in which it is located. Each kid can be taught everything that adults need. Vygotsky believed that learning always goes ahead of development, and leads this process.
Improve knowledge development
Once upon a time with respect to the learning process, many myths and false representations were adopted. For example, it was believed that the student was a tabula rasa or something like an empty vessel. He occupies a passive position and expects the teacher to fill him with knowledge. Currently, many methods have been developed in pedagogy and the psychology of learning to make this process more effective. One of the methods is to determine your individual style of mastering knowledge, that is, find a way by which information is processed by a person. This concept was developed by scientists P. Hani and A. Mumford. Researchers identified four main learning styles:
- Active. A person who prefers this style is a practitioner. He is always happy for new experiences, he prefers to do first, and then to think.
- Observant. As a rule, a student who predominates in this style is in no hurry to rush into practical activities. First, he needs to collect the necessary information, first see in which direction events are developing, and only then express his opinion.
- Theoretical. A theoretical student prefers first to build a hypothetical sequence of events that he seeks to fit into a particular model. He will not reject the idea only for the reason that it does not coincide with his personal worldview.
- Pragmatic. Combines the elements of the first and third types, in other words, likes to put theoretical ideas into practice. A pragmatist is a born experimenter.
By identifying their leading learning style, the student can adjust the educational process and, thus, make it more effective.
Psychology of language teaching: interesting features
Special attention should be paid to such a problem as the development of human speech. After all, language is not only a means of communication, but also an instrument of thinking. Linguist Svetlana Burlak emphasizes that children from a very young age seek to learn the names of objects. When a person recalls a certain word, the image of this object, its appearance, color, smell, arises. This affects the activation of specific areas of the brain. For example, after the spoken word “sour”, the word “lemon” is recognized much faster than after the word “blue”.
Professor of St. Petersburg State University Tatyana Chernigovskaya emphasizes that the development of speech, reading and writing in different children occurs at different times. Statistics show that about 40% of all children, even after finishing the third grade, have difficulties with writing and reading. This difference is due to the fact that each child has his own "age of school maturity." One baby's brain is ready for learning, while the other is not yet. Therefore, do not immediately panic if the child learns to speak or read later than his peers. It is important to start teaching the baby on time - not too early and not too late for him.