👧 🐊 🤾🏾 The concept and main categories of didactics 👩🏿‍🎓 🍳 🚙

The main categories of didactics are a reflection of the essence of this science. This area of knowledge is inextricably linked with pedagogy, because it is it that determines the essence and characteristics of the course of educational processes. The main categories of didactics are: teaching, learning, training, education, knowledge, skills, purpose, content, organization, types, forms, methods and results (products) of training. Next, let's talk about this in more detail.

Definition of a concept

Before considering the main categories of didactics, it is worthwhile to understand the essence of this concept. So, this is a section of pedagogy that deals with the study of educational problems (this is a kind of learning theory). This term was first voiced by German educator Wolfgang Ratke. Further, the researchers expanded the concept. Now this science is not only about education, but also about its goals, methods and results.

Given the main categories of didactics, we can divide this science into the following sections:

general - includes directly the concept and process of teaching, factors that affect the learning process, as well as the conditions in which the educational process takes place, which affects the final result;
private - methods and specifics of teaching each specific subject.

Subject, tasks and main categories of didactics

The subject of didactics is the education system as a whole. As for the tasks of this science, it is worth noting the following points:

studying the problems of education (how, to whom and what information to present);
the study of the laws of cognitive activity and the search for ways to activate it;
organization of the learning process;
the development of mental processes that stimulate students to search for and learn new information;
development of new, more advanced forms of learning.

Didactic Views

It is worth noting that there are several views on the question of what the subject is, the main categories of didactics. What does this discipline study? There are several options, as we have already noted:

training as the basis of upbringing and the educational process;
training parameters such as goals, forms, means, principles and patterns;
features of the interaction of the teacher and student;
conditions of education.

General didactics

Tasks, the main categories of didactics may differ slightly depending on what level the problem is considered. If we talk about science in general, then its main problems can be voiced as follows:

Learning goal setting. All participants in the educational process should be clearly aware of why they need it. If there is an end goal, training is much easier and more productive.
One of the most important tasks of didactics is the formation of a harmonious personality through comprehensive development.
Definition of the content of education. Depending on the goal, as well as external and internal conditions, an actual training program is formed.
Didactics solves the issue of how to present information. The right approach to teaching sometimes ensures the successful perception of the material by the audience.
Search for suitable didactic tools (training material). Another problem is the development of the principles of their formation and use.
Formulation of principles and rules of instruction. Although they are unified, they can be adjusted depending on the specific conditions.
The study of learning problems is one of the main points in didactics. It is also worth paying attention to further prospects for the development of the education system.
Establishing the relationship between pedagogy and other related sciences.

subject matter and main categories of didactics

Principles of Didactics

Didactics is a science, the main categories of which reflect its essence and problems. It is also worth paying attention to the principles, which are as follows:

The principle of visibility. Scientists have concluded that the eyes perceive 5 times more information than other senses. Thus, the data that are transmitted to the brain through the visual apparatus is easily and permanently remembered.
The principle of systematicity. The human brain perceives information only if an integral picture of what is happening is reflected in the consciousness. Moreover, the data should be presented sequentially, in accordance with the internal structure of the concept or phenomenon. In addition, for the harmonious development of personality, regular exercises are needed.
The principle of strength. The human brain selectively refers to the signals that come to it. Memory best perceives precisely interesting information (both in terms of content and in terms of presentation). Thus, in order for the material to be remembered well and for a long time, it is worth paying attention to the organization of the educational process and the methodology for reporting data.
The principle of accessibility. The material should be appropriate for the age and level of development of students.
The principle of science. It is provided with the correct selection of educational material, which is reliable and confirmed. In addition, knowledge should be supported by practical exercises.
The principle of the relationship of theory and practice. It flows from the previous paragraph.

The main categories of didactics and their characteristics

It is worth noting that any science has the basic concepts on which all research activities are based . So, the main categories of didactics are the following:

teaching - the teacher’s activity in transferring data to students, aimed not only at the assimilation of information, but also at its practical application in the future;
learning - the process of the formation of new forms of activity and behavior as a result of knowledge and practical skills;
training - purposeful systematic activity for the transfer of knowledge and the development of creative abilities, in which teachers and students participate;
education - the result achieved in the learning process;
knowledge - acceptance, understanding, as well as the ability to reproduce or use in practice the information received from the teacher;
skill is the ability to put into practice the acquired knowledge;
a skill is a skill brought to automatism (achieved by repeatedly performing one or another action);
subject - area of knowledge;
educational material - the content of the educational subject, which is usually determined by regulatory acts;
the purpose of training is the desired result that teachers and students strive for in the educational process;
learning method - this is the way by which the goal is achieved;
the content of training is scientific knowledge, practical skills, as well as a way of thinking that should be passed on by the teacher to the student;
learning tools - this is any subject support that accompanies the educational process (this includes teaching aids, equipment, and explanations of the teacher);
learning outcomes - what was achieved as a result of training (may differ from the goal).

Observation as a category of didactics

The main categories of didactics include not only the concepts listed above, but also observation. It is aimed at studying the behavior of an object with the aim of fixing and further analysis. In the process of observation, attention is paid not only to the main activity of the subject, but also to such details as reactions, gestures, facial expressions and so on. So, the basic principles of observational activity are as follows:

purposefulness - this procedure should have a specific goal, as well as a plan to achieve it;
regularity - the psychologist or teacher should have a clear idea not only of the research program, but also of the essential conditions for its implementation;
analytical character - the researcher should be able to single out essential details from the general context, based on the analysis of which certain conclusions can be drawn;
complexity - when studying each detail individually, one should not forget that they are interdependent;
systematic - the identification of patterns and relationships, as well as trends;
registration - all data must be recorded (in writing or in multimedia form) in order to facilitate their processing and provide the opportunity to access them in the future;
unambiguity of concepts - two interpretations are unacceptable.

Didactic functions

Along with such concepts as the subject, tasks and main categories of didactics, it is also worth highlighting a number of functions of this science. These include the following:

teaching - the transfer of knowledge from teacher to student;
developing - the formation of personal and psychological qualities;
educational - the establishment of a relationship to oneself, as well as to others.

Preschool didactics

Preschool didactics is a branch of science that studies the patterns of obtaining knowledge and developing skills in young children. In this case, the main categories of preschool didactics include only knowledge and skill. In young children, they are formed in the process of communication, as well as during the game. The main distinguishing feature is that for their formation organized training is not necessary. Thus, the main categories of preschool didactics are based on a natural cognitive process.

main categories of didactics and their general characteristics

The basic concepts of didactics

It is worth noting that the views of different scientists on didactics can fundamentally differ. In this regard, the following concepts are distinguished:

Traditional - the main categories of didactics, according to it, are teaching and pedagogical activity. The most prominent representatives of this direction can be considered Comenius, Disterweg, Herbart and Pestalozzi.
Pragmatic - pays the greatest attention to the cognitive activity of students. Adherents of this concept are considered Duel, Lai and Tolstoy.
According to the modern concept, the main categories of didactics are teaching and learning in their close relationship. A similar view was held by Davydov, Zankov, Ilyin and Elkonin.

The traditional concept of Comenius

It is worth noting that the main categories of didactics and their general characteristics were first thoroughly described in the work "The Great Didactics" by J. A. Komensky. He insisted that all children have the right to school, regardless of their background and social status. He also stated that the main rule of the educational process is visibility. It is Comenius that we owe the modern teaching system, which includes concepts such as a lesson, a break, a vacation, a quarter, a class.

As for the work "The Great Didactics", its main idea is that the process of education and training of a person is divided into 4 periods, each of which is 6 years:

from birth to 6 years, children go through the so-called maternal school, which involves the transfer of knowledge and experience from parents;
from 6 to 12 years old - "mother tongue school" (during this period the main attention is paid to the formation of speech skills);
from 12 to 18 years old - this is the best period for learning foreign languages ("Latin language school");
From 18 to 24 years old, the formation of personality is carried out in higher educational institutions, as well as during travel.

Comenius also had his own view on the self-development of man. He paid special attention to the relationship of thinking, activity and language.

Halperin modern concept

You can find out how the main categories of modern didactics are examined by reading the works of P. Ya. Halperin. He is known as the creator of the theory of the gradual formation of mental actions. The basis of this concept is an algorithm that includes the following steps:

indicative, which involves a preliminary familiarization with the action and the study of its features;
external manifestation of speech action, which consists in mechanical pronunciation;
inner awareness of what was said;
transformation of action into a mental act.

"Humane pedagogy" Amonashvili

S. Amonashvili is known for his work under the name "Technology of Humane Pedagogy". The main categories of didactics and their general characteristics are reflected in the following areas:

Teacher activities should be based not only on fundamental knowledge, but also on a friendly attitude towards the student. The teacher should not just teach him, but love, show understanding and care.
The basic principle is respect for the child. The teacher must take into account his interests. Nevertheless, it is important to convey to the student that he lives in society, and therefore it is necessary to pay attention to the opinions of others.
The main commandment of any teacher is a belief in the unlimited abilities of his student. By multiplying them with your teaching talent, you can achieve amazing results.
Particular attention is paid to the personal qualities of the teacher. a true teacher must be kind and faithful.
The main training technique is the correction of errors (both your own and typical). This exercise best develops the ability to think and logical analysis.

main categories of didactics in pedagogy

Herbart concept

Herbart is a famous German psychologist and teacher who had his own specific view of the main categories of didactics. Briefly, his concept can be represented in the following theses:

the main goal of the educational process is the formation of a personality with a strong character and pronounced moral qualities;
the school’s task is only to provide conditions for the comprehensive intellectual development of the child, and the whole responsibility for the education lies with the family;
so that proper discipline is observed during the lesson, it is allowed to use not only a system of restrictions and prohibitions, but also corporal punishment;
given that the character is formed simultaneously with the mind, equal attention must be paid to both training and education.

It is worth noting that this concept has not received wide distribution. By the XIX century, it became clear that excessive severity to students does not bring the expected result.

Didactics Dewey

The main categories of didactics in pedagogy, in accordance with the Dewey theory, are aimed at taking into account the interests of students (the opposition of the Herbertist concept). At the same time, the educational program should be built in such a way that not only encyclopedic knowledge is transmitted, but practically significant information.

The main merit of John Dewey is that he developed the concept of "The Complete Act of Thinking." Its essence is that a person begins to think only when certain obstacles and difficulties appear on his way. In the process of overcoming them, he gains the necessary knowledge and experience. Thus, teaching should be aimed at setting practical tasks.

However, the concept of didactics, the main categories in Dewey's concept are somewhat limited. The main disadvantage of this theory is that it does not pay attention to the process of consolidation and assimilation of knowledge. Thus, like Herbert’s teachings, Dewey’s concept is extreme (albeit oppositely directed). And as you know, it can only serve as the basis of the process, but cannot claim to be true.

Pedagogical ideal

It is worth noting that a person - such as he is by nature - is not the kind of person that society needs. If you delve into the story, you can make sure that the idea of personality is constantly changing. So, for example, if we compare the primitive and modern man, the first seems to us wild. Nevertheless, people of that time could not imagine themselves to be different.

When the primitive communal system was replaced by the formation of the state, the institution of education began to form. So, the first fundamentally different schools were formed in the ancient era. For example, the Spartan education system was aimed at educating physically strong and fearless warriors. As for the Athenian school, it implied a comprehensive and harmonious development of personality.

The concept of the ideal person during the Middle Ages has radically changed. The transition to the monarchical system has led to a rethinking by man of his place in society. For many years, people were immersed in science and creativity. Thus, upbringing and education were aimed at the formation of the humanistic ideal of the individual. This period gave the world a lot of priceless discoveries, which made it possible to call it the era of Enlightenment.

Today, the pedagogical ideal is a person with an active civic stance and a willingness to practice.Since school age, students have been involved in social and political life. At the moment, parents and teachers have a base of experience and mistakes of previous generations, on the basis of which an effective education system can be built.

The concept and main categories of didactics