There are certain principles according to which the entire educational process is built. Whether it is studying at school, at a vocational school or at a university, there are certain foundations that are common to any level of training. One of these rules is the principle of accessibility . What is it and how can it be embodied in the educational process?
Soviet scientists and their opinion on the availability of education
The development of this rule and its introduction into the pedagogical process was carried out by many scientists. This and K.D. Ushinsky, and N.G. Chernyshevsky and N.A. Dobrolyubova. In its most general terms, the principle of accessibility is the correspondence of educational material to the characteristics of students. Learning should be the mental work of pupils or students throughout the working day. But, on the other hand, this work should be feasible for the student - he should motivate him to continue his work, and not be the reason for refusing training.
Different scientists had their own definitions of what constitutes the principle of accessibility in pedagogy. Some were convinced that it was inextricably linked with the age of the student, and therefore the selection of materials should take place precisely by this criterion. Others believed that the child’s abilities and talents are important - after all, children of different ages can be in the same class, but with completely different learning skills. Some emphasized precisely the content that the manuals used in lessons or in pairs carry.
Classic definition
Interesting is the opinion expressed by I.N. Kazantsev in 1959. In the collection edited by Didactics, one can find the idea that the principle of accessibility is realized, first of all, in the constant achievement of the boundaries of the student’s mental abilities. Thus, each time making efforts, the student in the process of education each time reaches and exceeds this level. Despite the fact that L.V. Zankov proposed and introduced the concept of education at a high level of accessibility of knowledge, in fact, even his innovations reflect the principle of accessibility in pedagogy.
The history of the principle of accessibility
The beginning of the formation of this rule can be considered the 60s and 70s of the last century. It was then that the main explanations were adopted, on which the principle of accessibility in pedagogy rests. This is the time when Soviet innovators made efforts to develop education, because it was precisely in these years that it was laid down in the form in which we see it today. This is a joint training of boys and girls, and the system of eleven classes, and practical training.
Some scholars paid special attention to the issue of timeliness of education. Each student is born and lives in a certain era when society is at one stage or another of scientific and technological progress. Therefore, we can not ignore, along with the abilities of the student, and this factor. It also includes the expectations of society for the child. After all, it cannot be said that in the days of the Soviet past, the same was expected from schoolchildren and students as from modern students. Different eras and ideologies carry certain requirements - this applies both to the student and the university student.
What can imperceptibly disrupt the availability of material
Not everyone is good at school or good at school. There are certain difficulties due to which the principle of accessibility in pedagogy may be violated. An example that a student decides, or an exercise in the Russian language, on the one hand, should not be very easy for him. On the other hand, stress and mental efforts should not cause rejection in the child of the subject itself. In fact, most of the disciplines of the school curriculum are precisely for this reason that they become uninteresting for the student. Feeling disappointed in his abilities, for example, solving problems in algebra, he will increasingly feel reluctance to take up a textbook. The teacher’s attitude towards the lagging schoolchild can aggravate the situation - after all, no one will like it when its weak abilities will be demonstrated to peers. But in reality, in this situation one can observe a gross violation, to which, it turns out, the principle of accessibility is subject.
How to solve the problem of individualization of education
At some point it is necessary to see what exactly in the curriculum causes difficulties for the student, having carefully worked out this aspect. Indeed, training should always take place in the so-called “zone of proximal development,” that is, to go a little beyond what is currently available to the child. However, it is not always possible to put this rule into practice. Indeed, not every teacher is capable or eager to identify difficulties that this or that child experiences in his subject. The number of students also affects - the learning process is not always properly individualized. The main solutions to this problem have also been put forward by domestic researchers. For example, domestic researcher Z.I. Kalmykova proposes the creation of special teaching aids in which each student could choose for himself those tasks that would suit his level.
Criteria for determining the principle of availability
Also, many scientists of different periods introduced various concepts about this rule. First of all, the principle of accessibility should be the main criterion by which educational material is selected. Secondly, books and manuals should take into account the level of training of students or schoolchildren, which is one of the main functions that the principle of accessibility in pedagogy carries. This definition, like the previous one, is successfully applied in modern Russian education. Thirdly, another of the important roles of this principle is the identification of the difficulties that each teaching encounters in the learning process.
How to identify if material is available to the student
The criterion of material availability always depends on several factors. In order to determine the level of this indicator, several cases are used. First, accessibility can be assessed in relation to an individual student and the development of a particular subject. Secondly, it can be an assessment of the ability of a schoolchild or student to master several disciplines that are part of the entire school or institute program. Thirdly, an analysis of the learning abilities of an entire class or group can be carried out. It is always obvious that training material is available to students if they receive a grade of 4 or 5. Then the principle of accessibility in pedagogy is realized. Identification and timely identification of the difficulties students face is also due to their grades. "Three" always indicates the difficulties and the need for careful study of the material.