In the conditional intensive development of a market economy, with constantly increasing competition, more and more highly skilled specialists are required every day. We need people who are not only excellent executors of decrees and generally accepted schemes. Now in society, as never before, there is a need for innovators, that is, those workers who are able to creatively solve the tasks assigned to them. And this applies not only to the field of art. An unusual approach to the implementation of their activities can be taken by specialists of any industry. Of course, there are gifted people whose natural abilities allow them to constantly invent something new in their professional activities. However, the percentage of such talented individuals is not so large.
Research technologies for learning can come to the aid of social development.
Problem history
Countries that embarked on the path of a market economy many years ago encountered the problem of educating a creative person much earlier than our state. Western educators of the past at one point posed the question: is it possible to instill in a person the desire to act non-standard and to develop fundamentally new ideas? Many experts give a positive answer to this. In their opinion, the necessary personality traits can be brought up if you use research teaching technology.
Wording
Research teaching technologies are called such methods of transferring knowledge and skills in which the student does not receive new information in a ready-made form. Instead, the teacher invites him to obtain the necessary information in the process of solving a specific problem. That is, a student or student needs to conduct a study. This technology is not fundamentally new. The first to speak of the need for such training was American educators. Back in the late 19th and early 20th centuries, they conducted experiments on introducing research elements into education. For example, about a hundred years ago, a school was organized in the United States, where each child mastered all subjects while working in the laboratory. However, then this research teaching technology did not give the expected results.
The reason that teachers were not able to achieve the desired in their work, that is, to educate talented, unconventionally thinking people, can be considered a neglect of theoretical subjects during the preparation of the curriculum. It is known that in this educational institution, group classes, which taught the basics of various sciences, lasted no more than one hour a day.
Accordingly, the entire learning process was aimed at educating artisans who are able to carry out their work and invent new ways of solving problems. But the lack of theoretical knowledge did not give such specialists the opportunity to advance far in their endeavors. The number of disciplines taught by the new methodology (study during the activity) did not exceed four. So, the horizons of schoolchildren were extremely narrow. They could not solve the tasks using knowledge from various fields.
Domestic experience
The research technology of education in pedagogy was also developed by scientists from our country. Some school subjects cannot be imagined without the use of such methods by teachers. For example, the use of research technology in teaching chemistry and physics has always been one of the main ways of transferring knowledge in these disciplines.
Anyone who graduates from school, probably remembers the laboratory work. This is an example of many years of successful use of research technology in chemistry and physics lessons.
From small to large
However, despite the vast experience of domestic pedagogy in the use of research technology in teaching chemistry, physics or biology, education in general, until recently, could not be called aimed at the formation of information competence.
This phrase denotes the person’s ability to navigate in a large number of diverse information, which today is easy to obtain from a variety of sources. It is precisely on its development that modern Russian education should be directed, as stated in the latest version of the law regulating it.
Activities of innovative educators
In the 70-80 years of the twentieth century, a group of teachers appeared in the Soviet Union who began to offer new approaches to training and education. Many of them spoke about the need to be present at the lessons of independent study of new material.
Elements of such activities gradually began to be introduced into traditional lessons. For example, students were asked to prepare a report on a new topic. This form of work was reminiscent of seminars in higher educational institutions.
But this type of activity did not always take place during the passage of new topics. He appeared at lessons occasionally and was perceived by schoolchildren and teachers themselves rather as an exception. Often even teachers did not fully understand the need for such work. Most often, research technologies for teaching schoolchildren were used by teachers only to diversify the lessons, to give children a break from the monotony of the process of obtaining knowledge by the traditional method, when the mentor is a translator of information in the finished form.
They started talking about a fundamentally new approach to learning only at the turn of the present, 21st century. What is the difference between the old system of education and the one proposed in the current law "On Education"?
In the context of the development of computer technology and the Internet, when a person has access to a much larger amount of information than before, he must be taught to navigate in this environment. This is precisely the task facing the school today. Teachers are responsible for educating a person with critical thinking that is sufficiently developed to not only select the necessary information on a topic of interest to him, but also to filter out false data that are useless for practical activities, and sometimes can be harmful.
Therefore, the research technology of teaching in pedagogy is considered today as the main way of transferring knowledge and the main tool for educating the younger generation.
This means that the child should be engaged in search work not occasionally, as an exception, in order to briefly distract from the routine of everyday life, but constantly. The new law "On Education" states that each new topic in any subject should be taught to the student in this way only.
There are many reasons for choosing this approach, several of which were mentioned earlier in this article. Firstly, it is a huge sea of information in which it is necessary for a modern person to navigate.
And secondly, the reason for the introduction of problematic teaching methods is the often changing economic situation in Russia and the world, which suggests that for successful professional activities and life in general, it is necessary to constantly study. “Lifelong education” - this is the slogan of modern state policy in this area.
In addition, a market economy implies the existence of competition between enterprises and individual employees. Therefore, in order to be successful in such conditions, a person needs to be able to act not according to a pattern, but to propose and implement original ideas.
Preschool education
Methodists say that a new approach to learning should not be introduced from the elementary grades of the school, but several years earlier, when the child attends nursery and kindergarten.
Everyone knows that children are researchers by nature. They are interested in experimenting with the knowledge of the world. And what parents often perceive as a simple prank, in fact, is nothing but an inept attempt to study a specific subject in a practical way. Here, parents and teachers face a difficult task.
On the one hand, it is required to support the desire for self-education in a small person. On the other hand, one should not forget about the elementary discipline that a child must observe. In other words, it is not necessary to justify with curiosity every case of bad behavior.
The technology of research training at a preschool educational institution is the implementation of training for preschool children on the principle of conducting a small research work. This type of activity can be of several types:
- Activities that are prescribed in the educational program for the DOE. Such activities need to develop children's curiosity and research skills.
- Work carried out by children in conjunction with carers. These include observations, the fulfillment of labor tasks, drawing and the manufacture of various crafts. What are observations for? The technology of research training in a preschool educational institution is an incentive for children to be active in obtaining knowledge necessary for practical activities. For example, before asking a child to draw a bird, you can make a trip to the park, where the little artist will first observe the birds. He will study the structure of their body: the number of wings, legs, and so on. Also, the child will look at the birds during the flight, noting the characteristic movements that they make in the air.All this will be useful to him during the creation of the drawing. In addition to fine art, this method can and should be used in other activities. It is necessary to remember the need to focus the attention of children on the fact that their observations have certain goals and objectives.
- Laboratory work of children. Here, the pupils are given more clear tasks. And the results of such activities themselves are made out like real scientific works, with a discount on the age of research participants and the features of their thinking. The results of the work, as a rule, are not recorded, but are spoken out. This activity has goals, objectives, justification for its relevance, and so on. In a word, the work should contain sections characteristic of academic research. Topics should be chosen based on the interests of children. Sources of information in this case can be considered parents, carers, books, television programs and so on.
- Joint research activities of children and their parents. In addition to preschoolers, parents are involved in such tasks. During such activities, the kids learn to interact with other people, they should get used from a very early age not to be afraid of communication with representatives of other generations. Such skills will undoubtedly help them at all stages of obtaining education, as well as in future professional activities.
Research teaching technologies in elementary schools also suggest that the acquisition of knowledge at this stage occurs even with considerable assistance from adults (teachers).
Work stages
The technology of teaching research activities of children of all ages suggests that the teacher first explains the difference between the scientific approach to assessing the situation and all others.
What is the difference? A person encountering problem situations (difficulties) in life is inclined, immediately after their perception, to make a judgment on this issue with his consciousness. This happens instinctively. That is, the reaction to a specific situation includes three stages:
- Awareness of difficulty.
- Identification of the cause.
- Formation of own judgment on this issue.
Scientists in their practice usually act differently. Here is their thinking algorithm:
- Awareness of the problem.
- Hypothesis.
- Studying the problem.
- Development of methods of action.
- Verification of methods in practice, their adjustment.
It is according to this plan that the educational activities of modern children should be carried out.
The acquisition of knowledge in this way is the informational competency, which is mentioned in the new law "On Education".
Knowledge
However, one should not forget that the knowledge gained must be strong. Indeed, in addition to the ability to find the necessary information and apply it correctly, a person must also possess the necessary intellectual baggage. It is on it that the worldview, attitude to the world around, and so on is based. This is noted by many modern scholars involved in education.
Without a certain intellectual baggage, a person, no matter how well he knows how to find the necessary information and put it into practice, turns into a soulless machine.
Ethical issue
In addition to the difference between a scientific and everyday approach to assessing the situation, the teacher must explain to students the essence of such a thing as “cooperation”. From a young age, a child must be taught that when working in a team, he must respect not only his opinion, but also the point of view of his colleagues (classmates).
It is good if a person already at the beginning of his life's journey realizes the need to cultivate the ability to objectively evaluate the results of his own activity. He must adequately perceive the successes of others, not trying at all costs to convince everyone of his innocence. Children should explain that the success of the entire group depends on the ability of its members to recognize the superiority of someone else's idea over their own. Of course, leadership qualities, such as the ability to lead others, are very valuable. But the desire always and in everything to be the first, to be a leader - this is a purely negative trait of character, which can be called egoism.
Therefore, experienced educators advise children to explain the difference between these two personality characteristics. In a conversation with the pupils, one can reinforce this idea with a comic question: what do you think will happen if a baker begins to lead the hospital? Surely the guys will say that nothing good can be expected from such an appointment. Even if the baker has all the possible leadership qualities.
Research Technology Classification
Research teaching methods are usually considered problematic. That is, they do not imply ready-made knowledge transfer, but finding the necessary information, and sometimes re-inventing something.
Three types of such methods are distinguished in the technology of research problem education:
- Problematic submission of new material. Here, the teacher, as in classical teaching, reveals to the students the essence of a new topic, however, he does not immediately communicate certain rules or facts, but conducts research. The role of students is reduced to careful observation of what is happening.
- Partial search method. With such training, students are encouraged to perform some elements of the study. An example of the implementation of such a search and research technology for teaching a lesson can be considered a heuristic conversation. She assumes that the teacher will present the student with new material, but not immediately, but after they ask him relevant questions on this topic. This method has a rich history. In this way, ancient Greek and ancient Roman philosophers transmitted knowledge to their students.
- Research technology training. The method involves a large share of the independence of students. Therefore, in the classical form (as it happens when writing real scientific works), it is possible when the child has already sufficiently developed the ability for all possible mental operations (analysis, synthesis, and so on).
When can I use research teaching technology? Teachers and psychologists say that this method is universal. That is, due to the natural ability of a person to such inferences, this method of obtaining new information can be used when working with children of any age. Compliance with the principle of conformity comes to the fore here. That is, teachers should consider the age characteristics of children. This rule should be guided by helping students in choosing a topic, as well as using one form or another of search activity.
The founder
Many innovative teachers relied in their development on the achievements of the American teacher and psychologist John Dewey. It was he who was one of the first to scientifically substantiate the need to develop technology for problem-based learning. , . .
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- Social instinct. Since human life is inextricably linked with society, with other people, the technology of teaching research should not only be in individual forms of knowledge, but also in joint activities.
The assimilation of new material will be perceived by the child as a natural process if, in addition to the need for the necessary information, the above instincts are also satisfied.
Conclusion
This article has revealed the essence of technology research training activities. This material may be useful to teachers (currently working and future, that is, students), as well as those who are interested in the problems of modern education. In our country, the technology of research training in chemistry or physics classes is most often practiced, but children can be taught in this way in other disciplines, and even in kindergarten.