The learning process is the combined actions of the teacher and student, which are carried out for the development, upbringing and education of the latter.
Learning Views are the main subject of didactics. This subject is also called the educational or didactic process.
What is the essence of the learning process?
Training is characterized by the following properties:
- focus;
- developing and educating character;
- bilateral structure (training - teaching);
- orientation on the age development of the student and its laws;
- joint nature;
- submission to planning;
- recognition of the leading role of the teacher.
Learning is logical, i.e. obeys laws. Therefore, it lends itself to research, it can be controlled and predicted.
The logical basis of the didactic process
The logic of the learning process is dictated by its essence. This logic depends on the directions of cognitive activity of the student. It is governed by the goals and objectives of the educational process, the level of preparation of the student, his age, and the characteristics of the educational materials used.
The educational processes in primary and secondary schools require different logical approaches.
The essence of the learning process in elementary school requires the introduction of elements of cognitive activity in the following sequence:
- specific phenomena and objects are perceived;
- representations are formed;
- views are summarized;
- general concepts are formed.
The logic of the educational process in secondary and high school is built somewhat differently. Understanding specific objects and phenomena, students go on to consider scientific concepts and practice the study of principles.
Contradictions as a manifestation of the essence of the learning process
The learning process is built on contradictions, because it is extremely multifaceted and complex. The processual property of training itself - its course in time - is nothing more than constantly arising and resolving contradictions.
One of the most striking manifestations of the contradictory nature of learning is as follows.
During the training, practical and cognitive tasks arise that the student must solve.
On the other hand, students have their own value relationships to the world, mental development, the level of ZUN (knowledge, skills). The content of these characteristics can be simpler in complexity and composition than the content of tasks, and then contradictions in learning are revealed.
When the reality of learning is understandable and routine, contradictions do not reveal themselves. But it is worthwhile to have a task requiring mastering a completely new experience and knowledge, as the contradictions manifest themselves with obviousness. To resolve them, the student must contact the teacher, because he alone is not able to master unfamiliar material.
There are three conditions under which the essence of the learning process is directly manifested in its contradictions:
- the student realizes that the contradiction needs to be resolved;
- problem solving is available to the student at a specific stage in the development of his abilities;
- a contradiction is a natural link in a more general chain of contradictions that must be resolved sequentially.
Subject to these conditions, the contradiction is the driving force of learning.
In modern pedagogy, learning is considered in close connection with upbringing.
The essence of the upbringing process is the requirement for the student to master the culture in its entirety and in relying on his personal abilities and beliefs. Thus, the development of a learning culture in itself is already part of the educational process.
The phenomenon of learning and the structure of the educational process
Nowhere is the essence of the learning process so clearly manifested as in its structure. It represents the structure of learning in the interaction, interconnection and unity of its elements.
In the description of the learning structure, these components are listed most accurately:
- assessment of the results (the learning outcome is compared with the previously set goal);
- control and regulation (the educational process is monitored and adjusted as necessary);
- management of emotions and will (in the educational process, responsibility and cognitive interest are maintained);
- manufacturability (educational technologies are used with knowledge of operations in activities);
- informativeness (the substantial layer of education is assimilated);
- the presence of needs (to convey and perceive experience and knowledge) and motives (to teach and study);
- the presence of goals and objectives for the development, upbringing and education of students.
Thus, it can be seen that the essence of the educational process manifests itself multifaceted in all aspects of this phenomenon.