The emergence and development of a system of forms of education. History of the development of forms of education Sequence of historical development of types of education
Form of study how a didactic category denotes the external side of an organization educational process, which is related to the number of students trained, the time and place of training, as well as the order of its implementation.
The following forms of educational work in school have historically evolved:
Individual training;
Individual and group training;
Class-lesson teaching system;
Bell-Lancaster Peer Tutoring System;
Batavian educational system in the USA;
Mannheim education system in Europe;
Individualized Education System, or Dalton Plan, created by Elena Parkhurst;
Project-based learning system (project method);
Educational excursions;
Forms labor training;
Programmed learning – machine and machine-free.
Currently, the school uses the following forms of organizing educational work: lesson, excursion, classes in educational workshops, forms of labor and industrial training, elective classes, homework, forms of extracurricular work (subject clubs, studios, scientific societies, Olympiads, competitions).
Lesson is a collective form of learning, which is characterized by a constant composition of students, a stable time frame for classes (45 minutes), a pre-designed schedule and organization of educational work on the same material.
Main types of lessons, which are carried out at school and are characterized by certain methodological features, are:
Lessons are mixed or combined;
Lessons on presenting new material by the teacher;
Lessons to consolidate the material being studied;
Lessons in repetition, systematization and generalization of the studied material;
Lessons for testing and assessing knowledge, skills and abilities.
Recently, non-standard, innovative forms of lessons have been increasingly used at school and a search is underway for their further modernization. These include, in particular: lessons-seminars, lessons-conferences, lessons using game methods, integrated lessons, etc.
Mixed (combined) lessons, their essence and structure. Methodological principles for conducting the initial stage of the lesson and repeated training work on the material covered as structural components of a combined lesson.
Your name mixed or combined, these lessons were obtained from the fact that during their implementation various goals and types of educational work are combined and, as it were, mixed: work on the material covered, presentation of new material, its consolidation, etc.
IN structure of mixed lessons The following stages are distinguished:
Organizing students for classes;
Repeated training work on the material covered;
Work on understanding and mastering new material;
Work to consolidate the material presented by the teacher;
Work on applying knowledge in practice and developing skills and abilities;
Assigning a lesson at home.
First stage lesson is sometimes called organizational moment. Lessons, as a rule, should begin with organizing students for classes in order to create a psychological mood for the upcoming work. The following techniques are usually used for this: upon entering the classroom after the bell, the teacher can make a short pause, which means that the students need to calm down; tactful remarks can be made to individual students; draw students' attention to correct seating; invite students to prepare the necessary teaching aids; clearly indicate what the children will be doing during the lesson. Without establishing proper order and discipline in the classroom, a lesson cannot begin.
The teacher must strive to ensure that in every lesson, every student and on every topic is subjected to testing and assessment of knowledge in one form or another.
In order for repeated learning work to contribute to the consolidation of knowledge and mental development of students, the teacher needs to use a variety of methods for its implementation: checking the homework completed by students; different kinds oral questioning; written answers from students to questions about the material covered, distributed to them on cards; assigning a lesson score; carrying out tests; testing.
The stage of repeated training work in the lesson should end brief analysis the quality of students’ mastery of the studied material and an indication of those shortcomings in their knowledge that they need to eliminate.
by number of students
mass collective group individual
at the place of study
by duration of training session
Classic lesson (45 minutes)
Paired lesson (90 minutes)
Paired short lesson (70 minutes)
Lessons “no bells” of arbitrary duration
The emergence and development of a system of forms of education
Forms of education are dynamic, they arise, develop, and are replaced by one another depending on the level of development of society, production, and science.
Even in primitive society there was individual training system as a transfer of experience from the older generation to the younger.
This system was also used in some countries in a later period. Its essence is that students studied individually in the home of a teacher or student. Currently, such training has been preserved in the form of tutoring, tutoring, and tutoring.
However, only a small number of students can be trained this way. And the development of society required a large number of literate people.
The system of individual training has changed individual-group. The teacher was working with a group of children, but the academic work was still individual character. The teacher asked each student in turn about the material they had covered and separately explained new learning material to each student.
Individual-group training, having undergone certain changes, has survived to this day. There are rural schools with a small number of students. In one class there may be, for example, 2-3 first-grade students and several second-grade students.
In the Middle Ages, education became increasingly widespread. It became possible to select children of approximately the same age into groups. This led to the emergence class-lesson system training. It originated in the 16th century, theoretically substantiated in the 17th century by Y.A. Comenius and described by him in the book “Great Didactics”.
Cool this system is called because the teacher conducts classes with a group of students of a certain age, which has a permanent composition and is called a class. Lesson- because the educational process is carried out in strictly defined periods of time - lessons.
After Y.A. Comenius, a significant contribution to the development of the theory of the lesson was made by K.D. Ushinsky. He gave a deeply scientific basis for many issues of lesson organization.
Gradually, the classroom-lesson form of education took shape into a coherent system, for which the following is typical:
Students of the same age are united into a permanent group - a class;
The class is taught the same way curriculum and unified curricula;
A lesson is the main form of organizing the educational process and has a certain structure;
The duration of the lesson is regulated by the Charter educational institution taking into account hygiene standards;
The simultaneous start of classes in the year and every day, the same pace of studying the material, is established;
The work of students in the lesson is supervised by the teacher, he plays a leading role.
Advantages classroom-based teaching system:
ü allows you to systematically and consistently present the taught discipline;
ü allows you to use a variety of teaching methods and means;
ü allows you to combine individual, group, individual and collective forms of organizing educational activities;
ü allows you to systematically monitor the development of students and manage this process;
ü allows you to solve educational, educational and developmental tasks in a complex;
ü has a clear organizational structure;
ü provides a stimulating influence of the class team on the educational activities of each student;
ü allows the teacher to simultaneously work with a group of children (economical form).
Flaws classroom-lesson education system:
ü Same pace and rhythm of work, orientation towards the “average student”.
ü Limited communication between students.
ü Difficulty in accounting individual characteristics students.
The classroom-lesson system has become widespread in all countries and in its main features remains unchanged for about four hundred years.
At the end of the 18th century, the classroom-based teaching system began to be criticized.
The first attempt to introduce a new system of organizing education was made at the end of the 18th – beginning of the 19th century by the English priest A. Bell and teacher J. Lancaster. New system got the name Bell-Lancaster system training. Its essence was that older students first studied the material themselves under the guidance of a teacher, and then, having received appropriate instructions, taught their younger comrades, which ultimately made it possible to carry out mass education of children with a small number of teachers. But the quality of training turned out to be low, and therefore the Bell-Lancaster system was not widespread.
Scientists and practitioners have made attempts to search for such organizational forms of teaching that would eliminate the disadvantages of the lesson, in particular its focus on the average student, insufficient development of cognitive activity and independence of students.
At the end of the 19th century, forms of selective education appeared - the Bat system (named after the city of Batavia) in the USA and Mannheim (named after the city of Mannheim) V Western Europe. Essence Bath system in that the teacher’s time was divided into two parts: the first was allocated to collective work with the class, and the second to individual lessons with those students who needed such lessons. The teacher himself worked with students who wanted to deepen their knowledge, and his assistant worked with less capable students.
Mannheim system characterized by the fact that while maintaining the class-lesson system of education, students were distributed into different classes: classes for the most capable, classes for children with average abilities, classes for the less capable, auxiliary classes for the mentally retarded. It was expected that students would be able to move from one grade to another, but in practice this was not possible due to significant differences in the curriculum.
In 1905, a system of individualized education arose, called Dalton plan (named after the city of Dalton (USA).
Students in each subject received assignments for the year and reported on them within a specified time frame. Traditional classes in the form of lessons were cancelled, and there was no uniform class schedule for everyone. For successful work, students were provided with everything necessary teaching aids, instructions. Collective work was carried out for one hour a day, the rest of the time students spent in educational workshops and laboratories, where they studied individually. However, work experience showed that most students were unable to study independently, without the help of a teacher.
The Dalton plan served as a prototype for development in the USSR brigade-laboratory system training, which completely replaced the lesson. Now the role of the teacher was reduced to that of a consultant, which soon led to a significant decrease in academic performance, a lack of system in knowledge and the lack of development of the most important general educational skills. In 1932, training under this system ceased.
In the 20s of the 20th century, it also began to be used in domestic schools. project method(project-based learning system), borrowed from the American school. The essence of this method is that the basis school programs should be the child’s experimental activity, connected with the reality around him and based on his interests. Neither the state nor the teacher can develop in advance curriculum. It is created by children together with teachers during the learning process and is drawn from the surrounding reality. The main objective of the projects was to equip the child with tools for solving problems, searching and researching in life situations.
However, the refusal to systematically study academic subjects led to a decrease in the level of general education training of children. This system is also not widely used.
Gained great popularity in the 60s Trump's plan, named after its developer, American professor of pedagogy L. Trump. This form of educational organization involved a combination of classes in large classrooms (100–150 people) with classes in groups of 10–15 people and individual work by students. 40% of the time was allocated for general lectures, 20% for in-depth study of individual sections and development of skills (seminars), and the rest of the time students worked independently under the guidance of a teacher or his assistants from strong students. Classes under this system were cancelled, and the composition of small groups was inconsistent.
This system is also not widely used.
Currently, the search for new forms of organizing training, their development and improvement continues. At the same time, the class-lesson teaching system remains the most stable and widespread in school practice.
Related information.
General scientific and pedagogical concept forms of organization of learning - the way the content exists and as a structural component of pedagogical activity, adequately reflecting the corresponding goals, content and methods of its assimilation.
Forms of organization of teaching (organizational forms) are the external expression of the coordinated activities of the teacher and students, carried out in a certain order and mode.
Organizational forms of training are classified according to various criteria
By number of students Mass, collective, group, microgroup and individual forms of training are distinguished.
At the place of study There are differences between school and extracurricular forms. The first includes school classes, work in workshops, on the school site, in the laboratory, etc., and the second includes home work. independent work, excursions, classes at enterprises.
Form of training organization– external expression of the coordinated activity of the teacher and student, carried out in a certain order and mode.
Organized training and education is carried out within the framework of a particular pedagogical system and has a certain organizational design. In didactics, there are three main systems for the organizational design of pedagogy. processes, differing in the number of students, the ratio of collective and individual forms of organizing activities, and the specifics of managing the educational process. These include:
1) Individual training and education It developed back in primitive society as the transfer of experience from one person to another, from elders to younger ones. With the advent of writing, the clan elder/priest passed on this wisdom to his potential successor, studying with him individually. As the scientific knowledge and awareness of the need to expand access to education to a wider range of people, the system of individual education has transformed into individual-group. The teacher taught 10-15 people individually: the content of the training, the beginning and end of classes, the timing of training was individual for each.
In the Middle Ages, with an increase in the number of students, children of approximately the same age began to be selected into groups, and a need arose for more advanced organizational design of pedagogy. process. The solution was found in the class-lesson system originally developed and described by Ya.A. Komensky.
2) Class-lesson system in contrast to individual training, it affirms a firmly regulated regime of educational work: a constant place and duration of classes, a stable composition of students of the same level of preparedness, and later of the same age, a stable schedule. Basic form of classes - a lesson that begins with a message from the teacher and ends with a test of mastery of the material. The lesson has a constant structure: survey, teacher's message, exercise, check.
Further development Comenius's teachings about the lesson were carried out by Ushinsky. He substantiated the advantages of the class-lesson system, created a coherent lesson theory, and developed a typology of lessons.
The classroom-lesson system has remained unchanged for more than 300 years. But the search was on for a system that would replace it.
The first attempt to modernize the classroom-lesson education system belonged to the English priest A. Bell and teacher J. Lancarster (late XVIII - early XIX V.). This is how a modified class-lesson system of teaching organization arose called Bell-Lancaster Peer Tutoring System. The point is that older students first studied the material themselves under the guidance of a teacher, and then, having received appropriate instructions, taught those who know less.
At the beginning of the 20th century. began to be created in Europe Mannheim system(Joseph Sikkenger) differentiated instruction according to ability. While maintaining the class-lesson system, students, depending on their abilities and level of preparation, were distributed into classes into weak, average and strong.
In the 20s XX century in the USSR appeared brigade-laboratory training system. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories and with consultations from teachers, and reported collectively.
In the 50-60s. XX century Lloyd Trump was developed Trump's plan. The essence is the maximum stimulation of individual learning through the flexibility of its organizational forms. This type of training combines classes in large classrooms, small groups with individual lessons. Classes as such are cancelled, the composition of small groups is not permanent, it is constantly changing. This system requires coordinated work of teachers, clear organization, and material support.
Modern classification of forms of training organization:
·Individual - the main interaction occurs between the teacher and the student;
· Steam room – the main interaction occurs between two students;
·Group – interaction between a teacher and a group of students and interaction between students.
1. Steam room. This is a one-on-one work between a student and a teacher (or peer). This type of training is usually called individual training. It is rarely used in schools due to insufficient teacher time. Widely used for additional classes and tutoring.
2. Group when a teacher simultaneously teaches a whole group of students or a whole class. This form is characterized by separate, independent completion of educational tasks by students with subsequent monitoring of the results. This form is also called whole-class or frontal work.
3. Collective. This is the most complex shape organizing student activities. It is possible when all students are active and teach each other. A typical example of a collective form is the work of students in rotating pairs.
4. Individually isolated. It is also often called student independent work. A child doing homework is a typical example of this form of educational activity.
Many teachers who have a creative approach to their professional activities consider the following to be the most important when choosing forms of teaching organization: grounds :
1) identifying children who differ in the nature of perception educational information, type of communication with peers, teachers, etc.;
2) determination of those qualities that are included in the average quality of the class;
3) identifying those who do not meet the qualities of the majority;
4) clarifying your teaching style;
5) identifying possible cases of conflicts between students who differ in their qualities, students and teachers, students and orientation educational material etc.
All this makes it possible to fully determine those forms of education that enable students with different personal qualities adapt within the class. This task can be performed by group training, because The potential for work provided by the group form of education makes it possible to intensify the activities of schoolchildren, creates conditions for choosing tasks that correspond to the characteristics of students, and solves the problem of an individual approach to everyone, offering unique homework and counseling.
Fraternal Schools - Uch. institutions that existed in the 16th-18th centuries. under brotherhoods, national-religious societies, associations of Orthodox citizens of Ukraine and Belarus (as part of the Polish-Lithuanian state). High level teaching differed B. sh. in Lvov (c. 1585), in Vilnius (1585), Kyiv (1615), Lutsk (c. 1617), Mogilev (1590-92).
Education in schools was divided into 2 levels. Jr. schoolchildren learned to read and write and sing (from notes), the older ones studied Old Church Slavonic and Greek. and lat. languages, grammar, rhetoric, poetics, elements of mathematics and philosophy. A large place was given to the Orthodox faith. In large B. sh. theatrical performances were staged. In addition to high-level schools (“gym-nasions”), numerous elementary schools operated in the cities and some villages of Right-Bank Ukraine and Belarus, which differed little from parish schools. The Charter (“School Order”) of the Lviv School and the rules for students (Articles of Rights) of the Lutsk School are monuments of pedagogy. thoughts.
According to the statutes, in B. sh. Children from all classes were accepted. The duration of training was established by agreement between parents and teacher. Places of honor in classes were distributed according to student success; corporal punishment was limited, elements of teaching and self-government were introduced. In leading B. sh. taught Ukrainian and Belarusian, enlighteners: I. Boretsky, L. Zizaniy, S. Zizaniy, B. Rogatynets, K. Sakovich, M. Smotrytsky and others. The Lvov, Vilna and Mogilev schools had printing houses. In the printing house at Lvovskaya B. sh. "Adelphotes" - Old Church Slavonic-Greek - were published. grammar compiled by students of the Lvov B. School. and teacher Arseny Elissonsky (1591), and the collection “On the Education of Children” (1609). Activities of B. sh. contributed to the rise of cultural life and was an important contribution to the struggle of the Ukrainian people. and Belarusians, peoples for the preservation of national. self-awareness. In the 2nd half. 17th century B. sh. fell into decay, and ended. 18th century most ceased to exist. Kyiv B. highway laid the foundation for the college, which was later transformed into the Kiev-Mohyla Academy.
Lit.: Medynsky E. N., Fraternal schools of Ukraine and Belarus in the XVI-XVII centuries. and their role in the reunification of Ukraine with Russia, M.. 1954; Isaevich Ya. D., Brotherhoods and their role in the development of Ukrainian. culture 16-18 centuries, K., 1966 (in Ukrainian); him. Successors of the first printer, M., 1981; Meshcheryakov V.P., Fraternal schools of Belarus, Minsk, 1977. Ya. D. Isaevich. 2) In Russia B. sh. were also called the beginning. schools opened by missionary organizations (see Missionary schools).
- Fundamentals of social pedagogy
Social pedagogy studies the social education of a person, which is carried out virtually throughout his entire life.
Socialization occurs: a) in the process of spontaneous interaction between a person and society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; b) in the process of influence by the state on the life circumstances of certain categories of people; c) in the process of purposefully creating conditions for human development, i.e. education; d) in the process of self-development, self-education of a person. Thus, we can consider that development is the general process of human formation; socialization is development conditioned by specific social conditions. Education can be considered as a relatively socially controlled process of human development in the course of his socialization.
Social education– nurturing a person in the process of systematically creating conditions for targeted positive development and spiritual and value orientation.
Education is carried out in the family. In this case, we are dealing with family, or private, education, which is the object of family pedagogy.
Education is carried out by religious organizations. In this case, we are dealing with religious, or confessional, education; it is the object of confessional pedagogy.
Education is carried out by society and the state in organizations created for this purpose. In this case, we are dealing with social, or public, education, which is the object of study of social pedagogy.
Education is carried out in criminal and totalitarian political and quasi-religious communities. In this case, we are dealing with dissocial, or countersocial, education.
Since social education (like family and religious education) is only component the process of socialization, insofar as social pedagogy studies it in the context of socialization, i.e. it considers what social circumstances directly or indirectly influence a person’s upbringing on the scale of the planet, country and place of residence (region, city, village, microdistrict), what role they play in his life and upbringing facilities mass communication, family, communication with people around you and some other factors.
Forms of training organization(organizational forms) is the external expression of the coordinated activities of the teacher and students, carried out in a certain order and mode.
They are socially determined, arise and improve in connection with the development of didactic systems.
Organizational forms of training classified according to various criteria: number of students; place of study; duration of training sessions, etc.
By number of students Mass, collective, group, microgroup and individual forms of training are distinguished.
By place of study There are differences between school and extracurricular forms. The first includes school classes, work in workshops, on a school site, in a laboratory, etc., and the second includes independent work at home, excursions, and classes at enterprises.
By length of training time There are a classic lesson (45 minutes), a paired lesson (90 minutes), a paired shortened lesson (70 minutes), as well as “no bell” lessons of arbitrary duration.
The history of world pedagogical thought and teaching practice knows a wide variety of forms of educational organization.
1. The oldest form of the educational process is individual form of training. The essence– students completed tasks individually, the teacher’s help came either directly or indirectly through the study of a textbook, the author of which was the teacher himself.
2. The individual form of training gradually gave way to individual-group form of organization of the educational process. The essence– classes were conducted with a whole group of children of different ages, whose level of training was different, due to which the teacher conducted educational work with each student separately.
3. In the 17th century. was founded and widely popularized class lesson training system (Ya.A. Komensky).
4. The first attempt to modernize the classroom-lesson education system belonged to the English priest A. Bell and teacher J. Lancarster (late 18th – early 19th centuries). This is how a modified class-lesson system of teaching organization arose called Bell-Lancaster Peer Tutoring System. The essence- older students first studied the material themselves under the guidance of the teacher, and then, having received appropriate instructions, taught those who know less.
5. At the beginning of the 20th century. began to be created in Europe Mannheim system(Joseph Sikkenger) differentiated instruction according to ability. While maintaining the class-lesson system, students, depending on their abilities and level of preparation, were distributed into classes into weak, average and strong.
6. In the 20s. XX century in the USSR appeared brigade-laboratory training system. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories and with consultations from teachers, and reported collectively.
7. In the 50-60s. XX century Lloyd Trump was developed Trump's plan. The essence– maximum stimulation of individual learning through flexibility in the forms of its organization. This type of training combines classes in large classrooms, small groups with individual lessons. Classes as such are cancelled, the composition of small groups is not permanent, it is constantly changing. This system requires coordinated work of teachers, clear organization, and material support.
History of the emergence and development of forms of education
Forms of educational organization have a long history. At the dawn of mankind, experience and knowledge were passed on to children in the process of various work activities. Labor activity acted as a universal form and means of transferring skills and knowledge.
With the development of social relations and the complexity of work activity, the accumulation and preservation of knowledge and experience of previous generations, the need arose for new forms of organizing training.
In the schools of antiquity (China, Egypt, Greece) they were widespread individual, and later individual-group forms of organizing educational work. At individual training the teacher taught the student in his house (usually a noble person) or in his own. This form of organization of learning has been preserved in subsequent periods of history (in rich families, among representatives of certain social groups) right up to the present day: in the family, in practice educational institutions(individual lessons in music, in art workshops, in certain sports, consultations, tutoring). But for all its advantages, it provided education for a small number of children, while the development of society required a significant number of educated people.
Changing social conditions, objectives and content of training; entailed a change in forms of education. Thus, already in ancient times and especially during the Middle Ages,individual and group training.It represented the lowest form of group learning. The composition of the study groups was inconsistent, the children were different in age and had different level intellectual development. It was not so much explanatory as it was individualized, rote-based learning. Organizational principles for such training have not been developed. Therefore, the teacher had to take turns explaining new content, giving individual assignments, and asking questions. Naturally, most of the time was allocated to individual work, followed by a strict pedagogical survey of each student.
Such an organization of training was not regulated in time. Children could attend school at any time of year and daylight hours. The school did not provide mass education for children and gave students only basic reading, writing, and arithmetic skills. In school practice, there were still no effective forms and principles of group learning.
Further changes in social conditions and relationships and the resulting needs at the end XVI early XVIII centuries contributed to the development school system and the emergence of vitally necessary new, mass forms of education for children.
The emergence of a new form of organizationgroup (collective) training children are classified as XVI century, which is the embryo of the currently used classroom-lesson system of teaching (educational work). The theoretical justification of the classroom-lesson system, which subsequently develops and improves to this day, belongs to the Czech teacher J.A. Comenius ( XVII century).
The classroom-lesson system has stood the test of time for approximately 450 years and is the main form of education in schools in many countries.
A significant contribution to its development was made by outstanding teachers I.G. Pestalozzi, I.F. Herbart, A. Diesterweg, K.D. Ushinsky.
Contemporary psychologists, practical teachers, innovative teachers, and educational technologists have contributed to the development of the classroom-based teaching system.
The rapid growth of industry in England at the end XVIII early XIX centuries and the shortage of skilled workers and specialists have increased the need for mass training. The priest A. Bell and teacher D. Lancaster used the idea of J.A. Comenius about the simultaneous training of a large number of people, more than 300 people. In conditions of a shortage of teachers, they proposed a system of “stepped” education, or “mutual education,” which allowed the teacher to teach such a number of students of different ages. Its essence is as follows: in the first half of the day, the teacher studied with a group of older, capable students (tenths); in the second half of the day, after receiving instructions, they conducted classes with every tenth student, passing on their knowledge and skills under the general guidance of the teacher. It is clear that the Bell-Lancaster system of mutual education, which arose and was applied in schools in England and India, could not provide a sufficient level of training for children and did not become widespread in the future.
The imperfection of the system of peer education, which works mainly for the “average” student, and the perceived need to take into account the individual mental capabilities of children in teaching have indicated the search for new organizational forms of education. So at the beginning XX V. A new form of selective education appeared, represented by the Batavian system in the USA and the Mannheim system in Europe.
Batavian system of educational workconsisted of two parts. The first part is lesson work with the whole class, the second is individual lessons and providing assistance to students who need it, or the teacher’s work with capable people who have advanced in their development. A teacher's assistant worked with struggling students.
Mannheim system(from the name of the city of Mannheim, Germany) was a classroom-lesson system for organizing education. But they distributed students into classes based on the level of their educational abilities and intellectual development. The founder of the system, Joseph Sickinger (18581930), proposed creating 4 special classes in accordance with the abilities of students:
Basic (normal) classes for children with average abilities;
Classes for low-ability students;
Auxiliary classes for the mentally retarded;
Classes foreign languages or “transitional” for those who are capable and want to continue their studies in secondary educational institutions.
Selection for classes was made on the basis of teacher observations, psychometric studies and examinations. Transfer was provided (depending on the success of students) from class to class. But the educational programs did not provide for transfer preparatory mechanisms, which practically closed this possibility.
Currently, elements of the Mannheim system have been preserved in Australia, where classes are created for more and less capable students; graduates in England primary classes undergo testing and are sent to schools of the appropriate type; in the United States, selection is made into separate classes: for slow learners and capable students.
Considering the essence of the Mannheim system, it should be noted the lack of objectivity in taking into account the influence of all factors on personality development. Man develops and is formed under the complex influence of natural, social factors, education, your mental and physical activity. Identification of abilities and intellectual capabilities during the period of selection for the appropriate classes only stated the child’s capabilities in a specific unit of time. Moreover, the manifestation of the natural forces of the genotype, the influence of dominant motives, needs, interests, educational opportunities, etc. were not predicted. The child was artificially placed in conditions that predetermined his possible gradual degradation. The positive element of this system is embodied in specialized classes and schools for in-depth study subjects of various scientific fields, in the training of artists, musicians, sculptors, etc.
Beginning XX V. indicated by the search for new forms that develop the activity of schoolchildren in their independent educational work. In 1905, a system of individualized education appeared in the United States, applied in school practice in Dalton (Massachusetts) by teacher Elena Parkhurst. The system was subsequently named Dalton plan . There were other names: laboratory system, workshop system, since classes with students were conducted individually in classrooms, laboratories, workshops, and libraries. The goal was to create opportunities for each student to do individual educational work, based on his abilities, mental capabilities, and pace of work. Collective work was carried out for one hour a day; the rest of the time was allocated to individual work, i.e. lessons were replaced by individual work on tasks developed by the teacher. The teacher’s activities to explain new material were canceled. The teacher performed general organizational functions and provided students with assistance if necessary. General plan there were no classes. The programs were divided into annual and a series of monthly tasks, and deadlines were set for students to complete them. Students' successes were noted on individual cards and the overall class table. Students’ workplaces were equipped with all necessary teaching aids, manuals, methodological instructions for studying and completing educational assignments. This form of educational organization did not provide students with a solid assimilation of educational material without the help of a teacher. The level of preparation decreased, nervousness and haste in work appeared, and responsibility for work results decreased. The reduction in the role of the teacher in the educational process resulted in a decrease in the level of students' preparation. Having become widespread in a number of countries, ultimately the Dalton plan did not take root in any country in the world.
A variation of the Dalton plan calledbrigade-laboratory methodwas used in the USSR in the 20s. The peculiarity was the combination of collective work of the entire class with team work (part of a class of 5-6 people) and individual work. In general classes, work was planned, tasks were discussed, etc., tasks were determined for teams, deadlines were outlined, a mandatory minimum of work was carried out, which, as a rule, was carried out by a group of activists; and only the foreman reported to the teacher for her. This form of organizing work actually destroyed the lesson and ultimately led to a decrease in the role of the teacher in explaining new material and, naturally, to a decrease in student responsibility and academic performance, the role of individual educational work, and the lack of development of a number of the most important general scientific skills. This form of work, as not justified, in 1932 narrowed its existence in the USSR.
In the USA in the first quarter XX V. a project-based learning system emerges, the second name of which is“project method”.It was assumed that it would ensure greater independence for students in the educational process. Academic work was replaced by the organization of practical activities for students. Students were offered the development of projects for industrial or domestic purposes, around which their educational and cognitive activities were built. The authors of the “project method” proceeded from the fact that by working on diagrams, drawings, and making appropriate calculations, students would master large amounts of knowledge from various sciences of the school cycle. Naturally, their integration and systematization was carried out. As an independent form of educational work, such a system, of course, could not provide a systematic, progressive accumulation of knowledge; their content, depth and scientific character; developing and educating functions.
Lecture-seminar systemappeared along with the emergence of university education. It is represented by lectures, seminars, practical and laboratory classes, consultations and practice in the specialty. To use it, you need initial sufficient experience in educational and cognitive activities, the formation of general scientific skills, and the ability to independently acquire knowledge.
Retained the highest viability despite all the existing shortcomingsclass-lesson teaching system. It has become widespread in world school practice, allows for the reasonable use within its framework of elements of other educational systems, makes the classroom system indispensable for secondary school. But this also presupposes further improvement of organizational forms of training and especially the lesson as the main form of organizing the educational process. However, the lesson is not the only form of learning.
IN modern school Forms such as lectures, seminars, excursions, classes in educational workshops, forms of labor and industrial training, workshops, additional classes, forms of extracurricular educational work (clubs, scientific societies, studios, conferences, olympiads, competitions, quizzes) are also widespread. , homework, interviews, consultations, instructions, tests and exams. They provide organization of collective, group and individual work with students.
In modern didactics, they are presented and have organizational designindividual training, class-lesson system and lecture-seminar system. Various forms of training and its organization constantly interact with educational systems, in particular with the classroom system.
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