traditional education system. Traditional learning

The term " traditional education "implies, first of all, the class-lesson organization of education, which developed in the 17th century on the principles of didactics formulated by J. Comenius, and is still predominant in the schools of the world.

Distinctive features of traditional classroom technology:

1. students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling;

2. the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

3. the main unit of lessons is a lesson;

4. the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

5. the work of students in the lesson is supervised by a teacher: he evaluates the results of each student's studies and at the end of the school year decides on the transfer of students to the next class;

6. Textbooks are mainly used for homework.

Attributes of the class-lesson system: academic year, school day, lesson schedule, study holidays, breaks, homework, marks.

Traditional education is, in its philosophical basis, a pedagogy of coercion.

The main goal of training: the formation of a knowledge system, mastering the basics of science, which is expressed in the presence of a training standard.

The mass school with traditional technology remains a "school of knowledge", the main focus is on the awareness of the individual, and not on his cultural development.

Knowledge is addressed mainly to the rational beginning of the personality, and not to its spirituality, morality. 75% of school subjects are aimed at the development of the left hemisphere of the brain, only 3% of the total number of school disciplines are allocated to aesthetic subjects.

The basis of traditional education is the principles formulated by J. Comenius:

1) scientific character (there can be no false knowledge, there can only be incomplete);

2) conformity to nature (learning is determined by the development of the student, not forced);

3) consistency and systematic (linear logic of the learning process, from particular to general);

4) accessibility (from known to unknown, from easy to difficult);

5) strength (repetition is the mother of learning);

6) consciousness and activity (know the task set by the teacher and be active in executing commands);

7) the principle of visibility;

8) the principle of connection between theory and practice;

9) taking into account age and individual characteristics.

traditional technology - authoritarian technology, training is very weakly connected with the inner life of the student, there are practically no conditions for the manifestation of individual abilities, creative manifestations of the personality. The authoritarianism of the learning process is manifested in:

regulation of activities, compulsory training procedures (“school rapes a person”);

centralization of control;

Orientation towards the average student (“school kills talents”).

Like any learning technology, traditional learning has its strengths and weaknesses. The positives are primarily:

the systematic nature of training;

orderly, logically correct presentation of material;

Organizational clarity

Optimal resource costs for mass learning.

At present, there is a problem - the need to increase the effectiveness of the educational process, and especially that side of it, which is associated with the humanization of education, the development of the student's personal potential, and the prevention of dead ends in his development.

Decreased motivation for learning, school overload, mass ill health of schoolchildren, their rejection of the learning process are associated not only with the imperfect content of education, but also with the difficulties experienced by teachers in organizing and conducting the learning process.

The trouble with today's school is not the lack of a proper number of new textbooks, teaching aids and programs - in recent years an unprecedented number of them have appeared, and many of them do not withstand any criticism from a didactic point of view.

The problem is to provide the teacher with a selection methodology and a mechanism for implementing the selected content in the learning process.

Individual forms and methods of teaching are being replaced by holistic educational technologies in general and learning technologies in particular.

This path is not so simple and anyone who enters it will face certain difficulties and problems.

The traditional system remains uniform, non-variable, despite the declaration of freedom of choice and variability. Planning of training content is centralized. Basic curricula are based on uniform standards for the country. Education has overwhelming priority over education. Educational and educational subjects are not interconnected. In educational work, the pedagogy of events and the negativism of educational influences flourish.
Student position: the student is a subordinate object of teaching influences, the student "should", the student is not yet a full-fledged personality.
Teacher position: teacher - commander, the only initiative person, judge ("always right"); the elder (parent) teaches; "with a subject to children."
Knowledge acquisition methods are based on:

communication of ready-made knowledge;

model learning;

Inductive logic from particular to general;

· mechanical memory;

verbal presentation;

reproductive reproduction.

The learning process is characterized by a lack of independence, weak motivation of the student's educational work.
As part of the child's learning activities:

There is no independent goal-setting, the teacher sets the learning goals;

planning of activities is carried out from the outside, imposed on the student against his will;

The final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into hard work with all its negative consequences.

Traditional education is the most common traditional education option so far.

It is designed to transmit, broadcast tradition, reproduce in space and centuries the traditional mentality (spiritual and mental warehouse), the traditional worldview, the traditional hierarchy of values, folk axiology (value picture of the world).

Traditional education has its own content (tradition) and has its own traditional principles and methods, has its own traditional teaching technology.

The advantage of traditional learning is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. In addition, it involves the assimilation and reproduction of knowledge and its application in similar situations. Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity.

The traditional system of education, through which the vast majority of people all over the world still pass, has evolved over centuries and millennia. In ancient Egypt, as in Sumer, it was customary to beat a student to make him obey; endlessly repeat the same exercises so that they are better remembered and brought to automatism; memorize ancient texts, consecrated by authority, and endlessly copy them. Coercion, cane discipline, the immutability of the content defined by tradition - all this was and partly remains characteristic of the education system of many and many states of ancient, medieval and modern Europe. A different plan of tradition existed in India and China, but it was the European system that spread widely throughout the world, along with other achievements of civilization. This system was inherited by the Modern Times from the Middle Ages, reformed by Jan Amos Comenius three hundred years ago, but the goals, values ​​and style of educational interaction betray its origin from the ancient school described on the Sumerian tablets.

The traditional education system that we are talking about now is an ordinary subject-class-lesson system, which almost everyone knows from their own experience. Education is organized by subject, study time is divided into lessons, and there are five to eight lessons a day and they are all different; students are grouped into classes according to age and without any choice of teacher or classmates; success in learning is assessed using points; there are always excellent, good and bad students; attending classes is obligatory, as well as participating in various kinds of control activities - all this, probably, could not be reminded.

In their book The School Revolutionaries, Michael Liebarle and Thomas Seligson, characterizing the atmosphere of the modern school, write: “We are forced to compete with each other when it comes to

marks, accolades, honors, college or sports teams, and social recognition. In the course of this competition, it is not our decency, understanding of life and intellectual abilities that are improved, but rather the ability to wear a mask, insincerity, opportunism and the desire to follow the safe and well-trodden path, the willingness to betray our comrades for our own benefit. But all this is assimilated by students involuntarily. They are simply adjusting to the school environment, learning the normal way to "succeed" in the bleak, impersonal world of high school. This competition comes with many humiliations for everyone, even for those who are successful. The main goal of the school is to educate opportunists who are subject to the authority of the school system. The memoirs of many prominent people about their path in education paint the school in general and the figure of the teacher in particular in rather gloomy colors. “School as a means of education was just an empty place for me ... it seems that all my teachers and my father considered me a very ordinary boy, intellectually, perhaps, even below the average level” (Charles Darwin).

“If only one of the teachers could show the “commodity face” by making an enticing preface to his subject, could stir up my imagination and kindle fantasy, instead of hammering facts into my head, would reveal to me the mystery of numbers and the romance of geographical cards, would help me feel the idea in history and music in poetry - who knows, maybe I would become a scientist ”(Charles Spencer Chaplin).

Contact with the traditional education system often causes quite difficult experiences for the child and his parents. The eminent psychologist and educator Frederick Burres Skinner, having visited a lesson at the school where his daughter studied, wrote in his diary: “Suddenly the situation seemed completely absurd to me. Feeling no guilt, the teacher destroyed almost everything we knew about the learning process. And Marie Curie, in a letter to her sister, expressed herself much more harshly: "I think it is better to drown children than to imprison them in modern schools."

Here is what American educators say about a normal, standard American school in the second half of the 20th century: “Schools destroy the minds and hearts of our children” (Jonathan Kozol); “Schools do not promote the development of the student as a person” (Charles Patterson).

“I want to quote the words of a high school teacher: “In our world,” he said, “there are only two institutions where the main factor is the term, and not the work done, this is school and prison. In other places, work is important, not that how long it took" (William Glasser).

Comparing a school to a prison or a barracks has long become commonplace. Remembering the school, even the greatest humorist of the 20th century completely loses his sense of humor. “Of all that is meant for innocent people on earth, the most terrible is the school. To begin with, school is a prison. However, in some respects it is even more brutal than prison. In prison, for example, you are not forced to read books written by jailers and their superiors ... even in those hours when you ran away from this stall, from under the supervision of the jailer, you did not stop tormenting yourself, bending over the hated school textbooks, instead of to dare to live” (George Bernard Shaw).

There is some amazing paradox in that society is always dissatisfied with its education system, always subjecting it to sharp criticism, but by and large everything remains the same. After all, a traditional school really looks like a prison, if only in that the students are required to be in it under the supervision of a teacher, one of whose functions is to supervise. And indeed, the management of teaching in such a school is aimed at familiarizing the individual with the established universally binding norms, and not at the realization of his special abilities and inclinations.

The creation of socio-political uniformity in society has always been a practical matter of the education system, and sometimes a conscious goal. At the beginning of the 20th century, even the term “social efficiency” appeared to denote this goal. An important function of compulsory universal education is, as sociologists say, social control: it is called upon to prepare obedient members of society who accept its basic values. This, of course, is a completely respectable function, the education system should not train terrorists, but the trouble is that along with obedience, a lack of initiative, a fear of creativity and a desire for routine performance of clearly defined duties usually come.

“After all, we do not study for school, but for life, we want to act as leaders in it. If the characteristic and essential properties of life are diversity and variability, then uniformity and

extraordinary tightness on reforms in the educational sphere do not agree with the tone of life. The routine school system, constantly looking back and not forward, will prepare poorly for life, for the assimilation and correct assessment of its new acquisitions, and the school, thus, can easily find itself, as it were, out of life, in some standing backwater with musty, and not fresh water” (P.F. Kapterev).

To date, the conflict between the utilitarian technocratic view of education (with an emphasis on measurable learning outcomes and the requirement to prepare students for the labor market), on the one hand, and the need of a democratic society to provide opportunities for individual development, on the other hand, has sharply intensified; between the recognized by many need for personal growth in the education system and the ubiquitous attitude towards the transmission of knowledge; between the demand for freedom of study and the rigid formal framework of the traditional system.

The history of pedagogy can be scrolled back and forth with the same invariable result: at all times, essentially the same pedagogical ideas are expressed as new - the need to support the activity of the child, his independent development, the need to take into account his special abilities and inclinations. But at the same time, “upbringing and education often represent a fierce struggle against the natural creative self-development of a person and strive to squeeze him into pre-prepared frameworks, lead according to a template, along the beaten track, and despite the general violence of staging education, we are still talking about amateur performance” (P.F. . Kapterev).

• Lack of autonomy

According to the level of application: general pedagogical.

On a philosophical basis: pedagogy of coercion.

According to the main factor of development: sociogenic - with the assumptions of a biogenic factor.

According to the concept of assimilation: associative-reflex based on suggestion (sample, example).

By orientation to personal structures - informational, ZUN.

By the nature of the content: secular, technocratic, educational, didactocentric.

By type of management: traditional classical + TSO.

By organizational forms: class-lesson, academic.

According to the prevailing method: explanatory and illustrative.

Developmental training.

Distinctive features of Zankov's theory.

The atmosphere of mutual location implies deep respect for the students and the teacher. “If a student is for a teacher only some kind of vessel in which certain knowledge and skills must be placed, this, of course, will not contribute to his love for students. When each student is understood by the teacher as a person with his own individual characteristics, aspirations, his own mentality and character, such an understanding will help you love children, respect them.

Target Orientations:

High overall personality development.

Creation of a basis for all-round harmonious development (content harmonization).

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"Comparative characteristics of traditional and developmental education."

Features of traditional and developmental education.

Consider the features of traditional and developmental education.

Traditional learning.

By the term "traditional system of education" we mean the one that has been operating in mass practice for a number of decades, without undergoing significant changes during this time.

Its organization is based on the class-lesson principle. The traditional school is built on this principle. Ya.A. Comenius and I.F. Herbart. The main thesis is “teaching everyone everything”. The main idea is that knowledge develops the personality of the student, learning cannot but develop.

The conceptual basis of TO is formed by the principles of pedagogy, formulated by Ya.A. Comenius:

Scientific (false knowledge cannot be, there can only be incomplete);

Natural conformity (learning is determined by development, not forced);

Consistency and systematicity (sequential linear logic of the process, from particular to general);

Accessibility (from known to unknown, from easy to difficult, assimilation of ready-made ZUN);

Strength (repetition is the mother of learning);

Consciousness and activity (know the task set by the teacher and be active in executing commands);

The principle of visibility (attracting various senses to perception);

The principle of connection between theory and practice (a certain part of the educational process is devoted to the application of knowledge);

Accounting for age and individual characteristics.

Education - it is the process of transferring knowledge, skills, social experience from older generations to the younger generation. This holistic process includes goals, content, methods and means.

Distinctive features of the traditional classroom technology are:

students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling;

the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

the basic unit of lessons is the lesson;

the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

the work of students in the lesson is supervised by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

educational books (textbooks) are used mainly for homework

The traditional system has both its pros and cons.

On the one hand, more than one generation of smart and talented children studied according to the traditional curriculum. In addition, the traditional education system is based on the experience of domestic pedagogy, taking into account national specifics and mentality.

Nevertheless, for her, the characters are the facilitation of educational material (designed for the least successful students in the class and, according to many teachers, unlawful), the slow pace of learning, repeated repetition, limiting the mental activity of schoolchildren, the scarcity and superficial nature of theoretical knowledge. The subordination of the educational process to the instillation of skills, the absence or weakness of an internal motivation for learning, the impossibility of manifesting individuality. The limited circle of direct knowledge of the surrounding world is mainly reduced to observations, which contributes to verbalism in learning. The main burden falls on memory to the detriment of thought.

In a traditional school, the relationship between a teacher and a student is built on a "business" basis: the teacher (subject) manages the acquisition of knowledge, and the student (object) masters this knowledge.

The best quality of teaching in a traditional primary school is achieved by teachers with an authoritarian leadership style. They suppress the individuality of their students, but can bring most of them to at least an average level. Sometimes the teacher, without listening to the student's answer, informs him of the necessary course of action, telling instead of him or reminding him of the necessary information.

The characteristic features of traditional education are the predominance of communicating teaching (the teacher communicates knowledge to the student), normativity (strict education standards are set, the assimilation of which is mandatory for each student), orientation towards the "average" student. Accounting for the individual abilities of schoolchildren is limited by the given canons.

The positive aspects of the traditional education system include:

The systematic nature of learning

Orderly, logically correct presentation of educational material

Organizational Clarity

The constant emotional impact of the teacher's personality

Optimal resource costs for mass learning

The disadvantages of the traditional education system include:

Template construction, monotony

Irrational distribution of lesson time

The lesson provides only an initial orientation in the material, and the achievement of high levels is shifted to homework

Students are isolated from communication with each other

Lack of autonomy

Passivity or visibility of student activity

Weak speech activity (average speaking time of a student is 2 minutes per day)

Weak feedback. Average approach

Lack of individual training

Classification parameters of Traditional education.

According to the level of application: general pedagogical.

On a philosophical basis: pedagogy of coercion.

According to the main factor of development: sociogenic - with the assumptions of a biogenic factor.

According to the concept of assimilation: associative-reflex based on suggestion (sample, example).

By orientation to personal structures - informational, ZUN.

By the nature of the content: secular, technocratic, educational, didactocentric.

By type of management: traditional classical + TSO.

By organizational forms: class-lesson, academic.

According to the prevailing method: explanatory and illustrative.

In the modern mass Russian school, goals have changed somewhat - ideologization has been eliminated, the slogan of comprehensive harmonious development has been removed, there have been changes in the composition of moral education, but the paradigm of presenting the goal in the form of a set of planned qualities (training standards) has remained the same.

The mass school with traditional technology remains a "school of knowledge", preserves the preference for the awareness of the individual over its culture, the predominance of the rational-logical side of cognition over the sensory-emotional side.

Developmental training.

Ideas L.S. Vygodsky, A.N. Leontiev, S.L. Rubinstein were further developed in the works of D.B. Elkonin, V.V. Davydov and L.V. Zankov. In the 1960s, they developed the concepts of developmental education, on the basis of which experimental studies were carried out at school.

Theory L.V. Zankov includes the following principles:

1. Principles of teaching at a high level of difficulty (i.e. the material taught must be difficult, adherence to the measure of difficulty and overcoming obstacles).

2. The principle of the leading role of theoretical knowledge.

3. The principle of students' awareness of their own teaching. Training is aimed at developing reflection (self-assessment).

4. The principle of working on the development of all students. Education should develop everyone, for development is a consequence of education.

In the experimental system L.V. Zankov adopted a different task setting than in traditional education. In the first place - the development of students as the basis for the successful assimilation of knowledge and skills. The leading organizational forms are the same as in the traditional system, but more flexible and dynamic. This is a different type of learning compared to the traditional one. It is built on the basis of taking into account the internal laws of the development of the child (more attention is paid to his inner world, individuality). The most important is the development of moral qualities and aesthetic feelings, will, the formation of an internal motivation for learning.

As far as it was possible, taking into account the initial stage of education, the program and textbooks implement an approach that meets the one put forward by L.V. Zankov's theoretical concept of primary education. In particular, even at the early stages of the study of the problem of learning and development, L.V. Zankov emphasized the idea that not all assimilation of knowledge leads to development. Therefore, when choosing material for a lesson, you need to think about how it will work for development, and what material will be neutral. L.V. Zankov attached great importance to the versatility of the material, the analysis of which can gradually develop, albeit small at first, influence on the overall development of the child. It is in conditions of versatile thinking of the material that the child moves along the path of its multifaceted perception and is accustomed not to one-sided consideration of the material, but to seeing it from different angles. Thanks to such a teaching, multilateral connections of knowledge are formed, and, ultimately, their system. Consistency of knowledge is the most essential characteristic of all the signs of the general development of a younger student.

Distinctive features of Zankov's theory.

2 High level of difficulty at which training is conducted.

3 Fast paced learning material.

4 A sharp increase in the share of theoretical knowledge.

Without losing his leading role, the teacher in the L.V. Zankova becomes a participant in the collective process of cognition, a true friend and senior comrade. Disappears authoritarianism. The false authority of the teacher will only contribute to external, ostentatious discipline in the classroom, the formal performance of tasks. Giving schoolchildren greater independence will strengthen the authority of the teacher and will become a necessary condition for educating the will of schoolchildren.

The atmosphere of mutual location implies deep respect for the students and the teacher. “If a student is for a teacher only some kind of vessel in which certain knowledge and skills must be placed, this, of course, will not contribute to his love for students ... When each student is understood by the teacher as a person with his own individual characteristics, aspirations , with your mindset and character, such an understanding will help you love children, respect them.

The Zankov system is designed for co-creation, cooperation, empathy. The teacher is open to children's questions, is not afraid of their mistakes, does not evaluate and does not give marks for ignorance or inability in the process of assimilating new knowledge or new ways of acting, does not compare one child with another.

The system of developing education according to L.V. Zankov can be called a system of early intensified comprehensive development of the personality.

Classification characteristic

According to the level of application: general pedagogical. According to the main factor of development: sociogenic + psychogenic. According to the concept of assimilation: associative - reflex + developing. By orientation to personal structures: SUD + SEN + ZUN + SUM + SDP.

By the nature of the content: educational - educational, secular, general education, humanistic.

By type of management: system of small groups.

By organizational forms: classroom - lesson, academic + club, group + individual.

By approach to the child: personality-oriented.

According to the prevailing method: developing.

In the direction of modernization: alternative.

Target Orientations:

High overall personality development.

Creation of a basis for all-round harmonious development (content harmonization).

The system of education according to L.V. Zankov is aimed primarily at the personal growth of the child, his creative and emotional development.

Let's summarize:

http://www.bibliofond.ru/view.aspx?id=466082

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http://ced.perm.ru/schools/web/school117/education.htm

Traditional technology is, first of all, an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.

The authoritarianism of the learning process is manifested in: the regulation of activities, the coercion of learning procedures (“the school rapes the individual”), the centralization of control, and the orientation towards the average student (“the school kills talents”).

The student's position: the student is a subordinate object of teaching influences, the student "should", the student is not yet a full-fledged personality, an unspiritual "cog".

The position of the teacher: the teacher is the commander, the only initiative person, the judge (“always right”), the elder (parent) teaches.

Methods of mastering knowledge are based on: the communication of ready-made knowledge, learning by example, inductive logic from the particular to the general, mechanical memory, verbal presentation, reproductive reproduction.

As part of the child's learning activities:

- there is no independent goal-setting, the teacher sets the learning goals;

- planning of activities is carried out from the outside, imposed on the student against his will;

- the final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformism - "school disfigures the personality").

Evaluation of students' activities. Traditional pedagogy has developed criteria for a quantitative five-point assessment of students' knowledge, skills and abilities in academic subjects.

Assessment requirements: individual character, differentiated approach, systematic monitoring and evaluation, comprehensiveness, variety of forms, unity of requirements, objectivity, motivation, publicity.

However, in the school practice of traditional education, the negative aspects of the traditional grading system are found:

1. Quantification - a mark - often becomes a means of coercion, an instrument of the teacher's power over the student, psychological and social pressure on the student.

2. Mark, as a result of cognitive activity, is often identified with the personality as a whole, sorts students into "good" and "bad".

3. The names "C", "D" cause a feeling of inferiority, humiliation, or lead to indifference, indifference to learning. The student, according to his mediocre or satisfactory grades, first draws a conclusion from the inferiority of his knowledge, abilities, and then his personality (I-concept).

The traditional form of education is class-lesson. It is distinguished by:

positive aspects: the systematic nature of education, orderly, logically correct presentation of educational material, organizational clarity, constant emotional impact of the teacher's personality, optimal resource costs in mass education;

negative aspects: template construction, monotony, irrational distribution of lesson time, the lesson provides only an initial orientation in the material, and the achievement of high levels is shifted to homework, students are isolated from communicating with each other, lack of independence, passivity or visibility of student activity, weak speech activity (average speaking time of a student 2 minutes per day), weak feedback, average approach, lack of individual training.

The traditional technologies also include the lecture-seminar-test system (form) of education: first, the educational material is presented to the class by the lecture method, and then it is worked out (assimilated, applied) at seminars, practical and laboratory classes, and the results of assimilation are checked in the form of tests.

Psychological and pedagogical analysis of the lesson

Psychological and pedagogical analysis of the lesson involves an assessment of its type and structure, as well as their psychological expediency.

Further, what determines the activities of the teacher and the student is the content of the lesson, that is, the nature of the information that students must learn. (the teacher can offer material different in its degree of concreteness, generalization and abstractness).

It is very important to understand the psychological characteristics of the educational material, since it largely determines the nature of the student's cognitive activity. When assessing the quality of educational information, it is necessary to determine its compliance with the age and individual characteristics of schoolchildren. Lesson analysis begins with finding out how the teacher formed the concept at one level or another. In the learning process, not only individual concepts are formed, but also their system, so you need to determine what connections between concepts the teacher has established (intra-subject, inter-subject)

Plan of psychological and pedagogical analysis of the lesson.

The psychological purpose of the lesson.

1. The place and significance of this lesson in the long-term plan for the development of students. Goal formulation.

2. Taking into account the final task of the long-term plan, the psychological tasks of studying the section, the nature of the material being studied, the results achieved in previous work.

3. To what extent methodological techniques, the style of the lesson meet the goal.

Lesson style.

1. To what extent the content and structure of the lesson meet the principles of developmental learning.

The ratio of the load on the memory and thinking of students.

The ratio of the reproductive and creative activities of students.

The ratio of assimilation of knowledge in finished form and independent search.

Pedagogical tact of the teacher.

Psychological climate in the classroom.

2. Features of the teacher's self-organization.

Prepare for the lesson.

Working well-being at the beginning of the lesson and in the process of its implementation.

Organization of cognitive activity of students.

1. Providing conditions for the productive work of thinking and imagination of students.

Achieving meaningfulness, integrity of students' perception of the material being studied.

What settings were used and in what form. (suggestion, persuasion).

How to achieve concentration and stability of attention of students.

2. Organization of the activity of thinking and imagination of students in the process of forming new knowledge and skills.

What methods stimulated the activity, independence of thinking of students.

What psychological patterns were taken into account in the formation of ideas, concepts, generalizing images.

What types of creative work were used in the lesson and how the teacher led the creative imagination of students.

3. Consolidation of the results of the work.

Formation of skills through exercises.

Training to transfer previously acquired skills to new working conditions.

Student organization.

1. Analysis of the level of mental development, attitude to learning and features of self-organization of individual students.

2. How does the teacher combine frontal work in the classroom with individual forms of learning.

Accounting for the age characteristics of students.

The foundations of traditional education were laid in the middle of the 17th century. at the first stage of development of educational psychology and are described by Ya.A. Comenius in the famous work "The Great Didactics". The concept of "traditional education" refers to the class-lesson organization of education, built on the principles of didactics formulated by Ya.A. Comenius.

Signs of a class-lesson teaching system:

approximately the same age and level of training group of students (class), stable in its main composition during the entire period of study at school;

• - teaching children in the classroom according to a single annual plan and curriculum according to the schedule, when all students must come to school at the same time and at the hours of joint classroom classes specified by the schedule;
• - the lesson is the main unit of the lesson;
• - in the lesson one subject is studied, a certain topic, in accordance with which all students of the class study the same educational material;

the educational activities of students in the lesson are led by a teacher who evaluates the results of educational activities and the level of learning of each student in the subject he teaches, and at the end of the year makes a decision to transfer students to the next class;

Textbooks are used by students in the classroom, but to a greater extent - in independent homework.

The features of the class-lesson system also include the concepts of "academic year", "school day", "schedule of lessons", "study holidays", "breaks between lessons (changes)".

Characterizing the class-lesson system, the following procedural features can be distinguished:

• - the ability to convey a large amount of information to students in a short period of time;
• - providing students with information in finished form without considering scientific approaches to proving their truth;
• - the assimilation of educational knowledge in a certain context of educational activity and the possibility of their application in similar situations;
• - focus on memory and reproduction of knowledge, skills and abilities, and not on thinking and creative transformation of knowledge, skills and abilities formed in educational activities;
• - the educational and cognitive process is more of a reproductive nature, forming a reproductive level of cognitive activity in students;
• - educational tasks for recall, reproduction, solution according to the model do not contribute to the development of creative abilities, independence, activity of the student's personality;
• - the volume of the reported educational information exceeds the possibilities of its assimilation by students, which sharpens the contradiction between the content and procedural components of the learning process;
• - the pace of learning is designed for the average student, does not make it possible to fully take into account the individual psychological characteristics of students, which reveals a contradiction between frontal learning and the individual nature of students' assimilation of knowledge.

The main contradictions of traditional education were identified at the end of the 20th century. A.A. Verbitsky.

• 1. The contradiction between the orientation of the content of educational activity and, as a result, the student himself to the past, to the sign systems of the “foundations of sciences”, and the orientation of the subject of learning towards the content of his future professional and practical activities and the socio-culture of the living environment. The reported true scientific knowledge does not provide an opportunity to enter into a problem situation, the presence and solution of which would contribute to the activation of thinking processes. The distant future, in which the acquired scientific knowledge will be useful, does not yet have a meaningful life intention for the student and does not motivate him to conscious educational activity.
• 2. The duality of educational information, which simultaneously acts both as a part of culture and as a means of its development and development of the student's personality. The resolution of this contradiction is possible by reducing the importance of the "abstract school method" and modeling in educational activities conditions close to reality for students to appropriate sociocultural experience that is relevant to them, through which they themselves are enriched intellectually, spiritually and activityally and themselves create new elements of culture (as in We are currently seeing this in the rapid development of computer technology).
• 3. The contradiction between the integrity of culture and the subject's mastery of its content through a large number of subject areas within the framework of academic disciplines. It is associated with the traditional differentiation of school teachers into subject teachers and the departmental structure of universities. The concept of a particular cultural phenomenon is considered from the point of view of different sciences and does not give the student a holistic view of the phenomenon being studied. This contradiction is present both in school and university education and can be resolved by using the reserves of active learning by immersion, i.e. long, from several days to several weeks, the study of a particular phenomenon in various scientific aspects.
• 4. The contradiction between the mode of existence of culture as a process and its presence in learning in the form of static sign systems. The study of cultural phenomena is taken out of the context of modern life, and the child's motivation for their knowledge is not formed.
• 5. The contradiction between the social form of the existence of culture and the individual form of its appropriation by students. The student does not create a product in the form of knowledge jointly with other subjects of education. The need for cooperation with other students in mastering educational knowledge and providing them with assistance is suppressed by pointing out the inadmissibility of prompts and the need to individually master one or another topic) "of a subject. However, the development of a creative individuality is impossible alone, you need a" fantasy bean "(J. Rodari ), knowledge through "another person" (I.E. Unt) in the process of dialogic communication and interaction, manifested in actions. Being a socially conditioned and morally normalized action, an action can be performed only in human society, and mutual consideration of interests, values positions softens the gap between teaching and educating students, introducing them through an act into culturally compatible forms of interpersonal relationships and joint activities.

More successfully identified contradictions are resolved in the context of problem-based learning.