Didactics in pedagogy is what?

Didactics (from the Greek "Didaktikos" - "training") is a branch of pedagogical knowledge that studies the problems of teaching and education (basic categories of didactics) in pedagogy. Didactics, pedagogy, psychology are related disciplines, borrowing from each other the conceptual apparatus, methods of research, basic principles, etc. Also, the specifics of the pedagogy didactics are aimed at the process of education and education of children with developmental anomalies.

The differentiation of concepts

One of the key in didactics is the concept of learning and its components - teaching and teaching, as well as the concept of education. The main criterion for differentiation (as didactics determines this in pedagogy) is the ratio of goals and means. So, education is a goal, learning is a means to achieve this goal.

In turn, teaching includes such components as teaching and learning. Teaching is a systematic management of the teacher's educational activities of students - the definition of the scope and content of this activity. Teaching is the process of learning by the students of the content of education. It includes both the activities of the teacher (coaching, monitoring), and the activities of the students themselves. At the same time, the teaching process can take place both in the form of direct supervision by the teacher (at the lesson) and in the form of self-education.

Main goals

In modern didactics, it is customary to distinguish the following tasks:

• Humanization of the learning process,
• Differentiation and individualization of the learning process,
• Formation of interdisciplinary connection between studied disciplines,
• Formation of cognitive activity of students,
• Development of mental abilities,
• Formation of moral and strong-willed qualities of a person.

Thus, the tasks of didactics in pedagogy can be divided into two main groups. On the one hand, these are tasks aimed at describing and explaining the learning process and the conditions for its implementation; On the other - to develop an optimal organization of this process, new training systems and technologies.

Principles of didactics

In pedagogy, didactic principles are aimed at determining the content, organizational forms and methods of educational work in accordance with the goals and regularities of the process of education and training.

These principles are based on the ideas of Ushinsky, Ya. A. Komensky, and others. At the same time, we are talking only about scientifically based ideas based on didactics in pedagogy. So, for example, Ya. A. Komensky formulated the so-called golden rule of didactics, according to which in the learning process all the sensory organs of the pupil must be involved. Subsequently, this idea becomes one of the key, which is based on didactics in pedagogy. Basic principles:

• Scientific,
• Strength,
• Accessibility (feasibility),
• Consciousness and activity,
• Connection theory with practice,
• Systematic and consistent
• Visibility.

The scientific principle

It is aimed at forming a complex of scientific knowledge among students. The principle is realized in the process of analyzing the educational material, its basic ideas, which are singled out by didactics. In pedagogy this is a teaching material that meets the criteria of scientific character - reliance on reliable facts, the availability of concrete examples and a clear conceptual apparatus (scientific terms).

Principle of Strength

This principle also defines didactics in pedagogy. What it is? On the one hand, the principle of strength is determined by the tasks of the educational institution, on the other, by the laws of the learning process itself. To support the acquired knowledge, skills and abilities (dunas) at all subsequent stages of training, as well as for their practical application, their clear assimilation and long-term retention in memory are necessary.

The principle of accessibility (feasibility)

The emphasis is on the real capabilities of students in such a way as to avoid physical and mental overload. If this principle is not observed in the learning process, as a rule, the students' motivation is reduced. Also, the working capacity suffers, which leads to rapid fatigue. The other extreme is the excessive simplification of the material being studied, which also does not contribute to the effectiveness of teaching. For its part, didactics as a branch of pedagogy defines the principle of accessibility as a path from simple to complex, from known to unknown, from private to general, and so on.

Methods of teaching, according to the classical theory of LS Vygotsky, should focus on the zone of "near development", develop the strength and ability of the child. In other words, education should lead to the development of the child. However, this principle can have its own specificity in certain pedagogical approaches. For example, in some training systems it is proposed not to start with close material, but with the main one, not with individual elements, but with their structure, etc.

The principle of consciousness and activity

Principles of didactics in pedagogy are directed not only directly to the learning process itself, but also to the formation of appropriate behavior of students. Thus, the principle of consciousness and activity implies a purposeful active perception of the studied phenomena by the students, as well as their comprehension, creative processing and practical application. It is primarily about the activity aimed at the process of independent search for knowledge, and not for their usual memorization. To apply this principle in the learning process, various methods of stimulating students' cognitive activity are widely used. Didactics, pedagogy, psychology should equally be guided by the personal resources of the subject of learning, including his creative and heuristic abilities.

According to the concept of LN Zankov, decisive in the learning process is, on the one hand, the students' comprehension of knowledge at the conceptual level, and, on the other hand, understanding the applied meaning of this knowledge. It is necessary to master a certain technology of mastering knowledge, which, in turn, requires students to have a high level of consciousness and activity.

The principle of the connection between theory and practice

In various philosophical doctrines, practice has long been the criterion of the truth of knowledge and the source of the cognitive activity of the subject. This principle is based on didactics. In pedagogy, this is a criterion for the effectiveness of the acquired knowledge of students. The more knowledge obtained is manifested in practical activity, the more intense is the consciousness of students in the learning process, the higher their interest in this process.

The principle of consistency and consistency

Didactics in pedagogy is first of all an emphasis on a certain systematic character of the transferred knowledge. According to the basic scientific provisions, a subject can be considered the owner of effective, real knowledge only when he has a clear picture of the surrounding external world in the form of a system of interrelated concepts.

The formation of the system of scientific knowledge must take place in a certain sequence, given by the logic of the educational material, as well as the cognitive abilities of the students. If this principle is not observed, the speed of the learning process slows down considerably.

Principle of visibility

Ya. A. Komensky wrote that the learning process should be based on personal observation of students and their sensual visibility. Moreover, didactics as a section of pedagogy distinguishes several visualization functions that vary depending on the specifics of a certain stage of learning: the image can act as an object of study, as a support for understanding the connections between the individual properties of the object (diagrams, drawings), etc.

Thus, in accordance with the level of development of abstract thinking of students, the following types of visibility are singled out (classification by TI Ilyina):

• Natural visibility (directed at objects of objective reality);
• Experimental clarity (realized in the process of experiments and experiments);
• Dimensional visibility (the use of models, mock-ups, various figures, etc.);
• Visual representativeness (carried out with the help of drawings, pictures and photographs);
• Sound-visual presentation (through film and television materials);
• Symbolic and graphical presentation (use of formulas, maps, charts and graphs);
• Internal visibility (creation of speech images).

Basic didactic concepts

Understanding the essence of the learning process is the main point to which didactics are directed. In pedagogy this understanding is considered primarily from the perspective of the dominant goal of learning. Several leading theoretical concepts of teaching can be distinguished:

• Didactic encyclopaedism (J. A. Komensky, J. Milton, I. V. Basedov): as the dominant goal of learning is the transfer of the maximum in terms of the volume of experience of knowledge to students. On the one hand, intensive educational methods, provided by the teacher, are necessary, on the other hand, the active self-activity of the students themselves.
• Didactic formalism (I. Pestalozzi, A. Disterverg, A. Nemeier, E. Schmidt, A. B. Dobrovolsky): the emphasis on the amount of knowledge obtained is transferred to the development of the abilities and interests of students. The main thesis is the ancient utterance of Heraclitus: "Knowledge does not teach the mind". Accordingly, it is necessary first of all to form a skill for the student to think correctly.
• Didactic pragmatism or utilitarianism (J. Dewey, G. Kershensteiner) - teaching as a reconstruction of students' experience. According to this approach, the mastery of social experience must take place through the development of all types of society's activities. The study of individual subjects is replaced by practical exercises aimed at involving the learner in various activities. Students are thus given complete freedom in the choice of disciplines. The main drawback of this approach is the violation of the dialectical relationship between practical and cognitive activity.
• Functional materialism (V. Okon '): the integral connection of knowledge with activity is considered. Educational disciplines should focus on the key ideas of world outlook (class struggle in history, evolution in biology, functional dependence in mathematics, etc.). The main drawback of the concept: when the curriculum is limited solely to leading ideological ideas, the process of acquiring knowledge acquires a reduced character.
• Paradigmatic approach (G. Sheyerl): rejection of the historical-logical sequence in the learning process. The material is proposed to be presented in a focussed manner. Focus on certain typical facts. Accordingly, there is a violation of the principle of system.
• The cybernetic approach (EI Mashbits, SI I. Arkhangelsky): training acts as a process of processing and transferring information, the specifics of which are determined by didactics. This in pedagogy makes it possible to use the theory of information systems.
• Associative approach (J. Locke): the basis of learning is sensory cognition. A separate role is given to visual images that promote such a cogitative function of students as a generalization. The main training method is exercises. It does not take into account the role of creative activity and independent search in the process of acquiring knowledge by students.
• The concept of step-by-step formation of mental actions (P.Ya. Galperin, N.F. Talyzina). Training must go through certain interrelated stages: the process of preliminary acquaintance with the action and the conditions for its implementation, the formation of the action itself, with the deployment of the corresponding operations; The process of forming an action in inner speech, the process of transforming actions into folded mental operations. This theory is particularly effective when training begins with subject perception (for example, athletes, drivers, musicians). In other cases, the theory of the step-by-step formation of mental actions may have a limited character.
• Management approach (VA Yakunin): the learning process is viewed from the position of management and the main management stages. This is the goal, the information basis of training, forecasting, the adoption of an appropriate solution, the implementation of this decision, the communication stage, monitoring and evaluation of results, correction.

As already mentioned above, didactics is a division of pedagogy that studies the problems of the learning process. In turn, the basic didactic concepts consider the learning process from the point of view of the dominant educational goal, as well as in accordance with a certain system of the teacher-student relationship.