Learning is ... Fast learner. How to develop learning

The learning process involves the child's assimilation of a specific, specified, depending on age, system of knowledge, skills and habits. But it is necessary to take into account the individual characteristics of each participant in the educational process, manifested in the type of temperament, the degree of development of memory, attention and perception. It is the combination of these characteristics of the personality of the child that determines its success, determining the integrative property, which in pedagogy and psychology is usually called learning.

Different interpretation of the concept of "learning"

In general, learnability is one of the main indicators of a person's readiness for spontaneous or purposeful learning of knowledge, expressed in a different susceptibility to mastering new information in the educational process.

For example, from the point of view of physiology, this property is inextricably linked with the dynamism of the nervous system, that is, with the speed of the formation of temporary bonds in it (VD Nebylitsin). But high learning ability, as a rule, is due not only to psycho-physiological prerequisites. It is inextricably linked with the level of the formation of intellectual activity and its productivity.

The concept of "learning" has many interpretations, since it is considered by specialists in the field of pedagogy and psychology from various scientific positions. In particular, BG Ananiev relates this indicator to the preparedness of the psyche for rapid development in the pedagogical process. B.V. Zeigarnik believes that learning is a range of the child's potential to learn new knowledge in working with an adult. IA Winter treats this concept as the child's readiness to correctly receive and interpret the teacher's help. The most precise and complete definition of this term is given by Z I. Kalmykov. According to her theory, learning is a set of intellectual properties of an individual, a different combination of which determines the level of productivity of educational activity. Such properties include generalization of thought processes, awareness, independence, flexibility and stability of thinking, receptivity to help.

Learning performance

The schoolchildren's learning is characterized by such general indicators as the pace of progress in mastering knowledge and developing skills, the lack of difficulties in the process of mastering (tension, unreasonable fatigue, etc.), the plasticity of thinking when switching to new ways of working together, the stability of memorizing and understanding the material.

AK Markov more accurately identifies these indicators:

- Active behavior when orienting in new conditions;

- an initiative to choose and solve additional non-mandatory tasks, the desire to move to more complex exercises;

- perseverance in achieving the goals and the ability to overcome the obstacles and obstacles encountered;

- a positive perception of the help of an adult (parent, teacher), absence of protest.

Learning as a condition of mental development

The concept of "learningability" is based on the levels of intellectual activity established by Vygotsky. The first of them is the actual one, the second is the zone of the nearest development. It is this factor that determines the difference between the list of actions that a child can perform on his own and the wider range of possibilities that he can now realize by using the help of an adult.

Vygotsky rightly argued that the zone of proximal development directly affects the dynamics of mental activity, in contrast to the current level. The pedagogical process proceeds most fruitfully and effectively, when educational tasks affect and develop the child's capabilities, which at the moment he can not realize on his own.

Consequently, the development of learning ability allows us to reveal the latent, potential abilities of children, improve the receptivity to mastering new knowledge, which allows us to call it the main, leading indicator of mental activity.

Trained

Learning is one of the most important diagnostic indicators that determine the success of the educational process. It is considered mainly as an independent category. And if it is necessary, then in comparison with the training. In the pedagogical encyclopedic dictionary, these fundamental concepts are treated as follows.

Training is a set of knowledge, skills and skills that reflects the expected result of education. Its main criteria are contained in the GEF.

The mark expresses the training. And the learning ability serves in this case as a prerequisite for obtaining a high school mark. It consists of a system of individual indicators of the pace and quality of learning. This property is inextricably linked with the development of such cognitive processes as perception, thinking, memory, imagination, speech, attention. Also, the relationship between the level of learning and the formation of the motivational-volitional and emotional spheres of the individual has been proved.

Diagnosis of learning in younger students

The main tasks of studying the level of learning in the initial classes are:

1. Determination of the formation of the main indicators of the success of the educational process in schoolchildren of junior level.

2. Study of individual characteristics and dynamics of suggestibility in children.

3. Identify the nature of the interaction of learning and suggestibility in subjects.

Characteristics of the learning ability for the mathematics of junior schoolchildren are most often carried out in accordance with the results of the diagnostic study by the method developed by Yu. Gutke. The essence of it is to perform 10 tasks related to the construction of a numerical series according to certain principles. The teacher who conducts the study demonstrates the first three figures with the help of cards. The child should continue this series, adding three more digits from the six offered, calculating the construction principle. Interpretation of results is carried out taking into account the nature and amount of errors.

Identifying the level of learning in middle and senior schoolchildren

In 1997, PI Tretyakov and IB Sennovsky developed a technique for diagnosing learnability as a level of independence in educational activities.

The result of the study is determined by the dose of pedagogical support from the teacher. The value of the learning level is inversely proportional to the dose of care. That is, the more a child needs the support of a teacher when moving from the current level to the zone of proximal development, the lower the level of learning.

The essence of the technique is that the teacher delivers a new material for 7-12 minutes (depending on the age of the subjects), using various ways of submitting information. It is necessary that the "visuals", "audials" and "kinesthetics" are in equal starting conditions. Then the primary fixing of the new material is carried out (5-7 minutes). After that, the students begin to work independently, which is divided into 4 stages.

1. Written description of new information.
2. The answer to a specific question regarding the content of the topic.
3. Perform the task first on the model, and then in the modified conditions.
4. Application of the acquired knowledge in a new situation, related to previously studied material, practical activity, other sciences.

Levels of learning

• Level III of learning is the highest. It is customary to call it creative, since it presupposes the ability to independently integrate new information into a body of its own knowledge. This determines the ability to find non-ordinary ways of solving learning problems using a standard set of ZUN.

• Level II - applied. It is characterized by the ability of children to actively use acquired knowledge in a familiar typical situation.

• I level - reproductive. The schoolboy understands and remembers the new material, applies it according to the algorithm.

In the event that the subject is not able to show even a minimal list of possibilities, it is determined to the group of study risk.

Learning and working capacity

The fact that children with a relatively high level of learning often enter the number of students who are lagging behind grades proves that academic performance depends on other conditions, in particular, their capacity for work. This property can compensate to a certain extent the low level of productivity of children's mental activity. That is, if there is a high level of efficiency, a child characterized by poor learning ability may well succeed. And vice versa. The combination of average learning ability and low working capacity can cause poor performance of the child.

Pedagogical characteristics of this property are given in the works of DV Kolesov. He considered working capacity as the ability to apply the physical and mental efforts necessary to master new ways of cognizing and modulating the surrounding reality. This indicator is measured in time, which is necessary for a person for the qualitative performance of a particular learning task, provided that the optimal functioning of the organism remains.

Prerequisites for learning

The development of learning is conditioned not only by the individual characteristics of the child, but also by the interaction between the teacher and the schoolchild. That is, the dynamics of increasing the level of this indicator depends on the student's perception of pedagogical influence on the part of the teacher.

The manifestation of learning is possible only during the educational process. Therefore, every step in the transfer of knowledge should be aimed at achieving consistency between the various types of pedagogical influences that ensure the expansion of the zone of proximal development.

The program of organization of the educational process can be considered the best, when it provides the highest manifestation of learning.

Learning development criteria

Learning is an equivalent expression of the volume and pace of increasing the effectiveness of intellectual processes under the influence of pedagogical influence.

As a criterion for its development, a number of mental characteristics of the child are used:

1. Presence or absence of need for a clue.

2. The amount of time spent on the task of finding the principle of analogy of figures.

3. Types of errors, taking into account the analysis of the sources of their occurrence.

4. The number of exercises necessary for a child (according to A. Ya. Ivanova).

At the basis of learning lies the innate ability of the individual and his cognitive activity. Consequently, the attitude of the child affects the level of this indicator for a particular subject and determines its success in specific educational areas.

Fast learner

Each person has inherent ability to acquire knowledge by nature. However, rapid learning can take place only in favorable pedagogical conditions, ensuring the success of the interaction of the two-way activity in the transfer and receipt of new information. The presence of these conditions is largely determined by the form and content of communication between the teacher and the child, which forms social relations between them. The manifestation of the latter can be expressed as understanding or misunderstanding, sympathy or antipathy, consent or disagreement.

In this case, the quantitative expression of this property is the ratio of the maximum possible results to those achieved, that is, the current one. Such a formula makes it possible to foresee and predict the prospects for the development of the learning ability of each schoolchild individually or for the children's collective as a whole.

Information technologies as a means of developing learning

In modern conditions, the most effective way to increase learner learning is the use of information technology in the educational process. They allow us to create various pedagogical situations, the solution of which involves expanding the zone of proximal development, thereby facilitating the fulfillment of a wide range of pedagogical tasks.

The use of ICT is based on the use of computer programs as a means of modeling diverse forms of thinking, initiating both reproductive actions and the ability to make decisions through formal logical operations. This is not only a powerful catalyst for the process of mastering new knowledge and skills, but also a tool for developing mental abilities in a modern information environment. But it is important to understand that the computer only then acts as an effective tool for the development of learning, when its use is accompanied by deliberation.

How to develop learning

A special role in improving the level of learning is played by the formation processes within certain sensitive stages of development, metacognitive skills. These should include the management of mental activity (planning and self-control), speech, the ability to understand and apply different sign systems. Thus, the high learning ability of schoolchildren can be achieved with such an organization of the educational process, when the interaction between the child and the teacher will be aimed at maintaining a constant activity of cognitive processes.

Man, being in a certain age period of development, is the subject of educational activity at each of the levels of the pedagogical process, which determines the specificity of the educational motivation, the system of mutual relations and mutual activity. It is these features that determine the development aspects of the learning ability of each individual.