| Parameter name | Meaning |
| Article subject: | Organizations educational process |
| Rubric (thematic category) | Pedagogy |
Learning principles
in latin principle- the basis, the beginning. In pedagogy, principles are understood as system of basic ideas pedagogical process. Didactic principles can be considered from three sides:
First of all, this requirements system to the organization of the educational process, ensuring its productivity.
Secondly, this system did not arise voluntaristically, but as a result of long observations and reflects objective regularities processes of assimilation, memorization, forgetting and other mental realities of learning.
Thirdly, knowledge of the principles of building the educational process allows design and analyze teaching activities and evaluate it and make necessary adjustments.
Didactic principles have been developed over the centuries. Such outstanding teachers as Ya.A.Komensky, A.Disterweg, K.D.Ushinsky and others contributed to their isolation and formulation.
Among the principles most relevant for the system of art education are:
SCIENTIFICITY OF TRAINING - requires reliance on the modern level of scientific achievements in the field of the content of the subject and the methodology of its teaching
UNITY OF THEORY AND PRACTICE - requires the integration of educational and practical activities.
SYSTEMATICITY AND SEQUENCE IN LEARNING - (in practice, developed and implemented by Comenius)
For teaching accurate and natural sciences typical linear implementation of this principle.
In teaching subjects of the aesthetic cycle, this principle is implemented cyclically.
ACCESSIBILITY - one should distinguish between availability on intellectual and emotional level: the material of the studied (and especially performed) works of art must correspond to the level of emotional experience.
VISIBILITY. It is possible to distinguish types of visibility in accordance with the channels of information flow: auditory, visual, audio-visual, tactile, olfactory, gustatory, etc.
ACCOUNTING FOR AGE AND INDIVIDUAL CHARACTERISTICS. Already Comenius tried to identify the typology of students. Today, science offers us many typological series, which together provide an individual approach.
THE EDUCATIONAL CHARACTER OF LEARNING ensures the integrity of the development of the personality of students. The term was introduced by I.F. Herbart.
CONSCIOUSNESS AND ACTIVITY OF STUDENTS. This principle is closely related to the motivation of learning. The learning process has only two leading motives: interest and responsibility.
The content of education is understood as the totality of knowledge, skills and abilities that students must learn. At the same time, KNOWLEDGE is the result of the process of cognition, reflected in consciousness in the form of representations, concepts, judgments. SKILLS - preparedness for practical and theoretical actions to apply knowledge. SKILLS - ϶ᴛᴏ skills. Brought to automatism. At the same time, mental processes proceed in a curtailed manner, without phased self-control.
Art education is carried out in our country on three levels:
GENERAL EDUCATIONAL or BASIC. Provides familiarization with the art of all students at the basic stages of learning: preschool, school, professional, and now - and higher.
DEEP. Provides career guidance in the field of artistic creativity through in-depth (pre-professional training in the basics of the arts and active involvement in creative activity). Exists at the stage school education in the form of schools and classes with an ʼʼʼʼʼ bias, circles and studios in out-of-school institutions and special schools systems of the Ministry of Culture.
PROFESSIONAL. Prepares personnel for professional activities in the field of art (creative and teaching). It is carried out in the Republic of Belarus by a small number educational institutions secondary, secondary special, secondary vocational and higher education.
Stages of education(analyze on the example of teaching an art form close to you) :
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School
pre-professional (cf.
Hosted on ref.rf
special education)
Professional (higher education)
Postgraduate (upgrading qualifications and retraining, as well as master's, postgraduate, doctoral studies
Education for pensioners
Documents and materials reflecting the content of education.
SYLLABUS.
Components:
Basic - mandatory for all institutions providing secondary education;
Differentiated - allows for the differentiation of education based on the abilities and inclinations of students
School - allows schools to reflect local specifics, in accordance with the needs and opportunities of the region.
Curriculum types:
Typical - developed by the Ministry of Education and offered to all accountants. school-type institutions
Individual - developed by lyceums, gymnasiums and colleges and approved at the level of city, regional and republican bodies of the people.
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obr-I (depending on subordination)
TRAINING PROGRAM.
STANDARDS OF EDUCATION: define the broad purpose of learning within each type of study or specialization.
TEXTBOOKS AND TRAINING BOOKS. Genres:
Ø textbook,
Ø study book,
Ø study guide,
Ø Toolkit,
QUESTIONS AND TASKS FOR EXAM PREPARATION
1. Complete the written assignments contained in the text of the lecture.
2. Give and explain an example of a pedagogical error that occurred due to non-observance of the correct sequence of stages of knowledge acquisition.
3. Based on your own experience in art education, give examples of the implementation of the principles of didactics in the educational process.
4. Explain why each of the levels of art education provided in our country is necessary.
5. Describe each type of documents reflecting the content of education, using the example of the content of education in your specialization.
Topic 3. Didactics: forms and methods
1. Forms of organization of the educational process and their implementation in the field of art education.
2. Classification of educational methods and their implementation in the field of art education.
3. Lesson as the main unit of the modern educational process. Types of art lessons.
Given the dependence on the type of institution and the goals of the educational process, the modern system of art education is divided into
Academic- imply strictly defined content, terms of its implementation, forms and requirements for monitoring the assimilation of knowledge, standards of requirements for a graduate, type of legal document confirming the successful completion of education.
Leisure- more or less strictly outline only the content of education. The remaining requirements are either of a very loose nature (implementation deadlines, forms of control), or are of a stimulating nature (control, documents confirming the receipt of education).
Given the dependence on the number of students with whom the teacher works, the forms of education can be divided into collective, group and individual:
Most common today classroom the form of organization of classes involves:
Ø Division of students into groups (classes) by year of study;
Ø Work with a group (or individually) according to a strict schedule that determines the beginning, end and content (subject) of the lesson.
This form was developed and described in detail at the beginning of the 17th century. Ya.A. Komensky and, having existed for 300 years, begins to collapse before our eyes. There is an interpenetration of leisure and academic forms. Individual forms of classes are becoming more and more in demand and are developing on a new technological basis: video, audio, computer training and testing programs.
Traditional lesson structure(developed in early XIX V. Herbart):
Orᴦ.momentØ Review of the past
Ø Explanation of new material
Ø Fastening
Ø Homework
Other types of lessons:
Lesson-excursion
Lesson conference
Concert lesson
Lesson rehearsal
Control lesson, etc.
TEACHING METHODS
There are many classifications of teaching methods. Given the dependence on the basis of classification, the following can be distinguished:
By source of knowledge
Ø Verbal
Ø Visual
Ø Practical
According to the goals of the educational process
Ø Methods of familiarization with new material
Ø Methods for consolidating the acquired knowledge
Ø Methods for monitoring the assimilation of knowledge
By type of student activity
Ø reproductive- reproduce the actions and judgments of the teacher;
Ø Problem-search- subjectively model the process of scientific or creative search based on existing samples (discoveries, inventions, masterpieces);
2. Give examples of the organization of academic and leisure forms of education in one of the types of artistic creativity. Compare these forms of art education on the basis of the given example.
3. Based on the process of art education that you are familiar with, give examples of the use of various teaching methods (individually and in conjunction)
4. Based on the materials of the section ʼʼHistory of Pedagogyʼʼ, trace the use of various methods of teaching and control in different historical eras.
Organization of the educational process - the concept and types. Classification and features of the category "Organization of the educational process" 2017, 2018.
“Lesson is a form of promotion
methodical
Mastery.
Forms of organization
educational process".
“The lesson is the sun, around which, like planets, all other forms of educational knowledge revolve.”
In science, the concept of "form" is considered both from a purely linguistic and philosophical position. IN explanatory dictionary S.I. Ozhegov's concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content.
In relation to learning, form is a special construction of the learning process. The nature of this construction is due to the content of the learning process, methods, techniques, means, activities of students. This construction of learning is the internal organization of the content, which in real pedagogical activity is the processinteraction, communication between the teacher and students when working on a certain educational material.
This content is the basis for the development of the learning process itself, the way it is implemented, and contains the possibilities of unlimited development, which determines its leading role in the development of learning.Therefore, the form of learning should be understood as a construction of segments, cycles of the learning process, realized in a combination of the teacher's control activity and controlled learning activities students to assimilate a certain content of educational material and master the methods of activity.
In the process of learning and its organization, there is a clear focus on the implementation of the leading components of the content of education: knowledge, methods of activity (skills and abilities), experience in creative activity and experience in emotional-value relations. A skillful choice of the form of the learning process makes it possible to carry out this direction most effectively. What are “forms of organization of the educational process”? Even leading experts find it difficult to say what the forms of organization of the educational process are and how they differ from teaching methods.
According to I.M. Cheredov, the form of organization of the educational process is a special design of a link or a set of links of the educational process.
VC. Dyachenko believes that the concept of "a form of organization of the educational process" can be scientifically substantiated only if a scientific definition of the basic concept of "training" is given. "Learning is communication, in the process of which the knowledge and experience accumulated by mankind are reproduced and assimilated."
The form of organization of cognitive activity should be understood as "... a purposefully formed nature of communication in the process of interaction between a teacher and students, which differ in the specifics of the distribution of educational and cognitive functions, the sequence and choice of links academic work and regime - temporal and spatial. The main product of the teacher is the lesson. During his professional career, the teacher gives more than 25 thousand lessons. The lesson is the most difficult psychological pedagogical process, which has hundreds of different requirements.
The lesson is the main component of the educational process. A traditional lesson lasts 40-45 minutes or 2700 seconds: and in each of these periods of time, both interest in the subject and deadly boredom can be born. A class can rally around a thought that captures the hearts of the children, but can easily become a group indulging in dangerous idleness. The value and significance of "lesson" seconds, minutes, hours, years in the fate of children determines the qualifications of the teacher, the effectiveness of his work.
For any teacher, a lesson is hard work, meaning 40 to 45 minutes of concentration and tension. After a good lesson, you can feel tired, but at the same time, satisfaction and joy. Lessons in modern school requires a giant preparatory work, great knowledge, readiness of the soul, morality.
What is a lesson?
A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.
A lesson is a form of organizing training with a group of students of the same age, permanent composition, classes on a fixed schedule and with a single training program for all.
This form presents all the components of the educational process: purpose, content, means, methods. Organization and management activities and all its didactic elements. The birth of any lesson begins with awareness and the correct, clear definition of its ultimate goal, and only then determining the way - how the teacher will act so that the goal is achieved.
Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.
All forms can be divided into general and specific.
General forms of educational work of students.
V.A. Slastyonin gives the following classification of forms of education, depending on the structure of the pedagogical process. The advantage of this classification is the determination of the place of the learning process, which is not found in other classifications.
Common are the classifications of V.K. Dyachenko and I.M. Cheredov, based on the structure of educational communication.
General forms of educational work (V.K. Dyachenko).
General forms of educational work of students (M.I. Cheredov)
Comparison of common forms of education.
Form name | Advantages | Flaws |
Individual | Independent assimilation of knowledge, the formation of skills and abilities, the development of self-esteem of students, cognitive independence, good control is exercised. | It inhibits the development of children with a low level of learning opportunities, leads to cheating, tips, lack of social activity of schoolchildren. |
group | Mutual assistance, distribution of responsibilities, development of a sense of responsibility for the result of joint activities, an incentive for creative competition. | A weak student can be put in a passive position, only leaders can work, and the rest can be written off. |
steam room | Students give a mutual assessment of each other's actions and deeds, this work is effective for a short time (5-7 minutes), improves the quality of the work performed, the fear of mistakes in front of the teacher disappears. | There is a danger of false partnership, it is impossible to objectively assess the level of knowledge of students, the normal course of individual educational activity is disrupted. |
Collective | Each student is alternately a student, then a teacher, the responsibility for their knowledge to the team increases, the cognitive activity of students is activated, initiative and hard work develop. | The inability of some teachers to professionally organize this form, the lack of time in the classroom, the lack of formation of the team will lead to an undesirable result: they say to those who seek help: “Teach yourself what is difficult here.” |
Lesson types.
Classification of types by purpose.
1type Lesson learning new knowledge.
In appearance it is: traditional, lecture, excursion,
Research, study and labor workshop, etc.
2 type. Knowledge consolidation lesson.
In appearance, this is: a workshop, an excursion, an interview,
Consulting, etc.
3 type. A lesson in the integrated application of knowledge, skills,
Skills.
It looks like: seminar, workshop, laboratory
Work, etc.
4 type. Lesson of generalization and systematization of knowledge.
It looks like: seminar, round table, conference
Etc.
5 type. Lesson of control, evaluation and correction of knowledge.
In appearance it is: a test, a public review of knowledge
Etc.
All lessons are combined.
The problem of today's school is the low efficiency of traditional classes. This thesis does not need much proof. Suffice it to say that modern student is not ready for an independent life, and parents and teachers themselves, as a rule, are not satisfied with the results of training, since the potential of the child is not fully revealed.
What is it connected with? At present, the traditional lesson does not ensure the full involvement of each student in the educational process, since the child is not an active subject, but rather an object of influence: the teacher himself plans the learning process, makes changes to the student's activities. Thus, the child, remaining passive, does not have the opportunity to express himself, develop personal qualities.
The search for different models helped to identify additional resources for improving the traditional lesson. Laboratory of methodology and new educational technologies Krasnoyarsk Institute of Education of Educational Workers developed the structure of the lesson, which was called “four-stroke”, because it combines all four organizational forms of education identified by V.K. Dyachenko. The inclusion of pair work (permanent and shift) in the structure of the lesson in combination with other forms of learning helps more children to be actively involved in the educational process, to show their mental activity.
The structure of the "four-stroke" lesson.
1. Frontal work, where problematization occurs and a minimum of educational material is presented;
2. Work in constant pairs - repetition. Consolidation of the material presented in the previous frontal work;
3. Work in pairs of shifts - deep development of individual moments of the material on the topic under study;
4. Individual work- self-completion of tasks on the topic of the lesson.
The sequence might be: 1-2-1-2-3-1-2-3-4.
Thinking begins with a question that can be asked by someone or someone. It is best to do this in pairs. Firstly, it provides an opportunity to communicate more, and secondly, it is difficult to “sit out” when the question is asked specifically to you.Important tasks and concepts require their comprehensive consideration. And here it is best to work in pairs of shifts. The student, considering the same problem from different angles, looks at it with his own eyes and the eyes of other children. There is enrichment different ways thinking, gaps are detected in time, correction takes place.
One of the ways to change partners is the well-known game "Brook".Each student has his own task. Children sit in a row in pairs, then the movement begins: from the first desk, the student goes to the last, and the rest move one desk forward. The movement continues until all the students return to their places. It is also possible to work in pairs of shifts, when a pair is created at the request of the child. A free student goes to the blackboard and finds a partner. Children love this kind of work.
You can organize work in consolidated groups. The class is divided into groups. In each group, a leader or leader is selected. The lesson begins with frontal work, during which the teacher poses a problem and finds out the level of knowledge of students on this topic. For example, when studying the topic “Air”, the teacher asks the question: “What is air and what do you know about it?” Answers can be right or wrong. Based on the children's answers, the teacher identifies the problem and helps each student determine the end result, as well as plan further actions. Then, in free groups, the guys work in pairs of shifts according to the Rivin method: they study the text. The result of this work will be a text plan. In addition, children answer questions from the text, make up their own "smart" questions. Strong students are offered tasks of a creative nature. Each group keeps their own diary in which they write down the topic of the lesson, the plan of the text. Here the lexical meaning of the words is clarified. Lesson ends front work where each group presents its plan, offers its questions. During the discussion, it turns out how accurate the plan is and corresponds to the content.
Organization of group work.
With the cooperation of children working together in a group, the depth of understanding of the educational material increases, the nature of the relationship between children changes: indifference disappears, class cohesion increases, children understand each other better, self-criticism grows; students acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior, taking into account the position of others.
When learning based on communication (in a group), the following is carried out:
Transfer of acquired knowledge to each other;
Cooperation and mutual assistance of students;
The distribution of labor;
Teaching taking into account the abilities of students;
Development of thinking;
Activation of educational and cognitive processes;
Self-control and self-esteem;
Goal setting and self-selection
Methods of decision, opinion, judgment.
Options for organizing group work.
- the group performs a common task, but each member of the group
Does his part of the work independently of others;
- a common task is performed sequentially by each
a member of a group;
- the problem is solved with direct simultaneous
The interaction of each member of the group with all
The rest of its members.
At the lessons of the Russian language, when writing presentations, a combination of all forms is used, while the basis is the reverse method of Rivin, which involves restoring the text according to the plan.
Work in pairs to write essays.
- Presentation of the text and its primary perception. In pairs, students restore the content of the text (retell each other), correct and supplement their understanding.
- Re-perception of the text (this may be
Individual work: independent reading,
Hearing.
- Work on the plan: dividing the text into parts,
The title of each part (number of interchangeable
Partners should be no less than the selected parts);
- vocabulary and spelling preparation: can
Carried out in the form of mutual training or frontally;
- Writing a presentation. In pairs of shifts, students
Read the points of the plan, restore in detail
Be sure to check and correct.
Professor Zadorkin V.I.
ORGANIZATION OF THE EDUCATIONAL PROCESS
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Introduction |
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Principles and methods, forms of organization of the educational process and teaching aids |
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Patterns of the learning process |
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The role and functions of the teacher in the educational process |
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System approach in teaching |
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Learning objectives |
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Lecture and its role in the educational process |
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Seminar and its role in the educational process |
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Practical lesson and its role in the educational process |
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Problem situational tasks |
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Problem (problem-targeted) training |
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Methodology of “small groups” |
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Module training |
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Independent work and its role in the educational process |
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Tests in the educational process |
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Unified Methodology for Intensive Automated Teaching of Theoretical Disciplines |
Improving the quality of education, focusing on the formation of a comprehensive developed personality - critical tasks pedagogy. In this regard, the choice and search for new methods that ensure the interconnection of the educational, developmental and upbringing functions of training are of particular importance.
There is the following classification of teaching methods:
1. System of traditional (source) methods. Learning actions in it are considered types, methods, methods of activity of a teacher and a student: storytelling, conversation, visualization, reading a book, practical activities, etc. The totality of these methods is divided into verbal, visual and practical in accordance with the sources of knowledge used in the educational process.
Traditional source methods turned out to be ineffective, since they did not provide for active forms of organization of educational activities, did not spend the motivational sphere of the student.
2. Systems of didactic methods. This system includes explanatory-illustrative (information-reproductive), reproductive training, problem presentation, partial search (heuristic) and research teaching methods.
In these methods, educational activity is carried out in more active forms than in the system of traditional methods, motivation improves accordingly, but the issue of the optimal combination of various methods in the educational process has not been resolved.
Problematic, heuristic, research types of presentations require the preparation of a special scenario, according to which the training program is made.
3. System of methods for optimizing learning. Methods are grouped according to the types of implementation of educational and cognitive activities, stimulation and motivation, control and self-control of educational and cognitive activities. this includes both traditional methods and part of didactic and problematic, as well as various ways of teaching and learning.
This system addresses the issue of the optimal use of various techniques, taking into account many indicators.
4. The system of methods of problem-developing education. This system is built on the basis of the theory of educational process management, developed taking into account the principles of activity, goal-setting and problematicity.
The method of problem-based learning successfully solves the issues of organizing educational activities, motivation, control, development and education. This method requires a teacher of such a level of creativity, which today does not allow formalizing, and therefore automating the educational process.
5. Programmed learning. Programmed learning systems offer a fairly clear formalization of the educational process by constructing a program of educational activities according to a linear or branched system. Programmed learning can be implemented using either teaching aids and with the help of technical means. Of all the previously listed, the programmed course is the easiest to automate.
In programmed learning, both manual and automated systems are used - “classical” and “tutor”, automated - “audiovisual means in a group” and “adaptive programming devices”.
6. Business games. Learning games are defined as a model of human interaction in the process of achieving learning goals, i.e. this is the game motivation of a specific control problem (in particular, cognitive activity) in order to develop the best option solutions. Business games are divided into managerial, research and educational. Games are built on the basis of a scenario specially developed for a particular case. To organize collective creativity, the leader of such a game must be highly qualified.
The disadvantage of business games is the complexity of the process of writing a script and preparing the presenter himself.
Automation in the organization of business games, as a rule, is provided by the compilation of a special so-called interactive training program, which uses not only the choice of pre-made informatization blocks, but also the formation of new blocks in accordance with the new information received.
7. Intensive teaching methods. Intensive learning methods represent a further development and application of business games.
In these methods, learning activities are carried out in the form of group, collective interactions and games. Techniques such as the presentation of large volumes are widely used educational information, the use of both conscious and unconscious forms of mental activity (two-dimensionality), constant mutual communication of students in game situations, etc.
Methods based on the principles of intensive learning have great potential. In them technical means(overhead projectors, tape recorders, video recorders, etc.) are used fragmentarily. Their systematic use is the subject of a special direction - the suggestive-cybernetic method of teaching.
a) increase in the volume of knowledge, skills;
b) strengthening and strengthening knowledge, creating a new level of education and upbringing;
c) new more high level cognitive learning needs;
d) a new level of formulation of cognitive independence and creative abilities.
I. Pedagogy- the science of the patterns of upbringing, education and training of a person.
Upbringing- the transfer of socio-historical experience, human culture by some people to other people and the formation of certain personality traits in them.
GBPOU "Novgorod Regional College of Arts named after S.V. Rachmaninov"
APPROVE
College Principal
IN AND. Gladilina
discipline
Fundamentals of the organization of the educational process
speciality
"Music Theory 53.02.07
developer:
teacher NOKI Priymak Victoria Vitalievna
V.Novgorod
2016
1. Introduction
Working programm academic discipline"Fundamentals of the organization of the educational process" is part of the main educational program in accordance with the Federal State Educational Standard in the specialty SPO 53.02.07 "Music Theory" of in-depth training in terms of mastering the main type of professional activity - a teacher, organizer of musical and educational activities.
A teacher, organizer of musical and educational activities is preparing for the following activities:
1. Pedagogical activity (educational and methodological support of the educational process in children's art schools, children's music schools, and other institutions additional education, educational institutions, institutions of secondary vocational education).
A teacher, organizer of musical and educational activities must have general competencies, including the ability to:
1. Understand the essence and social significance of your future profession show a sustained interest in it.
2. Organize their own activities, determine the methods and ways of performing professional tasks, evaluate their effectiveness and quality.
3. Solve problems, assess risks and make decisions in non-standard situations.
4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
5. Use information and communication technologies to improve professional activities.
6. Work in a team, communicate effectively with colleagues, management.
7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.
8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
9. Navigate in the face of frequent technology changes in professional activities.
10. Perform military duty, including with the application of acquired professional knowledge (for young men).
11. Use the skills and knowledge of the basic disciplines of the federal component of secondary (complete) general education in professional activities.
12. Use the skills and knowledge of the specialized disciplines of the federal component of secondary (complete) general education in professional activities.
A teacher, organizer of musical and educational activities must have professional competencies corresponding to the main types of professional activity:
1. Pedagogical activity.
1. To carry out pedagogical and educational and methodological activities in children's art schools, children's music schools, other educational institutions of additional education, general education institutions, institutions of secondary vocational education.
2. Use knowledge in the field of psychology and pedagogy, special and musical-theoretical disciplines in teaching.
3. Use basic knowledge and skills in organizing and analyzing the educational process, on the methods of preparing and conducting a lesson in a class of musical and theoretical disciplines.
4. Master the educational and pedagogical repertoire.
5. Apply classical and modern methods of teaching music-theoretical disciplines.
6. Use individual methods and techniques of work in the classroom of musical and theoretical disciplines, taking into account age, psychological and physiological features students.
7. Plan the development of professional skills in students.
8. Use educational and methodological literature, form, critically evaluate and justify your own methods and methods of teaching.
2. Organizational, musical and educational activities in the creative team.
1. Apply basic knowledge of the principles of labor organization, taking into account the specifics of the activities of pedagogical and creative teams.
2. Use basic legal knowledge in the activities of a specialist in organizational work in educational and cultural institutions.
3. Develop lecture and concert programs taking into account the specifics of the perception of different age groups of listeners.
4. Own the culture of oral and writing, professional terminology.
5. Carry out lecture and concert work in the conditions of a concert audience and a recording studio.
6. Use various forms public relations for the purpose of musical education.
3. Correspondent activity in the mass media in the sphere of musical culture.
1. Develop information materials about events and facts in the field of culture and art for publication in print media (media), use on television, radio, online media.
2. Collect and process materials about events and phenomena of artistic culture through the use of modern information technologies.
3. Use proofreading and editing skills in working with musical and literary texts.
4. Perform theoretical and performance analysis of a musical work, apply basic theoretical knowledge in musical and correspondent activities.
"The work program of the discipline" Fundamentals of the organization of the educational process "can be used in the following areas of professional activity of graduates:
1. pedagogical activity;
2. administrative and methodological activities
The academic discipline "Fundamentals of the organization of the educational process" in the structure of the main professional educational program belongs to the section MDK 01.01 "Pedagogical foundations for teaching creative disciplines".
2. The purpose and objectives of the discipline
The aim of the course is:
formation of a base for all further professional activities, creation of a broad professional outlook through acquaintance with basic documents, technologies and methods.
The objectives of the course are:
The study of the "Law on Education", provisions relating to modern creative institutions, the study of forms of documentary support for the work of a teacher. The study of the main general pedagogical and musical-pedagogical technologies and methods. The study of special forms of work in the classroom.
3. Requirements for the level of mastering the course content
As a result of completing the course, the student must:
know:
- the main provisions of educational documents, to have an idea about the structure of the documentary support of the educational process.
be able to:
- to be guided in various technologies and techniques;
- develop the necessary pedagogical work documentation;
make the necessary paper and electronic manuals for classes
- work with sound recording equipment;
be competent:
- in the field of modern pedagogy,
- in the field of the legal base of pedagogical work
- modern technical equipment of the lesson.
4. The volume of discipline, types of educational work and reporting
Mandatory study load student - 48 hours, of which: classroom small-group -32, independent work student - 16. Forms of final control - the total result of current grades (interview for those who missed the topic)
Thematic plan of discipline
"Fundamentals of the organization of the educational process"
Specialty -53.02.07 "Music Theory",
Full-time form of education.
The maximum study load is 48 hours, classroom group classes are 32 hours, student's independent work is 16 hours.
№
Name of topics
Maximum teaching load
Auditory lessons
Independent work
Introduction to the discipline:
what is the learning process.
3
2
1
2
Teacher and pupil
3
A variety of forms of pedagogical communication. Lesson.
6
4
2
4
Legislative foundations of education Educational services and the customer
Author's program
5
Educational institution. Charter, job responsibilities, workload, schedule.
6
student diary, workbook, visual aids. Handout
Textbooks, programs, manuals on electronic media
6
4
2
7
Traditional and alternative technologies and methods.
8
Extracurricular work. Preparing for the lesson. Training. Teacher certification
9
Final interview
3
2
1
Total hours
48
32
16
Topic number 1. Introduction to the discipline: what is the educational process and how it can and should be organized.
Concepts: organization, provision, optimization of the educational process. Educational process in the light current trends: recall from general pedagogy
humanization of education, methodological and technological centrism, practice orientation.
Modern tendencies
Inclusion of music in common system harmonious education of the individual will allow to educate a fully sensitive, appreciating creativity and work of a person;
Implementation of general education and primary musical education on the basis of the complex musical development of the child;
Reliance in training on broad repertory trends and comprehension of the performance features of various styles, eras and authors;
Reliance in training on the formation of auditory-rhythmic-motor representations;
The current trend at the end of the twentieth century: early musical education and training - from 3-4 years old;
The trend towards the use of collective forms of education: "group methods" (Japan, Germany, Russia)
The tendency to creative music-making - as the basis for the development of the child's musical thinking;
The tendency to intensify and constantly update the pedagogical process and, as a result, accelerate the technical and artistic maturation of the student;
New pedagogical methods and techniques of the 2nd half of the 20th century:
-- Reliance in training on the psychomotor (motor) and auditory principles, the complex intellectual and emotional development of all spheres of the child's personality and the uniform activation of his brain zones;
The widespread creation of "0"s, preparatory groups and classes, or individual preparatory classes on the basis of educational institutions (1-2 years, depending on the age of children);
-- Methods of "personalization" of the material (In Russia: Maltsev A., Shatkovsky G.A., Kiryushin V.N.);
-- The implementation of musical education by the method of "immersion" in music, in its language and means at the level of "speech" (Artobolevskaya A.D., Barenboim L., Maltsev A.)
Problems of creating motivation for learning musical art (performance) at the beginning of the 21st century, especially in Russia.
The trend towards the emergence of numerous Competitions, Festivals, Reviews and other collective competitions. Their positive role in the education of the professional qualities of a pianist.
The trend towards a strong stratification of the level of students in light of the emergence of "competitive" and "uncompetitive" students.
The emergence of new approaches and methods does not exclude the use of effective and efficient "classical" methods in teaching.
The educational process is a specially organized interaction between the teacher and the student.
The purpose of training is to meet the needs of society and the individual himself in his development and self-development.
The pedagogical process is presented as a system of five elements:
- the purpose of training (why to teach);
- the content of educational information (what to teach);
- methods, teaching methods, means of pedagogical communication (how to teach);
Who is the teacher
- student, who is he
1. Describe the points of your future work
2. Give a description, for example, of our work with you
3. Christ and his disciples Why, what and how did he teach them (How was this educational process organized? By itself and with Divine help Who is the initiator?
4. Film Kill Bill Teacher is God, teaching is the way to him through pain and humiliation. Does art require sacrifice? Or modern education seeks the comfort of the student?
The pedagogical process is a process of communication. What should the communication be like? I will read to you from the book "The Tree of Music" by Heinrich Orlov.
The pedagogical process is a process of labor
The pedagogical process is a creative process
The pedagogical process is a specific process
The pedagogical process is an educational process
Let's comment on the concepts:
Creativity, creative process, creative personality
Upbringing
Topic number 2. Teacher and pupil.
Teacher and student are mutual professions.
Teacher (Teacher. Mentor. Lecturer) - a person who has special training and is professionally engaged in pedagogical activity.
The pedagogical function is the direction of application of professional knowledge and skills prescribed to the teacher.
Lead a lesson and prepare this lesson
Carry out extracurricular educational work
Prepare documentation
Upgrade your skills and get certified.
Task - 1. make a list of the qualities of a good teacher.
Pedagogical talent
Its sign is the mutual love of the student, teacher and profession.
Ability to adapt to learning environment. Schoenberg's response to an American journalist.
Pedagogical excellence
Several of its components can be distinguished:
1. Variation in student stimulation.
2. Pedagogically competent summing up the results of the lesson or its separate part.
4. Use of pauses or non-verbal means of communication.
5. Skillful application of the system of positive and negative reinforcement.
6. Statement of leading questions and verification questions.
7. Asking questions that lead the student to generalize the educational material.
8. Using divergent tasks to stimulate creative activity.
9. Determining the concentration of attention, the degree of involvement of the student in mental work according to the external signs of his behavior.
10. Use of illustrations and examples.
11. Use of reception of repetition.
Pedagogical principles
worth confessing or at least keeping in peripheral memory
The minimax principle is saving. His vulgar understanding. The hardest part is planning the MINI and securing and claiming it.
Natural conformity - given age, immediate prospects, level of abilities and opportunities
Professional expediency
Activities - Stuffed fish doesn't always swim. Practicality, competence
Continuity of the educational process, the process of education, life teacher education.
Variations (the most difficult thing is not to lose the invariant)
Perfectionism, ideality, high efficiency
Mindfulness, analysis and introspection, thinking about causes and effects, ends and means..
Psychological comfort
creativity
openness
Love and patience
Humanization (do no harm!) Not education is expensive, but an EDUCATED PERSON. We watch a video clip from the musical decade and discuss the traditional formulas: Does the end justify the means? Does art require sacrifice?
Student. Task - 1. make a list of the qualities of the desired student. For example:
talent
Responsiveness
Interest
Mind
Activity
Neatness
Attentiveness
perseverance
good faith
industriousness
Sociability
Curiosity, thirst for knowledge
Ambition.
2. leave the required minimum.
Especially about the inclusive approach.
Together come to the Schoenberg formula:
1. capable, gifted = receptivity
2. talented = evolving
3. ingenious = able to generate ideas, to create new structures
Watch on YouTube: Film-lecture of Chernigovskaya "Raising Gifted Children"
In our profession, as in no one, there is a tradition - THE CULT OF GENIUS
Formula 10% GIFTED + out of them 10% REALIZED
What are the conclusions from this?
Richter about the pianist: Guess the ending.
Application: Recruitment and career guidance
The recruitment and career guidance of the student largely depends on the diplomacy of the teacher.
Group discussion – what are the challenges of recruitment and how does one imagine career counseling
Read and analyze the text of the article for parents together
Why should a child play music?
or
10 REASONS TO TEACH YOUR CHILD MUSIC.
The author of the article is Kirnarskaya D.K. Doctor of Arts, Doctor of Psychology, Vice-Rector Russian Academy music to them. Gnesins
Despite the fact that the child falsely yells songs of Cheburashka, and he has no hearing; despite the fact that there is nowhere to put the piano, and the grandmother cannot take the child “to music”; despite the fact that the child has no time at all - English, Spanish, swimming section, ballet, etc., etc. There are good reasons to overcome all this and still teach music, and these reasons should be known modern parents .[ Download the file to see the picture ] To play is to FOLLOW THE TRADITION. Music was taught to all aristocrats, Russian and European. Playing music is gloss, brilliance and chic, the apotheosis of secular manners. Duke Ellington started playing the piano because there are always girls around the guy who plays. And what about the girl playing around?[ Download the file to see the picture ] Attention, parents of the brides![ Download the file to see the picture ] on weekdays and holidays. Almost with the same tenacity with which champions train in the gym and on the rink. But, unlike sports heroes, you can't break your neck, leg, or even your arm while playing the piano.[ Download the file to view the picture] Attention, strict parents! Music is the education of character without the risk of injury: it's good that this is possible! [ Download the file to see the picture ] While playing music, the child develops MATHEMATICAL ABILITIES. He thinks spatially, hitting the right keys, manipulates abstract sound figures, memorizing musical text, and knows that in a piece of music as in a mathematical proof: neither subtract nor add! It is no coincidence that Albert Einstein played the violin, and professors of physics and mathematics at Oxford make up 70% of the members of the university music club. [ Download the file to view the picture ] Attention, far-sighted parents of future mathematicians and engineers! Making music is more pleasant than solving difficult problems from under a tutor's stick. [ Download the file to see the picture ] MUSIC AND LANGUAGE are twin brothers. They were born next to each other: first, the eldest - music; then the youngest - verbal speech, and in our brain they continue to live side by side. There are phrases and sentences, commas and periods, questions and exclamations both in music and in speech. Those who play and sing speak and write better, remember foreign words more easily, and learn grammar faster. Musical writers Turgenev and Stendhal, Boris Pasternak and Leo Tolstoy, Jean-Jacques Rousseau and Romain Rolland, each of whom knew more than one foreign language, recommend music to all future polyglots. [ Download the file to view the picture ] Attention, wise parents of future journalists and translators! In the beginning there was the Word, but even earlier there was the Sound. [ Download the file to see the picture ] Music is STRUCTURAL AND HIERARCHICAL: large works break up into smaller parts, which in turn are divided into small themes and fragments consisting of small phrases and motives. The spontaneous understanding of the musical hierarchy makes it easier to understand the computer, which is also completely hierarchical and structural. Psychologists have proved that little musicians, students of the famous Shinichi Suzuki, even if they were not very successful in developing musical ear and memory, they outperformed their peers in terms of structural thinking. [ Download the file to view the picture ] Attention, pragmatic parents of future IT engineers, system administrators and programmers! Music leads straight to the heights of computer science; it is no coincidence that Microsoft prefers employees with a musical education. [ Download the file to view the picture ] Music classes DEVELOP COMMUNICATION SKILLS or, as they are called today, communication skills. Over the years of study, a child musician will get to know the gallant and friendly Mozart, the ruffed and athletic Prokofiev , wise and philosophical Bach and other very different musical personalities. When playing, he will have to reincarnate in them and convey to the public their character, manner of feeling, voice and gestures. Now there is one step left to the manager's talent. After all, perhaps the main thing for him is to understand people and, using his understanding, manage them. [ Download the file to view the picture ] Attention, ambitious parents of the future founders of business empires! Music leads from heart to heart, and the most formidable weapon of a top manager is a disarming smile " good guy ”.[ Download the file to view the picture] Musicians are SOFT-HEARTED AND SIMULTANEOUSLY COURAGEOUS. According to psychologists, male musicians are sensual, like ladies, and female musicians are steadfast and firm in spirit, like men. Music softens morals, but in order to succeed in it, one must be courageous. [ Download the file to view the picture ] Attention, far-sighted parents who expect help and support in old age! Children who have studied music are sympathetic and patient at the same time, and therefore are more often ready to give their elderly parents that same “glass of water.” deadline for submitting work. At a music school, you can’t postpone the scale test and the cool concert until tomorrow or a week ahead. The position of an artist on the stage teaches one to be as ready “on order”, and a child with such experience will not flunk a serious exam, an interview when applying for a job and a responsible report. [ Download the file to view the picture ] Attention, restless parents! Music lessons in childhood are the maximum endurance and artistry for life.[ Download the file to see the picture ] Music lessons EDUCATE LITTLE "CAESARS" who can do many things at once. Music helps to navigate in several simultaneous processes: for example, a pianist reading from a sheet , does several things at once - remembers the past, looks to the future and controls the present. The music flows at its own pace, and the reader cannot stop, rest and take a breath. Similarly, an air traffic controller, computer operator or stockbroker monitors several screens and simultaneously listens and transmits information on several phones. Music teaches you to think and live in several directions. [ Download the file to view the picture ] Attention, overworked and tired parents! It will be easier for a child musician than you to run through several paths in life and come first everywhere. See points 1-9. It's no wonder that many celebrities have a musical background:[ Download the file to view the picture ] Agatha Christie wrote her first story about why it is difficult for her to play the piano on stage;[Download the file to view the picture] loves to play in public in his dazzling concert dress; [Download the file to see the picture] Bill Clinton is sure that without the saxophone he would never have become president. Look at successful people in any field, ask if they were not involved in music in their childhood, even if only for a short time, even if without much zeal? Of course they did. And we have 10 reasons to follow their inspiring example! GROW WITH US!
Topic number 3. A variety of forms of pedagogical communication. Lesson. Lesson types.
What forms of practice have you yourself transcended?
lecture;
seminar;
practical lessons
independent work of students;
consultation;
various forms of control of theoretical knowledge (tests, written work, reports, colloquium ..);
individual and group, including small-group classes in performing disciplines;
master classes of teachers and invited experts;
academic concerts,
technical tests
laboratory works
Internship
educational practice;
abstract;
graduation qualifying work, concert performance.
Why a variety of forms of the lesson?
Why is a small group lesson in vogue?
What exactly is a group lesson?
Relationships in the classroom:
Subject - object and subject - subject .. which is better?
How do you interact with each other?
The concept of interactive interaction.
Make a special lesson in solfeggio or musical literature:
Presentation lesson (computer, whiteboard)
Lesson-conference (co-speakers and discussion)
Lesson-competition
Analyze the traditional, optimal lesson of the combined type
in solfeggio and musical literature
Public lesson
Blocks of lessons.
Estimates. Evaluation criteria. Rating system.
Topic No. 4. Legislative foundations of education Educational services and the customer
For education pedagogical system: in addition to the activities of teachers and students, it is necessary
- a certain material base,
- management activities aimed at creating conditions for solving educational problems;
1. The basis of the process is financing of different levels. List them.
2. Divide educational institutions into pre-professional and additional education.
"Who pays - he orders the music" - curricula and programs of different levels
Law on education, educational policy of the state.
The goals of the founders of the level below
Charter of the educational institution
Personal order of the consumer.
Standards, curricula, training (working) programs.
The educational program gives the main characteristics of this education (volume, content, planned results), contains a curriculum, a calendar curriculum, work programs subjects, evaluation and methodological materials.
Let's get to know this program.
The educational programs implemented by the music school are divided according to the terms of study into 7-year and 5-year (instrumental and vocal performance), 1-3-year (early aesthetic development) and 1-year (early professional orientation and improvement of performing skills) . The transition to a 1-year educational program of early professional orientation and improvement of the performing skills of students is possible after they have mastered a 7-year or 5-year training program. The complex of subjects and the volume of hours in the curricula determine the completeness and intensity of the educational course, ensure the most complete disclosure of the abilities of students, the formation of the necessary complex of knowledge, skills and abilities. Introduction to the school curriculum of such subjects as “Music Making”, “Listening to Music”, elective subjects “Rhythm”, “Ticking by Ear and Improvisation”, “Solo Singing”, “Vocal Ensemble”, “Other Musical Instrument”, “ Computer techologies”, etc. contributes to the versatile and harmonious development of the musical abilities of students. "Music making" develops the practical skills of students. "Listening to music" allows you to more effectively develop the musical thinking of students at the initial stage of learning. Elective subjects - "Rhythm", "Improvisation and selection by ear", Accompaniment", "Other musical instrument", "Solo singing", "Composition", "Individual solfeggio", "Computer technology", "Initial harmony" - give the opportunity to expand the circle of musical interests of children; the disciplines included in the scope of the subject complement the courses of the main curricula. The curriculum of the educational program for early professional orientation and improvement of the performing skills of students provides for an increase in hours for professionally orienting subjects - "Musical Subject", "Solfeggio", "Musical Literature". The plan of this educational program introduces an important subject for future professionals " elementary theory music." The program of early aesthetic development is built on a complex of disciplines mastered in game forms: "Musical ABC", "Rhythm", "Chorus". The curriculum for them, as well as for subjects of choice - "Fine Arts", " Foreign language”, “Stage primer” is allocated 1 academic hour per week (an academic hour here is 30 minutes).
Exemplary program - compiled by a competent methodologist, can be the basis for a specific work program
The educational (working) program contains:
1. an explanatory note on the objectives of studying this subject, the basic requirements for the knowledge and skills of students, recommended forms and methods of teaching;
2. thematic content of the studied material; the estimated amount of time that the teacher can spend on studying individual issues of the course;
3. list of educational equipment and visual aids;
4. list of literature, repertoire list
5. There are special guidelines for teachers, forms of homework, forms of control (questions, tickets, minimum performance tests and exams)
6. Now it is customary to stipulate evaluation criteria
. In any educational institution today, several variants of programs in the same subject can be used simultaneously, which are offered for assimilation by students in accordance with their interests and capabilities.
Let's look at the attached options for programs by discipline:
Solfeggio
Music Literature
Rhythmic
Listening to music.
Let's find these sections in them.
On electronic media, you will be given a manual on the preparation of work programs and the actual work programs in various disciplines.
Topic number 5. Educational institution. Charter, job responsibilities, workload, schedule.
Educational documents of the teacher: work programs, calendar-thematic plans or individual plans student, magazine, electronic diary. Possible form of lesson plans.
Topic number 6. Educational institution. Charter, job responsibilities, workload, schedule.
Teacher teaching documents
Working program, calendar - thematic plans, individual plans, magazine.
Lesson plans.
Topic number 7. Traditional and alternative technologies and methods.
TermTechnology (from [ Download the file to view the link ]
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· art, skill, ability;
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· [Download the file to view the link]; technique, method of production) in a broad sense, a set of methods, processes and materials, in a narrow sense, a set of organizational measures, operations and techniques used in any industry, as well as a scientific description of methods [ Download the file to view the link ] or agricultural [ Download file to see the link ], that is, there. Where the production of a certain product takes place. Today, they talk about services and products in relation to any activity. For example, about high technologies, including pedagogical
In colloquial speech, the term technology is often replaced by the English phrase Know How (know-how) know how (to do) [ Download the file to view the link ]
Technique is the deft execution of certain procedures.
Technology is an understanding of how these processes proceed, their thinking through, planning, ensuring the success of the results.
At present, the concept has firmly entered the pedagogical lexicon pedagogical technology. However, there are major discrepancies in its understanding and use.
Pedagogical technology appears where the interaction between the teacher and the student as a system is clearly defined. Technology answers the question - how best to achieve learning goals by managing this process. The technology is aimed at the consistent implementation in practice of a pre-planned learning process
We will call educational technology a complex consisting of:
planned learning outcomes, diagnostic tools in the process of learning a set of learning models Any pedagogical technology must meet the basic requirements:
Conceptuality: reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Controllability. Planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, must guarantee the achievement of a certain standard of learning.
Reproducibility. Possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other teachers.
In the most generalized form, all technologies known in pedagogical science and practice were systematized by G.K. Selevko. A fundamentally important side in pedagogical technology is the position of the student in the educational process, the attitude towards the student on the part of the teacher.
There are several types of technologies.
a) Authoritarian technologies;
b) Didactic technologies;
c) Person-oriented technologies;
d) Humane-personal technologies;
e) Technologies of cooperation;
f) Technologies of free education;
g) esoteric technologies;
and others.
The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.
According to the category of students, the most important and original are:
Mass school technology designed for the average student;
advanced technology ( in-depth study items special education and etc.)
technologies of compensatory education (pedagogical correction, support, alignment, etc.)
technologies for working with deviant (difficult and gifted) children.
Large class names modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.
Differences between student-centered learning systems and traditional ones:
joint work in the classroom encourages the student to discover new knowledge, to independent search activities;
the student's subjectivity is realized - the possibility of choosing the path and method of cognition;
the participation of the student in solving problem situations is ensured;
there is cooperation between the teacher and the student;
creative search activity is carried out in small groups, which allows students to arouse a sense of their own importance.
There is a change in the educational paradigm: different content, different approaches, different law, different attitudes, different behavior, different pedagogical mentality are offered.
The content of education is enriched with new procedural skills, development of abilities to operate information, creative problem solving of science and market practice with an emphasis on individualization. educational programs. The role of science in the creation of pedagogical technologies that are adequate to the level of social knowledge is increasing.
Today, the principle of variability has been proclaimed in education, which makes it possible to choose and design the pedagogical process according to any model, including author's ones. The progress of education is also moving in this direction: the development of various options for its content, the use of the possibilities of modern didactics in increasing the effectiveness of educational structures; scientific development and practical justification of new ideas and technologies.
Under these conditions, the teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, directions.
Pedagogical technology appears there and then, when the educational activity of the child is clearly distinguished in the educational system as a system property: guaranteed achievement of learning outcomes; parity between teacher and students; the ability to work in pairs, in groups; the opportunity to communicate with friends; possibility to choose the level of education; Ability to work at your own pace early presentation of the final learning outcomes; "soft" control in the process of mastering the educational content.
The design of educational activities is hallmark pedagogical technology. This is what distinguishes technology from methodology.
General pedagogical technologies and methods
IN modern conditions in a period of increasing the amount of information and knowledge accumulated by mankind, teachers understand that the education of the younger generation should be personally oriented. And this means that it is necessary to take into account the abilities, needs, characteristics of students. Training should be developmental, motivational, differentiated, etc. The main tasks of the school are: teaching self-selection and use of the necessary information.
One of the training tools that can solve these problems is modular training. Its essence lies in the fact that the student independently achieves the goals of educational and cognitive activity in the process of working on a module that combines the goals of learning, educational material indicating tasks, recommendations for the implementation of these tasks. Indeed, for today's boys and girls, this is especially important, because they are not waiting for simple life where you have to be able to do everything yourself.
Therefore, the possibilities of modular technology are enormous, because thanks to it, the central place in the “teacher-student” system is occupied by the student, and the teacher manages his teaching, motivates, organizes, advises, and controls.
The module is the target functional unit, which combines learning content and methods of learning activities to master this content.
A modular lesson allows students to work independently, communicate and help each other, evaluate their work and that of their friend. At the same time, it is necessary that each student understands the purpose of the lesson, what to study and what to focus on. The role of the teacher in modular learning is reduced to managing the work of the student. With such an organization, he has the opportunity to communicate with almost every student, help the weak and encourage the strong. The peculiarity is that during the lesson, students receive a lot of marks (points), which are set only in a notebook. In this case, it turns out that even a deuce becomes a point. Only the “exit control”, which is carried out at the end of the study of the topic, is given in the journal.
Modular learning technology allows you to determine the level of assimilation of new material and quickly identify gaps in students' knowledge.
Differentiated learning is: 1) a form of organization of the educational process, in which the teacher works with a group of students, drawn up taking into account the presence of any common qualities that are significant for the educational process; 2) part of the general didactic system, which provides specialization of the educational process for different groups of students.
The main provisions of the theory of developmental education are based on the approach to human development as a holistic phenomenon that occurs in the conditions of “the unity of functions (inclinations, capabilities) tuned to activation and the environment appropriate for their activities”. The foundation for such a holistic phenomenon is another integrity - human culture, the only possible environment for its development and transmission - the learning process, and the teacher becomes an intermediary between the student and culture, student and life, educational material and the child's capabilities.
The limitations of traditional teaching became very apparent. It does not fully contribute to the formation of a system of internal motives of learning as the basis for the purposeful development of thinking, the inculcation of skills for independent cognitive activity, the development of creative abilities, mental activity to solve practical musical problems, and the use of existing knowledge to master new educational material. In traditional education, the student acquires skills and abilities in the so-called “ready-made” form. A certain amount of dogmatic memorization of musical rules, techniques and concepts is connected with this, and not their theoretical and practical understanding.
The use of problem-based learning methods does not mean a rejection of traditional explanatory and illustrative methods. The “doses” of their combination should be determined depending on the specific conditions. Such as, for example, the level of the student's musical outlook, his theoretical and performing training, the nature of the works being studied, etc., like traditional, problem-based classes are conducted in full accordance with the requirements of the curriculum, their distinguishing features are consistency and systematic learning all sections of the main course of study. In problem-based learning, all issues are solved by students under the guidance of a teacher through an active creative search for new knowledge, skills, and abilities.
Game technologies are also suitable and relevant in the work of a music teacher
Unlike games in general, a pedagogical game has a clearly defined learning goal and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.
When using gaming technologies in the classroom, the following conditions must be met:
1) compliance of the game with the educational goals of the lesson;
2) accessibility for students of this age;
3) moderation in the use of games in the classroom.
Systematic-activity approach.. Little study time is allotted for theoretical disciplines in the Children's Music School. It is important to contribute to the student's ability to work independently. The student's research experience is formed in the process of joint auditory and textual analysis. The teacher sets the task of developing the skills of monologue speech, arranging and conveying textual information, the ability to conduct a dialogue.
Among the principles of this approach, the minimax principle is especially important.
Addition to the topic:
Valeology, health saving technology
The term "valueology" was introduced into scientific circulation by a Soviet scientist, Doctor of Medical Sciences, [Download the file to view the link], a member of the [Download the file to view the link] [Download the file to view the link].
Construction question general theory[ Download file to view link ] is conceptually and methodologically related to the problem of creating a holistic theory of man, which is currently far from being solved. [ Download file to view link ] Experts in the field of [ Download file to view link ] and [ Download file to view the link] believe that for this reason the claims of valeology to build an integral theory, to create new ideals, new system values and, finally, a new person are unfounded and meaningless. [ Download the file to view the link ] The desire of valeologists to find an area of applicability for valeology that is fundamentally different from medicine has led to the inclusion of non-scientific, religious and occult concepts in valeology, as well as [ Download the file to view the link ].[ Download the file to view the link ] Attempts to enter valeology into the system in this form Russian education caused widespread scientific and public criticism, as a result of which in 2001 the subject "valueology" was excluded from the basic curriculum educational institutions, and the specialty "pedagogical valueology" is excluded from the List of areas of training and specialties of higher pedagogical education. For 2011, theoretical and practical problems of valeology continue to be studied in a number of academic institutions in Russia, Ukraine, Belarus, Kazakhstan and the Czech Republic. The teaching of valueology on an optional basis has been preserved in some Russian schools, as well as in several other CIS countries.
Topic number 8. Extracurricular activities. Preparing for the lesson. Training. Teacher certification
Attestation of teachers is carried out on the basis of peer review labor: its effectiveness and quality of the educational process. It is carried out at the request of teachers and is based on the principles of democracy, collegiality, moral and material encouragement, stimulation of continuous education, and publicity.
According to the results of certification teacher
corresponds to the position held, without qualification category
receives the first or highest qualification category
Together we will get acquainted with a sample of an expert opinion.
This affects the status of a teacher in music schools and his salary.
5.2. Requirements for forms and content
current, intermediate, final control
Regular control stimulates the systematic work of students, provides the conditions for the qualitative implementation of the topic:
a frontal survey checks the assimilation of theoretical material, knowledge of the main provisions of the literature read and materials found on the Internet. An interactive form such as seminars is possible.
Criteria for evaluating responses
Excellent "5" - the student has read all the given literature and notes, can present the content and answer questions, has his own opinion, is able to make some generalizations.
Good "4" - The student has read the given literature, is generally aware of the content of the work, knows the content of the notes.
Satisfactory "3" - the student did not read all the given literature himself, mainly focuses on notes, there are problems in presenting the material.
Unsatisfactory "2" - the student did not complete most of the tasks.
Note. When grading, it is taken into account how actively the student showed himself in the current lessons. The grade can be increased for a successfully completed thematic message or a model lesson.
Topics for the interview.
Addressed to students who missed classes
Educational process
Lesson (lesson)
student (student, student)
teacher (teacher)
teach (teach)
Pedagogical principles
Pedagogical technologies
Learn (study, take lessons.)
Is the teacher learning?
Teacher qualification and certification
Pedagogical system
Material base
Management, administrative activities
Our Documents
The specificity of the discipline involves the maximum use of the dialogic form of work in the lesson
List of educational literature
Anokhina G.M. Personally-oriented learning system. // Pedagogy, No. 7, 2003
Gin A.A. Methods of pedagogical technique: Freedom of choice. Openness. Activity. Feedback. Ideality: A teacher's guide. - M .: Vita-Press, 1999.
Dolgunova, A.Sh. New information technologies in music education / A.Sh. Dolgunova // Musical education today: searches, innovations, problems. - Chelyabinsk: ChGIM im. P.I. Tchaikovsky, 2010. - S. 7-9.
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Introduction.
Learning as a process is a purposeful, organized with the help of special methods and various forms of active learning interaction between teachers and students.
The educational process is a rather complex phenomenon, and it cannot be represented as a simple transfer of knowledge by a teacher to students who do not yet possess this knowledge. Here, naturally, questions arise: how should training be delivered? What provisions (rules) should be followed in this case? What is the structure or composition of the learning process?
These and other questions will be considered in this work.
The laws or rules that operate in any science reflect its objective, essential and stable connections, and also indicate certain trends in their development. However, these laws do not contain direct instructions for practical action: they are only theoretical basis to develop the technology of practical activity.
This course work discusses the psychology of building the educational process, the elements that make up the educational process, the relationship between the student and the teacher.
The purpose of this course work is to study the structure of the educational process and its characteristics. To achieve the goal, it is necessary to solve the following tasks: to study what the educational process is; consider the main elements of the educational process; study existing forms of organization; consider the characteristics and description of the educational process.
I consider this topic of the course work to be the most relevant at the moment, since it is on how the educational process is built and what it includes that the level of development of the student's personality depends on, the formation of his spiritual, moral, mental and other qualities, and, therefore, depends and the level of development of society as a whole, its social well-being.
Course work consists of introduction, main part and conclusion.
I. The essence of the educational process.
The concept of "learning process".
Educational process - a system of organization of educational activities, which is based on the organic unity and interconnection of teaching and learning; aimed at achieving the goals of training and education. Determined curricula, curricula, as well as plans for the educational work of the relevant educational institutions, includes all types of compulsory training sessions (lessons, lectures, seminars, laboratory classes, educational and industrial practice) and extracurricular (extracurricular) work of students.
The educational process is organized taking into account the possibilities of modern information technologies of education and focuses on the formation of an educated, harmoniously developed personality capable of constantly updating scientific knowledge, professional mobility and rapid adaptation to changes and developments in the socio-cultural sphere, in the fields of engineering, technology, management systems and organization of labor in a market economy. It is based on the stepwise system of higher education and the principles of science, humanism, democracy, continuity and continuity, independence from the interference of any political parties, other public and religious organizations.
Learning is the process of mastering by the student the known patterns of the world around him. One of the ways that a person learns about regularities is the knowledge of regularities in the socio-historical development of a person, in the process of his labor activity. Another way is the knowledge of patterns in the individual development of a person. Such knowledge is possible only in conditions of learning. After all, a person must learn the patterns accumulated in the experience of mankind, and not only what he himself can learn as a result of contacts with objects, phenomena, events of the surrounding reality. A child cannot master the scientific system of knowledge on his own if he is not taught this.
Education is a specific way of education aimed at developing the personality by organizing the assimilation of scientific knowledge and methods of activity by students. Training differs from education in the degree of regulation of the process, the normative prescriptions of the substantive and organizational and technical plan. For example, in the learning process should be implemented state standard content of education. It is time limited academic year, lesson, etc.), requires certain technical and visual teaching aids, electronic and verbal-sign media (textbooks, computers, etc.).
Education is not limited to the mechanical transfer of knowledge, skills and abilities. This is a two-way process in which teachers and pupils (students) are in close interaction. The activity of the teacher is teaching, and the activity of the child is learning. Consequently, the interaction between the teacher and the student is of a subject-subject nature. The teacher plays a leading role in the learning process. But the success of learning is ultimately determined by the attitude of schoolchildren to learning, their desire for knowledge, the ability to consciously and independently acquire knowledge, skills, and activity - its teaching (and not learning).
The result of training and learning is not only knowledge, skills and abilities, but also the possession of methods of activity and interaction, experience in implementing various kinds activities, the presence of a system of value relations to the world and with the world, to oneself and with oneself.
The main functions of training: educational, educational, developing. These functions have historically been assigned to the learning process, their implementation ensures the full development and successful socialization of the personality of students. The educational function consists in the formation of knowledge, skills, experience of creative activity. The educational function is associated with the formation of students' morality, aesthetic ideas and tastes, a system of views on the world, the ability to follow social norms of behavior. The developing function consists in the fact that in the process of learning the child develops in all directions: his speech, thinking, emotional-volitional, motivational-need and sensory-motor spheres of the personality develop. The problem of the unity and interconnection of learning functions lies in the fact that in order to form a student's basic personality culture, for his harmonious development, the educational process must be carried out in such a way that its functions are inseparable, implemented in all components of learning: in the complex of lesson tasks, in the content of the educational material, in the system of methods, techniques, forms and means of teaching, and so on.
The educational process is a two-way controlled process of joint activities of teachers and students, aimed at intellectual development, the formation of knowledge and ways of mental activity of students, the development of their abilities and inclinations.
Education makes it possible in individual development to assimilate the laws that have been known in the experience of mankind for many years. Therefore, the main thing in learning is the educational material, the educational book, the textbook, in which the experience of mankind is modeled and recorded.
The basis of training is knowledge, skills and abilities.
Knowledge is a person's reflection of objective reality in the form of facts, ideas, concepts and laws of science. They represent the collective experience of mankind, the result of the knowledge of objective reality.
Skills are the willingness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.
Skills are the components of practical activity, manifested in the performance of the necessary actions, brought to perfection through repeated exercise.
Learning is a process, the flow of which is subject to a certain logic, and therefore can be studied, managed and predicted. The learning process is otherwise called the educational or didactic process. The social orientation of learning is manifested in the fact that learning is one of the best ways of social adaptation of a person, i.e. preparation of a person for life in society. The essence of learning can be expressed through the following features of the modern didactic process: - the two-way nature of the process (teaching - learning);
Joint activities of teacher and student;
Leadership role of the teacher;
Special systematic organization of the whole process;
Compliance of the educational process with regularities age development students;
Education and development of students in the learning process.
