Individual educational trajectory of the student

In modern pedagogy two concepts are actively used: "individual educational trajectory" and "personal educational route". These categories are regarded as private and general. Simply put, the individual educational trajectory is concretized in the route. The latter, in turn, is more widely used in the system of additional training. The route is considered an important component that determines the success of the personal development environment in the pedagogical institution. Individual trajectory is a personal way of realizing the potential of the learner in the educational process. Let's consider it in more detail.

Key areas

As the analysis of psychological and pedagogical publications shows, the organization of an individual educational trajectory is of key importance in science and practice. It is implemented in the following areas:

1. Substantial - through pedagogical programs.
2. Activity - through non-traditional teaching technology.
3. Procedural - defining types of communication, organizational aspect.

Characteristic

Individual educational development trajectory can be considered as a certain sequence of components of activities aimed at realizing their own goals of cognition. At the same time, it must correspond to the capabilities, abilities, motivation, interests of a person. This activity is carried out with the organizing, coordinating, consulting support of the teacher and in interaction with the parents.

Summarizing this information, it is possible to derive the definition of the category under consideration. Individual educational trajectories of students are manifestations of the style of activity, depending on motivation, ability to cognition and realized in interaction with the teacher. Structural elements relate the category to a concept such as a pedagogical program. They allow students to master a specific level of education.

Key aspects

The educational program is considered as:

1. Knowledge, which allows to realize the principle of personal orientation of the pedagogical process. It is implemented by defining the conditions ensuring the achievement of students with different needs and capabilities of the provided educational standard.
2. Personal way, created with the account of personal features. The definition of a program as an individual trajectory serves as its leading characteristic. This interpretation allows you to form a unique model of ways to achieve the standard in cases where the choice of implementation depends on the personal characteristics of children.
   

In the broad sense, the program lays the idea of personalization and differentiation. In the first case, the pedagogical process takes into account the personal characteristics of children in all methods and forms of teaching. Differentiation involves grouping students based on the selection of particular characteristics. With this approach, the personal path is a purposeful simulated program. It is aimed at creating the necessary conditions for self-expression with mandatory achievement of established standards.

Principles

To form an individual educational trajectory of the child, it is necessary to implement psychological, pedagogical and subject knowledge and to identify specific goals. There are several principles in this process.

The first is the need to create a program in which the position of the person receiving knowledge would be clearly displayed. It should begin the construction of an individual educational trajectory, which would take into account its potential capabilities, features of the cognitive process, its weaknesses.

The second principle presupposes the need to relate the conditions of the environment to the advanced abilities of man. This principle is expressed in the constant definition of tasks that are adequate to the current conditions and prospects for the development of education. Ignoring this principle can provoke the destruction of the integrity of the whole pedagogical process. Moreover, this can contribute to the loss of either the personality itself or the values of cognitive activity from the system.

The third fundamental position reflects the need to bring a person to the technology through which his initiative building of an individual educational trajectory will be carried out.

Specificity

The individual educational trajectory of the student is built while learning the ways of activity and knowledge. This process can occur at the level of conscious memorization. Outwardly it appears in the material close to the original and accurate reproduction. Assimilation can occur at the level of application of the methods of activity and knowledge on the model or in a similar situation. In addition, the creative approach to the process is also used.

Required features

As research shows, the individual educational trajectory of the pupil can be successfully passed in all cognitive areas under certain conditions. In particular, the following opportunities should be provided:

1. Determine the meaning of the study of disciplines.
2. Set your goals while mastering a specific module, course, section, topic.
3. Choose the optimal pace and forms of training according to the level of training.
4. Use those methods of cognition that best fit personal characteristics.
5. To realize the received result in the form of the generated competences, etc.
6. To assess and adjust the work in accordance with the specifics of the general course of cognitive activity.
   

Basic Ideas

A key feature of the process, within which the individual student's educational trajectory is formed, is that the primary role is given to the abilities through which a person creates new cognitive products. This work is based on the following ideas:

1. Any person is able to find, formulate and propose his own version of the solution of this or that, including the didactic task, relating to his own learning process.
2. Individual educational trajectory can be passed only by providing the opportunities mentioned above.
3. A person is placed in the situation of finding his own version of the solution of the task. In doing so, he uses his creative abilities.

Summarizing the above, we can draw the following conclusion. An individual educational trajectory is formed using a creative approach. In this regard, in the process of its creation, there are corresponding regularities.

Navigators

They represent a kind of visual matrix of the cognitive process. At the present time, especially in the course of improving distance forms of mastering knowledge, navigators have shown their effectiveness. Without them, an individual educational trajectory is simply inconceivable. In matrices by means of symbols, signs, abbreviations the level of an ascention of the person to a cognitive product is marked. Simply put, the navigator is a visual and detailed map. In it, the learner easily identifies his position, as well as the tasks that he faces in the near future. The matrix allows you to determine the coordinates of the four-link system "I know - study - will study - I know new". Such a process is represented in the form of a spiral path of ascent to truth. Matrix components are projections, addresses, names, directions of activity on the plane of the sheet. The work of the student, aimed at mastering discipline, subject, block, course, the acquisition of knowledge, skills, skills, professions is represented in the form of a vector. He registers the contents of the activity.

Formation of conditions

An individual educational trajectory is realized when one realizes the need for independent movement, the formulation of private and general subject problems and tasks related to the acquisition of a specialty. Productive activities are carried out according to the personal characteristics of each person. A teacher who wants to see and develop a unique personality in each student will have to solve a difficult task - to teach everyone in different ways.

In this regard, the organization of the process on an individual trajectory will require a special technology of interaction between all participants. In modern didactics, this problem can be solved in two ways. The most common is the differentiated approach. In accordance with this, in individual work with each student, it is proposed to divide the material according to the level of complexity, focus and other parameters.

Within the framework of the second approach, one's own path is formed in accordance with each area studied. In this case, the trainee is encouraged to form his own trajectory. It is worth saying that the second option is practically not used in practice. This is due to the fact that its use requires simultaneously developing and implementing different models, each of which is unique in its own way and correlates with the personal potential of the individual student.

conclusions

Within the framework of the educational program, the trainee must learn to determine his personal steps towards the achievement of knowledge. They can additionally be recorded in the form of various kinds of records (diary, for example). This, in turn, will require the student to have a high culture of planning and ability to sum up. As observations show, this activity is easily carried out by modern students using computer technology. At the same time, the work does not cause any rejection on their part. The formalization and, to some extent, the detailed elaboration of programs and plans using drawings, maps, logical-semantic models, tables, according to the learners themselves, make it possible to regulate and clearly see the cognitive strategy and perspective in life. Today's widely used navigators are becoming in some way guidebooks in the world of knowledge.

Conclusion

In modern education, a paradoxical situation develops. It consists in the fact that the emergence of new technologies is countering the complexity of the process. Their essence lies in the desire for a certain formalization of the content of the cognitive process through splitting in accordance with the image of the perception of the computer language. Apparently, this trend will continue and can become one of the main directions of improving education or a concomitant aspect. Meanwhile, the idea of creating navigation components in a more complicated cognitive process is, of course, a positive thing.