Learning: learning objectives, objectives, principles

Training is a managed, specially organized process of interaction between a teacher and students, aimed at assimilating the system of knowledge, skills and skills, as well as shaping the worldview of trainees, developing potential opportunities and strengthening the skills of self-education in accordance with the goals.

Learning objectives. Level approach

The purpose of learning is the planned result of the learning process, in fact, what the process is aimed at. IP Podlaska proposes to differentiate the objectives of education in three levels:

1. Political : the goal serves as an object of state policy in the field of education.

2. Administrative : the goal is a strategy to address the global challenges of education (at the regional or school level).

3. Operational : the goal is considered as an operational task in the process of implementing training in a specific class with a specific composition of students.

The problem of the differentiation of learning objectives

The basis for classifying the concept of the goal of the learning process is the following criteria:

1. Measure of generality: general / private, global.

2. Attitude to the structures of education responsible for their formulation and achievement: state (prescribed in state educational standards) goals, general education, faculty, cathedral, etc.

3. Directivity to the development of certain personality substructures: a need-motivational substructure, emotional, volitional and cognitive.

4. Language description of goals: the subject-conceptual form, subject-activity.

Taxonomic approach B. Bloom

In turn, B. Bloom offers his own target classification, which determines the training. Learning objectives, he considered from the point of view of specific taxonomies (taxonomist). The first taxonomy is aimed at the formation of the cognitive field. It includes six categories of objectives:

- category of knowledge (in relation to a specific material, terminology, criteria, facts, definitions, etc.);

- category of understanding (interpretation, explanation, extrapolation);

- category of application;

- category of synthesis (development of a plan / system of actions, abstract relations);

- category of analysis (interrelations and principles of construction);

- evaluation (judgment based on available data, and external criteria).

The second taxonomy is directed at the affective sphere.

Principles of constructing learning tasks

N.F. Talyzina suggests the structure of the transition of isolation and description of typical problems in the learning process. These tasks are presented in the form of a hierarchy, being at the same time a hierarchy of the goals of higher education. Each of the levels has its own direction, depending on the specific sphere of application of the skills of future specialists.

First level

The highest level of hierarchy is occupied by tasks that all specialists must be able to solve, regardless of the specific profession of personnel, the purpose of training personnel or geographic location. However, they can be due to the nature of the historical era. As applied to our time, such tasks include:

- ecological (minimizing negative impacts on the nature of production or other human activities, etc.);

- tasks in the system of continuous postgraduate education (effective work with information - search, storage, applied use, etc.);

- tasks related to the collective nature of the prevailing types of modern activities (formation of contacts within the team, planning and organization of joint activities, analysis of the specifics of the human factor in the process of forecasting the results of work, etc.).

Second level

At the second level, a set of tasks specific to a particular country is highlighted. With regard to the domestic system of education, the most urgent tasks are related to the formation and development of market relations (marketing research, the economic justification of projects, the search for appropriate partners and sources of financing, promotion of goods in domestic and foreign markets, etc.).

Also at this level, the goals and objectives of education are related to problems in the sphere of interethnic relations (national traditions and customs, the development of a tolerant attitude toward national feelings, the rejection of nationalistic and chauvinistic positions, etc.). Finally, the goal of developmental training for a modern specialist is also to formulate the skill of making industrial, managerial and economic tasks in the socio-political conditions of modern society (democratic politics, glasnost, religious tolerance, etc.).

Third level

The third level is the most voluminous and consists of professional tasks. In general, these tasks are divided into three main types:

- research (skills of planning and conducting research work in this field of activity);

- practical (obtaining a concrete result - building a factory, publishing a book, recovering a patient, etc.);

- pedagogical (teaching a certain subject in an educational institution or in conditions of industrial training - for example, when the goal of teaching a foreign language is worthwhile).

Let's consider the purposes and principles of training on an example of children of preschool age.

Basic principles of the system of education and upbringing of preschool children

The general tasks that determine the teaching, the goals of teaching and educating preschool children, can be differentiated as follows.

1. The first year of life:

- preserve and strengthen the health of children, ensure their full physical development, maintain the positive emotional state of each child; Ensure a regime of the day that corresponds to the child's age and physical condition;

- to form visual-auditory orientations; To expand and enrich the sensory experience of children; Develop the ability to understand the speech of an adult and carry out preparatory stages to master active speech; Encourage inclusion in the process of self-service, form elements of moral behavior, support emotional responsiveness and goodwill of children.

- to form the prerequisites of aesthetic perception - to arouse interest in pictures, music, singing, etc., systematically analyze the results.

- contribute to the development of the child's skills corresponding to his age.

2. The second year of life:

- strengthening and hardening of the body; Development of the basic system of movements;

- formation of the simplest skills of neatness and self-service;

- expansion of the vocabulary and activation of the need for communication; Stimulation of cognitive processes (perception, attention, memory, etc.);

- formation of skills of manipulation with objects;

- formation of skills of culture of behavior (greet, say goodbye, thank, etc.);

- development of aesthetic perception (emphasis on color, shape, smell, etc.).

- development of musical taste.

3. The third year of life:

- strengthening physical health; Cultural and hygienic skills

- formation of elements of visual-figurative thinking; Development of cognitive processes;

- development of sensory experience;

- the formation of elementary knowledge of the structure of nature and its patterns;

- development of speech, expansion of vocabulary;

- stimulating the communication of children with each other; Conducting role-playing games;

- Development of artistic perception.

4. The fourth year of life:

- Health promotion, hardening of the body; Development of correct posture; Formation of active motor activity;

- stimulating interest in the life of adults, focusing on subjects and phenomena of the socio-cultural environment;

- development of the ability for elementary analysis, the ability to establish the simplest connections between phenomena and objects of the environment;

- development of speech, the ability to competently build sentences;

- development of listening skills, ability to follow the events of works (books, cartoons, etc.);

- development of elementary mathematical representations (one / set, more / less, etc.);

- the formation of a positive attitude towards work;

- development of interest in various kinds of games, team competitions;

- development of aesthetic and musical abilities.

Physical education in the child's education system

Strengthening the health of the child is the fundamental fundamental component of the educational process at all age levels that determine development and learning. The objectives of teaching directly in the educational process can vary. The age parameters, as well as the specificity of a particular subject, will serve as a criterion. As for the physical education itself, there are no special variations. In this case, the goal of training is first of all the formation of adaptive mechanisms (protective-adaptive forces - chemical, physical, etc.) and strengthening the immunity of the child.

Factors that reduce the protection of the child's body include: starvation, fatigue, distress, disturbance of the daily routine. Factors that increase the body's defenses: walking in the air, tempering, cheerful mood.

Accordingly, the task of the educator in this area will be, on the one hand, to neutralize and reduce the impact on the child's physical development of factors weakening his immune system; And on the other hand, in the formation and stimulation of the protective-adaptive forces of the child's organism at the expense of a properly organized diet, a system of physical exercises, tempering, a favorable psychological atmosphere, etc., the prevention of infectious and chronic diseases, as well as the prevention of injuries and the provision of the first pre- Assistance. It is also important to take into account the particularities of the environment in which the child is located, the observance of sanitary and hygienic standards in the system aimed at training.

Learning objectives, principles and tasks thus represent a complex social and pedagogical complex, conditioned directly by the specifics of the field of study, the expected result, and also by the socio-historical context.