Learning factors. Hierarchy of learning factors Factors influencing the productivity of the didactic process
Isolating and recording the causes influencing learning is only the beginning of a systematic study of productogenic causes. For diagnosing, forecasting, designing didactic processes, and developing effective technologies for managing learning productivity, the question of the hierarchy (subordination, correlation) of factors is extremely important. In answering it, it is necessary to establish which factors most determine the productivity of the educational process, and which of them should be paid attention to by practicing teachers first of all. It will be possible to take into account the influence of all productogenic factors without exception only in the distant future. The table below shows the hierarchy of learning factors established by the author of the textbook on the basis of long-term research using ranking, factor and correlation analysis, expert assessments, electronic modeling, computer verification, and other methods. The first 52 most significant factors are ranked in descending order of the weight of their influence, which is defined as the coefficient of mutual contingency (correlation), established by the Pearson criterion and expressing the degree of influence of each factor on the productivity of training (Table 6).
Table 6
The influence of learning factors on the productivity of the educational process
|
Factor |
Factor influence on productivity |
Place of factor by degree of influence |
|
Motivation for learning |
||
|
Interest in educational work, cognitive |
||
|
Interest in the subject |
||
|
Attitude to learning |
||
|
Need to learn |
||
|
Ability to learn |
||
|
Student performance |
||
|
Scope of educational activities |
||
|
Academic fitness |
||
|
Regularity of training, systematic implementation of educational tasks |
||
|
Activity and perseverance in learning and self-education |
||
|
Stimulating training, development, education |
||
|
Management of training, development, education |
||
|
Attentiveness |
||
|
Discipline |
||
|
Perseverance (perseverance) |
||
|
Application of knowledge and skills in practice |
||
|
Ability to study specific knowledge |
||
|
General Abilities |
||
|
Potential Opportunities |
||
|
Difficulty of educational material |
||
|
Methods of training, education, development |
||
|
Forms of organization of the educational process |
||
|
Thinking when acquiring specific knowledge |
||
|
Individual characteristics of educational and cognitive activity |
||
|
Personal focus on achieving results |
||
|
Types and nature of activities |
||
|
Readiness for educational, developmental activities |
||
|
Level of general training (development, education, erudition) |
||
|
Time to complete practical exercises |
||
|
Time to present (perceive) information |
||
|
Time to consolidate knowledge and skills |
||
|
Frequency of control and testing of knowledge and skills |
||
|
Monitoring the educational process |
||
|
Scope and nature of self-study |
||
|
Match personal requests with activities offered by the school |
||
|
Amount of educational material |
||
|
Form, structure of knowledge organization |
||
|
Type and structure of training session |
||
|
Features of educational material |
||
|
Conditions of education |
||
|
Means of education |
||
|
Efficiency, potential capabilities of the teacher |
||
|
Age of students |
||
|
Profile selection options |
||
|
Availability and quality of educational literature |
||
|
Need for achievement |
||
|
Productivity Mindset |
||
|
Relationships in the classroom |
||
|
Pedagogical position, relationship and management style |
||
|
Mutual education, cooperation |
In addition to the already listed advantages arising from the factor approach (the ability to carry out high-quality professional analysis, diagnosis, forecasting and design of educational processes), knowledge of the hierarchy of factors and the quantitative values of the influence of each of them on productivity opens up fundamentally new approaches to solving many problems in theory and practice, in particular, the use of electronic computers for calculating productivity according to given parameters, optimizing the strategy for achieving given results. Thanks to this knowledge, the development of pedagogical systems from an art accessible only to masters with pedagogical flair and developed pedagogical intuition turns into an everyday operation of creating and testing various options for implementing education and choosing the optimal one according to established criteria.
Practitioners are already using applied computer programs, in particular the packages “Electronic school”, “School methodological service”, “Virtual student”, which help to calculate everything that can practically be considered in the educational process based on the identified factors and knowledge about their influence on productivity of this process. The use of these packages gradually transforms pedagogy from the art of teaching into a precisely calculated technological process for achieving a given productivity.
"Dwarves" become monsters
Since the time of J. Korczak, the words “pain”, “suffering”, “blood” have not appeared on the pages of pedagogical literature, and today, no matter how much we plug our ears, we cannot escape the facts - an increasing number of schools find themselves in zones of man-made and environmental disasters . With no time for studying, a schoolchild who is suffocating from lack of oxygen, the incessant ringing in his ears or blood suddenly gushing from his nose, directs his thoughts in a completely different direction. May God grant us to survive the adversity: if the situation does not change, then it may happen that all discussions about the influence of other factors on productivity will very soon lose all meaning.
It is known: not only magnetic storms and sudden changes in atmospheric pressure, but a whole complex of geophysical factors affect our well-being, activity and performance. The concept of “hard days” has already entered the pedagogical vocabulary. The weakened nerves of schoolchildren and teachers tense and tremble under the powerful influence of cosmic storms. Some schools are already using long-term forecasts of unfavorable and stressful days. According to available data, excluding “hard days” from the total monthly working time budget not only does not lead to a decrease in labor productivity, but, on the contrary, increases the quantity and, most importantly, the quality of work performed, the percentage of defects decreases, and the accident and injury rate curves decline. Relationships between people improve, the constant companions of “hard days” - irritability, anxiety, nervousness - disappear.
Is there a connection between geophysical factors and the productivity of teaching and upbringing of schoolchildren, the performance of teachers, and the nature of relationships in school groups? Everything suggests that there is such a connection and, perhaps, the influence of these factors is much greater than we assume. Little is known yet about the magnitude, nature, and intensity of the connection, since they are only beginning to study it in depth only now, under the pressure of the growing number of school illnesses and refusals to work. In our country and abroad, observations have been accumulated that irrefutably prove that among students and especially teachers there is a large percentage of “weather dependent”. There is also no doubt that the effect of geophysical factors is aggravated by unfavorable, and in some regions, environmental factors hazardous to health. Students and their mentors going through their "hard days" would probably look better in the interior of a hospital ward than in a temple of mental labor.
According to some data, the number of “twos” and “threes” on “heavy days” is 40-50% higher than their number on normal days. Teacher P. Mazur from Lebedinskaya secondary school in the Donetsk region conducted his own research on this issue: “I carefully looked through class magazines for several months of this and last year, analyzed the current performance on days unfavorable in terms of geophysical indicators and compared it with performance on normal days. So what? But a constant pattern has emerged – the number of unsatisfactory grades has increased significantly,” writes the teacher in the magazine “Public Education”. Of course, this is a difficult connection to prove: after all, the appearance of a “two” can always be disputed and justified by other reasons - an unsatisfactory assessment is usually a consequence of a complex of reasons. Only large-scale studies carried out using a special technique will clarify the share of geophysical factors themselves.
German teachers also conducted observations to find out how the weather affects the attentiveness of students. Second and third grade students (200 schoolchildren) selected thematic pictures based on certain characteristics. The studies were carried out under 17 different weather conditions, grouped into two types: cyclonic - with low atmospheric pressure, and anticyclonic - with high atmospheric pressure. It turned out that at low pressure the exercises were performed 17% better, and in anticyclonic weather conditions the number of errors increased by 20% compared to average results.
In this regard, I would like to draw attention to biorhythms - cyclical fluctuations in intellectual, physical and emotional activity. Science recognizes that they have a certain impact on the life of every person. Is parenting affected by biorhythms? There is conflicting evidence on this point, but it seems in vain to expect high results on days when all the curves are in a negative phase.
According to our, so far unsystematic and limited observations, such a connection exists. To detect it, the “Biorhythm” computer program was used, with which students in grades 9-10 worked for two minutes after each computer science lesson. Attention was paid to the phases of the biorhythms of those schoolchildren who received unsatisfactory and excellent grades in the lesson. The statistics of coincidences of high academic performance with the positive phase and low – with low – 10-12%. However, with biorhythms the question remains open.
There is a methodological difficulty here: until it is reliably established from what moment they are counted - either from the moment of the birth of a person, or from the moment of the formation of the embryo - we will not receive a reliable connection between biorhythms and any process.
Recognition of the influence of environmental and geophysical factors pushes us to identify general and regional (local) conditions that must be taken into account when designing and implementing the educational process. The latter, as has already been confirmed by practice, are increasingly becoming decisive when deciding issues of the duration of training sessions, the transition to a five-day working week, structuring the academic year and many others. School laws allow us today to design and organize the process based on local conditions.
Let's discuss a professional secret
Could you add your own observations to what has been said? Have you ever seen unfavorable manifestations of climatic and geophysical influences on school processes? How did you act in the event of an unfavorable set of circumstances?
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V. Analyze the ones presented in Fig. 17–22 (see pp. 215–219) learning curves and answer the questions:
1. Between what factors are connections established?
2. What character do they have?
3. Is it possible, based on the given curves, to give quantitative estimates of learning productivity for different values of factors?
4. Is it possible to describe the given curves with functional dependencies (formulas)?
Complex influence of factors
Let us accept, without new evidence, the fact that the productivity of the didactic process is simultaneously and cumulatively influenced by all reasons (factors). This influence is complex. The system of main reasons influencing learning was outlined by ancient philosophers. Since then, researchers have only slightly improved it, supplemented it with new factors, enriched it with modern scientific terminology, but changed the knowledge little in essence. The reasons known in the past remain the same to this day. The works of outstanding didactics provide comprehensive information about productogenic factors at a qualitative level: it is difficult to add anything to the explanations of I.F. Herbart, A. Disterweg, K.D. Ushinsky, D. Dewey, when they describe in detail the course and results of learning in various conditions and under the influence of various reasons. The literature on learning describes the influence of all more or less specific reasons.
What remains for us to add? The picture that was clear in the past has now lost its clarity: old reasons began to be called in a new way (for example, traditional pedagogical ethics - deontology, school management - management), new, previously unknown reasons brought by progress were identified, more advanced technologies and teaching aids appeared (for example, computer). Classical concepts are not enough to solve modern problems. Chief among them - practical optimization of training - can only be resolved on the basis of perfect knowledge of the reasons on which success depends. Perfect knowledge in this case means not only a clear qualitative description, but also a quantitative representation, measurement. School practice now requires posing and resolving substantive questions. But no one knows the exact number of reasons operating in learning.
Organization of experimental research
Factor analysis methods, delicate and labor-intensive, require careful adherence to a number of requirements. If experimental research is not well thought out and carried out as it should, then erroneous results, embodied in mathematical form, completely deform the truth and lead not to clarification, but to obscuring the essence of the influence of causes.
First of all, you need to choose the right research problem. If the latter is prompted by random circumstances or chosen for opportunistic reasons, then its research, as a rule, is unpromising.
Didacts should listen to other recommendations from factor analysis specialists:
1. It is necessary that the number of tests (questions in questionnaires, alternative items, etc.) exceed at least three times the number of possible reasons (factors). Only in this case can you be sure that the identified reasons will be sufficiently justified.
2. The golden rule, dictated by the practice of factor analysis, is that the group of students studied (just like the group of teachers and administrators) should be representative of the general population sample. It has been established that when studying correlation coefficients using the Pearson formula, the number of subjects in a group or the number of observations should not be less than 300.
3. The general rule for all those using factor analysis in pedagogy is that the procedure for forming and analyzing factors and calculating correlations between them must be described carefully and completely so that the research can be repeated.
The following must be clearly identified and described: a) instructions to the subjects; b) methods used; c) rating scales, methods of calculating results; d) time for completing tasks, if it was limited; e) test reliability coefficient, the method by which it was calculated; f) statistical indicators - the nature of the distribution of results, the arithmetic mean or standard deviation (not necessary for the Pearson contingency coefficient); g) characteristics of the sample and methods of its formation; h) method for calculating correlation coefficients; i) arguments for using this particular method and not some other method; j) interpretation of factors; k) links to identical or similar studies; m) an explanation of how the research carried out advances learning theory.
As a result of long-term research, four general factors have been identified that collectively determine the formation of the products of the didactic process:
Educational material (MIND);
Organizational and pedagogical influence (OPV);
Student learning (OU);
Time (IN).
The general model for the formation of learning factors is presented in Fig. 7.
Rice. 7. Model of formation of a learning product
First general factor "Educational material" contains general reasons for information origin. Educational information is divided into cognitive information (carrying knowledge), accompanying information, expanding, facilitating the understanding of knowledge, and control information - signals on how to assimilate cognitive information. Therefore, the educational material is very unique information. Its peculiarity is the presence of didactic processing, due to which objective knowledge is “adapted” for study. The suitability of information for the educational process, its accessibility and feasibility for assimilation by certain groups of students and, ultimately, the achieved learning results depend on the quality of didactic processing.
Within this factor, two complex ones are logically distinguished: objective(clean) information And didactic treatment. The first includes such general factors as content, quantity of educational material, its quality, and form (structure) of presentation. Deciphering the latter, we note that the quantity of educational material is determined by such factors as the number of concepts common to students, the number of all concepts, the number of information and semantic elements of the text (ISET) in them, and the quality is determined by the complexity of the material, which is determined by the number of new relationships or new operations , the length of the algorithm leading to solving the problem (obtaining an answer to the question), etc. The form of presentation of the material can be substantive, logical, figurative, symbolic, etc. An important characteristic of the complexity of educational material is the subjective feeling of the difficulty of learning.
The characteristics of information acquired in the process of didactic processing and presented to students include the method, structure, accessibility of presentation (language, compliance with the level of training of students, level of information redundancy, etc.). Thus, the “Educational Material” contains two complex ones (objective information, didactic processing), six general ones (content, quantity, quality, form, structure, method of presentation) and over 50 general reasons.
General factor "Organizational and pedagogical influence" unites a large group of productogenic causes that characterize the activities of teachers, the qualitative levels of organization of the educational process, and the conditions of educational and pedagogical work. It consists of two complex factors: organizational and pedagogical influence in the classroom(regular classes) and influence for educational purposes outside of school hours.
The general learning factors that characterize OPV in the classroom include, among others, teaching and learning methods, organizational forms (main and auxiliary), educational situations (ready presentation of educational material, natural self-teaching, controlled cognitive activity of students, etc.), teacher performance (duration labor, load, shift, alternation of work and rest, day of the week, quarter, work schedule, age, etc.), students’ performance (duration of training, shift, day of the week, scheduled lesson, age, quarter, class schedule, work schedule and rest, volume of general and didactic load, etc.), control and verification of work results (frequency of control per lesson, total and average frequency of control, presence of control in the previous lesson, etc.), type and structure of the training session, practical applications acquired knowledge, skills, use of teaching aids, equipment for the educational process, learning conditions (including sanitary and hygienic, psychophysiological, ethical, organizational, in particular the moral climate in teaching and student teams, cooperation between teachers and students, relations between teachers and parents etc.).
Learning factors operating outside the lesson: the amount and nature of help from parents, adults, friends; educational work regime; adult control (volume, frequency, system, etc.); using the media for educational purposes (television, newspapers, magazines), reading literature (additional to the school curriculum and according to interests); organization of independent educational work; remoteness of place of residence from school, use of vehicles; participation in circles; classes with tutors; communication with adults for educational purposes and many other factors.
In this factor, in addition to two complex ones, 20 general and more than 150 productogenic factors are distinguished. Moreover, some of them, for example, learning conditions, upon closer examination and detailed analysis, consist of many specific reasons and can claim the status of, if not general, then complex.
General factor "Student learning"- this is the ability (suitability) of schoolchildren to learn and the possibility of them achieving the designed results in a set time. It is advisable to consider individual and group (collective) learning ability. It also highlights two complex factors: learning in lessons And learning ability in extracurricular activities.
The first is characterized by the following reasons: the level of general training (eruditeness) of the students; ability to master certain educational material, assimilate knowledge, skills and abilities; general abilities for educational and cognitive activities; general characteristics of attention (determined by the characteristics of the nervous system, temperament, age); features of students’ thinking when studying a specific academic subject; general characteristics of thinking; psychological attitude toward conscious and lasting assimilation of educational material (external and internal); motivation for learning (understanding and awareness of goals, interest in learning and in the subject being studied, the effectiveness of incentives, attitude towards fulfilling student responsibilities, etc.); rate of acquisition of knowledge and skills; student health (fatigue, illness, etc.); age of the trainees; their value orientations; life plans; discipline, responsibility; orientation to the future profession; lifestyle (way) and many other reasons.
The second factor is characterized by such reasons as self-control (volume, frequency, quality, system); will and perseverance; focus; ability to learn; regime and organization; performance; value orientations; stimulation; motivation; health status; features of perception, cognitive activity in general; capabilities; speed of memorization and assimilation; level and characteristics of thinking; age and individual characteristics, etc.
In this group, the general factor is formed by the combined influence of at least 60 general learning factors.
The fourth general factor is "Time". It is possible to highlight the time costs: 1) directly in the lesson; 2)for self-study(self-study).
Time spent in a lesson includes: time of perception and primary assimilation of knowledge; consolidation and strengthening of what has been learned; frequency of monitoring, repetition and reinforcement; time elapsed since completion of training; time for storing information in memory in accordance with the target setting; to perform training exercises and apply knowledge and skills; to repeat what has been learned; for systematization; preparing and issuing a response and many other specific costs.
Time spent on self-study: time spent doing homework; to read additional literature; attending electives and additional classes; participation in the work of clubs; for hobby classes and other expenses.
This factor contains more than 20 common factors associated with various time spent on training and preparation for it. In total, as factor analysis confirmed, the course and results of learning in a lesson are influenced by at least 150 common factors, and the number of productogenic causes reaches 400–450, and this is probably not a complete list of them yet.
So, the productivity of the didactic process is determined by the complex influence of four general factors. What are the proportions of their influence if learning productivity fluctuates between 0-100%? Long-term experiments performed using a complex methodology showed that the factors have different weights of influence, that is, their contribution to the formation of the final product is unequal (Fig. 8). In normal learning conditions, organizational and pedagogical influence (OPI) is more significant than others - 32%, followed by student learning ability - 28, educational material - 24 and time - 16%. When learning deviates from the general norm, this ratio changes.
The greatest influence of OPV is easily explained by the fact that this factor contains the largest number of productogenic causes. Therefore, in the practice of organizing the didactic process, it is necessary, first of all, to take care of creating appropriate learning conditions, providing the educational process with the necessary means, using effective technologies, teaching methods, and using progressive organizational forms.
Rice. 8. Influence of factors on the productivity of the didactic process
VI. Are the requirements for the use of factor analysis in didactics indicated correctly (yes or no)?
1) Instructions to subjects;
2) methods used;
3) rating scales, methods for calculating results;
4) the time for completing tasks, if it was limited;
5) test reliability coefficient;
6) statistical indicators - the nature of the distribution of results, the arithmetic mean or standard deviation;
7) characteristics of the sample and methods of its formation;
8) method for calculating correlation coefficients;
9) arguments for using this particular method and not some other method;
12) an explanation of how the research carried out advances learning theory.
Hierarchy of learning factors
Identification and registration of causes influencing learning is only the beginning of a systematic study of productogenic causes. For diagnosing, forecasting, designing didactic processes, and developing effective technologies for managing learning productivity, the question of the hierarchy (subordination, correlation) of factors is extremely important. In answering it, it is necessary to establish which factors most determine the productivity of the educational process, and which practicing teachers should pay attention to first of all. It will be possible to take into account the influence of all productogenic factors without exception only in the distant future. In table Figure 5 shows the hierarchy of learning factors established by your professor on the basis of long-term research using ranking, factor and correlation analysis, expert assessments, electronic modeling, computer verification, and other methods. The first 52 most significant factors are ranked in descending order of the weight of their influence, which is defined as the coefficient of mutual contingency (correlation), established by the Pearson criterion and expressing the degree of influence of each factor on the productivity of learning.
In addition to the already listed advantages arising from factor analysis (the ability to carry out high-quality professional analysis, diagnosis, forecasting and design of didactic processes), knowledge of the hierarchy of factors and the quantitative values of the influence of each of them on teaching productivity opens up fundamentally new approaches to solving many problems in the theory and practice of teaching , in particular, the use of computers for calculating productivity according to given parameters, optimizing the strategy for achieving given results.
Table 5
The influence of learning factors on the productivity of the didactic process
Thanks to this knowledge, the development of didactic systems from an art, accessible only to masters with pedagogical flair and developed pedagogical intuition, turns into a routine operation of creating and testing various options for implementing training and choosing the optimal one according to established criteria.
Practitioners are already using applied computer programs, in particular the packages “Electronic school”, “School methodological service”, “Virtual student”, which help calculate everything that can practically be considered in the educational process based on the identified factors and knowledge about their influence on productivity of this process. Their use gradually turns didactics into a precisely calculated technological process for achieving a given learning productivity.
"Dwarves" become monsters
Recently, there have been intensive movements of factors within the hierarchy. “Dwarfs” become giants, and vice versa.
During the first ranking, they were not even among the first 50, but today they are already “running the show” in pedagogical processes. We are talking primarily about health factors - environmental, geophysical, sanitary and hygienic.
Since the time of J. Korczak, the words “pain,” “suffering,” and “blood” have not appeared on the pages of pedagogical literature. But today there is no escaping the facts - an increasing number of schools find themselves in zones of man-made and environmental disasters. There is no time for studying for a schoolchild who is suffocating from a lack of oxygen: ringing in the ears or blood suddenly gushing from the nose directs his thoughts in a completely different direction. If the situation does not change, then it may happen that discussions about the influence of other factors on the productivity of learning will very soon lose all meaning.
It is known: not only magnetic storms and sudden changes in atmospheric pressure, but a whole complex of geophysical factors affect our well-being, activity and performance. The concept of “hard days” has already entered the pedagogical vocabulary. According to available data, excluding them from the general monthly working time budget not only does not lead to a decrease in labor productivity, but, on the contrary, increases the quantity, and most importantly, the quality of the work performed; the percentage of marriages decreases, accident and injury curves decrease, relationships between people improve, and the constant attributes of “hard days” - irritability, anxiety, nervousness - disappear.
Is there a connection between geophysical factors and the productivity of teaching and upbringing of schoolchildren, the performance of teachers, and the nature of relationships in school groups? Everything suggests that there is such a connection and, perhaps, the influence of these factors is stronger than we assume. Little is known yet about the magnitude, nature, and intensity of the connection, since serious study of it is only now beginning under the pressure of the growing number of school illnesses and refusals to work. In our country and abroad, observations have been accumulated that irrefutably prove that among students and especially teachers there is a large percentage of weather dependent people. There is no doubt that the effect of geophysical factors is aggravated by unfavorable, and in some regions, environmental factors hazardous to health. Students and their mentors going through "hard days" would probably look better in a hospital ward than in a temple of mental labor.
According to some data, the number of “twos” and “threes” on “heavy days” is 40-50% higher than their number on normal days. Teacher P. Mazur from Lebedinskaya secondary school in the Donetsk region conducted his own research on this issue: “I carefully looked through class magazines for several months of this and last year, analyzed the current performance on days unfavorable in terms of geophysical indicators and compared it with performance on normal days. And what? A consistent pattern has emerged – the number of unsatisfactory grades has increased significantly.” Of course, this is a difficult connection to prove, because “two” is usually a consequence of a complex of reasons. Only large-scale studies carried out using a special technique will clarify the share of geophysical factors themselves.
German teachers also conducted observations to find out how the weather affects the attentiveness of students. 200 schoolchildren, students in grades 2 and 3, selected thematic pictures based on certain characteristics. The studies were carried out under 17 different weather conditions, grouped into two types: cyclonic - with low atmospheric pressure, and anticyclonic - with high atmospheric pressure. It turned out that at low pressure the exercises were performed 17% better; in anticyclonic weather conditions the number of errors increased by 20% compared to average results.
In this regard, let us pay attention to biorhythms - cyclical fluctuations of intellectual, physical and emotional activity. Is parenting affected by biorhythms? There is conflicting evidence on this point, but it seems in vain to expect high results on days when all the curves are in a negative phase.
According to our observations, such a connection exists. To detect it, the Biorhythm computer program was used. Students in grades 9-10 worked with her for 2 minutes after each computer science lesson. Attention was paid to the phases of the biorhythms of those schoolchildren who received unsatisfactory and excellent grades in the lesson. The statistics for the coincidence of high performance with a positive phase and low performance with a negative phase is 10–12%. However, with biorhythms the question remains open. There is a methodological difficulty here: until it is reliably established from what moment they are counted - from the moment of the birth of a person or from the moment of the formation of the embryo - we will not receive reliable data.
Recognition of the influence of environmental and geophysical factors pushes us to identify general and regional conditions that must be taken into account when designing and implementing the educational process. The latter, as confirmed by practice, are increasingly becoming decisive in resolving issues of the duration of training sessions, the transition to a 5-day working week, structuring the academic year and many others. School laws today make it possible to design and organize the process based on local conditions.
Isolating and recording the causes influencing learning is only the beginning of a systematic study of productogenic causes. For diagnosing, forecasting, designing didactic processes, and developing effective technologies for managing learning productivity, the question of the hierarchy (subordination, correlation) of factors is extremely important. In answering it, it is necessary to establish which factors most determine the productivity of the educational process, and which of them should be paid attention to by practicing teachers first of all. It will be possible to take into account the influence of all productogenic factors without exception only in the distant future. The table below shows the hierarchy of learning factors established by the author of the manual based on long-term research using ranking, factor and correlation analysis, expert assessments, electronic modeling, computer verification, and other methods. The first forty most influential factors are ranked in descending order of the weight of their influence, which is defined as the coefficient of mutual contingency (correlation), established by the Pearson criterion and expressing the degree of influence of each factor on the productivity of training.
The influence of learning factors on the productivity of the didactic process (1991)
| Factor | The influence of the factor on learning productivity | Place of factor by degree of influence | |
| Motivation for learning. Interest in educational work, cognitive activity, subject | 0,92 | ||
| Attitude to learning | |||
| Need to learn | 0,91 | ||
| Ability to learn | 0,90 | ||
| Trainees' performance | 0,89 | ||
| Volume of educational activities, training | 0,88 | ||
| Regularity of training, systematic implementation of educational tasks | 0,87 | ||
| Activity and persistence in learning | 0,86 | ||
| Stimulating learning | 0,85 | ||
| Training Management | 0,84 | ||
| Attentiveness, discipline, perseverance | 0,82 | ||
| Application of knowledge in practice | 0,80 | ||
| Ability to study specific knowledge | 0,79 | ||
| General Abilities | |||
| Potential Opportunities | 0,77 | ||
| Difficulty of educational material | 0,76 | ||
| Teaching methods | 0,75 | ||
| Thinking when acquiring specific knowledge | 0,74 | ||
| Features of mental activity | 0,72 | ||
| Type and nature of educational activities | 0,71 | ||
| Level of training | 0,70 | ||
| Level of general training (erudition) | 0,68 | ||
| Time of perception (message) of knowledge | 0,62 | ||
| Time to consolidate knowledge | 0,60 | ||
| Frequency of control and testing of knowledge and skills | 0,57 | ||
| Scope and nature of self-study | 0,52 | ||
| Amount of educational material | 0,51 | ||
| Contents of educational material | 0,50 | ||
| Form of knowledge presentation | 0,49 | ||
| Type and structure of training session | 0,48 | ||
| Structure of educational material | 0,46 | ||
| Psychological learning conditions | 0,45 | ||
| Means of education | 0,44 | ||
| Efficiency, potential capabilities of the teacher | 0,43 | ||
| Age of trainees | 0,42 | ||
| Environmental conditions | 0,41 | ||
| Sanitary conditions | 0,40 | ||
| Need for achievement | 0,39 | ||
| Productivity Mindset | 0,38 | ||
| Relationship style | 0,37 | ||
| Pedagogical position | 0,36 | ||
| Peer education | 0,35 | ||
In addition to the already listed advantages arising from the factor approach (the ability to carry out high-quality professional analysis, diagnosis, forecasting and design of didactic processes), knowledge of the hierarchy of factors and the quantitative values of the influence of each of them on teaching productivity opens up fundamentally new approaches to solving many problems in the theory and practice of teaching , in particular, the use of computers for calculating productivity according to given parameters, optimizing the strategy for achieving given results. Thanks to this knowledge, the development of didactic systems, an art accessible only to masters with pedagogical flair and developed pedagogical intuition, turns into a routine operation of creating and testing various options for implementing training and selecting the optimal one according to established criteria.
The Pedagogical Technologies company has created applied computer programs, in particular the “Optimization” and “School Methodological Service” packages, the use of which in school practice indicates the possibility of significantly increasing the effectiveness of teaching based on scientific calculations.
V. What general factors combine the productogenic causes listed below?
VI. Fill the gaps. Enter the factors included in the top ten most significant productogenic causes:
1. Motivation for learning................... 6................................. ..........
2................................................... 7.........................................
3........................................ .. 8. Stimulating learning
4................................................... 9.........................................
5. Volume of educational work............ 10................................ .........
Learning curves
Knowing the magnitude of the influence of each factor on learning productivity is certainly very important. But it is no less important to know the nature (form) of this influence, that is, the law according to which a change in one quantity is carried out in relation to another. From the course of elementary mathematics it is known that if any two variables are interconnected in a dynamic process, then this connection can be described using some functional dependence, a visual reflection of which is a curve. The use of curves not only greatly facilitates the understanding of dependence, but also makes this dependence visible. The curve shows the dynamics of mutual connection. Without knowing the latter, it is impossible to pose and solve problems of optimal control of the formation of the final product.
It is generally accepted that the first relationship curve (learning curve) in the psychology of learning was constructed at the end of the last century by the German psychologist G. Ebbinghaus. He clearly showed how the process of forgetting learned material occurs over time. Since then, curves have begun to be increasingly used to describe psychological and didactic dependencies (connections), receiving the general name of learning curves. Constructing a curve is the ultimate and attractive goal of every didactic study. The task is very difficult, given the specifics of pedagogy. Indeed, to construct a curve, it is necessary to scrupulously carry out experimental studies and find out all the features of the relationship being studied. To date, it has been possible to describe a relatively small number of didactic processes using learning curves.
To study the forms of connection between didactic factors and learning productivity, the so-called experimental method was used. Its essence lies in the fact that the primary hypothetical idea of a possible form of connection is formulated theoretically, then facts and experimental observations are accumulated, and at the final stage, the relationship curves built on this material are verified by the experience (practice) of mass training. A comparison of the ideal and the real, theory and practice provides the highest probability of conclusions and obtaining corrected (smoothed) curves.
It has already been noted that in order to establish a hierarchy between learning factors, it is necessary to have a common basis (basis), which is the productivity of learning. Such a basis is also necessary for constructing curves. It is difficult for this purpose to select a more capacious education than the same productivity of learning for the sake of which the process is carried out. Thus, the curves will show how various factors influence the productivity of the didactic process. The crowning achievement of scientific didactics will be the creation of a catalog of didactic curves and a description of learning processes in the language of functional dependencies. Work on identifying new curves and streamlining already known ones has become very active in connection with the effective solution of a number of problems of computerization of the educational process, and one can hope that progress in this area will develop at an accelerated pace.
In Fig. Figures 23-27 show the relationship curves of some significant factors with learning productivity. In most cases, the horizontal axes (X-axes) display the values that the factor “runs through.” The vertical axes (Y axes) represent learning productivity. Analyzing the curves, we see that they have different angles of contact with the X axis; some of them are gentle, others rise steeply, quickly reaching a maximum. What does this indicate? First of all, the strength (degree) of influence of factors is different. The closer the curve is “pressed” to the Y axis, the higher the correlation coefficient of this factor with learning productivity, the more the latter depends on this factor. Some curves are hypothetical. All curves are smoothed in relation to the experimental data and express the general trend.
| Rice. 23 |  Rice. 24 |
 Rice. 25 |  Rice. 26 |
 Rice. 27 |
VII. Analyze the ones shown in Fig. 23-27 learning curves and answer the questions.
1. Between what factors are connections established?
2. What character do they have?
3. Is it possible, based on the given curves, to give quantitative estimates of learning productivity for different values of factors?
4. Is it possible to describe the given curves with functional dependencies (formulas)?
RIGHT ANSWERS
| Questions | II | III | IV | V | VI | VII | |
| Answers | 4,5 | 2,3 | 1-OU 2 -V 3 -UM 4 -OPV |
Control test
1. What is a productogenic cause?
2. What basis are productogenic causes associated with?
3. What is the productivity of the didactic process?
4. What is the learning factor (didactic factor)?
5. What factors are called general, complex, general?
6. What productogenic reasons are included in the general factor “Motivation for learning”?
7. What are the tasks of factor analysis in pedagogy?
8. What is interfactor correlation?
9. What does the correlation coefficient show?
10. Why is the productivity of the didactic process determined by the complex influence of factors?
11. What general factors determine the productivity of the didactic process?
12. What is the structure of the general factor of the OU? What is the contribution of this factor to learning productivity?
13. What is the structure of the general factor of OPV? What is the contribution of this factor to learning productivity?
14. What is the structure of the general factor of UM? What is the contribution of this factor to the productivity of the didactic process?
15. What is the structure of general factor B? What is the contribution of this factor to the productivity of the learning process?
16. What place does motivation take among other productivity factors? Why?
17. Why is learning ability one of the top ten factors?
18. What learning factors occupy 2, 4, 5, 6, 7, 8, 9, 10 places?
19. What are learning curves? What are they needed for?
20. What does a rapidly increasing learning curve indicate?
Literature for self-education
Podlasy I.P. How to prepare an effective lesson. - Kyiv, 1989.
TOPIC 3
MOTIVATION FOR LEARNING
5. Productivity of the learning process, productivity factors.
We are interested in the reasons on which the success of training depends. Without a doubt, knowledge of them forms the core of pedagogical training. The system of main reasons influencing learning was outlined by ancient philosophers. In the works of prominent teachers I. Herbart, A. Disterweg, D. Dewey, the action of these causes is considered in detail. Modern researchers have improved the classical ones and supplemented them with new factors. The course and results of the didactic process are influenced by many different reasons. The main ones are called factors, and their combinations are called conditions. Conditions and factors determine the productivity (effectiveness) of the didactic process. That's why they are called productogenic. A productogenic cause is understood as an arbitrarily small, but necessarily separate cause, the further division of which into its component parts is impossible without loss of meaning. From the concept of “productogenic cause” a logically consistent transition is made to the concept of a factor. It's already significant reason, formed from at least two productogenic causes of one group. From combinations of individual factors, common ones are formed. The general didactic factor absorbs a significant number of productogenic factors and may contain several didactic factors. With further combination of common factors, complex factors are formed that combine a significant number of productogenic causes, as well as factors and common factors. The top of the hierarchy is the general factors, which unite all productogenic causes of a certain group, without exception, previously combined into complex, general and individual factors. There are also specific factors that, for whatever reason, cannot be reduced to a single productogenic cause or included in a general or complex factor. Very often “specific” means “unique”, “special”. For diagnosing, forecasting, designing didactic processes, and developing effective technologies for managing learning productivity, the question of the hierarchy (subordination, correlation) of factors is extremely important. In answering it, it is necessary to establish which factors most determine the productivity of the educational process, and which of them should be paid attention to by practicing teachers first of all. It will be possible to take into account the influence of all productogenic factors without exception only in the distant future. In table 3 the first 40 most influential factors are ranked in descending order of the weight of their influence (, 1991).
General factors that collectively determine the formation of products of the didactic process:
1. educational material (UM),
2. organizational and pedagogical influence (OPI),
3. student learning ability (LS),
4. time (V)
1. The general factor of the mind contains the general causes of information origin. As part of this general factor, two complex ones are logically distinguished:
1. 1. objective (pure) information
1.2. didactic treatment.
method, structure, accessibility of presentation (language, compliance with the level of training of students, level of information redundancy, etc.).
The quantity of educational material is determined by the number of concepts common to students, as well as all concepts, the number of information and semantic elements of knowledge in them, and the quality of educational material is determined by its complexity, which is determined through the number of new relationships or new operations, the length of the algorithm leading to solving the problem (obtaining an answer to a question), etc. The form (structure) of presentation of the material can be substantive, logical, figurative, symbolic, etc. An important characteristic of the complexity of educational material is the subjective feeling of the difficulty of learning.
2. OPV, unites a large group of productogenic reasons that characterize the activities of teachers, the qualitative levels of organization of the educational process, and the conditions of educational and pedagogical work. It consists of two complex factors
2.1. organizational and pedagogical influence in lessons (regular classes)
Methods of teaching and learning, organizational forms (main and auxiliary), educational situations (ready-made presentation of educational material, natural self-teaching, controlled cognitive activity of students, etc.), teacher performance (duration of work, workload, shift, alternation of work and rest, day of the week, quarter, work schedule, age, etc.), student performance (duration of study, shift, day of the week, scheduled lesson, age, quarter, class schedule, work and rest schedule, volume of general and didactic load, etc. .), control and verification of work results (frequency of control per lesson, total and average frequency of control, presence of control in the previous lesson, etc.), type and structure of the training session, practical application of acquired knowledge, skills, use of teaching aids, training equipment process, learning conditions (including sanitary and hygienic, psychophysiological, ethical, organizational, in particular the moral climate in teaching and student teams, cooperation between teachers and students, relations between teachers and parents, etc.).
2.2. influence for educational purposes outside of school hours.
volume and nature of assistance from parents, adults, friends, mode of educational work, control from adults (volume, frequency, system, etc.), use of the media for educational purposes (television, newspapers, magazines), reading literature (additional to the school curriculum and according to interests), organization of independent educational work, remoteness of the place of residence from the school, use of vehicles, participation in clubs, classes with tutors, communication with adults for educational purposes, etc.
OU is the ability (suitability) of schoolchildren to learn and the possibility of them achieving the designed results in a set time. Individual learning ability and group (collective) learning ability.
3.1. learning in lessons
The level of general training (eruditeness) of students, the ability to master certain educational material, assimilate knowledge, skills, abilities, general abilities for educational and cognitive activities, general characteristics of attention (determined by the characteristics of the nervous system, temperament, age), peculiarities of students’ thinking when studying a specific academic subject , general characteristics of thinking, psychological orientation towards conscious and lasting assimilation of educational material (external and internal), motivation for learning (understanding and awareness of goals, interest in learning and in the subject being studied, the effectiveness of incentives, attitude towards fulfilling student duties, etc.), pace mastering knowledge, skills, health of students (fatigue, illness, etc.), age of students, their value orientations and life plans, discipline, responsibility, orientation to their future profession, etc.
Learning in the process of self-learning (self-preparation) is characterized by self-control (volume, frequency, quality, system), will and perseverance, purposefulness, ability to learn, regime and organization, performance, value orientations, stimulation, motivation, health status, perception characteristics, cognitive activity in in general, abilities, speed of memorization and assimilation, level and characteristics of thinking, age and individual characteristics, etc.
The fourth general factor is time (B). It can also highlight
4.1. time spent directly in class
Time for perception and initial assimilation of knowledge, consolidation and consolidation of what has been learned, frequency of monitoring, repetition and consolidation, time elapsed after completion of training, time for storing information in memory in accordance with the target setting, for performing training exercises and applying knowledge, skills, for repeating what has been learned and for systematization, for preparing and issuing a response and other specific costs.
4.2. time spent on self-preparation (self-study).
Time spent on self-study: doing homework, reading additional literature, attending electives and extra classes, participating in clubs, interest classes, etc. In total, learning and its results during a lesson are influenced by at least 150 common factors, and the number of productogenic causes reaches 400-450, and this is probably not yet a complete register
In normal learning conditions, organizational and pedagogical influence is more significant than others - 32%, followed by student learning ability - 28%, educational material - 25% and time - 16%. When learning deviates from the general norm, this ratio changes. The greatest influence of OPV is easily explained by the fact that this factor contains the largest number of productogenic causes. Therefore, in the practice of organizing the didactic process, it is necessary, first of all, to take care of creating appropriate learning conditions, providing the educational process with the necessary means, using effective technologies, teaching methods, and using progressive organizational forms.
6.Motivation for learning.
Motives are the driving forces of teaching
Motivation(from Latin moveo - I move) - a general name for processes, methods, means of encouraging students to productive cognitive activity, active mastery of the content of education. With teachers in mind, we talk about learning motivation; from the student’s perspective, we should talk about learning motivation.
Motivation as a process of changing the states and relationships of an individual is based on motives, which are understood as specific motivations, reasons that force a person to act and perform actions.
Motives can also be defined as the student’s attitude towards the subject of his activity, the focus on this activity. The role of motives is interrelated between needs and interests, aspirations and emotions, attitudes and ideals. Therefore, motives are very complex formations, representing dynamic systems in which the analysis and evaluation of alternatives, choice and decision-making are carried out. Motives are always complexes, and in the pedagogical process we almost never deal with one active motive. Motives are not always realized by teachers and students.
By type they are distinguished social and cognitive motives, they are divided by level as follows:
- broad social motives(duty, responsibility, understanding of the social significance of teaching); first of all, this is the desire of the individual to establish himself in society through teaching, to establish his social status;
- narrow social (or positional) motives (the desire to occupy a certain position in the future, to gain recognition from others, to receive decent remuneration for one’s work);
- motives for social cooperation(focus on various ways of interacting with others, asserting one’s role and position in the class);
- broad cognitive motives. They manifest themselves as an orientation toward erudition and are realized as satisfaction from the learning process itself. Human cognitive activity is the leading sphere of his life;
- educational and cognitive motives(focus on ways of acquiring knowledge, mastering specific academic subjects);
- motives for self-education(orientation towards acquiring additional knowledge).
In terms of direction and content, motives are combined into groups: social (socio-value), cognitive, professional-value, aesthetic, communication, status-positional, traditional-historical, utilitarian-practical (mercantile).
It has been established that in different periods of the development of society, certain groups of motives for teaching schoolchildren prevail and that groups of motives are in a dynamic connection with each other, combining in the most bizarre way depending on the emerging conditions. From this combination arises the driving force of teaching, the nature, direction and magnitude of which are determined by the total effect of the motives.
Motives have unequal power of influence on the course and results of the didactic process. For example, broad cognitive motives, manifested in the desire to cover a large amount of content, are relatively weaker compared to educational and cognitive motives, stimulating the manifestation of independence and assertiveness in a narrow area. In a competitive environment, utilitarian-practical motives are often the most significant. In this regard, schoolchildren’s motives can be divided into incentive ones, which underlie various purposeful actions, and meaning-forming ones, which “translate” socially significant values to the personal level - “for me.”
Motives of teaching are sometimes divided into external and internal. The first, naturally, comes from teachers, parents, class, society as a whole and takes the form of prompts, hints, demands, instructions, prodding or even coercion. They, as a rule, act, but their action often encounters internal resistance of the individual, and therefore cannot be called humane. It is necessary that the learner himself wants to do something and does it. The true source of a person's motivation lies within himself.. That's why decisive importance is attached not to the motives of learning - external pressure, but to the motives of learning - internal driving forces.
Exist conscious and unconscious motives. The first are expressed in the student’s ability to talk about what reasons prompt him to action, to arrange the motives according to the degree of significance. Unconscious motives are only felt, existing in vague, not controlled by consciousness, drives, which nevertheless can be very strong.
Finally, the motives are highlighted real, perceived by students and teachers, objectively determining school achievements, and motives imaginary(far-fetched, illusory), which could act under certain circumstances. The didactic process must be based on real motives, while simultaneously creating the prerequisites for the emergence of new, higher and more effective motives that currently exist as promising in the improvement program.
You can get a primary idea of the predominance and effect of certain teaching motives by observing the student’s attitude towards learning. Research allows us to identify several stages of student involvement in the learning process: negative, indifferent (or neutral), positive-1 (amorphous, undifferentiated), positive-2 (cognitive, proactive, conscious) and positive-3 (personal, responsible, effective).
Schoolchildren's negative attitude towards learning is characterized by poverty and narrow motives, weak interest in success, focus on assessment, inability to set goals and overcome difficulties, reluctance to learn, and a negative attitude towards school and teachers.
An indifferent attitude has the same characteristics, but implies the presence of abilities and opportunities to achieve positive results with a change in orientation.
At various levels of schoolchildren’s positive attitude towards learning, there is a gradual increase in motivation from unstable to deeply conscious, and therefore especially effective. The highest level is characterized by the stability of motives, their hierarchy, the ability to set goals, anticipate the consequences of one’s educational activities and behavior, and overcome obstacles to achieving the goal. In educational activities, there is a search for non-standard ways to solve educational problems, flexibility and mobility of methods of action, a transition to creative activity, and an increase in the share of self-education.
Teachers usually use well-known techniques for developing motivation.
Children are curious. They show special attention to new and unknown circumstances. Attention drops when students are presented with known knowledge. If the educational material contains little or almost no new information, then a state of “saturation” is quickly reached: students are distracted from what is happening in class and exhibit so-called motor restlessness. Therefore, teachers should always remember "curiosity effect"
The same thing happens when schoolchildren have nothing to “catch onto” in their past learning experience. Here is how he writes about it: “The general psychological rule for developing interest will be the following: in order for an object to interest us, it must be connected with something that interests us, with something already familiar, and at the same time it must always contain some new forms of activity, otherwise it will remain ineffective. The completely new, like the completely old, is not able to interest us, to arouse interest in any object or phenomenon. Therefore, in order to put this subject or phenomenon in a personal relationship with the student, we must make its study a personal matter for the student, then we can be sure of success. Through children’s interest in new children’s interest - that is the rule.”
Students are willing to engage in various intricate problems. Therefore, they are happy to solve riddles, crosswords, etc. If you manage to weave this effect into the outline of the lesson, consider that you have already managed to awaken in your students the desire to solve the tasks that you have set for them.
They are pushing to search for explanations contradictions. Children strive to comprehend and organize the world around them. When faced with contradictions, they try to explain them. If you manage to question the logic of an explanation that is accessible to students, reveal or demonstrate contradictions in the educational material, then you will arouse in students an interest in learning the truth.
These motivational techniques work when students feel confident. They must be convinced that they have “grown up” to the requirements and expectations that apply to them. The more students are trusted, the more willingly they cooperate with the teacher in the learning process and the less discouraged they are by failure. That's why One of the most effective forms of motivation is to build self-confidence.
Teachers’ constant concern remains creating situations to maintain students’ overall positive attitude towards learning, school, and teachers. The creation of such an attitude is facilitated by the purposeful activities of teachers. Along with games widely used in elementary grades, the following are recommended: techniques for developing the motivation of middle and high school students.
Discussion of issues of concern to students, including those remotely related to the topic of the lesson;
Providing students with the opportunity to speak out and attract attention;
Application of mutual control and mutual verification of work, etc.
A proven method of motivation is planning goals and objectives of training by the trainees themselves. In order for a student to be able to justify and set a goal, draw up a plan for achieving it, organize and direct his activities, he must be prepared and developed at the previous stages of education.
7. Regularities of the learning process.
The pattern reflects objective, significant, necessary, general, stable and recurring relationships under certain conditions. Strictly fixed patterns are laws. Patterns are defined as scientific laws only when the objects between which a connection is established are clearly fixed; the type, form and nature of this connection have been studied; the limits of the action (manifestation) of communication are established. Regularities and laws are the main components of scientific theory.
One of the rules, dating back to ancient times, is learning through the practice of life, inheritance of elders' experience. Ancient thinkers understood learning not as a science, but as the art of teaching other sciences, as the practical activity of people who possess knowledge, as a craft. Art does not obey laws. We can only talk about the rules of execution of training, which every teacher should know. Many of the rules formulated in ancient times also apply in modern schools. For example, this: “Whoever alternates gymnastic exercises with the art of music (mental education) in the best possible way and presents them to the soul to the proper extent, we would have the right to consider him to have achieved perfection” (Plato). Socrates expressed a brilliant thought that perfectly corresponds to the modern spirit of learning: The purpose of a teacher is to help birth thoughts in his student’s head. Socrates called himself “the obstetrician of thought.”
There have been attempts to consider the rules formulated in ancient times to be scientific principles and even laws. This is incorrect, since they do not have the distinctive features of the latter. Rather, these are practical generalizations that highlight some important relationships between learning phenomena. They can be classified as regularities that make up the axiomatic provisions of didactics.
In the 18th century pedagogy was considered as applied natural science and it was believed that that it obeys the laws of biology. D. Locke also carried out a complete restructuring of pedagogy on a naturalistic basis. Under their influence, the laws of pedagogy (they acted as both principles and rules) are defined in three aspects: sociohistorical, natural-historical and psychological. Later, Pestalozzi, Rousseau, Disterweg, Ushinsky, Tolstoy and other teachers no longer confine themselves to general principles, but try to establish patterns, which results in the desire to turn pedagogy into a sum of specific instructions.
Thus, Comenius, who made the first attempt in this direction, presents didactics in the form of a system of rules, grouped thematically: “Basic rules for the ease of teaching and learning” (“Great Didactics”, Chapter XVII), “Basic rules of natural learning and teaching” , “Nine Rules of the Art of Teaching Science” (Chapter XX), etc. Disterweg, bringing the number of rules to 33, groups them by objects, they include: the first group - rules in relation to the teacher, the second - in relation to the subject of teaching , the third - in relation to the student. At the same time, Disterweg also calls some of the rules laws.
Teachers of the past spoke authoritatively about the pedagogical laws they discovered. One of the first to announce this was Pestalozzi. He formulated law of child mental development - from vague intuition to clear ideas and from them to clear concepts. In the process of cognition, the great law, as Pestalozzi calls it, also appears: “Every object affects our senses depending on the degree of its physical proximity or distance.” Based on these provisions, Pestalozzi formulates the principle: knowledge of truth follows from self-knowledge in a person.
Heritage occupies a special place in the history of world and especially Russian pedagogy. The great teacher almost never uses the word “law,” modestly calling his generalizations and conclusions rules and instructions. One of them : “The more factual knowledge the mind has acquired and the better it has processed it, the more developed and stronger it is.” This is one of the most general laws of learning.
Experimental pedagogy of the late 19th and early 20th centuries. she placed all her hopes in experiment, measurement and statistics, believing that with these methods of the natural sciences she would be able to reveal the laws of the pedagogical process. Fairly criticizing the methodological positions of the experimentalists, one cannot help but note that it was at this time and with these methods that important psychological and didactic patterns were established.
In 1885 Ebbinghaus built his “forgetting curve” assuming that the proportion of material forgotten over time increases as the logarithm of the time elapsed since the start of learning. The most common way to describe the results of learning experiments in didactics and psychology is a graph depicting how one value changes in relation to another (others) under the conditions of a given experiment.
We also find attempts to formulate the laws of learning in D. Dewey, E. Thorndike, E. Mayman, W. Kilpatrick.
We find attempts to establish natural connections among all major pedagogical theorists. For example, a famous teacher deduced the following pattern: students spend their strength in the process of work, but the essence of teaching is that the more they spend their strength, the more they gain. He also came close to formulating scientific regularity about the unity of intellect and feelings students in the learning process. The mind and feelings of students must be in harmony, the intellectual and emotional spheres must help each other.
Among the attempts to mathematically study the laws of learning undertaken in the 40-50s, we highlight the works of A. Thurston and K. Hull. They introduced “learning functions” into the theory, the parameters of which were given a psychological and didactic meaning.
In Russian didactics, they avoided using the concept of “law,” and the concept of “regularity,” interpreted as a particular manifestation of the law, was used only when considering the most general problems of teaching. And only in the 80s. didactics became so strong that it was able to take a strictly scientific approach to the identification and formulation of the laws and regularities of teaching.
General patterns of learning
All patterns operating in the educational process are divided into general and specific. Regularities that cover the entire didactic system in their action are called general. Those whose action extends to a separate component (aspect) of the system are private (specific).
The general patterns of the learning process are characterized by the identification of general or complex factors that determine through their influence the overall productivity (effectiveness) of learning and a completely definite, not allowing for false interpretations, identification of entities and fixations of common connections between them.
Among general patterns The learning process is as follows:
Pattern goals: the purpose of education depends on the level and pace of development of society, its needs and capabilities, and on the level of development and capabilities of pedagogical science and practice.
Pattern content: the content of training (education) depends on social needs and learning goals, the pace of social and scientific-technical progress, the age capabilities of schoolchildren, the level of development of the theory and practice of teaching, and the material, technical and economic capabilities of educational institutions.
Pattern quality of education: the effectiveness of each new stage of training depends on the productivity of the previous stage and the results achieved at it, the nature and volume of the material being studied, the organizational and pedagogical influence of the teachers, the learning ability of students and the time of training.
Pattern teaching methods: the effectiveness of didactic methods depends on knowledge and skills in applying the methods, the purpose and content of training, the age of students, the educational capabilities (learning ability) of students, logistics and organization of the educational process.
Pattern training management: the productivity of learning depends on the intensity of feedback in the learning system and the validity of corrective influences.
Pattern stimulation: the productivity of learning depends on internal incentives (motives) for learning and external (social, economic, pedagogical) incentives.
Specific patterns of learning
The scope of learning patterns extends to individual components of the educational process. Modern science knows a large number of specific patterns. Among them are the following.
Didactic (content-procedural) patterns:
The results of training (within certain limits) are directly proportional to the duration of training.
The productivity of mastering a given amount of knowledge and skills (within certain limits) is inversely proportional to the amount of material studied or the volume of required actions.
The productivity of mastering a given amount of knowledge and skills (within certain limits) is inversely proportional to the difficulty and complexity of the educational material being studied and the actions being formed.
The learning results (within certain limits) are in direct proportion to the students’ awareness of the learning objectives.
Learning results (within certain limits) are directly proportional to the importance of the content being mastered for students.
Learning outcomes depend on the way students are involved in learning activities ().
Learning outcomes depend on the methods used.
Learning results depend on the means used.
The productivity of mastering a given amount of knowledge and skills depends on the nature of the learning situation created by the teacher.
Learning results depend on the way the educational material is divided into parts to be mastered.
Learning results are directly proportional to the skill (qualification, professionalism) of the teacher.
Learning by doing is 6-7 times more productive than learning by listening.
Epistemological patterns:
Learning outcomes (within certain limits) are directly proportional to students' ability to learn.
The productivity of learning (within certain limits) is directly proportional to the volume of educational (cognitive) activity of students.
The productivity of acquiring knowledge and skills (within certain limits) is directly proportional to the volume of practical application of knowledge and skills.
The mental development of students is directly proportional to the assimilation of the volume of interrelated knowledge, skills, and experience of creative activity ().
Learning results depend on the ability to include the subject being studied in those connections, the bearer of which is the quality of the object being studied.
Learning results depend on the regularity and systematicity of students completing homework.
The productivity of acquiring knowledge and skills is in direct proportion to the need to learn.
The productivity of students' creative thinking improves when using increased learning steps, and the effectiveness of verbal memorization of knowledge (within certain limits) improves when using reduced portions of material.
The productivity of learning depends on the level of problematic learning, on the intensity of students’ involvement in solving feasible and significant learning problems for them.
Psychological patterns:
The productivity of training (within certain limits) is directly proportional to the interest of students in educational activities.
The productivity of learning (within certain limits) is directly proportional to the learning capabilities of students.
The productivity of training (within certain limits) is directly proportional to the number of training exercises.
The productivity of training (within certain limits) is directly proportional to the intensity of training.
The productivity of learning (within certain limits) is directly proportional to the level of cognitive activity of students.
The productivity of learning (within certain limits) is directly proportional to the level and persistence of students' attention.
The results of mastering specific educational material depend on the ability of students to master specific knowledge, skills, and the individual inclinations of the students.
The productivity of learning depends on the level, strength, intensity and characteristics of the students’ thinking.
The productivity of learning (within certain limits) depends on the level of memory development.
Training is directly proportional to learning ability.
The productivity of training (within certain limits) is directly proportional to the performance of students.
In adolescence, school performance deteriorates: at the age of 11-15 it is on average 25% lower than at the age of 6-10 and 16-17 years.
Jost's Law: of two associations of equal strength, one of which is older than the other, upon subsequent repetition, the older association will be better updated.
Jost's law: all other things being equal, to achieve the mastery criterion, fewer trials are required when learning material by the distributed learning method than by the concentrated learning method.
The strength of memorization of the studied material depends on the method of reproducing this material ().
The productivity of activity depends on the level of development of skills and abilities.
The number of repetitions has a strong influence on learning productivity (von Kube).
The percentage of retention of memorized educational material is inversely proportional to the volume of this material (G. Ebbinghaus).
All other things being equal, the efficiency of distributed learning of material is higher than the efficiency of concentrated learning (I. Cain, R. Willey).
Cybernetic patterns:
The effectiveness of learning (within certain limits) is directly proportional to the frequency and volume of feedback.
The quality of knowledge depends on the effectiveness of control. The frequency of control is a function of the duration of training.
The quality of training is directly proportional to the quality of management of the educational process.
The effectiveness of control is directly proportional to the quantity and quality of control information, the states and capabilities of students who perceive and process control influences.
The productivity of learning increases if the model of the action that needs to be performed - the “movement program” and its results - the “goal program” are ahead of the activity itself in the brain ().
Sociological patterns:
The development of an individual is determined by the development of all other individuals with whom he is in direct or indirect communication.
The productivity of learning depends on the volume and intensity of cognitive contacts.
The effectiveness of training depends on the level of “intelligence of the environment” and the intensity of mutual learning.
The effectiveness of learning increases under conditions of cognitive tension caused by competition.
A student's prestige in the class depends on the position he occupies, the role he plays, academic success and achievements, and individual qualities.
The effectiveness of teaching depends on the quality of communication between the teacher and students.
Didactogeny (the teacher’s rude attitude towards students) leads to a decrease in the effectiveness of teaching the class as a whole and each student individually.
Organizational patterns:
The effectiveness of training depends on the organization. Only such an organization of learning is good, which develops in students the need to learn, forms cognitive interests, brings satisfaction, and stimulates cognitive activity.
The results of learning (within certain limits) are directly proportional to the attitude of students to educational work and their educational responsibilities.
Learning results (within certain limits) are directly proportional to students' performance.
Learning results depend on the teacher’s performance.
There is a relationship between the class size (a), the average volume of monitoring of line performance per student (b) and the average non-group performance of the class (c): Vc Mental fatigue leads to inhibition of the senses: 4 hours of training sessions reduce the sensitivity threshold of analyzers by more than 2 times (I. Wager, K. Blazhen). The mental performance of children depends on their state of health, mode of mental activity, gender, age, time of year, day of the week, time of day (etc.). The activity of students’ mental activity depends on the schedule of classes, the place in it of physical education and labor lessons (etc.). The productivity of teaching depends on the level of organization of teaching work.
As a result of the research, four general factors were identified that collectively determine the formation of the products of the didactic process: 1) educational material; 2) organizational and pedagogical influence; 3) student learning ability; 4) time.
Educational material contains general causes of information origin.
This factor includes two complex ones: objective (pure) information - content, quantity of educational material, its quality, form of presentation; information acquired in the process of didactic processing - method, structure, accessibility of presentation.
Included factor of organizational and pedagogical influence There are two complex ones:
– factor of organizational and pedagogical influence in the classroom – teaching and learning methods, organizational forms, learning situations, teacher performance, student performance, monitoring and verification of work results, type and structure of training sessions, practical application of knowledge, skills, use of teaching aids, equipment educational process, learning conditions;
– factor of influence for educational purposes outside of school – the volume and nature of assistance from parents, adults, friends; educational work regime; control by adults; use of media for purposes of reading literature; organization of independent educational work; participation in circles; communication with adults for educational purposes and many other factors.
Student learning factor- this is the ability of schoolchildren to learn and the ability for them to achieve the designed results in a set time. This factor also includes two complex factors:
– factor of learning ability in lessons – level of general training (eruditeness) of students; ability to master certain educational material, assimilate knowledge, skills and abilities; general abilities for educational and cognitive activities; general characteristics of attention; features of students’ thinking when studying a specific academic subject; general characteristics of thinking; psychological orientation towards conscious and lasting assimilation of educational material; learning motivation; rate of acquisition of knowledge and skills; student health; age of the trainees; their value orientations; discipline; orientation to the future profession; lifestyle and many other reasons;
– learning ability factor in extracurricular activities – self-control; will and perseverance; focus; performance; value orientations; stimulation; motivation; health status; features of perception of cognitive activity in general; capabilities; speed of memorization and assimilation; level and characteristics of thinking; age and individual characteristics, etc.
IN time factor can be distinguished:
– factor of time spent directly in the lesson;
– factor of time spent on self-preparation.
Among the stated learning factors, the factor of organizational and pedagogical influence has the greatest impact. Therefore, in the practice of organizing the didactic process, it is necessary, first of all, to take care of proper learning conditions, providing the educational process with the necessary means, the use of effective technologies, teaching methods, and the use of progressive organizational forms.
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