Class-lesson teaching system - prevailing in modern education and the ubiquitous organization of the learning process, in which to conduct classes, students of the same age are grouped into small groups (classes) that retain their composition for a set period of time (usually educational years ), moreover, all students are working on the assimilation of the same material. In this case, the main form of training is a lesson .
The approval of the class-lesson teaching system is attributed to the activities of the Strasbourg school of I. Sturm (1538). Further theoretical justification of the system was given by J. A. Comenius ; subsequently, the system was developed and supplemented by KD Ushinsky .
The main features of the classroom education system: [1]
- all members of the study group at the same time study the same topic, the same question, in the same way;
- the content of training is divided into highly specialized educational subjects , and each subject is studied separately;
- students are divided into classes - study groups , constant in composition, single-level (in the sense of studying the program); from here came single-level (same-age) classes;
- for all members of a group (class), the same sequence of studying topics and sections of a subject is determined;
- by the nature of the activity, two different groups of people are distinguished: some only teach (teachers), others only learn (students);
- the study of a particular subject is organized in one “language” for all members of the class;
- the beginning and end of classes, the number, duration and time of rest breaks are common for all members of the group.
The class-lesson system of instruction is one of the manifestations of the group method of instruction — the socio-historical formation of the organization of instruction, which has dominated the world for several centuries. [2]
Learning systems other than classroom are:
- tested in the 1920s in the USSR and rejected laboratory and design systems [3] ;
- the system of collective training currently being created for individual programs. [four]
Notes
- ↑ Mkrtchyan M. A. Formation of a collective way of teaching : a monograph. Krasnoyarsk, 2010.S. 43-44.
- ↑ V. Dyachenko. Organizational structure of the educational process and its development. Archived copy of July 14, 2014 on the Wayback Machine . M. Pedagogy 1989.159 s.
Dyachenko V.K. New didactics. Archived July 14, 2014 at Wayback Machine M .: Public Education, 2001.496 s. - ↑ Fedor Filippovich Korolev. Soviet school during the period of socialist industrialization. State educational teacher. Publishing House, 1959.P. 314.
- ↑ Lebedintsev V. B. On the necessity and inevitability of the transition to non-frontal learning systems // Bulletin of the Russian Academy of Education. 2012. No. 2. P. 1280-1293. CD-ROM
Literature
- Savvina O. A., Marushkina I. A. A lesson in mathematics in pre-revolutionary high school. M .: Infra-M, 2013 .-- 80s. ISBN 978-5-16-006909-8