Systemic, personal, activity approaches in pedagogy. Activity approach Activity approach in education

Definition 1

Activity is one of the basic foundations, the means and the most important condition for the development of the human personality. This fact creates the need for the implementation of the activity approach in the process of pedagogical practice.

Activity and activity approach

Activity is a way of transforming the surrounding reality by human forces, and an active approach is a special method in pedagogy that uses activity to achieve the goal. Labor can be called the original form of this method. Any material or spiritual activity performed by a person is a derivative of labor, which can be seen by the presence of it. characteristic feature– creative change of the surrounding reality.

In the process of transforming his environment, a person thereby changes himself, becoming in the process the subject of his development. Under the conditions of the activity approach, the object subject to research is considered within the boundaries of the activity system: its origin, evolution and development. Activity as a form of human activity is the main aspect of the activity approach. A. N. Leontiev quite convincingly argued the importance of the activity approach in his writings. In them, he wrote that in order to master the achievements of culture, the new generation needs to carry out activities similar to the one in which these achievements appeared. For this reason, in order to prepare children for independent life and activity, it would not be superfluous to involve them in such activities, organizing a full-fledged moral and social life.

Structure and implementation of the activity approach

Activity has its own psychological structure, which can be disassembled into the following elements:

• goal;
• motive;
• immediate action;
• conditions and means of implementing the action;
• result.

Do not forget that the activity approach in pedagogy is an exclusively systematic method and in no case should one of the structural elements be omitted. If you do the opposite, then the pupil ceases to be the subject of activity, the systemic nature of the activity will be violated. A student can assimilate the information received as a result of education only when he has an active-positive motivation and an internal need for such assimilation.

Remark 1

The activity approach in pedagogy requires special hard work in organizing the child's activities, in transferring the child to the position of the subject of communication, cognition and labor. To implement this, it is necessary to teach him goal-setting, planning and organization of activities, introspection and methods for evaluating the products of his activities.

The activity approach in relation to the study of the formation of a child's personality means that communication, play, learning are the main factors in its formation and development. It is also worth noting that the main pedagogical requirements in relation to the organization of the upbringing process can be written as follows:

• determination of the content of the activity;
• transfer of the child to the position of the subject of knowledge, communication and labor.

In order to carry out the transformation, a person needs to change the idealized image of his own actions and the intention of the activity itself. To solve this problem, he uses thinking, the level of development of which determines the degree of freedom and well-being of a person. A conscious attitude to the surrounding reality allows the individual to perform the function of a subject of activity, which actively changes the world and himself by mastering the universal culture and introspection of the products of activity.

Definition 2

transformative activity implies not only idealization, but also the realization of the plan. This can be defined as a factor in the development of reflexive abilities in an individual, which are aimed at introspection and self-esteem, correction of activities and relationships with society.

Remark 2

The activity approach is in opposition to inactive and verbal teachings, the dogmatic transmission of ready-made information, as well as the monologue of verbal teaching.

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Activity approach

(to the study of the psyche) -

1) the principle of studying the psyche, which is based on the category of objective activity developed by Fichte, Hegel and K. Marx (M. Ya. Basov, S. L. Rubinshtein, A. N. Leontiev and their students);

2) theory considering psychology as the science of generation, functioning and structure mental reflection in the processes of activity of individuals (A. N. Leontiev).

At the same time, the initial method for studying the psyche is the analysis of the transformations of mental reflection in the process of activity, studied in its phylogenetic (see), historical (see), ontogenetic (see), and functional development. The basic principles of D. p.: the principles of development and historicism; objectivity; activities including supra-situational activity as a specific feature of the human psyche; interiorization - exteriorization as mechanisms for the assimilation of socio-historical experience; unity of the structure of external and internal activity; system analysis of the psyche; dependence of mental reflection on the place of the reflected object in the structure of activity. In the context of D. p., the criteria for the emergence of the psyche and the stages of development of the psyche in phylogeny are singled out, ideas about leading activities as the basis and driving force for the development of the psyche in ontogenesis, about assimilation as a mechanism for forming an image, about the structure of activity ( , , , psychophysiological functional systems), about the meaning, personal sense and sensual tissue as the constituents of consciousness, about the hierarchy of motives and personal meanings as units of the structure of personality. D. P. acts as a concrete scientific methodology for special branches of psychology (age, pedagogical, engineering, medical, etc.)

Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Activity approach

   ACTIVITY APPROACH (With. 192)

From today's standpoint, Russian psychology of the past century appears to be very vulnerable to criticism due to its political bias, ideological blindness and, as an inevitable consequence of this, theoretical one-sidedness and gross intolerance towards alternative trends. Such accusations are to a large extent justified. Indeed, in the works of titled Soviet psychologists (and some were not published: the right to publish had to be earned by many years of loyalty) one and all there are maxims that resemble more ritual spells than scientific judgments. It has come to the point that in modern reissues the editors, in the spirit of the old censorship, cut out the most odious passages from the works of the Soviet era. And in the minds of many psychologists of the new generation, the idea of ​​the entire Soviet psychological science as something deeply flawed and not worth a good word was established. At the same time, as Vygotsky used to say, the child is thrown out along with the soapy water, that is, they turn away from the truly valuable and positive achievements of the drunken years. Eric Berne, now revered by many, wrote: “If you take away the high words and solemn mine, there is still a lot left, so don’t be alarmed.” Let us follow his advice and try to soberly and unbiasedly consider one of the elements of the heritage of Soviet psychology - the so-called activity approach.

The scientific credo of several generations of Soviet psychologists, at least in Moscow (it was in the capital that the most influential psychological school), can be expressed in the words of V.V. Davydova: “... the concept of activity cannot be put on a par with other psychological concepts, since among them it should be the initial, first and main one.” In fact, this determines the essence of the activity approach - consideration of any mental phenomenon and process in its formation and functioning through the prism of the category of activity. The basis of this approach is, of course, the general psychological theory of activity, and the approach itself is an application of this theory to the study and formation of mental processes and properties. The activity approach is inherently universal, since it covers the widest range of cognitive processes and personal qualities, applicable to the interpretation of their formation and functioning in normal and pathological conditions, and is effectively embodied in all particular areas of psychological science and practice.

Since the basis of the activity approach, which is embodied in various fields (in particular, in education, which will be discussed in particular), is the general psychological theory of activity, it should be noted that this theory itself is debatable. Supporters of the activity approach do not represent a monolithic cohort, but rather two camps that manage to ally and compete at the same time. The psychological theory of activity was developed almost independently by S.L. Rubinstein and A.N. Leontiev. Their interpretations are largely similar, but they also have significant differences, which their followers sometimes emphasize beyond measure.

There is a different dating of the emergence of the activity approach, associated with different points of view on the authorship of the theory of activity. Some researchers, for example A.V. Brushlinsky believe that the principle of activity was formulated by Rubinstein back in 1922 in his article “The Principle of Creative Amateur Activity”, while in Soviet psychology in the 20s and early 30s. the "inactive approach", represented, in particular, by Vygotsky's school, dominated. Other authors, on the contrary, believe that the works of Vygotsky at the turn of the 1920s and 1930s were of fundamental importance for the development of the concept of activity, while another process of introducing the category of activity into psychology in the works of Rubinstein began in 1934. M.G. Yaroshevsky, it was established that the first concept of activity in the development of psychological problems was introduced by MJ Basov. True, Leontiev believed that, unlike Vygotsky, who did not use the term "activity", but in fact his concept was "activity", Basov used this very term, but he did not put psychological content into it.

Regardless of the dispute about priorities, it must be pointed out that the basis of the psychological theory of activity is the principle of Marxist dialectical-materialist philosophy, which indicates that it is not consciousness that determines being, activity, but, on the contrary, being, human activity determines his consciousness. Based on this position, Rubinstein in the 30s. the principle of the unity of consciousness and activity, fundamental for Soviet psychology, was formulated. “Forming in activity, the psyche, consciousness manifests itself in activity. Activity and consciousness are not two aspects turned in different directions. They form an organic whole, not an identity, but a unity.” At the same time, both consciousness and activity are understood by Rubinstein differently than in the introspective and behavioral traditions. Activity is not a set of reflex and impulsive reactions to external stimuli, since it is regulated by consciousness and reveals it. At the same time, consciousness is considered as a reality that is not given to the subject directly, in his self-observation: it can be known only through a system of subjective relations, including through the activity of the subject, in the process of which consciousness is formed and develops.

This principle was developed empirically in both variants of the activity approach, however, there were differences between them in understanding this unity. Leontiev believed that Rubinstein’s solution to the problem of the unity of consciousness and activity did not go beyond the old dichotomy of the mental, which he himself criticized, understood as “phenomena” and experience, and activity, understood as external activity, and in this sense such unity was only declared. Leontiev proposed a different solution to the problem: “lives” in the activity that makes up their “substance”, the image is an “accumulated movement”, that is, folded actions that were at first completely deployed and “external” ... That is, consciousness is not just “manifested and is formed" in the activity as a separate reality - it is "embedded" in the activity and is inseparable from it.

The differences between the two variants of the activity approach were clearly formulated in the 1940s and 1950s. and touches on two main issues.

First, it is a problem of the subject matter of psychological science. From Rubinstein's point of view, psychology should study not the activity of the subject as such, but "the psyche and only the psyche", however, through the disclosure of its essential objective connections, including through the study of activity. Leontiev, on the contrary, believed that activity should inevitably be included in the subject of psychology, since the psyche is inseparable from the moments of activity that generate and mediate it, moreover: it is itself a form of objective activity (according to P.Ya. Galperin, orienting activity).

Secondly, the disputes concerned the relationship between external practical activity and consciousness. According to Rubinstein, it is impossible to speak about the formation of "internal" mental activity from "external" practical through internalization: before any internalization, the internal (mental) plan is already present. Leontiev, on the other hand, believed that the inner plan of consciousness is formed precisely in the process of interiorization of initially practical actions that connect a person with the world of human objects.

Concrete-empirical developments of the principle of the unity of consciousness and activity in the activity approach (with all the differences in its theoretical understanding) can be divided into six groups.

1. In phylogenetic studies, the problem of the emergence of mental reflection in evolution and the allocation of stages of mental development of animals depending on their activity was developed (A.N. Leontiev, A.V. Zaporozhets, K.E. Fabry, etc.).

2. In anthropological studies, in a concrete psychological plane, the problem of the emergence of consciousness in the process of human labor activity (Rubinshtein, Leontiev), psychological differences between the tools of labor in humans and auxiliary means of activity in animals (Galperin) were considered.

3. In sociogenetic studies, differences in the relationship between activity and consciousness are considered in conditions of different historical eras and different cultures (Leontiev, A.R. Luria, M. Cole and others). True, the problems of the sociogenesis of consciousness within the framework of the activity approach are outlined rather than developed.

4. From the most numerous ontogenetic studies in line with the activity approach, independent activity-oriented theories have grown - the theory of periodization of mental development in ontogenesis by D.B. Elkonin, the theory of developmental learning VV. Davydova, the theory of formation of perceptual actions by A.V. Zaporozhets and others.

5. Functional genetic studies based on the principle of the unity of consciousness and activity (development of mental processes in short time periods) are represented not only by scientists from the schools of Leontiev and Rubinstein, but also by other well-known domestic psychologists (B.M. Teplov, B.G. Ananiev , A.A. Smirnov, N.A. Bernstein and others).

6. Patho- and neuropsychological studies of the role of specific forms of activity in the development and correction of the decay of higher mental functions (A.R. Luria, E.D. Khomskaya, L.S. Tsvetkova, B.V. Zeigarnik, etc.).

The activity approach has been most intensively developed and at the same time most productively used in such an area as education. And here the advantage clearly belongs to the followers of the Leontiev school. And this is no coincidence. The path of psychological research in the learning process is organically linked with the main idea of ​​Leontiev's concept, according to which the development of human consciousness is understood as learning in its specifically human forms, that is, in terms of the transfer of socio-historical experience from person to person. Leontiev recognized as one of the program works “it is absolutely necessary to decisively change the organization scientific work in such branches of psychology as pedagogical psychology, which requires the school to become the main place of work for the psychologist, his clinic. The psychologist should not be a guest and observer at the school, but an active participant in the pedagogical process; it is necessary that he not only understand, but be able to practically lead it.

Since the 30s. in a number of publications, based on theoretical and experimental studies, Leontiev associated the solution of pedagogical problems with reliance on knowledge about the age and individual characteristics of children, recognizing that "without reliance on systematic data characterizing the development of the child's psyche, it is impossible to create scientifically based psychology and pedagogy" and vice versa: the development of theory is inseparable from specific psychological and pedagogical research in the actual practice of education. The question of the regularities and driving forces of the child's mental development and the connection between development and learning was put at the center. In a 1935 article, after a critical analysis of the ideas that existed in world psychology about the psychological process of mastering a concept by a child, Leontiev comes to the conclusion that they are untenable and outlines his own new understanding of this process. Based on Vygotsky’s research, which established the important role of communication and cooperation as necessary conditions for learning, already in this article Leontiev raised the question of the content of the process of mastering a scientific concept: although it “takes place in the process of communication,” it is not reduced to communication. “What lies behind the communication in which the transmission of a scientific concept to the student is carried out?” asks Leontiev. And he answers: “Behind communication lies the activity of the student organized in this process.” It is necessary to build a system of psychological operations corresponding to the generalization contained in the content of the scientific concept.

Based on theoretical and experimental studies led by Leontiev, a team of psychologists at the All-Ukrainian Psychoneurological Academy in Kharkov (Zaporozhets, Bozhovich, Halperin, etc.) outlined the main idea in the activity approach about the central importance of activity in the formation of consciousness in the learning process. The understanding of learning as an active activity process that determines the development of consciousness and is carried out in conditions of communication with other people was a prerequisite for determining the Subject of educational psychology. According to Leontiev, the content of pedagogical psychology as an independent field of psychological science is "research of the psychological activity of the child in the process of upbringing and education, and at the same time, the study of not all of his psychological activity, but only that which is specific to this process."

On the basis of research in the field of educational psychology, an understanding of the patterns and driving forces of the development of the psyche in ontogenesis developed. In contrast to the widespread in world psychology ideas about spiritual development as coming exclusively from within, so that only the content of consciousness changes in the process of learning, “the very activity of consciousness and its structure remain unchanged, obey the same laws given once and for all,” it was argued. another understanding, first developed by Vygotsky. In the process of learning, "a decisive change in the very consciousness of the student takes place ... all his mental activity is rebuilt and developed." It was emphasized that the role of the teacher in this process is great: he sets the very content of the process that is to be mastered. The learning child is not like Robinson making his little discoveries: "... pedagogical process does not simply use the ready-made psychological capabilities inherent in a child of a particular age, and does not simply introduce this or that content into his consciousness, but creates new features of his consciousness.

Leontiev proceeded from the position that the scientific study of the development of the psyche has not only theoretical significance. At the same time, the solution of the question of the laws of mental development determines the direction of the development of scientifically based methods of teaching and educating children. In accordance with the theoretical thesis about the significance of activity in the mental development of a child, “... the formation and development of individual mental processes do not occur in the order of maturation, but in the course of the development of a specific activity in connection with the development of its psychological structure, its orientation and the motives that motivate it” . Hence the requirement: "In the study of the development of the child's psyche, one should proceed from an analysis of the development of his activity as it develops in the given specific conditions of his life."

Qualitatively unique stages in the child's mental development were described and the transitions between them were studied. At the same time, at different stages of development, there occurs, firstly, a change in the place occupied by the child in the system of social relations; secondly, each stage is characterized by a certain leading attitude of the child to reality at this stage, the leading type of activity. This concept, introduced by Leontiev, was the basis for the periodization of mental development in ontogeny from infancy to adolescence. It was concluded that the developmental effect of the leading activity, which determines "the most important changes in the mental processes and psychological characteristics of the child's personality at this stage of his development."

On the issue of the relationship between education and development, Leontiev, following Vygotsky, supports the position on the leading role of education and upbringing: the child develops while learning. However, these processes are not identical. The relationship between them is not unambiguous. It is argued that “any development is a special process of self-movement, i.e. has a spontaneous character, which is characterized by internal laws. Thus, the specificity of the age and individual characteristics of children is recognized and the need to study them remains. How, with this understanding, is the mechanism of the influence of training on development presented? This influence is exercised through the management of the activity of the child himself. “Pedagogical influence brings to life the child’s activity aimed at certain educational tasks, builds it and manages it, and only as a result of the directed activity of the child himself does he acquire knowledge, skills and abilities.” The emphasis on the child's own activity turns it into a central psychological problem of learning.

The most important provisions of Leontiev's doctrine of activity - the questions of the structure of activity, the distinction between activity and action, which are associated with a concrete psychological study of the semantic analysis of consciousness and the practice of educating a conscious attitude, that is, the consciousness of learning - have been developed in application to practical issues of education. In accordance with this, the child is considered "not only as an object of external influences ... but, first of all, as a subject of life, a subject of development."

Applying the concepts and principles of the activity approach to the question of the methods of psychological diagnosis of underachieving schoolchildren, Leontiev restores the very problem of diagnosis and the method of tests, which were banned after the 1936 decree "On pedological perversions ...". Without denying the significance of the test method, Leontiev establishes the limits of its application and concludes that the use of tests does not make it possible to identify the reasons underlying the child's lagging behind. Therefore, in order to study the nature of the retardation, it is necessary to conduct a clinical psychological study following the test examinations, in the course of which the peculiarities of the structure of the students' cognitive activity are revealed. Further study of the mental development of the child for prognostic purposes should be built in the form of a teaching experiment.

Assessing the role of mental actions in the process of mastering concepts, Leontiev called the process of their formation in students "the central psychological problem human learning. In its broadest aspect, this is one of the main problems of genetic psychology - the problem of transforming external actions into internal mental processes, the problem of their internalization.

The analysis of objective and mental actions, as well as the operations included in these actions, became the subject of research by Leontiev's comrade-in-arms in the activity school, PYa Galperin. The concept of the systematic phased formation of mental actions and concepts created by Galperin was confirmed and found effective application in the practice of schooling, as well as other forms of education.

In parallel with these studies in Moscow under the guidance of representatives of the activity approach D.B. Elkonin and V.V. Davydov, and in Kharkov - V.V. Repkin, starting from the 50s. theoretical and experimental research on the study of educational activity unfolded on a broad front junior schoolchildren. Based on them, a theory of developmental learning was developed, on the basis of which, since the beginning of the 90s. one of the three state educational systems currently operating in Russia has been introduced.

Based on the task of ensuring the development (primarily mental) of children in the process of learning activities, as well as relying on Vygotsky’s ideas about the leading importance for the mental development of the content of acquired knowledge, a conclusion was made that was fundamentally at odds with the established practice of teaching in primary school. Already in elementary school, the content of educational activity should be directed to the assimilation of theoretical knowledge as a system of scientific concepts, the mastery of which develops in students the foundations of theoretical thinking and consciousness. In a situation where the content of education is empirical concepts and knowledge, for their assimilation, the child has the necessary processes of memory and thinking that have developed before schooling. Therefore, the acquisition of this knowledge does not lead to the growth of mental strength and abilities. Unlike

A.N.Leontiev

From this, theoretical concepts, in order to be assimilated, require the development of new forms of thinking. The position on two types of thinking is deeply developed in the works of V.V. Davydov. The focus of educational activities in the practice of developmental education on the assimilation of theoretical knowledge opens up real ways for the development of thinking and personality.

Thus, the theory of learning activity makes it possible to reveal the educational functions and the upbringing role of systematic schooling. Its implementation in the practice of teaching opens up real ways to humanize learning, because its goal is not only proclaimed, but actually ensured the development of cognitive motives, thinking, consciousness, personality of the child. The project of education developed on its basis is convincing evidence of the prospects of the activity approach, a kind of test of its correctness and validity in the most important area of ​​social practice - education.

Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005 .

See what the "activity approach" is in other dictionaries:

ACTIVITY APPROACH- (English activity approach). The totality of research in pedagogy and psychology, in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject. The prerequisites for D. p. developed in the domestic ... New dictionary methodological terms and concepts (theory and practice of teaching languages)

Activity approach- The theory of activity or the activity approach is the school of Soviet psychology founded by A.N. Leontiev and S.L. Rubinshtein on the cultural-historical approach of L.S. Vygotsky. The theory was a hybrid of psychological facts and axioms ... ... Wikipedia

Activity approach- (in psychology) a methodological principle, according to which a person’s thinking is a process of his mental activity for the spiritual mastery of reality, the transfer of external objective activity into an internal ideal plan ... ... Modern educational process: basic concepts and terms

Activity approach- in psychological and pedagogical works, the psyche of a subject or object can be studied most correctly, understandably, only if it is studied in the process of activity. It is a product of development and the result of activity ... Research activity. Dictionary

activity approach- (to the study of the psyche) - 1) the principle of studying the psyche, which is based on the category of objective activity developed by K. Marx (M.Ya. Basov, S.L. Rubinshtein, A.N. Leontiev and their students);) theory, considering psychology as the science of ... ... Encyclopedic Dictionary of Psychology and Pedagogy- a system of methodological and theoretical principles for the study of mental phenomena, according to which the main subject of research is activity that mediates everything mental processes. This approach began to take shape in ... ... Psychological Dictionary

Category. The system of methodological and theoretical principles for the study of mental phenomena. Research. The main subject of research is activity that mediates all mental processes. This approach began to take shape in ... ...

- (English activity approach) a set of theoretical, methodological and specifically empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject, and in some ... ... Great Psychological Encyclopedia

Books

• Activity approach in the design of human-computer interaction. On the example of medical interfaces , Averbukh VL The work is devoted to the analysis of professional and mass human-computer interfaces from the standpoint of the activity approach. The activity approach to interface development is based on…

Activity and activity approach

Definition 1

Activity is the basic basis, means and main condition for the development of the human personality. This gives rise to the need to implement an activity approach in pedagogical practice.

Activity is a transformation by a person of the surrounding reality. The initial form of this transformation is labor. All material and spiritual human activity is a derivative of labor and carries its main feature - the creative transformation of the surrounding reality. By transforming his environment, a person thereby transforms himself, manifesting himself as the subject of his development.

With the activity approach, the object under study is considered within the framework of the activity system: its origin, evolution and development. Activity as a form of human activity is the main category of the activity approach.

The great importance of the activity approach was very reasonably shown in his works by A. N. Leontiev. He wrote that in order to master the achievements of culture, the new generation must realize an activity similar to that to which these achievements are due. Therefore, in order to prepare children for independent life and activity, it is necessary to involve them in these types of activities, organizing a full-fledged life activity in the moral and social sense.

Structure and implementation of the activity approach

Activity has its own psychological structure:

• goal;
• motive;
• immediate action;
• conditions and means of implementing the action;
• result.

When implementing the activity approach in pedagogy, one should not miss any of the structural elements. Otherwise, the pupil ceases to be the subject of activity or does not perform it systematically. A student can master the content of education only if he has an active-positive motivation and an internal need for such mastering.

Remark 1

The activity approach requires special complex work to organize the child's activities, to transfer the child to the position of the subject of communication, cognition and labor. To do this, it is necessary to teach him goal-setting, planning and organizing activities, introspection and ways to evaluate the results of his activities.

The activity approach in relation to the study of the formation of a child's personality means that communication, play, learning are the main factors in its formation and development. At the same time, the main pedagogical requirements for the organization of the upbringing process are:

• determination of the content of the activity;
• transfer of the child to the position of the subject of knowledge, communication and labor.

To implement the transformation, a person needs to change the idealized way of his actions and the plan of the activity itself. To do this, he uses thinking, the level of development of which determines the degree of freedom and well-being of a person. A conscious attitude to the surrounding reality makes it possible for a person to realize the function of a subject of activity, which actively transforms the world and himself through mastering the universal culture and introspection of the results of activity. Transformative activity implies not only idealization, but also the implementation of the plan. This is a factor in the development of reflexive abilities in a person, which are aimed at introspection and self-esteem, correction of activities and relationships with society.

The concept of “learning through activity” was proposed by the American scientist D. Dewey. (Dewey J. School of the Future. - M.: Gosizdat. 1926 Dewey J. Democracy and Education / Translated from English - M.: Pedagogy. 2000) The main principles of its system: taking into account the interests of students; learning through teaching thought and action; knowledge and knowledge - a consequence of overcoming difficulties; free creative work and collaboration.

The main thing in the activity method is the activity itself, the activity of the students themselves. Getting into a problem situation, children themselves look for a way out of it. The function of the teacher is only guiding and corrective. The child must prove the right of the existence of his hypothesis, defend his point of view.

The implementation of the technology of the activity method in practical teaching is provided by the following system of didactic principles:

1. The principle of activity - lies in the fact that the student, receiving knowledge not in a finished form, but, obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to active successful formation of his general cultural and activity abilities.

2. The principle of continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children

3. The principle of integrity - involves the formation by students of a generalized systemic view of the world.

4. The minimax principle is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure that he masters it at the level of a socially safe minimum (state standard of knowledge).

5. The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of interactive forms of communication.

6. The principle of variability - involves the formation by students of the ability to systematically enumerate options and adequate decision-making in situations of choice.

7. The principle of creativity - means the maximum orientation towards creativity in the educational process, the acquisition by students of their own experience of creative activity.

The presented system of didactic principles ensures the transfer of the cultural values ​​of society to children in accordance with the basic didactic requirements of the traditional school (principles of visibility, accessibility, continuity, activity, conscious assimilation of knowledge, scientific character, etc.). The developed didactic system does not reject traditional didactics, but continues and develops it in the direction of realizing modern educational goals. At the same time, it is a mechanism for multi-level learning, providing the opportunity for each student to choose an individual educational trajectory; subject to the guaranteed achievement of a socially safe minimum (state standard of knowledge)

It is obvious that the traditional explanatory and illustrative method, on the basis of which school education is built today, is not sufficient to solve the tasks set. The main feature of the activity method is that new knowledge is not given in finished form. Children discover them themselves in the process of independent research activities. The teacher only directs this activity and sums it up, giving an exact formulation of the established action algorithms. Thus, the acquired knowledge acquires personal significance and becomes interesting not from the outside, but in essence.

The activity method assumes the following structure of lessons for introducing new knowledge.

1. Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into

space for learning activities in the classroom.

2. "Discovery" of new knowledge

The teacher offers students a system of questions and tasks that lead them to independently discover something new. As a result of the discussion, he sums up.

3. Primary fastening.

Training tasks are performed with obligatory commenting, speaking aloud the studied algorithms of actions.

4. Independent work with self-testing against the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard

5. Inclusion in the knowledge system and repetition.

At this stage, the limits of applicability of new knowledge are revealed. Thus, all components of educational activity are effectively included in the learning process: learning tasks, methods of action, self-control and self-assessment operations.

6. Reflection of educational activity in the lesson (total).

The new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities is organized.

The activity aspect of the content of learning in the activity model of learning is expressed in the fact that the content of learning is an activity in connection with solving a problem and communication activity as mastery of a social norm, verbal activity and types of non-verbal self-expression, i.e. studying proccess represents: interaction, solution of communicative (problem) tasks.

Interaction is one of the integral and essential characteristics of learning in the context of the activity approach. The universality of this category is that it represents and describes the joint activity of students, their communication as a form of activity as a condition, means, goal, driving force. The mechanism of such interaction is seen in the combination of the ability not only to act, but also to perceive the actions of others. In this case, we are talking about the interaction of students, both among themselves and with the teacher.

Interaction in this case is a way of being - communication and a way of acting - solving problems. “The learning environment is an activity that is diverse in content, motivated for the student, problematic in terms of the way the activity is mastered, necessary condition for this - relations in the educational environment, which are built on the basis of trust, cooperation, equal partnership, communication” [Leontiev A.A. Psychological aspects of personality and activity // IYASH 1978, No. 5]. In the interaction “teacher-student”, “student-student”, the main role is given to the acceptance of another person, group, self, other opinion, attitude, facts of being. Understanding and acceptance aims at activity, and not at clarifying relationships, focuses the student's attention on the problem, on solving communication problems. The communicative task is a problem that requires the resolution of a contradiction: you know - I don’t know, you know how - I don’t know how, but I need to know and be able (I have a need). The solution of a communicative task requires first to form a need (for example, in the form of questions), then how to realize this need. The subject can implement it himself, or he can turn to another. And in this and in another case, he enters into communication: with himself or with another. Answers to questions solve a problem or lead to a new problem. For the organization of educational activities, the tasks of the intellectual-cognitive plan are of the greatest interest, which are realized by the student himself as a thirst for knowledge, the need to master this knowledge, as a desire to broaden his horizons, deepen, systematize knowledge. This is such an activity that, correlating with a specific human cognitive, intellectual need, is characterized by a positive emotional background that contributes to the student's motivation to work persistently and enthusiastically on learning task and resisting other stimuli and distractions. The concept of a learning task is one of the central ones; in educational activity, such a task acts as a unit of the learning process. According to D.B. Elkonin, “the main difference between a learning task and any other tasks is that its goal and result are to change the acting subject itself, and not to change the objects with which the subject acts” [Elkonin D.B. Psychological development in childhood. - M. Institute practical psychology, Voronezh: NPO Modek. 1995]. The highest degree of problematicness is inherent in such an educational task in which the student: formulates the problem himself, finds its solution himself, solves, self-controls the correctness of this solution.

Principles as an integral part of the activity approach

The specific principles of the activity approach are as follows:

The principle of the subjectivity of education;

the principle of accounting for the leading types of activities and the laws of their change;

the principle of taking into account sensitive periods of development;

the principle of co-transformation;

the principle of overcoming the zone of approaching development and organization in it joint activities children and adults;

the principle of enrichment, strengthening, deepening of child development;

the principle of designing, constructing and creating a situation of educational activity;

the principle of mandatory effectiveness of each type of activity;

The principle of high motivation of any kind of activity;

the principle of mandatory reflectivity of any activity;

· the principle of moral enrichment used as a means of activities;

The principle of cooperation in the organization and management of various activities.

The activity approach focuses on the sensitive periods of schoolchildren's development as the periods in which they are most "sensitive" to language acquisition, mastering the ways of communication and activity, objective and mental actions. This orientation necessitates a continuous search for the appropriate content of education and upbringing, both substantive and identical, symbolic in nature, as well as appropriate methods of education and upbringing.

The activity approach in teaching takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis for the periodization of child development. The approach, in its theoretical and practical foundations, takes into account scientifically substantiated propositions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.

The specificity of the activity approach in upbringing and education lies in its predominant orientation towards helping the pupil in becoming a subject of his life activity.

The main tasks of education today are not just to equip the graduate with a fixed set of knowledge, but to form in him the ability and desire to learn all his life. Constructively fulfill the tasks of education of the XXI century. the activity method of teaching helps.

THORY AND METHODS

UDC 373.1.02:372.8

E.A. Rumbeshta, O.V. Bulaeva

DEVELOPMENT OF PROBLEM-ACTIVITY APPROACH TECHNOLOGY

TO TEACHING PHYSICS

In domestic pedagogical practice, most curricula and methods still focus on mastering information on the subject by students, and not on mastering reality by the methods of the science being studied. This is due to the fact that the focus on the development of the student at school is reduced to preparing him for the entrance exams to the university, where the importance of subject knowledge also prevails. (To some extent, the USE is changing this practice.)

To change the situation, according to many scientists - methodologists, psychologists, can introduce a student-centered approach to learning into school practice. It should be noted that the technology of developmental education has been introduced into school practice for a long time and with great success, but so far it has been used only in elementary school. The wide application of theoretical developments is hampered by the lack of technology available to the subject teacher.

One of the ways to solve the above problems in a mass school is the technology of the problem-activity approach developed by the authors in physics lessons. What is an activity approach? Why does the teacher need this approach? We will try to answer these questions in this article.

The essence of the problem-activity approach lies in the development of the student's personality through the development of his activities aimed at "discovering" new knowledge. In the process of learning, the student acquires not only knowledge, but also masters methods of activity, both universal (goal setting, planning, reflection, etc.) and specific, corresponding to the areas under study (measurement, observation, execution and description of the experiment).

The meaning of the activity content of education is largely determined through the concept of activity. It is of interest to consider this concept from three sides: philosophical, psychological, social.

I. The concept of activity as a scientific concept was introduced into philosophical thought in the 18th century.

I. Kant, but only in the methodology of the 19th century, starting with the works of G. Hegel, as well as from the analysis of these works carried out by K. Marx, a meaningful, complete interpretation of activity as a category was given. The classics determined that activity is a specific form of the socio-historical existence of people, a purposeful change by them of natural and social reality. This definition is considered today as methodological basis philosophical interpretation of this category.

Philosophical analysis, operating with the concept of activity, explains with its help the entire conceivable human world, in all the gigantic variety of its manifestations. A person is stimulated to activity by various needs, reflected in his mind in the form of images of objects corresponding to them and actions leading to the satisfaction of these needs. Having this or that object, any activity contains this or that specific orientation to it and is determined by this or that goal. The goal is the law to which the human activity in question is subject. The purpose of the activity is determined both by the material conditions of the subject's existence, and by all his knowledge, beliefs, values, i.e. previous experience, worldview. The purpose of the activity always involves certain means, methods of implementation. The result of each individual stage of activity should be considered not only the immediate product that more or less corresponds to the goal, but also the entire material and spiritual situation that is objectively created by the subject as a result of his activity. This is a classic view of activity.

There is also a modern approach to the philosophical interpretation of activity, which is quite interesting. From the point of view of modern philosophers (G.P. Shchedrovitsky, V.N. Sagatovsky, G.S. Batishchev, E.G. Yudin),

every person, from the moment of birth, is faced with the already established and continuously carried out activities around him and next to him. It can be said that “the universe of social human activity first confronts each child. And only as you master the parts of the human social activities the child becomes a person and a personality. Thus, people turn out to belong to activity, included in it either as material or as elements along with machines, things, signs, social organizations, etc.

At the same time, it is necessary to pay attention to the fact that the activity category is still poorly developed. This concept is used by scientists in a variety of meanings. Unites various interpretations considering the category of activity as an expression of certainty public life as such.

II. Activity as a subject of psychological analysis acts as a hierarchically organized, self-developing, active system human relationship with the environment. The internal regulation of this system is carried out in accordance with the structural relationships of its elements through consciousness.

The general psychological theory of activity, the founders of which are S.L. Rubinstein and A.N. Leontiev, reveals activity as a complex process that carries in itself those internal driving contradictions, bifurcations and transformations that give rise to the psyche as a necessary moment. own movement activity, its development. This theory defines the mechanisms of activity development as the conditions for the formation of the intellectual, affective and need-motivational spheres of the personality. It follows from this that the study of the features of movement, changes in activity as a way of its existence is a condition for determining the ways, mechanisms for the formation of personality in ontogenesis.

The activity is performed by a certain person - a subject, a set of subjects or a certain human community. A person as a subject of activity plans, organizes, directs, corrects it. At the same time, the activity itself forms a person as its subject, as a personality. Activity necessarily enters into practical contact with objects that resist man, which change and enrich him. Thus, by studying the external activity of a person, we get the opportunity to penetrate into his internal activity (the activity of consciousness), which is formed in the process of internalization (appropriation) of external activity.

The study of activity is impossible without the study of its structure. As a result of A.N. Leontiev developed a block diagram of activity, which is used today when considering any type of activity:

NEED-»MOTION-»GOAL->

-»ACTION->OPERATION-»RESULT.

In this chain, the need is a prerequisite, an energy source of activity. However, the need itself does not determine the activity, it is determined by what it is aimed at, i.e. her subject. Depending on the subject, there are different types of activities. Since the need finds its certainty, this object becomes the motive of activity, that which induces it, which gives this action a meaning for the individual. The goal of activity is a conscious image of the anticipated result, the achievement of which is directed by the action. Action is defined as an act of purposeful human activity, regulated by the presentation of its result, conditions, methods of achievement. An operation is a way of carrying out an action under certain conditions. The result of the activity is the achievement of the goal. Holistic activity in the process of its implementation is constantly transformed; for example, the motive of activity can pass to the goal of the action (to where it is directed), turning the action into activity; an action with a change in its goal can become an operation, etc.

In his mental, personal development, the individual goes through a regular sequence of certain types of leading activity. "The leading activity is such an activity, the development of which causes the most important changes in the mental processes and psychological characteristics of the child's personality at a given stage, the activity within which mental processes develop that prepare the child's transition to a new higher stage of his development." The contours of the leading types of activity and psychological neoplasms corresponding to the main periods of childhood are now quite clearly outlined. At the age of interest to us (12-16 years), the leading activity is that of a socially recognized nature, the activity of communication.

Psychological analysis of the studied concept proves that the activity of the student is a necessary condition for his development, in the process of which life experience is acquired, the surrounding reality is known, knowledge is assimilated, skills and abilities are developed, thanks to

what develops and the activity itself. Based on all of the above, we can conclude that the main task of research aimed at developing the activity foundations of education and upbringing is to search for a way to build a system of externally specified activities that will ensure the purposeful formation and restructuring of the child's internal activity.

III. The basis of the social study of activity is the basic proposition: the activity of people is always joint; in the course of this activity, very special connections arise, for example, communication. Communication as a specific form of joint activity of people is characterized by three interrelated aspects: communicative, interactive and perceptual. The communicative side of communication consists in the exchange of information between communicating individuals. The interactive side consists in the organization of interaction between the communicating, i.e. in the exchange of not only knowledge, ideas, but also actions. The perceptual side of communication (reflection) means the process of perception of each other by partners in communication and the establishment of mutual understanding on this basis.

The social approach to the understanding of activity shows that, by mastering the norms of social relations in activity, reflecting on himself, acquiring a "self", the child can realize himself only in subject-practical activity. Mastering tools, signs, symbols, actions, accumulating their certain potential, the child penetrates the meaning of things, establishes links between social meanings, which contributes to the awareness of his position in the system of relations with other people.

A comprehensive analysis of activities made it possible to determine the ways of teaching activities as the basis for the development of a child in the process of teaching physics. According to our assumption, activity learning can be most effectively carried out if the subject of activity (student) will face problems in building an activity, mastering individual actions and the activity as a whole. (The process of fixing problems in activity is called problematization.)

The basic principle of building education is to immerse the student in activity as a system based on the creation of situations in which the latter begins to master certain methods and means of activity developed by mankind.

We formulate the conditions for the implementation of the problem-activity approach as follows:

The development of activities involves the inclusion in the educational process of active methods of

knowledge, using which the student can improve his own activity, develop its methods;

Work with any activity of the student begins with the creation in its space of a cognitive problem situation that is significant for him;

The development of the student's activity is carried out in accordance with his age characteristics, taking into account the leading activity;

The individual performance by a student of any type of activity is preceded by a long period of mastering it in the process of joint activity with the teacher and/or other students;

The result of learning is actions, the mastery of which will allow the student to more independently master the content of the school subject;

The process of activity development is controlled through reflection, which helps students to comprehend the results obtained, redefine the goals of further work, and adjust their own educational path.

The implementation of the developed methodology required changes at all levels of education:

The selection of the new content of education was carried out (in addition to the knowledge content, the activity content appeared);

Along with the thematic planning of the lesson, an activity one appeared;

New types of lessons have appeared (problematization lessons, in which the problematic mastering of activity content predominates, reflection lessons, etc.).

The basis of the activity content of physical education is the development by students of the methods of cognition of physical science - experimentation, work with a hypothesis, etc.; mastering methodological skills - determining the goal of one's own activity, planning it, identifying and fixing the results of the student's activity and other activities aimed at “acquiring” new knowledge. Mastering by students of experimentation, work with a hypothesis should be carried out in stages, starting with the formation of certain actions (observations, measurements, comparisons, etc.). This follows from an understanding of the structure of any activity that consists of actions.

The phased formation of students' activities led us to change the planning of lessons - activity planning appeared. The differences between the activity planning of a lesson and the traditional, thematic one are reflected by us in the following table - comparisons (Table 1).

The developed technology of the problem-activity approach is supplemented by means

Table 1

Lesson Planning

stages of thematic activity

1 Organization of the beginning of the lesson Creation of a substantive problem situation

2 Checking knowledge and updating it Identification of an activity problem in the process of joint activity on the subject, conducting its analysis

3 Explanation of new material Formation of mastered actions to gain knowledge

4 Systematization and generalization of knowledge Carrying out a reflective analysis

5 Summing up the lesson and homework Controlling the generated actions

control: tasks have been developed to control the degree of mastery of activities, criteria and methods for determining the effectiveness of the methodology.

As a result of the training experiment, the methodology was corrected and supplemented. It was revealed that the most effective teaching of activities in physics lessons is carried out in grades 7-9. Training activities are carried out in stages.

1st stage (7th grade). There is a training in separate, mainly experimental, actions in the process of mastering the subject content. These actions include measurement, comparison, classification, execution of the experiment, description of the experiment. The basis of learning at this stage is the creation by the teacher of problem situations in the activities of students and their joint resolution. Reflection of activity is carried out by students with the help of specially designed maps that allow them to designate and thereby comprehend their actions. The students begin to work with a hypothesis.

The result of such training is not only the mastering of actions, which is monitored using the developed tests, but also the active acquisition of new knowledge and skills.

2nd stage (8th grade). Problem solving activities are trained. The development of experiment planning begins, which is carried out so far under the guidance of the teacher, together with him. At this stage, more attention is paid to learning actions - putting forward hypotheses, proving the correctness of hypotheses, testing them. The basis of the methodology for working with hypotheses is the organization of group work. In reflection maps, one's own role in the group is assessed. Staged reflection is applied,

when, together with the teacher, the passage of the stage of immersion in activity, the formulation of a problem, the formulation of a hypothesis, etc. is determined.

3rd stage (9th grade). Learning takes place in planning educational activities through its content structure (goal, method of achieving the goal, result). If at the previous stage the students comprehended their individual actions through work with a reflection map, now they are comprehending the activity as a whole by analyzing it through a textual description. The method of group or individual planning of educational activities is applied. There is a gradual transition from mastering empirical actions to mastering theoretical actions.

An indicator of the passage of this stage can be the exit of students to planning their own educational trajectory in teaching physics at the end of the 9th grade, when moving to high school.

Starting from the first stage, lesson planning changes. The teacher does not plan his own activities to transfer information, but joint activities with students that would allow students to come to new knowledge themselves. The developed algorithm of the lesson allows the teacher, mastering the methodology, to think over ways to build joint activities. The same algorithm helps to analyze the lesson-problematization, in our practice it is called the expert map of the lesson (Table 2.).

The organization of joint activities in the lesson-problematization can be explained by the example of a fragment of the lesson on the topic "The force of friction" (7th grade): (the class is divided into groups of 4 people).

After introducing the definition of Ptr, the teacher suggests working on finding out the dependence on others. physical quantities(subject problem). At this stage, a model of organizing joint-successive activities is used, each group is given a specific task to determine the dependence of P^ on one of the physical quantities - gravity, surface quality or type of friction.

Activities in the group are organized on the basis of a joint-individual model (solving an activity problem): the task of the group is divided into subtasks for each pair included in this group:

1st group. Elucidation of the dependence of Ptr on gravity: one pair conducts an experiment with a load of a larger mass, the other - a smaller one. Pupils determine Rt, acting on each load, according to the formula Rt \u003d pk1. Then the dynamometer measures E acting on the loads.

table 2

Organization of joint activities on problematization Teacher's techniques Criteria for passing the stage - students' actions

1. Immersion in the subject problem 1. Problematic questions to students such as: “How to explain what you saw?”, “What are the reasons for what happened?”, Accompanying the demonstration of the experiment, a link to scientific fact 1. Included in observation, comparison, formulation of conclusions, scientific hypotheses, explanation of facts

2. Switching from a subject problem to an activity one 2. Combining students into groups to jointly discuss ways to solve activity problems (What needs to be done for ..?) 2. In the process of discussion, they formulate a problem, put forward hypotheses to solve the problem in activity

3. Creation of conditions for the analysis of activity 3. Generalization of hypotheses of students or work with each. Joint development of an activity algorithm 3. In the process of discussion with the teacher, an evidence-based hypothesis is expressed. After interacting with other groups, discussing similar or opposing opinions, they make a general or sole decision, and they pronounce an action plan.

4. Organization of reflection 4. Suggestions for students to work with a map to evaluate their own activities and the activities of the group, write an essay, a text on the analysis of activities 4. Work with means of reflection

Table 3

Ptr may depend Experimental measurements Ptr Conclusion

On the quality of the surface: a) smooth, b) less rough, c) more rough a) P, p = 0.5 N b) ^ = 1.0 N c) E, p = 1.5 N roughness (obstacles to movement), the more important

2nd group. Finding out the dependence of And on the quality of the surface: one pair measures with a dynamometer Ptr acting on a bar moving along a smooth surface, the other does the same with a similar bar, but on a rough surface.

3rd group. Finding out the dependence of B on the surface area: one pair measures with a dynamometer B acting on the bar, which the students move with a small edge, the other does the same with a similar bar, but moved by a larger edge.

4th group. Elucidation of the dependence of P on the type of friction: one pair measures with a dynamometer acting on a moving rectangular bar, the other - on a moving roller.

After the experiment, each group reports the content and the final result of their own activities to the whole class (activity analysis). Performance results

each group and the conclusions corresponding to them are recorded by the students in a notebook in the form of a table (fragment) (Table 3).

The students, working in groups, independently built a study to find out the answer to the question of what the friction force depends on: they planned an experiment, a method for fixing the results, formulated conclusions. As a result, they gained new knowledge and acquired the skills of joint research.

The organization of reflection in this case is based on the use of the developed mini-questionnaire (based on unfinished sentences), the answers to the questions of which will allow the teacher and students to determine the degree of interaction in the group:

1. Working in a group, I...

2. When working in a group, it was easy for me ...

3. When working in a group, it was hard for me ...

4. I would like to stay in this group because...

5. I would like to join... a group because...

Checking the degree of mastery of activities is one of the main objectives of the study. The criteria for this evaluation were developed in conjunction with the development of lessons on the formation of activities. For this, activity cards were developed (Table 4), the content of which included the following tracking criterion - the implementation by students of the algorithm of the type of activity they are mastering. Failure by students to perform some of the actions recorded by them in the cards shows the teacher the need

Table 4

Table 6

Type of activity Actions Implementation

1. Determine the goal +

2. Select funds +

3. Determine the price of division of the device -

4. Take instrument readings +

MEASUREMENT 5. Record the result +

6. Calculate the measured value +

7. Make a conclusion -

8. Conduct a reflection of your own activities -

Table 5

Type of activity Working with a hypothesis

Actions I do it myself._._ ........... 1 I do it with help (sometimes) I do it with help (always)

1. Putting forward a hypothesis +

2. Theoretical justification +

3. Experimental proof +

4. Performance analysis +

the ability to continue the formation of activities. At the same time, it is necessary to concentrate on actions that cause difficulties for students in mastering.

The formation of a certain type of activity can be tracked by the degree of independence of its implementation by the student. At this stage, the developed analytical map is used to track the degree of formation of the activity mastered by students (Table 5). This card is filled in by each student by fixing in a certain column his own performance of each action corresponding to the title of the column. This map allows you to identify one of the criteria proposed by the authors for the formed ™ activity of students - the degree of independent implementation by them of each of its elements - actions.

In this methodology great attention is given to the formation of students' ability to work with hypotheses. Leaving out the detailed

Type of activity Actions Stages of implementation

COMPARISON Identify the difference between objects according to selected features 3

Identify features 2

Reveal the similarity of objects according to selected features 4

Select objects 1

Reflect on your own activities 6

Draw conclusions 7

Record results 5

the nature of this work, we point out that Table. 4 allows you to direct and control this given skill.

Tracking the development by students of the algorithm of a certain type of activity occurs with the help of a specially designed activity map (Table 6). In this map, students record independent sequential performance of actions according to the developed activity algorithm.

The ability of students to carry out activities in general was tested in the 9th grade using special research tasks. physical phenomenon, compiling a synopsis, abstract, etc. When checking the performance of the task, the ability of students to formulate a goal, designate the intended and actual results, design the course of work, make an analysis and conduct reflection was recorded. Here are some tasks as an example: to study the patterns of elastic and inelastic collisions of bodies, write an essay on the topic “Sound”, etc.

The development and testing of the methodology of the problem-and-activity approach in teaching physics was carried out at school No. 49 in Tomsk and the secondary school in Zonalny, Tomsk region. The effectiveness of the proposed technology was tested on the basis of monitoring the assimilation of subject knowledge, activity skills, and the emergence of new personal qualities. It should be noted that a test of students' subject knowledge at the end of each year of experimental learning showed that educational material absorbed at a fairly good level.

Checking the mastering of activities by students showed that almost all of them mastered individual experimental actions. About 70% of students can identify a problem, formulate it and solve it; plan and describe their activities in general - about 60%; analyze the activity

ness and conduct their own reflection - about 50%. They transfer mastered skills to other subjects (for example, biology) of the order of 30%.

Observations of students and the data obtained indicate the personal development of students. At lessons-problematizations, the activity of students increases. Working in groups, students learn to interact by trying on different roles. After training with the use of this technology, the number of students who choose project activities. Pupils justify this choice striving

The main goal of education is to familiarize students with the culture of mankind and develop the student and his capabilities in this process. Education should provide a potential opportunity for further self-realization of the graduate. Helping the student to develop, the teacher creates the conditions for his

leading to the independence of thinking, formed in the lessons-problematizations.

The new technology is of great interest to teachers of physics and other natural subjects, in particular, participants in school seminars and FPC students. Although its development causes difficulties at first, further work on it causes great satisfaction for both the teacher and the students. This technology began to be mastered by teachers of schools No. 18, 32 in Tomsk. FMF students get acquainted with the elements of the new technology.

valuable life in society and self-actualization (Rogers, Maslow). Therefore, one of the key issues of pedagogy, and mainly didactics (a section of pedagogy that outlines the theory of education and training), is the improvement of the cognitive sphere of activity, which is possible only if the level of mental activity of students is high.

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UDC 373.1.02:372.8

L.B. Trifonova, V.M. Zelichenko

INDIVIDUALIZATION AND DIFFERENTIATION OF THE PROCESS OF TEACHING PHYSICS

IN MIDDLE SCHOOL

Tomsk State Pedagogical University