Concept and basic categories of didactics

The main categories of didactics are the reflectionessence of this science. This area of ​​knowledge is inextricably linked with pedagogy, because it determines the essence and features of the flow of educational processes. The main categories of didactics are: teaching, teaching, teaching, education, knowledge, skills, purpose, content, organization, types, forms, methods and results (products) of training. Next, let's talk about this in more detail.

Definition of concept

Before considering the main categoriesdidactics, it is necessary to understand the essence of this concept. So, this is a section of pedagogy that deals with the study of problems of education (this is a kind of theory of learning). This term was first voiced by the German teacher Wolfgang Ratke. Later the researchers expanded the concept. Now it is a science not only about education, but also about its goals, methods and results.

Given the main categories of didactics, you can divide this science into such sections:

• general - includes directly the concept andthe process of teaching, the factors that influence the learning process, as well as the conditions in which the educational process takes place, which affects the final result;
• private - the methodology and specifics of the teaching of each particular subject.

Subject, tasks and main categories of didactics

The subject of didactics is the system of teaching as a whole. As for the tasks of this science, it is worth noting such moments:

• study of the problems of education (how, to whom and what information to present);
• the study of the laws of cognitive activity and the search for ways to activate it;
• organization of the learning process;
• the development of mental processes that stimulate students to search for and assimilate new information;
• the development of new, more advanced forms of education.

Views on the subject of didactics

It is worth noting that there are several views on the question of what constitutes an object, the main categories of didactics. What does this discipline study? The options, as we have already noted, are several:

• training as the basis of education and the educational process;
• such educational parameters as goals, forms, means, principles and patterns;
• features of interaction between the teacher and the student;
• conditions of education.

General didactics

Tasks, basic categories of didactics canslightly different, depending on the level at which the problem is addressed. If we talk about science in general, then its main problems can be voiced as follows:

• Setting the goal of training. All participants of the educational process should clearly understand why they need it. If there is an ultimate goal, training is much easier and more productive.
• One of the most important tasks of didactics is the formation of a harmonious personality through comprehensive development.
• Determination of the content of education. Depending on the goal, as well as external and internal conditions, an up-to-date training program is being formed.
• Didactics solves the question of how to present the information. The correct approach to teaching sometimes ensures a successful perception of the material by the audience.
• Search for suitable didactic means (teaching material). Also, the problem is the development of the principles of their formation and use.
• Formulation of principles and rules of training. Despite the fact that they are unified, depending on the specific conditions, they can be adjusted.
• The study of the problems of education is one of the main points in didactics. It is also worth paying attention to the further prospects of the development of the education system.
• Establishment of the relationship between pedagogy and other related sciences.

Principles of didactics

Didactics is a science whose main categories reflect its essence and problems. Also worth paying attention to the principles, which are as follows:

• Principle of visibility. Scientists came to the conclusion that the eyes perceive 5 times more information than other senses. Thus, the data that is transmitted to the brain through the visual apparatus is easily and permanently memorized.
• The principle of systematicity. The human brain perceives information only in the event that the whole picture of what is happening is reflected in the mind. In this case, the data should be presented consistently, in accordance with the internal structure of the concept or phenomenon. In addition, regular exercises are necessary for the harmonious development of the personality.
• Principle of strength. The human brain selectively refers to the signals that come to it. Memory best of all takes in interesting information (both in terms of content, and in terms of presentation). Thus, to ensure that the material is well-remembered for a long time, it is worth paying attention to the organization of the educational process and the methodology for presenting the data.
• The principle of accessibility. The material should correspond to the age and level of development of students.
• The principle of scientific. It is ensured by the correct selection of educational material, which is reliable and confirmed. In addition, knowledge should be supported by practical exercises.
• The principle of the relationship between theory and practice. It follows from the previous paragraph.

The main categories of didactics are their characteristics

It is worth noting that any science has the basic concepts on which all research activity is based. So, the main categories of didactics are the following:

• teaching is the activity of the teacher in the transfer of data to students, directed not only to the assimilation of information, but also to its practical application in the future;
• teaching - the process of the formation of new forms of activity and behavior as a result of obtaining knowledge and practical skills;
• learning is a purposeful systematic activity in transferring knowledge and developing creative abilities, in which teachers and students take part;
• education is the result achieved in the learning process;
• knowledge - acceptance, understanding, as well as the ability to reproduce or use in practice the information received from the teacher;
• skill is the ability to apply the knowledge gained in practice;
• skill is a skill brought to automatism (achieved by repeatedly performing an action);
• a subject is a field of knowledge;
• educational material - the content of the academic subject, which is usually determined by regulatory enactments;
• the goal of education is the desired result, to which educators and students in the educational process aspire;
• The method of instruction is the way by which the goal is achieved;
• the content of training is scientific knowledge, practical skills, as well as the way of thinking that must be passed on by the teacher to the student;
• the means of education is any subject support, which is accompanied by the educational process (this includes the teaching aids, equipment, and explanations of the teacher);
• the result of training is what was achieved on the basis of the learning outcomes (may differ from the goal).

Observation as a category of didactics

The main categories of didactics are notonly the concepts listed above, but also observation. It is aimed at studying the behavior of an object for the purpose of recording and further analysis. In the process of observation, attention is paid not only to the basic activity of the subject, but also to details such as reactions, gestures, facial expressions, and so on. So, the basic principles of observational activity are the following:

• purposefulness - this procedure should have a specific goal, as well as a plan to achieve it;
• planned - a psychologist or educator should have a clear idea not only about the research program, but also about the essential conditions for conducting it;
• Analytical character - the researcher should be able to distinguish from the general context of the essential details, on the basis of the analysis of which it is possible to draw certain conclusions;
• complexity - by studying each detail separately, do not forget that they are interdependent;
• systematic - the identification of patterns and relationships, as well as trends;
• registration - all data must be recorded (in writing or in a multimedia format) in order to facilitate their processing and provide an opportunity to address them in the future;
• unambiguous concepts - two interpretations are inadmissible.

Functions of didactics

Along with such concepts as subject, tasks and basic categories of didactics, it is also worth highlighting a number of functions of this science. These include the following:

• teaching - transfer of knowledge from the teacher to the student;
• developing - the formation of personal and psychological qualities;
• educational - the establishment of a relationship to himself, as well as others.

Pre-school didactics

Pre-school didactics is a branch of science thatstudies the patterns of knowledge acquisition and development of skills in young children. In this case, the basic categories of preschool didactics include only knowledge and skills. In young children, they are formed in the process of communication, as well as during the game. The main distinguishing feature is that for their formation there is no need for organized training. Thus, the main categories of pre-school didactics are based on the natural cognitive process.

Basic concepts of didactics

It is worth noting that the views of different scholars on didactics can fundamentally differ. In this regard, the following concepts are distinguished:

• Traditional - the main categories of didactics,according to her, are teaching and teaching activities. The brightest representatives of this direction can be considered Comenius, Diesterweg, Herbart and Pestalozzi.
• Pragmatic - pays the most attention to the cognitive activity of students. Adherents of this concept are Deweel, Lai and Tolstoy.
• According to the modern concept, the main categories of didactics are teaching and teaching in their close relationship. Davidov, Zankov, Ilyin and Elkonin adhered to this view.

The traditional concept of Comenius

It should be noted that the main categories of didacticsand their general characteristics were first thoroughly described in the work of Ya. A. Komensky's "Great Didactics." He insisted that all children regardless of their origin and social status have the right to education in schools. He also stated that the main rule of the educational process is visibility. It is Comenius that we owe to the modern system of education, which includes such concepts as a lesson, a change, a vacation, a quarter, a class.

As for the work "Great didactics", its main idea is that the process of education and training of a person is divided into 4 periods, each of which is 6 years:

• from birth to 6 years, children go through a so-called mother's school, which involves the transfer of knowledge and experience from parents;
• from 6 to 12 years - "native language school" (in this period, the focus is on the formation of speech skills);
• from 12 to 18 years - this is the optimal period for learning foreign languages ​​("school of the Latin language");
• from 18 to 24 years of personality formation is carried out in higher education institutions, as well as during travel.

Comenius also had his own view on the self-development of man. He paid special attention to the interrelation of thinking, activity and language.

The modern concept of Halperin

How basic categories are consideredmodern didactics, you can learn by reading the works of P. Ya. Galperin. He is known as the creator of the theory of step-by-step formation of mental actions. The basis of this concept is an algorithm that includes the following stages:

• tentative, which implies a preliminary acquaintance with the action and the study of its features;
• external manifestation of speech action, which consists in mechanical pronunciation;
• inner awareness of what has been said;
• transformation of action into a mental act.

"Humane Pedagogy" Amonashvili

Sh. Amonashvili is known for his work called "The technology of humane pedagogy". The main categories of didactics and their general characteristics are reflected in the following directions:

• Teacher activities should not be based ononly on fundamental knowledge, but also on a benevolent attitude towards the student. The teacher should not just teach him, but love, show understanding and care.
• The main principle is respect forto kid. The teacher must take his interests into account. Nevertheless, it is important to inform the student that he lives in the society, and therefore it is necessary to pay attention to the opinions of others.
• The main precept of any teacher is the belief in the unlimited abilities of his pupil. Multiplying them by your teaching talent, you can achieve amazing results.
• Particular attention is paid to the personal qualities of the teacher. the true teacher should be kind and faithful.
• The main training method is the correction of errors (both own and typical). This exercise best develops the capacity for reflection and logical analysis.

The concept of Herbart

Herbart is a famous German psychologist and educator who had his own specific view of the main categories of didactics. Briefly his concept can be represented in the following theses:

• the main goal of the educational process is the formation of a personality with a strong character and expressed moral qualities;
• the school's task is only to ensure the conditions for the all-round intellectual development of the child, and the entire responsibility for education rests with the family;
• that during the lesson proper discipline is observed, not only the system of restrictions and prohibitions, but also corporal punishment is allowed;
• Considering that the character is formed simultaneously with the mind, both education and upbringing should receive equal attention.

It is worth noting that this concept has not been widely adopted. By the nineteenth century it became clear that excessive rigor towards students did not bring the expected result.

Dewey's Didactics

The main categories of didactics in pedagogy, inaccording to Dewey's theory, are aimed at taking into account the interests of the students (the opposition of the herbartist concept). At the same time, the educational program should be built in such a way that not only encyclopaedic knowledge is transferred, but practically meaningful information.

The main merit of John Dewey is that hedeveloped the concept of "Complete act of thinking." The essence of it is that a person begins to think only when certain obstacles and difficulties appear on his way. In the process of overcoming them, he acquires the necessary knowledge and experience. Thus, the teaching activity should be aimed at setting practical tasks.

Nevertheless, the notion of didactics, the basiccategories in the Dewey concept are somewhat limited. The main drawback of this theory is that it does not pay attention to the process of fixation and assimilation of knowledge. Thus, like Herbart's doctrine, Dewey's concept is an extreme (albeit the opposite). And as you know, it can only serve as the basis of the process, but it can not claim to be true.

Pedagogical ideal

It should be noted that a person - such as heis by nature - this is not the kind of person that society needs. If you go into the history, you can make sure that the ideas about the person are constantly changing. So, for example, if we compare primitive and modern man, the first will seem to us wild. Nevertheless, people of that time could not imagine themselves otherwise.

When the primitive communal system was replacedthe formation of the state, the institution of training begins to be formed. So, the first fundamentally different schools were formed in the ancient era. For example, the Spartan system of education was aimed at bringing up physically strong and fearless warriors. As for the Athenian school, it implied a comprehensive and harmonious development of the personality.

The ideas about the idealman in the Middle Ages. The transition to the monarchical system led to a rethinking of the man's place in society. For many years people have plunged into science and creativity. Thus, upbringing and education were aimed at shaping the humanistic ideal of the individual. This period gave the world a lot of invaluable discoveries, which allowed to call it the era of the Enlightenment.

To date, the pedagogical ideal isa person with an active civic position and readiness for practical activities. Since the school age, students are involved in social and political life. At the moment, parents and teachers have a base of experience and mistakes of previous generations, on the basis of which it is possible to build an effective system of education.