Learning effectiveness. The effectiveness of corporate training What determines the effectiveness of training

Posted On 02/12/2018

Any science has a system of laws and regularities. In philosophy, the law is interpreted as the most essential, repetitive, stable connection and mutual conditioning. Thanks to the knowledge of the law, not any connections and relationships are revealed, but those that reflect the phenomenon in its entirety. Laws exist objectively, as they reflect objective reality.

The pedagogical system is one of the subsystems of society, its components are also characterized by connections and relationships. Therefore, there is reason to talk about such a category as pedagogical law.

IN AND. Andreev believes that “pedagogical law is a pedagogical category for designating objective, essential, necessary, general, steadily recurring phenomena under certain pedagogical conditions, the relationship between the components of the pedagogical system, reflecting the mechanisms of self-realization, functioning and self-development of an integral pedagogical system.

In pedagogy, the concept of "regularity" is considered as a particular manifestation of the law, as a part in relation to the concept of "law".

the concept of “regularity” is used in relation to individual elements of the pedagogical system and aspects of the pedagogical process: “patterns of the pedagogical process”, “patterns of learning”, “patterns of the upbringing process”, etc.

For example, the law on the social essence of education, which is manifested in the obligatory and necessary assimilation by the younger generations of the experience of older generations, is reflected in the laws of the process of education and upbringing.

The patterns of the pedagogical process can be determined by social conditions (the nature of training and education in specific historical conditions is determined by the needs of society), human nature (the formation of a person's personality proceeds in direct proportion to his age and individual characteristics), the essence of the pedagogical process (training, education and personality development are inseparable from each other), etc.

Identifies patterns:

Objective (General)

Software naturally depends on the social order of society;

PO associated with PV and development

Software depends on the conditions in which it exists

The software depends on the level of the students.

Subjective (private)

Purpose-Tasks-Content-Means-Result (lecture)

Pedagogical principles are based on the pedagogical laws and regularities (that is, on the already known pedagogical reality). If the law reflects the pedagogical phenomenon at the level of existence and answers the question: what are the essential connections and relationships between the components of the pedagogical system, then the principle reflects the phenomenon at the proper level and answers the question: how to act in the most expedient way in solving the corresponding class of pedagogical tasks.

“The pedagogical principle is one of the pedagogical categories, which is the main normative provision, which is based on a known pedagogical pattern and characterizes the most general strategy for solving a certain class of pedagogical tasks (problems), serves at the same time as a system-forming factor for the development of pedagogical theory and a criterion for continuous improvement of pedagogical practice in order to increase its efficiency”.

Each pedagogical principle is realized in certain rules. The rules of pedagogy are applied recommendations, prescriptions, regulatory requirements for the implementation of a particular principle of education and upbringing.

Learning functions.

Philosophy defines functions as external manifestations of the properties of an object in a given system. From this point of view, the functions of the learning process are its properties, the knowledge of which enriches our understanding of it and allows us to make it more effective.

Didactics distinguishes three functions of the learning process: educational, developmental and educational.

The educational function lies in the fact that the learning process is aimed primarily at the formation of knowledge, skills, experience of creative activity.

Knowledge in pedagogy is defined as understanding, storing in memory and reproducing the facts of science, concepts, rules, laws, theories. Assimilated, internalized knowledge is characterized by completeness, consistency, awareness and effectiveness. This means that in the process of learning, students receive the necessary fundamental information on the basics of science and activities, presented in a certain system, ordered, provided that students are aware of the volume and structure of their knowledge and their ability to operate in educational and practical situations.

Modern didactics believes that knowledge is found in the skills of the student and that, consequently, education consists not so much in the formation of "abstract" knowledge, but in the development of skills to use it to obtain new knowledge and solve life problems. Therefore, the educational function of learning assumes that learning, along with knowledge, is aimed at the formation of skills and abilities, both general and special. Under the ability to understand the possession of a method of activity, the ability to apply knowledge. It's like knowledge in action. Special skills refer to the methods of activity in certain branches of science, academic subject (for example, working with a map, laboratory scientific work). General skills and abilities include the possession of oral and written speech, information materials, reading, working with a book, summarizing, etc.

An analysis of the educational function of learning naturally leads to the identification and description of a developmental function closely related to it.

The developing function of learning means that in the process of learning, assimilation of knowledge, the development of the student takes place. This development occurs in all directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas. The developmental function of learning to be essentially constitutes the problem of the relationship between learning and development - one of the most acute issues in psychology and modern didactics. Domestic psychological school and pedagogical research found that learning acts as a source, a means of personal development. One of the most important laws of psychology, formulated by L.S. Vygotsky argues that learning leads to development.

However, the psychology and didactics of the 20th century argue that the developmental function of learning is implemented more successfully if the learning has a special focus, is designed and organized in such a way as to include the student in an active and conscious variety of activities.

The developing function of learning is implemented in a number of special technologies or methodological systems that pursue precisely the goals of personality development. In domestic didactics, there is a special term for this - "developmental education". In the 60s, one of the Russian didacticists L.V. Zankov created a system of developmental education for younger students. Its principles, the selection of the content of education and teaching methods are aimed at developing the perception, speech, thinking of schoolchildren and contributed to the theoretical and applied development of the problem of development in the course of education, along with the research of other domestic scientists: D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. Thanks to these studies, domestic didactics received valuable results: the theory of the phased formation of mental actions (P.A. Galperin), methods of problem-based learning (M.N. Skatkin, I.Ya. Lerner), ways to enhance the cognitive activity of students and others

The learning process is also educational in nature. Pedagogical science believes that the relationship between upbringing and learning is an objective regularity, just like the relationship between learning and development. However, upbringing in the learning process is complicated by the influence of external factors (family, microenvironment, etc.), which makes upbringing a more complex process. The educational function of education consists in the fact that in the process of education moral and aesthetic ideas are formed, a system of views on the world, the ability to follow the norms of behavior in society, to comply with the laws adopted in it. In the learning process, the needs of the individual, the motives of social behavior, activities, values and value orientation, worldview are also formed.

It should also be borne in mind that not only upbringing depends on learning, but vice versa: without a certain level of upbringing, the student’s desire to learn, the availability of elementary behavioral and communication skills, and the students’ acceptance of the ethical norms of society, learning is impossible.

In the practice of teaching, the functions are inextricably linked with each other, just as three processes are connected: training, development, education. They are interdependent, being a consequence and cause of one another. Learning functions are implemented in all didactic components of the learning process: in the set of tasks of a lesson or any segment of learning, learning content, in the system of methods, forms, teaching aids, as well as in the psychological sphere of the learning process.

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Patterns and principles of the learning process

Patterns of learning express the essential and necessary links between its conditions and the result, and the principles conditioned by them determine the general strategy for solving learning goals. The most common sustainable trend of learning as a pedagogical process is the development of the individual through the appropriation of social experience. This is the main pattern of the learning process, which manifests itself as a necessary condition for socialization, continuity between generations. It determines private or specific patterns of learning, determines the dependence of the content, forms and methods of teaching on the level of socio-economic development of society. The nature of training depends on the requirements of the economy and production, on the socio-cultural situation, i.e. educational policy. The effectiveness of the learning process naturally depends on the conditions in which it takes place (material, hygienic, socio-psychological, etc.). It is important that the content, forms and methods of teaching correspond to the age and individual characteristics and abilities of students. For the direct organization of learning, it is important for the teacher (teacher) to know the internal regular relationships between its functional components. Thus, the content of a particular educational process is naturally conditioned by the tasks set. Methods and means of teaching are determined by the tasks and content of a particular learning situation. The forms of organization of the learning process are determined by the subject content, etc. The named patterns of the learning process are expressed in the principles of learning. The principles of learning are the initial didactic provisions that reflect the flow of objective laws and patterns of the learning process and determine its focus on personal development. The principles of education reveal theoretical approaches to the construction of the educational process and its management. They determine the positions and attitudes with which teachers approach the organization of the learning process. All teaching principles are connected with each other and penetrate one another, so they can be represented as a system consisting of substantive and procedural (organizational and methodological) principles. Substantive principles reflect the patterns that are associated with the selection of the content of education. They include: citizenship, scientific, educational character, fundamental and applied orientation (connection of learning with life, theory with practice). The principle of citizenship reflects the social aspects of learning. The principle of scientific education presupposes that the content of education corresponds to the level of development of modern science. The principle of scientific character requires that the content of education, implemented both in school hours and outside of school time, should be aimed at familiarizing students with objective scientific facts. The principle of nurturing education involves the formation in the learning process of the basic culture of the individual: moral, legal, aesthetic, physical, labor culture. Procedural: the principle of continuity, consistency and systematic training.

LECTURE No. 32. Laws and patterns of the learning process

The principle of matching learning age. and individual. features involves the implementation of age. and individual approaches. The principle of consciousness and creative activity of trainees affirms their subjectivity in teaching. process. The principle of accessibility of training with a sufficient level of difficulty requires taking into account in its organization the real capabilities of trainees. The strength of learning is associated with the creation of conditions for the reliable storage in memory of the knowledge necessary for future activities, the mastery of methods for performing actions. The teaching principles complement and reinforce each other. They have changed over the centuries (the principle of visibility - the means of visibility have changed, the principle of computerization is new). The rules of learning are, as it were, a transitional link from theory to practice. The rules usually provide a typical way for teachers to act in typical teaching situations.

Content means system of ZUN selected for study in a certain type of educational institution. In the new Federal Law "On Education in the Russian Federation": education is a single purposeful process of education and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, skills, values, experience activities and competences of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, meeting his educational needs and interests. Functions of education: the transfer of knowledge and cultural values accumulated by generations, contributes to human socialization and continuity of generations, forms the image of a person in the future, develops regional systems and national traditions. THAT. components: scientifically substantiated system of knowledge, skills, emotionally valuable attitudes to the world, experience of creative activity. Types of education: general education, vocational education, additional education and vocational training, ensuring the possibility of exercising the right to education throughout life (lifelong education). General education and vocational education are implemented according to the levels of education: general education: preschool education; primary general education; basic general education; secondary general education; vocational education: secondary vocational education; higher education - bachelor's degree; higher education - specialty, magistracy; higher education - training of highly qualified personnel. Additional education includes such subtypes as additional education for children and adults and additional vocational education. Among the numerous theories for selecting the content of educational material, the most important are the concepts of didactic materialism (as much knowledge as possible - Comenius), didactic formalism (teaching only as a means of developing the abilities and cognitive interests of students - E. Schmidt), didactic utilitarianism (to focus on constructive character - D. Dewey), a problem-complex concept (to facilitate their knowledge of reality - B. Sukhodolsky), the concepts of structuralism (only the most important material - K. Sosnitsky), exemplarism (to provide the teacher with freedom to choose a topic - G. Scheierl), functional materialism (worldview approach - V. Okon) and the theory of didactic programming (attention to a thorough analysis of educational material, didactic matrices). Criteria: a holistic reflection of the tasks, scientific and practical significance, compliance with the complexity of the content of the learning opportunities of the student, the volume of the content of the study time, the correspondence of the content of education to the base of the school. Differentiation: profile and level. Federal state educational standards define the compulsory curriculum for each school or university. This standard has two parts. The first part is a set of compulsory disciplines for all schools or universities, the second part is elective disciplines. At the level of the Russian Federation, the first part is called the federal, and the second - the regional component. At the level of a specific educational institution, the first part is the compulsory disciplines of the curriculum for all students, the second part is elective subjects. The standard includes a mandatory set of requirements for the preparation of a graduate of a school or university. They provide: the unity of the educational space of the Russian Federation; continuity of the main educational programs; variability of the content of educational programs, state guarantees of the level and quality of education. The main educational programs include: basic general education programs - education programs for preschool education, education programs for primary general education, education programs for basic general education, education programs for secondary general education. A curriculum is a document that defines a list, labor intensity, sequence and distribution by periods of study of academic subjects, courses, disciplines (modules), forms of intermediate certification of students. Types of plans: basic (part of the standard); typical (based on the standard for the school); school curriculum. Curricula: explanatory note, description of the subject, course; description of the place of the subject, guidelines for the content of the subject; personal, meta-subject and subject results of mastering, the content of the subject, thematic planning, material and technical support. course. Textbooks.

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The German teacher E. Meiman formulated three laws:

The development of the individual from the very beginning is determined to a predominant extent by natural inclinations;

Those functions that are most important for life and the satisfaction of the elementary needs of the child always develop first;

Mental and physical development of the child occur unevenly.

Khutorskoy A.V. identifies the following laws of learning: social conditioning of goals, content, forms and methods of teaching; the relationship of the creative self-realization of the student and the educational environment; the relationship of training, education and development; conditionality of learning outcomes by the nature of the educational activities of students; integrity and unity of the educational process.

Learning patterns reflect objective, essential, general, stable relationships that are repeated under certain conditions. Theorists and practitioners have identified a large number of didactic patterns. So, in the textbook by I.P. Podlasy, more than 70 different patterns of learning are given1.

In order to streamline the various patterns of learning, they are classified.

There are general and particular (specific) regularities.

General patterns are inherent in any educational process; they cover the entire education system with their action. General rules include:

Regularities of the purpose of training.

The purpose of training depends on: a) the level and pace of development of society; b) the needs and capabilities of society; c) the level of development and possibilities of pedagogical science and practice;

Patterns of the content of training.

Regularities of the quality of education.

The effectiveness of each new stage of training depends on: a) the productivity of the previous stage and the results achieved on it; b) the nature and volume of the studied material; c) the organizational and pedagogical impact of educators; d) learnability of students; e) training time;

Patterns of teaching methods.

The effectiveness of didactic methods depends on: a) knowledge and skills in applying methods; b) learning objectives; c) content of training; d) age of students; e) learning opportunities (learning ability) of students; f) logistics; g) organization of the educational process;

Patterns of learning management.

The productivity of learning depends on: a) the intensity of feedback in the learning system; b) validity of corrective actions;

Patterns of stimulation of learning.

The productivity of learning depends on: a) internal incentives (motives) for learning; b) external (social, economic, pedagogical) incentives1.

The action of particular regularities extends to certain aspects of the education system.

Modern science knows a large number of particular patterns of the learning process.

3.3. Patterns of the learning process

The particular regularities of the learning process include the following regularities:

Actually didactic (learning results depend on the methods used, teaching aids, teacher's professionalism, etc.);

Gnoseological (learning outcomes depend on the cognitive activity of students, the ability and need to learn, etc.);

Psychological (learning outcomes depend on the learning abilities of students, the level and persistence of attention, the characteristics of thinking, etc.);

Sociological (the development of an individual depends on the development of all other individuals with whom he is in direct or indirect communication, on the level of the intellectual environment, on the style of communication between the teacher and students, etc.);

Organizational (the effectiveness of the learning process depends on the organization, on how much it develops students' need to learn, forms cognitive interests, brings satisfaction, stimulates cognitive activity, etc.).

The patterns of learning find their concrete expression in principles and arising from them rules learning.

Time does not stand still, and today our state is not satisfied with the quality of Russian education. International studies have recorded a statistically significant decrease in the results of our students in mathematics, reading, and science; a low level of formation of communicative skills and abilities, skills to work with various sources was noted. Functional literacy is “limping”: the ability to solve practical problems, work with information, make observations, build hypotheses, etc.

To track educational skills and abilities, an external assessment is used: USE for students in grade 11 year + 4.8 grades Small Unified State Examination: carrying out the state final certification of graduates of the basic school by independent municipal examination boards. Testing in grade 1 (October) to assess the level of readiness for school

Changes in the USE-2009 are mandatory for choice Russian language Mathematics The road to universities 13 subjects: Chemistry Physics Literature Computer science Geography History Social science Biology In. languages Upon successful passing of the Unified State Examination - certificate + certificate Application before March 1

PISA Assessment of the ability of 15-year-old students to use the knowledge and skills acquired at school in the field of mathematics, natural science and reading (Bymovskaya secondary school of the Kungur district; Fokinsky secondary school of the Chaikovsky district; secondary school 3 of Osa; secondary school 1 of Solikamsk; secondary school 32 of Perm) - 125 people Purpose: to answer the question: “Does a graduate of a basic school of a particular state, receiving a free education, have the opportunity to acquire knowledge and skills in order to function quite successfully in modern society?” Research slogan: “Learning for Life”

The main deficits in learning skills that explain the reasons for the failure of our fifteen-year-old schoolchildren in research 1. A group of deficits associated with working with texts: 1) They can read and understand texts, but cannot give a detailed answer in the text; 2) They understand the general content of the text well, but find it difficult to formulate a specific answer from the text or a conclusion from the text of natural and mathematical content; 3) Cannot compare separate disparate pieces of information; 4) There is no experience in working with everyday, journalistic texts, etc.

Some of the results of the survey: Math Literacy: Ranks Reading Literacy: Ranks Science Literacy: Ranks Problem Solving Competence: Ranks Out of 40 Participating Countries Only 6 countries score worse (Thailand, Serbia, Brazil, Mexico, Indonesia, Tunisia)

Some conclusions: The Russian school teaches but does not develop schoolchildren; Possessing a large arsenal of subject knowledge and skills and being able to apply them in subject tasks (a direct result of learning), our students cannot build independent hypotheses and test them (an indirect result of learning, characteristics of developed thinking), i.e. the domestic school, teaching, hinders the normal development of the intellect of students; The modern Russian school is not effective according to the criteria accepted in the world today.

The results of student learning in the U.G. Conclusions: 1. The results of school and stage I performance are declining every year. 2. The quality of education remains approximately at the same level.

The concept of modernization of Russian education for the period up to 2010 determined the main directions for the development of the Russian school. In the Concept of Modernization of the Russian School, a clear line is drawn to the idea that the systemic development of the school is not only a pedagogical issue. In the matter of updating Russian general education, the whole way of life of the school, the system of its management and public participation in its life are of great importance: “... all citizens of Russia, the family and the parent community, federal and regional institutions of state power, local authorities should become active subjects of educational policy self-government, professional and pedagogical community, scientific, cultural, commercial and public institutions. Therefore, we look forward to our cooperation with you.

Therefore, not only the teaching methods of the teacher are changing today (previously, the teacher was in the role of a transmitter of knowledge, a judge, and now the teacher does not claim to have a monopoly of knowledge, he is an organizer, consultant, interpreter, network administrator, who directs students to independently search for information from various sources : books, reference books, encyclopedias, the Internet ...). Now, students are required not to cramming the educational material, but to understand and apply it, to be independent in solving the difficulties that arise, to go beyond the algorithm, i.e. solve problems of unfamiliar content based on this material.

Now self-control, self-assessment, supplemented by an external expert assessment of educational activities, is important. The position of the student before: subordinate, irresponsible, the object of pedagogical influences. now he is the subject of his own development, in the process of learning he occupies different positions within the pedagogical interaction.

Lesson: formerly the traditional form is the reproductive nature of learning (multiple repetition). Knowledge and methods of action are transferred in finished form. now - the lesson is one of the forms of organization of learning. There is a session, a project group, work in the library, the Internet, etc.

General learning skills First stage Cognitive activity Speech activity and work with information Organization of activity Second stage Cognitive activity Information and communication activity Reflective activity

Cognitive activity Primary school Observation of objects of the surrounding world; detection of changes occurring with the object (according to the results of observations, experiments, work with information); verbal description of the object of observation; correlating the results with the aim of observation, experience (the answer to the question "Did you manage to achieve the goal?"). Basic school Use of various methods for understanding the surrounding world (observation, measurement, experience, experiment, modeling, etc.); determination of the structure of the object of knowledge, search and selection of significant functional connections and relationships between parts of the whole; the ability to divide processes into stages, links; identification of characteristic cause-and-effect relationships.

Cognitive activity Identification by comparing individual features characteristic of the compared objects; analysis of comparison results (answers to the questions “How are they similar?”, “How are they not similar?”); association of objects on a common basis (what is superfluous, who is superfluous, the same as ...; the same as ...); distinction between whole and part. Comparison, comparison, classification, ranking of objects according to one or more proposed grounds, criteria; the ability to distinguish between fact, opinion, evidence, hypothesis, axiom combining known algorithms of activity in situations that do not involve the standard use of one of them

Cognitive activity Carrying out the simplest measurements in different ways; the use of appropriate devices and tools for solving practical problems; work with the simplest ready-made subject, sign, graphic models to describe the properties and qualities of the objects under study. Study of simple practical situations, making assumptions, understanding the need to test them in practice; the use of practical and laboratory work, simple experiments to prove the assumptions put forward; description of the results of these works.

Cognitive activity The ability to solve creative problems at the level of combinations, improvisations: independently draw up an action plan (concept); show originality in solving a creative problem; create creative works (messages, short essays, graphic works); act out imaginary situations. Creative solution of educational and practical problems: the ability to motivately refuse a model, look for original solutions; independent performance of various creative works; participation in project activities

Speech activity and work with information Work with educational, artistic, popular scientific texts correct and conscious reading aloud and to oneself; determination of the topic and main idea of the text in its oral and written presentation; construction of a monologue statement (on the proposed topic, on the given question); participation in the dialogue presentation of the material in a tabular form; sorting information alphabetically and numerically

Speech activity and work with information Using the simplest logical expressions such as: "... and / or ...", "if ..., then ...", "not only, but also ..."; Elementary substantiation of the stated judgment. Mastering the initial skills of transferring, searching, converting, storing information, using a computer; search (verification) of necessary information in dictionaries, library catalog Information and communication activities Speech activity and work with information

Execution of instructions, exact adherence to the model and the simplest algorithms; independent establishment of a sequence of actions to solve a learning problem (answering the questions “Why and how to do this?”, “What and how should be done to achieve the goal?”). Everywhere the goal should be set by the child. Independent organization of educational activities (goal setting, planning, determining the optimal ratio of goals and means, etc.); possession of the skills to control and evaluate their activities, the ability to foresee the possible consequences of their actions; Organization of activityReflexive activity

Determination of methods for monitoring and evaluating activities (answering the questions “Is this the result obtained?”, “Is it done correctly?”); determining the causes of emerging difficulties, ways to eliminate them; anticipation of difficulties (the answer to the question "What difficulties may arise and why?"); finding errors in the work and their correction; search and elimination of the causes of the difficulties that have arisen; assessment of their educational achievements, behavior, traits of their personality, their physical and emotional state; conscious definition of the scope of their interests and capabilities; compliance with the norms of behavior in the environment, the rules of a healthy lifestyle. Organization of activityReflexive activity

Academic cooperation: the ability to negotiate, distribute work, evaluate your contribution and the overall result of the activity. (Work in groups, pairs…) Possession of the skills of joint activities: coordination and coordination of activities with its other participants; objective assessment of one's contribution to solving the common tasks of the team; taking into account the features of various role behavior (leader, subordinate, etc.). Evaluation of their activities in terms of moral, legal norms, aesthetic values; exercising their rights and fulfilling their obligations as a citizen, a member of society and an educational team. Organization of activityReflexive activity

Teach in a new way Attract facts from real life Move away from traditional cramming Change assessment methods: introduce self-control, self-assessment, supplemented by external expert assessment. Offer a variety of different systems to explain the world Act as a qualified consultant, facilitating the development of search systems Teach children to set their own problems and go beyond the algorithm

The effectiveness of training is determined by internal and external criteria. As internal criteria, the success of training and academic performance, as well as the quality of knowledge and the degree of development of skills and abilities, the level of development of the student, the level of training and learning are used.

The academic performance of a student is defined as the degree of coincidence of the actual and planned results of educational activities. Academic performance is reflected in the score. The success of training is also the effectiveness of the management of the educational process, providing high results at minimal cost.

Learnability is an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard).

The process of mastering knowledge is carried out in stages in accordance with the following levels:

Distinguishing or recognizing an object (phenomenon, event, fact);

Memorization and reproduction of the subject, understanding, applying knowledge in practice and transferring knowledge to new situations.

The quality of knowledge is assessed by such indicators as their completeness, consistency, depth, effectiveness, strength. One of the main indicators of the student's development prospects is the student's ability to independently solve educational problems (similar in terms of the principle of solving in cooperation and with the help of a teacher). The following are accepted as external criteria for the effectiveness of the learning process:

The degree of adaptation of the graduate to social life and professional activities;

The growth rate of the self-education process as a prolonged effect of learning;

Level of education or professional skills;

Willingness to improve education.

One of the most important indicators of the effectiveness of training is how the mental development of the child and, in particular, the development of his thought processes are ensured in the process of learning.

Pidkasy -> 1) In reality, the creative and reproducing activities of students, replacing each other and complementing each other in all cycles of the educational process, largely increase the efficiency and quality of education.

2) In the unity of 3 goals, in accordance with the goals of the teacher and students. When the goals are not aligned, the effectiveness of training decreases.

3) The development of the activity of the student subject and its maintenance in the learning process is one of the main conditions for its effectiveness.

4) Another means of modernizing the learning process, in addition to those mentioned, could be the improvement of school and university textbooks. Work already underway in this direction deserves attention. So, thanks to the analysis of the content of traditional textbooks, it was found that these textbooks can be significantly improved, for example, by eliminating unnecessary material from them, correcting text fragments that are too difficult or simply incomprehensible for students, etc.

5) Improving the effectiveness of teaching is to provide visibility in teaching with the use of technical means. Methodically competent use of teaching aids increases the effectiveness of the educational process. Studies have shown that the correct use of technical teaching aids (TUT) improves understanding of the problem under consideration, increases the level of memorization of educational material, and reduces the time for studying the problem.

6) All teaching methods have their strengths and weaknesses, and therefore, depending on the goals, conditions, available time, it is necessary to combine them optimally. That is why it is more correct to say: “The learning process can be active (where the learner participates as a subject of his own learning) or passive (where the learner plays only the role of an object of some influence). The main forms and methods of teaching that contribute to improving the quality of education are: role-playing games, business games, seminars, repetitive and generalizing lessons, conferences, disputes, dialogues, problem-based learning, independent work, abstracts defense, individual work, creative essays, reports, messages; testing, programmed control, research work, etc. All of the above teaching technologies contribute to solving the problem of the quality of education.

To achieve effectiveness from the use of teaching methods, you need to make a psychological portrait of the group and find out which methods can be applied and which cannot. Proceeding from this conditionally, the methods can be divided into groups.

Methods that do not require special prior training (problem-based learning, performing actions according to an algorithm);

Methods that require special prior preparation (conducting independent work, independent research in the classroom).

7) Using a test form. Many researchers emphasize that systematic testing stimulates the independent activity of students, as well as their activity and attention in the lesson, which contributes to the effectiveness in mastering the educational material.

8) Application of a student-centered approach to learning.

9) Any activity, including educational, proceeds from certain motives and is aimed at achieving certain goals. The motive is what motivates a person to activity, and the goal is what he seeks to achieve as a result of the activity. The motive-goal relationship forms a kind of vector that sets the direction and intensity of activity.

10) Psychological and pedagogical preparation of a teacher to work in a specialized class.

11) Improvement of the material and technical base, library funds, computerization.

12) Activation of s / r students.

13) The effectiveness of the learning process is related to the economics of education.

14) The ability of the teacher to form a positive motivation for educational and cognitive activity.

Needs serve as the real basis of motive. The set of needs and motives that induce a person to act in a certain direction is called motivation. Any purposeful human activity must be motivated. Only under this condition is the actual activity of the teaching manifested. The motivational side of the learning process includes three groups of motives: external (encouragement - punishment), competitive (success in comparison with someone or with oneself), internal (revealed as a field of fruitful activity of the individual); internal motives provide the most persistent interest in learning.

What influences student learning outcomes?

Everyone in our country is learning. Everyone has a duty to learn, everyone has the right to learn. The marks that children receive are an assessment of their work. Sometimes it turns out that academic performance is reduced compared to the last quarter. Why is this happening? Why do children not want to study and, as a result, get deuces?

The learning process requires attention and dedication. They depend on the interest and motivation of the child. The teacher is the intermediary between the student and the world of knowledge. The teacher can introduce the child to study, to the subject that he teaches. But in order to study well, you also need to work hard at home.

The task of parents is to accustom their child to order, to the good habit of working clearly, in an organized manner, with a sense of responsibility.

The help of parents to children in the organization of their educational work goes in three directions:

Parents organize the daily routine of schoolchildren;

Checking the completion of homework;

Children are taught independence.

For students of different ages, in accordance with their physiological characteristics, a certain duration of classes at home is established.

When students do homework in accordance with the SANPiN norms, the time spent on doing it should not exceed (in astronomical hours): in grades 4-5 - 2 hours, in grades 6-9 - 2.5 hours. Longer mental stress leads to a decrease in the quality of tasks performed and to pronounced overwork, which can adversely affect the child's health.

It is necessary to ensure that the child sits down for lessons at the same time. Naturally, at first this is not easy, but a habit is gradually developed and then it will be much easier for the child to mobilize himself for classes.

All interference must be removed. Extraneous noise during classes increases the number of errors, makes the nervous system overstrain. It is necessary to turn off the radio and TV, computer.

It is necessary to allocate a permanent place for the preparation of homework. In the same environment, attention is focused faster and lessons are more successfully prepared.

It is necessary to provide sufficient illumination of the workplace in order to preserve vision. The light from a window or lamp should fall on textbooks, notebooks to the left of the sitting student so that the shadow from the hand does not interfere with writing. There should be no flowers on the window and the curtains should be wide apart.

To work under artificial lighting, you must use table lamps. The power of the light bulb should be 40-60 watts. A table lamp should have a shade that would protect from bright light and direct a beam of light rays onto the working surface of the table. Of great importance for maintaining the desired level of illumination is the timely cleaning of lamps and light fittings from dust.

It is necessary to organize classes at a table that does not have a polished surface or is covered with glass, since this is harmful to vision. Rays of light falling on glass or a polished surface are reflected by it, and this creates a strong shine that has a blinding effect. When preparing homework and reading, it is desirable that the book does not lie on the horizontal surface of the table, but at an angle of 35-400 to it.

So, when planning educational work and other duties of the child around the house, walks and games, it is important for parents to keep in mind that a certain time should be allotted to everything. It is impossible, regardless of what the child is doing now, to distract with assignments. Depending on the type of nervous system of the child, switching to another activity may be faster or slower. In order to quit one activity for which he has tuned in and start another, the child has to overcome the natural inner desire to insist on his own and not fulfill the requests of his parents. As a result, there is a general discontent, a feeling of chagrin. Any unreasonable switching of a child from one task to another is also harmful in that the child is forced to quit the work he has begun without finishing it. If this enters the system, then the student will be brought up with a bad habit - not to finish the job.

So, the main task of parents is to control when the child sat down for lessons, whether he did everything, to suggest where to find the answer to the question, but not to give a ready answer, educating children to be independent. The patience of parents, a friendly tone are the most important conditions for helping a child learn.

The purpose of the monitoring study is a comparative assessment of the quality of education of graduates of the 9th grade of general educational institutions based on the results of the state final certification (hereinafter - GIA) in 2008 and graduates of 11 (12) grades in 2010 based on the results of the unified state exam (hereinafter - the USE ), as well as the identification of factors affecting the effectiveness of passing final tests by graduates of the 11th grade in the form of the Unified State Examination. Comparison of the effectiveness of passing exams based on the results of the GIA and the Unified State Examination allows you to track the individual progress of the student from the 9th to the 11th grade.

The object of analysis was the personal results of students of the State Academic and Unified State Exams in the Russian language and mathematics (algebra). The results of the final tests were examined only for those students who continued their education in general education institutions after graduating from basic school (after the 9th grade).

The total array of data collected for analysis amounted to 12,690 questionnaires in mathematics (or 89.6% of the total number of those who took part in the Unified State Examination in mathematics) and 12,733 questionnaires in the Russian language (or 89.8%) of 2010 graduates in secondary (complete) programs ) general education of educational institutions of the Samara region.

The dynamics of learning outcome indicators based on the results of certification of graduates of the 11th grade of educational institutions in 2010 in the Russian language from the 9th to the 11th grade fixes a decrease in the learning outcome indicator among those students who continued their studies at the senior stage of a general education school and graduated from it, having passed final tests in the form of the exam. In general, in the region, the decrease was 10.1 points on the 100-point USE scale, which corresponds to a reduction of 3.8 points on the 38-point GIA scale.

Comparison of the results of certification tests in 2008 for the State Academic Examination and 2010 for the Unified State Examination in mathematics, on the contrary, shows an increase in the indicator of learning outcomes among students who continued their education in grades 10-11. In general, in the region, the increase in average values was 11.4 points on the 100-point USE scale, which corresponds to 3.4 points on the 38-point GIA scale.

Consider the relationship between "starting" variables (GIA results) and "resulting" variables (USE results). The task is to find the influence of the results in the GIA in the 9th grade (starting indicators) on the results in the USE in the 11th grade (achieved results).

A strong correlation was found between the results of schoolchildren on the USE in the 11th grade and their previous results on the GIA in the 9th grade.

The graphs show the direct best approximation (explanation) of the dependence of the USE score of graduates in 2010 on the results of the GIA in 2008. The approximation reliability value is extremely high, approaching 1.

The well-known effect of “dependence on previous development” (the so-called Path Dependence in Institutional Theory). Let's try to explain what causes the changes in performance indicators from the 9th grade to the 11th grade. The task can be formulated as follows: on what school and pedagogical factors does the effectiveness of a student's education in the senior classes of a general education school depend, if the influence of his personal achievements in the past is leveled (eliminated).

Dependence of the USE score on the results of the GIA 2008

Study Description

To assess the influence of certain factors on the change in the performance of students from the GIA in the 9th grade to the USE in the 11th grade, we will use multiple linear regression. A 100-point USE scale was used as a scale for measuring changes.

In order to track the change in the performance indicators of education from the 9th to the 11th grade, the scores received by graduates in 2008 and 2010 were reduced to the same type of scales.

The 100-point USE scale was used as the base, and the results of the GIA are reduced to this scale according to the formula:

B GIA on the exam- the score reduced to the USE scale according to the results of the GIA,

B GIA by GIA- score according to the results of the GIA,

Sh max on the exam- the maximum value of the USE scale (100 points).

Sh max according to the GIA- the maximum value of the GIA scale (30 points in algebra, 38 points in Russian).

The change in the effectiveness of education was assessed as the difference between the values of the attestation results of graduates of the 11th grade in 2010 and their results in the 9th grade in 2008 according to the USE scale:

It should be remembered that the dimension of the scale affects the perception of the difference between the average values: for example, a seemingly significant discrepancy of 3 points on a 100-point USE scale is only 0.9 points on a 30-point GIA scale.

The dependent variable was the learning outcome indicator, which was calculated as the difference between the total score obtained by an eleventh-grader in the Unified State Examination in 2010 and his own score in the GIA in 2008, reduced to a comparable 100-point scale. The USE scale, being more fractional, better cuts off extreme values.

In this analysis, it is important to understand general trends, so outliers and extremes must first be explored. Extreme values of the learning outcome indicator, for which the minimum and maximum normalized residuals are three times the standard deviation, were excluded.

The following were used as independent variables (explanatory factors):

1. Student characteristics:

gender of the student (boy, girl);
duration of education in an educational institution (studied at this school until the tenth grade, started school from the tenth grade, started school from the eleventh grade);
duration of training with this teacher (in the ninth grade he studied with this teacher, the teacher has been teaching the subject since the tenth grade, the teacher began teaching in the eleventh grade).

2. Characteristics of the classroom (teacher):

profiling of education (general education, profile class, class with in-depth study of the subject);
qualification category of a teacher (no category, second category, first category, highest category);
work experience of a teacher on the subject of passing the exam (in years);
teacher teaching specialization (mathematics: teaches from 5th to 11th grade, teaches only in high school; Russian language: teaches Russian language and literature, teaches only Russian);
experience of a teacher with graduating classes (for the first time he graduates the eleventh grade, there are graduates who took the subject in the form of the Unified State Examination);
part-time teacher at school (no combination, combines teaching in another subject, combines the position of deputy director, combines the position of director);
weekly workload of a teacher (in academic hours);
professional development of a teacher (number of hours for coursework over the past three years);
textbook used in the educational process (textbook number according to the serial number in the federal list of textbooks for the 2009/10 academic year);
the number of hours per week per subject in the lesson schedule according to the curriculum (in hours);
the number of hours per week per subject in the schedule of extracurricular activities (in hours);
number of hours per week of individual-group consultations (in hours);
the number of hours per week per subject in the schedule of elective courses (in hours);
the number of hours per week for a subject in the educational service schedule of the educational institution on a paid or free basis (in hours);
the total number of hours per week per subject (rounded to the nearest whole hour).

3. Location of the educational institution:

type of settlement (city, village).

Linear regression analysis using the least squares method was used as an explanatory statistical model.

The necessary procedures for fitting the model were carried out.

Research results (mathematics)

The conclusions are not trivial, and they should be treated with caution.

1. Depending on the gender of the graduate, the dynamics of the effectiveness of education in high school varies. Boys are more likely to increase their scores by 11th grade than girls.

2. The duration of study at the educational institution does not have a significant effect on the increase / deterioration of the results of the graduates passing exams in the Unified State Examination compared to their achievements in the GIA in the 9th grade.

3. The duration of training with a given teacher (long duration) in a strange way has a negative effect on the change (increase) in the examination grade. That is, the transition to another teacher at the stage of education in the 10th-11th grades has a positive effect on the effectiveness of passing the exam in the 11th grade compared to achievements in the 9th grade.

4. The deeper the profiling of education, the less often graduates increase the effectiveness of passing the final certification tests by the 11th grade. In other words, profile and “in-depth” classes do not contribute to a significant increase in the educational achievements of high school students compared to general education classes (presumably due to the fact that students with high starting opportunities are selected already in the 10th grade).

6. The teacher's work experience in the subject does not affect the progress of examination grades for the quality of teaching mathematics.

7. The specialization of teaching only in the upper grades or already from the 5th grade does not have any significant effect on the change in the results of examination tests in the 11th grade compared to the GIA after the 9th grade.

8. The experience of a teacher working with graduating classes in preparing for the USE has a positive effect on the dynamics of the effectiveness of teaching in the subject.

9. Part-time teaching in related subjects in an educational institution or the performance of official duties (principal or his deputy) has some, but with a low level of significance, influence on the dynamics of high school students' learning by the 11th grade.

10. The teacher's weekly workload does not interfere with, but does not contribute to the effectiveness of teaching at the senior level of a general education school.

11. Surprisingly, the intensity of advanced training (course retraining) of teachers does not contribute to the growth of graduates' achievements in graduation tests. However, it is worth recalling that the number of hours spent on coursework was estimated over the past three years, while the dynamics of the effectiveness of graduate training was studied over the two-year interval 2008-2010.

12. Surprisingly, some of the textbooks used have a significant impact on learning outcomes from
9th to 11th grade. Compared to the most common textbook No. 823, all other textbooks either do not affect the effectiveness of education at the senior level, or significantly worsen the results on the USE in the 11th grade compared to the GIA in the 9th grade - these are textbooks No. 807, 812, 816 , 817, 821, 824, 828.

13. An increase in the number of hours per week for mathematics according to the curriculum, or for individual-group consultations, or classes on a paid / gratuitous basis does not affect the learning outcomes. At the same time, the intensity of extracurricular activities negatively affects the dynamics of learning outcomes, while the use of elective courses has a positive effect on the assimilation of the material, and eleventh-graders more often demonstrate better results than in exams in the ninth grade.

14. The location of the educational institution is reflected in the performance of high school education: urban students show a positive trend in learning outcomes from 9th to 11th grade compared to rural graduates.

The regression model allows you to evaluate how well you can explain the dependent variable (learning performance), knowing the values of the independent variables, and also try to find out which set of explanatory variables used allows you to most effectively predict the dependent variable.

Research results (Russian)

The conclusions based on the results of the analysis of the dynamics of teaching the Russian language in high school partly diverge from the results in mathematics.

By gender: boys show a greater increase in learning outcomes compared to girls.
The duration of study at the educational institution does not have a significant impact on the change in the results of graduates passing exams in the Unified State Examination in comparison with their achievements in the GIA in the 9th grade.
The duration of training with this teacher, unlike mathematics, does not affect the increase in the exam score on the USE in the 11th grade compared to the achievements in the 9th grade.
Profiling training has a positive effect on the dynamics of learning, but the significance of the coefficient (reliability) is low.
Unlike mathematics, the qualification category of a teacher is not significant for the effectiveness of teaching the Russian language in high school.
A higher work experience of a teacher in the subject leads to an increase in the results on the USE in the 11th grade compared to the GIA in the 9th grade.
The specialization of teaching only the Russian language (compared to the teaching of the Russian language and literature) does not affect the change in the results of exams from the 9th to the 11th grade.
The experience of a teacher with graduating classes does not affect the effectiveness of teaching in the subject.
The combination of teaching the Russian language and other pedagogical work or official duties of the director, deputy director negatively affects the effectiveness of education in the senior classes of the school.
The high weekly teaching load of a teacher is reflected in lower performance in the USE.
The passage of course preparation (training) by the teacher does not affect the effectiveness of training.
Compared with the most common textbook No. 766, the use of textbook No. 767 has a positive effect on the effectiveness of training. The remaining textbooks do not differ from the effectiveness of training in textbook No. 766.
The increase in the number of hours per week in Russian according to the curriculum has a positive effect on the effectiveness of training. A change in the number of hours in other forms (optional classes, individual-group consultations, elective courses, or on a paid or free basis) does not significantly affect the learning outcomes.
The location of the educational institution significantly affects the performance of high school education: urban graduates demonstrate a positive trend in learning outcomes from the 9th to the 11th grade compared to rural graduates.

Final results of the study

So, the nature of the influence and significance of the studied factors on the dynamics of the effectiveness of the education of graduates in 2010 from the GIA to the Unified State Examination.

	Mathematics	Russian language
Gender (male)
Duration of study at OU
Duration of training with this teacher
class profile

The length of service of the teacher in the subject
Teacher specialization
Experience of a graduate teacher
part-time

Training
textbooks
Hours per week according to the curriculum
Hours per week of extracurricular activities
Hours of individual-group consultations
Hours per week of elective courses
Hours per week, paid or free of charge
Location (city)

I would like to draw attention to the fact that, unlike mathematics, an increase in the number of hours in the Russian language according to the curriculum has a positive effect on the dynamics of high school students' learning. That is, in relation to these subjects, a different educational policy should be pursued (management strategy should be developed) in order to ensure a positive dynamics of learning in high school, namely: reducing the teaching load in mathematics and increasing the hours for mastering the Russian language. Naturally, the increase / decrease should not be purely mechanical.

Note that in both models, a constant is significant, that is, an almost horizontal straight line explains the dynamics of learning. In other words, the progress of student learning
in the senior classes is weakly connected with the studied factors and is only to some extent subject to regulatory influence using the studied school and pedagogical resources. The dynamics of students' results from the GIA to the Unified State Examination is largely explained by the starting level in the 9th grade.

And one more interesting observation. The general trend is as follows: the higher the score received by the student in the 9th grade, the smaller the increase in learning outcomes is observed by the end of the 11th grade (at the Unified State Examination compared to the GIA). The higher the launch pad, the closer the ceiling!