Monitoring learning outcomes is an integral part of the educational process. It is a complex didactic complex, including a number of closely interconnected links. The control structure includes:

Verification (detection, measurement),

Evaluation (both process and result),

Accounting (recording and saving the results obtained in the form of points in class journals, diaries, statements).

The need for control as an integral part of the educational process arises from a number of circumstances:

Because of the public need to have information about the degree of effectiveness of the school’s functioning,

Of the features of the structure of the learning process, which involves the implementation of feedback in the form of verification, without which the very regulation of the learning process is impossible,

From the multifunctionality of the control itself, which in turn ensures the effectiveness of training

All this imposes certain requirements on the organization and conduct of control. Control must be effective, i.e.

contribute to improving the quality of students' knowledge. This will be done when the test tasks correspond to the goals and objectives of the training. Control must be comprehensive, that is, the teacher must take into account not only the volume of knowledge, but also its depth, meaningfulness, scientific nature, systematicity, form of expression, strength, etc. Control must be systematic, i.e. be carried out not from case to case, but on each topic with a consistent complication of tasks, content and methodology. Control must be objective, i.e. do not depend on the teacher’s mood, likes and dislikes, contain assessment not only in the form of points, but also in the form of oral comments. Control must be clear, i.e. Each grade must be announced by the teacher so that the whole class knows and understands it, which gives the grade the power of an incentive. In carrying out control, an individual approach to students and the pedagogical tact of the teacher must be carried out, i.e. the teacher uses tact to see each student, the characteristics of his work, achievements, failures, difficulties and correctly guide his growth; The teacher's goal is not to “catch” the ignorant, but to help him.

Let's consider the main structural links of control highlighted above.

1) Testing the knowledge, skills and abilities of students. To check knowledge is, first of all, to check the amount of knowledge, i.e. make sure whether they are present or not, and also compare the knowledge the student has with the amount of knowledge presented in the textbook or by the teacher. Secondly, testing knowledge means checking its quality, i.e. find out how correct the concepts and facts learned by the student are, what is their scientific reliability, thirdly, to make sure of the general and special abilities of the students.

Inspection performs three main functions: controlling, teaching and educating. The controlling function is

identifying the state (presence, absence, degree of assimilation) of knowledge, skills and abilities. This function in a teacher’s activity consists of assessing his own teaching methods and techniques, and identifying his own methodological errors. The educational function of testing lies in the teacher’s ability to organize testing in such a way that it is useful for the whole class. For example, while one student is answering, others, listening to him, compare their knowledge with what the answerer says; the respondent consolidates his knowledge; the teacher or students complement, correct, draw conclusions, show appropriate methods of mental activity, i.e. training is underway. It is didactically important that the test involves the reproductive and creative application of knowledge and skills. In this case, the developmental role of testing will become clear, realized through the creation of situations of cognitive difficulties that require the use of a complex of mental operations to resolve them. The educational function of testing is to accustom students to systematic work. Testing promotes the development of a critical attitude towards one’s knowledge, helps to correctly assess one’s strengths, and develops willpower, responsibility, hard work, and the ability to organize one’s time.

The teacher exercises control at all main stages of the learning process, using various types of testing: current, thematic (at the end of the topic covered) and final (exams).

Verification methods (oral and written). Methods of oral verification include: individual interview, compact interview, frontal interview. Written testing includes various independent work, tests, tests, and reviewing articles.

2) Assessment of knowledge, skills and abilities. The result of the knowledge test is an assessment; this is the final stage of the test. Assessment is a judgment, the final conclusion of the teacher about what is positive and what shortcomings there are in the student’s knowledge. Assessment is a judgment about the quality of knowledge and the degree of formation of skills in accordance with specific learning objectives. Teachers use written and oral assessment of knowledge. Written assessment is carried out in the form of a review of the work completed by the student. Verbal assessment is expressed in various forms: an approving nod, a smile, a disapproving gesture, a gaze, a tone of voice, praise or blame. Judgments are made about the qualitative side of knowledge. The result of further pedagogical generalization of the evaluative judgment is the assignment of a mark. A grade is the result of a teacher’s value judgment in the form of points. The grade shows the student's level of performance.

3) Taking into account the knowledge and performance of students. Accounting is the recording of the most significant data obtained by the teacher as a result of checking, evaluating and issuing the appropriate mark. Records are kept by each teacher in his or her subject.

18. Lesson as the leading form of cooperation in the “teacher-student” system.

Assessing the effectiveness of training is an important stage in the staff training process. Its purpose is to determine how the organization benefits from employee training, or to determine whether one form of training is more effective than another. Once money has been spent on study, you should know exactly what the organization can get in return.

Information obtained from evaluating the effectiveness of specific training programs must be analyzed and used in the preparation and implementation of similar programs in the future. Assessing the effectiveness of training for an organization's employees allows us to constantly work to improve the quality of training, getting rid of such training programs and forms of training that did not live up to the expectations placed on them.

Ideally, assessment of the effectiveness of training should be carried out constantly, in a qualitative or quantitative form, assessing the impact of training on such organizational performance indicators as sales, quality of products and services, labor productivity, employee attitudes, etc.

The main reason why an organization should evaluate the effectiveness of training programs is to find out to what extent the training objectives were ultimately achieved. A curriculum that does not achieve the required level of performance, skills or attitudes must be modified or replaced by another program. After training its employees, an organization does not always achieve the desired result. In this case, there is a need to identify the reasons for failure. Even good programs can fail for many reasons: unrealistic or too general learning goals may be set, the learning process itself may be poorly organized, failures may occur for reasons beyond the control of those specialists involved in organizing the training (for example, teacher illness, breakdowns). equipment or human errors), etc. Identifying the reasons why a given training program failed and analyzing them allows the necessary corrective measures to be taken in the future.

Evaluation of the effectiveness of training can be carried out using tests, questionnaires filled out by students, exams, etc. The effectiveness of training can be assessed by both the students themselves and managers, specialists from training departments, teachers, experts or specially created target groups.

There are five criteria commonly used to evaluate the effectiveness of training. The data is presented in Figure 1.5.

Let's consider these criteria.

Students' opinions. Finding out the opinions of students about the curriculum in which they have just completed training, about its usefulness and interestingness is an accepted practice in many organizations.

Figure-Criteria used in assessing training effectiveness

This involves asking their opinions on the following issues:

Quality of teaching (teacher qualifications, teaching style, teaching methods used);

General conditions and environment during training (physical conditions, lack of distractions, etc.);

The degree of achievement of learning objectives (meeting the expectations of students, the willingness of students to use the learning results in their work practice).

When assessing opinions, it is assumed that if the participants liked the training program, then it is good enough. The opinion of students is considered as an assessment of experts who are able to objectively evaluate the curriculum according to the proposed criteria (indicators). Upon completion of training, students are usually asked to fill out specially designed questionnaires, which may contain, for example, the following questions:

How helpful was this program to you?

How interesting was the training?

How relevant was the topic of training? etc.

Students' responses can provide important information about their attitude to learning, how the material was presented by the teacher, and reveal their readiness to use the acquired knowledge and skills in their work.

Mastering educational material.

To assess the degree to which students have mastered the educational material, the teacher or study organizer must answer two main questions:

What must a student be able to do to demonstrate that he has mastered the subject?

What should the student know? What questions should he be able to answer?

It is the completeness of knowledge assimilation and the strength of acquired skills that are the indicators on the basis of which the success of training is assessed. The completeness of learning material can be assessed using oral quizzes, tests, testing, oral or written tests and exams. Both written and oral forms of knowledge testing involve asking students a variety of questions.

Unfortunately, most Russian companies make virtually no attempt to find out to what extent the training material was mastered by employees who completed the training. Often you have to deal with the fact that the procedure of “testing” or “testing”, which is used to scare students, in fact turns out to be a mere formality - everyone receives a test, and the completed forms with test results are sent directly to the trash without checking. Of course, this form of “control of assimilation” has a right to exist - in this case, it serves the function of increasing students’ motivation to learn. But if you can take much more from this procedure, then you should not refuse it.

Behavioral changes. This criterion determines how employees' behavior changes after completing a training course when they return to work. For example, safety training should result in higher levels of compliance with rules for handling flammable or toxic substances; driving training - mastering driving skills, safe driving; business communication training - reducing the number of conflicts in the organization, a higher level of cooperation between employees of the organization.

Working results.

The effectiveness of a training program can also be assessed by the performance results of those who completed the training. If the performance of an organization, department or individual employee improves, then this is the real benefit that the organization receives as a result of training. The incentive to start training staff may be that the level of waste or defects is too high. In this case, the goal of employee training will be to reduce waste, for example, from 10 to 3 percent. If such a result is achieved, we can consider that the training was successful. The success of a marketing course can be measured by measuring sales volume or by measuring customer satisfaction through a customer survey. You can invite the immediate supervisors of the employees who have completed the training to evaluate how well they apply the knowledge that they received during the training. This assessment procedure can be repeated after some time (after 1 month, 3 months, 6 months or more).

Cost effectiveness.

Training programs should also be evaluated for cost-effectiveness. Training must be beneficial for the organization, that is, we must strive to ensure that the benefits that will be received upon completion of the training exceed the costs of conducting the training.

For example, at the Honeywell company, the effect of a training program on increasing labor productivity and product quality is determined by the formula:

E=P x N x V x K - N x Z, (1.1)

where P is the duration of the program (in years); N is the number of trained workers; V - cost estimate of differences in labor productivity of the best and average workers (dollars); K is the coefficient of increase in performance as a result of training: Z is the cost of training one employee (dollars).

Training should be an integral part of the organization's work, inseparable from its main goals. Training costs money, but this investment pays off through increased productivity, quality, and customer satisfaction. In addition, employees highly value the opportunities that training opens up for them.

The following indicators of training effectiveness and methods for their calculation can be distinguished (Table 1.5):

Table 1.5 - Indicators of training effectiveness and methods of their calculation

Direction of assessment	Indicator	Calculation method
Training expenses	Share of training costs	Ratio of training expenses to total expenses
Costs per employee	Training costs divided by number of employees trained
Training costs per hour of class	Total training costs divided by total training time
Return on investment in training	Savings achieved in relation to training costs	Total savings from previously unused resources or avoided waste divided by training costs
Percentage of improvement in production performance after training per course	Percentage of employees who improved production performance (difference in performance before and after training
Income per employee per year	Total revenue or sales divided by total number of employees
Profit per employee per year	Total annual profit before taxes divided by total number of employees
Availability of qualified specialists	Number of training department employees per 1000 company employees	Headcount of the training department divided by the total number of employees x 1000
Evaluation of the training department's performance	Satisfaction from consumers of the services of the personnel training and development department	The ratio of the number of consumers of training department services who rated “good work” or “effective work” to the total number of consumers who filled out evaluation sheets

It is clear that for different types of assessment the criteria will be slightly different. For example, to evaluate initial training, the criteria could be the following: knowledge of products and services, personality profile, communication skills in interacting with clients; activity in the educational process. And to evaluate practice, monitoring and planned evaluation, criteria such as desire for development, compliance with corporate culture, etc. can also be added.

The procedure for assessing the effectiveness of training usually consists of four stages, which are presented in Figure 1.5.

Figure - Stages of the procedure for assessing the effectiveness of training

1. Determination of learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.

The vast majority of modern ideas focus on the factors of effectiveness of professional training for specific employees.

L. Jewell argues that “Whatever the technical capabilities, changing people’s behavior in a certain direction—for example, imparting new professional knowledge and skills—must be based on the three most important principles of human learning, including practice, feedback and reinforcement.”

M. Armstrong gives ten main conditions for the effectiveness of vocational training:

Employees must be motivated to learn. They must be aware that if they want themselves and others to find satisfaction in their work, their current level of knowledge, skills or competence, existing attitudes and behavior must be improved. Therefore, they must be clear about what behavior they should learn.

Students should set standards for performance. Learners must clearly define goals and standards that they consider acceptable and can use to evaluate their development.

Students must have guidance. They need guidance and feedback on how they learn. Self-motivated workers can do most of this themselves, but there still needs to be a teacher to support them and help them when needed.

Students should receive satisfaction from learning. They are capable of learning under the most difficult conditions if the learning satisfies one or more of their needs. Conversely, the best training programs may fail to live up to expectations if learners do not see value in them.

Learning is an active, not a passive process. It is essential that students are engaged with their teachers, fellow students, and the subject matter of the curriculum.

Suitable methods should be used. Teachers have a large supply of educational topics and teaching aids. But they must use them selectively, according to the needs of the position, the employee and the group.

Teaching methods should be varied. Using a variety of techniques, as long as they are all equally suited to specific contexts, promotes learning by maintaining student interest.

You should take time to learn new skills. New skills take time to learn, test, and accept. It should be included in the training program. Too many teachers overfill their programs with new information and do not provide sufficient opportunities for its practical development.

Correct student behavior must be reinforced. Typically, learners want to know immediately whether they are doing what they are taught correctly. Long-term training programs require intermediate steps in which new skills can be reinforced.

It is important to understand that there are different levels of training and that they require different methods and take different amounts of time.

In 2010, the Moscow Career Center conducted a survey of 116 representatives of Russian organizations. They answered the question - what determines the success of training (Figure 1).

Figure 1 – What determines the success of training

As shown in Figure 1, a key factor in the success of training is the interest in training of the staff themselves (36% of respondents). It is slightly inferior to the qualifications of a trainer (31%). Management support plays a special role (18%) and, finally, the quality of educational materials determines the success of training by 15%. The importance of motivation is confirmed in other studies. Thus, in a study by V. Potrebich it is noted that an increase in sales volumes was observed only among those store employees who had a certain motivational incentive to use customer interaction techniques. In case of loss of interest in work or using successful sales methods, controlled indicators decreased.

Forming and maintaining high motivation for learning is a key factor in the effectiveness of both the organization and delivery of training. In addition, the opportunity to obtain additional education is a powerful factor stimulating work for the vast majority of current and potential employees.

The listed ideas and empirical data on the factors of the effectiveness of vocational training by N.A. Kostitsyn (PhD in Economics, business coach) classified according to the criterion of the time axis (“before”, “during” and “after”) into three groups:

Factors in effective training delivery influence future training performance by creating expectations among participants. These include taking into account individual characteristics when developing a program, choosing the right place and form of delivery, providing the educational process with the necessary resources, etc.

Factors in effectively delivering professional learning come into play during the delivery of the curriculum and depend largely on the teacher and group dynamics. These include such training principles as timely provision of complete feedback, the availability of practical exercises, etc.

Factors of effective work organization ensure the consolidation of learning results. These include management support, meaningful enrichment of work, development of performance standards, etc.

Thus, personnel training is a complex, complex, multifaceted process, in the organization of which many companies face a number of problems. To identify, solve, and improve the efficiency of the personnel training process, it is necessary to evaluate the effectiveness of training using the method or set of methods most suitable for a particular organization.

Posted On 02/12/2018

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

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

V.I. Andreev believes that “a pedagogical law is a pedagogical category to designate 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 part of the concept of “law”.

the concept of “pattern” is used in relation to individual elements of the pedagogical system and aspects of the pedagogical process: “patterns of the pedagogical process”, “patterns of teaching”, “patterns of the educational process”, etc.

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

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 occurs in direct dependence on his age and individual characteristics), the essence of the pedagogical process (training, education and personal development are inseparable from each other), etc.

The following patterns are identified:

Objective (General)

Software naturally depends on the social order of society;

Software is associated with PV and development

Software depends on the conditions in which it exists

Software depends on the level of students.

Subjective (private)

Goal-Objectives-Content-Means-Result (lecture)

Pedagogical principles are based on pedagogical laws and patterns (that is, on the already known pedagogical reality). If the law reflects a pedagogical phenomenon at the level of reality 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 level of what should be and answers the question: how to act in the most appropriate way in solving the corresponding class of pedagogical problems.

“A pedagogical principle is one of the pedagogical categories, which represents the main normative position, 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 the continuous improvement of pedagogical practice in order to increase its effectiveness."

Each pedagogical principle is implemented in certain rules. The rules of pedagogy are applied recommendations, regulations, and regulatory requirements for the implementation of one or another principle of teaching and upbringing.

Training 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 provides three functions of the learning process: educational, developmental and educational.

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

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

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

Analysis of the educational function of teaching naturally leads to the identification and description of the developmental function closely related to it.

The developmental function of teaching means that in the process of learning, assimilation of knowledge, the student develops. 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 teaching in essence constitutes the problem of the relationship between training and development - one of the most pressing issues in psychology and modern didactics. The domestic psychological school and pedagogical research have established that education acts as a source and means of personal development. One of the most important laws of psychology, formulated by L.S. Vygotsky argues that learning leads to development.

However, psychology and didactics of the 20th century argue that the developmental function of education is implemented more successfully if the education 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 developmental function of education is implemented in a number of special technologies or methodological systems that specifically pursue the goals of personal development. In Russian didactics there is a special term for this: “developmental education.” In the 60s, one of the Russian didactics L.V. Zankov created a system of developmental education for younger schoolchildren. Its principles, selection of educational content and teaching methods are aimed at developing the perception, speech, and thinking of schoolchildren and contributed to the theoretical and applied development of the problem of development during training, 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 gradual 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 etc.

The learning process is also educational in nature. Pedagogical science believes that the connection between education and training is an objective law, as well as the connection between training and development. However, upbringing during 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 learning moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it are formed. In the process of learning, the needs of the individual, motives for social behavior, activities, values ​​and value orientation, and worldview are also formed.

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

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

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Regularities and principles of the learning process

The laws of learning express the essential and necessary connections between its conditions and the result, and the principles determined by them determine the general strategy for solving learning goals. The most general stable tendency 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 and continuity between generations. It determines particular or specific patterns of learning, determines the dependence of the content, forms and methods of learning on the level of socio-economic development of society. The nature of training depends on the requirements of the economy and production, on the sociocultural 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.). What is important is the consistency of the content, forms and methods of teaching with the age and individual characteristics and capabilities of students. For the direct organization of training, it is important for the teacher (teacher) to know the internal regular connections between its functional components. Thus, the content of a specific educational process is naturally determined by the assigned tasks. Methods and means of teaching are determined by the tasks and content of a specific educational 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 teaching reveal theoretical approaches to constructing and managing the educational process. They determine the positions and attitudes with which teachers approach the organization of the learning process. All principles of learning are related to each other and penetrate one another, so they can be presented as a system consisting of substantive and procedural (organizational and methodological) principles. Content principles reflect patterns that are associated with the selection of educational content. These include: citizenship, scientific character, educational character, fundamentality 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 teaching presupposes that the content of education corresponds to the level of development of modern science. The scientific principle requires that the content of education, implemented both during school and extracurricular time, be aimed at familiarizing students with objective scientific facts. The principle of educational training presupposes the formation in the learning process of the basic culture of the individual: moral, legal, aesthetic, physical, work culture. Procedural: the principle of continuity, consistency and systematic learning.

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

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

Content means system of educational skills 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 upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, skills, values, experience activities and competencies of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests. Functions of education: transfer of knowledge and cultural values ​​accumulated over generations, promotes human socialization and continuity of generations, forms the image of a person in the future, develops regional systems and national traditions. THAT. components: scientifically based system of knowledge, skills, emotional and value-based attitudes towards the world, experience of creative activity. Types of education: general education, vocational education, additional education and vocational training, providing the opportunity to realize the right to education throughout life (continuing education). General education and vocational education are implemented by 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, master's degree; 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 (learning only as a means of developing the abilities and cognitive interests of students - E. Schmidt), didactic utilitarianism (focus on constructive classes character - D. Dewey), problem-complex concept (to make it easier for them to understand reality - B. Sukhodolsky), the concept of structuralism (only the most important material - K. Sosnitsky), exemplaryism (give the teacher 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: holistic reflection of tasks, scientific and practical significance, compliance of the complexity of the content with the educational capabilities of the student, volume of content, study time, compliance of the content of education with the base of the school. Differentiation: profile and level. Federal state educational standards determine the mandatory curriculum of each school or university. This standard consists of two parts. The first part is a set of disciplines required 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 component, 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 preparing a school or university graduate. They ensure: the unity of the educational space of the Russian Federation; continuity of basic educational programs; variability in the content of educational programs, state guarantees of the level and quality of education. The main educational programs include: basic general education programs - educational programs of preschool education, educational programs of primary general education, educational programs of basic general education, educational programs of secondary general education. Curriculum - a document that determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), forms of intermediate certification of students by periods of study. Types of plans: basic (part of the standard); typical (based on the school standard); school curriculum. Curricula: explanatory note, characteristics 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 mastery, content of the academic subject, thematic planning, material and technical support. Educational and methodological set (UMK) - a set of educational and methodological materials and software and hardware that contribute to the effective development by students of educational material included in the subject program course. Textbooks.

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The German teacher E. Meimann formulated three laws:

The development of an individual from the very beginning is determined predominantly by natural inclinations;

The functions that are most important for life and meeting the child’s basic needs are always developed first;

The mental and physical development of a child occurs unevenly.

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

Learning patterns reflect objective, significant, general, stable relationships that are repeated under certain conditions. Theorists and practitioners have identified a large number of didactic principles. Thus, in the textbook by I. P. Podlasy there are more than 70 different patterns of learning1.

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

There are general and particular (specific) patterns.

General patterns are characteristic of any educational process; they cover the entire educational system. General patterns include:

Patterns of learning goals.

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 capabilities of pedagogical science and practice;

Regularities of training content.

Patterns of teaching quality.

The effectiveness of each new stage of training depends on: a) the productivity of the previous stage and the results achieved at it; b) the nature and scope of the material being studied; c) organizational and pedagogical influence of teachers; d) students' learning ability; e) training time;

Patterns of teaching methods.

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

Patterns of learning management.

The productivity of training depends on: a) the intensity of feedback in the training system; b) the 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 effect of particular laws extends to individual aspects of the education system.

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

3.3. Patterns of the learning process

Particular patterns of the learning process include the following patterns:

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

Epistemological (learning results depend on students’ cognitive activity, ability and need to learn, etc.);

Psychological (learning results depend on the learning capabilities of students, level and persistence of attention, 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 the extent to which 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 resulting from them rules training.

The effectiveness of training in courses depends on many factors, the significance of which we will analyze by developing a universal algorithm for 100% successful results. But first, let's figure out what professional courses are and what areas of activity are most popular today.

In the modern labor market, it is not so much specialists of this or that profile who are in great demand, but highly qualified professionals whose practical skills meet modern requirements. Therefore, many specialists have to improve their skills from time to time in training centers at professional courses.

Moreover, large companies quite often create their own specialized courses for employees, where specialists can improve their skills without leaving work. Thus, management strives to show the peculiarities of professional activity in their company. After completing the training, specialists, as a rule, take a test confirming the level of knowledge and practical skills they have acquired.

The effectiveness of training in courses depends on many factors, the significance of which we will analyze by developing a universal algorithm for 100% successful results. But first, let's figure out what professional courses are and what areas of activity are most popular today.

What are professional courses?

This is a set of classes aimed at ensuring that the person attending them fully masters a certain specialty with minimal material and time costs. Let us note that you can attend a vocational school not only for personal self-development, but also under the instructions of management (for professional growth or speedy adaptation to a new place).

Vocational courses need to be viewed in context additional education, as one of its most important components, since their program is designed for people who already have a certain level of knowledge and skills. Today you can improve your qualifications in almost all areas of activity, since educational organizations offer training on a wide variety of topics.

The most popular schools today are accounting, programming, makeup, manicure, IFRS financial reporting (international financial reporting standards), tourism managers, personnel, logistics, foreign economic activity (foreign economic activity), software testing, restaurant business, and web design. That is, the greatest demand is observed for courses in such areas as beauty, business, programming and design.

What determines the effectiveness of training in professional courses?

First of all, it depends on your motivation and desire to achieve your goal. However, important factors of quality advanced training and obtaining a new profession are also advocated by:

• comprehensive training (simultaneous courses and, for example, attendance at seminars and trainings);
• the relationship between theory and practical application of skills;
• self-study;
• constant professional self-improvement;
• practicing teachers;
• combined training.

For your studies to achieve 100% of their goals, the forms of lessons and lectures must be modern and varied. Therefore, before enrolling in courses, carefully study the program of classes, their options, and evaluate the harmony of these components. In addition to classical lectures in the program professional courses, depending on the specialty, should include:

• seminars (these are group classes devoted to discussion and analysis of a specific topic);
• trainings;
• on-the-job training (which will allow you to put your knowledge and skills into practice and try yourself in a future professional role);
• author's teaching materials;
• master classes (interaction between a professional and a student will provide a direct transfer of experience, direct demonstration of work techniques in practice);
• internship (taken in the form of individual training or training of small groups at specialized enterprises).

The effectiveness of training directly depends on the above aspects. After all, no matter how strong your desire to become a professional, given a weak material and technical base, incompetent teaching staff, as well as an irrationally designed training program, you will not be able to fully master the complex of knowledge and skills.

An important factor when choosing an educational organization should be a diploma (certificate) of completion of courses and mastery of a specialty. Be sure to check who accredited the school, and what significance the document will have for you and the future employer (in other words, whether it is used Diploma of professional courses trust among potential employers).

Individual characteristics of a student are the most important factor in effective learning

To make your vocational courses as effective as possible, you need to take into account other factors related to the student’s personality and daily routine. Of course, professional courses cannot take up all your free time, but be prepared to devote at least 2-3 hours a day to them. After all, it will be necessary not only to attend classes, but also to do homework, prepare for seminars, and analyze lectures.

Make it a rule to never put off working on a theory for too long. This is fraught with the fact that you will not be able to structure the material and, as a result, understand its meaning in full. In addition, a large number of points that are unclear to you will interfere with the assimilation of new information in the future.

Always look for additional material on a topic to analyze it comprehensively. In particular, read publications in magazines or notes on specialized forums (of course, this means comments from those who have experience in the field you need).

Key factors for effective learning in professional courses

If you're going to pass training in professional courses not for the sake of a “tick”, but for the sake of professional and personal growth, then remember the main aspects that will definitely help you achieve success.

1. Carefully review and evaluate the school's curriculum and the competence of its teachers.
2. Choose a training center where the forms of classes are varied, which is a kind of guarantee of their high efficiency.

Remember, a high level of motivation and diligence are half of your success.

Even if a difficult obstacle to your goal arises on your way, remember the words of W. Churchill: “Success is moving from failure to failure without loss of enthusiasm.”