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Lesson plan: The two-sided nature of the process
learning
Communication in the learning process
The role of environmental influences in the process
learning.
Structure of the learning process
Process components
learning.

The two-sided nature of the learning process

Learning process
Process
teaching
(activity
teacher)
Learning process
(activity
pupil
or team
students)

Interaction

Training necessarily involves
teacher interaction and
trainees
Subject and object of learning
It is not easy about the influence of the teacher on
student, namely their interaction !!!
Interaction can proceed as in
direct, such as
indirect form.
The learning process is not
mechanical sum of teaching and
teachings, this is a qualitatively new, holistic
phenomenon

Communication in the learning process.

The unity of knowledge and teaching
Communication in the learning process affects:
to motivate learning,
on the formation of a positive attitude towards learning,
to create favorable psychological conditions
Teacher characteristics that contribute to successful
communication:
Passion
Clarity, organization in work,
Tact in relationships and help in learning,
Objectivity in assessment
Endurance in difficult situations

The role of environmental influences in the learning process.

Affects personality development
Environment,
Mass media,
Labor activity,
Sport,
Play and leisure activities
Targeted
effort to create
baby environment !!!

Components of the learning process.

Target component
St imulating-mot ivational
component
Learning content
Operational and operational
component
Control and regulation component
Evaluation-result component

Target component

Target Process Component
learning reflects:
awareness of goals and objectives by teachers
study topic
student acceptance of goals and objectives
studying the topic.

Significance of the target component

Significance of the target component a
Target
component
Awareness
educators
goals and objectives
study topic
Adoption
pupils
goals and objectives
studying the topic.

The importance of the stimulating-motivational component

Significance of the stimulating component a
Stimulating from ivational
component
The educator stimulates
students have interest and
need for learning
Disciples internal process
development of motives
Learning is defined:
curriculum,
government training
programs
textbooks on the subject.
Contents of individual lessons
concretized by the teacher, taking into account:
assigned tasks, specifics
industrial and social
school environment, level
preparedness, interests of students.

Operational and activity component

Operational component
reflects the procedural essence of training.
It is in the activities of teachers and
trainees, in their interaction,
flowing in time, and the task
assignment of broad
social experience of humanity.
Operational and activity component
implemented through certain
methods, means and forms of organization
teaching and learning

Control and adjustment component

Control and adjustment
component
The control and regulation component assumes
teacher control and student self-control.
Control is carried out using control works,
surveys, tests and exams.
Self-assessment includes self-assessment of students who
independently check the degree of assimilation of the studied
material
Monitoring and self-monitoring ensure functioning
feedback in the educational process - receiving by the teacher
information about the degree of difficulty, about the quality of the process
learning
Feedback causes the need for correction,
regulation of the educational process, making changes to
methods, forms and means of teaching
The regulation of the process is carried out not only by the teacher, but
and by the students themselves (self-regulation of their actions,
work on errors, repetition of questions causing
difficulties).

Evaluation and performance component

Evaluation-result component of training
suggests:
assessment by educators and
self-assessment by students of the progress achieved
learning outcomes,
establishing their compliance with the
teaching and educational tasks,
identifying the causes of deficiencies,
designing new tasks taking into account
also the need to replenish
knowledge and skills gaps identified.

Relationship between learning components

Relationship between learning components
The purpose of the training determines its content.
The purpose and content of training requires
certain methods, means and forms
stimulating and organizing training.
In the course of training, a current
control and regulation of the process.
Finally, all components of the learning process in
their totality provide
definite result.

"Rules for technology" - Put on overalls before starting the lesson. Acquaintance with the textbook "Technology". Instruction on labor protection when working with scissors. Why is it necessary to unplug the sewing machine after finishing work? Dangerous factors: injury to hands, eyes; electric shock. Sewing factory... Instruction on labor protection when working on a sewing machine.

“Workshop Safety” - Injured hands due to improper handling of the tool. Faults and bluntness of the cutting tool. Wound by fragments of poorly glued wood, cross-layered, knotty. Tidy up workplace! Do not get distracted while working, follow the correct work techniques. Wooden blanks are pricked with an awl at the drilling site.

"Technology Tests" - Materials Science. Reproductive tasks. Tests and cognitive tasks by technology. Product processing technology. Test (Cooking). Mark with a "+" the element required for the growth of bones and teeth. Machine Science. High-calorie drink obtained from tropical tree seeds. Engineering Science and Machine Seams.

Technology Textbook - Flowers. Geometric ornament. Www.svoimi-rukami.ru. Unusual buildings. Portrait. Connecting small group projects. Use of means of artistic expression. Butterfly. Ornament. Using measurements and constructions to solve practical tasks... The world around us is a source of raw materials. Technical drawing.

"Safety in technology lessons" - Put your hair under a headscarf. Make sure the iron works properly. Do not approach female students working on machines. Only sew with a thimble. Safety in technology lessons. Safety instructions. Safety instructions for working with an electric iron. Fingers. Safety instructions for working on a sewing machine.

"Types of technology lessons" - Life situations. Targeted crawls. End of the lesson. Types of lessons. Teacher activity. Integrated lessons. Teaching methods. Approximate lesson structure. Greeting. Research method. The structure of the theoretical lesson. Presentation of new material. A lesson in solving technical problems. Techniques and teaching methods.

There are 18 presentations in total

Interaction Learning necessarily involves the interaction of the teacher and the learners. Subject and object of learning Not just the teacher's influence on the student, but their interaction !!! Interaction can take place both in direct and indirect form. The learning process is not a mechanical sum of teaching and learning, it is a qualitatively new, holistic phenomenon

Communication in the learning process. The unity of cognition and learning Communication in the learning process affects: the motivation of learning, the formation of a positive attitude towards learning, the creation of favorable psychological conditions Teacher characteristics that contribute to successful communication: Passion Clarity, organization in work, tact in relationships and assistance in learning, objectivity in assessment Endurance in difficult situations

The role of environmental influences in the learning process. Personal development is influenced by the Environment, Mass media, Labor activity, Sports, Play and leisure activities A purposeful application of efforts is required to create a child's environment !!!

Learning content Determined by: curriculum, state curricula textbooks on the subject. The content of individual lessons is concretized by the teacher, taking into account: the tasks set, the specifics of the production and social environment of the school, the level of preparedness, the interests of the students.

Operational-activity component The operational-activity component reflects the procedural essence of training. It is in the activities of teachers and trainees, in their interactions that take place in time, that the task of appropriating the broad social experience of mankind by schoolchildren is realized. The operational-activity component is implemented through certain methods, means and forms of organization of teaching and learning

Control and regulation component The control and regulation component assumes control of the teacher and self-control of trainees. Control is carried out with the help of tests, surveys, tests and exams. Self-control includes self-examination of students, who independently check the degree of assimilation of the studied material Control and self-control ensure the functioning of feedback in the educational process, the teacher receives information about the degree of difficulties, the quality of the learning process Feedback causes the need to correct, regulate the educational process, make changes in methods, forms and teaching means Regulation of the process is carried out not only by the teacher, but also by the students themselves (self-regulation of their actions, work on mistakes, repetition of questions that cause difficulties).

Evaluative and effective component The evaluative and effective component of training involves: assessment by teachers and self-assessment by students of the results achieved in the learning process, establishing their compliance with the assigned educational tasks, identifying the causes of shortcomings, designing new tasks that also take into account the need to fill the gaps in knowledge and skills ...

Interrelation of training components The purpose of training determines its content. The purpose and content of training require certain methods, means and forms of stimulation and organization of training. In the course of training, current monitoring and regulation of the process is required. Finally, all components of the learning process in their totality provide a certain result.

Mordovian state University them. N.P. Ogareva

Faculty: matamatic

Specialty: maths

Leading functions and structure of the learning process

Completed: student of group 301,

Rizaev S.N.

Checked: candidate ped. Sci., Senior Lecturer, Batyaeva T.A.

Saransk 2001

1. Introduction ……………………………………………………… .3

2. Functions of the learning process ………………………………… 4

3. The structure of the learning process ……………………………… ..11

4. Conclusion ………………………………………………. …… 18

5. References …………………………………………… 19

Introduction.

The concept of "learning process" refers to the initial in pedagogical science, its definition is complex and contradictory. For many years in pedagogy it has been defined as a two-way process - the process of teaching and learning.

In the writings of ancient and medieval thinkers, the concepts of "teaching" and "learning process" are understood mainly as teaching. At the beginning of this century, the concept of learning began to include two components of this process - teaching and learning. Teaching is understood as the activity of teachers to organize the assimilation of educational material, and teaching is understood as the activity of students to assimilate the knowledge offered to them. Somewhat later, the concept of teaching reflected the teacher's controlling activity in shaping the methods of cognitive activity in students, and the joint activity of the teacher and students.

This paper examines concepts such as the leading functions of the learning process and the structure of the learning process. The first question reveals the meaning of the following functions of the learning process:

Educational;

Educational;

Developing;

Vocational guidance.

The second question tells about the structure of the learning process, which includes the following elements:

Learning as a process;

The purpose of training;

Learning cognition mechanisms;

The teacher as a defining beginning of the learning process and others.

Functions of the learning process.

Education as a social phenomenon is a purposeful, organized, systematic transfer to the elders and assimilation by the younger generation of the experience of social relations, social consciousness, the culture of productive labor, knowledge about active transformation and environmental protection. It ensures the continuity of generations, the full functioning of society and the appropriate level of personality development. This is its objective purpose in society.

Learning consists of two inextricably linked phenomena: adult teaching and educational labor activitycalled the teaching of children. Teaching is a special activity of adults aimed at transferring to children the sum of knowledge, skills and abilities and educating them in the learning process. Teaching is a specially organized, active independent cognitive, labor and aesthetic activity of children, aimed at mastering knowledge, skills and abilities, developing mental processes and abilities.

The social, pedagogical, psychological essence of education is most fully and vividly manifested in its practically expedient functions. Among them, the most significant - educational function ... The main meaning of the educational function is to equip students with a system of scientific knowledge, abilities, skills and its use in practice.

Scientific knowledge includes facts, concepts, laws, patterns, theories, a generalized picture of the world. In accordance with the educational function, they should become the property of the individual, enter the structure of his experience. The most complete implementation of this function should ensure the completeness, systematicity and awareness of knowledge, its strength and effectiveness. This requires such an organization of the learning process so that elements that are important for understanding the main ideas and significant cause-and-effect relationships do not fall out of the content of the academic subject reflecting the relevant area of \u200b\u200bscientific knowledge, so that empty voids do not form in the general system of knowledge. Knowledge should be ordered in a special way, acquiring ever greater harmony and logical subordination, so that new knowledge flows from what was previously acquired and paves the way for the development of the next.

The end result of the implementation of the educational function is the effectiveness of knowledge, expressed in the conscious operation of them, in the ability to mobilize previous knowledge to obtain new ones, as well as the formation of the most important, both special (in the subject) and general educational skills and abilities.

Skill as a skillful action is directed by a clearly perceived goal, and the basis of a skill, that is, an automated action, is a system of strengthened connections. Skills are derived from exercises that vary in conditions learning activities and provide for its gradual complication. To develop skills, repeated exercises are required under the same conditions.

The implementation of the educational function is inextricably linked with the formation of skills in working with a book, reference literature, bibliographic apparatus, organizing independent work, taking notes, etc.

Educational function ... The upbringing nature of education is a clearly manifested pattern that acts immutably in any era and in any conditions. The upbringing function organically follows from the content itself, forms and methods of teaching, but at the same time it is carried out through the special organization of communication between the teacher and the students. Objectively, training cannot fail to educate certain views, beliefs, attitudes, personality traits. Personality formation is generally impossible without mastering the system of moral and other concepts, norms and requirements.

Education always brings up, but not automatically and not always in the right direction. Therefore, the implementation of the upbringing function requires, when organizing a school subject, selecting content, choosing forms and methods, to proceed from the correctly understood tasks of upbringing at a particular stage in the development of society. The most important aspect the implementation of the upbringing function of teaching is the formation of motives for educational activity, which initially determine its success.

Developmental function ... Just like the upbringing function, the developmental character of teaching objectively follows from the very nature of this social process. Correctly delivered teaching always develops, however, the developmental function is carried out more effectively with a special orientation of the interaction of teachers and students on the all-round development of the personality. This special focus of teaching on the development of the student's personality was consolidated in the term "developmental learning". In the context of traditional approaches to the organization of training, the implementation of the developmental function, as a rule, is reduced to the development of speech and thinking, since it is the development of verbal processes that most clearly expresses the general development of the student. However, this understanding of the orientation of teaching, which narrows the developmental function, loses sight of the fact that both speech and thinking associated with it develop more effectively with the appropriate development of the sensory, emotional-volitional, motor and motivational-need spheres of the personality. Thus, the developmental nature of training presupposes an orientation towards the development of the personality as an integral mental system.

Since the 60s in pedagogical science, various approaches have been developed to the construction of developing education. L. V. Zankov substantiated a set of principles for the development of thinking in the learning process: increasing the proportion of theoretical material; learning at a fast pace and at a high level of difficulty; ensuring students' awareness of the learning process. AM Matyushkin, MI Makhmutov and others developed the foundations of problem-based learning. I. Ya. Lerner and MN Skatkin proposed a system of developing teaching methods; V. V. Davydov and D. B. Elkonin developed the concept of meaningful generalization in teaching; I. Ya. Gol'perin, NF Talyzin and others substantiated the theory of the phased formation of mental actions. The unifying idea of \u200b\u200bleading scientific research and pedagogical practice of developing education is the idea of \u200b\u200bthe need to significantly expand the sphere of developing influence of education. Full intellectual, social and moral development personality is the result of educational and upbringing functions implemented in the unity.

Acquired the actual sound and career guidance function learning . Comprehensive school lays the foundations for career guidance work with children in terms of identifying and developing the inclinations, abilities, interests, talents, inclinations. For these purposes, special schools, gymnasiums, lyceums, colleges, differentiation of education, classes and groups for in-depth study of individual subjects are organized. A well-organized combination of education with productive labor plays a significant role in this matter. With high school students, special career guidance work is carried out in special career guidance rooms and at enterprises. In the process of teaching and productive work, acquiring specific knowledge and skills in the field of a particular profession, focusing personal interest on certain general educational knowledge, the student gets the opportunity to orientate and choose a profession, directly move to the sphere of production or continue education in higher education.

All the main functions of training, expressing its deep essence, are closely interconnected and interact with each other. Knowledge is the basis of a worldview, professional interests, material for mental development and the formation of spiritual needs; spiritual needs stimulate the expansion of knowledge and career guidance searches; mental development facilitates the process of mastering knowledge; emotional-volitional and effective-practical development acts as a strong stimulus for educational, socially useful, productive work.

The functions of the learning process include the functions of its constituent parts.

The functions of the forms of education are complex and diverse. Among them in the first place teaching and educational ... A learning form is designed and used to create best conditions to transfer knowledge, abilities, skills to children, form their worldview, develop talents, practical abilities. Educational the function is provided by the consistent introduction of schoolchildren with the help of a system of forms of education in a variety of activities. As a result, all spiritual and physical forces are actively involved in the work: intellectual, emotional-volitional, efficient-practical. Organizational the function of teaching is that the need to match the volume, quality of the content of education to the age-related capabilities of children requires the teacher to have a clear organizational and methodological instrumentation for the presentation of the material, and strictly select aids. Psychological the function of the forms of education is to develop in students a certain activity biorhythm, the habit of working at the same time. The habitual time and familiar conditions of study sessions give rise to a mental state of emancipation, freedom, optimal tension of spiritual forces in children. The meaningful form of training sessions in conjunction with active methods performs developing function. It is especially effective when a variety of forms are used in the study of a topic in the educational process.

Forms of organization of the educational process ensure the collective and individual activities of children, performing integrating-differentiating function. The educational process is basically a process of collective cognitive activity. Children learn together, exchange information in practical matters, learn mutual understanding and mutual assistance. At the same time, learning is a process of developing the capabilities of a person. Therefore, each form of collective classes should have the ability to individualize the activities of schoolchildren, provide work on advanced programs for some and pull up to the average compulsory level of others. Systematizing and structuring the functions of organizational forms of training consist in the fact that they require a breakdown of all educational material into parts and topics, its structuring and systematization both as a whole and for each lesson.

In relation to each other, the forms of education are capable of performing integrating and coordinating functions. In order to increase the efficiency of the assimilation of material by children, on the basis of any form of teaching, the components of other forms can be combined and used. When studying whole topic one form, for example, a lesson, can play the role of the main, basic, leading in relation to others - seminars that provide additional material. Finally, stimulating the function of the form of organizing training sessions is manifested with greatest strength, when it corresponds to the peculiarities of the age of children, the specifics of the development of their psyche and organism. So, the lecture form, with its monotony, is able to suppress in junior schoolchildren any cognitive activity. Meanwhile, as a lesson - the dramatization of the story, including imagination, speech, thinking, the organism as a whole, stimulates their vigorous activity.

The functions of teaching methods provide teaching and educational interaction between the teacher and students. Their essence and originality is as follows. The direct function of teaching methods is the transfer and organization of the assimilation of knowledge by children, the formation of their worldview. On the basis of knowledge, the method provides for the development of students' skills and abilities, their consolidation in the child's nervous system as neuropsychic formations. Such a direct function of teaching methods is to ensure the development of human strength in a child: intellectual abilities, giftedness, voice, sight, smell, hearing, physical strength, sensory, emotional, spiritual-need, volitional spheres. The implementation of these two functions in unity provides training, ideological and moral education and neuropsychic development of the child. The indirect functions of teaching consist in developing in schoolchildren the inclinations and foundations of a culture of mental and physical labor - the foundation for the implementation of lifelong education, for the development of their desire for self-education. The educational function of teaching methods is aimed at the development of cognitive and creative activity in children. The effectiveness of the process of teaching and upbringing largely depends on how quickly and successfully the child turns from an object of didactic influences into a subject of cognitive activity. Setting in motion with the help of teaching methods all the essential forces of schoolchildren awakens their interest in the content and problems of educational activity, ensures success in the upbringing of cognitive activity.

Thus, teaching methods as a set of techniques and methods of teaching interaction between a teacher and students are rooted in various methods of the human search for truth and cognitive communication. They are scientifically pedagogically transformed on the basis of the general requirements and are the most important mechanism for the implementation of the learning process, thanks to the implementation of their pedagogical functions.

The structure of the learning process.

Learning as a process is a purposeful, organized with the help of special methods and various forms of active learning interaction between teachers and students.

The learning process has a clear structure. Its leading element is target ... In addition to the general and main goal - to transfer to children the totality of knowledge, abilities and skills, the development of the mental strength of students - the teacher constantly sets himself specific tasks to ensure the deep assimilation of a specific amount of knowledge, abilities and skills by students. The psychological and pedagogical meaning of the goal lies in the fact that it organizes and mobilizes the teacher's creative forces, helps to select and choose the most effective content, methods and forms of work. In the educational process, the goal "works" most intensively when it is well understood not only by the teacher, but also by the children. Explaining learning goals to children is a powerful stimulus to their cognitive activity.

The structural element of the educational process, around which the pedagogical action unfolds, the interaction of its participants, is content social experience learned by children. The most important pedagogical contradiction is manifested in the content: between the huge reserves of social and historical information and the need to select only the foundations from it for the purpose of teaching cognition. To become an element of the educational process, scientific information should be pedagogically reworked, selected from the point of view of its relevance for life in the given socio-historical conditions, the development of the child's essential forces and taking into account the possibilities of its development by children of different ages. This contradiction is overcome by pedagogical science, which empirically establishes the quantity, quality and degree of difficulty of information necessary for schoolchildren, the possibility of its assimilation and use by each child. The content of the educational process as a system can have a different structure of presentation. Elements of a structure are separate knowledge or their elements, which can be "linked" with each other in different ways. The most common at the present time are linear, concentric, spiral and mixed structure of the presentation of content.

With a linear structure, individual parts of the educational material form a continuous sequence of closely related links, which are worked out during schooling, as a rule, only once.

The concentric structure implies a return to the knowledge being studied. One and the same question is repeated several times, and its content is gradually expanding, enriched with new information.

A characteristic feature of the spiral structure of presentation is that students, without losing sight of the original problem, gradually expand and deepen the circle of knowledge associated with it.

Mixed structure - a combination of linear, concentric and spiral structures.

The central figure, the backbone of the learning process is teacher - the bearer of the content of education and upbringing, the organizer of all the cognitive activities of children. His personality combines objective and subjective pedagogical values. In the learning process, the whole structure of the teacher's moral and aesthetic attitude to life plays a huge role. The teacher sets in motion all the internal and external mechanisms of the learning process: he transfers knowledge, organizes and stimulates the cognitive activity of children, arouses interest and forms their need for knowledge.

The main participant, the most active self-developing subject of the educational process is himself child learning ... He is the very object and subject of pedagogical cognition for the sake of which the learning process is created. In the process of cognition in the consciousness of a child, the most complex process of reflecting reality is carried out using a variety of scientifically based teaching methods. Activity and communication are the mechanisms for the development of reality by children.

The process of teaching, mastering the system of knowledge, abilities and skills by a child is subdivided into inextricably dialectically interrelated stages of cognition. First step - perception-assimilation. On the basis of perception, comprehension is carried out, providing understanding and assimilation of the material. The second stage absorbs in a generalized form the results of initial assimilation and creates the basis for deepening knowledge. It is characterized as assimilation-reproduction ... Perception, assimilation and primary reproduction of educational material create the possibility of the implementation of the third stage of cognition - creative practical application of knowledge. The cognitive process achieves completeness and effectiveness when not only enriches children with knowledge, skills and abilities, but also ensures their development, social activity, and real participation in social practice.

In the process of learning, the child is not only the object of influence, but also the subject of cognition. In cognitive activity, he is driven by a natural contradiction between his desire for active participation in life, for adulthood and the lack of necessary life experience, knowledge, skills, and abilities. The stimuli for the cognitive activity of schoolchildren are primarily associated with the ability to remove the contradiction through the education they receive.

An important element of the educational process is and student collective as an object of teaching influence of a teacher and a subject of cognition. The collective cognition process takes place in stages. In essence, it is adequate to the process of individual cognition. But on pedagogical organization, forms and methods of work, collective knowledge follows its own special logic. Collective mutual learning is of particular pedagogical importance, in the process of which the teacher and the learner students deepen their knowledge. The teacher is inspired by the role of the leader, and the student seeks to change the situation and gets satisfaction, asserting himself in the team.

Moving forces, incentives for collective cognition are for children and the attractiveness of collective communication, learning interaction; and increased emotionality of collective perception; and contradictions, differences of opinion arising in this process. A common educational goal encourages students to overcome all difficulties and inconsistencies, unite in the pursuit of a common positive result.

An essential element of the structure of the cognitive process is teaching methods. They are ways of teaching interaction between teacher and students. The nature of the learning process largely depends on the personality of the teacher and students. In pedagogical practice, a huge role is played not so much by the potential effectiveness of the teaching methods themselves as by the teacher's individual methodological system, the existing system of his interaction with children.

Teaching methods, the methodological system of the teacher are the methods of work not only for the teacher, but also for the students at the same time. Any method is only active when it unites both sides in active interaction, contributes to the transformation of the teacher's methodological system into methods of students' cognitive activity. For this, students must be aware of each method of work, its strengths and weaknesses, mastering the skills and abilities of educational work. The group of teaching methods in their essence correspond to the main stages of educational cognition. These are methods that provide the primary perception of educational material, methods aimed at assimilating knowledge, methods of practical activity and creative application of knowledge, methods of feedback, diagnostics, checking the assimilation of knowledge by students and correcting the learning process.

The learning process is unthinkable without such an element as organizational forms ... The form of education is a cognitive joint activity of teachers and students, limited in time and organizational in space. The leading form of teaching is a lesson. The accompanying forms are diverse: laboratory and practical classes, a seminar, a lecture, individual and group training, a circle. Each form acquires a specific structure, specific features and characteristics depending on the content of educational work and the age of students. The form of teaching in pedagogical practice often conflicts with the content. Diverse educational material, depending on its characteristics, requires flexible, mobile forms of organizing cognition.

An organic element of the structure of the learning process is independent extracurricular (home, library, circle) Job students on the assimilation of compulsory and freely received information, on self-education. This is one of the forms of education that has acquired great independent significance today. Its function is not to compensate for shortcomings in the work of the teacher, whose task is to ensure good quality assimilation of knowledge, skills and abilities by students. Self-study is necessary as a decisive means of consolidating skills and abilities, intensive development of mental strength, moral self-affirmation. In modern conditions, it is necessary to switch children from mechanical repetition of textbook paragraphs to independent search additional information, its deliberate revision and critical assessment. The following forms and methods of independent extracurricular activities are used: homework, independent work in the library, taking notes, keeping diaries, exchange of information (conversation) with friends. The independent extracurricular work of schoolchildren helps to resolve the contradictions between the limited content of school education, the conservatism of its forms and the dynamic flow of free information, mobile forms of its transmission and assimilation.

An important place in the structure of the learning process is occupied by such an element of knowledge as practical use knowledge, skills and abilities in productive, socially useful labor. In public life. We are talking not only about practical exercises, but above all about the real, socially significant work of schoolchildren in the field of production, which requires special attention to the polytechnic orientation of knowledge. This element of the process synthesizes in itself all the others, makes it possible to test the quality of learning outcomes through life social practice. With the help of social practice, the resolution of the contradiction between school and life, between the content, forms, methods of teaching and the requirements of society, economy, culture, scientific and technological progress is achieved. This element of the cognition process is the system-forming link that unites and connects learning and life in a limited way. Thanks to him, the developing child's personality passes from the world of childhood to the state of adulthood, from school to life.

The final element of the structure of the learning process is pedagogical diagnostics ... It is provided by a set of special methods, methods and techniques aimed at identifying the quality of knowledge, skills and abilities of students, to obtain feedback on the effectiveness of his teaching interaction with students. Diagnostics allows the teacher to make adjustments to the educational process: to change the forms of education, introduce new methods, timely pull up those who are lagging behind and provide opportunities for progressing ahead. Among the diagnostic methods are individual and frontal oral questioning, a variety of independent written works , practical tasks of a reproductive and creative nature . Timely and correct pedagogical diagnostics eliminates formalism in the teacher's work, helps him, together with children, to more accurately determine their abilities and talents, and make a choice in differentiated teaching.

The structure of the learning process.

Conclusion.

One of the two main processes that make up an integral pedagogical process is the learning process (educational process).

Modern didactics emphasizes that the tasks of the educational process cannot be reduced only to the formation of knowledge, skills and abilities. Learning has a complex effect on the personality, despite the fact that the educational function is most specific to this process. Note that the boundaries between education, upbringing and development in their narrow sense are very relative and some aspects of them intersect.

All learning functions cannot be imagined as parallel, non-overlapping lines in the stream of influences of the learning process. All of them are in complex intertwining connections: one precedes the other, is its cause, the other is its consequence, but at the same time it is a condition for activating the root cause.

The main functions of teaching are implemented in practice, firstly, by a set of lesson tasks, including the tasks of education, upbringing and development of schoolchildren; secondly, the content of the teacher's and schoolchildren's activities, which would ensure the implementation of all three types of tasks, taking into account the fact that at each stage of the lesson some of them will be solved to a greater or lesser extent; thirdly, the unity of these functions is carried out by a combination of various methods, forms and means of teaching; fourthly, in the process of control and self-control over the course of training and in the analysis of its results, the progress of all functions is simultaneously evaluated, and not one of them.

Similarly to functions, the elements of the educational process must be considered in a natural relationship. The purpose of the training determines its content. The purpose and content of training require certain methods, means and forms of stimulation and organization of training. In the course of training, current control and regulation of the process is required. Finally, all components of the learning process in their totality provide a certain result.

Depending on the specifics of the learning tasks, the students' capabilities, the level of their attitude to learning, certain components of the process will be applied to a greater or lesser extent, and sometimes even absent. Thus, it is necessary to be creative in the design of the learning process, not to allow a template, regardless of specific situation, their applications.

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