Programmed learning is a teaching method put forward by Professor B.F. Skinner (Skinner B.F.) in 1954 and developed in the works of specialists from many countries, including domestic scientists. N. F. Talyzina, P. Ya. Galperin, L. N. Landa, I. I. Tikhonov, A. G. Moliboga, A. M. Matyushkin, V. I. Chepelev and others took part in the development of certain provisions of the concept. At the same time, it is believed that elements of programmed learning were already present in ancient times. They were used by Socrates and Plato, they are found in the works of J. F. Herbart and even J. Dewey.

Features of the technique

The purpose of the concept is to strive to improve the efficiency of managing the learning process based on the cybernetic approach. At its core, programmed learning involves the work of the student on a certain program, in the course of which, he acquires knowledge. The teacher's role is to monitor psychological state the listener and the effectiveness of the stage-by-stage development of educational material by him, and, if necessary, the regulation of program actions. Accordingly, they developed various schemes, programmed learning algorithms -- straight, branched, mixed and others that can be implemented using computers, programmed textbooks, teaching materials Didactic principles programmed learning: 1) sequence; 2) availability; 3) systematic; 4) independence.

Programmed learning algorithms

Linear algorithm (Skinner algorithm)

B. F. Skinner, having developed own concept programmed learning, laid down the following principles in it:

• small steps - the educational material is divided into small parts (portions) so that students do not have to spend a lot of effort to master them;
• · low level Portion Difficulty -- The difficulty level of each portion of the learning material should be low enough to ensure that the student answers most questions correctly. As a result, the student is constantly receiving positive reinforcement while working with the training program. According to Skinner, the share of student's erroneous answers should not exceed 5%.
• · open questions-- Skinner recommended using questions to test portioning open type(text input) rather than multiple choice ready-made options answer, while arguing that "even vigorous correction of an erroneous answer and reinforcement of the correct one does not prevent the occurrence of verbal and subject associations that are born when reading erroneous answers."
• Immediate confirmation of the correctness of the answer - after answering the question, the student has the opportunity to check the correctness of the answer; if the answer still turns out to be incorrect, the student takes this fact into account and proceeds to the next portion, as in the case of a correct answer;
• Individualization of the pace of learning - the student works at an optimal pace for himself;
• • differentiated consolidation of knowledge - each generalization is repeated several times in different contexts and illustrated with carefully selected examples;
• a uniform course of instrumental teaching - no attempts are made differentiated approach depending on the abilities and inclinations of the students. The whole difference between the students will be expressed only by the duration of the programs. By the end of the program, they will come in the same way.

Branched Algorithm (Crowder Algorithm)

The main difference between the approach developed by Norman Crowder in 1960, is the introduction individual paths passing through the educational material. The path for each student is determined by the program itself in the learning process, based on the answers of the students. N. A. Crowder laid the following principles in his concept:

• the complexity of portions of the surface level and their simplification with deepening - the educational material is given to the student in relatively large portions and set sufficiently difficult questions. If the student is unable to handle this presentation (determined by a wrong answer), then the student moves on to a deeper level portion that is easier.
• Use of closed questions - in each portion, the student is asked to answer the question by choosing one of the answer options. Only one answer is correct and leads to the next portion of the same level. Incorrect answers send the student to portions of a deeper level, in which the same material is explained in more detail (“chewed”).
• · the presence of explanations for each answer option - if the student chooses an answer, the program explains to him what he made a mistake before moving on to the next portion. If the student has chosen the correct answer, the program explains the correctness of this answer before moving on to the next portion.
• • differentiated course of instrumental learning - different students will be trained in different ways.

Adaptive Algorithm

The training program maintains the optimal level of difficulty of the studied material individually for each student, thereby automatically adapting to the person. The ideas of adaptive programmed learning were laid down by Gordon Pask in the 1950s.

The role of programmed learning in education

In general, programmed learning can be seen as an attempt to formalize the learning process with maximum possible elimination subjective factor direct communication between teacher and student. It is currently believed that this approach has not justified itself. Its use showed that the learning process cannot be fully automated, and the role of the teacher and the student's communication with him in the learning process remain a priority. However, development computer technology and distance learning enhances the role of the theory of programmed learning in educational practice.

The algorithmization of the learning process is closely related to programmed learning, which, like programming, has as its basis the cybernetic approach.

Ministry of Education and Science Russian Federation

KURGAN STATE UNIVERSITY

PEDAGOGICAL FACULTY

TEST

on the topic:

"Programmed Learning"

COMPLETED:

Student: Usoltseva N.A.

Group: PZ-4938(b)s

Specialty: Professional

Training (design)

Kurgan 2010

The essence of programmed learning

Programmed learning - this is training according to a pre-developed program, which provides for the actions of both students and the teacher (or the learning machine that replaces him). The idea of ​​programmed learning was proposed in the 50s. 20th century American psychologist B. Skinner to improve the efficiency of learning process management using achievements experimental psychology and technology.

Objectively programmed learning reflects, in relation to the field of education, a close connection between science and practice, the transfer of certain human actions to machines, and the growing role of management functions in all areas. social activities. To improve the efficiency of managing the learning process, it is necessary to use the achievements of all sciences related to this process, and above all cybernetics - the science of general laws management. Therefore, the development of the ideas of programmed learning turned out to be associated with the achievements of cybernetics, which sets General requirements to the management of the learning process. The implementation of these requirements in training programs is based on the data of the psychological and pedagogical sciences that study specific features educational process. However, when developing this type of training, some specialists rely on the achievements of only psychological science(unilateral psychological direction), others - only on the experience of cybernetics (unilateral cybernetic). In teaching practice, a typically empirical direction in which the development of training programs is based on practical experience, and only separate data are taken from cybernetics and psychology.

The basis general theory programmed learning is based on the programming of the process of assimilation of the material. This approach to learning involves the study of cognitive information in certain doses, which are logically complete, convenient and accessible for holistic perception.

Today under programmed learning refers to the controlled assimilation of programmed educational material with the help of a teaching device (computer, programmed textbook, movie simulator, etc.)(Fig. 1). Programmed material is a series of relatively small chunks educational information("frames", files, "steps"), served in a certain logical sequence.

Fig1. Programmed learning: essence, advantages, disadvantages

In programmed learning, learning is carried out as a well-controlled process, as the material being studied is broken down into small, easily digestible doses. They are sequentially presented to the student for assimilation. After studying each dose, an assimilation check should be made. Dose learned - move on to the next. This is the "step" of learning: presentation, assimilation, verification.

Usually, when compiling training programs, from cybernetic requirements only the need for systematic feedback was taken into account, from psychological requirements - individualization of the learning process. There was no sequence of implementation of a certain model of the assimilation process. The most famous concept of B. Skinner, based on the behavioral theory of learning, according to which there is no significant difference between human learning and animal learning. In accordance with behavioral theory, training programs should solve the problem of obtaining and reinforcing the correct response. To develop the correct reaction, the principle of breaking down the process into small steps and the principle of a hint system are used. When splitting the process, the programmed complex behavior is divided into the simplest elements (steps), each of which the student could complete without error. When a prompting system is included in the training program, the required reaction is first given in ready-made(maximum hint degree), then with the omission of individual elements (decaying hints), at the end of training, it is required to completely independent execution reactions (removal of the hint). An example is the memorization of a poem: at first, the quatrain is given in full, then with the omission of one word, two words and a whole line. At the end of memorization, the student, having received four lines of dots instead of a quatrain, must reproduce the poem on his own.

To consolidate the reaction, the principle of immediate reinforcement (using verbal encouragement, giving a sample to make sure the answer is correct, etc.) is used for each correct step, as well as the principle of repeated repetition of reactions.

Types of training programs

Training programs built on a behavioral basis are divided into:

a) linear, developed by Skinner,

b) branched programs of N. Crowder.

1. Linear Programmed Learning System, originally developed by the American psychologist B. Skinner in the early 60s. 20th century based on the behavioral trend in psychology.

He put forward the following requirements for the organization of training:

o In learning, the student must go through a sequence of carefully chosen and placed "steps".

o Education should be built in such a way that the student is “businesslike and busy” all the time, so that he not only perceives the educational material, but also operates with it.

o Before moving on to the next material, the student must have a good understanding of the previous one.

o The student needs to be helped by dividing the material into small portions (“steps” of the program), by prompting, prompting, etc.

o Each student's correct answer must be reinforced using feedback, - not only for the formation certain behavior but also to maintain interest in learning.

According to this system, students go through all the steps of the training program sequentially, in the order in which they are given in the program. The tasks in each step are to fill in a gap with one or more words. informational text. After that, the student must check his solution with the correct one, which had previously been closed in some way. If the student's answer is correct, then he should proceed to next step; if his answer does not match the correct one, then he must complete the task again. Thus, linear system programmed learning is based on the principle of learning, involving error-free execution assignments. Therefore, the steps of the program and tasks are designed for the weakest student. According to B. Skinner, the trainee learns mainly by completing tasks, and confirmation of the correctness of the assignment serves as a reinforcement to stimulate the trainee's further activity.

Linear programs are designed for the error-free steps of all students, i.e. should correspond to the capabilities of the weakest of them. Because of this, the program correction is not provided: all students receive the same sequence of frames (tasks) and must do the same steps, i.e. move along the same line (hence the name of the programs - linear).

2. An extensive programmed learning program. Its founder is the American teacher N. Crowder. These programs, which have become widespread, in addition to the main program designed for strong students, provide additional programs(auxiliary branches), to one of which the student is sent in case of difficulty. Branched programs provide individualization (adaptation) of training not only in terms of the pace of progress, but also in terms of the level of difficulty. In addition, these programs open great opportunities to form rational types cognitive activity than linear, limiting cognitive activity mainly perception and memory.

Control tasks in the steps of this system consist of a problem or a question and a set of several answers, among which usually one is correct, and the rest are incorrect, containing typical mistakes. The student must choose one answer from this set. If he chose the correct answer, he receives reinforcement in the form of confirmation of the correctness of the answer and an indication of the transition to the next step of the program. If he chose an erroneous answer, he is explained the essence of the error, and he is instructed to return to some of the previous steps of the program or go to some subroutine.

In addition to these two main systems of programmed learning, many others have been developed that, to one degree or another, use a linear or branched principle, or both of these principles to build a sequence of steps in a training program.

General disadvantage programs built on a behavioral basis lies in the impossibility of managing the internal, mental activity students, control over which is limited to registration end result(answer). From a cybernetic point of view, these programs exercise control according to the “black box” principle, which is unproductive in relation to human learning, since the main objective during training consists in the formation rational methods cognitive activity. This means that not only the answers must be controlled, but also the paths leading to them. The practice of programmed learning has shown the unsuitability of linear and insufficient productivity of branched programs. Further improvements to the training programs within the framework of the behavioral learning model did not lead to a significant improvement in the results.

Development of programmed learning in domestic science and practice

AT domestic science theoretical basis of programmed learning were actively studied, as well as achievements were introduced into practice in the 70s. 20th century One of the leading specialists is the professor of Moscow University Nina Fedorovna Talyzina (Talyzina N.F., 1969; 1975).

In the domestic version, this type of training is based on the so-called theory of phased formation mental actions and concepts P.Ya. Galperin and the theory of cybernetics. The implementation of programmed learning involves the allocation of specific and logical tricks thinking, indication of rational ways of cognitive activity in general. Only after this is it possible to draw up training programs that are aimed at the formation of these types of cognitive activity, and through them the knowledge that constitutes the content of this subject.

programmed learning guided learning

Advantages and disadvantages of programmed learning

Programming training has a number of advantages: small doses are easily absorbed, the rate of assimilation is chosen by the student, it is provided high score, are produced rational ways mental actions, the ability to think logically is brought up. However, it also has a number of disadvantages, for example:

o does not fully contribute to the development of independence in learning;

o requires a lot of time;

o applicable only for algorithmically solvable cognitive tasks;

o ensures the acquisition of knowledge inherent in the algorithm and does not contribute to the acquisition of new ones. At the same time, excessive algorithmization of learning hinders the formation of productive cognitive activity.

· In the years of the greatest passion for programmed learning - 60-70s. 20th century - A number of programming systems and many different teaching machines and devices have been developed. But at the same time, critics of programmed learning also emerged. E. Laban summed up all the objections to programmed learning in this way:

o programmed learning does not use positive sides group learning;

o it does not contribute to the development of student initiative, since the program, as it were, leads him by the hand all the time;

o with the help of programmed learning, it is possible to teach only simple material at the level of cramming;

o Reinforcement based learning theory is worse than mental gymnastics based learning theory

o contrary to the claims of some American researchers- programmed learning is not revolutionary, but conservative, since it is bookish and verbal;

o programmed learning ignores the achievements of psychology, which has been studying the structure of brain activity and the dynamics of assimilation for more than 20 years;

o programmed learning does not provide an opportunity to get a holistic picture of the subject being studied and is “learning by crumbs”.

Although not all of these objections are entirely justified, they certainly have certain grounds. Therefore, interest in programmed learning in the 70-80s. 20th century began to fall and its revival took place in last years based on the use of new generations computer technology.

As already noted, the most widespread various systems programmed training received in the 50-60s. In the 20th century, later only separate elements of programmed learning began to be used, mainly for knowledge control, consultations and skills training. In recent years, the ideas of programmed learning have begun to revive on a new technical basis(computers, television systems, microcomputers, etc.) in the form of computer or electronic learning. New technical base allows you to almost completely automate the learning process, build it as a fairly free dialogue between the student and the training system. The role of the teacher in this case is mainly to develop, adjust, correct and improve the training program, as well as to conduct individual elements of machine-free learning. Years of experience have confirmed that programmed learning, and especially computer learning, provides enough high level not only learning, but also the development of students, arouses their unflagging interest.

Bibliography

1. Podlasy I.P. Pedagogy. New Deal: A textbook for students of pedagogical universities. Book 1. – M.: VLADOS, 1999.

2. (http://www.modelschool.ru/index.html Model; see the website of the School tomorrow),

3. (http://www.kindgarden.ru/what.htm; see the material "What is the School of Tomorrow?").

training in programs designed for portioned supply of educational material, step control learning and prompt assistance to students.

Great Definition

Incomplete definition ↓

PROGRAMMED LEARNING

training according to a pre-designed program, which provides for the actions of both students and the teacher (or the learning machine that replaces him). was proposed in the 1950s. 20 in Amer by psychologist BF Skinner for better management

learning process using the achievements of experiments. psychology and technology. Objectively P. about. reflects, in relation to the field of education, a close connection between science and practice, the transfer of certain human actions to machines, and the growing role of managerial functions in all spheres of society. activities. To increase the effectiveness of the management of the learning process, it is necessary to use the achievements of all sciences related to this process, and above all cybernetics - the science of general laws of control. Therefore, the development of the ideas of P. about. turned out to be associated with the achievements of cybernetics, which sets the general requirements for managing the learning process, and the implementation of these requirements in training programs is based on the data of the psychological and ped. Sciences that study specific features of the account. process. However, during the development of P. o. some experts rely on the achievements of only psychol. sciences (one-sided psychol. direction), others - only on the experience of cybernetics (one-sided cybernetic). In practice, teaching is typically empirical. direction, in which the development of training programs is based on practical. experience, and from cybernetics and psychology are taken only otd. data.

Usually, when compiling training programs from cybernetic. requirements were taken into account only the need for a systematic. feedback, from psychological - individualization of the learning process. There were no follow-ups. implementation of a certain model of the assimilation process. max. the concept of B. Skinner, based on the behavioral theory of learning, is known, according to which there is no significant difference between human learning and animal learning (see Behaviorism). In accordance with behavioral theory, training programs should solve the problem of obtaining and reinforcing the correct response. To develop the correct reaction, the principle of breaking down the process into small steps and the principle of a hint system are used. When the process is broken down, the programmed complex behavior is divided into the simplest elements (steps), each of which the student could perform without error. When a system of hints is included in the training program, the required reaction is first given in finished form (max, degree of prompt), then with a omission. elements (fading prompts), at the end of training, it is required to be completely independent. executing a reaction (removing a hint). An example is the memorization of a poem: at first, the quatrain is given in full, then with the omission of one word, two words and a whole line. At the end of memorization, the student, having received 4 lines of dots instead of a quatrain, must reproduce the poem on his own.

To consolidate the reaction, the principle of immediate reinforcement (with the help of verbal encouragement, giving a sample to make sure the answer is correct, etc.) is used for each correct step, as well as the principle of multiple repetition of reactions.

Training programs built on a behavioral basis are divided into linear, developed by Skinner, and so on. branched programs of N. Crowder. Linear programs are designed for the error-free steps of all students, i.e. must correspond to the possibilities of max. weak ones. Because of this, the program correction is not provided: all students receive the same sequence of frames (tasks) and must do the same steps, i.e. move along the same line (hence the names of the programs - linear). In the branched programs that have become widespread, in addition to the main ones. programs designed for strong students are provided for additional. programs (auxiliary branches), one of which is sent to the student in case of difficulty. Branched programs provide individualization (adaptation) of training not only in terms of the pace of progress, but also in terms of the level of difficulty. In addition, these programs open up great opportunities for the formation of rational types of cognition. activities than linear, limiting cognition. activity in the main perception and memory.

A common drawback of programs built on a behaviorist basis is the impossibility of managing the internal, mental. activities of students, control over which is limited to registering the final result (response). With cybernetic. From the point of view, these programs exercise control according to the “black box” principle, which is unproductive in relation to human learning, since Ch. the goal in training is to form rational methods of cognitive activity. This means that not only the answers must be controlled, but also the paths leading to them. P.'s practice about. showed the unsuitability of linear and insufficient productivity of branched programs. Further improvements to the training programs within the framework of the behavioral learning model did not lead to a significant improvement in the results.

In the USSR (60s), the basis for the development of the ideas of P. about. the activity theory of assimilation was posited, i.e. the focus was on the cognitive activity of students, and the training program was directed to the formation of its given types with predetermined qualities. Training in programs compiled in accordance with the requirements of cybernetics and activity theory of learning showed high efficiency this way of programming uch. process and the ability to manage the learning process in the course of its implementation. However, in the practice of mass education of this type of program before the beginning. 90s rarely met.

The preparation of training programs is associated with the algorithmization of accounting. process, i.e. with the development of constructive prescriptions (algorithms), which should be guided by both students and teachers. In the conditions of mass education, the teacher cannot implement several tasks at the same time. training programs that take into account the individual characteristics of students; the teacher cannot also provide a systematic feedback from each student. Therefore P. about. always associated with the use of teaching machines (machine-based software) and programmed textbooks (machine-free software). At the same time, direct control of the assimilation process, characteristic of traditional learning is replaced by indirect control (with the help of a program implemented by a teaching machine or other automation tools).

The complexity of the process, the insufficient knowledge of its patterns does not allow foreseeing in advance all the situations that may arise during its implementation. Consequently, complete automation of learning is impossible, and at certain stages, the intervention of a teacher is necessary, who must be able to go beyond the prescriptions known to him and accept creative solution regarding the specifics further education one or another student.

P.'s efficiency about. is determined by the degree to which the program takes into account the requirements of cybernetics for control, as well as the degree of consideration of specific requirements. laws of account. process in implementing these requirements. These same conditions determine the effectiveness of traditions. learning. Therefore, a scientifically unfounded training program implemented by a machine can give worse results than traditional ones. training, if the teacher takes into account the specified conditions of effectiveness to a greater extent. In practice of education P. about. usually combined with traditional.

By. should not be identified with the automation of accounting. process using decomp. tech. means (tape recorders, film projectors, etc.), where the presentation and processing of information in the learning process is carried out without a program for managing the assimilation process. Development of evidence-based training programs implemented by adequate modern. tech. means, opens the way for a significant increase in the efficiency of accounting. process at all levels of education.

Pedagogical psychology: lecture notes of Esin E V

8. Programmed learning

8. Programmed learning

The programmed approach is based on three ideas about learning:

1) how about the management process;

2) information process;

3) an individualized process.

Programmed learning takes into account the laws of learning discovered in psychology by behaviorists.

1. Law of effect (reinforcement)- if the connection between the stimulus and the response is accompanied by a state of satisfaction, then the strength of the connections increases, and vice versa. Here we can conclude that in the course of learning it is important to give positive reinforcement after each learning reaction in case of a correct answer and negative reinforcement in case of an incorrect answer.

2. Law of Exercise- the more often the connection between the stimulus and the response is repeated, the stronger it is.

Programmed learning is based on a training program that strictly systematizes:

1) the educational material itself;

2) the student's actions to master it;

3) forms of control, assimilation.

The information is divided into semantic parts, and after mastering each dose, the student answers the control questions, choosing the correct, in his opinion, answer to a certain number of questions prepared in advance by the teacher-programmer with answer options or using the given symbols, letters, numbers, constructs the answer on his own. If the correct answer is given, the next study dose follows. An incorrect answer entails the need to repeat the study dose and try again response.

The basis of programmed learning technology B. F. Skinner(the founder of programmed learning) laid down two requirements:

1) get away from control and move to self-control;

2) translate pedagogical system for student self-education.

It is possible to use linear training programs in which each student can become familiar with certain sequence with each piece of material. Another representative of American programmed learning technology N. Crowder developed an extensive program. He assumes that the student can make a mistake and then it is necessary to give him the opportunity to understand this mistake, correct it, and practice in consolidating the material.

When a student works on a branched program, his individual inclinations are of decisive importance, since due to the difference in abilities and individual characteristics of students, each of them achieves the goal with his own own way. After each study dose, depending on the nature of the response to Security Question the student moves either to the next study dose, or to the side "branches" of the program. There can be several side “branches”, they contain clarification of errors, additional explanations, fill in knowledge gaps. After passing one or another “branch”, the student returns to the main “trunk” of the program. The strongest students move along the main trunk of the program, the weaker ones move to the side “branches”.

Adaptive programs provide for the possibility of transition to more or less difficult sections (branches) of the program, and this transition takes place on the basis of taking into account all previous answers and mistakes of the student. The adaptive training program includes a scheme for analyzing student responses, a series of parallel subroutines that provide for the possibility of changing the way information is presented, the level of difficulty, the depth and volume of the material being studied, the nature of the questions, etc. - depending on individual characteristics and student responses.

Training can take place using a personal computer.

The means of development in programmed learning is the dosage of educational material. The method of programmed learning develops students' independence and activity through continuous monitoring of the assimilation of educational information. Important components method are an individual approach to the pace of learning and the choice of the amount of educational information, as well as the possibility of using technical automated learning devices.

AT this method the functions that belonged to the teacher are performed by the training program. It is the focus of educational material, carries the organizing educational process functions, includes the functions of monitoring the assimilation of the material, regulating the pace of mastering educational material, includes clarifications that are necessary in case of difficulties in academic work which helps prevent errors. The training program provides internal feedback - the student, after studying each question and completing the task, sees how correctly or incorrectly he has learned the material, as well as external feedback when the teacher has the results of the work carried out by each student to master the educational material.

Programmed learning is useful in teaching disciplines based on factual material and repetitive operations that have unambiguous clear formulas, action algorithms.

The main task of programmed learning is the development of automated skills, strong unambiguous knowledge and skills. Programmed learning has stimulated the development and application technical means training (TSO), which include various devices, machines and systems in combination with educational and didactic materials:

1) information TSO - technical means of presenting information (epiprojectors, educational cinema, educational television);

2) controlling TSOs;

3) learning TCO, which provide the entire closed cycle of learning management, represented by the learning program, implement programmed learning.

Automated learning systems can implement linear and branched programs, which is most successfully done with the help of a computer that implements a sequence of training doses, control tasks, additional explanations, depending on the analysis of students' answers to control questions.

The term "programmed learning" can be used in a general sense to describe any learning tool, i.e. any device that provides information to the student without the help of a teacher. In this sense, textbooks are an example of programmed material, as are computers. A narrower definition limits programmed learning to material that is specifically designed to teach in its own right and is organized along one of two models, linear or branched, or combinations of both. Programmed learning is a method of learning in which information is presented in the form of small separate fragments (frames) and is contained in a book or other device. Programs usually require the student to answer questions and immediately report the results. The learning tool can be workbook or computer.

The linear program has properties designed to ensure that the student will almost always answer correctly:

1) the material is divided into small fragments, called frames, which are presented in a logical sequence. Each frame contains minimal amount information so that the student is able to remember it when moving from frame to frame;

2) in each frame, students are given hints so that the answers are correct;

3) the linear program gives immediate knowledge of the result. It is believed that this knowledge acts as an encouragement. Because the learner makes few mistakes in the linear program through framing and prompting, the program's response is mostly positive—satisfying the student, which is more effective than a negative response (telling that the student made a mistake).

In a branching program, those who give the correct answers go the most. shortcut, and students who make mistakes receive additional explanations, after which they return to the main branch and continue working.

The principles of learning in programmed learning constitute the rudiments of a theory that can be applied to simple tasks motor learning, and complex tasks cognitive learning.

The three main concepts of this theory of programmed learning are active response, learning without errors, immediate response to the actions of the student.

By applying these principles in class work, information should be presented in small blocks to maximize direct understanding and minimize the number of mistakes the student makes in the learning process, as well as ensure their continued participation through questions and answers and immediately communicate, is the answer correct. And although building a lesson in such a logical form, as required by the program, takes great amount time, such a sequence contributes to learning, and also generates motivation.

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Education What does Christopher Robin do in the morning? He is learning... he is stunned by knowledge. A. Milne broad sense- this is the creation of new programs of the subconscious. This has already been discussed above, and here the author will focus on the specifics of teaching contacts with subtle world. At first

Programmed learning- controlled assimilation of educational material, carried out according to a specially designed step-by-step training program, implemented using training devices or programmed textbooks.

The programmed educational material is a series of relatively small portions of educational information (frames, files, steps) presented in a certain logical sequence (G. M. Kodzhaspirova).

Principles of programmed learning (V. P. Bespalko)

definite hierarchy control devices, i.e., the stepwise subordination of parts in the system with the relative independence of these parts;

providing feedback, i.e., the transfer of information about the required course of action from the control object to the managed one (feed-forward) and the transfer of information about the state of the managed object to the manager (feedback);

implementation of a step-by-step technological process when disclosing and submitting educational material;

individual pace of advancement and management in learning, creating conditions for successful study material by all students, but at the individually necessary time for each individual student;

use of special technical means or manuals.

Types of training programs

Linear programs- successively changing small blocks of educational information with control task, most often of a test nature with a choice of answers. (If the answer is wrong, you must return to the first stage.) (B. Skinner).

Linear program

	information exercise control	Correct answer
		wrong

Forked program- in case of an incorrect answer, the student is provided with additional educational information until he can give the correct answer to the control question (or complete the task) and continue working with a new portion of the material. (N. Crowder).

Adaptive program- selects or provides the learner with the opportunity to choose the level of complexity of the new educational material, change it as it is mastered, refer to electronic reference books, dictionaries and manuals, etc. (mostly possible when using a computer). In a fully adaptive program, the diagnosis of a student's knowledge is a multi-step process, at each step of which the results of the previous ones are taken into account.

Benefits of Programmed Learning

the use of algorithmic prescriptions helps students find the right solutions to a certain range of problems in the shortest way;

development of methods of rational mental actions, logic of thinking;

introduction to the use of modern information technologies in teaching;

individualization of the educational process;

security effective organization and management of the educational process;

possible training of any categories of trainees (up to children with mental or speech limitations according to special programs).