In modern psychological and pedagogical literature, the abbreviation "ZUN" is used, which refers to knowledge, skills and abilities.

Definition and essential characteristics of knowledge

The core of the content of training is the knowledge acquired by students. On the basis of knowledge, the formation of skills and abilities, mental and practical action, moral beliefs, aesthetic views, worldview are formed.

Definition 1

AT contemporary literature knowledge is understood as the result of the process of cognition of reality, which is verified in socio-historical practice and certified by logic, is expressed in an adequate reflection in the human mind in the form of a representation, concept, judgment or theory.

Types of knowledge:

• pre-scientific;
• worldly;
• artistic;
• scientific (empirical and theoretical).

Qualitative characteristics of knowledge is the presence of:

• consistency;
• generalizations;
• awareness;
• flexibility;
• effectiveness;
• fullness;
• strength.

The knowledge gained in the learning process is influenced by:

• the achieved level of knowledge of phenomena;
• learning objectives;
• individual characteristics schoolchildren;
• existing stock of knowledge;
• level of intellectual development;
• the adequacy of acquired knowledge age characteristics child.

Initially, knowledge is comprehended and reproduced, then it is understood, after which the knowledge is applied in familiar and new conditions. The acquisition of knowledge can be different levels- the reproductive level is characterized by reproduction educational material according to samples or instructions, at a productive level, the search and discovery of new knowledge or non-standard ways actions.

Characteristics of skills and abilities

In addition to knowledge, in the learning process, a variety of skills and abilities are formed on the basis of knowledge.

Definition 2

Skill is an intermediate step in mastering new ways of acting based on knowledge.

Definition 3

A skill is an automated component of a conscious action that is developed in the process of its implementation.

In the process of learning, the formation learning skills and skills, which can be general or specific. The process of forming skills and abilities is long in time, it can take several years.

Application of ZUN

The application of knowledge, skills and abilities is important condition implementation of the preparation of schoolchildren for life, by establishing the connection between theory and practice in the educational process. Their use contributes to the stimulation of the educational activities of schoolchildren, the development of students' confidence in own forces. The acquired knowledge is a means of influencing objects and phenomena of the surrounding world, and the formed skills and abilities are a tool practical activities in the process of application.

The use of ZUN is a stage of their assimilation, organized by means of various types of activities, the application of knowledge, skills and abilities is significantly affected by the nature academic discipline, the specific content of the studied material. It is organized by the teacher in the course of special exercises, laboratory and practical work.

The exercise of self-control contributes to more successful application ZUN in practice.

Knowledge, skills, skills (KN)

What we know is limited, and what we do not know is infinite.

P. Laplace

Knowledge and their classification. Knowledge is the practice-tested results of cognition of the surrounding world, its true reflection in the human brain. There are many various classifications ZUN. For analysis pedagogical processes the following are important (Fig. 5).

Rice. 5. Knowledge, skills, skills.

By localization allocate the following groups of knowledge (ZUN):

· individual knowledge (consciousness) - a set of sensual (figurative) and mental (symbolic) images imprinted by memory and their connections that arose during the interaction of an individual with reality, his personal experience of cognition, communication, methods of activity;

· public knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values ​​created by generations of people, civilization.

Training is a "translation" of public ZUN into individual ones.

By form of reflection :

· figurative, presented in images perceived by the senses;

· symbolic, verbal knowledge encoded in sign, linguistic form, theoretical knowledge;

· real, existing in the objects of labor, art - materialized results of activity;

· procedural- those that are contained in the current activities of people, their skills and abilities, in technology, the procedure of the labor and creative process.

By areas and subject of knowledge : humanitarian and precise mathematical sciences, philosophy, living and inanimate nature, society, technology, art, literature.

By psychological level distinguish: knowledge - recognition, - reproduction, - understanding, - application, - persuasion - need.

By degree of generalization : facts, connections-associations, concepts, categories, laws, theories, methodological knowledge, appraisal knowledge.

The modern mandatory minimum requirements for the level of training of graduates (project by V.V. Firsov, 2001) suggests that during their studies in primary school the student must:

learn about 200 new concepts;

· learn more than 150 rules in mathematics and Russian;

Complete more than 3500 tasks in mathematics;

· about 2000 exercises in Russian;

At the main school students should study:

in biology - 1624 concepts, 656 facts, memorize about 350 definitions;

Geography - study about 600 concepts and almost 700 geographical objects;

in mathematics - to study 270 concepts, about 100 theorems (45 of them with proof), more than 100 rules and properties, memorize about 100 methods of solving problems and solve 9000 exercises;

in physics - to know 97 different physical quantities and units of their measurement, remember the names of 54 physical devices;

in chemistry - 190 concepts, physical properties 17 substances Chemical properties 73 substances.

Example. A sixth-grader in one biology lesson on the topic “The structure of a flower” must study 22 concepts and 15 examples. And in a geography lesson on the topic "River" - get acquainted with 16 concepts, 15 geographic features and reveal 4 causal relationships.

Skills and abilities. A special part of universal human experience is the process itself, the mode of activity. It can only partially be described by language. It can be reproduced only in the activity itself, therefore, possession of it is characterized by special personality traits - skills and abilities. Skill defined as the ability of an individual to effective implementation certain activities based on existing knowledge in changed or new conditions. The ability is characterized primarily by the ability to comprehend the available information with the help of knowledge, draw up a plan to achieve the goal, regulate and control the process of activity.

Simple skills with sufficient exercise, they can be automated, move into skills . Skills - this is the ability to perform any action automatically, without element-by-element control. That is why it is sometimes said that skill is an automated skill .

A complex skill includes and uses both knowledge and related personality skills.

Skills and abilities are characterized varying degrees generalizations and are classified according to various logical grounds. So, by the nature of the prevailing mental processes allocate motor (motor), sensual (touch) and mental (intellectual).

ZUNs define the so-called " training » personality, i.e. the amount of information, information available in memory, and elementary skills for their reproduction. Intellectual Skills according to the application and creative transformation of information, they already belong to another group of personality traits - methods of mental actions.

Learning - the level and quality of knowledge, strong skills and abilities of students; state and formation of real learning activities- "ability to learn", techniques self search knowledge and self-education.

It should be noted that from the trinity of “knowledge-skills-skills” (KKN) at school, skills-skills (KN), which, in fact, are a direct bridge to competencies, have almost disappeared.

How do knowledge, skills and abilities affect the learning and development of the child, and why should parents be guided in terms of pedagogy?

The foundation of the foundations: Knowledge. Skills. Skills

Unfortunately, not all parents are fluent in pedagogical concepts. Even more - not everyone understands why they need it at all. But in vain. It is wrong to think that by sending your child to school, you throw off the responsibility for his education. You are the same teacher for him as school teachers, even closer, and often more authoritative.

And knowing at least basic concepts pedagogy, you can not only monitor the development of your child, but also help him overcome difficulties in the path of learning.

To begin with, let's talk about the very concept of training and the abbreviation associated with it, which is unclear to most parents - ZUN. What is hidden behind these three letters and why do all teachers talk about them?

Training and ZUN - we understand the terms

Without delving into scientific terminology It can be said that learning is a process aimed at the assimilation of certain knowledge, skills and abilities by students. Here is the secret of the abbreviation ZUN - this is knowledge (Z), skills (U) and skills (N).

Naturally, education also has more far-sighted goals: the formation of worldview positions, the development mental capacity and unlocking the potential of students. But at the very beginning - always ZUN. We figured it out, but what is each component separately, how are they connected and what do they give the child?

What is knowledge

Various theorists give different definitions the concept of "knowledge". For some, this is a reproduction of certain aspects of reality, for others - a reflection of the same reality, for others - the ability to operate theoretical generalizations. Simply put, knowledge is the ability to understand, preserve and reproduce certain facts.

Let's give an example: when your child begins to learn the alphabet, he forms knowledge about letters, and then the knowledge that they can be put into syllables and words.

It would seem that knowledge is certainly a good thing. The child knows letters, multiplication tables and mathematical formulas. But there is one catch that he talks about famous expression- Without practice, theory is dead. Knowledge is an excellent simulator for the brain and a tool for understanding the world around us, but in itself it still does not bring visible benefits. And in order to bring, they must smoothly turn into ... skills!

What are skills

Skills are the ability to apply acquired knowledge in practice. This is a necessary stage of integrating knowledge into practical life.

When a child knows the letters, he learns to put them into words and read. In this case, reading becomes a skill arising from previously acquired knowledge.

Skills are good too. The child learns to apply his own knowledge and learns the world more deeply. Skills are always conscious abilities that require the application of certain efforts. Can you make them unconscious? Of course, you can - for this, skills must develop into ... yes, you guessed it right - into skills!

What are skills

Skills are skills brought to automatism. The child uses the acquired knowledge already on unconscious level and act without even thinking.

Any learning process is aimed at the gradual development of all three components in their logical sequence: first knowledge - then skills - then skills. This scheme works and contributes to the full assimilation of educational material. But you can also use it at home - with cooking, cleaning or creative activities.

Despite the apparent simplicity, the learning process is complex and multifaceted. Some skills and abilities are formed over the years, and their improvement can take a lifetime. In addition, some skills may be generally unattainable - for example, not everyone is given painting or playing the piano.

How ZUN affect the development of the child

Obviously, ZUN as the basis of the learning process directly affects the development of the child. Moreover, the process of assimilation of ZUN itself is comparable to common development any human ability, such as:

1) perception of the object;

2) recognition, comprehension and search for connections with other objects;

3) reproduction of the received information (at the level of knowledge, skills and abilities);

4) the use of new ZUN, their inclusion in their own picture of the world;

5) creative activity based on acquired ZUN.

However, it should be noted that the traditional school model education often ignores the last, creative, component of the learning process. But she teaches the child to act effectively in unforeseen situations, look for new ways to solve problems and be creative.

That is why it is best to take care of extra classes for the child, which will fill the gaps in school education. Courses are perfect for this. mental arithmetic or mega-speed reading.

About what else you can do for the full development of the child and what pedagogical concepts every parent should know about, read on the website

Continuation. Beginning at Nos. 39-46

The subjectivity of the personality (individuality) is manifested in selectivity to the knowledge of the world (content, type and form of its presentation), the stability of this selectivity, the ways of working out the educational material, the emotional and personal attitude to the objects of knowledge (material and ideal).

Goal accents

C Develop individual cognitive abilities every child.

C Maximize, initiate, use, “cultivate” the individual (subjective) experience of the child.

C To help the child to know himself, to self-determine and fulfill himself, and not to form predetermined properties in him.

Hypotheses

The student does not become the subject of learning, but he is initially, as the bearer of subjective experience.

Learning is not a direct derivative of learning, but an independent, individual, personally significant, and therefore a very effective source of development.

- "Vector of development" is built from the student to the definition of individual pedagogical influences that contribute to his development.

The student is valuable not so much for the reproduction of social as for individual experience and development based on it.

Content Features

The technology of student-centered learning is a combination of learning, understood as a normative-conforming activity of society, and learning as an individual significant activities individual child. The activity of learning, its content, methods, techniques are aimed mainly at revealing and using the subjective experience of each student, helping to develop a personal meaningful ways cognition by organizing a holistic educational (cognitive) activity.

The main areas are identified in the educational process human activity(science, art, craft), their psychological content, the requirements for how to master them are substantiated.

On the other hand, the individual characteristics of the child (the type and nature of intelligence, the level of its development, etc.), the degree of its adequacy (inadequacy) certain kind activities.

On these grounds, for each student, a educational program, which, unlike the training one, has individual character, is based on the knowledge of the characteristics of the student as a person with all its inherent characteristics. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training.

Features of the technique

The educational process is based on the educational dialogue between the student and the teacher, which is aimed at the joint design of program activities. At the same time, the individual selectivity of the student to the content, type and form of educational material, his motivation, the desire to use the acquired knowledge independently, on his own initiative, in situations not specified by training, are necessarily taken into account.

ZUN. The student is selective about everything that he perceives from outside world. Far from all concepts organized into a system according to all the rules of scientific and pedagogical logic are assimilated by students, but only those that are part of their personal experience. Therefore, the starting point in the organization of training is the actualization of subjective experience, the search for connections, and the definition of the zone of proximal development.

COURT. Way academic work is not just a unit of knowledge or a separate mental skill, but personal education, where, as in an alloy, motivational-need, emotional and operational components are combined.

The methods of educational work reflect the subjective processing of program material by students, they fix the level of its development. Identification of the ways of educational work, consistently preferred by the student himself, is an important tool determine his individual characteristics.

SUD are considered as metaknowledge, as techniques and methods of cognition.

Since the center of all educational system in this technology is the individuality of the child, then its methodological basis represent individualization and differentiation educational process. Any starting point subject methodology- revealing the individual characteristics and capabilities of each student. Then the structure is determined in which these opportunities will be optimally implemented.

From the very beginning, not an isolated, but, on the contrary, open, versatile school environment to give him a chance to prove himself. When this possibility is professionally identified by the teacher, then it is possible to recommend the most favorable differentiated forms of education for his development.

Flexible, soft, unobtrusive forms of individualization and differentiation, which are organized by the teacher in the classroom, make it possible to fix the selectivity of the student's cognitive preferences, the stability of their manifestations, the activity and independence of the student in their implementation through the methods of educational work.

Diagnostics. Constantly observing each student who performs different types educational work, the teacher accumulates a data bank about the individual cognitive “profile” of the student that is being formed in him, which changes from class to class. Professional supervision of the student should be in the form individual card its cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (profile classes, individual programs training, etc.).

Pedagogical (clinical) observation of each student in the course of his daily, systematic educational work should be the basis for identifying his individual cognitive "profile".

Didactic support. Learner-Centered Technology educational process involves a special design of the educational text, didactic material, guidelines to its use, types of educational dialogue, forms of control over personal development student in the course of learning. Only in the presence of didactic support that implements the principle of subject education, we can talk about building a personality-oriented process.

Basic requirements for the development of didactic support for a student-centered developmental process:

The educational material (the nature of its presentation) should ensure the identification of the content of the student's subjective experience, including the experience of his previous learning;

The presentation of knowledge in a textbook (by a teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student;

In the course of training, it is necessary to constantly harmonize the experience of the student with scientific content assigned knowledge;

Active stimulation of the student to self-valuable educational activities should provide him with the possibility of self-education, self-development, self-expression in the course of mastering knowledge;

Educational material should be organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;

Students need to be encouraged to self-selection and the use of the most significant ways for them to study educational material;

With the introduction of knowledge about the methods of implementation learning activities it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;

It is necessary to provide control and evaluation not only of the result, but, mainly, of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;

Educational material should ensure the construction, implementation, reflection, evaluation of teaching as a subjective activity.

Position of the teacher

initiation of the subjective experience of learning;

development of the individuality of each child;

recognition of the individuality, originality, self-worth of each person.

Student Position

free choice of elements of the educational process;

self-knowledge, self-determination, self-realization.

Forerunners, varieties, followers

A similar learning model has been proposed American psychologist D. Kolbom: the learning cycle, based on the specific experience of the child, includes successively the phases of reflective observation, conceptualization, active experimentation and rethinking.

Atutov P.I. The connection of education with life, with practice, with production. M., 1962.

Borisova E.M. etc. Individuality and profession. M., 1991.

Vertsinskaya N.N. The individuality of the individual. Minsk, 1990.

Age and individual characteristics figurative thinking students / Ed. I.S. Yakimanskaya. M., 1989.

Questions of the psychology of schoolchildren's abilities / Ed. V.A. Krutetsky. M., 1964.

Kalmykova Z.I. Productive Thinking as the basis of learning. M., 1981.

Klarin M.V. Innovations in world pedagogy. Riga, 1995.

Levy V. The art of being yourself. M., 1973.

The New Values ​​of Education: A Thesaurus for Teachers and school psychologists. M., 1995.

Orlov Yu.M. Rise to individuality. M., 1991.

Psychological criteria for the quality of schoolchildren's knowledge / Ed. I.S. Yakimanskaya. M., 1990.

Selevko G.K. The relationship of the production activities of students with general education// Soviet Pedagogy. 1964. No. 3.

Shadrikov V.D. Student-centered learning // Pedagogy. 1994. No. 5.

Shadrikov V.D. Psychology of activity and human abilities. M.: Logos, 1996.

Yakimanskaya I.S. Differentiated learning: "external" and "internal" forms // Principal of the school. 1995. No. 3.

Yakimanskaya I.S. Knowledge and thinking of the student. M., 1985.

Yakimanskaya I.S. The principle of activity in educational psychology// Issues of psychology. 1989. No. 6.

Yakimanskaya I.S. Developmental training. M., 1979.

German SELEVKO

To be continued

Page 2

All groups of personality traits:

ZUN - knowledge, skills, skills;

COURT - ways of mental actions;

SUM - self-governing mechanisms of personality;

SEN - emotional and moral sphere;

SDP - activity-practical sphere

are interconnected and represent the most complex dynamically developing integral structure. individual differences determine the level of development of a particular group of qualities, certain abilities.

In an effort to develop individuality, the technology under consideration does not single out any of the listed groups of personality traits, it focuses them on their comprehensive development. Developing education is aimed at developing the entire set of personality traits.

RO \u003d ZUN + COURT + SUM + SEN + SDP

From this point of view developmental education

it would be more correct to call developmental pedagogy

- Education and development

The physical development of the child is carried out very clearly according to the genetic program in the form of an increase in the size of the skeleton, muscle mass, and so on. It is also obvious that external conditions determine a huge range of results: a child can be more or less healthy, physically trained, hardy.

How is it with the psyche, with the personality? To what extent does the development of consciousness depend on learning and social conditions, and in what - from natural age maturing? The answer to this question is fundamentally important: it defines the boundaries of a person's potential, and, consequently, the goals and objectives of external pedagogical influences.

In the history of pedagogy, the problem is represented by two extreme points vision. The first (biologisator, Cartesian) proceeds from the rigid predetermination of development by hereditary or God-given factors. Socrates said that the teacher is a midwife, he cannot give anything, but only helps to give birth.

The second (sociologising, behaviorist), on the contrary, attributes the weight of the results of development to the influence of the environment. The odious Soviet academician T.D. Lysenko wrote: “A woman must give us an organism, and we will make a Soviet man out of it.”

Modern science has established that every act mental development associated with reflection in the brain external environment, it is appropriation, the acquisition of experience in cognition and activity, and in this sense it is learning. Education is a form of human mental development, a necessary element of development. Any training develops, enriches the bank of memory and conditioned reflexes.

Training and development cannot act as separate processes, they are correlated as form and content. single process personality development.

However, there are two fundamentally different concepts here.

The concept of learning development

(J. Piaget, Z. Freud, D. Dbuy): a child must go through strictly defined age stages in his development (preoperative - formal operations - formal intelligence) before learning can begin to perform its specific tasks. Development always goes ahead of learning, and the latter builds on top of it, as if “teaching” it.

Developmental learning concept

: The decisive role in the development of the child belongs to education. It was established in the twentieth century thanks to the works of Russian scientists L.S. Vygotsky, A. Leontiev, S. L. Rubinshtein, D. B. Elkonin, P. Ya. .V.Davydov. In the interests of society and the individual himself, training should be organized in such a way as to achieve in a minimum time maximum results development. It should go ahead of development, making maximum use of the genetic age prerequisites and making significant adjustments to them. This is provided by a special pedagogical technology which is called developmental learning. In developmental education pedagogical influences lead, stimulate, direct and accelerate the development of the hereditary data of the individual.

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