Here I'll put together some practical advice (most of it from personal experience), backed by scientific facts, to help make the learning process effective. It can be applied both to self-study and to teaching someone. If you are studying somewhere, check how many of the points listed above actually apply in the learning process - this will help you properly assess the effectiveness of your educational process and change something in it to suit your needs.

1. Strive to get information into long-term memory.
When new information comes to us through certain sensors, it is first loaded into instantaneous memory, in which the data can be, if my memory serves me, up to 1 minute. An example here is the pizza order phone number, which we remember only for the duration of dialing.

Further, if the information is of any interest, it enters the short-term memory, which can last no more than a day. An example here is the preparation of a typical Russian student for an exam - during the night he learns the material, takes the exam and then forgets most of the subject. Some, therefore, as a positive moment of studying at a university say that it teaches to absorb a large amount of information in a short time. In fact, this is not something to strive for. In order for information to be used and to build judgments and conclusions on its basis, it is necessary that it gets into long-term memory and acquires various neural connections (that is, it is associated with other information learned earlier or later). By the way, the more such connections, the faster the brain finds its way to such information.

It follows from this paragraph that various tests and checks of students should not be carried out the next day after the submission of new material. You should also not warn them about the upcoming test if you want to test long-term memory specifically (ie, do not want students to review the material before the test).

2. Try to find meaning and meaning for new information.
When the brain receives new information, it makes a decision to store it or not in long-term memory based on the number of existing neural connections that are relevant to this information. Under meaning refers to previously learned information meaning- something that can have an impact on a person in the future. For example: a designer reads on LiveJournal that Artemy Lebedev has banned smoking in his studio. Because the designer is not a smoker, but knows who Tyoma is, then the new information contains meaning, but no meaning. If the designer were a smoker, then there would be meaning and meaning for him, and the information would have a much better chance of getting into long-term memory.

3. The first third of the lesson is the most effective for learning new knowledge.
Any lesson, be it a lecture, lesson or seminar, has so-called prime times and down times. During prime time, any information is absorbed best, so you should not check your homework at this time, ask questions, make false hypotheses, etc. - all information, even if it is incorrect, will be learned. The best option for prime time is to give new information clearly. If necessary, all questions can be discussed later.

Prime times fall at the beginning and at the end of the lesson and make up approximately 1/3 of the total time of the lesson. Moreover, the share of prime times is inversely proportional to the duration of the lesson - the most optimal in terms of duration is a lesson of 20-30 minutes. In the second prime time (at the end of the lesson), you should summarize and review what you have learned in order to consolidate the material.

In downtime, when the brain practically does not absorb information, you should change activities - discuss what you have learned, exchange opinions, check homework, etc.

4. Sleep is an important part of the learning process.
Regular and sufficient (at least 7.5 hours) sleep is required for the assimilation of new information and its further processing. When we sleep, the brain continues to refer to the same areas and neurons that were used when it first received information. According to one of the assumptions, this becomes possible due to the disconnection (or decrease in sensitivity) of the corresponding sensors (eyes are closed, hearing is disabled, etc.). By working with these areas, the brain reorganizes them and strengthens neural connections. Thus, not only access to new information is facilitated, but also its processing takes place, new solutions to problems are found. In the experiments carried out, it was confirmed that people who slept much better memorized the new material of the previous day and found solutions to new problems more efficiently.

5. Learn new material only when necessary.
I most accurately defined this item for myself in English: learn on demand (I don’t know if anyone used such a term). It means that for the most effective assimilation of the material, you need a practical task that you are interested in solving. Moreover, not something like “solve a quadratic equation”, which is usually offered at school, but the problem that needs to be solved to you in the real world. At first glance, it may seem that such tasks cannot always be selected, because some knowledge is too "low-level" (like knowing the alphabet), but this is actually not the case. It's just that lower-level knowledge requires less important tasks and the presence of imagination, that's all.

If you're afraid you're missing out on learning like this, ask yourself: How much time would you spend studying material that you don't currently need and want to learn that you don't have? And this is instead of already solving, albeit not a big, but quite a specific task and, thus, motivating yourself to study further.

6. Change the environment and stimulate emotions.
The brain most effectively responds to changes, so new material is remembered successfully if something around changes. I bet most of you don't remember where you were or what you were doing on September 10, 2001, but everyone remembers perfectly well what they did on September 11 of that year. Of course, the example should not be taken literally, but even small positive changes in the learning environment will increase efficiency.

If this is an audience with a certain number of students - occasionally invite other lecturers or interesting personalities to lead all or part of the lecture, appear at the lecture in shorts or a striped swimsuit - I can bet that your students will remember this lecture for the rest of their lives. The idea, I think, is clear.

If you study on your own (for example, read a manual or a book) - when you get to the knowledge you need, put on a nice song, eat a chocolate bar, do 20 push-ups, call a friend and share your joy, watch porn, pinch yourself for something - all this can play into your hands.

Also, control the natural conditions in the learning environment. Too high temperature, dehydration of the body and extraneous noise greatly weaken the ability of the brain to perceive information. Moderate sunlight and oxygen, on the contrary, add confidence to the brain.

7. Avoid the stick and the carrot.
Too many gingerbreads, like too big a stick, can completely negate the brain's ability to learn anything. Trying to learn the material in order to pass the exam and not get into the army is just an example of the wrong stimulation of the brain due to some kind of threat. For the learning process to be effective, teachers should use exams and tests not as a way to weed out people (at best, this happens - at worst, they either don’t care or strive to assert themselves), but as a way to identify gaps and weaknesses and try to close them. in future. It is especially important that the student also understands the meaning of such tests, is not afraid to make mistakes and properly prepares for such events (in particular, without resorting to the use of short-term memory).

8. Use the method of obtaining information that suits you best.
Not all people are the same and not everyone prefers to receive information in the same way. Someone learns the material better when he reads it himself, someone remembers speech better, someone remembers diagrams on the board and pictures. Determine what is most effective for you and try to resort to this method.

Remember that a lecture is one of the most inefficient ways of teaching due to its average duration, monotony and often the only way to present information (speech).

That's it folks.

In fact, there could be many more points. I have now tried to list those that seemed to me the most important and practically applicable. In the comments, I will try to answer your questions (if any). I have some knowledge and experience in the field of the learning process.

Lecture by Minovskaya O.V.

Historically, the first known type of systematic learning is the method of finding truth by asking leading questions, widely used by the ancient Greek philosopher Socrates. He got the name socratic conversation method . The teacher, by posing the question, aroused the student's curiosity, cognitive interest, and himself, orally reasoning, in search of an answer to it, led the student's thought. On the path of knowledge. Socratic conversations were held with one or more students.

The first type of collective organization of learning is dogmatic teaching - was common in the Middle Ages. It is characterized by writing in Latin, since the main content of education was the development of religious scriptures. The main activities were listening and rote learning.

The dogmatic doctrine was replaced by explanatory and illustrative teaching (reporting, reproductive). Its methodological basis was the theory of sensationalism (F. Bacon, J. Locke and others). The founder of this type of teaching is Ya.A. Comenius. This type of education has been widely criticized, although it still occupies a large place in the school. Therefore, it is important for us to see its advantages and disadvantages for the modern learning process.

The basis of the class-lesson system and explanatory-illustrative education was associative theory of learning, which took shape in 17th century Her method prelogical bases were developed by J. Locke, whoand proposed the term "association".The main principles of this theory are the following:

ü me the khanism of any act of teaching is association;

ü any footwear The definition has its basis in visibility, i.e. based onsensory knowledge, thereforethe main task of the educational activities – enrichment of consciousness by teachingflying with images and ideas;

ü visual images are not important in themselves: they are necessary insofar as they provide promotion withknowledge to generalizations based on comparison;

ü ac main methodsocial learning - exercise.

Research of the 20th century (I.M.Se Chenov, I.P. Pavlov, S.L. Rubinshtein, N.A. Menchinskaya, D.N. Bogoyavlensky,Yu.A. Samarin, E.N. Kabanova-Meller and others) showed that the associative-reflex concept of learning is based on the basic ideas about the conditioned reflex activity of the brain. Their essence is that the human brain has the ability not only to capture the signals of the senses, but alsoto establish and reproduce connections (associations) between individualbeings, facts, somewhat similar and different. According to the associativereflex theory, the assimilation of knowledge, the formation of skills and abilities, the development of a person's personal qualities is the process of education in his mind various associations - simple and complex. The combination of associations into systems (the formation of intelligence) occurs as a result of the analytical and synthetic activity performed by the cognizer. subject.

In the course of learning, associations are constantly changing, transforming, associative rows expand and lengthen. Acquisition of knowledge, form development of skills and abilities, development of abilities (i.e. the process of education associations) has a certain logical sequence, which includes includes the following stages: a) perception educational material; b) him comprehension, brought to the understanding of internal connections and contradictions; in) remember knowledge and storage in memory; G) application of learned in practical activities.

The best result in training is achieved by observing the followingconditions:

a) the formation of an active attitude to learning on the part of the trainee we are X;

b) presentation of educational material in a certain sequence;

c) de demonstration and consolidation in exercises of various techniques of mental and practicalical activity;

d) application of knowledge in practice.

Speaking of advantages and disadvantages, it should be pointed out that, like any learning system, informal learning hasspecific goals, content, methods. A number of general taskscheniya very successfully solved with its help. But someother tasks, and important ones, this system solves notcompletely or not at all.

Advantages:

I. The goal of informing learning is to enrich the personalityknowledge of facts, assessments, laws, principles, methods and techniques of activity transmitted in a finished form in typicalsituations. Means of assimilationinformation and ready samples through activity serve story,explanation, reading texts, demonstrations and illustrations,razheniya, solution of typical problems. On this basis, it becomespossible in a compressed, concentrated form by selection forthe study of the most characteristic, typical facts, highlighting chief transfer a large amount of experience accumulated by mankind. Inthe power of the teacher to make the presentation strictly logical, afterlogical, emotional, saturated, and the system imagetsov and exercises - sufficient to master the activity intypical situations.

II . Explanatory and illustrative training effectively promotes the development of perception, memory, recreatescreative imagination, emotional sphere, reproductivethinking, performance.

Disadvantages:

I. Can't increase the information capacity of the oral textpresentation without significant loss in quality perceivedyatiya and assimilation of the material. And the information to be assimilated, despite all attempts to reduce the amount of mandatory material, is growing. Hence, it is necessary to use, along withwith the informer, other ways of submitting and processing information mation.

II . Informative learning is oriented, as a rule, to some average subject of learning.Attempts to give a lecture, to work with the text variably greatly complicate the organization of studies.process. disadvantagethere is a weak individualization of learning niya.

III . In the considered system of education there is no correspondence betweenregular direct communication (from teacher to student) andcompletely insufficient, irregular feedback (fromstudent to teacher). Such communication is episodic, it is carried out during the survey period. and often does not cover all . Its results are often delayed, the degree offoot training is found after classes: when proverification of control tasks. Due to this pre it is difficult for the submitter to carry out operational management of studiesnoah activity.

IV. Oriento bathroom for assimilation and reproduction, for activity in the imagezu or rule that informs learning only to a minimal extent contributes to the development of initiative, creativity, productivitynoah, creative activity of the individual.

Innovations:Realizing the limitations of explanatory and illustrativeteaching, modern pedagogical science orientsto create conditions development mental functionsin the learning process. Since dfor mental developmentnot even complex enoughmobile system of knowledge. Students must master those mental operations with the help of which the assimilation takes place.knowledge and their handling.Finding ways to improve learning based onlies the associative theory, aimed at identifying waysdevelopment of cognitive independence, activityand creative thinking of students. Showthe experience of innovative teachers is valuable: the consolidation of didactic unitsassimilation (P.M. Erdniev, B:P. Erdniev), intensification learning based on the principle of visibility (V.F. Shatalov, S.D. Shevchenko and others), advanced learning and commentarying (S.N. Lysenkova), increasing the educational potential of the lesson (E.N. Ilyin, T.I. Goncharova and others), improving the forms of organization of learning and interaction between teachers and students in the lesson (I.M. Cheredov, S. Yu.Kurganov, V.K.Dyachenko, A.B.Reznik, N.P.Guzik and others), individualization of education (I.P.Volkov and others).

THE QUALITY OF EDUCATION. INCREASING THE EFFICIENCY OF LEARNING

Genel Leonid Samuilovich 1 , Rudenko Viktor Lazarevich 2
1 , Ph.D., Academician of the Russian Academy of Sciences and Arts and the International Academy of Refrigeration
2 Spektroplast LLC, Senior Researcher

annotation
Improving the quality of education is especially important at the present time in connection with the acceleration of technological progress. And above all with the development of computer and communication technologies. These technologies are much more effectively mastered by younger generations than older ones. The worldwide computer network and mobile communications contribute to the rapid accumulation and chain transmission of information in society. But they do not contribute to the understanding and depth of comprehension of this information and, thus, are in conflict with the spiritual and intellectual component of society. Most of the younger generation has a weakened need to understand the information received, as well as to acquire spiritual and intellectual values. The reason for that...

THE QUALITY OF EDUCATION. THE RISE IN THE EFFECTIVENESS OF TEACHING

Genel Leonid Samooilovich 1 , Rudenko Victor Lazarevich 2
1, Ph. D (Techn. Sci.), Academician of Russian Academy of Sciences and Arts and International Refrigeration Academy
2 LLC "Spektroplast", senior research worker

Abstract
Improving the quality of education is especially topically at the present time in connection with the acceleration of technological progress. And above the all with the development of the computer and communication technologies. The technologies are much more efficiently being mastered with the younger generations than with the older ones. A worldwide computer network and mobile communications promote the rapid accumulation and the chain dissemination of information in the society. But they don't assist to the understanding and depth of comprehension of the information and thus are inconsistency with the spiritually-intellectual component of the society. In the most part of the young generation the need to acquire the spiritually-intellectual values ​​is weakened The reason of this is...

Introduction

Improving the quality of education is especially important at the present time in connection with the acceleration of technological progress. And above all with the development of computer and communication technologies. These technologies are much more effectively mastered by younger generations than older ones. The worldwide computer network and mobile communications contribute to the rapid accumulation and chain transmission of information in society. But they don't help understanding and depth of comprehension of this information and, thus, come into conflict with the spiritual and intellectual component of society. Most of the younger generation has a weakened need to understand the information received, as well as to acquire spiritual and intellectual values. The reason for this is the change in the mentality of the younger generation compared to the older one. The reorientation of the time spent by young people in favor of computer games, communication in social networks, etc. is obvious.

This circumstance is already leading to an accelerated rupture of mutual understanding between generations. And this, in turn, can lead in the near future to global catastrophic consequences for civilization.

That is why we have a need to present the material, which briefly, using individual examples, proposes to change the principles of staffing and the process of teaching and educating the Teacher of Students and groups of Students (Classes).

The quality of education of the younger generation must be shifted towards a combination of knowledge with understanding, which can increase intellectual and spiritual development and partially alleviate the above problem.

The effectiveness of the Student's learning is greatly influenced by the physiological, emotional and intellectual levels of compatibility of the Teacher, the Student and the Class. These compatibility will allow, under certain conditions, to achieve frequency-resonant comfort in the Classroom, which increases the effectiveness of training.

But at the same time, it should be taken into account that the complexity of the approach proposed in the article lies in the need to synchronize the Student, Class and Teacher both in the formation of the Class and in the learning process. But not at the lower physiological and emotional levels of the individual (how this synchronization effectively operates, for example, at the stadium among fans - fans, etc.), but at the highest emotional, intellectual and spiritual levels.

The frequency-resonance approach, simplified in this article, is based on the following fact. In the body of a particular person, in most of its cells, there are 46 chromosome sets that are completely identical in structure and structure, formed from one zygote and capable of effective wave resonance with each other. They can resonate with different efficiency from internal and external influences.

The question is how to raise the average indicator of the effectiveness of teaching the Student and the Class in the rapidly changing modern conditions? An attempt to answer this question comes down to controlling the frequency synchronization of the physiological, emotional and intellectual state of the Student, Class and Teacher. In this brief article, the possibility of synchronization of individuals is considered using several examples.

Example 1. Learner's immunity as one of the learner's susceptibility factors to learning

Under the immune system, we mean the body's resistance to external and internal influences. At the same time, unlike the approaches generally accepted in medicine, when the immune system is considered mainly as the resistance of the body to external factors affecting the physiological (biological) characteristics of the body, we consider the effects of external factors on other characteristics of the individual. These characteristics additionally include the emotional and intellectual states of the body and the ability of these states to either perceive or resist external influences.

There are two types of immune systems that act simultaneously in the human body:

The 1st type is congenital, originally laid down in the zygote in the form of a chromosomal diploid set, which determines all further natural development of the organism.

Type 2 - acquired by the body under the influence of external factors.

For strengthening of the 2nd type immune system(formed under the influence of external factors: physiological, emotional and intellectual), the corresponding characteristics of the individual (Student) in the learning process should be directed to develop, train and temper. At the same time, it is necessary to take into account the degree of their deviations from the zygotic (natural) design for the Student. This intention for the Student must be identified in advance by the Teacher using certain methods for a specific period of study. To develop a plan for the Student, the Teacher needs to control the Student's ability to perceive information, develop the optimal form and duration of the presentation of the lesson material. Let us add that the immune system of an individual should be assessed not only by the ability to respond to external influences of a certain magnitude, but also to take into account the gradient and sign of changes in these influences. The gradient approach is substantiated by the effect of the Student's habituation to external influences (relaxation processes in the body).

In general, training consists in the development and strengthening of the above 2 types (natural and acquired) and 3 characteristics (physiological, emotional and intellectual) of the trainees' immune system.

All of the above applies to the face-to-face teaching method. However, the face-to-face method of teaching is effective only when the Teacher and the Student are within the limits of optimal chromosomal zygote differences and when a frequency-resonant interaction has been established between the Teacher and the Student. The same approach applies to the systems: "Student - Class" and "Teacher - Class".

The manifestation of the Pupil's immunity to intellectual external influence depends on the presence in the Pupil of a certain quantity and quality of words and concepts previously learned by the Pupil that resonate with the Teacher's speech and fixed in certain areas of the brain. In other words, if the volume of knowledge previously acquired by the Student is less than 20% of the volume of new information provided to him by the Teacher, then it is difficult, if not impossible, for him to fully assimilate it. At the same time, if the amount of previously acquired knowledge on the subcortex of the Student is above 60%, then the Student will be bored and not interested in the Lesson. (See the notes to the figures given in the conclusion.) If the Student has natural and acquired intellects, optimized in terms of volume and synchronized in terms of resonance characteristics with the Teacher, then in such a Student a resonance effect will be formed between the knowledge previously recorded in his brain and the new knowledge received from the Teacher. This state of the Student in relation to the Teacher will greatly facilitate the process of his learning.

The knowledge and understanding accumulated by the Student in the process of learning, as well as the ability to apply the acquired knowledge in practice, can be attributed to the acquired hardening of the intellectual and emotional characteristics of immunity to life situations. .

As for the emotional characteristics of the immune system of an individual (trainee), it is a link between, on the one hand, emotions and physiology, and, on the other hand, between emotions and intellect. In the general case, it is necessary to consider all three characteristics of immunity as a single complex, the balance of which with the natural (zygotic) immunity of the Teacher and the Class is a prerequisite for successful learning and development of the Student. At the same time, a more detailed description of these characteristics of the Apprentice is beyond the scope of this article.

Example 2. Joint uniform nutrition as one of the ways to increase the susceptibility of the team to learning

Let us evaluate one of the possibilities of frequency synchronization of the members of the collective by using a method widely used for thousands of years in world practice, associated with the joint consumption of food in various communities of people.

World historical experience shows that the process of joint food consumption (both in terms of time and composition of food) is one of the fundamental methods of uniting individuals into a team. Examples: meals in families, joint meals of monks, feasts of the nobility, modern corporate parties, etc. The opposite picture, when it is necessary to isolate one's own individuality, then joint meals were forbidden - for example, in the practices of Buddhism during a retreat. (Retreat is an English word (retreat), translated into Russian, meaning "solitude", "distance from society"). A joint meal with the same food of the collective (in this case, the training Classes) at the same time can contribute to the frequency harmonization of the Class. The main reason is the accumulation of similar metabolic products in the Disciples from eating the same foods at the same time. The process of metabolism in the Disciples takes place in conjunction with the work of the endocrine glands. These processes contribute to the emergence in the majority of Students in a correctly selected Class of similar frequency-resonant characteristics at the physiological level. This circumstance leads to the formation, to a certain extent, of a less unbalanced community of individuals (Class) at the physiological level, which has an improved, as we assume, collective frequency-resonance comfort, contributing to a more uniform assimilation of knowledge given by the Teacher to these particular Students at a certain time, after they have received food. It is advisable to continue intellectual learning after the end of the meal not immediately, but taking into account the metabolic processes from the food taken by the Student - after about 0.5 - 2.0 hours, depending on the composition of the food eaten (taking into account the preparation of the menu in educational institutions, which includes easily digestible products). The free time after eating can be used for light gymnastics, meetings, labor lessons, drawing, singing, etc.

Thus, training in the Classroom, the formation of which takes into account the comparability of metabolic processes in the Pupils during the assimilation of food, will be more effective. And the differences in metabolic parameters of Class Students are selected based on the "chromosomal clue" in the range from about 2.2% to 4.3%.

A student of the class being formed, which has significant differences from the average indicators of the characteristics of other students in his class, must be transferred to other classes (collectives) with students with comparable metabolic parameters.

Upon admission to the school, it is necessary to conduct tests for the physiological characteristics of the Student. The features of metabolic processes from the food of various types consumed by him are taken into account. A data bank is formed for the Student, including, for example, a blood test, Rh factor, gender factor, chronological and actual age, nationality, etc. All these parameters must be associated with the chromosomal zygote type and various characteristics of a particular student.

We consider it useful to pay attention to the nutrition system built over thousands of years in the most ancient medical practice - Ayurveda. In fact, how many Students in the Class - so many temperaments. We list them briefly - sanguine, phlegmatic, choleric and melancholic and their combinations, and according to Ayurveda, these are doshas (kapha, vata, pitta) and their combinations. And depending on the prevailing temperaments of the Students in the Class and the topic of the upcoming lesson, there may be a slight adjustment in the composition of the food for specific Students who deviate from the prevailing temperaments in the Class. This adjustment is carried out taking into account the principles developed by Ayurveda and modern nutritionists.

Example 3: The Role of Speech and Hearing in Improving the Effectiveness of the Learner's Learning

Why do the words of both the Master and the Student play an important role in the learning process?

The Teacher's speech, perceived by the Student's hearing, conveys to him information that is perceived by the Student simultaneously in three own states (characteristics). These include the intellectual, emotional and physiological states of the Learner. These states can either strengthen or weaken the frequency-resonant interaction of the Teacher's speech and the Student's hearing. In the present example, we will focus mainly on the intellectual state of the Pupil, which changes under the influence of the Teacher's speech.

Let's consider three physical bases of the mechanism of information transfer from the Teacher to the Student and from the Student to the Teacher.

1. Information is transmitted by acoustic waves from the mouth of the speaker to the auditory organs of the listener.
2. The acoustic waves of the speaker come from the work of the tongue, the palate and the air exhaled from the lungs. In the process of speech, in addition to acoustic waves, neurosignals arise that enter the brain - at 5 points of the speaker's cerebral cortex - and are emitted in the form of a package of acoustic electromagnetic waves through the head into the external environment (reaching the listener). That is, additional processing of acoustic electromagnetic waves by the speaker takes place in the outer space of the environment, including the listener.
3. Speech arrives almost simultaneously in the brains of the listener and the speaker himself through their auditory organs.

Communication in the learning process should take place in such a way that the information of the Teacher transmitted to the Student, and vice versa, is transmitted directly to the “antenna complex of chromosomes” of both interlocutors by acoustic and acoustic electromagnetic wave packets. To do this, during the dialogue, the Teacher must learn to operate in this way with his own acoustic and acoustic-electromagnetic waves (as a transmitter) in order to catch the setting of the "station" of the Student's receiver. For example, by controlling the reaction of the Student and the Class to the transmitted information. If this succeeds, then the “speech-ear” connection, in our opinion, in combination with a package of acoustic and electromagnetic waves from the brain and the acoustic component from the speaker’s mouth, may have synergistic properties. And this means an increase in the effectiveness of the learning process. However, it must be borne in mind that the speech and hearing of each person are individual. They have their own unique spectrum (their own timbre, intonation, overtones, etc.) and can be used when selecting Pupils for the Teacher and the Teacher for the Class as one of the tests of compatibility and susceptibility to each other. The same idea is formulated as follows: the susceptibility of the listener - the student depends on his own natural frequency characteristics in the range of waves and fields that can provide the effect of resonance with the frequency characteristics of the Teacher's speech. In this case, the applicant - the Student must pass a test for the perception and assimilation of sound information from the future Teacher. To do this, the Teacher and the Student record their own acoustic, speech and auditory spectra, take encephalograms, use the Holter method (Holter monitoring, or daily recording of blood pressure, pulse and electrocardiogram), undergo a set of techniques, conventionally called "Lie Detectors", and many other techniques. . The possibility of achieving synchronization between the speaker and his listener must be tested on the physiological, emotional and intellectual levels.

Ideally, as a result of testing the Student, his synchronization with the Teacher can be found at all three levels of characteristics. But this is a rare case. Therefore, if we consider separately the above-mentioned characteristics, then the following picture emerges. For example, if both the listener and the speaker turn out to be emotionally receptive in close wave ranges, then the information will be perceived mainly emotionally (by the temporal lobes of the cerebral hemispheres and the deep limbic system of the brain). And if intellectually both the speaker and the listener at the level of their subcortical areas of the brain, as well as the frontal and parietal lobes, have a significant discrepancy between the frequencies responsible for the intellectual activity of the brain, then the listener will hardly perceive information from the speaker.

The centuries-old practice of synchronizing Students and Teachers in world religions, for example, in Buddhism, is interesting. Students in the process of memorizing mantras are voiced by a bell ringing of a certain range of sound. Each student is given their own bell with an individual sound. The Teacher also uses the bell at the same time as the Students. Bells of different sounds are also used during the passage of the Students to the place of study.

In order for the synchronization of the speaker and the listener to occur more fully, one more of the possible recommendations is proposed. It boils down to the following: it is expedient for the listener (the Student) to pronounce the Teacher's speech aloud - either together with the speaker, or immediately after the speaker. It is also effective to carry out pronunciation together with another classmate who is close to him in terms of zygote design and actual age. This provides similar frequency-resonance characteristics to these fellow practitioners. Resonance in the brain of the Student is able to bring advantage to those words from the new speech of the Teacher, which are remembered and learned by the Student in the process of pronouncing the speech of the Teacher. Here the saying is appropriate: "Repetition is the mother of learning." Therefore, repeated (up to 4 times) pronunciation by the listener of the Teacher's speech is able to bring the listener to a higher level of intelligence.

A very significant factor in improving the quality of education is the second component, which enhances the resonance in the brain of the Student from the speech of the Teacher. This is the logic mastered by the Student of the presentation of the Teacher's speech, the analyst of words and sentences, which prepare the mental activity of the Student and allow the Student to move from knowledge to understanding. This moving from knowledge to understanding information received from the Teacher significantly expands the frequency-resonance susceptibility of the Student to new knowledge. Understanding the subject of training affects the deeper subcortical areas of the brain and retains and accumulates knowledge in the brain of the Student for a longer time, increases his interest in learning. In the long term, the development of the process of understanding contributes to the development of natural creative principles in the Student.

Now a few more words about some methods of optimizing the intellectual and emotional growth of students in the framework of the educational process. If the Teacher wants to raise the intellectual level of the Pupils, then in his speeches at the test lessons, he must find in the Pupils their upper and lower levels of intellectual perception and at the same time the upper and lower levels of the emotional component of perception. Further, the Teacher synchronizes himself informatively and frequency with the highest levels of resonant perceiving fragments of the intellect and emotions of his Students and begins to systematically, gradually, carefully raise the average intellectual component of the Class Pupils, simultaneously controlling their emotional component. In the process of learning, the sensitivity of students (frequency-resonant sensitivity) to an increase in the content gradient in the Teacher's speeches of both intellectual and emotional components is systematically controlled in order to determine the average level of assimilation by the Student and the Class of information. Control is carried out by testing, including using special methods and instruments. (In particular, the methods given earlier). So the Teacher, operating with the characteristics of his speech, tunes in to the predominant frequency-resonant characteristics of the Students and, thus, can optimize their intellectual and emotional growth.

Conclusion

The methods proposed above can be considered as a small part of the possibilities for achieving a better frequency-resonance balance between the Teacher, the Student and the Class, leading to an increase in the effectiveness of learning and the quality of education.

The combined effect of frequency-resonance factors of an emotional, physiological and intellectual nature, presented in the above three examples, can have a synergistic effect, leading to a more successful process of assimilation of information by the Student and the Class. This circumstance should be taken into account in the Lessons and be the "Tool" of the Teacher.

When testing Pupils and Teachers, the transition from conditional, purely indicative numerical indicators (given in this article) to reasonable quantitative and semi-quantitative indicators will require additional research. For this, it is recommended to use the fruits of scientific and technological progress in the study of genetics, the physiology of the assimilation of food products, biophysical and biochemical processes, the processes of brain mental activity, etc., as well as the processing of this knowledge using computer technologies and methods of nonlinear algebra. In this capacity, computer technology is considered as one of the most promising areas of modern technological progress aimed at transforming the methods of education and upbringing. The result of such an approach to changing the educational process should be a significant reduction in the contradictions in society that arise in connection with the rapidly developing technological progress.

It is planned to present the topic of this article in more detail and expanded in the forthcoming article “The effectiveness of the student's learning as a function of his chromosomal and frequency-resonant features”.

Whether you're learning a new language, learning to cook, learning a musical instrument, or simply training your memory, it's good to know how the brain learns new information.

Each person is unique, but in the process of learning we all show similar psycho-physiological tendencies. Understanding these patterns will help you develop the most effective strategy for acquiring new knowledge.

Let's look at 6 basic principles of learning that everyone should know.

1. Visual information is best absorbed

50% of brain resources are spent on visual perception. Think for a moment: exactly half of your brain activity is occupied by vision and understanding of what you see, and only the rest goes to other receptors and internal processes of the body.

However, vision is not only the most energy-consuming channel of perception. Its influence on the rest of the senses is so great that sometimes it can significantly distort the meaning of the information received.

50% of brain activity is used to process visual information.
70% of incoming information passes through visual receptors.
It takes 100ms (0.1 seconds) to decipher the visual scene.

An example of such an influence is an experiment in which more than fifty passionate wine lovers could not determine which drink was in front of him - red or white wine. Before the start of the tasting, the experimenters mixed a red pigment without taste and smell into the white wine. As a result, without exception, all the subjects claimed that they drink red wine - the influence of the appearance of the drink on taste buds turned out to be so strong.

Another surprising finding was that the brain perceives text as a set of images, so reading this paragraph now, in fact, you are doing a great job of deciphering many "hieroglyphs", which are letters, into semantic units.

In this regard, it becomes clear why reading takes so much effort compared to looking at illustrations.

In addition to static visual objects, we also pay special attention to everything that moves. That is, drawings and animations are the best companions when learning something, and all kinds of cards, images and diagrams can serve as a good help for the successful assimilation of new information.

2. First - the essence, then the details

In an effort to master a large amount of new information at once, you risk creating a terrible mess in your head. To avoid this, keep in touch with the big picture: after learning something new, go back and see how it can relate to what you already know - this will help you not to get lost.

In fact, the human brain tends to catch the general sense of what is happening first, and only then the details, so why not use this natural feature to your advantage?

Having received a portion of knowledge, find a place for them in the general system - this will significantly increase your chances of memorization. Also, before learning anything, it can be helpful to first understand the general point: knowing what will be discussed as a whole serves as a support for the nervous system to perceive finer details.

Imagine that your memory is a closet with a bunch of shelves: each time you add a new thing to it, you think about which category it belongs to. For example, you bought a black sweater and you can put it on the black shelf, the sweater shelf, or the "winter" shelf. Obviously, in reality, you can't put one thing in more than one place at once, but hypothetically, these categories exist, and your neurons regularly do this work of correlating new incoming information with what is already available.

By making graphs and writing about the place of the subject being studied in the overall picture of knowledge, you will achieve better assimilation of information.

3. Sleep significantly affects memory and learning ability

Studies have shown that when learning new information is followed by a healthy night's sleep, this has a positive effect on the consolidation of knowledge. In the Motor Skills Experiment, participants who had 12 hours of sleep before the test showed 20.5% improvement, while the other group, who had learning a new skill and testing it on the same day with a difference of 4 hours, achieved an improvement in everything. by 3.9%.

However, a modern person does not always have the opportunity to fully sleep, and in such cases a short daytime nap helps. University of California experiment ( The University of California) found that students who were asked to sleep for a while after completing a challenging task performed much better on the same exercise after sleep than those who remained awake between the two tests.

Sleeping before learning new material can also be very helpful. Dr. Matthew Walker Dr. Matthew Walker), who led the study, states that "sleep prepares the brain for new knowledge and makes it look like a dry sponge, ready to absorb as much moisture as possible."

Learn a new skill or read about something before you go to bed: when you get up and try to remember what you learned before going to bed, you will be surprised how much you remember.

4. Lack of sleep affects cognitive performance

Not having a complete understanding of the nature of sleep and its purpose, sometimes we neglect this natural need, causing ourselves to lack it, or.

But despite the fact that the process of sleep itself is not fully understood, scientists have long known what its absence leads to: high nervous tension, increased caution, risk avoidance, reliance on old habits, as well as susceptibility to various diseases and physical injuries, such as how tired organs lose their normal tone.

Lack of sleep also affects cognitive activity: the ability to absorb new information is reduced by 40%. From this point of view, a good night's sleep and a fresh head in the morning can be much more beneficial than staying up late at night on work or textbooks.

• irritability
• cognitive disorders
• memory lapses, forgetfulness
• amoral behavior
• non-stop yawning
• hallucinations
• symptoms similar to ADHD (attention deficit hyperactivity disorder)
• slow motion
• trembling limbs
• muscle pain
• incoordination
• cardiac arrhythmia
• risk of heart disease
• risk of diabetes
• growth suppression
• obesity
• fever

Harvard Medical School ( Harvard Medical School) conducted a study in which it was found that the 30 hours following the training are the most critical for consolidating new knowledge, and lack of sleep during this period can negate all your efforts, even if after these 30 hours you get enough sleep.

Therefore, leave night gatherings in the past: the most productive time for learning new things is during the daytime, when you are alert and full of energy, and for the best memorization of information, do not forget to get a good night's sleep right away.

5. We remember information best when we teach others.

When we have to explain to others what we ourselves have just learned, our brain absorbs information much better: we organize it more clearly in our minds, and memory stores the main points in more detail.

A group of participants in one experiment were told that they would take a test to test their newly acquired knowledge, while the second group had to prepare to explain this information to others. As a result, all the test subjects passed the test, but those who thought that they would have to teach someone remembered the material much better than the rest.

Study author, Dr. John Nestojko ( Dr. John Nestojko), says that the mental attitude of students before and during training can have a big impact on the cognitive process. " To set the students in the right mood, sometimes it is enough to give them a couple of simple instructions.“, he declares.

Although we may not always be aware of it, the need to communicate our knowledge to others forces us to use more effective methods: we better highlight the main thing, make connections between different facts more easily, and organize the information received more carefully.

6. Information is remembered better when it alternates with another

"Block Practice" ( block practice) is a fairly common approach to learning, named as such by the scientist of the University of California, Dick Schmidt ( Dick Schmidt). This approach involves learning the same things in blocks, that is, by repeating information or skill over and over again over a long period of time, such as continuously reading a history textbook or mastering a single serve in tennis.

Schmidt himself advocates a fundamentally different method based on the alternation of information in the learning process. His colleague, Bob Bjork, is investigating this approach in his psychology lab by giving participants pictures of two different art styles, with some subjects studying the work in blocks of 6 pictures of each style, while others view the pictures in turn.

As a result, subjects who were shown pictures in blocks were much worse able to distinguish one style from another (30% correct answers) compared to those who watched pictures of different styles mixed up (60%).

Surprisingly, before the start of the experiment, about 70% of the participants said that they find the block approach more effective and that it helps them in learning. As you can see, our ordinary ideas about the cognitive process are often far from reality and need to be clarified.

Björk believes that the principle of alternation works better because it is based on the brain's natural ability to recognize patterns and differences between them. As for the study of new information, the same principle helps to notice the new and correlate it with the data already available.

This approach can be used when preparing for exams, when you do not improve each skill separately, but in turn: oral, written speech and listening comprehension when learning a foreign language, right and left serve in tennis, etc.

As Björk says, we all need to learn how to learn. " Almost any job involves continuous learning, and understanding how you can influence the effectiveness of this process will greatly increase your chances of success.».

Plan: 1. The essence of the concept of principles.

2. The principle of nurturing education.

3. The principle of developmental education.

4. Visibility.

5. Availability.

6. Systematic and consistent.

7. Scientific.

8. Connection of theory with practice, learning with life.

9. Independence and activity of students in learning.

10. Consciousness and strength of mastering knowledge, skills, abilities.

11. Purposefulness and motivation.

12. Individual approach to students.

13. Optimization of the educational process.

1. The essence of the concept of principles.

The principles of teaching are called the main didactic conditions that determine the pedagogical validity of all actions to organize and conduct the educational process. Didactic principles reflect the general requirements for the formation of the content of education and the organization of the educational process - both in general and in its individual parts. The structure of didactic principles is determined by the structure of laws and patterns of learning.

Didactic principles in the learning process are closely interrelated. Usually, one or more principles may predominate in a single lesson, while the rest may play a complementary role.

2. The principle of nurturing education.

The principle of nurturing education reflects the law of the unity of education and upbringing.

Education in the learning process is carried out primarily by the content of the educational material. The study of the foundations of science contributes to the formation of students' scientific concepts about the world around them, influencing the development of a worldview, a scientific understanding of the world and its laws. The correct organization of the educational process also educates students. A clear definition of the goals and objectives of the lesson, the order in the classroom create favorable conditions for moral education in children of conscious discipline, diligence, moral qualities. Educational influence on students have methods, teaching aids, the personality of the teacher, that is, everything that surrounds the child at school.

The success and implementation of the principle of educative education in school practice depends, first of all, on how the teacher defines the goal of educational work, how it is carried out.

3. The principle of developmental education.

The principle of developing education requires the creation of optimal conditions for the comprehensive and harmonious development of children in the process of studying academic subjects.

The principle of developing education is provided, first of all, by the content of education. The deeper and stronger the students acquire knowledge, the more versatile will be their overall development. Through purposeful teaching, the teacher develops the ability of students to think logically. Students in the process of learning master the techniques of comparison, generalization, abstraction, classification, systematization, analysis, synthesis. It is important to teach schoolchildren to prove the truth of the proposition put forward, to argue theses, to highlight the main idea, to distinguish between essential and secondary features, and to draw conclusions based on the analysis of factual material.

The general development of students occurs in the process of learning activities using various methods and teaching aids. The mental development of students is influenced by the methods and operations of their mental activity in the process of applying knowledge, skills and abilities in practice, with an optimal combination of creative and reproductive methods.

4. Visibility.

Education should be directly based or indirectly based on the feelings of students when they perceive the real world. In the educational process, this connection is carried out by implementing the principle of visibility (the use of visual aids at all stages of educational cognition). However, learning cannot be reduced to sensations, but must ensure optimal interconnections and unity of the sensual and the rational, the concrete and the abstract, the empirical and the theoretical.

Ya.A.Komensky, I.G. Pestalozzi, K.D. Ushinsky argued that the effectiveness of learning increases with an increase in the number of analyzers (sense organs) used by students in teaching, that visualization plays a leading role in studying the material. This principle is especially effective when it is in organic connection with other didactic principles: independence and activity, consciousness and strength, scientific character, connection between theory and practice, developing and educating education. At any stage of empirical or theoretical generalizations, visualization can and should be the basis or sensory support for the assimilation of knowledge. At the same time, successful visual learning is possible only with a combination of visual learning with verbal and practical.

Types of visibility:

1. External, objective visualization, acting through various signals on the human senses at the level of sensations, perceptions and ideas:

a) visual clarity (color, shape, size, position in space);

b) auditory clarity (types of sounds - noise and musical; the main properties of sound - pitch, duration, loudness, timbre; types of hearing - pitch, melodic, harmonic, timbre, speech, etc.);

c) skin-tactile visualization (qualitative properties of objects of the surrounding world. For example, density, weight, temperature, roughness, etc.);

d) taste clarity (sweet, sour, salty, bitter);

e) clarity of smell (distinguishing smells);

2. Internal, mediated visibility associated with rational forms of thinking - concepts, judgments, conclusions:

a) thought forms that arise in the human mind (imagination, fantasies, figurative representations, dreams, dreams, ideals);

b) symbolic, symbolic visibility, acting in the form of reference signals, diagrams, models, systems (formulas, drawings, maps, the "language" of art. For example, a leitmotif in music carries a semantic (conceptual) load; substitution in a game is associated with a conditional substitution of signs, symbols instead of real objects (a doll denoting a child); a visual model through conditional substitutes reflects in space - in volume or on a plane - objects or phenomena of the surrounding world (room plan).

Depending on the influence of a person on the natural and social environment, on his participation in these processes, visibility can be:

1. Natural (natural) clarity - associated with the natural influence of the surrounding world on the senses.

2. Experimental (artificial) visualization - reflects the purposeful search activity of a person to transform objects and phenomena of the surrounding world (laboratory experiments, exercises).

Visual aids according to the degree of correspondence to the studied subject and phenomena differ: a) natural - natural phenomena and real objects or their imitation; b) pictorial (pictures, illustrations, transparencies); c) schematic and symbolic (diagrams, maps, graphs). With an increase in the level of theoretical education at school, educational models of various depths of penetration into the essence of the objects and phenomena being studied (from natural to theoretical models) are increasingly being used.

According to the type of analyzer (sensation), visual aids until recently were predominantly visual and auditory. There are few aids that provide support for the speech-motor, tactile organs in the modern school.

The choice of the type of visualization depends on its function and the goals and objectives set in the lesson.

5. Availability.

The principle of accessibility of education implies that the content and methods of education are chosen taking into account the age characteristics of children and the possibilities of their general development, i.e. so that the complexity and difficulty of the content of education increase gradually, in accordance with the cognitive capabilities of students. Cognitive difficulties should be such that, with the exertion of mental strength, schoolchildren are able to solve the educational tasks assigned to them. The content of education must be formed in such a way as to create conditions for the constant overcoming of difficulties by students - in the relationship of learning with their upbringing and development. The principle of accessibility in a specific didactic situation is implemented through teaching methods, taking into account the level of preparation for the teaching of students in this class, their cognitive capabilities, general development and individual characteristics.

6. Systematic and consistent.

The principle of systematicity and consistency reflects the need to build training in a strict logical sequence in such a way that new knowledge is based on previously acquired knowledge and, in turn, becomes the foundation for the assimilation of subsequent knowledge. The principle requires the assimilation of knowledge in a system that would display in a holistic way the studied objects and phenomena with all their connections and dependencies. The didactic interpretation of these connections is intra-subject and inter-subject connections, and their implementation is a prerequisite for correct and successful learning.

7. Scientific

The principle of scientific character requires the inclusion in the content of training of scientifically reliable knowledge that corresponds to the current level of development of science and the age characteristics of children. When selecting the content of education, all the principles and patterns of didactics are taken into account, since the logic of science and the logic of the subject that reflects this science are not identical: they do not have the same goals or ways of their implementation.

The task of teachers is to implement the principle of scientificity in a specific didactic situation, taking into account the age and individual cognitive abilities and the level of mental development of schoolchildren.

Taking into account the fact that in stable textbooks the state of this science is fixed by the time they are prepared for publication, the teacher must follow the development of scientific thought. Acquaintance of students with new scientific ideas (of course, in a popular presentation) will contribute to a close connection between learning and life, arouse their cognitive interest, and cultivate a creative approach to the study of any science.

8. Connection of theory with practice, learning with life.

The principle of linking theory with practice, learning with life requires students to understand the meaning of theory in life, the skillful application of theoretical knowledge to solve practical problems. Any information should have a real life basis visible to students, and be created on the basis of experience, or be fixed in it.

The connection between theory and practice is complex and versatile. Performing practical tasks before studying theoretical material, students are convinced of the need to master certain knowledge, without which it is impossible to solve the tasks. The implementation of practical tasks during the study of theoretical issues contributes to the deepening of knowledge, understanding the essence of the studied phenomena and the connections between them. In this case, practice is the driving force in educational cognition. The implementation of practical tasks based on the assimilation of theoretical material convinces students of the truth of what they have learned and forms their ability to apply theoretical knowledge in practice.

9. Independence and activity of students in learning.

The principle of independence and activity of students in learning is to create conditions for students to display cognitive independence and creative activity in the process of mastering knowledge, skills and abilities and applying them in practice.

Independent cognitive activity of students can be reproductive (performing) or search (creative). At the same time, independent learning activities of students are carried out under the guidance of a teacher who, to a greater or lesser extent, influences them. The activity of students in learning is closely interconnected with their independence; both of these qualities are characteristic of educational activity, but manifest themselves to varying degrees.

10. Consciousness and strength of mastering knowledge, skills, abilities.

The principle of consciousness and strength in the assimilation of knowledge, skills and abilities is to provide students with optimal conditions for a deep understanding of the facts and generalizations being studied, methods for performing actions, for a solid assimilation of basic concepts, laws, theories, the formation of skills and abilities for their application in practice . For the conscious assimilation of knowledge, it is necessary to gradually lead students to an independent analysis of facts, to establish the causes of hereditary, functional and other relationships and interdependencies between objects and phenomena of the real world. Consciously assimilated knowledge is necessarily scientifically based knowledge obtained by students in the process of active learning.

Important ways to ensure the strength of knowledge are highlighting the main thing in the material being studied, focusing the main attention of students on it, comprehending it, revealing the essence of the phenomena being studied, memorizing, memorizing the main thing, both in expanded form and in the form of diagrams, models, repetition, generalization and systematization knowledge.

11. Purposefulness and motivation.

The principle of purposefulness and motivation of learning is that the educational process, as a complex interrelated activity of the teacher and students, must be subordinated to predetermined goals and motives that reflect the personal aspirations of students.

The educational process faces general goals defined by society and curricula, and specific goals that the teacher determines for each segment of the educational process, focusing on the profile of the educational institution. It is important that the teacher could correctly determine the specific goals of each type of lesson - teaching, educational, developing - and directed all his work towards their achievement. This purposefulness is manifested in the choice of the form of education, the structure of the lesson, the content of the methods, and teaching aids. In other words, the entire educational process should be aimed at achieving the set goals in the shortest possible way and with the least amount of time and effort of the teacher and students (i.e., optimally).

12. Individual approach to students.

The principle of an individual approach to students requires the creation of optimal conditions for the successful learning of each student in the process of organizing frontal and group work in the classroom. For the successful implementation of this principle, the teacher studies the individual characteristics of each student, the conditions in which he lives and works, and takes them into account when organizing the educational process.

The optimal organization of the creative work of the student team creates important prerequisites for a wide disclosure of the individual characteristics of each student. In addition, the teacher must develop a system of individual approach to each of his students in conditions of independent and collective activity. An example of such a system was suggested by V.A. Sukhomlinsky.

Differentiation learning involves paying sufficient attention to those students whose level and pace of work differ from the majority. Eliminating gaps in the knowledge of lagging students, teaching them the skills of educational work, as well as in-depth study of academic subjects with students who show success in learning - all this makes it possible to use a differentiated approach to teaching.

13. Optimization of the educational process.

The principle of optimizing the educational process requires, from a number of possible options, to choose one that, under the given conditions, will ensure the maximum possible efficiency in solving the problems of education, upbringing and development of schoolchildren with rational expenditure of time and effort of teachers and students (Yu.K. Babansky).

The main criteria for optimality are:

Achievement by each student of the level of progress, education and development that is really possible for him in a given period, but not lower than satisfactory (according to the standards of assessments);

Observance by students and teachers of the time limits established for them for lesson and homework.

In order to determine the specific optimal variant of education, it is necessary, firstly, to deeply study the characteristics of schoolchildren in this class, the initial level of their upbringing, training and development. In a complex way, this can be done by compiling a psychological and pedagogical characteristic of each student, analyzing test papers, surveying (self-assessment of students, mutual assessment, assessment by parents, etc.), and a pedagogical council. It is also necessary to study the conditions of education: the possibilities of a given school, a given teacher, etc.

Secondly, to choose the optimal content of the lesson: highlight the main, essential in the educational material; to determine intersubject and intrasubject communications; bring the content of the material in line with the actual level of development and upbringing of the class students, while ensuring a differentiated approach to the weakest and most prepared students; bring the content of the lesson in line with the necessary and sufficient time for learning, etc.

Thirdly, to choose the best methods, forms, teaching aids that would correspond to the specific characteristics of students and other conditions, as well as the content of education, would help to successfully solve the problems of education, training and development at this particular stage.

Fourthly, the intensification of learning, increasing the productivity of teachers and trainees should be carried out through the rational organization of work, the introduction of new and traditional progressive methods, which saves time and effort of students in the classroom, eliminates their overload in the classroom and at home, as well as saving personal teacher's time.

In general, the principle of optimization implies a systematic approach to the organization of education at the current level of development of didactics, private methods, educational psychology, philosophy and other related sciences in the dialectical unity of all didactic principles.