T.A.Voronko
Moscow pedagogical state
university, Moscow
ROLE OF RESEARCH
ACTIVITY OF THE BEING TRAINED
One of
the main objectives put before school by society, preparation of
comprehensively developed, active personality capable to a constructive labor
of the benefit of society, for independent getting of the knowledge, armed with
rational methods of knowledge is. The main thing here is formation and
development of creative activity of pupils that is connected integrally with
disclosure of potential possibilities and abilities of each pupil. Therefore
one of main objectives of modern education consists in development and use of
such methods of training which would promote development of creative pupils,
would stir up their cogitative activity.
All
children possess various potential abilities. The task of school consists in
revealing and developing them in interesting, corresponding to age features of
pupils, activity. To develop abilities is, means, to arm the child with ways of
activity, to give it in hands a key, a principle of performance of work, to
create conditions for identification and blossoming of his endowments [5]. And
it, probably to carry out in the conditions of developing training – training,
«which, provides high-grade assimilation of knowledge, forms educational
activity and by that directly influences intellectual development» [6].
In
average educational institutions of Europe to a problem of formation of the
creative person, skills of research work at pupils pays much attention. So in
state standard of England the requirement is written down: to prepare the
school students who have reached 16 years, for performance, for example, such
tasks on scientific research: to be able to explain the observable phenomena
and to build hypotheses which then to confirm experimentally; to carry out
systematic researches; to do conclusions on the basis of the carried-out
researches etc. [7].
In
system of our school education there were establishments of nonconventional
types – lyceums, gymnasiums, etc. that led to change of requirements to
preparation of pupils. So, the lyceum should provide «the most favorable
conditions for development and continuous building of creative potential»
pupils, promote mastering by them «skills of independent and scientific work» [3].
To reach it, it is necessary to include
pupils in the activity demanding certain skills.
In
didactics in structure of the content of education four components are
allocated: 1) knowledge;
2)
experience of reproductive activity;
3)
experience of creative activity;
4)
experience of the relations.
One of organization
forms in training of school students of the third component of structure is the
research method which demands from pupils of certain qualities.
If the
teacher in the course of training sets as the purpose – development of research
qualities of the personality, it should include it in research activity.
Research activity in pedagogics leans on a number of principles, many of which
have general scientific character, for example, a principle of unity logic and
historical, a principle of conceptual unity of research. And, as it was noted
earlier, here the significant role is played by the concept of developing
training which starts with situation that the purposes of training caused by
social requirements, are connected with formation of comprehensively developed
personality. This formation is carried out in actually active involvement of
trainees directed on the solution of rising before them informative and
practical tasks; mastering by knowledge and ways of activity – a development
tool and formations of the personality [2].
In
practice as shows experiment, pupils join in research activity or on
facultative classes in mathematics, or at lessons in classes with its profound
studying. At mathematics lessons at the main school of this activity it is not
given due consideration. Certainly, it is impossible, as it is noted in
didactics, to create all its elements in the course of training at school owing
to age features of pupils, but to create and develop at them certain research
abilities quite really, solving mathematical problems which contain research
elements.
At a
certain organization educational activity can be carried out as research.
Distinguishes it from scientific research:
1) the
knowledge new is in educational process under control of the teacher and on an
expansion course this activity can be corrected and be regulated by it;
2) all
creative acts of pupils are lost previously by the teacher and carefully by it
are prepared.
The
teacher should be able to predict activities of pupils for the solution of this
or that problem. Thus also there is a need to acquaint pupils with methods of
scientific knowledge through educational activity taking into account age
features and possibilities of pupils, their readiness for perception of these
methods, specifics of a subject, level of readiness of the teacher. But despite
these differences, original assimilation of knowledge keeps the majority of
lines of research activity where, along with reproduction of the knowledge
which has been saved up earlier, the huge role is played by intuition,
ingenuity, ability quickly to "seize" the main contents acquired, to
consider it from the different points of view, to use the same value in the
different situations, different systems of concepts, reinterpreting them. All
this, according to I.S.Yakimansky, pulls together educational and research
activity at the heart of which the same laws of thinking lie.
Directly
in a problem of research activity of pupils and formation of its elements in
the course of training were engaged V.A.Gusev, I.Ya.Lerner, B.A.Vikas,
Yu.I.Kolyagin, R. S. Tcherkasov, A.E.Zakharova, G. B. Ludina, etc. In works
procedural lines of research activity such, as implementation of transfer of knowledge
and abilities in a new situation, transformation of known ways of activity are
allocated at the solution of a new problem, vision of a new problem in a
familiar situation, vision of structure of object, etc. It is supposed that pupils have for this purpose a
sufficient base.
However,
the analysis of final examinations in mathematics for a course of comprehensive
school and entrance examinations in higher education institutions of the
country showed, what not all graduates possess such research abilities, as
abilities to observe, compare and generalize, design ways of the decision on
the basis of known, etc. Therefore the
problem of formation of experience of research activity of pupils remains
actual still.
In summary, I will quote Regirer E.I.: «… consider
useful to develop quality researchers in each person is to nobody to the
detriment, and for some it will appear exclusively fruitful … it is a question
… of development, improvement and the best use of already available natural
data». [4].
Literature:
1. Didactics of high school: Some problems of
modern didactics / Under the editorship of M.A.Danilov and M. N. Skatkin, 1975
2. Zagvyazinsky
V.I.Uchitel as researcher. – M: Knowledge, 1980 (New in life, a science,
equipment. It is gray. «Pedagogics and psychology». – No. 4).
3.
Science and school. – 1996. – No. 2.
4. Regirer E.I.
Development of abilities of the researcher, 1969.
5. Chekaleva N. V.
Modern theories and technologies of education, 1993.
6. Yakimansky
I.S.Develop training, 1979.
7. Science for ages 5
to 16 Proposals of the Secretary of the Secretary of State for Education and
science. – UK London, 1988.