Laws and principles of training

Regularities and principles of education are important components that are inherent not only in training, but also for all, without exception, the sciences and subsystems of society. The definition of the laws of learning largely depends on the level of development of the humanities and anthropological sciences. To date, in view of the existing level of development of the pedagogical theory, it is possible to formulate certain regularities and principles of teaching.

The regularity of education is a system of general, essential, objective, necessary and persistently repetitive links between pedagogical phenomena, as well as the components of the learning process that characterize their functioning and development. There are internal and external patterns.

Internal regularities are: the subordination of the result to the training of the learner's activity and the way of managing the learning, the dependence of learning on the way of finding the contradiction between cognitive (practical) tasks and the level of the skills, knowledge and skills of the students necessary for their solution, their intellectual development.

External regularities are: developing and bringing up the character of instruction, social conditioning of methods, goals and content of training, the dependence of the received learning outcomes on the characteristics of the instructor's contact with the elements of the surrounding world, the implementation of learning in communication and on the basis of the vibra-active approach.

In a more understandable language, the dependence of the learning process on social conditions and processes (level of culture, political and economic situation, etc.) is related to external laws. By internal laws we mean the connections between the components of the learning process, for example, between the student, the teacher and the teaching material, between the content of education, goals, means, methods and forms of instruction.

All these patterns can be regarded as precisely established, since they have been checked many times, confirmed and explained. Since the process of education is always influenced by economic, social, cultural and other phenomena, in the course of further development of the humanities , new regularities in the learning process will be established.

The patterns and principles of teaching are closely interrelated. And all for the reason that, on the basis of regularities, precisely the formation of principles is taking place. The principles are understood as general provisions that define the requirements for the organization, content, management and implementation of the learning process. In pedagogical science, at the present time, the principles of culture and nature suitability, problemativeness, optimality, systemic nature, consistency, accessibility in upbringing and education are formulated and many others. Understanding the principles of training makes it possible to organize training depending on its patterns, as well as to reasonably determine the goal, to choose the appropriate forms and methods of teaching.

Principles of teaching can be divided into obschedidakticheskie and methodical. The universal principles of teaching include the principles of consciousness, accessibility, strength, durability, visibility, activity, educative learning, individualization. The methodological principles of teaching are the principle of taking into account the native language, the principle of communicative orientation and the principle of integration and differentiation.

Thus, the laws and principles of learning are in direct connection with each other. First, regularities arise, and only then, in view of their development, principles arise, the development of which in many respects is also connected with the development of new concepts of teaching and theories.