Principle of accessibility in pedagogy

There are certain principles, according to which the whole educational process is built. Whether it is in school, at a vocational school or at a university, there are certain bases common to any level of study. . One of these rules is the principle of accessibility . What is it and how can it be embodied in the educational process?

Soviet scientists and their opinion on the accessibility of education

The development of this rule and the introduction of it into the pedagogical process involved many scientists. This and K.D. Ushinsky, and N.G. Chernyshevsky and N.A. Dobrolyubova. In the most general terms, the principle of accessibility is the correspondence of educational material to the characteristics of students. Training should be mental work that students or students are engaged in throughout the day. But, on the other hand, this work should be feasible for the learner - he must motivate him for further work, and not be the reason for refusing to study.

Different scientists had their own definitions of what constitutes the principle of accessibility in pedagogy. Some were sure that it is inextricably linked with the age of the student, and therefore the selection of materials should take place precisely by this criterion. Others believed that the abilities and talents of a child are important: after all, in the same class there may be children of different ages, but with completely different ability to learn. Some focused on the content that the manuals used in lessons or couples contain.

The definition that has become classical

An opinion expressed by I.N. Kazantsev in 1959. реализуется, прежде всего, в постоянном достижении границы умственных возможностей учащегося. In the collection under his editorship "Didactics" one can find the idea that the principle of accessibility is realized, first of all, in the constant achievement of the boundary of the student's mental capabilities. Thus, each time making an effort, the student in the process of education each time reaches and exceeds this bar. Despite the fact that L.V. Zankov proposed and introduced the concept of high-level education of accessibility of knowledge, in fact, even his novovovedeniya reflect the principle of accessibility in pedagogy.

The history of the principle of accessibility

The beginning of the formation of this rule can be considered the 60th and 70th years of the last century. It was then that the main explanations were adopted, based on the principle of accessibility in pedagogy. This is the time when the Soviet innovators made efforts to develop education, because it was in those years that it was laid in the form in which we see it today. This is the joint training of boys and girls, and the system of eleven classes, and the passage of production practice.

Some scholars paid special attention to the issue of timeliness of education. Every pupil is born and lives in a certain era, when society is at one or another stage of scientific and technological progress. Therefore, it is impossible not to take into account, along with the abilities of the student, this factor. It also includes the expectations of society in relation to the child. After all, it can not be said that during the Soviet past, students and students expected the same thing as from modern students. Different epochs and ideologies carry certain requirements - this applies both to the student and to the student of the university.

What can imperceptibly disrupt the availability of material

Not everyone is excellent or good at school. There are certain difficulties, because of which the principle of accessibility in pedagogy can be violated. An example that a student decides, or an exercise in Russian, on the one hand, should not be very easy for him. On the other hand, stress and mental effort should not cause a child to reject to the subject itself. In fact, most of the disciplines of the school curriculum are for this reason and become uninteresting for the student. Feeling disappointed in his abilities, for example, solving problems in algebra, he will increasingly feel reluctance to take up the textbook. To aggravate the situation can be the attitude of the teacher to the lagging schoolboy - nobody will like it when his weak abilities will be shown before his peers. . But in reality, in this situation, one can observe a gross violation, which, it turns out, is subject to the principle of accessibility .

How to solve the problem of individualization of learning

At some point it is necessary to see what exactly is causing the student's difficulties in the curriculum, having carefully worked out this aspect. After all, training should always take place in the so-called "zone of proximal development," that is, to go beyond what is currently available to the child. To implement this rule in practice, however, is not always possible. After all, not every teacher is capable or eager to identify the difficulties that a child experiences in his or her subject. Also affects the number of students - not always the learning process is properly individualized. The main solutions to this problem were also put forward by domestic researchers. For example, the domestic researcher Z.I. Kalmykova proposes the creation of special teaching aids in which each student could choose for himself those tasks that would fit his level.

Criteria for determining the principle of accessibility

Also, many scientists of different periods introduced different concepts about this rule. First of all, the principle of accessibility should be the main criterion by which the educational material is selected. Secondly, books and manuals should take into account the level of preparation of students or schoolchildren, which is one of the main functions that the principle of accessibility in pedagogy bears. This definition, like the previous one, is successfully used in modern Russian education. Thirdly, another important role of this principle is the identification of the difficulties encountered by each teaching in the learning process.

How to identify if the material is available for the student

The criterion of availability of a material always depends on several factors. In order to determine the level of this indicator, several cases are used. First, accessibility can be assessed in relation to an individual student and mastering a particular subject. Secondly, it can be an assessment of the ability of a student or a student to master several disciplines that are part of the whole school or institute program. Thirdly, an analysis of the ability to train the entire class or group can be conducted. It is always obvious that the training material is available to the students if they receive a rating of "4" or "5". Then the principle of accessibility in pedagogy is realized. The identification and timely identification of the difficulties encountered by the students also occurs through the receipt of evaluations. "Troika" always testifies about the difficulties and the need for careful study of the material.