First of all, it concerns the disclosure of their essence #1

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First of all, it concerns the disclosure of their essence

In the 20's and 30's of the 20th century method is seen as a way to achieve the goal in advance.
In the 20s in pedagogy there was a struggle against the methods of scholastic learning type essay writing service - Edusharky and rote learning that flourished in the old school, and the search for such methods that would provide a conscious, active and creative mastery of
of knowledge for the pupils. It was at this time that educators recommended custom dissertation writing service to develop the position that there could be
Vsesvyatsky was developing the position that there can be only two methods in education: the exploratory method and the ready-made
knowledge. The method of ready-made knowledge, of course, was criticized. As the most important method of teaching in the school was recognized research method, the essence of which boiled down to
The essence of this method was that the students were supposed to learn everything through observation and analysis of the phenomena studied and to come to the necessary conclusions independently.
In the 1920s there were also attempts to instill in the
In the twenties there were also attempts at introducing into the school the so-called pay-for- essay project method based on the philosophy of pragmatism and borrowed from the UNITED STATES. However, it was found that the elimination of individual subjects and the reduction of all learning activities to the so-called "designing" and "doing" inherent in this method
The method was found to have a detrimental effect on the quality of the general education of the pupils.
Didactic studies, however, show that the nomenclature (naming) and classification of teaching methods
are characterized by great diversity depending on,
which approach is chosen in their development.
Some believed that when classifying
methods of teaching it is necessary to take into account the sources from which students draw knowledge. On this basis, they distinguished
three groups of methods: verbal, visual and practical.
Indeed, words, visual aids and practical works are widely used in the learning process.
I.Ya. Lerner and M.N. Skatkin developed teaching methods based on the nature of educational and cognitive activity
students to master the material under study. From this point of view.
They distinguished the following methods

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The principle of tolerance in teaching.
Why Neither the goals, nor the content, nor the forms of work can be introduced without taking into account the possibilities of their practical implementation.
Teaching methods are a historical category.

First of all, it concerns the disclosure of their essence In the 20's and 30's of the 20th century method is seen as a way to achieve the goal in advance. In the 20s in pedagogy there was a struggle against the methods of scholastic learning type <a href="https://edusharky.com/">essay writing service - Edusharky</a> and rote learning that flourished in the old school, and the search for such methods that would provide a conscious, active and creative mastery of of knowledge for the pupils. It was at this time that educators recommended <a href="https://edusharky.com/custom-dissertation-writing-service">custom dissertation writing service</a> to develop the position that there could be Vsesvyatsky was developing the position that there can be only two methods in education: the exploratory method and the ready-made knowledge. The method of ready-made knowledge, of course, was criticized. As the most important method of teaching in the school was recognized research method, the essence of which boiled down to The essence of this method was that the students were supposed to learn everything through observation and analysis of the phenomena studied and to come to the necessary conclusions independently. In the 1920s there were also attempts to instill in the In the twenties there were also attempts at introducing into the school the so-called <a href="https://edusharky.com/pay-for-essay">pay-for- essay</a> project method based on the philosophy of pragmatism and borrowed from the UNITED STATES. However, it was found that the elimination of individual subjects and the reduction of all learning activities to the so-called "designing" and "doing" inherent in this method The method was found to have a detrimental effect on the quality of the general education of the pupils. Didactic studies, however, show that the nomenclature (naming) and classification of teaching methods are characterized by great diversity depending on, which approach is chosen in their development. Some believed that when classifying methods of teaching it is necessary to take into account the sources from which students draw knowledge. On this basis, they distinguished three groups of methods: verbal, visual and practical. Indeed, words, visual aids and practical works are widely used in the learning process. I.Ya. Lerner and M.N. Skatkin developed teaching methods based on the nature of educational and cognitive activity students to master the material under study. From this point of view. They distinguished the following methods RELATED RESOURCES: <a href="https://www.opencode.net/-/snippets/494">The principle of victoriousness of learning in overcoming feasible difficulties.</a> <a href="https://sahara.irt-saintexupery.com/snippets/1467">The principle of age and didactic regression in education.</a> <a href="https://riuso.comune.salerno.it/snippets/5874">The principle of tolerance in teaching.</a> <a href="https://gitlab.andi.unri.ac.id/snippets/3556">Why Neither the goals, nor the content, nor the forms of work can be introduced without taking into account the possibilities of their practical implementation.</a> <a href="http://test.sleepace.net/snippets/6786">Teaching methods are a historical category.</a>
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