What does a person want to learn. What does it mean to be able to learn
5.5. Ability to learn
The main person in the educational process is the student. The teacher's efforts are aimed at studied. This requires that the student wanted learn and could do it. Often a child goes to school with a great desire to learn, but without the ability to do so. If you do not teach a child to learn, then from the very first steps of school life he will meet with difficulties, failures, which will gradually extinguish his desire to learn.
What is this skill? It includes the actions of all three types that we have discussed above. These actions first enter into the activity of teaching as an object of assimilation, their student must assimilate. After mastering them, when they have already become part of the student's cognitive activity, these actions can be used as a means of mastering new actions, becoming part of the ability to learn.
Thus, in the activity of teaching, one and the same action can occupy a different place: first, it can be the subject of assimilation, and then its means. And every time a student learns new actions, he must have the means to learn them - to be able to learn them. In other words, the activity of learning consists of two components: the student must perform an action to be learned and actions that ensure the assimilation of the first with given properties. So, when mastering the account, the child must move from a real stick lying in front of him to the word "one". There is no outward resemblance between these two objects, but they replace each other, and the child must be able to recode the action from one norm to another. The whole set of actions necessary for the successful assimilation of new ones constitutes the ability to learn these new actions. This is the second component of the teaching activity. Graphically, this can be represented as follows:
If we have not provided the ability to learn, then the process of mastering new actions will not proceed successfully, no matter how hard we try to organize it. This means that before starting to learn a new action, it is necessary to check whether students have the ability to learn this action. In other words, for the successful course of the assimilation process, the student must have an appropriate initial level of his cognitive activity. This initial level should be checked: a) from the side of the presence of actions on which the new is based; b) from the side of the ability to learn, i.e. the presence of actions that are necessary for understanding the new, in order to move from the external, material form of its implementation to the implementation in the internal, mental form.
How are the actions that make up the ability to learn acquired? They are "supplied" from the first group of actions that were the subjects of assimilation. In other words, the ability to learn consists of cognitive actions that previously had to be learned and acquired. After that, they are used as a means of learning new actions. So, for example, logical methods of thinking must first be mastered as special subjects of assimilation, i.e. be part of the first action group of the exercise. In the future, logical methods of thinking act as cognitive means necessary for the successful assimilation of any educational subjects, any skills. Of course, learned cognitive actions are used not only as means of assimilation. In the future, they can be means of labor activity, used by a person when discovering new phenomena, etc. So, a person uses logical methods of thinking throughout his life, when performing all types of activities. Moreover, not all learned actions become means of assimilation; are part of the activity of learning. Some of them are acquired specially, for example, for work.
From what has been said, the following points follow:
1. The actions that make up the ability to learn must be learned in the same way as any other actions. This means that all actions included in the ability to learn (the second group of actions) were previously objects of assimilation (they were included in the first group of actions).
2. The actions that make up the ability to learn are not unique, suitable only for learning. They may be part of other human activities.
Consequently, the ability to learn consists of different types of cognitive actions aimed at obtaining new knowledge, new operating systems. These actions are combined into the ability to learn according to the function they perform: they are cognitive means.
The ability to learn includes actions like general, so specific. Previously, we identified two groups in the general types of actions: psychological and actions that make up the methods of logical thinking.
But the general activities do not end there. Common activities include actions such as planning, control, evaluation, adjustment of their activities. All these activities are included in the ability to learn. Students must, when performing a new action, control the progress of the implementation, based on the model given to them. Control inevitably requires evaluation - how correctly the action is performed. If a deviation or error is detected, the student must be able to correct the performance of the action.
The ability to learn necessarily includes sign-symbolic actions: modeling, encoding, decoding. This group of actions, on the one hand, is general, as it is necessary for the assimilation of any academic subject. But at the same time, each subject has its own system of symbolic means, which the student must be able to use in the process of assimilation.
These groups of general actions are important for the assimilation of any knowledge and skills. Specific actions - for the assimilation of only some specific ones.
The teacher, starting to study any subject, any topic, must be sure that students have all the necessary cognitive means to master this subject. If they do not know it, it is necessary to form the missing actions either in the course of working with the subject material, or before that.
test questions
1. Why are the actions that make up the logical methods of thinking considered common?
3. Is it possible to start the formation of logical thinking with any method?
4. How to determine the order of formation of logical methods of thinking?
5. What actions does the ability to learn consist of? Can it be formed in elementary school? Why do you think so?
6. What is the ratio of knowledge and action?
7. What determines the choice of actions that need to be formed in schoolchildren when studying a particular subject?
Name some specific actions that are necessary when learning your native language
Literature
Nikolskaya I.L. ABC of reasoning -M, 1996.
Nikolskaya I.L., Tigranova L.I. Gymnastics for the mind - M, 1997
Stolyar A. A. Mathematical games for children 5-6 years old - M, 1991
Today I want to dedicate my post to such a life skill as the ability to learn. I am convinced that all winners have coaches or teachers! Successful people win more often than others because they are always ready to listen and put into practice the ideas they learn during training.
What does it mean to study?TO LEARN IS TO BE LEARNABLE.
To be able to learn, you must strive to become better! If you don't have a genuine interest in becoming the best you can be, you might as well skip this paragraph! No kidding, are you ready? If your potential is diminishing, maybe you should stop rushing from one to the other and focus on what can truly change your life? Learn and your life will get better. It is a fact!
To be able to study, your self-esteem must be above average. You must love yourself and interact with yourself. It is difficult to study if you are burdened by low self-esteem. If you're constantly making excuses and blaming others, chances are you're not ready to learn. To be able to study is to be fully responsible for your life! You will learn to be even more responsible, and do it consciously!
But, unfortunately, not everyone wants to be instructed or taught. If you act like you already know everything, other people will avoid you. If you're brave enough to ask for help, you'll find people will be more than happy to support you! They will offer information, they will leave their business to help you.
When we are able to learn, we are able to hear what others are saying and take it as an opportunity to see the world differently. We miss opportunities because we are closed to perception when talking to other people. We are so busy thinking about how to protect ourselves...
Who do you think the success of learning depends on more, the teacher or the student? I know that many will answer - from the teacher. My answer is from a student! Look at any successful sports team. You will see that the team has one or two very successful students, and the coach is one for 10-15 people!
Training either produces results or it doesn't. You choose! It depends how you listen. To learn is not to listen to an answer - it means to listen to a lot of answers, and then, having the information, decide what needs to be done. By choosing to learn constantly, you will always know where to learn. Try not to be pressured by what the teacher says. You always have a choice.
If you develop your ability to learn, whether consciously or not, you will begin to participate in life. The words of other people will constantly inspire you. Instead of expecting the worst, you will think of the best! If you are able to learn, you will find the good where you only saw the bad before. You will find yourself winning rather than losing. With the ability to learn, you will always be on top. You will easily learn ways to cut off problems instead of dwelling on them. To be able to learn is to be able to provide support!
There are two main ways of learning. In the next post, I will cover each method in more detail. And remember, all winners have teachers!
Make the decision to study today. The hardest part is making a decision! Choose your teacher or strive to learn from everyone! By mastering this life skill, you will open up many opportunities for success in business and intimate relationships. The ability to learn will enable you to listen in new ways and help you win!
Write down the areas of your life where you would like to learn something. Be specific! Then write down the names, phone numbers, or emails of a few people you know, or someone who might know people who can teach you something in those areas. If no one comes to mind, ask a friend to help you. Maybe he will come up with an idea, who could help you?
Good luck to you, friends!
The learning process is a fundamental characteristic of child development. The child learns through the connections he makes between himself and the world around him. The first reflexes that are considered innate, such as the seeking and sucking reflex, lead to the fact that the child involuntarily directs his senses to stimuli in the immediate environment, sources of noise. Touch, hearing, seeing, smelling, and feeling soon become conscious responses and require the active participation of the child.
Finally, motor activity and cognitive structures develop, such as speech and adaptation in a team. The educational process requires the full return of all the abilities of the child. He learns using his emotions, his body, his feelings, his intellectual abilities, his systems of relations, that is, using the totality of all acquired knowledge and experience. Study is complex process, in which reality is perceived, concepts are ordered and relations between these concepts are formed. Formation occurs as a result of positive interaction between reality and the learner.
At the heart of this process, children naturally have the most important prerequisites: curiosity and an exploratory spirit, they are attracted by everything new, inspiring respect and fear at the same time. But still, curiosity and an exploratory spirit alone are not enough for learning. The child must suppress the feeling of omnipotence, thanks to which he believed in early childhood that he could do anything. He must learn to admit his mistakes, overcome the fear of failure and the unknown, must be able to make a choice and, as a result, give up something. He must be quick-witted, mentally resourceful, and have a little courage and ambition to leave the solid ground of the known and plunge into the unknown and the new to reach the front lines. Children's creativity is closely related to the game. In a creative game, everything is possible, as we often see, especially in the younger childhood. Each game is somehow connected with reality, based on the observation of persons and objects surrounding the child. He concentrates on things that have excited his fantasy.
The child admires the world of adults and creates in his fantasy his own similar world, where you can be a father or mother, a pilot, a teacher or a racer. In the game, the child feels omnipotent, neither the limitations of reality nor the parents act in it. But this distortion of reality is not an escape, but rather a way to get to know it better and get to know it better. Since the child has as yet little knowledge and experience, he cannot fully understand reality. In the game, he produces and interprets it, and step by step he learns to better understand and appreciate the real value of the things and people that surround him. To this end, he often gives things completely different properties and functions, and not those that they actually have.
If the child does "as if", then he realizes that reality has some limitations. In the game, the child learns numerous ways of behavior and communication, which will then be useful to him in his intellectual development.
The purpose of studying at school is to acquire the skills and abilities to communicate with the team, while at the same time stimulating the student to express his individuality and cooperate in the group. The human psyche usually strives for balance, harmony and the preservation of ordered connections and systems. Every time a child puts on a school uniform and goes to school for new knowledge, and then starts to learn something new, these structures instantly change.
At this moment, a mechanism is activated that tends to restore balance. It is called adaptation or adaptation, and it consists of two fundamental components - assimilation and accommodation.
Assimilation is understood as the integration of new acquired knowledge into existing structures and the formation of links between new and previously acquired knowledge.
Accommodation is the mental effort required to review previous knowledge and create new learning material. In accommodation, it is often necessary to destroy the old schema if the complexity of the newly acquired knowledge requires it. This is a regulatory process, the purpose of which is to preserve the order of cognitive structures and mental balance.
To learn is to teach yourself
Why do people study? In order to become educated, i.e. acquire a certain amount of systematized knowledge, skills and abilities necessary in practical activities and reach a certain level of spiritual development. Obviously, not everyone understands the purpose of the doctrine in this way. Sometimes, when deciding to study, some come from rather simplistic motives, for example, to study in order to take a higher position in the corporate ladder, etc. But even those who were initially guided by such goals usually sooner or later come to an understanding of the objective value of education. But in understanding how to get an education, how to study, both false ideas and direct delusions are quite common. Sometimes they argue like this: “I’ll go to school, there are teachers at school, they will teach me, make me educated.” Of course, it is very good that those who begin teaching are full of such faith in the teacher, in the significance of his role as a bearer of knowledge, organizer and leader of educational work. But if a person places all his hopes only on the teacher and does not think about his own responsibilities in the educational process, presenting himself as only a kind of mechanical receiver of knowledge coming from the teacher, then he is deeply mistaken about the fruitfulness of the work begun.
It is impossible to become a truly educated person only on the basis of passive perception and memorization of the material that the teacher expounds. Firstly, human memory is not a tape, it is not able to fix and firmly hold everything said and heard, and those fragments that are not arbitrarily retained in memory do not constitute a system and do not provide education. Secondly, without one's own mental efforts, without independent reflection and processing of what is heard from the teacher or read in books, the cognitive powers of a person will not develop, therefore, the goal of education will also not be achieved. L. N. Tolstoy rightly argued that knowledge is only then knowledge when it is acquired by the efforts of one's thought, and not by memory. Progressive educators believed that development and education could not be given or communicated to any person. Anyone who wishes to join them must achieve this through his activity, his own effort...
The role of the teacher in the school is really great, but he is not omnipotent, and he can teach only those who want to learn and who are learning themselves, that is, they comprehend the program material, and master the necessary skills, and develop the necessary moral qualities. Therefore, having made a decision to study, everyone entering a school of any type must remember the following.
1. Each student must do the main work of studying the course of the basic sciences on his own, making every possible use of the help that the school provides to his pupils. In evening schools, forms of education that are convenient for students are full-time and part-time. The difference between full-time education and correspondence education is only that a full-time student can devote more time than a correspondence student to classwork, direct communication with teachers, but this does not relieve him of the obligation and the need to independently work on educational material.
2. The ability to study independently is not a simple occupation, it is a whole art, but every student can and should master it.
3. Deep, solid and systematic knowledge is acquired only by constant, conscientious and properly organized work. No serious knowledge can be acquired if one does not study systematically, either by attending classes, then by skipping them, then by picking up a book, then by abandoning it for a long time.
4. Thirst for knowledge, purposefulness and strong will should be inalienable qualities of everyone who decides to study; therefore, objective interference (for example, going on a business trip, work overload, etc.) should not interrupt training sessions. You may have to change the form of teaching (from full-time to part-time), turn to someone for help, but do not give up, you need to find the strength to continue your studies even in the most difficult conditions.
5. There are no unnecessary or unimportant subjects in the curriculum of a general education school: only the assimilation of all academic disciplines makes a person comprehensively educated.
6. Encountering in the course of independent work with difficulties and incomprehensible questions, you can seek help not only from teachers, but also from stronger comrades, relatives, acquaintances, etc. One thing should not be done: ask someone to solve the problem in the order of "help", let them write off the essay, etc., just as one should not mechanically write off the solution of problems and examples, sentences with spelling difficulties from the board. All written work, both classwork and homework, must be completed independently. It is necessary to draw up a schedule for homework, allocating 1-2 hours for them daily. All subjects should be dealt with in order to consolidate home independent work, knowledge gained in the classroom. You need to prepare for each class and test, remembering that not done today increases the study load of tomorrow. Don't fall behind in academic work, remember that the loss of pace and rhythm in the classroom often leads to the loss of the school year.
WORKING WITH THE BOOK
The book is not only a collector and custodian of all multiplying human knowledge. It has become the main source of knowledge enrichment for successive generations.
Sometimes you can hear the opinion that now the time of the book has already passed, that it is beginning to lose its position as the main source of knowledge, because such sources of information as television, cinema, radio, computer have appeared and are increasingly strengthening their positions. No one denies the great role of these means of mass transmission of thoughts, but it would be wrong to oppose them to the book, to think that they are capable of displacing and replacing the book.
READING IS AN ART
No wealth that a person needs lies freely on the surface and is not given into hands without difficulty. Metal can be mined from the bowels of the earth, smelted from ore, processed. To get bread, you need to plow the land, sow grain, harvest. And all this requires hard work and skill.
So it is with the knowledge stored in books. The book does not give away its treasures easily to any person. It is not enough to master only the elementary technique of reading, the book requires more from the reader - possession of all the "secrets" of the art of reading, rational methods of reading. The book faithfully and unfailingly serves those who managed to subdue it, make it their friend and helper. She keeps herself inaccessible to those presumptuous and self-deluding people who think that they have already learned to read, only by learning how to put letters into syllables, and syllables into words. The great German poet and thinker Goethe, obviously, said about such people that they do not even suspect what kind of work and time it takes to learn to read. With almost eight years of reading experience under his belt, he still considered himself far from the goal.
To learn to read means to learn to extract from the book all the benefit that it can give; in the language of physics, to maximize the efficiency of reading. Indeed, often an inept reader is likened to those negligent owners who leave almost half of the grown crop on the ground. But are there rare cases when, in a whole academic year, a student does not master even half of the most valuable and interesting material contained in the textbook, and only because he has not learned how to use the book correctly.
Consequently, not all reading brings true benefit, but only correct reading, reasonably delivered.
Reading has been called one of the most effective tools knowledge. And like any tool, you need to know how to use it. You must first thoughtfully and consistently master the elementary technique of differentiated (dissecting) reading, and then tirelessly train and improve this technique throughout your life.
What is this " differentiated reading technique and how to master it?
For a person who has seriously set himself the task of learning on his own, this is one of the important questions. At school, teachers help to master the methods of working with a book. But a lot can be achieved on your own, if you show enough will, desire and perseverance. To do this, you need to know what to read, how to read, what aids should be used to improve reading efficiency.
WHAT TO READ?
For a person studying in an evening or correspondence school, as well as independently preparing for passing exams as an external student, this issue seems to be solved simply: first of all, read what the school curriculum requires, that is, read textbooks, recommended works of art and critical articles , primary sources (for example, on history and social science). This answer is correct, but not complete. After all, the program defines only a minimum of questions, if it is limited only to the range of those questions that can be considered in the class. Therefore, independent extracurricular reading both in the disciplines of the humanities and the natural-mathematical cycle is an integral part of education.
How to choose books for extracurricular reading?
Least of all gives unsystematic, chaotic, inappropriate reading, according to the principle "whatever comes to hand." Even now book production is immense, it is constantly and rapidly replenished, along with good books, works of weak, low value appear. All this requires a careful selection of material for reading, a resolute rejection of what is of little interest to the reader.
The choice of a book for independent extracurricular reading will always be determined by the interests, inclinations, and individual qualities of each reader. For a person interested in technology, the list will be dominated by technical literature; a person whose interests lie in the field of history will read a book in historical themes etc. However, one should not completely neglect literature that goes beyond the circle of personal predilections. Yes, many works classical literature do not study textually in school. But it's impossible to imagine cultured person who is fond of technology and has not read, for example, Oblomov by I.A. Goncharova, "The Past and Thoughts" by A.I. Herzen, "Anna Karenina" and "Sunday" by L.N. Tolstoy, " Quiet Don» M.A. Sholokhov, etc. In the same way, the admirer of poetry and art in general, who does not consider it necessary to get acquainted with the achievements of science and technology, with significant works in the field of biological and social sciences, impoverishes himself. Who will help to make a personal plan for extracurricular reading? How to find a necessary and valuable book in the vast sea?
The first consultant in these matters is, without a doubt, a teacher who knows both basic and additional literature in his field and can give qualified advice. The second consultant is a librarian, especially if he has received the appropriate education and has experience working with readers. In libraries where there is free access to bookshelves, a lot can be gained by looking through books on your own, familiarizing yourself with the annotations placed in them, and skimming through the titles of contents. In addition, each library maintains catalog in a systematic manner. Most libraries use systematic directories, in which books on branches of knowledge. Browsing the catalog is another way to learn about the existence of a book and select works for a given reader. Particularly useful are catalogs provided with annotations, those. short descriptions content of books, and sometimes their evaluation. Anyone who has decided to seriously use reading as a tool of knowledge should be aware of the existence of such a branch of knowledge as bibliography(from two Greek words: biblion - book + qrapho - I write). The task of the bibliography is to identify, describe, disclose and evaluate printed works. The results of this work are presented in the form of various indexes, reviews, lists of references. The word "bibliography" denotes not only a branch of knowledge, but also lists, indexes and images of books. For people who independently study the foundations of the sciences, a recommendatory bibliography is of particular importance, helping in the existing book wealth and selecting the most necessary from them. The bibliography is rightly called the “compass in the book world”. Just as it is impossible to set sail on the open sea without a compass, so it is impossible to navigate in the abundance of books without bibliographic indexes, reference books, and descriptions. Bibliographic materials are printed in special periodicals, such as the magazine "In the World of Books", the newspaper "Book Review", in separate thematic bibliographic collections, indexes, reference books. Bibliographic materials in greater or lesser volume can be found in almost every newspaper, in thick and thin magazines.(pay attention to the stress and pronounce this word correctly), i.e. list of books available in the library. More often, catalogs are in the form of cards located in some
So, when selecting literature for self-education (and students of full-time schools should also engage in self-education, considering the lessons only as the beginning and basis for independent studies), no one is presented to himself. The guiding and guiding activities of teachers, the work of an extensive network of libraries, a wide and qualified bibliographic work - all this is called upon by those who are going on a journey in search of knowledge. Not every required this moment Literature can be immediately purchased at a bookstore for personal use, and it is not always necessary to do this: the selection of books for a personal library is a special issue, so you need to remember that public libraries are the first helpers - a special issue. Therefore, it must be remembered that the first assistants in self-education are public libraries, and one should accustom oneself to use their services.
HOW TO READ?
We have established that even choosing a book to read is not simple task, as it seems to some people with little knowledge, that even in the most seemingly simple matter, reliance on certain principles is needed, for example, a certain reserve of bibliographic awareness is needed. All the more skill is required in order to be able to read the book correctly, to extract from it all the benefits and wealth that it conceals in itself. This means that you need to know the methods of working with the book and master them well.
The methods of working with the book are not universal, they depend on the goal that the reader sets for himself in each specific case. Summarizing the views of different researchers, we can name the following four main methods of reading.
1. Reading - viewing when the book is quickly flipped over, occasionally lingering on some pages. The purpose of such viewing is the first acquaintance with the book, getting a general idea of its content.
2. Reading is selective, or incomplete, when they read thoroughly and with concentration, but not the entire text, but only the places necessary for a specific purpose.
3. Reading is complete, or continuous, when they carefully read the entire text, but do not conduct any special work with it, do not make thorough notes, limiting themselves only to brief notes or conditional notes in the text itself (of course, in their own book).
4. Reading with study of the material, i.e. the study of the content of the book, which involves a serious deepening into the text and the compilation of various kinds of records of what has been read.
In independent work with a book, all of the above methods are used, but at a time when a person is systematically working on the conditions of the foundations of the sciences, the last method, the study of books, is of particular importance.
For the success of any reading, it is important to clearly know its purpose, remembering that the goals can be broad and narrowly practical. So, a person can turn to a book in order to satisfy the thirst for knowledge, to master a specialty or to improve in it; it is better to know the past or learn to understand the surrounding life; learn to think logically, reason; learn to solve problems, write essays, make presentations; satisfy your aesthetic needs, etc. There may be other purposes:
find confirmation, justification of some thought, conclusion; get help on a matter of interest;
get the opportunity to solve such and such a problem, to perform such and such work;
· to find out the opinion in order to accept it for leadership or, on the contrary, to challenge it;
prepare to pass on knowledge to others;
Obtain data for comparing or contrasting some phenomena, events, literary characters;
understand how to use something (machine, tool, preparation), etc.
Each of the listed or another of the unnamed, but possible goals, leaves its mark on the nature of reading. However, in all cases, for any set goals, the reader must adhere to certain rules of reading and persistently develop in himself a certain number of qualities that increase the effectiveness of self-educational work.
A clearly conscious purpose of reading makes it easier for the first acquaintance with the book, it serves as a kind of guideline that helps to quickly notice what is important, necessary, interesting for the reader. To improve reading-browsing efficiency great importance also has an expedient order of acquaintance with the contents of the book. This order may not be the same for different readers, but it is important that, firstly, it is invariably observed, and, secondly, so that before undertaking the main text, the reader must familiarize himself with the title page in each book, and also with a table of contents (contents), preface (introduction), conclusion (afterword), methodological reference apparatus (if these elements are available in the book). The habit, when embarking on a new book, of skipping over these elements is harmful, as it leaves the reader in the dark about many characteristics that illuminate the content of the book and facilitate future work with the text.
Title page introduces the reader to the name of the author of the book, its title (and the title is most often the theme of the entire work), indicates where, by what publishing house and in what year it was published or republished.
Foreword, written by the author, editor of the book or an authority on the issues discussed in the book, is usually addressed directly to the reader. The task of the preface is to make it easier for the reader to understand the main text, to reveal the idea of the whole work, sometimes to suggest how to use the book, in a word - how to present the book to the reader. The role of the preface to a book can be compared to the role of a parting word from a local resident to a person who is about to pass through an unfamiliar area. Having received general idea about the nature of the terrain, the traveler undoubtedly orients himself better in new circumstances, travels the required distance faster, notices more interesting and significant things. The introduction also aims to facilitate the understanding of the main text, reporting the information that introduces the reader to the range of issues analyzed by the author.
Many books, especially major ones Scientific research, collected works, etc., contain a special reference apparatus to help the reader: notes, comments, name and subject indexes, lists of literature used or related to the issue under study, tables, diagrams, drawings, etc. After reading the title page, a table of contents and a preface, a cursory glance at the main text, a glance at reference materials, and finally a review of the conclusion or last paragraphs of the work, the reader will no doubt get a fairly definite idea of the book. If the opinion about the viewed book is negative or, despite the obvious merits of the book, it does not correspond to the current interests, needs or capabilities of the reader, such reading or viewing can be limited. If the review showed that the book is useful and promises to satisfy the needs of the reader, it will now be read with double interest and attention.
During the period of school teaching, when there is an intensive mastery of the basics of sciences, reading plays a particularly important role for study content of books, textbooks in the first place. To study something means to get thorough knowledge about the subject being studied, the phenomenon, to comprehend in detail, to become an expert in this matter. But this degree of mastery is not achieved immediately, but as the completion of a whole process in which a number of stages can be distinguished. At the beginning of this process is the first concentrated and attentive reading, which allows you to cover the content of the book, section, chapter as a whole. Such coverage of the content as a whole does not yet give a clear knowledge, but creates the conditions for understanding what has been read and understanding it. To understand the text means to move from the whole to the parts, to mentally break the whole into semantic pieces, to establish how these divisions of the text are connected with each other and with the meaning of the whole. All this work can be carried out mentally, but its usefulness will increase many times over if what is read and thought out is fixed in one form or another. Writing is an important aid in reading, without writing it is not possible to ensure a truly serious work with the book. A special chapter in this manual is devoted to the types and methods of writing down what has been read.
Correctly understood and clearly presented after analysis, the material is usually well and firmly remembered (at least in its main essence), which is greatly facilitated by writing down what has been read. Indeed, in the course of recording, such processing of the text is carried out, which just leads to the selection of the most important, essential in it. Clearness alone is not enough to firmly remember the material. From the student, additional active efforts are required - attempts to reproduce (retell) the text being studied and repeated readings of what he already knows what he has read. This is an illusion, self-deception. Until the reader is able to reproduce what he has read, to express it in his own words, the text cannot be considered either understood or fixed in memory. However, even after a complete and correct, but a single reproduction, the strength of memorization does not yet arise. A number of repetitions are required, and it is better at certain intervals, so that the material being studied is better “settled down”, fixed in memory. And, finally, the last stage in the process of studying the text is the condition, i.e. not only fixation in memory, but a kind of “growth” of the studied with the consciousness of the reader, when the material, as it were, was “digested”, became “one’s own”.
Absolutely necessary quality with any reading, and especially with reading with elaboration, is the ability to completely focus one's attention on what is being read, not to think about something else while reading, not to be distracted by extraneous activities or conversations every minute. This is not about external interference, which often occurs in unfavorable quarry conditions, but about internal interference, the cause of which is in the person himself, in his lack of concentration, in the absence of self-control. Having noticed in yourself such a bad habit, you need to persistently and stubbornly suppress it, by an effort of will to force yourself to think only about what you read while reading.
Observations show that among the fairly common obstacles in reading is the habit of not thinking about what is being read, of skimming over the top, of not separating the essential from the secondary. Hasty and superficial reading only creates the appearance of mastering the content and saving time. In fact, it, as a rule, turns into only a waste of time and a waste of energy. For the full assimilation of the material, four tasks must be set:
ü The first task when reading is to understand and assimilate the material read;
ü The second task is to think over what has been read;
ü The third is to make extracts necessary for memory from what has been read;
ü The fourth is to give an account of what the new book has taught.
As you can see, reading is primarily an active work of thought. Acquiring the skill of such reading is possible, of course, not immediately, but gradually, constantly controlling yourself, at first, undoubtedly, will slow down the pace of reading, but this should not embarrass the reader who has seriously taken up the matter. Reading speed is needed, which, no doubt, must be strived for, must be striven for (after all, you need to read a lot, and time is limited), it will come in due time, but already on a solid basis of the skill of concentrated and thoughtful reading. Much has been written about fast or so-called dynamic reading (which should not be confused with hasty or superficial reading) in recent years. Such reading has its own scientific foundations and is combined with no less rapid and deep comprehension of what is being read. Through special training, the reader can learn to quickly grasp several words at a glance, or even a whole small paragraph. People who do not know speed reading, usually, even while reading to themselves, mentally pronounce all the words. The method of dynamic reading is based on the ability to perceive the meaning of all words grasped by the eye without mentally pronouncing them. At the same time, memory and thinking must be so activated as to carefully reproduce the entire text. Dynamic reading requires special training and should be approached with a certain amount of caution. However, it does not apply to every type of literature. For example, it is unlikely that a person will get the satisfaction of his aesthetic needs from the dynamic reading of a work of art. But scientific and journalistic literature must be taught to read as quickly as possible. The method of dynamic reading was owned and successfully used by many wonderful readers both in our country and in other countries of the world.
READER'S COMMANDMENTS
A. General:
1. Not reading all books in the same way. Reading methods should be consistent with the purpose of reading.
B. When reading for education:
2. Remember that reading is one of the most important, necessary, serious work, not “by the way”, not “doing nothing”.
3. Although read one of the books you read with study.
4. Do not spare any time or effort for this reading: it will be paid with interest. Put all your energy into reading.
5. Relentlessly fight against laziness of thinking and imagination: these are the worst enemies.
6. Make every passage in the book perfectly and clearly understandable.
7. Don't skip anything without a very good reason.
8. Don't leave a book unfinished for no good reason.
9. Do not call others for help without the most extreme necessity, strain all your strength to do without someone else's help. Self-employment is first and foremost.
10. Where necessary - make the imagination work with might and main.
11. If you want to read well with study - read with a pen in your hand; make a summary, notes, extracts.
12. Read not only "from left to right", but all the time "from right to left" - go back to what you read.
13. First try to understand well, and then criticize.
14. Read someone else's criticism of the book after the book.
15. After reading the book, understand its essence and write it down in short words.
Q. About choosing a book for self-education:
16. Read at least a little, but thoroughly.
17. Read the necessary, at least interesting.
18. Read the best you can get your hands on.
19. Read not too easy, not too difficult.
20. Be guided by some kind of reading plan (according to the program or the advice of a specialist).
Until now, it has been considered as a process associated with thinking and the sphere of human feelings. But we must not forget that reading is also physical stress, labor in which the entire human body is involved, and any labor requires compliance with certain rules of hygiene. The success of working with a book largely depends on how the reader observes the rules of mental hygiene. It should be remembered that these rules cannot be understood as unconditional and mandatory in all cases of working with a book. The living conditions and personal characteristics of people who combine teaching with work in production are so diverse and complex that general rules can serve only as well-known guidelines and should be applied in accordance with the specific situation and possibilities.
These rules are as follows.
1. Periods of work with a book must be clearly separated from periods of rest.
2. When working with a book, you should not take frequent breaks, but you should not read for more than 1-2 hours, at least without a short break.
3. We must strive to organize the regularity of classes, fixing a certain time for reading.
4. To work with a book, morning or afternoon hours are more preferable; If possible, reading should be avoided late in the evening or at night, as well as in a state of severe fatigue.
5. It is necessary to rationalize the workplace (chair, table), environment, working conditions and tools (allowances, devices, stationery, etc.).
6. It is necessary to monitor the cleanliness of the air in the working room, maintain a moderate temperature, monitor the correct lighting (moderate and even light should fall on the book, if possible, from above or to the left), create silence in the room while reading (turn off the radio, etc.). d.).
7. It is necessary to work with the book as calmly as possible, without unnecessary movements, stretching, dangling legs, etc.; should not be read lying down; don't read while eating.
8. One should not accustom oneself to careless work with a book, but one must also be able to use small intervals of free time for viewing and marking books, thinking through what has been read, memorizing and similar activities.
9. It is necessary to avoid overwork and increase your efficiency due to timely rest. You can use passive rest (short-term lying) or leisure(job change). In the afternoon, it is desirable to use "physiological stimulants" in various combinations ( cold water, sugar, exercise, increased breathing). All this is especially important to remember during periods of the most intense mental work (for example, while preparing for exams or passing the next test).
Higher education opens up a lot of opportunities for a young specialist. But what about those who, for a number of reasons, cannot afford to study at a university? Can men and women who are forced to go to work after graduating from school get a prestigious profession? All those who are aware of the importance of high-quality higher education make a choice in favor of the correspondence department.
First, let's deal with the terms. What does in absentia mean? This is a form of the educational process that optimally combines:
- mastering knowledge on their own;
- study in full-time format.
This way of studying is convenient for people who want to get a diploma to climb up the career ladder.
The educational process implies the presence of phases. The installation session (first phase) is necessary for the student to obtain basic knowledge, to familiarize him with the teaching literature. During the second phase (recording and examination session), the learned material is checked.
The student does not need to visit the educational center every day. The interval between the above phases reaches several months.
The correspondence format for obtaining knowledge was initially introduced only for students who were not able (for objective reasons) to attend classes. The introduction of advanced technologies in recent years has made this form of knowledge acquisition extremely similar to distance education.
The part-time format is a compromise option for working students who cannot come to lectures every day and workshops. What does part-time form mean?? This type of study allows students to adapt to the work schedule. Training can be:
- evening;
- in shifts.
A working student who wants to get a prestigious higher education, this format of training is optimally suited.
Reasons to study part-time
What does in absentia mean study at a university? Employees of companies do not need to quit in order to receive a diploma of higher education. This allows you to improve your skills and climb up the career ladder. There is no need to break away from the main activity. Students have a chance to build a career, gaining valuable practical experience.
Correspondence form is optimally suited for specialists receiving a second higher education, located in maternity leave women.
Students who are suitable for this format of obtaining knowledge choose an individual study plan that takes into account:
- their capabilities;
- set goals.
It is important to point out the active use of advanced interactive techniques in the course of the educational process.
