Learning in the process of teaching

Abstract

The present paper gives an account of theoretical and empirical studies dealing with learning and cognition in the teaching process. Attention is particularly directed to cognition development during teaching, the starting point being the issue of choice of knowledge and skills taught and of optimum methods for their transfer. Component and integral theories of teaching were considered as well as various theoretical approaches to child cognitive development and their likely application in the teaching process. Starting from theoretical foundations of cognition in teaching peculiarities of teaching are analyzed, depending on theories of learning especially different forms of cognition in teaching. In considering the issue of knowledge acquisition in teaching, development of student thinking is considered to be the chief goal of education, therefore the greatest importance is attached to comprehension. That is why a number of investigations focused on thinking activation of students in the teaching process. Also, the paper gives an account of experimental investigations centered on qualitative changes of cognitive process (heuristic modeling of learning process), training for structuring of teaching content and flexible reading. Particularly, studies were conducted on cybernetic-informatics approaches in modern didactics via theoretical analysis and experimental control. Experiments were performed on various forms of programmed teaching at different age levels of students and within different teaching subjects as well as on learning by means of problem-solving. A number of investigations concern causes of failure at school and models for its prevention, starting from basic problems in the learning-development relations. Experimental models based on the theory of stage formation of mental activities were applied.

U ovom radu dat je pregled teorijskih i empirijskih studija koje se bave učenjem i saznavanjem u nastavi. Posebna pažnja posvećena je razvoju saznavanja kroz obrazovni proces, pri čemu se polazi od pitanja izbora znanja i veština koje se predaju i optimalnih metoda za njihovo prenošenje Razmatrane su komponentne i celovite teorije nastave, kao i različiti teorijski pristupi kognitivnom razvoju dece i mogućnosti njihove primene u obrazovnom procesu. Polazeći od teorijskih osnova saznavanja u nastavi analiziraju se specifičnosti nastave u zavisnosti od teorija učenja, a posebno različiti oblici saznavanja u nastavi. U razmatranju problema sticanja znanja u nastavi kao glavni cilj obrazovnog procesa shvata se razvoj mišljenja učenika, tako da se najveći značaj pridaje razumevanju. Zbog toga je jedan broj istraživanja posvećen misaonoj aktivizaciji učenika u nastavnom procesu. Prikazana su i eksperimentalna istraživanja usmerena na kvalitativne promene kognitivnog procesa (heurističko modelovanje procesa učenja), obučavanje u strukturisanju gradiva i fleksibilnom čitanju. Posebno su proučavani kibernetičko-informacioni pristupi u savremenoj didaktici, i to putem teorijske analize i eksperimentalne provere. Eksperimentalno su ispitivani različiti oblici programirane nastave, na različitim uzrastima učenika i u okviru različitih nastavnih predmeta, kao i učenje putem rešavanja problema. Jedan broj istraživanja posvećen je uzrocima školskog neuspeha i modelima za prevenciju neuspeha, polazeći od suštinskih problema na relaciji učenje-razvoj. Primenjeni su eksperimentalni modeli zasnovani na teoriji etapnog formiranja umnih radnji.