The essence of traditional education is its advantages and disadvantages. Advantages and disadvantages of traditional education

In pedagogy, it is customary to distinguish three main types of learning: traditional (or explanatory-illustrative), problem-based and programmed.

Each of these types has both positive and negative sides. However, there are clear supporters of both types of training. Often they absolutize the merits of their preferred training and do not fully take into account its shortcomings. As practice shows, the best results can be achieved only with the optimal combination of different types of training. An analogy can be drawn with the so-called technologies of intensive teaching of foreign languages. Their proponents often absolutize the benefits suggestive(associated with suggestion) ways of memorizing foreign words on a subconscious level, and, as a rule, are dismissive of the traditional ways of teaching foreign languages. But the rules of grammar are not mastered by suggestion. They are mastered by long-established and now traditional teaching methods.

Today, the most common is the traditional version of training. The foundations of this type of education were laid almost four centuries ago by Ya.A. Comenius. The term "traditional education" means, first of all, the class-lesson organization of education that developed in the 17th century. on the principles didactics, formulated by Ya.A. Comenius, and still prevailing in the schools of the world.

Distinctive features of traditional classroom technology are as follows:

- students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling;

- the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

- the main unit of the lesson is the lesson;

- the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

- the work of students in the lesson is supervised by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

- educational books (textbooks) are used mainly for homework. School year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons - attributes classroom system.

The undoubted advantage of traditional education is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity. The educational and cognitive process is more of a reproductive (reproducing) character, as a result of which a reproductive style of cognitive activity is formed in students. In addition, there is no way to adapt the pace of learning to the various individual psychological characteristics of students (a contradiction between frontal learning and the individual nature of learning).

The Essence of Traditional Learning

In pedagogy, it is customary to distinguish three main types of learning: traditional (or explanatory-illustrative), problem-based and programmed.

Each of these types has both positive and negative sides. However, there are clear supporters of both types of training. Often they absolutize the merits of their preferred training and do not fully take into account its shortcomings. As practice shows, the best results can be achieved only with the optimal combination of different types of training. An analogy can be drawn with the so-called technologies of intensive teaching of foreign languages. Their supporters often absolutize the advantages of suggestive (associated with suggestion) ways of memorizing foreign words on a subconscious level, and, as a rule, disparage the traditional ways of teaching foreign languages. But the rules of grammar are not mastered by suggestion. They are mastered by long-established and now traditional teaching methods. Today, the most common is the traditional version of training. The foundations of this type of education were laid almost four centuries ago by Ya.A. Comenius ("The Great Didactics"). The term "traditional education" implies, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya.A. Komensky, and still prevailing in the schools of the world.

Distinctive features of the traditional classroom technology are as follows:

• students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling;

  the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

  the basic unit of lessons is the lesson;

  the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

  the work of students in the lesson is supervised by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

  educational books (textbooks) are used mainly for homework. The school year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the class-lesson system.

8.1.2. Advantages and disadvantages of traditional education

The undoubted advantage of traditional education is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. In addition, it involves the assimilation and reproduction of knowledge and its application in similar situations. Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity. The most typical tasks are the following: insert, highlight, underline, memorize, reproduce, solve by example, etc. The educational and cognitive process is more of a reproductive (reproducing) character, as a result of which a reproductive style of cognitive activity is formed in students. Therefore, it is often called the "school of memory". As practice shows, the volume of reported information exceeds the possibilities of its assimilation (a contradiction between the content and procedural components of the learning process). In addition, there is no way to adapt the pace of learning to the various individual psychological characteristics of students (a contradiction between frontal learning and the individual nature of learning). It is necessary to note some features of the formation and development of learning motivation in this type of learning.

The main contradictions of traditional education

A.A. Verbitsky singled out the following contradictions of traditional education: 1. The contradiction between the orientation of the content of educational activity (hence, the student himself) to the past, objectified in the sign systems of the "foundations of sciences", and the orientation of the subject of learning to the future content of professional and practical activities and the whole culture. The future appears for the student in the form of an abstract, non-motivating prospect for the application of knowledge, so the teaching has no personal meaning for him. Turning to the past, which is fundamentally known, "cutting out" from the space-time context (past - present - future) deprives the student of the possibility of encountering the unknown, with a problematic situation - a situation of generating thinking. 2. The duality of educational information - it acts as a part of culture and at the same time only as a means of its development, personal development. The resolution of this contradiction lies in the way of overcoming the "abstract method of the school" and modeling in the educational process of such real conditions of life and activity that would allow the student to "return" to culture enriched intellectually, spiritually and practically, and thereby become the cause of the development of culture itself. 3. The contradiction between the integrity of culture and its mastery of the subject through many subject areas - academic disciplines as representatives of the sciences. This tradition is fixed by the division of school teachers (into subject teachers) and the departmental structure of the university. As a result, instead of a holistic picture of the world, the student receives fragments of a "broken mirror", which he himself is not able to collect. 4. The contradiction between the mode of existence of culture as a process and its representation in education in the form of static sign systems. Education appears as a technology for the transfer of ready-made, alienated from the dynamics of the development of culture, educational material, torn out of the context of both the upcoming independent life and activity, and from the current needs of the individual himself. As a result, not only the individual, but also culture is outside the development processes. 5. The contradiction between the social form of the existence of culture and the individual form of its appropriation by students. In traditional pedagogy, it is not allowed, since the student does not combine his efforts with others to produce a joint product - knowledge. Being close to others in a group of students, everyone "dies alone". Moreover, for helping others, the student is punished (by censure of the "hint"), which encourages his individualistic behavior.

The principle of individualization , understood as the isolation of students in individual forms of work and individual programs, especially in a computer version, excludes the possibility of educating a creative individuality, which, as you know, becomes not through Robinsonade, but through "another person" in the process of dialogical communication and interaction, where a person performs not just objective actions, but deeds.

It is an act (and not an individual objective action) that should be considered as a unit of the student's activity.

deed - this is a socially conditioned and morally normalized action, which has both a substantive and a sociocultural component, involving the response of another person, taking into account this response and correcting one's own behavior. Such an exchange of actions-deeds involves the subordination of the subjects of communication to certain moral principles and norms of relations between people, mutual consideration of their positions, interests and moral values. Under this condition, the gap between education and upbringing is overcome, the problem of the correlation between education and upbringing is removed. After all, no matter what a person does, no matter what substantive, technological action he performs, he always "does" because he enters the fabric of culture and social relations. Many of the above problems are successfully solved in problem-based learning.

Distinctive features

· Based on the immediacy/mediation of the interaction between the teacher and the student, this is contact learning, built on subject-object relations, where the student is a passive object of the teacher's (subject's) teaching influences, which operates within the strict framework of the curriculum.

· According to the method of organization of training, it is information-communicating, using the methods of translation of ready-made knowledge, training by model, reproductive presentation. Assimilation of educational material occurs mainly due to mechanical memorization.

· Based on the principle of consciousness / intuition - this is conscious learning. At the same time, awareness is directed at the very subject of development - knowledge, and not at the ways of obtaining them.

· Orientation of education to the average student, which leads to difficulties in mastering the curriculum, both in underachieving and gifted children.

Advantages and disadvantages of traditional education.

Principles of traditional education.

The traditional system of education is determined by a set of substantive and procedural (organizational and methodological) principles.

The principle of citizenship;

The principle of science;

The principle of nurturing education;

· The principle of fundamentality and applied orientation of education.

Organizational and methodological- reflect the patterns of social, psychological and pedagogical nature:

· The principle of continuity, consistency and systematic training;

· The principle of unity of group and individual training;

· The principle of conformity of training to the age and individual characteristics of the trainees;

The principle of consciousness and creative activity;

The principle of accessibility of training with a sufficient level of difficulty;

The principle of visualization;

The principle of productivity and reliability of training.

Problem learning.

Problem learning- a way of organizing students' activities based on obtaining new knowledge by solving theoretical and practical problems, problematic tasks in the resulting problematic situations (V. Okon, M.M. Makhmutov, A.M. Matyushkin, T.V. Kudryavtsev, I.Ya. Lerner and others).

Stages of problem-based learning

· Awareness of the problem situation.

· Formulation of the problem based on the analysis of situations.

Problem solving, including the promotion, change and testing of hypotheses.

· Verification of the solution.

Difficulty levels

Problem-based learning can be of different levels of difficulty for students, depending on what and how many actions to solve the problem they carry out.

Advantages and disadvantages of problem-based learning (B.B. Aismontas)

A problem situation for a person arises if:

· There is a cognitive need and intellectual ability to solve the problem;

· There are difficulties, contradictions between old and new, known and unknown, given and sought, conditions and requirements.

Problem situations are differentiated according to criteria (A.M. Matyushkin):

1. A structure of actions to be performed in solving a problem (eg, finding a course of action).

2. The level of development of these actions in the person solving the problem.

3. Difficulties of the problem situation depending on intellectual capabilities.

Types of problem situations (T.V. Kudryavtsev)

· Situation of discrepancy between existing knowledge of students and new requirements.

· The situation of choosing from the available knowledge, the only necessary for solving a specific problematic task.

· The situation of using existing knowledge in new conditions.

· The situation of contradiction between the possibilities of theoretical substantiation and practical use.

Problem-based learning is based on the analytical and synthetic activity of students, implemented in reasoning, reflection. This is an exploratory type of learning.

Programmed learning.

Programmed learning - training according to a specially designed training program, which is an ordered sequence of tasks through which the activities of the teacher and students are regulated.

Linear: information frame - operational frame (explanation) - feedback frame (examples, tasks) - control frame.

Forked: step 10 - step 1 if error.

Programmed Learning Principles

· Subsequence

· Availability

Systematic

Independence

Advantages and disadvantages of programmed learning (B.B. Aismontas)

Forms of programmed learning.

· Linear programming: information frame - operational frame (explanation) - feedback frame (examples, tasks) - control frame.

· Branched programming: step 10 - step 1 if error.

· Mixed programming.

Today, the most common is the traditional version of training.

The paradigm of the traditional education system:

• - the student is the object of influence, and the teacher is the executor of the directive instructions of the administrative bodies;
• - role interaction is carried out in the pedagogical process, when each of its participants is assigned certain functional duties, the departure from which is considered as a violation of the normative foundations of behavior and activity;
• - the direct (imperative) and operational style of managing the activities of students prevails, which is characterized by monologized influence, suppression of the initiative and creativity of pupils;
• - the main landmark of the ability of the average student, rejection of the gifted and the hard-working;>
• - only the external conditionality of the student's behavior and activity becomes the main indicator of his discipline, diligence; the inner world of the individual in the implementation of pedagogical influence is ignored.

The foundations of this type of education were laid almost four centuries ago by Ya.A. Comenius ("The Great Didactics").

The term "traditional education" implies, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya.A. Comenius, and still prevailing in the schools of the world.

Modern Traditional Learning

Advantages and disadvantages of traditional education

The undoubted advantage of traditional education is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. In addition, it involves the assimilation and reproduction of knowledge and its application in similar situations.

In traditional teaching:

Students acquire knowledge in finished form without disclosure by proving their truth

It assumes the assimilation and reproduction of knowledge and their application in similar situations.

Advantages of TO:

• - allows in a short time in a concentrated form to equip students with knowledge of the basics of science and models of methods of activity;
• - ensures the strength of the assimilation of knowledge and the rapid formation of practical skills;
• - direct management of the process of mastering knowledge and skills prevents the emergence of gaps in knowledge;

the collective nature of assimilation makes it possible to identify typical errors and focuses on their elimination, etc.

Flaws:

• - focused more on memory than on thinking ("school of memory");
• - little contributes to the development of creativity, independence, activity;
• - insufficiently taken into account the individual characteristics of the perception of information;
• - the subjective-objective style of relations between the teacher and students prevails

Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity. The most typical tasks are the following: insert, highlight, underline, memorize, reproduce, solve by example, etc. The educational and cognitive process is more of a reproductive (reproducing) character, as a result of which a reproductive style of cognitive activity is formed in students. Therefore, it is often called the "school of memory". As practice shows, the volume of reported information exceeds the possibilities of its assimilation (a contradiction between the content and procedural components of the learning process). In addition, there is no way to adapt the pace of learning to the various individual psychological characteristics of students (a contradiction between frontal learning and the individual nature of learning).

It is necessary to note some features of the formation and development of learning motivation in this type of learning.

Ticket

1) differentiated learning technology Karaev The technology of Zhaumbal Amanturliyevich Karaev is called "three-dimensional methodical system of education". Here "three-dimensionality" means the presence of multi-level, hierarchy, i.e. in the vertical (height) with respect to each of its components (goals, content, methods, forms and means of education). Pedagogical technology is characterized by the fact that learning objectives are characterized through learning outcomes expressed in the actions of students, which can be accurately identified and measured. The complexity of this goal setting lies in the translation of learning outcomes into the language of action. This problem is solved in two ways: 1) by building a clear system of goals in which their categories and successive levels (hierarchy) are highlighted. Such systems are called pedagogical taxonomies (from the Greek taxis - series, namus law); 2) the creation of the most clear, specific language for describing the goals of learning. By the nature of the content and structure, the technology of level differentiation is more educational. The goals formed according to this technology do not give such a clear picture of its educational orientation, although it goes without saying that the principle of "training, educate" certainly works here. In terms of the approach to the child, this is a student-oriented technology that puts the personality of the student at the center of the educational system, providing comfortable, conflict-free and safe conditions for its development, and the realization of its natural potentials. In terms of organizational forms, the technology combines both group and individual training; it can be attributed to technology differentiated by the form of organization of the educational process. In the technology of Zh. A. Karaev, problem-search methods of teaching are predominant. And, finally, in terms of the category of students, that is, the contingent of students to whom this learning technology would be applicable, the technology of Zh. A. Karaev is an advanced level technology. When designing this educational environment, the teacher himself determines the goal of the student's development, trying to take into account the individuality of each, does not present the goal explicitly, but focuses on ways to organize independent activity to achieve it. The pedagogical technology offered by Zh. A. Karaev has one incomparable advantage that characterizes it to a greater extent as an authoritarian model, since only this model of the educational process allows you to clearly plan, control and track the development of students present in each lesson. This is evidenced by the presence of numerous evaluation sheets and individual monitoring tables for the development of each individual student and the entire group as a whole.

Presentation Technology

A computer presentation is a file that contains presentation materials prepared in the form of computer slides.

The advantages of a slide presentation include:

Sequence of presentation. With the help of changing slides it is easy to keep the attention of the audience; tw-k-h

Opportunity to use the final cheat sheets. The presentation is not only what the audience sees and hears, but also notes for the speaker - how to place accents, what not to forget,

multimedia effects. A presentation slide is not just an image, it can contain animation elements, audio, video clips;

Transportability. A presentation floppy disk is much smaller than a roll of posters, and the presentation file can be easily sent by e-mail or published on the Internet.

Programs for creating presentations on the principles of work are somewhere in the middle between text editors and vector graphics editors.

The main tools for preparing and showing presentations in the world practice are PowerPoint programs from Microsoft, CorelPresentations from Corel and the StarOfllaj package from SterDivision GMBH.

The presentation is a series of independent pages: if the text and illustrations do not fit on one page, then the excess is not transferred to a new page, but is lost. The distribution of information across the pages of the presentation is made by the user, while at his disposal there is an extensive set of ready-made objects. The most important thing in the presentation preparation program is not the number of unusual features, but the ease of execution and the degree of automation of those operations that have to be performed most often.

Microsoft's MS Office package, the most popular among users, includes the MS PowerPoint presentation program, which allows you to adequately prepare for a presentation. With it, you can create presentations of various types: on the screen, on slides and on paper.

This topic is relevant in that it contributes to an in-depth study of IT, the relationship of PPT with other office programs, contains design elements, and contributes to the development of creative abilities. PPT contributes to the effective presentation of works, is used in various fields of activity.

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1) Collective ways of learning A collective way of learning (CSE) is a form of organizing training sessions, where each student works with each in turn, playing the role of a trainee, then a teacher. Each participant works for everyone and everyone works for everyone.

At the origins of this technology stood A.G. Rivin, an engineer and teacher, who in 1918 for the first time used collective training sessions to study almost all subjects in high school, and in 1930 opened an informal university in Kiev, where he taught future students for three years. engineers. His methodology has received several names: orgdialog (organizational dialogue), associative dialogue, talgenizm (talent and genius). Theoretical foundations of CSR were formulated by V.K.Dyachenko. Considering learning as a special case of communication, he identifies four forms of learning:

Individual - the student works independently on the instructions of the teacher.

Steam room - "teacher - student", "student - student" (one explains the material, and the other listens or work together on one material, but everyone does their part of the work).

Group - "teacher - students", "student - students" (one explains the material, and the rest listen and ask questions). According to V.K.Dyachenko, the group form includes not only work in a small group, but also a frontal form of education.

Collective - “half of the students speaks - half listens). The author refers to the collective form only work in pairs of shifts according to the principle of the game "Brook". The task is individual for each, but the discussion is conducted in constant pairs, then there is a change of pairs between the children of each row, for example, those who are sitting on the right. The movement of students occurs until all the children who are sitting on the right take their places. The next day, you can change pairs between students who sit on the left or change rows.

Collective mutual learning is carried out by including each student in active learning activities for other students. To do this, the student must:

study a new topic or complete the task on your own (individual work);

explain the topic or order of the task to another student; listen to the explanation of another student or complete the task given to them (work in pairs);

find a new partner and carry out actions identical to the previous stage of work, and then repeat them with other participants in the educational process (work in pairs of shifts);

report on the performance of the task in a group, be ready to manage the work of the study group (group form). Principles of CSR: completeness; continuous and immediate transfer of knowledge; universal cooperation and mutual assistance; learning in accordance with the abilities of each student; division and delegation of educational tasks; pedagogicalization relations.

Thus, CSE allows you to realize the potential of individual, pair, group and collective activities of students.

2) Methodology for conducting educational games educational games occupy an important place among modern psychological and pedagogical learning technologies. As a method, they became widespread in the 70s of the 20th century. The game is an ancient invention of man, but many didactic laws, principles, rules of the game have not yet been discovered and are not used, as required by the modern educational process. In this regard, the teacher needs to deeply comprehend and understand the theory of the game in order to practically and effectively apply its modern technology.
Educational games perform 3 main functions:
- instrumental: the formation of certain skills and abilities;
-gnostic: the formation of knowledge and the development of thinking of students;
-socio-psychological: development of communication skills.
Each function corresponds to a certain type of game: an instrumental function can be expressed in game exercises, a gnostic one in didactic ones, and the latter one in role-playing games.

To increase the effectiveness of a learning game, its technology must meet certain requirements:
- the game must meet the learning objectives;
- simulation-role-playing game should affect the practical pedagogical situation;
- a certain psychological preparation of the game participants is necessary, which would correspond to the content of the game;
- the ability to use creative elements in the game; - the teacher should act not only as a leader, but also
How In educational games, not only the game method is used. During the game, you can use group and individual work, joint discussion, conduct testing and questioning, create role-playing situations. At the same time, in pedagogy, the game method has some specifics. In the learning process, the game is often used as an auxiliary element, an addition to theoretical material and cannot act as the main teaching method.

Based on the methods, goals and features of educational games, the following varieties can be distinguished:

Imitation games are used in vocational training in the formation of certain production skills;
- role-playing. They are based on a specific situation - life, business or otherwise. The game in this case resembles a theatrical production, where each participant performs a certain role. These are creative games, in which the plot is a form of intellectual activity, therefore, in this case, the preparation of the participants and the development of the game scenario are of great importance;
- innovative games. Their main difference from other types is their mobile structure and playing in several educational and developmental "spaces" - for example, using computer programs. Innovative games are aimed at gaining knowledge using the latest pedagogical and information technologies;
- organizational and activity. They focus on diagnosing the game situation and substantiating the choice of options for solving the problem. In terms of methods, there is more emphasis on dialogue, communication between participants and other forms of group work;
- business trainings. The role of educational games in education is extremely important. In pedagogy, it is an integral part of developmental education, which is based on the development of activity, initiative, independence of students. The results of the use of educational games as a whole are evidenced by numerous studies of domestic specialists who note that this technology makes it possible to increase the effectiveness of training by an average of 3 times.
Educational games are effective technologies that are used both in education and in many other areas of activity. In pedagogy, they contribute to the activation of the educational process, the awakening of the creativity of students

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The concept of CSR and GSO

Teaching methods are the implementation of the educational process as a whole, through a certain structure of general organizational forms, one of which is the leading one.

Collective way of learning - this is a socio-historical stage (socio-historical stage, formation) of the development of the sphere of education. The term "collective way of learning" (CSE) was introduced by Vitaliy Kuzmich Dyachenko. In CSE, each student will implement their individual educational program due to a wide range of interactions with other students that are different in content, type, form and location, who also implement their individual programs. Programs are maximally individualized, and the learning process itself will take on a collective character to a greater extent.

Group Way of Learning (GSO) introduced by Vitaliy Kuzmich Dyachenko . This method is organized using individual, pair and group organizational forms. Leading - group organizational form. Group form of education allows you to organize independent work, to form in schoolchildren the ability to collectively and individually perform it, to evaluate the results. The work of a student in a group of peers develops interest in the material being studied and covered, and also develops well the universal learning activities necessary for comprehending and systematizing knowledge.

2) Features of traditional education Traditional learning technologies (TTO) are technologies built on the basis of a classroom organization and an explanatory and illustrative way of teaching, used according to tradition, often meaninglessly, according to a model. Traditional education implies, first of all, the class-lesson organization of education, which developed in the 18th century. on the principles of didactics formulated by Ya.A. Comenius, and still prevailing in the schools of the world.

Advantages and disadvantages of traditional education

The undoubted advantage of traditional education is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. In addition, it involves the assimilation and reproduction of knowledge and its application in similar situations. Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity. The most typical tasks are the following: insert, highlight, underline, memorize, reproduce, solve by example, etc. The educational and cognitive process is more of a reproductive nature, as a result of which a reproductive style of cognitive activity is formed in students. Therefore, it is often called the "school of memory."

Ticket

1) Personality as a subject and object of learning Personality is the object and subject of the pedagogical process at the same time. The subject-subject relations of the individual are deployed within the subject-object relations of the pedagogical process. This is a feature of the pedagogical process, which is not taken into account in various socio-psychological acts applicable to any communication. The personality as a whole, as a unity of all spheres, actively participates and develops in educational activities. It is important that the parent, teacher, leader not only clearly and clearly understand what he intends to receive from the student in the process of mastering this knowledge, skills, abilities and qualities , but also ensured the correspondence of their pedagogical goals to the personal goals of a person.

In the process of interaction with the subject of pedagogical work, giving instructions, recommendations, correcting mistakes, etc., a schoolchild, student, specialist acquires new knowledge, becomes more prepared, independent in life and work. Pedagogical guidance is then carried out at a qualitatively different level, becoming more general and indirect. At the same time, the requirements for the activity of the student are also increasing. Thus, the ratio of pedagogical guidance and human independence changes in the process of its improvement.