The essence of the learning process is the basis for didactics

The learning process is the combined actions of the teacher and student, which are carried out for the development, upbringing and education of the latter.

Representations of training Are the main subject of didactics. This subject is also called the educational or didactic process.

What is the essence of the learning process?

Training is characterized by the following properties:

- purposefulness;

- Developing and nurturing character;

- bilateral structure (teaching - teaching);

- orientation to the student's age development and its patterns;

- joint character;

- submission to planning;

- recognition of the leadership role of the teacher.

Learning is logical, i.e. Obeys the laws. Consequently, it lends itself to research, it can be controlled and predicted.

Logical foundations of the didactic process

The logic of the learning process is dictated by its essence. This logic depends on the direction of cognitive activity of the student. It is regulated by the goals and objectives of the educational process, the level of the student's preparation, his age, the features of the training materials used.

Educational processes in primary and secondary schools require different logical approaches.

The essence of the process of teaching in an elementary school requires the introduction of elements of cognitive activity in the following sequence:

• Specific phenomena and objects are perceived;
• Representations are formed;
• Representations are summarized;
• General concepts are formed.

The logic of the educational process in middle and high school is constructed somewhat differently. Understanding specific objects and phenomena, students move to the consideration of scientific concepts, practice the study of principles.

Contradictions as a manifestation of the essence of the learning process

The learning process is built on contradictions, because it is extremely multifaceted and complex. The very procedural property of learning - its flow in time - is nothing more than constantly arising and resolving contradictions.

One of the most striking manifestations of the contradictory nature of education is the following.

During the training, practical and cognitive tasks arise which the student must solve.

On the other hand, students have their own value attitudes toward the world, mental development, the level of ZUN (knowledge, skills). The content of these characteristics can be in complexity and composition easier than the content of tasks, and then contradictions in training are revealed.

When the reality of learning is understandable and routine, contradictions do not reveal themselves. But it is necessary to appear a task that requires completely new experience and knowledge, as contradictions manifest themselves with obviousness. To resolve them, the student must apply to the teacher, since he alone can not master unfamiliar material.

There are three conditions under which the essence of the learning process is directly manifested in its contradictions:

• The student realizes that the contradiction requires permission;
• Problem solving is available to the student at a specific stage in the development of his abilities;
• Contradiction is a natural link in a more general chain of contradictions, which must be resolved consistently.

If these conditions are met, the contradiction is the driving force of learning.

In modern pedagogy, education is considered in close connection with upbringing.

The essence of the process of education is the requirement for the student to master culture in its entirety and in reliance on his personal abilities and beliefs. Thus, mastering the culture of learning in itself is already a component of the educational process.

The phenomenon of learning and the structure of the educational process

Nowhere is the essence of the learning process so clear as in its structure. It is a structure of learning in the interaction, interconnection and unity of its elements.

In the description of the learning structure, these components are listed most accurately:

- evaluation of results (the result of training is compared with the earlier goal);

- control and regulation (the educational process is monitored and adjusted as necessary);

- management of emotions and will (in the learning process, responsibility and cognitive interest are maintained);

- manufacturability (educational technologies are used with knowledge of operations in activities);

- Substantiveness (a substantial formation formation is assimilated);

- the existence of needs (to convey and accept experience and knowledge) and motives (teach and study);

- the existence of a goal and objectives for the development, upbringing and education of students.

Thus, it can be seen that the essence of the learning process is multifaceted in all aspects of this phenomenon.