Analysis of training effectiveness. Regularities of the learning process and their effectiveness in learning

Posted On 02/12/2018

Any science has a system of laws and patterns. In philosophy, law is interpreted as the most essential, repeating, stable connection and mutual conditionality. Thanks to the knowledge of the law, not just any connections and relationships are revealed, but those that reflect the phenomenon in its integrity. Laws exist objectively, since they reflect objective reality.

The pedagogical system is one of the subsystems of society; its components also have connections and relationships. Therefore, there is reason to talk about such a category as pedagogical law.

IN AND. Andreev believes that “a pedagogical law is a pedagogical category to designate objective, essential, necessary, general, steadily recurring phenomena under certain pedagogical conditions, the relationship between the components of the pedagogical system, reflecting the mechanisms of self-realization, functioning and self-development of an integral pedagogical system.

In pedagogy, the concept of “regularity” is considered as a particular manifestation of the law, as part of the concept of “law”.

the concept of “pattern” is used in relation to individual elements of the pedagogical system and aspects of the pedagogical process: “patterns of the pedagogical process”, “patterns of teaching”, “patterns of the educational process”, etc.

For example, the law on the social essence of education, which is manifested in the mandatory and necessary assimilation by younger generations of the experience of older generations, is reflected in the laws of the process of training and education.

The patterns of the pedagogical process can be determined by social conditions (the nature of training and education in specific historical conditions is determined by the needs of society), human nature (the formation of a person’s personality occurs in direct dependence on his age and individual characteristics), the essence of the pedagogical process (training, education and personal development are inseparable from each other), etc.

The following patterns are identified:

Objective (General)

Software naturally depends on the social order of society;

Software is associated with PV and development

Software depends on the conditions in which it exists

Software depends on the level of students.

Subjective (private)

Goal-Objectives-Content-Means-Result (lecture)

Pedagogical principles are based on pedagogical laws and patterns (that is, on the already known pedagogical reality). If the law reflects a pedagogical phenomenon at the level of reality and answers the question: what are the essential connections and relationships between the components of the pedagogical system, then the principle reflects the phenomenon at the level of what should be and answers the question: how to act in the most appropriate way in solving the corresponding class of pedagogical problems.

“A pedagogical principle is one of the pedagogical categories, which represents the main normative position, which is based on a known pedagogical pattern and characterizes the most general strategy for solving a certain class of pedagogical tasks (problems), serves at the same time as a system-forming factor for the development of pedagogical theory and a criterion for the continuous improvement of pedagogical practice in order to increase its effectiveness."

Each pedagogical principle is implemented in certain rules. The rules of pedagogy are applied recommendations, regulations, and regulatory requirements for the implementation of one or another principle of teaching and upbringing.

Training functions.

Philosophy defines functions as external manifestations of the properties of an object in a given system. From this point of view, the functions of the learning process are its properties, the knowledge of which enriches our understanding of it and allows us to make it more effective.

Didactics provides three functions of the learning process: educational, developmental and educational.

The educational function is that the learning process is aimed primarily at the formation of knowledge, skills, and experience in creative activity.

Knowledge in pedagogy is defined as understanding, storing in memory and reproducing facts of science, concepts, rules, laws, theories. Assimilated, internalized knowledge is characterized by completeness, consistency, awareness and effectiveness. This means that in the learning process, students receive the necessary fundamental information on the basics of science and types of activities, presented in a certain system, ordered, provided that students are aware of the volume and structure of their knowledge and the ability to operate with it in educational and practical situations.

Modern didactics believes that knowledge is found in the student’s skills and that, therefore, education consists not so much in the formation of “abstract” knowledge, but in the development of the skills to use it to obtain new knowledge and solve life problems. Therefore, the educational function of training assumes that training is aimed, along with knowledge, at the formation of skills and abilities, both general and special. By skill we must understand mastery of a method of activity, the ability to apply knowledge. It's like knowledge in action. Special skills refer to methods of activity in certain branches of science or academic subject (for example, working with a map, laboratory scientific work). General skills include proficiency in oral and written speech, information materials, reading, working with books, summarizing, etc.

Analysis of the educational function of teaching naturally leads to the identification and description of the developmental function closely related to it.

The developmental function of teaching means that in the process of learning, assimilation of knowledge, the student develops. This development occurs in all directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas. The developmental function of teaching in essence constitutes the problem of the relationship between training and development - one of the most pressing issues in psychology and modern didactics. The domestic psychological school and pedagogical research have established that education acts as a source and means of personal development. One of the most important laws of psychology, formulated by L.S. Vygotsky argues that learning leads to development.

However, psychology and didactics of the 20th century argue that the developmental function of education is implemented more successfully if the education has a special focus, is designed and organized in such a way as to include the student in an active and conscious variety of activities.

The developmental function of education is implemented in a number of special technologies or methodological systems that specifically pursue the goals of personal development. In Russian didactics there is a special term for this: “developmental education.” In the 60s, one of the Russian didactics L.V. Zankov created a system of developmental education for younger schoolchildren. Its principles, selection of educational content and teaching methods are aimed at developing the perception, speech, and thinking of schoolchildren and contributed to the theoretical and applied development of the problem of development during training, along with the research of other domestic scientists: D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. Thanks to these studies, domestic didactics received valuable results: the theory of the gradual formation of mental actions (P.A. Galperin), methods of problem-based learning (M.N. Skatkin, I.Ya. Lerner), ways to enhance the cognitive activity of students and etc.

The learning process is also educational in nature. Pedagogical science believes that the connection between education and training is an objective law, as well as the connection between training and development. However, upbringing during the learning process is complicated by the influence of external factors (family, microenvironment, etc.), which makes upbringing a more complex process. The educational function of education consists in the fact that in the process of learning moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it are formed. In the process of learning, the needs of the individual, motives for social behavior, activities, values ​​and value orientation, and worldview are also formed.

It should also be borne in mind that not only upbringing depends on learning, but also vice versa: without a certain level of upbringing, the student’s desire to learn, the presence of basic behavioral and communication skills, and students’ acceptance of the ethical standards of society, learning is impossible.

In the practice of teaching, the functions are inextricably linked with each other, just as three processes are connected: training, development, education. They are interdependent, being a consequence and a cause of one another. The functions of learning are implemented in all didactic components of the learning process: in the set of objectives of a lesson or any segment of learning, the content of learning, in the system of methods, forms, teaching aids, as well as in the psychological sphere of the learning process.

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Regularities and principles of the learning process

The laws of learning express the essential and necessary connections between its conditions and the result, and the principles determined by them determine the general strategy for solving learning goals. The most general stable tendency of learning as a pedagogical process is the development of the individual through the appropriation of social experience. This is the main pattern of the learning process, which manifests itself as a necessary condition for socialization and continuity between generations. It determines particular or specific patterns of learning, determines the dependence of the content, forms and methods of learning on the level of socio-economic development of society. The nature of training depends on the requirements of the economy and production, on the sociocultural situation, i.e. educational policy. The effectiveness of the learning process naturally depends on the conditions in which it takes place (material, hygienic, socio-psychological, etc.). What is important is the consistency of the content, forms and methods of teaching with the age and individual characteristics and capabilities of students. For the direct organization of training, it is important for the teacher (teacher) to know the internal regular connections between its functional components. Thus, the content of a specific educational process is naturally determined by the assigned tasks. Methods and means of teaching are determined by the tasks and content of a specific educational situation. The forms of organization of the learning process are determined by the subject content, etc. The named patterns of the learning process are expressed in the principles of learning. The principles of learning are the initial didactic provisions that reflect the flow of objective laws and patterns of the learning process and determine its focus on personal development. The principles of teaching reveal theoretical approaches to constructing and managing the educational process. They determine the positions and attitudes with which teachers approach the organization of the learning process. All principles of learning are related to each other and penetrate one another, so they can be presented as a system consisting of substantive and procedural (organizational and methodological) principles. Content principles reflect patterns that are associated with the selection of educational content. These include: citizenship, scientific character, educational character, fundamentality and applied orientation (connection of learning with life, theory with practice). The principle of citizenship reflects the social aspects of learning. The principle of scientific teaching presupposes that the content of education corresponds to the level of development of modern science. The scientific principle requires that the content of education, implemented both during school and extracurricular time, be aimed at familiarizing students with objective scientific facts. The principle of educational training presupposes the formation in the learning process of the basic culture of the individual: moral, legal, aesthetic, physical, work culture. Procedural: the principle of continuity, consistency and systematic learning.

LECTURE No. 32. Laws and patterns of the learning process

The principle of matching learning to age. and individual features presupposes the implementation of age. and individual approaches. The principle of consciousness and creative activity of students affirms their subjectivity in the classroom. process. The principle of accessibility of training at a sufficient level of difficulty requires taking into account the real capabilities of students in its organization. The strength of learning is associated with the creation of conditions for reliable retention in memory of the knowledge required for future activities, mastering the methods of performing actions. The principles of learning complement and reinforce each other. They have changed over the centuries (the principle of visibility - the means of visualization have changed, the principle of computerization is new). The rules of training are like a transitional link from theory to practice. The rules usually provide for the typical way teachers will act in typical teaching situations.

Content means system of educational skills selected for study in a certain type of educational institution. In the new Federal Law “On Education in the Russian Federation”: education is a single purposeful process of upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, skills, values, experience activities and competencies of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests. Functions of education: transfer of knowledge and cultural values ​​accumulated over generations, promotes human socialization and continuity of generations, forms the image of a person in the future, develops regional systems and national traditions. THAT. components: scientifically based system of knowledge, skills, emotional and value-based attitudes towards the world, experience of creative activity. Types of education: general education, vocational education, additional education and vocational training, providing the opportunity to realize the right to education throughout life (continuing education). General education and vocational education are implemented by levels of education: general education: preschool education; primary general education; basic general education; secondary general education; vocational education: secondary vocational education; higher education - bachelor's degree; higher education - specialty, master's degree; higher education - training of highly qualified personnel. Additional education includes such subtypes as additional education for children and adults and additional vocational education. Among the numerous theories for selecting the content of educational material, the most important are the concepts of didactic materialism (as much knowledge as possible - Comenius), didactic formalism (learning only as a means of developing the abilities and cognitive interests of students - E. Schmidt), didactic utilitarianism (focus on constructive classes character - D. Dewey), problem-complex concept (to make it easier for them to understand reality - B. Sukhodolsky), the concept of structuralism (only the most important material - K. Sosnitsky), exemplaryism (give the teacher freedom to choose a topic - G. Scheierl), functional materialism (worldview approach - V. Okon) and theories of didactic programming (attention to careful analysis of educational material, didactic matrices). Criteria: holistic reflection of tasks, scientific and practical significance, compliance of the complexity of the content with the educational capabilities of the student, volume of content, study time, compliance of the content of education with the base of the school. Differentiation: profile and level. Federal state educational standards determine the mandatory curriculum of each school or university. This standard consists of two parts. The first part is a set of disciplines required for all schools or universities, the second part is elective disciplines. At the level of the Russian Federation, the first part is called the federal component, and the second - the regional component. At the level of a specific educational institution, the first part is the compulsory disciplines of the curriculum for all students, the second part is elective subjects. The standard includes a mandatory set of requirements for preparing a school or university graduate. They ensure: the unity of the educational space of the Russian Federation; continuity of basic educational programs; variability in the content of educational programs, state guarantees of the level and quality of education. The main educational programs include: basic general education programs - educational programs of preschool education, educational programs of primary general education, educational programs of basic general education, educational programs of secondary general education. Curriculum - a document that determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), forms of intermediate certification of students by periods of study. Types of plans: basic (part of the standard); typical (based on the school standard); school curriculum. Curricula: explanatory note, characteristics of the subject, course; description of the place of the subject, guidelines for the content of the subject; personal, meta-subject and subject results of mastery, content of the academic subject, thematic planning, material and technical support. Educational and methodological set (UMK) - a set of educational and methodological materials and software and hardware that contribute to the effective development by students of educational material included in the subject program course. Textbooks.

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The German teacher E. Meimann formulated three laws:

The development of an individual from the very beginning is determined predominantly by natural inclinations;

The functions that are most important for the life and satisfaction of the child’s basic needs are always developed first;

The mental and physical development of a child occurs unevenly.

Khutorskoy A.V. identifies the following laws of learning: social conditioning of goals, content, forms and methods of teaching; the relationship between the student’s creative self-realization and the educational environment; relationships between training, education and development; the conditionality of learning outcomes by the nature of students’ educational activities; integrity and unity of the educational process.

Learning patterns reflect objective, significant, general, stable relationships that are repeated under certain conditions. Theorists and practitioners have identified a large number of didactic principles. Thus, in the textbook by I. P. Podlasy there are more than 70 different patterns of learning1.

In order to organize the various patterns of learning, they are classified.

There are general and particular (specific) patterns.

General patterns are characteristic of any educational process; they cover the entire educational system. General patterns include:

Patterns of learning goals.

The purpose of training depends on: a) the level and pace of development of society; b) the needs and capabilities of society; c) the level of development and capabilities of pedagogical science and practice;

Regularities of training content.

Patterns of teaching quality.

The effectiveness of each new stage of training depends on: a) the productivity of the previous stage and the results achieved at it; b) the nature and scope of the material being studied; c) organizational and pedagogical influence of teachers; d) students' learning ability; e) training time;

Patterns of teaching methods.

The effectiveness of didactic methods depends on: a) knowledge and skills in applying the methods; b) learning objectives; c) content of training; d) the age of the students; e) educational capabilities (learning ability) of students; f) logistics; g) organization of the educational process;

Patterns of learning management.

The productivity of training depends on: a) the intensity of feedback in the training system; b) the validity of corrective actions;

Patterns of stimulation of learning.

The productivity of learning depends on: a) internal incentives (motives) for learning; b) external (social, economic, pedagogical) incentives1.

The effect of particular laws extends to certain aspects of the education system.

Modern science knows a large number of particular laws of the learning process.

3.3. Patterns of the learning process

Particular patterns of the learning process include the following patterns:

Actually didactic (learning results depend on the methods used, teaching aids, teacher’s professionalism, etc.);

Epistemological (learning results depend on students’ cognitive activity, ability and need to learn, etc.);

Psychological (learning results depend on the learning capabilities of students, level and persistence of attention, characteristics of thinking, etc.);

Sociological (the development of an individual depends on the development of all other individuals with whom he is in direct or indirect communication, on the level of the intellectual environment, on the style of communication between the teacher and students, etc.);

Organizational (the effectiveness of the learning process depends on the organization, on the extent to which it develops students’ need to learn, forms cognitive interests, brings satisfaction, stimulates cognitive activity, etc.).

The patterns of learning find their concrete expression in principles and resulting from them rules training.

Today, Russian schools have quite a lot of experience in introducing informatization of the learning process. However, it is more fragmentary than systemic in nature, since everything basically comes down to the use of separate training, monitoring, and illustrating programs. The computer practically does not solve actual pedagogical problems, but is used as a new generation of technical aids. The experience of systematically introducing computers into the learning process* presented below offers a methodology for determining its effectiveness and will be useful to those school leaders and teaching staff who work in this direction.

The results of the introduction of informatization in schools are determined according to special criteria that must be clearly defined. Without them, all work in this direction turns out to be vague, since it remains unknown what signs can be used to judge whether it was possible to select and implement truly real informatization of the learning process. Therefore, the criteria should be formulated in terms and components of the learning process itself.

Optimality criteria

The optimality criterion is a sign on the basis of which a comparative assessment of possible solutions and options for informatization of the learning process is made and the choice of the best one is made.

The optimality criterion can help the school management justify a reasonable choice of the informatization model, and the teacher - the choice of the best educational material, methods of work in the lesson, distribution of teaching time, the structure of the lesson system and each lesson, etc. Optimality criteria become a kind of standards, benchmarks, and reference points for the teaching staff, with the help of which they compare the results of their activities. In addition, these criteria are closely related to the idea of ​​the ultimate goal of human activity.

Learning is a goal-oriented activity and is characterized by the pursuit of optimal solutions. And, of course, there are a number of works devoted to various aspects of improving the learning process. Thus, in the monograph by Yu.K. Babansky gave a comprehensive analysis of the learning process and proposed its optimization according to two criteria: the criterion of efficiency and quality of the process and the criterion of time spent by teachers and students in the learning process.

The theoretical analysis of the general problem of optimizing the learning process allowed us to draw a number of conclusions that are very important for practice. Let's look at two of them.

First conclusion is associated with the special meaning of a scarce resource - a resource, the slightest change in the quantity of which leads to a change in one direction or another in the effectiveness of the learning process. In other words, a resource is scarce if it is always fully used.

It is clear that at different periods of school development, various resources were scarce. But one resource remains persistently scarce: instructional time.

Let us first note one fundamental difference between instructional time and other components of instructional time.

If, in preparing for any lesson, a teacher (student) spent more time allotted by the standard, then this, generally speaking, will not in any way affect the amount of time to prepare for another lesson, since this time is regulated only “on paper” and this standard is practically is not executed. Regarding academic working hours, everything looks completely different. Overspending on some topic (or part of a topic) leads to a decrease in the time allotted to another topic (or part of a topic) by a corresponding amount, which in turn leads to an overload of the lesson with material and the need for a sharp intensification of the student’s work in the lesson.

Upon careful examination of the various clock grids, it can be noted that study time is always strictly regulated. This means that when a new subject is introduced or fundamental changes are made to existing ones, teaching time is redistributed within the established norm.

As we have already noted, overspending of study time in one place of the learning process immediately leads to a lack of it in another. That is, study time is always fully used.

At first glance, the formulation of the problem itself looks contradictory - how can you minimize the time spent, which is given and, as we have indicated, is always fully used?

But the situation is not so simple. The time, which is recorded in the clock grid, sets the norm: during this time the student must achieve the tasks assigned to him. We will call this time standard study time.

Along with the standard study time, there is also objectively the actual study time that is required to achieve the goals.

If we call the difference between the actual study time and the normative study overload, then the optimization problem consists of finding such a distribution of study time such that the study overload generated by it is minimal.

We will call this optimization problem the main one. Thus, the main optimization problem we formulated is equivalent to the general problem of optimizing the learning process, and the criterion is the educational overload, which must be minimized.

Second conclusion: The effectiveness of the learning process is higher, the less pre-regulated the approach to the learning process. In terms of resource consumption, this means that it is best if all resources are allocated during the learning process itself, and not in advance by higher authorities.

It is clear that not all resources can be dealt with in accordance with this recommendation. But again let’s consider the resource – time.

It is completely distributed at the design level (federal, national-regional and school) and, therefore, comes to the implementation level (class) in the form of a standard (clock grid) that is mandatory for implementation. That is, the class cannot in any way influence the effectiveness of the learning process with the help of this resource in the sense that, regardless of the characteristics of the classes, all time standards are the same. This exactly contradicts the first conclusion.

To overcome it, we first note that time is represented in the form of three sequential, strictly interconnected standards (clock grid):

The first standard is determined by hygienic standards and is considered by us as a given, that is, it will not be questioned or discussed (this is the subject of a completely different study).

As for the second and third standards, the practical recommendation from our theoretical conclusion is as follows: only the weekly load of students should enter the class, and its complete distribution must be carried out on site, taking into account the real capabilities of teachers and students in order to achieve maximum efficiency of the learning process.

So, as an optimality criterion it is justified educational overload that needs to be minimized. This is a global criterion for the entire learning process.

Readers may get the impression that with this approach it is necessary to simply reduce and reduce the volume of educational content - and the overload will be minimal. But this cannot be done, because the corresponding restriction on this very scope of such actions will not allow.

The effectiveness of the learning process is determined by the increase in student results, the proximity of students' actual results to their potential capabilities.

These criteria show that with informatization one cannot be content with some increase in productivity, but it is necessary to achieve the highest possible efficiency and quality under the given conditions. These criteria are organically interrelated, influence each other and should only be applied together. It is necessary to emphasize the social and public significance of these criteria and their compliance with the modern tasks of the school.

The experience of introducing informatization ideas has shown that it is necessary to distinguish between the concepts of “optimal criteria for informatization of the learning process” and “optimal criteria for constructing informatization of the learning process.” The implementation of individual elements of informatization (electronic textbooks, electronic document management, etc.) does not lead to optimal results, since the highest possible results under specific conditions can be achieved only when an integral system of interrelated measures is implemented and all capabilities and reserves are used.

We must not forget about the great harm that can be caused to a school by the practice of assessing its activities only by process indicators, that is, by reporting on the work done, when the quality and effectiveness of the teaching staff’s activities are determined by the number of activities carried out, and not by the results achieved.

It is obvious that teachers, school administrators, education management officials, and methodologists must be fluent in both process indicators and outcome indicators, considering the former as preliminary, as a kind of prerequisites, as steps in achieving indicators of optimal informatization of the learning process; use both simultaneously, in their interrelation.

Indicators of optimal design of the learning process

These indicators include the very fact of fulfilling all the conditions for informatization of the learning process in their interrelation.

Creating favorable conditions. This indicator can be considered achieved if the school:

a) classrooms with computers are provided with the necessary equipment in accordance with the necessary requirements; if teachers use them consciously, expediently and with a sense of proportion, and have modern teaching aids; subjects are provided with electronic textbooks; the school has full educational monitoring;

b) standards for light, air, temperature conditions in classrooms (especially those equipped with computers), and space standards for each student are observed;

c) favorable psychological conditions for training and education are provided, when the educational activities of schoolchildren are particularly fruitful, and students do not experience unnecessary emotional stress;

d) the necessary aesthetic environment has been created in the school building, classrooms and other educational premises.

Using the student information model. This indicator, indicating the fulfillment of the most important condition of informatization, can be considered achieved if the school has built all three monitoring systems that allow a systematic, comprehensive study of the student’s personality - pedagogical, psychological and health. Based on them, teachers develop specific recommendations to eliminate gaps in training, shortcomings in the upbringing and development of a child, a group of schoolchildren and the class as a whole.

If the child’s personality is not studied and its results are not used in the learning process, then all other indicators of the process and result of informatization are unattainable and informatization becomes impossible in principle, because any recommendations, developments, decisions that do not take into account the individual characteristics of children are incorrect. After all, the specification of the tasks of education, upbringing and development, the choice of optimal content, methods, means, forms of training are determined primarily on the basis of knowledge of the individual characteristics of the child, the strengths and weaknesses of his personality.

If only one function of intra-school monitoring is performed - diagnostic, that is, the individual is studied, and the program of work with the student and the class is not discussed or accepted, then the indicator cannot be considered achieved: studying students is not an end in itself, but a condition for implementing informatization of the learning process.

Using an information model of educational content. This indicator can be considered achieved if the information model of educational content built at the school:

a) includes all necessary intra-school levels (school curriculum, programs and textbooks for subjects);

b) enables the computer itself, without human intervention, to analyze this content and, based on this (and the student’s information model), offer the teacher an optimal solution to the most important didactic tasks;

c) allows you to build complete, valid pedagogical monitoring.

Naturally, the information model of the content of education must satisfy a number of other requirements (to be a teaching, illustrating system, etc.), but it is precisely those mentioned above that allow us to talk about the creation and use in school of a truly information model of the content of education, and not a set of “picture books” "

If only one function of the information model of the content of education is performed - diagnostic, that is, the content is studied and analyzed, and the program of work with it is not discussed or adopted, then the indicator cannot be considered achieved: the study and analysis of the content of education is not an end in itself, but a condition for the implementation of informatization learning process.

Optimal distribution of study time. The indicator can be considered achieved if the distribution of teaching time within subjects and between subjects is carried out in an optimal way, taking into account the real capabilities of students, the characteristics of the implemented educational content and the characteristics of the teaching staff.

Optimal choice of teaching methods. This indicator of the informatization process is considered achieved if the teacher justified why he used certain teaching methods and on the basis of which he combined them. Here it is important to evaluate the reasons for the choice: if they are not scientific, then it is pointless to expect optimal results, and if there are successes, then they are accidental.

The teacher makes a conscious and informed choice, relying on the knowledge of those he teaches (information model of the student), what he teaches (information model of the content of education) and computer recommendations on the optimal choice of teaching methods. It is this third factor that allows us to talk about the optimal activity of the teacher at this stage of designing the learning process.

Differentiated approach to students. When assessing this indicator of the informatization process, it is necessary for the teacher to know the real educational capabilities of students, the actual state of affairs for each student and the class as a whole, and the main characteristics of the educational content being studied.

Predicting student outcomes. This indicator of the informatization process is considered achieved if the teacher has substantiated what results each student and the class as a whole are potentially capable of achieving. Here, too, it is important to evaluate the basis of the proposed forecast: if they are not scientific, then it is pointless to expect optimal results, and if there are successes, then they are accidental.

Building an optimal system of lessons on the topic and each lesson. This indicator of the informatization process is considered achieved if the teacher justifies the system of lessons he has built and each lesson. It is important to evaluate the foundations of the proposed system: if they are not scientific, then it is pointless to expect optimal results, and if there are successes, then they are accidental.

Self-analysis of the lesson taking into account the requirements of informatization. The indicator can be considered implemented if, in accordance with the structure of informatization of the learning process, the teacher is able to independently analyze his lesson according to all the necessary parameters. To do this, the teacher must:

• name the requirements of the standard, the place of the lesson in the topic;
• characterize the real capabilities of students - based on the results of in-school monitoring;
• justify the choice of lesson type, its structure - show how the computer was used;
• justify the selection of the content of educational material for this lesson - show how the information model of the educational content was used;
• justify the optimality of the selected teaching methods - based on information models of students and the content of education;
• explain how a differentiated approach to different groups of students is carried out - based on information models of students and the content of education;
• assess the optimality of learning conditions in the lesson;
• justify the use of new information technologies at various stages of the lesson;
• evaluate learning outcomes on a completed topic based on optimality criteria.

Changes in teaching and student teams during the implementation of informatization of the learning process

The first (intermediate) results of mastering the methodology of informatization of the learning process begin to manifest themselves in the activities of teachers and then in the educational activities of students.

Let's look at these changes.

Growth in the methodological skills of each teacher. The results of mastering the ideas of informatization are manifested primarily in increasing the level of preparedness of each teacher, in his competence, in his methodological growth. A teacher who has mastered the methodology of informatization is able to:

• comprehensively plan and solve the problems of education, upbringing and general development of schoolchildren;
• study the real educational opportunities of schoolchildren;
• predict the expected academic results of schoolchildren;
• determine the optimal structure of the lesson and the pace of student learning;
• highlight the main, essential content of the educational material;
• choose optimal teaching methods;
• implement a differentiated approach to students;
• create optimal educational, material, hygienic, psychological and aesthetic conditions;
• analyze your lesson holistically and, on this basis, constantly improve your qualifications and improve your teaching skills.

Increasing the level of pedagogical culture of teachers. The growth of teachers’ pedagogical skills is a real step from the “ABC” to the science of informatization, to a high level of pedagogical culture. These changes are manifested in the fact that the teacher begins not separately, but in a holistic relationship to perceive all the categories, patterns and principles of pedagogy, to be guided by them in the system when choosing the best form of organizing the learning process in a given situation. And this, in turn, contributes to a more successful solution of the increasingly complex problems of a modern school with a rational expenditure of time and effort.

All of the above represents the basis on which the pedagogical art of a teacher develops. In other words, mastering the system of informatization methods is the “mandatory program” on which the teacher’s creativity develops. Experience has shown that informatization objectively raises the teacher’s activity from the level of copying, repeating methodological developments, that is, from the reproductive level, to a higher, problem-searching and creative level, which undoubtedly indicates the growth of the teacher’s pedagogical culture. The theory and practice of informatization open up space for the development of teachers' methodological creativity and protect teachers from stereotyped requirements when monitoring the quality of lessons.

It is important to understand what are the mechanisms that encourage teachers to be creative. The informatization technique involves choosing the best option for given conditions. Already at this initial stage, when choosing content, methods, means, forms of teaching, a creative approach of the teacher is necessary.

Consolidation and development of the teaching staff. The experience of various schools where collective mastery of informatization methods was carried out showed: the value of the ideas mastered by teachers lies in the fact that it forces teachers to communicate more with each other, provokes discussions, joint discussion and analysis of lessons attended, improves the activities of methodological associations, microgroups specially formed for learning a new technique, stimulates mutual assistance and competition in the team. The unifying factor is the study of the personality of students and class groups using the student information model.

In many schools, leaders saw the possibility and productivity of using informatization ideas in working with the teaching staff (the teacher through the eyes of a student, the effectiveness of teachers, the teacher’s choice of one or another technology of work, the creation of favorable working conditions). All this creates ideological, intellectual, organizational, volitional, emotional, motivational, and, in general, psychological unity, ensuring the rapid development of the teaching staff.

Improving the quality of the learning process. Mastery of the theory and methodology of informatization of the learning process leads to the achievement by all students of quality at the maximum level of their real capabilities at the moment. In the informatization methodology, this highest level is determined by a scientifically based automated forecast made by the system based on information models of the student, class and educational content.

Indicators of optimal implementation results

Using these indicators, it is determined whether the final goals of informatization have been achieved. Let us warn you right away: effectiveness should be expected only if the entire system of measures is applied.

Each student achieves the maximum possible learning results for him at a given time. To use this indicator, it is necessary first of all to establish the possible level of maximum return for each student in a given academic quarter. Let us remind you how this is done: based on the student’s information models and the content of education, the teacher, in dialogue with the computer (the corresponding expert system), determines and predicts the level of real learning capabilities of students in their subject at the end of the quarter, half-year.

To achieve this level, the teacher, still in dialogue with the computer (based on the already indicated information models and using a set of expert systems necessary for this), optimizes the distribution of educational time, makes the optimal choice of methods and forms of work, carries out a differentiated approach to students and designs an optimal lesson system.

Dmitry MATROS,
Head of the Department of Informatics and Methods of Teaching Informatics
Chelyabinsk State Pedagogical University

* Informatization of general secondary education / Ed. D.Sh. Sailor. – M.: Pedagogical Society of Russia, 2004.

Modern children spend quite a lot of time at school. In addition, they do homework six or even seven days a week. If for adults, as a rule, the working week is forty hours, then for secondary school students it can reach fifty (5 - 6 lessons at school and 2 - 3 hours of homework per day). At the same time, parents and the public often complain that “modern school doesn’t teach anything,” “schoolchildren’s horizons are very narrow, they don’t know famous names, events, dates,” “children teach, teach, invest effort and waste time, and by the end of school they don’t remember anything.” Of course, in these statements the shortcomings of training are greatly exaggerated, but nevertheless the problem exists. Why, after watching an educational TV show, does a child remember what he heard for a long time, but the knowledge acquired during the lesson is not so strong? Or why is it that a teenager, having repaired a bicycle, is able to easily repeat his actions, but at school it takes a lot of time to practice his skills?

Problem. What is the reason for the lack of performance in school education? How can you increase it?

Let's start by identifying what influences learning effectiveness. Let's consider learning factors systematically. Since this process involves at least two sides, the first group of factors will be associated with the activities of the teacher, and the second – with the activities of the student. These activities must be carried out under certain conditions using the necessary means, which allows us to identify another group of factors. And if we take into account that the result of learning is the student’s mastery of the given content, then the level of complexity and other qualities of the “task” itself - the learning content reflected in educational standards, curricula, and textbooks - must be considered significant. Thus, the effectiveness of learning depends on the activities of the teacher and student, the conditions and means of teaching and the given content.

In modern schools, as a rule, students and teachers are provided with at least the minimum conditions necessary for effective work. If we exclude from consideration individual cases of lack of educational literature, visual aids, sports equipment, etc., then we can assume that traditional schools are placed in approximately equal conditions. Of course, classrooms can always be made more comfortable, more computers and educational and laboratory equipment can be purchased, but as comparative studies show, there is no direct connection between the quality of general education and the amount of funds invested in school equipment and material and technical support for the educational process. Having accepted the conditions and means of learning as a constant, we leave three closely interrelated factors of learning effectiveness related to the content, the student and the teacher.

The problem of forming and selecting educational content is one of the enduring problems in pedagogy (see §4.4., problem 17). The formalized, artificial form of experience embedded in it has a number of features. In particular, this is subject-centrism, which involves the division of knowledge about the entire world into relatively independent subject areas, mostly formed by branches of science. Since subject programs and textbooks are developed by teachers together with scientists - representatives of the relevant science, they (the programs) are often characterized by excessive academicism. Therefore, as academician A.M. points out. Novikov, on the one hand, the student does not develop a holistic worldview in his head, but only fragmentary information remains: this is from mathematics, this is from history, this is from the theory of machines and mechanisms, etc. On the other hand, this fragmentary information, not related to the personal interests of students, their future destinies, their needs for practical activity, is quickly lost and forgotten. A student mastering such content appears as a piggy bank with information.

Can knowledge be firmly assimilated if it is not related to the child’s life experience, has no meaning for him, and does not affect his emotional sphere? Of course not. As mentioned above (see problem 1), all this leads to the fact that a large amount of knowledge seemingly acquired by the student is not “built into” the worldview, does not have a significant impact on it, and therefore is “washed out” over time from experience and does not provide an increase in education. The above comparative analysis of the natural process of cognition of reality and the artificial in the course of education (see problem 1) showed that this problem is largely objective in nature and is determined by the need to speed up the transfer of socially developed experience to the child. However, having examined the modern scientific representation of the content of training (see §4.3), we found that the content should include not only scientific knowledge, but also other components of the sociocultural experience of mankind: methods of typical and creative activity, emotional and value-based attitude towards the objects and phenomena being studied , activities, as well as personal experience (experience of understanding oneself, reflecting on one’s progress, forming and implementing one’s position, conscious choice and setting goals, etc.). Such content, mastered by the student, provides a more holistic and therefore more lasting experience. After all, it is very easy to forget a separate learned fact, event, or date. But if this fact evokes an emotional response, if it was tested, transformed or became the subject of interested discussion, if in the process of learning the student showed his creative, personal potential, then the knowledge will be acquired reliably.

The synthesis of rational and emotional components is of great importance when developing and implementing training content. Traditionally, focusing on science, rationality prevails in the content of education. It promotes the development of the child’s abilities for conceptual thinking, operating with symbols, and analysis. Rationality underlies the possibility of proof, argumentation, justification, and critical perception of information. However, not everything can be known rationally. Without sensory-imaginative comprehension of the world there will be no holistic experience. To do this, a person must be able to “feel” the problem, respond emotionally, and holistically perceive a fragment of reality, using figurative perception, semantic context, and intuitive experience. The synthesis of rational and emotional components in the content of training will contribute to the integration of new knowledge into the student’s experience, into the ideological system of knowledge, and therefore will ensure the strength of their development.

Another key issue is related to the quality of training content, such as its complexity. The elementary criteria here are: volume, content and structural complexity of content units. Structural complexity content is considered as the complexity of the system of its elements and is determined by the number of heterogeneous elements included in the content unit, their hierarchy, and the variety of their connections and relationships. Thus, a system of concepts is structurally simpler than a theory, since it consists of homogeneous elements (concepts) connected by logical relationships. Content complexity is determined by the degree of abstractness of the material and is related to whether the unit of content belongs to the empirical or theoretical levels of knowledge. The more specific and closer a unit of content is to the objects of reality, the lower its content complexity. So, the simplest in this regard will be ideas about individual objects and phenomena, then – empirical concepts and classifications that require abstraction, the most complex – units of the theoretical level of knowledge, reflecting the essence of a large area of ​​reality. Volume measured by the number of content elements and related to structural complexity. The scope depends on which elements of the structure of science are chosen as leading units. Focusing on larger units reduces volume but increases content complexity. The volume of a content unit is determined not only by the volume of knowledge, but also by the volume of other content components (skills, relationships).

It should be noted that the difficulty of mastering educational material depends not only on its objective characteristics (volume, structural and content complexity), but also on the degree of preparedness of students. The main source of difficulties is the inconsistency of the content with the life and cognitive experience of students. Criteria for such a discrepancy may include:

– discrepancy in the stock of knowledge – ordinary, empirical, theoretical, logical, evaluative;

- discrepancy in experience of activity - cognitive at its different levels, as well as practical;

– discrepancy in needs and interests – educational, cognitive, life.

Of course, from the point of view of ensuring learning effectiveness, the complexity of the content should correspond to the age characteristics of students and time s m parameters of the educational process. It is inappropriate to demand the impossible from students. However, as already indicated, the pedagogical process does not lend itself to complete formalization. Using existing difficulty criteria, it is impossible to calculate all quantitative indicators to find the optimal level of difficulty. In addition, the difficulty of the same task will be different for different students, as it is determined by their individual experience. Therefore, approaching the experience of students and, accordingly, reduction in difficulty can be achieved by:

· developing students’ skills to structure and integrate, to holistically cover new material;

· use of models, visual aids, bringing the abstract closer to direct perception;

· increasing interest by providing examples from life experience, involving students in practical activities, etc.

Thus, to ensure the effectiveness of training, the content must include all components (knowledge, activity, emotional-value, personal) and be developed taking into account optimal complexity and the optimal ratio of logical-epistemological and emotional-figurative elements. In order for knowledge to be formed into a system and integrated into the experience of students, it is also necessary interdisciplinary synthesis, which can be provided by introducing both integral subjects (“Natural Science”, “Society and Nature”, “Man”, etc.) and interdisciplinary topics (for example, “Lake Baikal”, “Egypt”, “Vitamins”, “Airplanes” ), covering questions from different fields of knowledge in relation to the knowledge of a specific object. It should also be noted that from the point of view of the effectiveness of mastering the content, it is very important not only what subjects, topics, questions the student studies and what components of the content are presented in the curriculum and textbook (in §4.4. it was noted that it was impossible to fully describe the emotional-value and personal components), but also how this content is mastered: what types of activities the student is involved in, what is his attitude to the material, etc.

Having considered the learning factors associated with the content, let us move on to the question of what the role of the student in learning outcomes. Of course, the student is the main figure in this process, since it is he who is the producer and bearer of the experience that is considered as the result of learning. All other factors are essentially just opportunities, prerequisites, conditions. Only in the active activity of the student is the given content of learning transformed into individual experience: knowledge, skills, relationships.

When considering educational activities (see §4.2), it was noted that its effectiveness depends on the cognitive abilities and intellectual potential of students, their ability to manage it (self-control and self-regulation) and, most importantly, on educational motivation. The formation of internal prerequisites for successful educational activity of students occurs throughout school and university education, along with its complication. Often their formation does not correspond to the level required at this stage. For example, some students have insufficiently developed analytical skills for solving problems in algebra and physics or spatial thinking for mastering geometry and drawing, others have low educational motivation or a lack of skills to independently manage learning activities. This, on the one hand, gives the activity a developmental character (the student has to master its new elements and develop abilities), but on the other hand, it does not immediately provide the required result in mastering the learning content.

As academician A.M. points out. Novikov, educational activities are always innovative, so they are extremely difficult for students. Even in such types of creative activity as the activities of a scientist, artist, artist, teacher, there are always many routine, repeating components that have long been mastered and do not require special efforts to reproduce them. The student’s activity is constantly, day after day, aimed at mastering new experiences. The paradox of educational activity, the author writes, lies in the fact that, although it is constantly innovative, its goals are most often set from the outside - by the curriculum, program, teacher, and the freedom of choice of the student is very limited.

How then can we ensure efficiency? How can we make it easier for students to master the experience? How to increase a child’s activity and independence in learning? How to overcome the difficulties associated with lack of independence in managing educational activities? These and other problems can only be solved if the teacher has two significant objects of pedagogical management. Firstly, it is traditionally allocated process of mastering educational content, the learning activities of students in which they acquire knowledge and other elements of experience. Secondly, these are internal prerequisites for educational activities: students’ cognitive abilities, motivation and self-regulation skills. In other words, the teacher must not only teach (give new material, teach problem solving, etc.), but also take care of the development of the abilities, interests and volitional resources of students, help them understand the need for acquired experience, and develop the skills of setting and achieving goals , planning and self-control skills.

The key point in educational and any other activity is motivation. Can activities that are externally motivated and carried out under coercion be effective and developmental? No. As already noted, a person as a person develops only in those activities in which he is passionate, which is significant for him. Only then are his qualities and abilities fully actualized, and therefore can develop. In addition, internal motivation ensures interest not only in the result, but also in the process of activity, which contributes to more effective self-regulation: more careful planning, adjustment, and control of results.

In §4.2. it was indicated that educational activity is multimotivated in nature, and different types of motives were revealed: cognitive, promising, social, achievement and competition motives, formal motives based on a sense of duty and responsibility, motives for receiving a reward or avoiding punishment. It is believed that since educational activity is largely cognitive in nature, it is cognitive motives that are most relevant to it. The emotional experience of a cognitive need is educational interest. Interest anticipates the comprehension of the process of activity itself, but at the same time gives this activity an energetic impulse. In the process of becoming a student, his interests develop. Conventionally, successive stages of interest development are distinguished: curiosity, inquisitiveness, cognitive interest, theoretical interest.

The following main ones can be identified ways to maintain learning interest and development of cognitive motivation of schoolchildren:

· emotional form of presentation of educational material, use of fascinating facts and examples;

· correlation of the acquired knowledge and skills with current problems of schoolchildren, the use of questions and tasks that relate to the life experience of students and provide an opportunity to “apply” the experience gained;

· inclusion of gaming methods and multimedia in the educational process,

· creating problematic situations, confronting students with a contradiction, difficulty, mystery, activating imagination, creative thinking and active search activity, providing students with the opportunity to demonstrate mental independence.

The cognitive sphere is only one component of personality. If we look more broadly, then sustainable internal motivation for educational activities depends on consistency of this activity with the basic needs, goals and values ​​of the individual. A person wants to live a full life, create, be useful, successful, recognized. Therefore, for the development of educational motivation, the position of students, their capabilities, rights, responsibilities, as well as the teacher’s attitude towards students, and the interpersonal context of interaction are very important.

In a number of studies, psychologists have proven that the characteristics of interpersonal relationships between people in subordinate relationships have a significant impact on the nature of motivation, the level of self-esteem, and the ability for self-regulation of individuals in a subordinate or dependent position. “The teacher’s focus on supporting students’ autonomy leads to the actualization of the latter’s internal motivation for learning activities, which is manifested in a preference for difficult tasks, curiosity, a desire for mastery and increased self-confidence and self-esteem.”

Another example, now from innovative teaching practice. At the school of academician M.P. Shchetinin has no problems with educational motivation. All children work enthusiastically in groups and engage in self-study with enviable persistence and interest. Why? Because they study not for the sake of learning and not only for themselves. These children and adolescents have significant goals in mastering specific knowledge: they solve real practical problems of transformative activity (for example, improving the heating system in a school building) or understand, prepare, develop materials so that, having received the right to be a teacher for others, they can adequately cope with business. They are given the right to be adults, independent and responsible, and they use it to develop themselves and work for the benefit of all.

Having summarized the results of psychological research and accumulated pedagogical experience, we can conclude that formation of sustainable internal motivation for educational activities schoolchildren are promoted by:

· expanding the significance of the experience acquired at school in solving current life problems of schoolchildren;

· teacher assistance in students’ understanding of learning goals through their correlation with their own future prospects, identifying the role of education in acquiring the desired profession, achieving success in life and social recognition;

· support for student autonomy and the possibility of self-realization through choice and correlation of activities performed with their interests, granting the right to the author’s interpretation of educational material, creating situations of success, etc.;

· involving students in productive socially and personally significant holistic (containing transformative, cognitive, value-oriented, communicative, aesthetic aspects) activities that require experience formed in learning.

Cognitive abilities, on the one hand, are a condition for the productivity of students’ educational activities, on the other hand, they themselves develop in it. Therefore, the teacher needs to support this process, that is, focus not only on knowledge and skills as a result of educational activities, but also on the development of the intellectual and creative potential of students, in particular on the development of sensitivity to contradictions, the ability to produce solutions in ambiguous situations, the ability to connect new information with previously acquired knowledge, the ability to wrap information into increasingly capacious symbols and abstract concepts, the ability to transfer mental actions formed in solving one problem to solve others and to switch from one method of solving a problem to another. At its core, such a teacher’s activity involves the use of problem-based teaching methods, the use of productive tasks, questions with contradictions and “open-type” tasks, when there is no one correct solution that can only be found or guessed.

Another internal prerequisite for successful educational activities is the student’s ability to effectively manage his resources to achieve educational goals. Self-regulation of educational activities– this is the student’s conscious activity in initiating, building, maintaining and managing educational activities, ensuring the achievement of his educational goals. The mechanism of self-management of educational activities is based on the fact that the student acts for himself both as a performer and as a controller and manager who designs, organizes and analyzes his own actions.

Self-regulation of educational activity, like any other, is carried out through a sequence of processes of goal setting, modeling conditions, programming activity, monitoring and evaluation, and correction. The student must, first of all, understand and accept the goal of a specific activity, which is determined, on the one hand, by the requirements of the teacher (learning task), on the other, by his own understanding and content related to the motivation of educational activity and long-term goals. Next, in accordance with the accepted goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model of educational activity, on the basis of which the student draws up a program of action, chooses the means and methods of its implementation. To evaluate the results of their activities, students must have data on the conditions under which it is considered successful. Therefore, they must clearly understand the criteria that teachers put forward as requirements for educational activities and results. The more adequately the subject evaluates the results of educational activities, the more accurate and targeted the educational actions performed. Monitoring and evaluating results as a component of self-regulation allows you to decide whether correction of actions is necessary or whether they can be continued in the same direction.

The targeted assistance of each teacher contributes to the improvement of students’ self-regulation system. At a minimum, it should include setting educational goals, detailed methodological recommendations for performing independent work, setting clear requirements and assessment criteria, issuing questions and tasks for students to self-monitor and self-assess the results of educational activities, instructions for organizing and possible correction of activities. In addition, it is advisable to provide special support for the process of reflection by students on how to complete tasks, their own personal resources, experience of cognitive activity, problems and difficulties, and guide them towards finding the optimal organization of educational activities.

Thus, the teacher’s focus not only on organizing the assimilation of learning content, but also on the internal prerequisites for students’ successful learning activities gives learning a developmental and personality-oriented character (see §§4.2., 4.3) and serves as the basis for its effectiveness.

Conclusion. The effectiveness of training is highest if it is related to the interests and goals of the student, if it ensures personal involvement in educational activities, and requires the creative potential and holistic experience of students. To increase effectiveness, the teacher’s activities should be aimed not only at implementing the given content of learning and ensuring its mastery by students, but also at “completing” this content (bringing closer to the individual life experience of students, expanding the emotional, value and personal components), as well as formation of internal prerequisites for schoolchildren’s educational activities. The teacher's special concern should be the development of educational interests, cognitive, perspective and social motives of students, their cognitive abilities, skills of self-control and self-regulation of educational activities.

Corporate training, as a tool for organizational development, is increasingly considered by managers as a profitable area of ​​investment. What is the return on investment in staff training, how can it be measured and how can it be improved? We offer answers to these questions in this article.

Costs for corporate training. World experience

Every year, large Western companies spend from 2 to 5% of their budget on personnel training and development. In the 80s expenses for in-house training in various corporations ranged from 42 to 750 billion dollars (the amounts are given without taking into account the salaries of employees undergoing training; if they are taken into account, the amounts will almost double). The data is presented in Table 1.

In Canada, organizations allocate more than $500 per year for training one employee. In the USA – $263. For comparison, the costs of a large machine-building complex in St. Petersburg for training one employee in 2002 amounted to only $34 (see Fig. 1)

Profitability of investments in corporate training. World experience

Such high costs of Western companies for employee training are not accidental. Researchers argue that now the economic effect of investing in personnel development is higher than that of investing in means of production. Recent studies conducted in 3,200 American companies by R. Zemsky and S. Shamakol (Pennsylvania State University) showed that a 10% increase in personnel training costs gives an 8.5% increase in productivity, while the same increase in capital investment gives a performance increase of only 3.8%.

Specialists from the American Society for Training and Development (ASTD) have calculated that $1 invested in personnel development generates $3 to $8 in income. And at Motorola, every dollar invested in education brings in $33 in profit. The Six Sigma quality improvement program developed and implemented at one of Motorola’s enterprises in 1987 made it possible to reduce the defect rate to 0.1% and reduce the costs associated with low quality.

Thus, investments in training personnel of Western companies can bring companies not only profit, but also excess profits.

Costs for corporate training. Russian experience

In a study conducted by representatives of the company “TOP-MANAGEMENT CONSULT: Personnel 911”, it turned out that Russian companies spend a little more than 2% of their payroll on personnel training (see Fig. 2).

The company's research, CBSD, shows that: the costs of different companies for training services vary by up to 20% of the budget. The pattern is that the larger the company, the more funds, both in kind and in percentage terms, it spends on the education of its employees.

Profitability of investments in corporate training. Russian experience

The Russian practice of measuring the economic efficiency of corporate training is in its infancy. However, researchers and practitioners are already presenting very interesting data.

V. Potrebich, studied the dynamics of changes in sales volumes of 72 sales consultants of the Tekhnosila Trade House after conducting traditional sales training.

Table 2 Dynamics of post-training increase in sales

The table shows that the economic effect of the training reaches its maximum during the first two months, and then stabilizes.

The significance of the research results is also emphasized by the fact that variables such as a) assortment; b) timely and effectively structured, regularly conducted advertising campaigns; c) wage system; d) competitive price for the product, did not have significant fluctuations (jumps) throughout the entire analysis period of the pre- and post-training period. An adjustment for seasonality of sales was also taken into account.

There is practically no widespread data regarding the effectiveness of training managers and specialists, whose performance cannot be directly linked to sales volumes and thereby measure the return on investment in their training. But we are confident that they will appear in the near future.

Assessing the effectiveness of corporate training

How to evaluate the effectiveness of corporate training? There are several approaches.

Kirkpatrick model

The most comprehensive and widespread approach to assessing corporate training is the Kirkpatrick model. The model describes four successive levels of training results assessment.

• Reaction: how much the participants liked the training.
• Assimilation: what facts, techniques, work techniques were learned as a result of training.
• Behavior: how the behavior and actions of participants in the work environment changed as a result of training.
• Result: what are the tangible results of training for the organization, measured through reduction in costs, timelines, improvement in quality, etc.

Return on invested capital

As the fifth level of the Kirkpatrick model, they use the formula proposed by J. Phillips:

Return on invested capital (ROI)= Financial results of training (added value) / Costs of training.

However, changes in significant performance indicators, such as increasing sales volume, reducing costs, improving quality and others, can be associated not only with the training provided, but also with a variety of circumstances (Klarin, 2002).

Change in carrying amount

Another approach to assessing the effectiveness of corporate training is based on the theory of human capital, according to which the knowledge and qualifications of employees are considered as their own and income-generating capital, and the expenditure of time and money on acquiring this knowledge and skills is an investment in it.

The following characteristics of fixed capital can be distinguished:

• purchase price;
• replacement cost;
• book value.

Purchase price- this is the sum of the costs of recruiting labor, familiarizing it with production and initial training.

Replacement cost is established for each group of employees and expresses the cost of recruiting and training an employee of each professional group at current prices.

Book value BV calculated by the formula:

B.V. = r/(r + r) *C,

Where r– expected duration of employment;

R– number of years worked;

C– replacement cost.

The balance sheet shows the total amount of investments in labor resources at the beginning of the planning period (costs of selection and training), indicates the volume of investments made during the reporting period, calculates the amount of losses due to layoffs, obsolescence of knowledge and qualifications, and displays the value at the end of the period under review.

Subject-oriented approach to assessing the effectiveness of corporate training

Another approach to assessing the effectiveness of training is associated with identifying learning outcomes for different subjects and assessing their quality (Bazarov, Eremin, 2002).

Table 3. Subject-oriented approach to assessing the effectiveness of corporate training

In conclusion, I would like to emphasize that, regardless of the specific approach, assessing the effectiveness of corporate training allows us to identify opportunities to increase the profitability of relevant investments.

Factors of corporate training effectiveness

The success of training is influenced by many factors: some to a greater extent, others to a lesser extent. During a survey of 116 representatives of Russian companies, conducted in 2002 by CJSC Center for Management Consulting “Reshenie” together with the magazine “Personnel Management”, it was found that the most significant factors influencing the success of training are the interest of personnel in training and the qualifications of the trainer . It is these two factors that account for 67% of the effectiveness of employee training (see Figure 2).

This fact is confirmed by other studies, as well as our practical experience in conducting trainings and business seminars. In the above study (V. Potrebich, 2003), the author notes that an increase in sales volumes was observed only among those store employees who had a certain motivational incentive to use customer interaction techniques. In case of loss of interest in work or using successful sales methods, controlled indicators decreased.

The effectiveness of specific forms of training is determined by a number of parameters:

• Availability of feedback– the assimilation of educational material and the correction of business behavior directly depend on the prompt feedback that the participant in the training program receives. Feedback can be provided by the teacher, distance learning program, video review, etc.
• Positive reinforcement desired behavior is one of the types of feedback and a condition for effective development of skills. In corporate training, both certification marks and various forms of material and non-material incentives (bonuses, public congratulations, promotions) can be used as reinforcement.
• Practice, as an opportunity to practice acquired knowledge in working or simulated conditions, facilitates easier transfer of acquired skills into real activities. For practical training of educational material, simulators, role-playing games and special training exercises are used.
• Motivation of participants, as mentioned above, is the key to successful learning. It is worth emphasizing that the degree of interest of participants depends on the quality of the training program and on organizational conditions, and on relationships with immediate management.
• Under transfer We understand the creation of conditions for updating acquired knowledge and skills in practical activities. We use grounding, modeling and planning techniques to facilitate transfer in trainings and workshops.
• Taking into account individual characteristics participants (age, educational level, previous experience, expectations and attitudes) helps to convey the material more fully and selectively. It is possible to find out the individual characteristics of the participants using the methods of preliminary questionnaires and orientation interviews.

Based on assessments of various training methods according to the above criteria (Magura M.I., Kurbatova M.B., 2003), we analyzed the pedagogical and economic effectiveness of the main forms and methods of corporate training.

Pedagogical effectiveness was calculated as the arithmetic mean of expert assessments based on the six criteria listed above.

Economic efficiency was calculated as the ratio of pedagogical efficiency to the expert assessment of the cost of a given program.

Ratings were given on the following scale:

Table 4 The effectiveness of various forms of corporate training

We emphasize that these values ​​of pedagogical and economic efficiency are based on expert assessments and require further research.

Conclusion

In this article, we have provided a brief overview of research evidence, evaluation methods, and factors for the effectiveness of corporate training. The next step will be the creation of a balanced system of economic and socio-psychological indicators, as well as a systematic list of factors for the effectiveness of corporate training

ON THE. Kostitsyn, HR consultant, presenter of trainings and business games, K.Ek. N.

Time does not stand still, and today our state is not satisfied with the quality of Russian education. International studies have recorded a statistically significant decline in the results of our schoolchildren in mathematics, reading, and science; There was a low level of development of communication skills and abilities to work with various sources. Functional literacy is “lame”: the ability to solve practical problems, work with information, make observations, build hypotheses, etc.

To track academic skills and abilities, an external assessment is used: Unified State Examination for 11th grade students In September, monitoring examinations of students are carried out on the residual level of knowledge in most subjects for the previous grade (grades 2-7), the next. year + 4.8 grades Small Unified State Exam: conducting state final certification of secondary school graduates by independent municipal examination commissions. Testing in 1st grade (October) to assess the level of readiness for school

Changes to the Unified State Examination 2009 are mandatory by choice Russian language Mathematics Road to universities 13 subjects: Chemistry Physics Literature Computer science Geography History Social studies Biology In. languages ​​Upon successful passing of the Unified State Exam - certificate + certificate Application before March 1

PISA Assessment of the ability of 15-year-old students to use the knowledge and skills acquired at school in the field of mathematics, science and reading (Bymovskaya secondary school in the Kungur region; Fokinskaya secondary school in the Tchaikovsky region; secondary school 3 in Osa; secondary school 1 in Solikamsk; secondary school 32 in Perm) – 125 people Goal: to answer the question: “Does a graduate of a basic school of a particular state, receiving a free education, have the opportunity to acquire knowledge and skills in order to function quite successfully in modern society?” Research slogan: “Learning for Life”

The main deficits in educational skills that explain the reasons for the failures of our fifteen-year-old schoolchildren in research 1. A group of deficits associated with working with texts: 1) They can read and understand texts, but cannot give a detailed answer to the text; 2) They understand the general content of the text well, but find it difficult to formulate a specific answer to the text or a conclusion based on the text of natural and mathematical content; 3) They cannot compare individual scattered pieces of information; 4) There is no experience working with everyday, journalistic texts, etc.

Some results of the study: Math literacy: ranking Reading literacy: ranking Science literacy: ranking Problem-solving competence: ranking from 40 participating countries Only 6 countries have worse results (Thailand, Serbia, Brazil, Mexico, Indonesia, Tunisia)

Some conclusions: Russian schools teach, but do not develop students; Possessing a large arsenal of subject knowledge and skills and being able to apply them in subject tasks (direct result of learning), our schoolchildren cannot build independent hypotheses and test them (indirect result of learning, characteristics of developed thinking), i.e. Domestic schools, while teaching, impede the normal development of students’ intellect; The modern Russian school is not effective according to the criteria accepted in the world today.

The results of student learning in U.G. Conclusions: 1. School and first-level academic performance results are declining every year. 2. The quality of training remains approximately at the same level.

The concept of modernization of Russian education for the period until 2010 determined the main directions of development of the Russian school. In the Concept of Modernization of the Russian School, a clear line is drawn from the idea that the systemic development of the school is not only a pedagogical issue. In the matter of updating Russian general education, the entire way of life of the school, the system of its management and public participation in its life are of great importance: “... all citizens of Russia, the family and the parent community, federal and regional institutions of state power, local authorities should become active subjects of educational policy self-government, professional and pedagogical community, scientific, cultural, commercial and public institutions. Therefore, we look forward to our cooperation with you.

Therefore, today not only the teacher’s teaching methodology is changing (previously the teacher was in the role of a transmitter of knowledge, a judge, but now the teacher does not claim to have a monopoly of knowledge, he is an organizer, consultant, interpreter, network administrator who guides students to independently search for information from various sources : books, reference books, encyclopedias, Internet...). Nowadays, students are not required to cram educational material, but to understand and apply it, to be independent in solving emerging difficulties, to go beyond the algorithm, i.e. solve problems of unfamiliar content based on this material.

Now self-control and self-assessment, supplemented by external expert assessment of educational activities, is important. The student’s position before: subordinate, irresponsible, object of pedagogical influence. Now he is the subject of his own development, in the learning process he takes different positions within pedagogical interaction.

Lesson: the previously traditional form is the reproductive nature of learning (multiple repetition). Knowledge and methods of action are transferred in ready-made form. Now - a lesson is one of the forms of organizing training. There is a session, a project group, work in the library, the Internet, etc.

General educational skills First stage Cognitive activity Speech activity and working with information Organization of activity Second stage Cognitive activity Information and communication activity Reflective activity

Cognitive activity Primary school Observation of objects in the surrounding world; detection of changes occurring with an object (based on the results of observations, experiments, work with information); oral description of the object of observation; correlation of results with the purpose of observation and experience (answer to the question “Did you manage to achieve your goal?”). Basic school Using various methods to understand the world around us (observation, measurement, experience, experiment, modeling, etc.); determining the structure of the object of knowledge, searching and highlighting significant functional connections and relationships between parts of the whole; the ability to divide processes into stages and links; identification of characteristic cause-and-effect relationships.

Cognitive activity Identification, through comparison, of individual features characteristic of compared objects; analysis of comparison results (answering the questions “How are they similar?”, “How are they different?”); combining objects according to a common characteristic (what is extra, who is extra, the same as...; the same as...); distinguishing between whole and part. Comparison, juxtaposition, classification, ranking of objects according to one or more proposed grounds or criteria; ability to distinguish between fact, opinion, evidence, hypothesis, axiom; combination of known activity algorithms in situations that do not involve the standard use of one of them

Cognitive activity Carrying out simple measurements in different ways; use of appropriate devices and tools to solve practical problems; work with the simplest ready-made subject, symbolic, graphic models to describe the properties and qualities of the objects being studied. Studying simple practical situations, making assumptions, understanding the need to test them in practice; the use of practical and laboratory work, simple experiments to prove the assumptions made; description of the results of this work.

Cognitive activity Ability to solve creative problems at the level of combinations, improvisations: independently draw up an action plan (intention); show originality when solving a creative problem; create creative works (messages, short essays, graphic works); act out imaginary situations. Creative solution of educational and practical problems: the ability to motivatedly refuse a model, look for original solutions; independent performance of various creative works; participation in project activities

Speech activity and working with information Working with educational, artistic, popular science texts; correct and conscious reading aloud and silently; determining the theme and main idea of ​​the text when presented orally and in writing; constructing a monologue statement (on a proposed topic, on a given question); participation in dialogue; presentation of material in tabular form; organizing information alphabetically and numerically

Speech activity and working with information Use of the simplest logical expressions such as: “...and/or...”, “if..., then...”, “not only, but also...”; Elementary justification for the expressed judgment. Mastering the initial skills of transferring, searching, converting, storing information, and using a computer; searching (checking) the necessary information in dictionaries, library catalog Information and communication activities Speech activity and working with information

Follow instructions, strictly follow the pattern and simple algorithms; independent establishment of a sequence of actions to solve a learning task (answering the questions “Why and how to do this?”, “What and how to do to achieve the goal?”). Everywhere a child should set a goal. Independent organization of educational activities (setting goals, planning, determining the optimal ratio of goals and means, etc.); possession of skills to monitor and evaluate one’s activities, the ability to foresee the possible consequences of one’s actions; Organization of activitiesReflective activity

Determining ways to monitor and evaluate activities (answering the questions “Is this the result obtained?”, “Is this being done correctly?”); identifying the causes of difficulties that arise and ways to eliminate them; anticipation of difficulties (answering the question “What difficulties may arise and why?”); finding errors in work and correcting them; searching and eliminating the causes of difficulties; assessment of your educational achievements, behavior, personality traits, physical and emotional state; conscious determination of the sphere of one’s interests and capabilities; compliance with environmental standards and healthy lifestyle rules. Organization of activitiesReflective activity

Educational cooperation: the ability to negotiate, distribute work, evaluate one’s contribution and the overall result of activities. (Work in groups, pairs...) Possession of joint activity skills: coordination and coordination of activities with other participants; objective assessment of one’s contribution to solving the general tasks of the team; taking into account the characteristics of various role behavior (leader, subordinate, etc.). Assessing one’s activities from the point of view of moral, legal norms, and aesthetic values; exercising your rights and fulfilling your responsibilities as a citizen, a member of society and a member of the educational community. Organization of activitiesReflective activity

Learn in a new way Involve facts from real life Move away from traditional cramming Change assessment methods: introduce self-control, self-assessment, supplemented by external expert assessment. Offer a variety of different systems for explaining the world Act as a qualified consultant who facilitates the development of search systems Teach children to set their own tasks and go beyond the algorithm