Session Information
03 SES 05, Curricular Attention for Student Diversity
Paper Session
Contribution
This paper will discuss the possibility of the creation in pedagogics and education of such approaches to teaching and learning which would optimally correspond to the informational structure of the active brain of the student and, as such, allow to optimise all processes of education in primary and secondary school.
The three-dimensional model of the macrostructure of the active brain of a pupil according to its functions has been identified in the process of the research work carried out in two schools in Moscow in the period from 2007 to 2009. The functions of the brain were defined as following: perception (recognition) of the information, an estimation of the content of information and the response to this information. As such, the developed model accordingly represented three interrelated parts. Testing of each of the parts and estimation of their work is carried out with the help of specially developed questionnaires. On the basis of such testing, the abilities and learning preferences of individual students can be identified. One of the benefits of this approach is grouping and streaming of pupils according their abilities. It is recognised that pupils’ development in school should be in harmony with his/her abilities and characteristics. So the developed approaches allow to observe the development of each of the parts of the informational brain of a pupil so that the ‘part’ which deemed to be behind the development appropriate to the age of a pupil, could receive as much attention as possible through assigning creative project work in the classroom or by getting involved in a group work. The paper discusses the ways in which the developed approaches can be beneficial to pupils’ education. Among those are: a better adaptability to changing settings of the classroom, all-round development of pupils on any stage of their learning without the dependency on the effects of their previous educational experience and their attainment. The paper also reports on the findings of the project carried out with primary and secondary school students: better attainment of the students, their increased interest to school and learning in general, improved communication skills and better rapport with teachers and even their parents.
The paper also discusses other ways in which new techniques can be useful such as a better understanding of the subject content and its meaning, and better formulation of the ideas and questions by the students themselves. The paper concludes that the main task of the education for today is the education of students to become participating members of the future society, while the task of the school is to direct such development in a best way possible.
Method
Expected Outcomes
References
1.Гусева А.В. (2008) «Образовательный процесс на основе учебно-исследовательской деятельности учащихся» Сборник трудов IX региональной научно-практической конференции «профессиональная ориентация и методики преподавания в системе «школа-вуз» в условиях перехода к единой форме государственной аттестации выпускников общеобразовательных учреждений» 2. Гусева А.В., Галинский А.А., Лебедев Г.В. (2008) «Необходимые инновации для педагогики.» Сборник трудов X региональной научно-практической конференции «профессиональная ориентация и методики преподавания в системе «школа-вуз» в условиях перехода к единой форме государственной аттестации выпускников общеобразовательных учреждений» 3. Генин, Г., В., Гусева, А., В., Сигов, А., С. (2003) Предложение новой педагогики для XXI века или рождение человека, общества и человека, Москва. 4.Выготский Л. С. (1991) Педагогическая психология. 5.Пиаже Ж. (1999) Речь и мышление ребенка. Мосвка: Педагогика-пресс.
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