Course work Pedagogical theory of J. Comenius

In the 17th century, such a unique phenomenon as scientific pedagogy arose in the cultural life of Western Europe. During this period, it finally emerged as a separate branch of independent scientific knowledge and acquired the characteristic features of a developed scientific theory.

The work of the creator of scientific pedagogy, John Amos Comenius (1592-1670), is permeated with the spirit of humanism. The pedagogy of Y. A. Komensky was aimed at resolving the acute contradictions that had arisen at that time in educational practice, which was hopelessly behind the realities of the New Age and did not correspond to the new socio-cultural conditions of Western Europe. In the works of Ya. A. Komensky, the ideas of universal education, education in the native language, and the importance of natural science knowledge were first voiced and developed. Comenius developed the concepts of goals, content and methods of education.

Comenius outlined the theory of universal universal education in the main book of his life - “The Great Didactics” (1633-38). Initially giving preference to the subject principle of teaching, Comenius prepared a number of subject textbooks on physics, geometry, geodesy, geography, astronomy, and history. Then he came to the conviction that man must acquire a system of knowledge about the world. An example of such a collection of the most important knowledge about the world, nature, man, social order and the spiritual field was the textbook “The Open Door of Languages ​​and All Sciences” (1631). The textbook was a new type of manual; it rejected the traditional dogmatic way of studying grammar and syntax, and proposed a method of mastering language based on knowledge of elements of the real world. It contained 8 thousand Latin words, from which relatively simple sentences were composed, grouped into small, gradually more complex stories and articles about the most important phenomena of the surrounding reality.

The book by Y. A. Komensky “The World of Sensual Things in Pictures” was the first textbook in history in which illustrations became a teaching tool. By getting acquainted with this textbook, the child gained knowledge about objects and phenomena of the surrounding world.

Comenius considered issues of education and training in inextricable unity. He interpreted didactics as a theory of education and training and as a theory of upbringing. Comenius called for giving all youth a broad, universal education and considered it necessary to connect all educational work with teaching languages ​​- first native, then Latin - as the language of science and culture of that time. Education was considered by Comenius as the most important means preparing a person for active, practical life, for knowledge real life. This question is connected with the idea of ​​pansophia, which Comenius defined as universal wisdom, which contains the knowledge of all things that exist in the world.

Comenius created unified system education and outlined its structure - from preschool education to higher education. He developed a classroom-based teaching system that included four stages:

Maternal school (upbringing in a family under the guidance of the mother until the age of 6);

School native language for children from 6 to 12 years old (studying their native language, arithmetic, elements of geometry, geography, natural history, reading scripture, getting to know the most important crafts);

For the most capable students from 12 to 18 years old - a Latin school or gymnasium (Comenius introduced natural science, history, and geography along with the traditional “seven liberal arts” into the gymnasium curriculum);

Academy - graduate School for youth from 18 to 24 years old.

According to Comenius, the main form of education at school should be the lesson. Students in the class-lesson system are grouped into separate classes in accordance with age and level of knowledge. Lessons are held according to a fixed schedule. Each lesson has its own purpose and strictly defined topic.

The discoveries made by Ya. A. Komensky boil down to the following:

1. Justification of the principle of conformity with nature, according to which it is necessary to raise and educate children in accordance with the laws of nature.

2. Development of age periodization.

3. Creation of a classroom-lesson education system, which played a significant role in the history of education throughout the world.

4. Justification of the basic didactic principles: clarity, consciousness, systematicity, consistency, feasibility and strength of learning.

5. Compilation of the first textbooks for schools, written in the native language and equipped with illustrations and methodological recommendations for teachers.

6. Systematization of knowledge about raising children preschool age and the creation of the doctrine of the mother school. The book by Y. A. Komensky “Mother’s School” is the first study in the history of pedagogy of the goals, objectives, content and methods of preschool education.

Pedagogical system of John Amos Comenius.

Jan Amos Komensky (1592-1670), a famous Czech teacher, school reformer, philosopher, made a huge contribution to the development and design of pedagogy in the early modern era, especially to the development of didactics.

He took an active part in the fight against the Catholic Church. in 1631 he compiled the educational book “The Open Door of Languages ​​and All Sciences”, 1632. ? "Great Didactics". 1633 - "Mother's School".

Characteristic features his worldview nationality, democracy and humanism stood out: they demanded a single school, universality and compulsory native language school for all children without distinction of class, property status and gender. He was indignant at the fact that “outstanding abilities often go unnoticed among the poor and often perish.”

Views Comenius on upbringing. Unlike the humanist teachers of the Renaissance, Comenius created a system of education not for the elite, not for the aristocratic elite of society, but for the democratic strata of the population, for the masses.

Comenius considered the purpose of education to be preparation for afterlife. This goal is implemented by solving three stages of problems:

• - knowledge of oneself and the surrounding world (mental education);
• - self-management (moral education);
• - desire for God (religious education).

Universal education

Believing that all children are capable of acquiring knowledge, Comenius wanted to “teach everyone everything.” He demanded universal education, which should apply to both rich and poor, both boys and girls: everyone should receive an education, “down to artisans, peasants, porters and women.” Comenius believed that school should give children a comprehensive education that would develop their mind, morality, feelings and will.

40. Interpretation Comenius principle conformity with nature education, development class lesson systems, principles And methods training

Proper education, according to Comenius, should be in accordance with nature. Principle conformity with nature- nature is one, there is harmony and order in it; man is a part of nature, he develops according to natural laws; education must be in accordance with his nature.

Comenius sought to build education on knowledge of the laws of human development, which he considered as part of nature. According to Comenius, nature-conforming is only such training that is built taking into account age characteristics children.

Organization school training. Classroom lesson system.

• - Comenius established the concept school year with its division by academic quarters, introduced vacations, class schedules.
• - insisted that admission to school should be carried out once a year, so that the teacher would work collectively with the whole class.
• - laid the foundation for the class-lesson system training sessions, gave instructions on how to plan and conduct a lesson (devoting part of it to questioning students, part to explaining new material and exercises to consolidate new things). Comenius pointed out that each lesson should have its own specific topic and its main task. The teacher must carefully ensure that all students take an active part in classes and maintain classroom discipline during the lesson;
• - teaching by one teacher per class;
• - teaching children in their native language;

Principles training.

• * Visibility
• * Subsequence And systematicity- all subsequent knowledge must be acquired on the basis of previous ones.
• * Accounting age features children And
• * Strength- ensure that students fully understand what is being taught through constant exercise and repetition.
• * Independence And activity
• * Connection theories With practice.
• * Consciousness training
• * Educating character training

Comenius considered the means of moral education to be:

• - example of parents, teachers, comrades;
• - instructions, conversations with children;
• - exercises for children in moral behavior;
• - the fight against promiscuity, laziness.

Jan Amos Comenius - an outstanding Czech humanist teacher, years of life: 1592-1670

It was difficult life path Comenius, expelled by the German conquerors from his native Czech Republic and forced to wander around different countries(Poland, Hungary, Holland). His activities were varied - teacher, preacher, scientist, philosopher. And deep democracy, concern for the fate of the disadvantaged, faith in people, and the desire to raise the culture of the native people run through it.

Facts from biography, views, worldview

More than once Comenius had to leave native land, to see how his manuscripts and books perish in the fires of war, to begin again what had already been done. Religious wars and foreign invasions shook the Czech Republic, the birthplace of Comenius. And that is probably why the dream of peace, of a perfect structure of human society, sounds so constantly, so invariably in Comenius’ books. Comenius saw the surest path to this in enlightenment - it is no coincidence that one of his last works, “Angel of Peace,” formulates the idea of ​​​​creating an international organization that would protect peace everywhere and spread enlightenment - an idea that was centuries ahead of its era.

But even at that time, in a disunited and war-torn Europe, Comenius’ activities were truly international. It is impossible to estimate how much Czech culture owes to Comenius. But the memory of Comenius has reason to be honored in England - his best books were first published here; and in Sweden - he prepared a project for the reform of the Swedish school and wrote many textbooks for it; and in Hungary - Comenius also worked here; and in Holland - here he spent last years, the first collection of his pedagogical works was published here.

Comenius was a member of the Czech Brothers sect. In a religious shell, this sect opposed the power of the rich, against the feudal order. In the book “The Labyrinth of the World and the Paradise of the Heart,” Comenius wrote that some are fed up, others are hungry, some are amused, others weep.

In the 17th century, the lands and political power of the Czech Republic were in the hands of German feudal lords. In Comenius' activities, the struggle against the oppressors of the people naturally merged with the struggle for the national independence of the Czech Republic, with the struggle against wars, for peace between peoples. “People,” Comenius wrote, “are citizens of the same world, and nothing prevents them from establishing a broad association on the basis of human solidarity, common knowledge, rights, religion.”

Comenius, naturally, could not in that era correctly determine the ways to eliminate social contradictions. He thought that they could be overcome by means of religion, moral improvement, and education. But in contrast to the medieval church, he emphasized that man is not a “servant of God,” but “the creator of the universe.”

Yae Amos Comenius as a teacher

Pedagogical activity begins to take shape in early years scientist, while Comenius was a priest, the first work “Letters to Heaven” was written, and the anti-Catholic book “Exposure of the Antichrist” was created. As the rector of the national school located in the city of Leszno, Komensky begins to work on the main work of his life, consisting of four volumes, called “The Great Didactics”. In “The Great Didactics,” the scientist tries to convey to the public that the most important science of humanity is pedagogy. In parallel with his work on the four-volume work, Comenius created several works reflecting the same idea of ​​​​the primacy of pedagogy - “The Open Door of Languages”, “The Open Door of Objects”, “The Harbinger of Pansophia”. In this period Jan Amos Comenius gains fame, his activities become recognized. In the first part of his “Didactics” teacher develops the idea of ​​school reform, which Sweden picks up and implements.

Comenius becomes a good teacher, abandons his political views and begins to write a new work, “The World of Sensual Things in Pictures,” and a little later he develops a manual that provides for teaching children the Latin language.

Comenius, developing new approaches in pedagogy as a science, was guided by several principles: the desire to cover a large mass of people with knowledge, to build life knowledge in a certain system, to come from regularity to general harmony.

Komensky on raising children in the family

Comenius also laid democratism and a deep faith in man in the basis of his pedagogical ideas. He was convinced that all people - both men and women - should receive an education, they are all capable of education. Dividing children into six types according to mental acuity, pace of work and degree of diligence, Comenius believed that even the most difficult children (stupid, slow, lazy) could be taught. He demanded that a native language school be organized in every village. All children have the right to move from primary school to middle and high school.

Jan Amos Comenius put forward the idea of ​​systematic raising children in a family. In the “mother's school” - as he called education up to the age of six - children should be given the opportunity to play, run, and frolic. It is necessary to instill in them hard work, truthfulness, respect for elders, and politeness. Children should be given a wide range of ideas about surrounding nature And public life. They must have an idea of ​​what water, earth, air, fire, rain, snow, trees, fish, rivers, mountains, sun, stars, etc. are. Know who runs the city; be familiar with the most important events; learn to remember what happened yesterday, a week ago, last year. We consistently need to equip children with an ever-expanding range of work skills. Parents should instill in their children love and interest in school, and respect for the teacher.

All this was the first well-thought-out system of raising children in the family.

Pedagogy of Jan Komensky

Comenius introduced the same deeply thought-out system into schooling. In his pedagogical views The desire to develop the spiritual strength of students and provide joyful learning was clearly expressed.

Comenius sharply criticized the medieval school for the fact that it taught “to look through someone else’s eyes,” “to think with someone else’s mind,” which turned the school into “a scarecrow for boys and a place of torture for talents.” He demanded that school be a place of “joy and happiness.”

The building should be bright with a playground, the classrooms should be clean and beautiful. You should be friendly towards children; “The teacher’s voice itself should penetrate the souls of students, like the most delicate oil.”

Comenius formulated « Golden Rule visibility", according to which everything should be perceived by the corresponding sense organ (visible - vision, audible - hearing, etc.) or several organs, if possible:

“...everything should be presented to the external senses, as far as possible, namely: visible - to sight, audible - to hearing, olfactory - to smell, tasted - to taste, tangible - to touch, but if something can be simultaneously perceived by several senses, then represent this object simultaneously to several senses.”

Instead of cramming incomprehensible material, he suggested proceeding from the fact that “there is nothing in memory that was not previously understood.” Summarizing the experience of advanced schools, including fraternal schools Southwestern Rus', Komensky developed a class-lesson system for organizing educational work. He suggested teaching in classes with permanent staff students, start classes at a certain time of the year (September 1), divide the material into lessons, build each lesson in a methodologically thoughtful and expedient manner.

This was a huge step forward compared to the medieval school.

Comenius also approached the issue of school discipline in a new way, pointing out that the main means of its education is not the stick, but the correct organization of classes and the example of the teacher. He called the school a “workshop of humanity” and pointed out that a teacher will achieve success only when he is “burning with impatience to dispel mental darkness” and treats children like a father.

Immeasurable contribution to pedagogy

Jan Amos Comenius made a huge contribution contribution to the development of pedagogy as a science. At one time, no one approved of the methodology developed by Comenius, in which completely new pedagogical ideas were sanctified. The technique was not accepted by contemporaries, as it was considered too “heretical”. Many directions had a deep Christian bias; studying at his school was very simple and interesting. At that time this was considered impossible. However, after a short amount of time, Comenius’ method was accepted in society and recognized as one of the most effective.

Tutorials created by Comenius For primary education, were translated into many languages ​​during his lifetime. His pedagogical ideas had a profound influence on the development of school and pedagogy in many countries. They were also adopted by Russian advanced pedagogy.

Visibility, activity, accessibility of learning - these principles today are included in the methodology of any subject. They were first set out by Comenius in the Great Didactics. And one more principle, which, perhaps, was not formulated by him, but which permeated all his activities - the boldness of the search, hatred of ready-made truths, courage in the rejection of everything inert, dogmatic, anti-human. The principle of every true scientist. This is what John Amos Comenius was like.

And today, any teacher, no matter where he lives, no matter what field of education he works, certainly turns to the works of Comenius - the founder modern science about education and upbringing. And don’t these words sound modern: “Let the guiding basis of our didactics be: research and discovery of a method in which students would teach less, and students would learn more.”

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Moscow State University named after M.V. Lomonosova

Faculty of Philosophy

Pedagogical ideas

John Amos Comenius

3rd year students

Tkach L.B.

Moscow 2004

Introduction. short biography John Amos Comenius……………… 2

The principle of conformity with nature……………………………………….. 4

Humanism in the works of Jan Comenius…………………………………… 7

Didactic principles of Jan Comenius…………………………… 11

Family education in the pedagogy of Jan Komensky…………………. 19

Used literature……………………………………………………………… 22

Introduction. Brief biography of John Amos Comenius.

Jan Amos Comenius (1592 - 1670) was born in South Moravia (Czechoslovakia) into the family of a member of the Czech Brothers community. He studied at the Universities of Hernborn and Heidelberg in Germany. After Comenius was a preacher, and then the head of his religious community, he was engaged in teaching activities in various European countries - in the Czech Republic, Poland, Hungary, and wrote textbooks for Sweden. Thanks to his textbooks, Comenius became famous during his lifetime; they were used to study in many countries around the world.

Comenius was the founder of modern pedagogy. His theoretical works on the issues of teaching and raising children examined all the most important pedagogical problems.

A distinctive feature of Comenius' pedagogical views was that he considered education as one of the most important prerequisites for establishing fair and friendly relations between people and nations. Also throughout Comenius’ teachings one can trace his humanistic approach to man and to education. His religious education and way of life influenced the entire educational system created by this outstanding teacher.

The main provisions of his teaching, such as the principle of conformity with nature, didactic principles, family pedagogy, are discussed in this work.

The principle of conformity with nature

One of the most important provisions of Comenius, on which many of the statements of his pedagogy stand, is the principle of conformity to nature.

This is a general scientific principle of rational knowledge, which took shape in the scientific consciousness during the study of the natural world. In Comenius’ interpretation, the principle of nature-conforming education is multi-valued, because it requires taking into account the universal laws of nature, the laws of human nature, and the laws of nature of education itself.

An extensive semantic field arises on the basis of knowledge from many sciences (in the “Great Didactics” - philosophical, psychological, pedagogical knowledge), integrated by the idea of ​​​​rational scientific justification of the pedagogical process. The theorist approached understanding the nature of this process from the scientific concepts of his time. The general property of nature is expediency, the spontaneous movement of each “thing” towards its purpose, the potential to become what it should be.

In the art of education, this means developing what a person has “embedded in the embryo”, developing from within, waiting for the “ripening of forces”, not pushing nature where it does not want to go, following general rule: “Let everything flow freely, away from violence in business.” Based on the thesis that the seeds of intelligence, morality and piety and their desire for the development of nature are inherent in all people, Comenius defined the role of education “as the easiest impulse and some reasonable guidance” in the natural process of self-development of the pupil.

At the same time, what was meant was not just the immanence of this process, but conscious self-development: the pedagogical process is addressed to the student’s personality and the establishment in him of self-esteem, self-respect, and a serious attitude towards his responsibilities and educational work. And at the same time, nature-conforming education, as already noted, is a “non-violent” pedagogy of the natural and free development of natural forces and abilities.

Based on the principle of conformity with nature, Jan Komensky creates a grandiose project on a modern scale for the education of a person from birth to twenty-four years of age. Comenius explained its universality (scientific validity) by ensuring that the pedagogical process corresponds to human nature and the “earthly purpose” of man. The project was focused on the idea of ​​“teaching everything to everyone” - on the rational organization of a “mass school”.

Based on the principle of conformity with nature, Comenius presented the time of human maturation as four stages of six years each and defined tasks for each stage.

Based on human nature, he identifies the following stages:

He bases this division on age-related characteristics: childhood is characterized by increased physical growth and development of the senses; adolescence - the development of memory and imagination with their executive organs - the tongue and hand; youth, in addition to these qualities, is characterized by more high level development of thinking; maturity - the development of will and the ability to maintain harmony.

For each of these age periods, following the characteristic age characteristics (the nature of the child), Comenius outlines a special stage of education.

For children under 6 years old it offers mother's school by which he means preschool education under the guidance of the mother. Six-year school is intended for adolescence native language in every community, village, town. Should be in every city for young men Latin school, or gymnasium. For mature young people in every state or large region - academy.

In terms of the content of education, this principle of consistent study of sciences was clothed in the idea of ​​“pansophia” (universal wisdom). Each age is capable of grasping pansophical knowledge at its own level of the possible, and based on this, Comenius determines the approximate content of the “mother school”, “native language school”, “Latin school”, and on the basis of this he creates textbooks.

Of course, says Comenius, not everyone is inclined and able to overcome the entire path to pansophia, especially since the academy presupposes specialization in the type of occupation for which “nature intended.” However, the first two steps are the minimum that anyone needs so that in childhood the foundations for a reasonable, moral and pious life are laid.

Justifying the idea of ​​a native language school, Komensky constantly bears in mind the natural conformity of the child’s development. Comenius argues with the natural aspirations and conditions of human life for the need for a school of the native language, the beginnings of homeland studies and civic studies.

Equally natural and necessary, Comenius believes, in the Latin school is the presence of a “class of ethics,” which considers “man himself with the actions of his free will as the ruler of things,” as well as the study of the “core subject of history,” the knowledge of which “kind of illuminates all life", history of natural science, history of inventions, history of morality, history of religious rites among different peoples, General history(but still mainly the history of one’s fatherland).

"Seven Liberal Arts", these traditional academic subjects medieval school, Comenius complements the foundations of the sciences of modern times. All contents general education they address a person – his holistic worldview, the harmony of his aspirations and abilities to “know, be able to, act, speak.”

The procedural side of learning in Comenius is expressed in the search for a “natural (nature-conforming) method”, which is focused on the student’s holistic personality, on the motivational sphere, on the versatile work of the intellect, on “living knowledge”, and not on traditional “book learning”, which the student took from memory and exertion of will.

Humanism and moral education in the works of Jan Komensky

The spiritual world of Comenius, an encyclopedically educated man, is a complex original “alloy” of the views of antiquity and the Renaissance, Catholic theology and Protestantism, contemporary humanitarian and natural science knowledge.

The task of every Christian state, Comenius argued, should be “universal education of youth.” The main thing for him is to avoid “temptation” historical conditions of that time: reducing a person to his class appearance, to an instrument of national-state and religious interests and goals, and his education - to preparing a person to fulfill his class roles and social functions.

Comenius substantiated the democratic and humanistic idea of ​​universal, universal education, which for centuries has been and remains a “guide” in upholding universal education as an inalienable right of every person.

In Comenius’ concept, man is placed in a “microworld”, endowed with power over things and responsibility for his activities in the “microworld”. The practical labor activity of a person in one or another sphere of social life is “art”, and the path to art is “scientific education”, which gives knowledge about the surrounding world of nature, society, the affairs and works of human society.

Man himself is a complex world, a “microcosm”. His inner life is a struggle between good and evil principles, good morals and vices, in which the desires and passions that control the will manifest themselves. Send natural gift- freedom of will - to the truly human: reason, morality, virtues - the goals and objectives of moral education.

A person’s spiritual support lies in his internal self-construction and in his activities in the world - in the desire to “live accurately in the eyes of God,” “walk before God,” “fulfill one’s destiny in earthly life and prepare for eternal life.”

The Christian anthropological concept of man, as the basic one in Comenius’ pedagogical system, determined the humanistic character of the entire system. The purpose of education is determined on the basis of recognition of a person’s self-worth, anthropo-oriented; the tasks of education are dominated by the spiritual and moral orientation of personality development.

Comenius’ pedagogical system is a “strict” pedagogy, it presupposes an attitude towards the student as a conscious, active being, responsible in his thoughts and actions, it affirms the idea of ​​​​pedagogical activity as the most complex of all the arts of human development in man. Comenius’ pedagogical system is optimistic, imbued with the light of faith in human capabilities and the possibilities of education, in the prospects for a reasonable “human community,” the unification of “exalted, courageous, generous people.”

In the hierarchy of educational tasks, Comenius associated the highest levels with direct appeal to the inner world of a person, the education of his spirituality. The entire educational process is permeated with a value-based attitude to knowledge.

At each age level, ethical and theological ideas and rules, norms of behavior are introduced, the purpose of which is to spiritualize the inner life of the student with a value-based attitude towards people, towards himself. In the system of values ​​necessary for a humane personality, Comenius specifically identified the “cardinal virtues”, developed in the Christian ethics of the Middle Ages, with their origins in the philosophy of Plato: wisdom, moderation, courage, justice.

In the art of developing and elevating human spirituality, Comenius strove for the formation of morality and piety - the unceasing spiritual life and practical activity of a person: “Virtues are learned by constantly practicing honesty.”

In this vein - a person himself builds his inner world - the “sixteen rules of the art of developing morality” appear. The teacher is focused on stimulating the self-discipline of a growing person (restraining drives, curbing impatience, anger, etc.), moral aspirations (fairness in relation to other people, willingness to give in, to serve, to provide benefit with one’s services, perhaps more people, etc.). Its tools are instruction, “examples of a decent life,” and exercises, but the main thing is the organization of orderly, varied, morally oriented activity, activity long enough to establish habits of work, useful activities that would oppose laziness, idleness and idleness.

Treasures of moral wisdom and piety for the teacher and for the student - Holy Bible and thoughts of great people. “Why and how to avoid envy? What weapon can you use to protect your heart from sorrows and all kinds of human misfortunes? How to moderate joy? How to restrain anger and moderate criminal love? - Having given this list of questions, Komensky orients the teacher to stimulate the intense, morally oriented conscious inner life of pupils, in which he tries to overcome weaknesses and vices, resist the destructive power of negative feelings and drives, and maintain mental balance.

At the same time, the requirements for man as a spiritual and moral being are definitely and clearly defined and “presented”. For the humanist Comenius, this is by no means a manifestation of authoritarianism or violence against the individual. In his anthropological and pedagogical concept, a person “in the image of God” always retains the right to freely choose between good and evil. At the same time, education is intended to help as much as possible to determine a moral position, “to protect young people from all reasons for moral depravity,” and to teach them to “overcome themselves.”

In this regard, and in the teaching about school discipline, “the art of showing rigor,” attitudes towards self-discipline, such rigor that would enjoy affection and turn into love, and most importantly, towards creating an atmosphere of “sincere and open disposition” and “dominance” in the school dominate. vivacity and attention both among teachers and students”, “love and joyful vigor”, when it would not be necessary to do something against the will, under compulsion, but everything would be given independently and voluntarily, when students would love and respect their teachers , “they willingly allowed themselves to be led where they should go, ... and they themselves strived for the same.”

In general, Comenius’ pedagogical system can be represented as a humanistic model of the pedagogical process, the goal of which is the value-oriented and holistic development of the natural strengths and abilities of a growing person.

The goal is realized in organizing the life activities of pupils in a morally healthy, spiritually rich environment that stimulates diversified development: in a system of various types of activities corresponding to the nature-conforming development of strengths and abilities, human in a person, in a system of humane relations between pupils, relations between the teacher and students as subjects of pedagogical process, in the growing subjectivity of pupils, which translates the goal and objectives of the pedagogical process into their own goals and objectives, and education “grows” into self-education.

Didactic principles of Jan Komensky

In the pedagogical literature, a distinction is made between didactic (general) principles of teaching and methodological (specific) principles of teaching. In the didactic teaching of Comenius, the most important place is occupied by the question of general principles teaching, or didactic principles.

Comenius, for the first time in the history of didactics, not only pointed out the need to be guided by principles in teaching, but revealed the essence of these principles:

1) the principle of consciousness and activity;

2) the principle of clarity;

3) the principle of gradual and systematic knowledge;

4) the principle of exercise and solid mastery of knowledge and skills.

1) The principle of consciousness and activity

This principle presupposes such a nature of learning when students do not passively, through cramming and mechanical exercises, but consciously, deeply and thoroughly assimilate knowledge and skills. Where there is no consciousness, teaching is conducted dogmatically and formalism dominates knowledge.

Comenius exposed the dogmatism that had prevailed for many centuries and showed how the scholastic school killed all kinds of creativity and blocked her path to progress.

Komensky considers the main condition for successful learning to be the comprehension of the essence of objects and phenomena, their understanding by students: “Teaching youth correctly does not mean hammering into their heads a mixture of words, phrases, sayings, opinions collected from authors, but this means revealing the ability to understand things, so that From this ability, as if from a living source, streams (of knowledge) flowed.”

Comenius also considers the main property of conscious knowledge to be not only understanding, but also the use of knowledge in practice: “You will make it easier for the student to learn if, in everything you teach him, you show him how it will bring everyday benefit in the community.”

Comenius gives a number of instructions on how to carry out conscious learning. The most important of them is the requirement: “When educating youth, everything must be done as clearly as possible, so that not only the teacher, but also the student understands without any difficulty where he is and what he is doing.”

Consciousness in learning is inextricably linked with the student’s activity and creativity. Comenius writes: “No midwife can bring a fetus into the world unless there is a living and strong movement and tension of the fetus itself.” Based on this, Comenius considered student inactivity and laziness to be one of the most important enemies of learning. In his work “On the expulsion of inertia from schools,” Comenius reveals the causes of laziness and gives a number of instructions on how to root it out.

Comenius believes that “inertia is an aversion to work combined with laziness.”

The laziness of students, according to Comenius, is expressed in the fact that they “do not think about how to acquire for themselves the light of true and complete enlightenment, and even less take upon themselves the labor required to achieve such enlightenment.” According to Comenius, laziness must be driven out by work.

Comenius considers nurturing activity and independence in learning to be the most important task: “It is necessary that everything be done through theory, practice and application, and, moreover, in such a way that each student learns for himself, with his own feelings, tries to say and do everything and begins to apply everything. In my students I always develop independence in observation, in speech, in practice and in application, as the only basis for achieving lasting knowledge, virtue, and, finally, bliss.”

2) The principle of visibility

The principle of visual teaching presupposes, first of all, that students acquire knowledge through direct observations of objects and phenomena, through their sensory perception. Comenius considers visibility to be the golden rule of learning.

The use of visual aids in the learning process was addressed even when writing and the school itself did not exist. It was quite widespread in the schools of ancient countries. In the Middle Ages, during the era of the dominance of scholasticism and dogmatism, the idea of ​​visibility was consigned to oblivion, and it was no longer used in pedagogical practice. Comenius was the first to introduce the use of visibility as a general pedagogical principle.

At the heart of Comenius’s teaching on visibility is the basic position: “Nothing can be in consciousness that was not previously given in sensation.”

Komensky defined visibility and its meaning as follows:

1) “If we wish to instill in students a true and lasting knowledge of things in general, everything must be taught through personal observation and sensory proof.”

2) “Therefore, schools should provide everything own feelings students so that they themselves see, hear, touch, smell, taste everything that they can and should see, hear, etc., they will thus deliver human nature from endless ambiguities and hallucinations..."

3) What needs to be known about things must be “taught through the things themselves, i.e. should, as far as possible, be exposed to contemplation, touch, hearing, smell, etc. the things themselves, or images replacing them.”

4) “Whoever has once carefully observed the anatomy of the human body will understand and remember everything more accurately than if he reads the most extensive explanations without seeing it all with human eyes.”

That is, Comenius considered visibility not only a teaching principle, but also one that facilitates learning. To achieve clarity, Komensky considered it necessary to use:

1) real objects and direct observation of them;

2) when this is not possible, models and a copy of the item;

3) pictures as an image of an object or phenomenon.

The educational effect of any observation depends on how much the teacher was able to instill in the student what and why he should observe, and how much he was able to attract and maintain his attention throughout the entire learning process.

3) The principle of gradual and systematic knowledge

Comenius considers the consistent study of the fundamentals of science and systematic knowledge to be an obligatory principle of education. This principle requires students to master systematized knowledge in a certain logical and methodological sequence.

Consistency and systematicity primarily concern the following issues: how to distribute the material so as not to violate the logic of science; where to start training and in what sequence to build it; how to establish a connection between new and already studied material; what connections and transitions should be established between individual stages of learning, etc.

So, what content does Comenius introduce into his position - “Training should be carried out consistently”?

Comenius's first requirement is that a precise order of learning be established over time, since "order is the soul of everything."

The second requirement is that instruction be appropriate to the level of knowledge of the students and that “the entire body of instruction must be carefully divided into grades.”

The third requirement is that “everything be studied sequentially from beginning to end.”

The fourth requirement is “to reinforce all the foundations of reason - this means teaching everything, pointing to the reasons, i.e. not only to show how something happens, but also to show why it cannot be otherwise. After all, to know something means to name a thing in a causal relationship.”

Komensky formulates a number of specific instructions and didactic rules for the implementation of these requirements.

1. Classes should be distributed in such a way that for each year, each month, day and hour, certain educational tasks are set, which must be thought out in advance by the teacher and understood by the students.

2. These tasks must be solved taking into account age characteristics, or more precisely, in accordance with the tasks of individual classes.

3. One subject should be taught until it is mastered by the students from beginning to end.

4. “All activities should be distributed in such a way that new material always based on what preceded and strengthened by what followed.”

5. Learning “should go from the more general to the more specific,” “from the easier to the more difficult,” “from the known to the unknown,” “from the closer to the more distant,” etc.

“This sequence,” says Comenius, “must be observed everywhere; Everywhere the mind must move from historical knowledge of things to rational understanding, then to the use of each thing. Through these paths the enlightenment of the mind leads to its goals like machines with their own movement.”

4) The principle of exercise and solid mastery of knowledge and skills

An indicator of the usefulness of knowledge and skills is systematically conducted exercises and repetitions.

During the time of Comenius, formalism and rote learning occupied a dominant position in schools. Comenius introduced new content into the concepts of exercise and repetition; he set a new task for them - the deep assimilation of knowledge based on the consciousness and activity of students. In his opinion, the exercise should not serve the mechanical memorization of words, but the understanding of objects and phenomena, their conscious assimilation and use in practical activities.

Comenius connects exercises with memory and writes: “Memory exercises should be practiced continuously.” But at the same time, Comenius opposes mechanical memorization in favor of logical memorization and points out: “Only that which is well understood and carefully fixed in memory is thoroughly introduced into the mind.”

Comenius also demands that great attention be paid to physical education students.

Attaching great importance to exercises and repetitions, Comenius puts forward a number of guidelines and rules for implementing this principle in teaching:

“Training cannot be brought to thoroughness without the most frequent and especially skillfully performed repetitions and exercises.”

In the same school there should be "the same order and method in all exercises."

“Nothing should be forced to be memorized except what is well understood.”

At each lesson, after explaining the material, the teacher should invite “one of the students to stand up, who should repeat everything said by the teacher in the same order, as if he himself had already been a teacher of others, explain the rules with the same examples. If he is wrong about something, he needs to be corrected. Then you need to invite someone else to stand up and do the same...”

According to Comenius, such an exercise will be especially beneficial because:

"I. The teacher will always attract attention from the students."

"II. The teacher will be more certain that everything he has stated is correctly understood by everyone. If he has not learned enough, he will have the opportunity to immediately correct mistakes.”

"III. When the same thing is repeated so many times, even the most lagging behind will understand what is presented enough to keep up with the rest.”

"IV. Thanks to this repeated repetition so many times, all students will learn this lesson better than with the longest study at home.”

"V. When in this way the student is constantly allowed, so to speak, to perform teaching duties, then some cheerfulness and passion for this teaching will be instilled in the minds and the courage will be developed to speak with animation about any high subject in front of a meeting of people, and this will be especially useful in life.”

Comenius developed the following requirements for the principle of learning and repetition:

1. “Rules should support and reinforce practice”

2. “Students should do not what they like, but what the laws and teachers prescribe for them.”

3. “Mental exercises will take place in special lessons conducted according to our method.”

4. “Each problem is first illustrated and explained, and students are required to show whether they understood it and how they understood it. It’s also good to have repetitions at the end of the week.”

Family education in Comenius pedagogy

Komensky attaches great importance to family upbringing. “Having shown that the plants of paradise - Christian youth - cannot grow like a forest, but need care, we should consider who this care falls on. It is most natural to recognize that it falls on the parents, so that those to whom the children owe their lives turn out to be the source for them of a reasonable, moral and holy life.”

“However, given the diversity of people and their activities, it is rare to find parents who could raise their children themselves or, due to the nature of their activities, would have the leisure time necessary for this. Therefore, a procedure has long been practiced in which the children of many families are entrusted for education to special persons with knowledge and seriousness of character. These educators of youth are usually called mentors, teachers...”

Comenius puts teachers in second place after parents. Following Plato and Aristotle, Comenius considered wisdom, moderation, courage and justice to be the main virtues. And the main means of their upbringing was the example of their parents. The family, according to Comenius, is the main means of moral education.

An important function of family education for Kamensky is to awaken and maintain the desire to learn in children. “The desire to learn is awakened and supported in children by parents, teachers, school, themselves academic subjects, teaching method and school authorities. If parents, in the presence of their children, speak highly of teaching and learned people or, encouraging children to be diligent, they promise them beautiful books, beautiful clothes or something else pleasant; if they praise the teacher (especially the one to whom they want to entrust children) both in terms of his learning and his humane attitude towards children (after all, love and admiration are the strongest means to induce a desire to imitate); finally, if they sometimes send children to the teacher with an errand or a small gift, etc., then it is easy to achieve that the children will sincerely love both science and the teacher himself. ”

Emphasizing the importance and necessity of family education, Comenius in “The Great Didactics” creates the image of the mother’s school as the first stage of education.

The stages of education have already been discussed in the first chapter of this work, but now we will take a closer look at the essence of the mother’s school.

Comenius saw the goal of the school in the development and exercise of primarily external senses, so that children would learn to handle the objects around them correctly and recognize them.

Comenius describes the main characteristic features of this school as follows:

“In the very first years, the tree immediately releases from its trunk all the main branches that it will have and which subsequently only have to grow. Therefore, in the same way, whatever we want to teach for his benefit throughout his life must all be taught to him in this first school.” Next, Komensky gives a list of subjects (their rudiments) that, in his opinion, need to be studied in the mother’s school.

“Metaphysics V general outline is initially acquired here, since children perceive everything in general and unclear outlines, noticing that everything they see, hear, taste, touch, it all exists, but without distinguishing what it is in particular, and only then gradually in this figuring it out. Consequently, they are already beginning to understand general terms: something, nothing, is, no, so, not so, where, when, it seems, it doesn’t seem like, etc., which in general is the basis of metaphysics.

IN natural science In this first six years, you can bring the child to the point where he knows what water, earth, air, fire, rain, snow, stone, iron, wood, grass, bird, fish, etc. are.

Beginnings optics the child receives thanks to the fact that he begins to distinguish and name light and darkness, shadow and differences in primary colors: white, black, red, etc.

Beginnings stories consist in the fact that the child can remember and tell what happened recently, how this or that acted in this or that matter - nothing if it is even just childish.

Roots arithmetic are laid down due to the fact that the child understands when little and much is said; knows how to count, at least up to ten, and make the observation that three is more than two, and that one added to three gives four, etc.

And also the beginnings of geometry, statics, grammar, dialectical art, music. Introduction to poetry and politics. The doctrine of morality, etc.

So, the family has enormous responsibility for the development of the child. Comenius says: “Everything is most easily formed at a tender age.” In accordance with the principles of natural conformity and age periodization, Komensky believes that family education (maternal school) is the first and one of the most important stages of children's upbringing and education.

References

1. Komensky Ya. A. Great didactics. - Fav. ped. op. M.: Uchpedgiz, 1955.

2. Komensky Ya. A. Selected pedagogical works. T.2. -M.: Pedagogy, 1982.

3. Konstantinov N. A., Medynsky E. N., Shabaeva M. F. History of pedagogy. - M.: Education, 1982.

4. Lordkipanidze D.O. Jan Amos Comenius. - 2nd ed., M.: Pedagogy, 1970

5. Nipkov K.E. Jan Komensky today. - St. Petersburg: Glagol, 1995

6. Piskunov A.I. Reader on the history of foreign pedagogy. - M.: Education, 1981.

TO put forward the idea of ​​universal primary education. Throughout all of K.’s pedagogical works, especially through his main work, “The Great Didactics,” the idea runs that correct education in everything should be in accordance with nature. Along with the understanding of the principle of nature-conformity of education as following the universal laws of nature, TO when justifying age periodization, the school system and some didactic principles and rules, there are references to the nature (innate traits) of a person and to the natural age characteristics of children.

K, based on human nature, divides the life of the younger generation into 4 age periods, 6 years each. He bases this division on age characteristics:

childhood (from birth to 6 years inclusive) is characterized by increased physical growth and development of the senses;

adolescence (from 6 to 12 years old) - the development of memory and imagination with their executive organs - the tongue and hand;

youth (from 12 to 18 years), in addition to the indicated qualities, is characterized by a higher level of development of thinking (“understanding and judgment”)

maturity (from 18 to 24 years old) - the development of will and the ability to maintain harmony.

• For each age period TO outlines a special stage of education: for children under 6 years old - mother's school, by which he means pre-school education under the guidance of the mother. For adolescence - a six-year school of the native language in every community, village, town. For young men, there is a Latin school or gymnasium in every city. For mature young people in every state or large region there is an academy. For each level (except for the academy), Comenius developed in detail the content of training.

Didactic principles:- principle of visibility. He understood visibility broadly, not only as visual, but also as attracting all senses to a better and clearer perception of things and phenomena. - consciousness of teaching. When studying phenomena, students should be brought to an awareness of the causes of these phenomena. – systematic training. In teaching, he believed, one must go from facts to conclusions, from examples to rules that systematize and generalize these facts and examples; go from concrete to abstract, from easy to difficult, from general to specific; first give a general idea of ​​an object or phenomenon, then move on to studying its individual aspects.

- sequence of training. Everything offered to students for assimilation must be arranged so that the study of new material is prepared by previous lessons. –

feasibility of training for students. Children should be taught only what is appropriate for their age. Feasibility and accessibility in learning are achieved by clarity of teaching, communication of the main thing without unnecessary details.- strength of absorption students of educational material, Komensky said that it is necessary to lay a “solid foundation”, not to rush in learning, to ensure that students fully understand what he teaches. Each topic should be summarized in short, precise rules. Exercises and repetition of the material learned by students are of great importance for lasting learning.

TO established the concept of the school year with its division into academic quarters, introduced vacations, determined the organization of the school day (4 academic hours in a native language school, 6 hours in a Latin school), theoretically developed a class-lesson system of educational activities and practically applied it.

He laid the foundation for a class-lesson system of teaching sessions, gave instructions on how to plan and conduct a lesson, devoting part of it to questioning students, part to explaining new material and exercises to consolidate new things. Comenius pointed out that each lesson should have its own specific topic and its main task. The teacher must carefully ensure that all students take an active part in the lessons and maintain classroom discipline during the lesson.

K expressed a number of valuable theoretical thoughts about what a textbook should be, and put his theoretical principles into practice, compiling several textbooks that were exemplary for his time. He demanded that the textbook contain a sufficiently complete educational material and at the same time it would be brief, would not have anything superfluous, distracting from the main thing with unnecessary details. The material in the textbook should be arranged systematically and presented in a clear, simple language accessible to children.