Значущість психолого-педагогічних засад системи Е. Стоунса на сучасному етапі розвитку освіти

Abstract

У статті розкрита значущість психолого-педагогічних засад системи Е. Стоунса на сучасному етапі розвитку системи освіти. Розглянуто твердження, що серйозне вдосконалення практики навчання можливо тільки через застосування досягнень психологічної науки. Обґрунтована теза про те, що об’єднання психологічної теорії учіння з практикою навчання є дуже важливим як для розвитку самої теорії учіння, так і для вдосконалення навчального процесу.

In the article the value of psychological and pedagogical foundations of E. Stones’ system are exposed at the present stage of development of the education. Statements are considered that serious improvement of practice of training is possible only through the use of achievements of psychological science. The thesis is reasonable that combination of the psychological theory of training with practice of training is important both for development of the theory of training, and for improvement of educational process. E. Stones shows that true quality teaching is only achieved by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of knowledge within the subject being taught, and the whole context in which the teaching is being done. He makes available to teachers and students a whole body of empirically based psychological knowledge on concept learning, problem solving, and the learning of physical skills and shows for the first time how this knowledge can inform and at the same time be refined by what happens in the classroom. Throughout, his aim is to support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights from the study of human learning. One difficulty connected with the study of educational psychology is that the same term is used to refer to two different fields of application of concepts from psychology, namely clinical educational psychology as applied to child guidance and used in the school psychological service, and academic educational psychology related to practice and research in normal school and classroom setting. Another difficulty is that the study of educational psychology in the second sense has rarely made contact with classroom practice. E. Stones is concerned with the question of concept formation and stresses the importance of the teacher’s function in ensuring that the child really has assimilated the ideas and not merely the words for the concepts. Some problems concerning the elaboration of a general theory of teaching are then examined with particular reference to possible methods of bridging the gap between research and implementation.