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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Systematize trends and approaches in higher education in the modern world.Стр 1 из 14Следующая ⇒
Explain the role of pedagogical science and its place in human sciences. 17. Объясните роль педагогической науки и ее место в гуманитарных науках. Современная педагогическая наука представляет собой определенный этап последовательного развития человеческого знания. Результатом этого развития является общественно-исторический опыт, накопленный в процессе воспитания и обучения подрастающего поколения и существующий в форме педагогических понятий. Необходимо помнить, что педагогика – это еще и определенная культура. Вхождение в данную культуру, т.е. понятие происходящего, равно как и эффективное участие в ней, возможно только при овладении принятой здесь системой понятий. В то же время система понятий любой науки находится во взаимосвязи с понятийными системами других наук. В этом смысле не является исключением и педагогика, понятийная система которой находится в тесной взаимосвязи с системами понятий, прежде всего, философии, психологии, социологии, а также других наук, изучающих человека. Педагогическая наука тесно связана со всеми науками о человеке: философией, анатомией, физиологией, психологией, биологией, кибернетикой и др. Именно поэтому в педагогике широко используются междисциплинарные понятия – личность, деятельность, развитие, формирование, общение и др. Modern pedagogical science represents a certain stage of the progressive development of human knowledge. The result of this development is the social and historical experience accumulated in the process of education and training of the younger generation and existing in the form of pedagogical concepts. It is necessary to remember that pedagogy is also a certain culture. Entry into this culture, i.e. the concept of what is happening, as well as effective participation in it, is possible only when mastering the system of concepts adopted here. At the same time, the system of concepts of any science is in interrelation with the conceptual systems of other sciences. In this sense, pedagogy, whose conceptual system is in close interrelation with systems of concepts, first of all, philosophy, psychology, sociology, and also other sciences that study man, is not an exception. Pedagogical science is closely connected with all the sciences about man: philosophy, anatomy, physiology, psychology, biology, cybernetics, etc. That is why in pedagogy interdisciplinary concepts are widely used - personality, activity, development, formation, communication, etc. Modern pedagogical science represents a certain stage of the progressive development of human knowledge. The result of this development is the social and historical experience accumulated in the process of education and training of the younger generation and existing in the form of pedagogical concepts. It is necessary to remember that pedagogy is also a certain culture. Entry into this culture, i.e. the concept of what is happening, as well as effective participation in it, is possible only when mastering the system of concepts adopted here. At the same time, the system of concepts of any science is in interrelation with the conceptual systems of other sciences. In this sense, pedagogy, whose conceptual system is in close interrelation with systems of concepts, first of all, philosophy, psychology, sociology, and also other sciences that study man, is not an exception. Pedagogical science is closely connected with all the sciences about man: philosophy, anatomy, physiology, psychology, biology, cybernetics, etc. That is why in pedagogy interdisciplinary concepts are widely used - personality, activity, development, formation, communication, etc.
Specify the peculiarities of using higher educational institution management basics. Overall Considerations Before considering specific training techniques, ask yourself these questions:
Your answers to these questions begin the narrowing process for your training choices. Now let’s examine those training methods, their pros and cons, and where they best fit in a training program. The Choices Even with the many technological advances in the training industry, traditional formats remain viable and effective. Interactive Methods There are many ways that you can break up training sessions and keep trainees attentive and involved, including:
Advantages
Disadvantages
Hands-On Training Experiential, or hands-on, training, offers several more effective techniques for teaching employees, including:
Advantages
Disadvantages
Online or E-Learning In addition to computer-based training, many companies with employees in a variety of locations across the country are relying on other technologies to deliver training. According to the ASTD “State of the Industry” report, companies are using a record level of e-learning, and ASTD predicts that number will continue to rise. This method is becoming more and more popular as access to the Web becomes more widely available. Some examples include:
Advantages
Disadvantages
Projects’ Method PBL technology is complemented by projects method, allowing unleash the students’ creativity to transfer acquired knowledge and developed competencies in practical activity. The goal of project-based learning is to create conditions under which students acquire the missing knowledge from different sources, learn to use the acquired knowledge to Solve cognitive and practical tasks; develop effective communication skills, working in groups (teams). Research skills ( problem identifying, information collecting, observation, experiment conducting, problem analysis, hypothesis proposing and generalization) are formed in students; systematic thinking, attention, imagination and memory are developed. Project method technology application can successfully solve the following difficulties and learning problems: low motivation to learn; low cognitive activity, low practical orientation of the educational process; self-realization mechanism formation, the ability to integrate knowledge from all areas. 26.Explain the theories of upbringing (education) of higher school. • 1. The essence and properties of education. Factors of socialization of the person. • The ideals of upbringing in different centuries were different. In the Middle Ages, "knightly upbringing" is the mastery of "seven knight virtues", the ability to ride a horse, swim, throw a spear, to fencing, hunt, play drafts, compose and sing songs in honor of suzerain and "ladies of the heart." In the era of revival- the education of a citizen. "Civic Education" implied the formation of a member of a society with good manners, alien Christian asceticism, developed bodily and spiritually, brought up in the course of working life. • In English society, the ideal of John Lock was the education of a gentleman. Its content included: reading, writing, drawing, native language, French and Latin languages, geography, astronomy, chronology, ethics, dancing, fencing, social behavior skills - "good manners and knowledge of the world". The ideal of communist education of the early twentieth century was the image of a "communist fighter". In bourgeois society, the image of a "successful bourgeois". In modern society, an ideal can be considered a successful businessman. Thus, each epoch had its own ideal of education. Criteria of education from ancient times were the criteria of Goodness, Truth, Beauty: - "goodness" as behavior for the benefit of another person (people, society); The ideal goal of education is the formation of a harmoniously (comprehensively) developed personality, the education of a competent specialist. • The properties of nurturing process are purposefulness, multifactorities, duration (remoteness of the goal), continuity, complexity (unity of purpose, objectives, content, forms and methods of upbringing, and the formation of qualities in the complex). Elements of the educational system of the university are: activities, communication, cognition, pedagogical microclimate, the microclimate of the student group. • Factors of socialization of the person are divided into internal and external. Internal is a person's heredity, self-education, etc., external are divided into microfactors (peer group, friends, family, etc.), macrofactors (state, society, country); megafactors (space, planet, solar system, etc.). • 2. Directions of modern education • Civil-patriotic, legal and multicultural education should form a civic position and patriotic consciousness, legal and political culture, developed national identity, a culture of interethnic relations, social and religious tolerance based on humanism, love and respect for the language, history and customs of the Kazakh people , maintenance and development of its best traditions, study, acceptance and development of cultures of peoples of Kazakhstan. Spiritual and moral education presupposes the creation of conditions for the development of self-consciousness, the formation of ethical principles of the individual, its moral qualities and attitudes consistent with the norms and traditions of society, the formation and development of a system of spiritual and moral knowledge and values. • The formation of a communication culture determines the principles of behavior, reflects the value system, ideals, norms and helps the organization of communication, establishing contacts, and developing them. • Ecological education presupposes the development and formation of ethical views on the nature and ethics of the attitude towards it, the education of a sense of personal responsibility for the state of natural resources and the reasonable interaction of people with them. • Physical education and the formation of a healthy lifestyle aims to build a healthy lifestyle, the formation of personal qualities that provide a young person with mental stability and necessary for effective professional activities. • Professional and creative education involves the formation of professionally and personally important key competencies (special, profile, communicative, social, intellectual, information, personal)
27. Build the foundations of quality management in higher education. The word quality comes from the Latin word qualitas (property, quality, value, characteristic, feature, ability). In a highly competitive world with increasing consumer demands, quality has become the key factor of survival in the market, of profitability and development, not just for individual sectors and organizations, but also for the whole country's economy. Only few Croatian companies recognize the quality of education as the key factor for improving business quality, and therefore for strengthening competitive advantage. Education quality is a dynamic, multi-dimensional concept that refers not only to the educational model, but also to the institutional mission and its goals, as well as to the specific standards of the system, facility, program or event. The pedagogical theory and practice has been trying to determine what the quality of education is. In education it is only possible to determine the quality by comparing the results with the given goal, or by comparing it with previously established standards. Any human activity is identified by the quality of its product. The same rule applies to education. The quality of education is therefore responsible for the quality of its "product": students. Various forms of education are present in different places, at various times, under different circumstances and terms, intentional and unintentional, organized and unorganized, with or without a program. One of the key problems is the unification of standards and quality evaluation criteria. The key components of the evaluation process are the methodological approach in applying good methods and procedures of data collection, and the definition of key concepts and their relations with the concept of quality. The fundamental precondition for quality improvement is the establishment of an active system of internal and external evaluation. Internal evaluation implies a significant role of the judgment of students as active participants in the process Quality must be consciously managed in order to satisfy quality demands. From the previous claim we conclude that quality management is "an integral part of management, whose role is to reach quality objectives, which are reflected not just in providing but also in improving quality. This is achieved by managing the activities derived from the established quality policies and plans, and is carried out within the quality system, using, among other things, the appropriate quality monitoring plan.” The efficient management of an organization is achieved by using different models. One of them is quality management system. By quality management system we understand "structure, procedures, processes and other necessary resources required for the application of quality management." A quality system is inseparable from the international and European norms (standards) of quality. A standard is a formalization of the basic principles of quality management. An increasing number of entities (not only business related) are striving to adapt its own quality system with the requirements, mainly, of the ISO 9000 standards. To be accredited to ISO 9001 (from 2000), an independent auditor has to certify that the organization meets the following requirements of the Standard: quality management system, records keeping, management commitment to quality, resource management, production, and measurement, analysis and improvement. Any higher education organization that wants to be accredited to the certificate, must go through several stages: the development of a quality system that implements the requirements of ISO 9000:2000; the selection of an accredited certification body; pre-auditing of the quality system by the certification body; the final audit of the quality system after which the certificate is issued; a series of smaller audits at least once a year. According to some experiences from the European Union, the whole process of obtaining a certificate lasts between 12 and 18 months. The certificate is valid for a period of three years. The European Network for Quality Assurance in Higher Education (ENQA) was established in 2000 with the goal to establish agencies for quality assurance in higher education. In 2004 the Network changes its name into European Association for Quality Assurance in Higher Education. Its main purpose is to promote European cooperation in the field of evaluation and quality assurance among all the participants involved in the process of quality assurance. Agencies were established in many countries, and their goals are being realized 567 Interdisciplinary Management Research V through the following functions: 1. Quality assurance and improvement in the traditional sense. For this purpose, agencies should encourage higher education institutions to improve the quality of education, especially by evaluating it. The evaluation process is divided into four steps, the major being self assessment (provided by higher education institutions) and external assessment (by independent experts). The role of the agencies is to initiate and coordinate the process of evaluation. 2. Serving as centers where all available information regarding implementation and assurance of quality systems can be found. 3. The last function is accreditation. Based on the evaluation, agencies confirm that the standards of quality of institutions/ programs meet the given requirements. Требования к лекции: - научность, доступность, единство формы и содержания, эмоциональность изложения, органическая связь с другими видами занятий, практикой повседневной жизни.
Виды лекций: Вводная, установочная; проблемная, консультация, пресс-конференция, "лекция вдвоем", дискуссия, с заранее запланированными ошибками, визуализация и др. Структура лекции: - Вступление (введение) - тема, план, постановка цели - 5-7 мин. - Изложение. - Заключение - основные идеи, рекомендации о порядке дальнейшего изучения основных вопросов лекции.
Подготовка и проведение лекции - Подготовка лекции (отбор и структурирование содержания, композиционное построение лекции, время, логика, важные моменты). - Оформление лекции (полный текст, план-конспект, краткий план). - Подготовка преподавателя к чтению лекции. - Изложение содержания лекции (пауза, речь лектора, применение средств наглядности). - Работа после лекции (+ и - , запись замечаний).
35 Draw a chart on the topic "Mastery of the teacher skill" and write down the meaning Педагогическое мастерство - это комплекс свойств личности, обеспечивающий высокий уровень самоорганизации профессиональной педагогической деятельности. Данное понятие многогранно, оно соответствует высокому искусству в педагогической деятельности. Р. Пионова считает ступенями педагогического мастерства: - -------------------- «педагогическое новаторство» - «педагогическое мастерство» - «педагогический профессионализм». Сущность педагогического мастерства выстраивается в логике «знания – опыт - личность». Структура педагогического мастерства по И.А. Зязюну включает гуманистическую направленность личности преподавателя, педагогические знания, педагогические способности, педагогическую технику
Критериями оценки педагогического мастерства преподавателя являются: - целесообразность (определяется по направленности); - продуктивность (определяется по результатам, уровню усвоения ЗУН у студентов); - оптимальность (по выбору средств); - творчество (по содержанию деятельности).
36 Prepare a diagram that describes the professional and pedagogical culture of a higher school teacher. Профессиональная культура специалиста - это степень овладения способами и приемами решения специальных профессиональных задач. Профессионально-педагогическая культура (ППК) представляет собой интериоризированную общую культуру и выполняет функцию специфического проектирования общей культуры в сферу педагогической деятельности. Преподаватель вступает во взаимодействие с педагогической культурой в 3-х аспектах: - изучение педагогической культуры в процессе освоения профессии; - погружение в культурно-педагогическую сферу практической деятельности. Педагог как носитель и транслятор педагогических ценностей; - самореализация педагога в педагогической творческой деятельности, создание (расширение) педагогической культуры. Структура профессионально-педагогической культуры по Исаеву И.Ф. включает три компонента: аксиологический, технологический, личностно-творческий.
38 New paradigm of university education. Describe and explain t he KazNU development strategy. Новая парадигма - "образование через всю жизнь", «образование в течение всей жизни» - «lifelong learning» (LLL), «пожизненное образование». Такая парадигма начала формироваться в 60-х годах ХХ века. В ее основе концепция непрерывности образования. Она была впервые представлена на конференции ЮНЕСКО в 1965 г. П. Ленграндом. С середины 70-х г. идея непрерывного образования находит поддержку почти во всех странах, становится основным принципом образовательных реформ. Увеличение объема информации, знаний, появление новых технических средств, PC, средств связи и телекоммуникации диктуют требования воспитания нового человека: 1. способного самостоятельно добывать знания, мобильного, творческого работника; 2. с высоким уровнем ответственности, как профессиональной, так и общечеловеческой; 3. с высокой культурой личности, сбалансированной профессиональной, морально-этической, эстетической составляющей человека; 4. с комплексными новыми научными знаниями, освоившими новый современный пласт науки, новую научную картину мира; 5. способного самостоятельно регулировать, управлять собой, а также разгружаться и др. Стратегия развития университета КазНу
39 Create a scenario of one educational event by creating an educational hour plan.
LESSON PLAN
1. Summary: There will be two lectures and one seminar on the topic: Managed thermonuclear fusion. During the lecture sessions, the main provisions and processes of thermonuclear reactions will be considered. installations, fuel and conditions for observing such reactions. During the first lecture, students will be shown a video on the physics of thermonuclear reactions. The seminar will focus on consolidating the material on this topic, for which students will need to complete several tasks and answer the questions. 2. Introduction : In a rapidly developing world, where the primary issues of mankind are energy and how to get it, the questions concerning nuclear and thermonuclear energy, as one of the main sources of energy in the future, have become increasingly important. In consequence of this, work is being actively carried out to find ways and solutions to the tasks of implementing a controlled thermonuclear fusion. Controlled thermonuclear fusion is the synthesis of heavier atomic nuclei from lighter energy sources, which, unlike explosive thermonuclear fusion (used in thermonuclear explosive devices), is manageable in nature. Controlled thermonuclear fusion differs from conventional nuclear energy in that it is used in the latter. In the main transcription technologies, which will be used for the following purposes: thermonuclear fusion, will process (2H) and tritium (3H).
3. View the video View the video of the processes occurring in thermonuclear reactions. The purpose of video viewing is to show students the processes in thermonuclear reactions. Video title: Thermonuclear fusion. Energy of the future. The duration of the video is 25 minutes. The video source is YouTube. 4. Study of the structure of the thermonuclear fusion plant – tokamak A tokamak is a device that uses a powerful magnetic field to confine a hot plasma in the shape of a torus. The tokamak is one of the several types of magnetic confinement devices being developed to produce controlled thermonuclear fusion power. As of 2018, it is the leading candidate for a practical fusion reactor. Tokamaks were invented in the 1950s by Soviet physicists Igor Tamm and Andrei Sakharov, inspired by an original idea of Oleg Lavrentiev. It had earlier been demonstrated that a stable plasma equilibrium requires magnetic field lines that wind around the torus in a helix. Devices like the z-pinch and stellarator had attempted this, but demonstrated serious instabilities anyway. It was the development of the concept now known as the safety factor that guided tokamak development; by arranging the reactor so this critical factor q was always greater than 1, the tokamaks strongly suppressed the instabilities that plagued earlier designs.
Tokamak structure diagram
5. Seminar At the seminar to fix the topic, students will be asked to answer the questions and will be divided into groups of 2-4 people. - What are the differences between thermonuclear reactions from the fission and decay reactions? - What are the main processes occurring in thermonuclear reactions? - What is the working principle of the tokamak installation? - Write on a blank sheet of paper all the thermonuclear reactions known to you. - What fuel is used in thermonuclear installations like a tokamak? 6. Discussion After the students have completed all the tasks, a discussion will be held, the purpose of which will be to check and consolidate the lesson material. 7. List of literature: - "Nuclear Fusion : WNA". world-nuclear.org. November 2015. - "Fission and fusion can yield energy". Hyperphysics.phy-astr.gsu.edu. Retrieved 30 October 2014. - Miley, G.H.; Towner, H.; Ivich, N. (1974-06-17). "SciTech Connect: Fusion cross sections and reactivities". Osti.gov. doi:10.2172/4014032. Retrieved 2014-08-24. Systematize trends and approaches in higher education in the modern world. 11. Систематизировать тенденции и подходы в области высшего образования в современном мире. Высшее образование в мире претерпевает закономерную череду структурных и содержательных преобразований с целью усиления соответствия образовательных результатов изменяющимся требованиям социума, экономики и потребителей образовательных услуг. Понятия «тенденция» (от ср. век. лат. tendentia – направленность) означает: 1) направления развития какого-либо явления, мысли, идеи. 2) В искусстве: а) составная часть художественной идеи: идейно-эмоциональная направленность произведения… Тенденцию развития какого-либо явления, процесса и т.д., вслед за исследователями структуры научного знания (А.Н. Аверьянов, В.П. Копнин, В.С. Тюхтин и др.), мы рассматриваем как познанную объективную закономерность изменения сущностных характеристик данного явления/процесса, существующую в виде «нежесткой» (вероятностной) причинно-следственной связи. Это устойчивое, необходимое, существенное отношение между явлениями, процессами. Первая закономерность – усиление массовости высшего профессионального образования. Вторая закономерность - глобализация высшего образования. Третья закономерность – усиление открытости и вариативности образования. Четвертая закономерность, на которую указывают практически все исследователи - это диверсификация высшего образования Пятая закономерность – коммерциализация высшего образования. Еще одно название этой тенденции – сервизация высшего образования Шестая закономерность – гуманизация высшего образования и его гуманитаризация, как составная часть. Седьмая закономерность – интенсификация учебного процесса. Восьмая закономерность – усиление гибкости высшего образования. Девятая закономерность – интегративные тенденции в высшем образовании. Десятая закономерность – индивидуализация высшего образования. Higher education in the world undergoes a regular series of structural and content transformations in order to strengthen the compliance of educational results with the changing requirements of society, the economy and consumers of educational services. The notions of "trend" (from the medieval Latin tendentia - orientation) means: 1) the direction of development of any phenomenon, thought, idea. 2) In art: a) part of the artistic idea: the ideological and emotional direction of the work ... The tendency of the development of any phenomenon, process, etc., following the researchers of the structure of scientific knowledge (AN Averyanov, VP Kopnin, VS Tyukhtin, etc.), we regard as a cognized objective pattern of change essential characteristics of a given phenomenon / process, existing in the form of a "non-rigid" (probabilistic) cause-effect relationship. This is a stable, necessary, essential relationship between phenomena and processes. The first law is the strengthening of the mass character of higher professional education. The second law is the globalization of higher education. The third pattern is the increase in the openness and variability of education. The fourth regularity, which practically all researchers point out, is the diversification of higher education The fifth regularity is the commercialization of higher education. Another name for this trend is the provision of higher education The sixth pattern is the humanization of higher education and its humanization, as an integral part. The seventh regularity is the intensification of the educational process. The eighth regularity is the strengthening of the flexibility of higher education. The ninth regularity is integrative tendencies in higher education. The tenth regularity is the individualization of higher education.
12. Classify the regularity\ies and principles of education in higher school. 12. Классифицировать закономерности и принципы образования в высшей школе. Педагогика высшей школы – это относительно молодая отрасль педагогической науки. Она изучает сущность, закономерности и тенденции педагогического процесса в условиях высшего учебного заведения, разрабатывает теорию и технологию организации этого процесса, формы и методы совершенствования педагогической деятельности в вузе, стратегию и способы взаимодействия преподавателя со студентами, выявляет специфические проблемы получения высшего образования и подготовки специалистов высшей квалификации. Преподаватель, занимаясь вопросами проектирования учебно-воспитательного процесса, непременно ставит перед собой задачу познания процесса обучения. Результатом этого познания является установление законов и закономерностей процесса обучения. Педагогический закон - внутренняя, существенная, устойчивая связь педагогических явлений, обусловливающая их необходимое, закономерное развитие. Закон социальной обусловленности целей, содержания и методов обучения раскрывает объективный процесс определяющего влияния общественных отношений, социального строя на формирование всех элементов воспитания и обучения. Речь идет о том, чтобы, используя данный закон, полно и оптимально перевести социальный заказ на уровень педагогических средств и методов. Закон воспитывающего и развивающего обучения. Раскрывает соотношение овладения знаниями, способами деятельности и всестороннего развития личности. Закон обусловленности обучения и воспитания характером деятельности студентов раскрывает соотношения между педагогическим руководством и развитием собственной активности обучающихся, между способами организации обучения и его результатами. Закон целостности и единства педагогического процесса раскрывает соотношение части и целого в педагогическом процессе, необходимость гармонического единства рационального, эмоционального, сообщающего и поискового, содержательного, операционного и мотивационного компонентов и т.д. Закон единства и взаимосвязи теории и практики в обучении. Одной из задач дидактики является установление закономерностей обучения и, тем самым делать процесс обучения для него более осознанным, управляемым, эффективным. Дидактические закономерности устанавливают связи между преподавателем, студентами и изучаемым материалом. Знание этих закономерностей позволяет преподавателю построить процесс обучения оптимально в разных педагогических ситуациях. Закономерности обучения - это объективные, существенные, устойчивые, повторяющиеся связи между составными частями, компонентами процесса обучения (это выражение действия законов в конкретных условиях). Внешние закономерности процесса обучения характеризуют зависимость обучения от общественных процессов и условий: • социально-экономической, • политической ситуации, • уровня культуры, • потребностей общества в определенном типе личности и уровне образования. Внутренние закономерности процесса обучения - связи между его компонентами: целями, содержанием, методами, средствами, формами, т.е. это зависимость между преподаванием, учением, и изучаемым материалом. Рассмотрим эти закономерности. Обучающая деятельность преподавателя преимущественно носит воспитывающий характер. Воспитательное воздействие может быть положительным или отрицательным, иметь большую или меньшую силу, зависит от условий, в которых протекает обучение. Зависимость между взаимодействием преподавателя и студента и результатами обучения. Обучение не может состояться, если нет взаимообусловленной деятельности участников процесса обучения, отсутствует их единство. Частное проявление этой закономерности - между активностью студента и результатами учения: чем интенсивнее, сознательнее учебно-познавательная деятельность студента, тем выше качество обучения. Прочность усвоения учебного материала зависит от систематического прямого и отсроченного повторения изученного, от включения его в ранее пройденный и новый материал. Развитие умственных умений и навыков студентов зависит от применения поисковых методов, проблемного обучения и других активизирующих интеллектуальную деятельность приемов и средств. Следующей педагогической закономерностью является моделирование (воссоздание) в учебном процессе условий будущей профессиональной деятельности специалистов. Формирование понятий в сознании студентов состоится лишь в случае организации познавательной деятельности по выделению существенных признаков, явлений, объектов, технологических операций по сопоставлению, разграничению понятий, установлению их содержания, объема и пр. Все закономерности педагогического процесса взаимосвязаны между собой, проявляются через массу случайностей, что существенно его усложняет. Вместе с тем, выступая в виде устойчивых тенденций, эти закономерности четко определяют направления работы преподавателей и студентов. The pedagogy of higher education is a relatively young branch of pedagogical science. She studies the essence, regularities and tendencies of the pedagogical process in the conditions of a higher educational institution, develops the theory and technology of the organization of this process, forms and methods of improving pedagogical activity in the university, the strategy and ways of interaction between the teacher and students, identifies specific problems of obtaining higher education and training specialists in higher education qualifications. Teacher, dealing with the design of the teaching and educational process, certainly poses the task of learning the learning process. The result of this knowledge is the establishment of laws and regularities of the learning process. The pedagogical law is an internal, substantial, stable connection of pedagogical phenomena, which determines their necessary, regular development. The law of social conditioning of goals, content and methods of teaching reveals the objective process of the determining influence of social relations, social system on the formation of all elements of education and training. It is a question of using this law to fully and optimally transfer the social order to the level of pedagogical means and methods. The law of educating and developing education. Discloses the relationship of mastery of knowledge, modes of activity and comprehensive development of the individual. The law of conditionality of education and upbringing by the nature of students 'activity reveals the relationship between pedagogical leadership and the development of students' own activity, between the ways of organizing the training and its results. The law of integrity and unity of the pedagogical process reveals the relationship between the part and the whole in the pedagogical process, the need for harmonic unity of the rational, emotional, communicating and exploratory, informative, operational and motivational components, etc. The law of unity and interrelation of theory and practice in teaching. One of the tasks of didactics is to establish the patterns of learning and thereby make the learning process for it more conscious, manageable, effective. Didactic patterns establish connections between the teacher, students and the material studied. Knowledge of these patterns allows the teacher to build the learning process optimally in different pedagogical situations. Learning patterns are objective, substantial, stable, repetitive connections between components, components of the learning process (this is an expression of the operation of laws in specific conditions). The external patterns of the learning process characterize the dependence of learning on social processes and conditions: • socio-economic, • political situation, • level of culture, • the needs of society in a certain type of personality and level of education. Internal patterns of the learning process - the relationship between its components: goals, content, methods, means, forms, ie, this is the relationship between teaching, learning, and the material being studied. Let us consider these patterns. The teaching activity of the teacher is mainly of an educational nature. The educational impact can be positive or negative, have more or less strength, depends on the conditions in which the training takes place. Dependence between teacher-student interaction and learning outcomes. Training can not take place if there is no interdependent activity of participants in the learning process, their unity is absent. A particular manifestation of this pattern is between the activity of the student and the results of the teaching: the more intensive, consciously the student's cognitive activity, the higher the quality of instruction. The strength of mastering the learning material depends on the systematic direct and delayed repetition of the studied material, from its inclusion in the previously passed and new material. The development of students' mental abilities and skills depends on the application of search methods, problem training and other methods and means that activate intellectual activity. The next pedagogical regularity is the modeling (re-creation) in the educational process of the conditions for the future professional activity of specialists. Formation of concepts in the minds of students will take place only in the case of the organization of cognitive activity in identifying the essential features, phenomena, objects, technological operations by comparison, delineation of concepts, determining their content, volume, etc. All the laws of the pedagogical process are interrelated, manifest through a mass of accidents, which significantly complicates it. At the same time, acting in the form of stable trends, these patterns clearly determine the direction of the work of teachers and students.
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