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My knowledge and skills. Abstract: Knowledge, skills and abilities in the learning process. An example of a description of a driver's professional skills

You constantly hear and read the words " knowledge, ability, skill".

And what is it?

And what's the difference?

This is very important point. If you don’t figure this out, you can spend a very long time doing the wrong thing, and wonder why the result is completely different from what was planned.

If you don't feel like exploring scientific argumentation, just watch The Magic Table and rearrange your classes!

If you want to go deeper, let's move on.

First, let's look at the classic definitions and agree on terminology.

Because even among professional psychologists, teachers and methodologists there is not always a common opinion on this matter.

For example, some consider skill to be an undertrained skill, some kind of intermediate link on the path to skill.

Others consider skill to be the highest stage, combining several simple skills under the control of knowledge.

Still others simply call this level knowledge...

And in English language In general, there is no such word as “can” and “skill”...

Who is right?

And everyone is right in their own way, these are quite close words, polysemantic and multi-level, and you just need to accurately agree on the meanings.

Information -

any information, data, messages transmitted via signals;
reduction of uncertainty as a result of the transfer of information, data, messages.

Knowledge -

possession of information;
a form of social and individual memory, a collapsed scheme of activity and communication, the result of designation, structuring and comprehension of an object in the process of cognition. Creative, dynamic dimension of consciousness.

Skill -

the ability to perform any action according to certain rules. Moreover, the action has not yet reached automation;
a method of performing an action mastered by a subject, provided by the totality of acquired knowledge and skills. It is formed through exercises and creates the opportunity to perform actions not only in familiar, but also in changed conditions.

Skill -

an action formed through repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control.

Mastery -

the ability to perform quality work in a specific field of activity. The highest level of professional skill in a particular field.

Armed with definitions, let's begin our research.

Any human action, from scratching the nose to the most complex surgical operation, from a physiological point of view is a series of neural impulses in the brain that caused the movements that formed this action.

And linguistic action is no different from others. This is a program for the movement of the speech organs, encoded in neural impulses.

These impulses lead to reflex muscle contractions (level P0 in the model), which form micromovements of the speech organs (level H1).

Various combinations of micromovements lead to the pronunciation of sounds and sound combinations (level H2).There are about 50 sounds in the English language (44-52 according to different classifications), and there are about 1000 possible combinations.

Words are made from sounds (level H3).There are about a million words in the English language, and taking into account morphology - tens of millions of word forms.

Words make up phrases or sentences - the main carriers of meaning (level H4).Their number is essentially endless, but they all fit into several thousand standard grammatical forms.

The sets of all possible phrases that a person can understand, say, read, write, and make up basic language skills. (level H5)

These skills form the main practical skills - thinking and communicating (level H6).Those. transform meanings in consciousness into linguistic signs, for oneself and for others.

We see that each skill always consists of more skills low level. At the lowest level there are elementary motor reflexes, at the top - highly organized forms of behavior.

Many skills can be given conscious attention, and some can be brought under conscious control. This combination is called a skill and can be changed and adjusted to a specific situation. Repeated repetition of this skill again turns it into a skill, but at the next level, more complex.

We will call the initial compressed form of such a skill knowledge.

So, let’s agree to call knowledge the acquired information about the method of performing an action, formed as a result of at least one successful execution of this action.

If a person received information, but did not assimilate it through practical application, it should be called that way - information. But not knowledge.

If you learned how to do something, but did not try to do it, this is not knowledge, it is an illusion. In most cases, this information is incomplete, not digested and not fully understood.

In addition, information is very unstable and is forgotten very quickly. According to Ebinhaus, after an hour less than half of the memorized information remains in memory (and you can remember very little - the volume random access memory obeys Miller number 7+/-2)

The moment of truth comes when attempting to perform an action. If the action turned out correctly, it means the information has been learned and you have real knowledge. If it doesn’t work out, you need to look for the missing or misunderstood link. Moreover, it can be far at the lower levels of skill.

Execution at the body level reinforces information with movement and reinforces knowledge. The storage time for knowledge is days, not hours.

Repeated repetition of an action improves and trains the skill according to the theory of learning (Learning curve)

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And in the end, the skill is automated and turns into a skill - something that represents main value and what to strive for.

Why is the skill so valuable?

Because Only skills can be combined into skills of the next level.

We have only one consciousness, and at one moment in time we can only use one skill.

The more knowledge you have and skills, the harder it is to use them, the slower and more difficult your actions.

And only skills can be combined in any quantity into a skill of the highest level and make it possible to use it freely and easily!

If you have the skill, everything is done easily, quickly and beautifully.

If at least one skill is undertrained, it requires attention, and the whole action falls apart. Now you have in your mind not the goal of the action, but control over the skill.

When you think about how to pronounce a sound, what word to choose, what rule to put them together - you cannot think about what to say and what it means.

This means you can neither think nor speak the language!

There is only one consciousness!

That's why if attention is at a lower level, a skill of a higher level is fundamentally inaccessible!

It is very important!

Do you want to turn your knowledge and skills into sustainable skills -

No matter how wonderful goals we are guided in our activities, its implementation and success

depend on the knowledge, skills and abilities that we possess.

Knowledge about the area of reality in which it is realized or will be realized are necessary for a person. But knowledge does not exist for the sake of knowledge. They are closely related to our actions. When we encounter an unfamiliar object, we first of all strive to gain knowledge of how to act with it. Based on the knowledge acquired, you can be able to do something, but still not have the skills to do it. So, by the end of the first grade, students already know how to write, they can write, but they have not yet mastered the skill of writing. Skills and abilities are interconnected. To develop skills, it is important to understand what is required and know the method of action.

In some cases, skills may precede the formation of skills, in others they are the result of further development of activity. For example, often a student who has reading skills does not yet know how to read expressively. The ability to read expressively is developed on the basis of acquired reading skills. Moreover, the skill can appear without large number repetitions. Abilities are based on knowledge and skills.

Skill- this is a successful way of performing activities in new conditions, the conscious application of existing knowledge and skills to perform more complex actions in different conditions.

Skills are formed only through activity. In order to acquire the ability to swim, you need to go into the water and practice swimming. Working skills are formed only in the corresponding work.

Skills- These are partially automated actions that are formed as a result of exercises. Skills are necessary in any job and human activity. Each profession requires certain skills that make it possible to act quickly and confidently and achieve better results with minimal costs energy.

Automated actions are those that, as a result of many repetitions, cease to be conscious of us. We write without thinking about how to write this or that letter. But there was a time when each of us learned to write, carefully deducing each element of the letter.

A skill is a way of performing actions. The automated nature of skills means that not everyone is paying attention.

When a person participates in the performance of an activity, part of it is freed up for other activities, to improve the quality of the activity. Thus, an experienced specialist works better and gets less tired than a novice worker.

K. Chukovsky recalled I.E. Repine: “And then I was struck for the hundredth time by one feature of his skill: he mixed paints without even looking at them. He knew his palette by heart and used his brushes blindly, without seeing the colors or thinking about them, just as we don’t think about letters when we write. For him, creating a portrait meant: peering intently at the person sitting in front of him, intensely feeling his spiritual essence - and it looked like the artist’s hands, regardless of his consciousness, were doing everything that was needed” 1 .

A skill is only a component of an activity, not the activity itself. Activity as a whole is always clearly conscious and purposeful.

Skills not only make work easier, but also open up opportunities for creative work. For example, a student writes an essay - he thinks about the content, and does not follow the technique of writing each word.

The following types of skills are distinguished: walking, running, sports skills, writing, etc.; mental (intellectual) - reading, calculation, proving theorems, reading drawings, memorizing, etc.; sensory, related to perception (distinction between shades of colors, auditory discrimination, etc.); behavior skills.

Skills are formed through exercises and training, and in the process of exercises and training they are not only consolidated, but also improved. Individual differences play a significant role in the development of a skill - some develop skills much faster than others. Therefore, there is no single universal learning curve.

It should be taken into account, especially when working with children, that the process of developing skills occurs unevenly. Fatigue, weakening of attention, temporary loss of interest in activities, desire or reluctance to learn can cause a delay in the development of a skill. But a period of decline may be followed by a new rise, which largely depends on the attention and behavior of adults towards children.

1 Chukovsky K. From memories. - M., 1959. - P. 104

Skills interact with each other in the process of performing activities. Sometimes existing skills make it difficult to develop new ones or reduce their effectiveness. For example, the skill of reading fluently prevents a student from checking his own mistakes or a teacher from checking others’ mistakes.

A very important property of transfer skills is dissemination. positive effect from practicing one skill to another. For example, a teacher solves a problem with his students and then says: “Solve this problem yourself.” The more consciously a skill is developed, the easier it will be generalized and transferred.

Skills must be distinguished from habits. Habits are also automatic actions. But if a skill is an ability, the ability to perform one or another action without special control of consciousness, then a habit is the need to perform a corresponding action. Habit allows you to successfully perform any activity, and habit encourages a person to engage in this activity. Satisfying a need is associated with a feeling of pleasure. Therefore, performing habitual actions causes us positive emotions, and not being able to do what we are used to is accompanied by unpleasant feelings. Habits are as diverse as skills: professional habits, moral, hygienic, aesthetic, educational, cultural behavior and other habits are both useful and harmful.

Scientists have not yet agreed on what comes first: skills are formed on the basis of skills or, conversely, skills on the basis of skills. While theoretical scientists argue, we will try to understand how a skill differs from an ability in practice. And for those who are involved in raising children and training specialists in any field of activity, it is important to know how to quickly and correctly develop their life and work skills and abilities.

Skills are...

The phrase “skillful worker” is pronounced respectfully in relation to someone who quickly and correctly performs his work, shows ingenuity in solving problems that arise production problems. Such an employee is prepared theoretically and practically to perform certain actions and has a creative attitude to work.

What is the difference between a skill and a skill? Skill requires:

a conscious attitude to planning your actions to achieve results;
knowledge about the properties, qualities of the object of labor and methods of working with it;
skills in working with tools and auxiliary materials.

That is, a skill is a way of performing some action that is based both on firmly formed skills and on specific knowledge about the object of work, its properties, possible ways work with him. Skills are the basis for the formation of skills.

What are skills

Then what is the difference between a skill and a skill, which is more durable?

A skill is a method of performing certain actions that has been brought to automaticity. Skill and skill differ from each other in that the second is stereotypical and does not require special theoretical training or creativity.

The algorithm for performing a specific operation does not change, mental and physical actions are coordinated and do not require additional thinking or preliminary planning.

For example, when teaching a child to independently use a spoon, the mother fixes his attention on the sequence and rules of actions with it (in which hand and how to hold it, how to correctly scoop food, bring it to the mouth). As the skill develops, the instructions become less and less, the child learns the actions and automatically begins to perform them correctly in any environment.

Motor skill and skill differ from each other in the degree of their comprehension and controllability by a person. Skill also presupposes it creative development and improvement.

Types of skills and abilities

The definition of the type of skill is related to human activity. Of the four types of skills (sensory, motor, intellectual, communication), communication skills undergo the greatest and most frequent changes, since the rules public life are rapidly changing by the people themselves in accordance with socio-historical changes in the country and in the world.

Mixed skills combine several types: working on a computer requires a combination of intellectual skills (reading and writing text) and motor skills (typing). General education ones stand out in particular.

At first they are developed in the process of teaching a subject, but then they are used in many areas of activity. In everyday life, for example, we freely use computational actions developed in mathematics lessons.

A number of skills are used in narrow areas of activity (specialized skills): in medicine, in scientific work.

Skills can be:

simple physical, that is, such simple human actions as dressing, cleaning the house;
complex, associated, for example, with interaction with other people to achieve certain goals - the ability to promote propaganda, write articles;
systemic - the ability to distinguish between moods, psychological states people, react to them, feel their own physical and mental states.

List of skills and abilities required to modern man, extensive It differs from those that were necessary, for example, for Pushkin’s contemporaries.

Why form them?

A careful analysis of any type of activity shows that it represents the sum different types skills and abilities - the absence of one of them does not allow a person to get the desired result. This entails a deterioration in the quality of life and mental discomfort.

Lack of development of motor skills deprives a person of freedom of movement and action, communication, and causes unnecessary expenditure of effort, time and material resources.

Mental activity is impossible without observing and remembering information, comparison, analysis, without managing one’s own attention and state. It is closely related to the development of sensory skills in perceiving information auditorily, visually, and tactlessly. Sensitivity to odors is essential for chemists, cooks, doctors, and many other professionals.

Communication skills are considered particularly important and are formed on the basis of knowledge of the rules of behavior in different situations, allow a person to take a worthy place in society, to become its full member.

How skills and abilities are formed

Any field of activity requires a person to have specific algorithms of action: what is the difference between a skill and a dancer’s ability to move correctly in accordance with the dance pattern and the sound of the music, without thinking about the movements. The driver has the ability to react correctly to the road situation and drive a specific type of car; from the teacher - skills in working with literature, with a group of children of a certain age, with parents, the ability to correctly navigate unforeseen communicative situations.

The formation of a skill should be carried out on the basis of repeated consolidation in memory of the sequence and method of action, bringing the action itself to automatism.

That is, exercise is a method of developing a skill that guarantees the quality of the action (work) performed and leads to the formation of the ability to realize the goal and choose the desired sequence of necessary actions to achieve it.

An important issue is taking into account the individual abilities of the student. The quality and speed of mental and motor thoughts influence the timing and quality of the formation of skills.

Thus, methods and techniques for teaching a person a conscious attitude to the work process, preliminary planning, thinking about options for proposed actions and foreseeing their final results underlie the formation of his skills and abilities.

KNOWLEDGE - in combinations with skills and abilities ensure the correct reflection in the ideas and thinking of the world, the laws of nature and society, relationships between people, a person’s place in society and his behavior. All this helps to determine your position in relation to reality. As the child acquires new knowledge and develops self-awareness, he increasingly masters evaluative concepts and judgments. By comparing new knowledge with already acquired knowledge and assessments, he forms his attitude not only to the objects of cognition and action, but also to himself. This determines the development of his activity and independence as an active personality.

SKILL (automated action, secondary automatism) - an action formed through repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control. There are differences between perceptual, intellectual and motor skills, as well as : 1) skills are initially automated, formed without awareness of their components ; 2) secondary automated skills, formed with preliminary awareness of the components of the action; they become consciously controlled more easily, improve and restructure faster. Among automatisms are unconscious This group of skills is particularly broad and interesting. Thanks to the formation of skills, a double effect is achieved: the action is performed quickly and accurately, and consciousness is released, which can be aimed at mastering more complex actions. This process is of fundamental importance and underlies the development of all skills, knowledge and abilities.

Together with knowledge and skills, skills ensure correct reflection in ideas and thinking of: the world, the laws of nature and society, relationships between people, a person’s place in society and his behavior

The formation of a skill is influenced by the following empirical factors : 1) motivation, learning ability, progress in learning, exercise, reinforcement, formation in whole or in parts ; 2) to understand the content of the operation - the level of development of the subject, the presence of knowledge, skills, the method of explaining the content of the operation (direct message, indirect guidance, etc.), feedback; 3) for mastery of an operation - complete understanding of its content, gradual transition from one level of mastery to another according to certain indicators (automation, interiorization, speed, etc.). Different combinations of these factors create different pictures of the process of skill formation: rapid progress at the beginning and slower at the end, or vice versa; Mixed options are also possible.

SKILL - mastered by the subject a method of performing an action provided by the totality of acquired knowledge and skills; the ability to perform a certain action according to certain rules, and the action has not yet reached automation.

Together with skills and knowledge, abilities ensure the correct reflection in the ideas and thinking of the world, the laws of nature and society, relationships between people, a person’s place in society and his behavior. All this helps to determine your position in relation to reality.

The study of skills began with motor skills, but as different aspects of mental activity were studied, sensory and mental skills began to be studied. This classification stuck , for not only distinctive, but also general properties skills of all classes.

EXPERIENCE - 1. A set of practically acquired knowledge, skills or abilities. 2. Obtained as a result of active practical interaction with outside world reflection in the consciousness of the laws of this world and social practice.

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1. Introduction
2. The concept of “Knowledge”
5.Formation of skills and abilities
6. Application of knowledge, skills and abilities
7.Conclusion
8. Literature
1. Introduction

At the core essential concepts modern psychology lies an idea related to the ideas of L. S. Vygotsky that a person must, in an active form, through activity, appropriate the historical experience of mankind, recorded in objects of material and spiritual culture. Then only the individual can become a full-fledged member of society. The idea that mental development is carried out through the assimilation of social experience, through learning, is central not only to the psychology of learning, but also to the psychology of education. Personality formation young man learning social experience does not happen automatically, but by changing it inner world, his internal position, which mediates all educational influences. The position of the individual, the set of motives of activity in which the needs of a person are manifested, his ideals, assessments and self-esteem, formed as a result of upbringing, make the individual relatively independent from various external influences, which are refracted through the internal conditions listed above.

The acquisition of knowledge is carried out in the process of the student’s activities, as a result and subject to the implementation of a certain system of actions. A person does not receive mental activity from nature in a ready-made form, but learns to think, masters mental operations. The teacher’s task is to skillfully manage this process, to control not only the results of mental activity, but also the course of its formation.

The work of a number of psychologists has found that students’ assimilation of material depends on the structure of their cognitive activity, which, in turn, is determined by teaching methods, i.e., the dependence of the acquisition of knowledge and the development of students’ thinking on the nature of training, its content and methods has been shown. In cases where schoolchildren, under the guidance of a teacher, independently search for signs of acquired concepts and ways to solve new types of problem solving, a more developmental effect occurs in learning. Assimilation turns out to be especially effective if, during the learning process, conditions are created for the transition from internalization to exteriorization (this is manifested in the application of knowledge to the solution of visually effective problems), for the development of methods of mental activity that are of a generalized nature.

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e. indicate how to perform a particular skill or skill

In order to understand the issue of ways and mechanisms for developing knowledge, skills and abilities in students, we must first understand what they provide.

2. The concept of "Knowledge"

The concept of “knowledge” is multi-valued and has several definitions. It is defined either as a part of consciousness, or as something common in the reflection of objective diversity, or as a way of ordering reality, or as a certain product and result of cognition, or as a way of reproducing a cognizable object in consciousness.

The Great Psychological Encyclopedia (2007) defines “knowledge” as follows: “a form of representation about reality that is generally accepted for a particular social group.”

Elementary knowledge, conditioned by biological laws, is also characteristic of animals, for which it serves as a necessary condition for their life activity and the implementation of behavioral acts. Knowledge is an organic unity of the sensual and rational. Based on knowledge, skills and abilities are developed.

All these definitions speak mainly of scientific knowledge. But besides scientific knowledge, there is everyday knowledge, personal knowledge that is known only to one person. L.M. Friedman, having analyzed the existing definitions of the concept of “knowledge”, gives its definition more general: “Knowledge is the result of our cognitive activity, regardless of the form in which this activity was performed: sensually or insensibly, directly or indirectly; from the words of others, as a result of reading a text, while watching a movie or television film, etc. A person expresses this result of cognition in speech, including artificial, gestural, facial and any other. Consequently, all knowledge is a product of cognitive activity, expressed in symbolic form. Knowledge is the opposite of ignorance, ignorance, lack of ideas about something or someone.”

The ambiguity in the definition of the concept “knowledge” is due to the multitude of functions that are realized by knowledge. So, for example, in didactics, knowledge can also act as something that must be learned, i.e. as learning objectives, and as a result of the implementation of the didactic plan, and as content, and as a means of pedagogical influence. Knowledge acts as a means of pedagogical influence because, entering the structure of the student’s past individual experience, it changes and transforms this structure and thereby raises the student to new level mental development. Knowledge not only creates A New Look on the world, but also changes the attitude towards it. From here follows the educational significance of all knowledge.

Knowledge and the correctly chosen path of its assimilation are a prerequisite mental development students.

Knowledge itself does not yet ensure complete mental development, but without it the latter is impossible. Being integral part human worldview, knowledge in to a large extent determine his attitude to reality, moral views and beliefs, volitional personality traits and serve as one of the sources of a person’s inclinations and interests, a necessary condition for the development of his abilities.

3. Formation and assimilation of knowledge

The formation and assimilation of knowledge constitute a prerequisite for expedient and effective human activity when encountering new objects, situations, and tasks.

Knowledge learning includes several elements.

1. Demonstration to students (or discovery by them themselves) various items or phenomena of a certain class. In this case, objects are selected so that they differ in all characteristics except the essential ones (dismembering technique), or, conversely, are similar in all characteristics except the essential ones (contrasting technique). For example, with a dismembering technique, the concept of “mammals” can be introduced on such apparently different objects as a dog, a whale and bat, when contrasting - on such outwardly similar objects as whales and fish.

2. Students’ observations of these objects or phenomena and highlighting their various aspects and properties, connections, and actions. For example, for the above objects - their structure, lifestyle, reproduction, etc.

3. Comparison, contrast and contrast (analysis) of the identified properties. Identification and combination (synthesis) of such properties that are common to all objects considered or, conversely, distinguish all objects of one group from all objects of another group. In the given example, with the dismembering technique, these will be following signs: all mammals are viviparous, warm-blooded, breathe with lungs, they have mammary glands, a bone skeleton, and a brain. With the contrasting technique, viviparous animals are compared with egg-laying ones, and warm-blooded animals are compared with cold-blooded animals.

4. Abstraction of selected properties by fixing them in the term (“mammals”).

5. Generalization of the concept by applying the term to various objects that have distinguished characteristics (for example, through exercises on recognizing and distinguishing mammals among various types observed or studied animals).

The outlined path of knowledge formation does not have to be passive. In some cases, objects of observation can be demonstrated by the teacher. In others, they can be sought, discovered or created by students themselves while studying literature, during their own experimentation, excursions, expeditions, and research. Similarly, observation, analysis, synthesis, comparison, abstraction and generalization can be done by the teacher himself or can be done by the students under the guidance of the teacher.

Psychological research has revealed many important features and mechanisms of the process of knowledge formation. It was discovered that the processing of information begins not after the perception (observation) of objects or phenomena, but already during the perception itself. It turned out that perception, as it were, selects some objects and does not notice others at all. The results of all further mental processing (comparison, generalization) largely depend on what exactly the person noticed in the objects. This selection depends on three main factors:

1) the structure of the object itself (which features are more pronounced in it);

2) personal experience (which features are most familiar);

3) teaching methods (what features are highlighted, emphasized by the teacher or noted by students).

Knowledge is by no means always associated with the assimilation or use of the corresponding word. Thus, children can sometimes correctly classify objects or pictures: put eating utensils (spoons, forks) and tools (hammer, saw) or images of animals and plants into separate groups. But at the same time, children cannot designate the corresponding classes of things with a word (for example, “animals,” “plants”) and are not able to verbally explain the basis of their classification. Apparently, here generalization occurs at the level of visual representations. Representations can highlight the essential features of the corresponding objects, or they can also fix random, incidental, and particular features. From this it is clear that not all generalized knowledge has the character of concepts.

Research shows that the nature of preliminary ideas can significantly influence the content of emerging concepts. At the same time, the correct use of the corresponding word also does not mean that a concept has been formed. A word often turns out to be only a designation of corresponding visual representations, and not concepts of essential features or classes of objects. Peculiarities educational material determine the methods of objective, perceptual and mental activity necessary for the formation of relevant knowledge (techniques of analysis and synthesis, abstraction and generalization). Consequently, in order to form correct knowledge and concepts, it is necessary to specially teach schoolchildren the techniques of mental activity itself, which achieve detection, isolation and integration essential features objects and phenomena being studied.

The very processes of identifying certain characteristics of things (phenomena) and the formation of corresponding knowledge are associated with the direction of activity, its motives and goals, a person’s experience, his values, knowledge, attitude to the world, etc.

Organization of assimilation is the task of the teacher, who manages this process, provides assistance to students, monitors the results obtained, plans tasks, content and methods. At the same time, the teacher must know “how students acquire knowledge, how interest in the academic subject is created, under what conditions students become more deeply aware, remember more firmly and more successfully apply the studied material” (Danilov M.A.).

By mastering knowledge, students learn to rebuild, rethink it, and apply it to solve a variety of problems. This means that any influence of the teacher on the student’s personality must be supplemented by the manifestation of the student’s own activity in mastering the necessary knowledge and actions, as well as a counter-impact on the teacher, as a result of which the latter’s activity is somewhat transformed. But almost every impact on a person that changes his condition and causes a response is usually characterized as a controlling impact.

Consequently, in the conditions of interaction between teacher and student under the influence of the activity of each, the student assimilates a certain system of knowledge, acquires skills and abilities for their subsequent application in practice. The teacher organizes active mental and practical activity of students to reconstruct educational material and assimilate it, makes the process of assimilation personally significant, that is, manages this process.

4. Concepts of “Ability” and “Skills”

The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practicing teachers take the opposite point of view: skills represent a higher stage of mastery physical exercise and labor actions than skills.

Some authors understand skills as the ability to carry out professional level any activity, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Other authors understand skills as the ability to carry out any action or operation. According to their concept, ability precedes skill, which is considered as a more advanced stage of mastering actions.

Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

Skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps.

When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is already aimed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill.

A skill is an intermediate stage of mastering a new method of action based on some rule (knowledge) and the corresponding correct use knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill.

Skill is usually correlated with a level expressed in terms of initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced.

In the subsequent process practical use This knowledge acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule.

In case of any difficulties that arise, the student turns to the rule when working on the mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it.

The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal (S.L. Rubinstein).

This means that when we form in the learning process the ability of a student to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. The ability to perform an action is first formed as a skill.

As this action is trained and performed, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. skill turns into skill.

But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions.

If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then the implementation of this action, as a rule, is formed as a skill, which includes one or more skills.

Thus, the term “skill” has two meanings:

1) As an initial level of mastery of any simple action. In this case, the skill is considered as highest level mastery of this action, its automated execution: the skill turns into a skill.

2) As the ability to consciously perform a complex action using a number of skills.

In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill.

General educational skills and abilities are those skills and abilities that correspond to actions that are formed in the process of teaching many subjects, and which become operations for performing actions used in many subjects and in everyday life.

For assimilation individual items so-called subject skills are required. They correspond to such actions, formed in any educational subject, which can become operations for performing only other specific actions of this subject or related subjects.

For example, the skills of reading and writing natural numbers and operations on them during initial formation are purely mathematical skills (actions). However, then, when they are already formed, they turn into operations that are widely used not only to carry out various mathematical operations, but also for actions in many other subjects (even such as history or literature) and in everyday life practice. Therefore, these skills are general educational skills. But the ability to find the derivative of a certain function corresponds to an action that is used in mathematics courses and, in some cases, in physics and chemistry courses. Therefore, this skill is subject-specific.

As we see, it is quite difficult to draw a clear boundary between subject-specific and general educational skills.

At the same time, all educational skills and abilities developed in any academic subject can be divided into two categories:

1) General ones, which are formed in students not only when studying this subject, but also in the process of learning many other subjects, and which are used in many academic subjects and in everyday life practice, for example, writing and reading skills, working with a book, etc. d.;

2) Specific (subject-specific), which are formed in students only in the process of learning a given academic subject and are used mainly in this subject and partly in related subjects, for example, determining the total resistance of a circuit of conductors in physics, or calculating the valency of a complex compound. chemical substance etc.

5.Formation of skills and abilities

learning personality knowledge skill

The formation of skills and abilities is a special pedagogical task. However, not all teachers consider this problem from this point of view. It is often believed that special, targeted training of these skills is not necessary, since the students themselves acquire the necessary skills in the learning process - this position is incorrect.

Trained in his educational activities really recycles and transforms those ways academic work which the teacher asks him.

Such internal processing leads to the fact that the way a student has learned to work with educational material can sometimes differ quite sharply from the standard.

At the same time, the teacher, as a rule, does not control this process, recording only the quality of the result obtained by the students. These methods may turn out to be irrational or simply incorrect, which significantly hinders the student’s progress in the educational material and the development of educational activities. Cumbersome systems of irrational techniques slow down the educational process, complicate the formation of skills and their automation.

So, throughout the entire course of education, students need to develop general academic skills, moreover, consciously controlled skills, some of which are then automated and become skills. What should the teacher do? Let us note two main points, or stages: setting goals and organizing activities.

First of all, children are given a special goal - to master a certain skill. When a teacher is faced with a student’s lack of a specific skill, he must first ask himself the question: was such a goal set for him? Are the students aware of it? After all, only the most intellectually developed students independently identify and understand the operational side of learning activities, while the rest remain at the level of intuitive and practical skills.

A very common drawback in organizing students' educational work is that they do not see the educational task or educational goal behind the work they do. Of course, at first, and periodically in more complex cases in the future, the Teacher, when giving this or that task, himself indicates the educational task that the student must solve while completing this task. But gradually, students acquire the ability, ability and habit to see behind any work they perform the knowledge, skills and abilities that they should acquire as a result of this work.

In addition to awareness of the goal, the student needs to understand its relationship to the motive of his activity. Learning motivation always individual: each student has his own system of motives that encourage him to learn and give meaning to learning.

It is known that informal development of higher intellectual skills is possible only with cognitive motivation. However, even with the predominance of cognitive motivation, other motives will still be present - broad social ones, achieving success, avoiding punishment, etc.

The teacher has to focus on this entire wide range of motives. Setting the goal of teaching this skill, he must enable each student to understand what personal meaning will be contained in this work, why he needs this skill (having mastered it, he will be able to perform complex tasks that are much more interesting than those that he is performing now; he will be able to quickly and correctly solve problems of a certain type; get high grades, etc.).

To set a clear goal for students, he must first have an appropriate skill development program himself.

With a planned thematic system for organizing the educational process, this program is provided in each educational minimum - a list of basic knowledge, abilities and skills that must be acquired by all students when studying the educational topic.

The training minimum includes only the most important, essential issues, without knowledge of which subsequent study of the curriculum is impossible. It also includes the development of educational skills, both those provided for by the curriculum and those not provided for by it, without mastering which the students’ activities will not be sufficiently rational and effective (we will consider this system below).

After the motivational formation of skills, the stage of organizing joint activities with the teacher follows. In this joint activity, the student must, first of all, receive a sample or rule, an algorithm of work. It is advisable that, upon receiving a ready-made sample, the trainees themselves (but under guidance) develop a system of rules by which they will act. This can be achieved by comparing the task being performed with a given sample.

For example, when teaching the ability to draw up an outline, a teacher can show in the form of a sample a plan for a specific, already familiar topic.

Focusing on it, students complete a task on another, related topic - they draw up a plan for this educational material. Next, they, together with the teacher, carefully analyze several works from the group, comparing them with each other and the sample.

It is determined which elements in the outline are highlighted, which connections are shown, which are missing, and which are superfluous and unnecessary. As can already be seen from the above example, Team work in developing a conscious skill is always externally deployed. Students usually have an underdeveloped ability to act internally and theoretically when faced with a cognitive task. In any case, acting according to plan, they encounter significant difficulties. Therefore, they need easier, more accessible actions, external in form.

Thus, the main path here is joint activity, and the method is the implementation of external actions. Moreover, external actions should initially be as extensive as possible and only then, as the skill is developed, can they be reduced.

After understanding the rules by which you need to act, exercises in using the acquired skill are necessary. It is not enough for a student to know the rational rules of academic work; he must also learn to apply them in his own practice. The exercises during which the skill is developed should be varied.

The training required to develop a skill should not be one-sided or excessive. Carrying out special exercise, the student focuses on the correct application of one new skill.

6. Application of knowledge, skills and abilities

Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. Essential Function application - obtaining new knowledge with its help, i.e. turning them into a tool of knowledge. In this capacity, the application of knowledge can often mean only the mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect real world. A typical example of such an application is the so-called. thought experimentation.

The ability to use acquired knowledge to obtain new ones is called intellectual skills.

In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work.

The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in a wide variety of activities and largely depends on the nature of the academic subject and the specifics of the content being studied.

It can be organized pedagogically by performing exercises, laboratory work, practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems.

The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful.

The application of knowledge in each academic subject is unique. When studying physics, chemistry, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge, skills and abilities are realized when students independently explain certain phenomena, when applying spelling rules, etc.

The application of knowledge, skills and abilities is associated, first of all, with recognition in specific situation cases where such use is appropriate.

Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered unimportant.

The unity of generalization and specification makes it possible to avoid solving problems only by relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e. avoid formalism of knowledge. Other necessary condition- mastery of the sequence of application operations.

Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character.

Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary.

Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions.

To apply knowledge, skills and abilities, interdisciplinary connections are important, because Actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

7 .Conclusion

There is a great deal of truth in what they sometimes say: the head of even the most capable person There is little value without a good education.

But in order to provide a person with such an education, he needs to be trained well, to carry out this most complex task correctly. pedagogical process. The most important and enduring task of the school is to achieve from students a deep and lasting assimilation of scientific knowledge, to develop skills and abilities, to apply them in practice, to form a materialistic worldview and moral and aesthetic culture. In other words, it is necessary to organize the educational process in such a way that students master the material being studied well, i.e., the content of education.

All this requires deep understanding by the teacher. theoretical foundations training and development of appropriate methodological skills.

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates learning activities and builds student confidence in their abilities.

Created by P.Ya. Galperin’s general psychological concept of systematic step-by-step formation mental actions and concepts were confirmed and found effective application in the practice of schooling, as well as other forms of education. In general psychological terms, it is based on a new methodology psychological research, a radical restructuring of traditional ideas about the psyche and the subject and method of psychology.

8. Literature

1.Pedagogical psychology. Textbook for universities. - M.: 2009.

2. Pedagogy and psychology high school: Tutorial. Rostov n/d, 2008.

3. Reader on developmental and educational psychology. - M., 1981.

4.Aismontas B.B. Educational psychology: Textbook in diagrams and tables. - St. Petersburg: Peter, 2006

5. Great psychological encyclopedia. M. Eksmo: 2007.

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