Lecture on educational psychology

(Stavropol State University, Faculty of Psychology)

Topic: "General characteristics of educational activities"

1. Characteristics of the learning process.

2. Teaching as an activity.

3. The structure of educational activities. Psychological components.

Literature

1. Davydov V.V. Developmental learning problems. - M., 1986.

2. Zimnyaya I.A. Pedagogical psychology. - M., 2002.

3. Ilyasov I.I. The structure of the learning process. - M., 1986.

4. Lerner I.Ya. The learning process and its patterns. - M., 1980.

5. Stolyarenko L. D. Fundamentals of Psychology. - Rostov n / a., 2000.

6. Talyzina N.F. Pedagogical psychology. - M., 1998.

7. Yakunin V.A. Pedagogical psychology. - M., 1998

1. Characteristics of the learning process

Education is a specific type of pedagogical process, during which, under the guidance of a specially trained person (teacher, teacher), socially determined tasks of the education of a person are implemented in close relationship with her upbringing and development.

A correct understanding of the learning process itself includes the necessary characteristics:

1) learning is a specific human form of transferring social experience: by means of tools and objects of labor, language and speech, specially organized educational activity, the experience of previous generations is transferred and assimilated;

2) learning is impossible without the presence of interaction between the student and the teacher, without the presence of "counter" activity of the student, without his corresponding work, called teaching. "Teaching is work, full of activity and thought," wrote K.D. Ushinsky. Knowledge cannot be transferred mechanically from one head to another. The result of communication is determined not only by the activity of the teacher, but also to the same extent by the activity of the student, by their very relationship;

3) training is not a mechanical addition to the already existing psychological processes, but a qualitative change in the entire inner world, the entire psyche and personality of the student. During assimilation (as the highest stage of training), knowledge is transferred from the outside to the inside (interiorization), which makes the studied material, as it were, a personal property of the individual, belonging to her and open by her. A specific feature of educational activity is the activity of self-change. Its goal and result is a change in the subject itself, which consists in mastering certain methods of action, and not changing the objects with which the subject acts (D.B. Elkonin).

General learning objectives:

1) the formation of knowledge (systems of concepts) and methods of activity (methods of cognitive activity, skills and abilities);

2) an increase in the general level of mental development, a change in the type of thinking itself and the formation of needs and abilities for self-study, the ability to learn.

In the learning process, it is necessary to solve the following tasks:

Stimulating the educational and cognitive activity of trainees;

Organization of their cognitive activities for mastering scientific knowledge and skills;

Development of thinking, memory, creativity;

Improvement of educational skills and abilities;

Development of a scientific worldview and moral and aesthetic culture.

Thus, training is a purposeful, pre-projected communication, during which the education, upbringing and development of the student is carried out, certain aspects of human experience, the experience of activity and cognition are assimilated.

Learning can be characterized as a process of active interaction between the teacher and the learner, as a result of which the learner forms certain knowledge and skills based on his own activity. And the teacher creates the necessary conditions for the student's activity, directs it, controls, provides the necessary means and information for it.

2. Teaching as activity

By activity in psychology, it is customary to understand the active interaction of a person with the environment, in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, a motive. The types of activities that ensure the existence of a person and the formation of him as a person are communication, play, learning, work.

Learning takes place where a person's actions are governed by a conscious goal to assimilate certain knowledge, abilities, skills, forms of behavior and activity. Teaching - specific human activity, and it is possible only at the stage of development of the human psyche, when he is able to regulate his actions with a conscious goal. The teaching makes demands on cognitive processes (memory, intelligence, imagination, flexibility of the mind) and volitional qualities (control of attention, regulation of feelings, etc.).

In educational activity, not only the cognitive functions of the activity (perception, attention, memory, thinking, imagination) are combined, but also needs, motives, emotions, will.

Any activity is a combination of some physical actions, practical or speech. If learning is an activity, can it be carried out without external and visible forms? Researches of scientists have shown that in addition to practical activities, a person is also able to carry out special gnostic (cognitive) activities. Its purpose is knowledge of the surrounding world.

Gnostic activity, as well as practical, can be objective and external. It can also be a perceptual activity or a symbolic activity. Unlike practical activity, gnostic activity can also be internal, or at least not observable. Thus, perception is often carried out with the help of externally unobservable perceptual actions that ensure the formation of an image of an object. Memorization processes are realized through special mnemonic actions (highlighting semantic connections, mental schematization and repetition). Special studies have found that the most developed forms of thinking are carried out through special mental actions performed by a person "inwardly" (for example, the actions of analysis and synthesis, identification and discrimination, abstraction and generalization). During the learning process, these activities are usually closely intertwined. So, studying the classification of plants, the student examines them (perceptual activity), separates the main parts of the flower (objective activity), describes what he sees (symbolic, or speech activity), sketches (objective perceptual activity), etc. In different cases, the ratio of these types of activity is different, but in all cases, teaching is expressed in active gnostic activity, which often has internal forms.

The works of many psychologists (Vygotsky, Leontiev, Halperin, Piaget, etc.) have shown that internal activity arises from the external in the process of internalization, due to which the objective action is reflected in the consciousness and thinking of a person. For example, the objective action of dividing, disassembling a thing into parts when solving appropriate problems is replaced by action in the mind (dismembering a thing based on its image or concept of it). Subject action turns into a process of interiorization, into an action of mental analysis. The systems of such mental (mental) actions, unfolding in an ideal plan, are internal activity.

It has been established that the main means of interiorization is the word. It allows a person, as it were, to "tear" action from the object itself and turn it into action with images and the concept of the object.

External gnostic activity is obligatory for teaching, when images, concepts of an object and corresponding actions have not yet been formed in a person's consciousness. If the images, concepts and actions necessary for the assimilation of new knowledge and skills in the child already exist, then internal gnostic activity is sufficient for learning.

When deciding the question of the nature of educational activity, one must first of all analyze what knowledge and skills the mastering of new material requires. If the student does not yet possess certain images, concepts and actions, then the teaching must begin with objective gnostic activity. The student must carry out the appropriate actions with his own hands. Then, highlighting and consolidating them with the help of words, he must gradually translate their implementation into an ideal inner plan. If the student already possesses an arsenal of necessary initial concepts and actions, then he can start learning directly from the inner gnostic activity. In this case, the student can be presented with the appropriate words, since he already knows what they mean and what actions are necessary with them. This is the basis of traditional communication and demonstration teaching. It corresponds to such teaching methods as listening, reading, observing.

Educational activities - leading activities at school age. The leading activity is understood as such an activity in the process of which the formation of the basic mental processes and personality traits occurs, new formations appear that correspond to age (arbitrariness, reflection, self-control, an internal plan of action). Learning activities are carried out throughout the entire education of the child at school. Educational activity is especially intensively formed during the period of primary school age.

In the course of educational activities, changes occur:

In the level of knowledge, abilities and skills;

In the level of formation of certain aspects of educational activity;

In mental operations, personality traits, i.e. in the level of general and mental development.

Learning activity is, first of all, an individual activity. It is complex in structure and requires special formation. Like work, educational activity is characterized by goals and objectives, motives. Like an adult performing work, a student must know what to do, why, how, see his mistakes, control and evaluate himself. A child entering school does not do any of this on his own; he has no learning skills. In the process of educational activity, the student not only masters knowledge, abilities and skills, but also learns to set educational tasks (goals) for himself, find ways to assimilate and apply knowledge, control and evaluate his actions.

3. The structure of educational activities. Psychological components

Educational activity has an external structure, consisting of the following elements (according to B.A.Sosnovsky):

1) learning situations and tasks - as the presence of a motive, a problem, its acceptance by students;

2) educational activities aimed at solving relevant problems;

3) control - as the ratio of the action and its result with the given samples;

4) assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

Each of the components of the structure of this activity has its own characteristics. At the same time, being intellectual activity by nature, educational activity is characterized by the same structure as any other intellectual act, namely: the presence of a motive, a plan (intention, program), execution (implementation) and control

An educational task acts as a specific educational task with a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions in which the action must be carried out. According to A.N. Leont'ev, a task is a goal given under certain conditions. As you progress learning objectives there is a change in the student himself. Learning activity can be presented as a system of learning tasks that are given in certain learning situations and involve certain learning actions.

An educational task acts as a complex system of information about an object, a process in which only part of the information is clearly defined, and the rest is unknown, which must be found using the existing knowledge and solution algorithms in combination with independent guesses and the search for optimal solutions.

In the general structure of educational activity, a significant place is given to the actions of control (self-control) and assessment (self-assessment). This is due to the fact that any other educational action becomes arbitrary, regulated only if there is control and evaluation in the structure of activity.

Control involves three links: 1) a model, an image of the required, desired result of the action; 2) the process of comparing this image and real action; and 3) making a decision to continue or correct the action. These three links represent the structure of the entity's internal control over its implementation.

P.P. Blonsky outlined four stages in the manifestation of self-control in relation to the assimilation of the material. The first stage is characterized by the absence of any self-control. A student at this stage has not mastered the material and cannot control anything accordingly. The second stage is complete self-control. At this stage, the student checks the completeness and correctness of the reproduction of the learned material. The third stage is characterized as the stage of selective self-control, in which the student controls, checks only the main thing on the questions. At the fourth stage, there is no visible self-control, it is carried out as if on the basis of past experience, on the basis of some insignificant details, will accept.

There are many psychological components in educational activity:

Motive (external or internal), corresponding desire, interest, positive attitude towards teaching;

The meaningfulness of activities, attention, consciousness, emotionality, manifestation of volitional qualities;

Direction and activity of activity, variety of types and forms of activity: perception and observation as work with sensually presented material; thinking as an active processing of material, its understanding and assimilation (various elements of imagination are also present here); the work of memory as a systemic process, consisting of memorizing, preserving and reproducing material, as a process inseparable from thinking;

Practical use of the acquired knowledge and skills in subsequent activities, their refinement and correction.

Learning motivation is defined as a particular type of motivation included in learning activities, learning activities. Like any other type, learning motivation is determined by a number of factors specific to this activity:

1) the educational system itself, the educational institution where educational activities are carried out;

2) the organization of the educational process;

3) the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.);

4) the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the matter;

5) the specifics of the subject.

A necessary condition for creating an interest among students in the content of learning and in the learning activity itself is the opportunity to show mental independence and initiative in learning. The more active teaching methods are, the easier it is to interest students in them. The main means of fostering a stable interest in learning is the use of such questions and tasks, the solution of which requires students to actively search for activity.

An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot solve with the help of their stock of knowledge; when faced with difficulty, they are convinced of the need to acquire new knowledge or apply old in a new situation.

All the constituent elements of the structure of educational activity and all its components require a special organization, special formation. All these are complex tasks, requiring appropriate knowledge and considerable experience and constant everyday creativity for their solution.

Questions about the lecture materials

1. What is learning?

2. What are the general learning objectives?

3. What tasks need to be solved in the learning process?

4. What is gnostic activity?

5. What are the differences between external and internal Gnostic activity?

6. What is the structure of training activities?

... for younger students (see Chapter VI). Further study of the ways and means of forming a full-fledged educational activity in junior schoolchildren, the development of scientifically based psychological recommendations for teachers and methodologists - all this can contribute to the implementation of the basic requirements of school reform at the present stage of development of public education. 2. The content and structure of the educational ...

And skills, but also a certain social status. The interests, values \u200b\u200bof the child, the whole way of his life are changing. 3. A complex of pedagogical conditions for the formation of skills in educational activities of younger students Success teaching activities largely depends on the nature of the established relationship between teacher and learners. Analysis and generalization of psychological and pedagogical research on ...

General characteristics of educational activities

Lecture on educational psychology

(Stavropol State University, Faculty of Psychology)

Topic: "General characteristics of educational activities"

Plan

Characteristics of the learning process.

Teaching as an activity.

The structure of educational activities. Psychological components.

Literature

Davydov V.V. Developmental learning problems. - M., 1986.

Zimnyaya I.A. Pedagogical psychology. - M., 2002.

Ilyasov I.I. The structure of the learning process. - M., 1986.

Lerner I. Ya. The learning process and its patterns. - M., 1980.

Stolyarenko L.D. Fundamentals of Psychology. - Rostov n / a., 2000.

Talyzina N.F. Pedagogical psychology. - M., 1998.

Yakunin V.A. Pedagogical psychology. - M., 1998

1. Characteristics of the learning process

A correct understanding of the learning process itself includes the necessary characteristics:

1) learning is a specific human form of transferring social experience: by means of tools and objects of labor, language and speech, specially organized educational activities, the experience of previous generations is transferred and assimilated;

2) teaching is impossible without the presence of interaction between the student and the teacher, without the presence of "counter" activity of the student, without his corresponding work, called teaching. "Teaching is work, full of activity and thought," wrote K.D. Ushinsky. Knowledge cannot be transferred mechanically from one head to another. The result of communication is determined not only by the activity of the teacher, but also to the same extent by the activity of the student, by their very relationship;

Are common goals learning:

1) the formation of knowledge (systems of concepts) and methods of activity (methods of cognitive activity, skills and abilities);

2) an increase in the general level of mental development, a change in the type of thinking itself and the formation of needs and abilities for self-study, the ability to learn.

In the learning process, it is necessary to solve the following tasks:

stimulation of educational and cognitive activity of students;

the organization of their cognitive activities to acquire scientific knowledge and skills;

development of thinking, memory, creativity;

improving educational skills and abilities;

development of a scientific worldview and moral and aesthetic culture.

In this way, training - this is a purposeful, pre-projected communication, during which the education, upbringing and development of the student is carried out, certain aspects of the experience of mankind, the experience of activity and cognition are assimilated.

2. Teaching as activity

By activity in psychology, it is customary to understand the active interaction of a person with the environment, in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive in him. The types of activities that ensure the existence of a person and the formation of him as a person are communication, play, learning, work.

Learning takes place where a person's actions are governed by a conscious goal to assimilate certain knowledge, abilities, skills, forms of behavior and activity. Teaching is a specifically human activity, and it is possible only at that stage of the development of the human psyche when he is able to regulate his actions with a conscious goal. The teaching makes requirements for cognitive processes (memory, intelligence, imagination, flexibility of the mind) and volitional qualities (control of attention, regulation of feelings, etc.).

In educational activity, not only the cognitive functions of the activity (perception, attention, memory, thinking, imagination) are combined, but also needs, motives, emotions, will.

Any activity is a combination of some physical actions, practical or speech. If learning is an activity, can it be carried out without external and visible forms? Research by scientists has shown that in addition to practical activities, a person is still able to carry out a special gnostic (cognitive) activity. Its purpose is knowledge of the surrounding world.

Gnostic activity, as well as practical, can be objective and external. It can also be a perceptual activity or a symbolic activity. Unlike practical activity, gnostic activity can also be internal, or at least not observable. Thus, perception is often carried out with the help of externally unobservable perceptual actions that ensure the formation of an image of an object. Memorization processes are realized through special mnemonic actions (highlighting semantic connections, mental schematization and repetition). Special studies have found that the most developed forms of thinking are carried out through special mental actions performed by a person "inwardly" (for example, the actions of analysis and synthesis, identification and discrimination, abstraction and generalization). In the process of learning, these activities are usually closely intertwined. So, studying the classification of plants, the student examines them (perceptual activity), separates the main parts of the flower (objective activity), describes what he sees (symbolic, or speech activity), sketches (objective perceptual activity), etc. In different cases, the ratio of these types of activity is different, but in all cases, the teaching is expressed in active gnostic activity, which often has internal forms.

The works of many psychologists (Vygotsky, Leontiev, Halperin, Piaget, etc.) have shown that internal activity arises from external in the process of internalization, due to which the objective action is reflected in the consciousness and thinking of a person. For example, the objective action of dividing, disassembling a thing into parts when solving appropriate problems is replaced by action in the mind (dismembering a thing based on its image or concept of it). Subject action turns into a process of interiorization, into an action of mental analysis. The systems of such mental (mental) actions, unfolding in an ideal plan, are internal activity.

Learning activity - leading activity at school age. The leading activity is understood as such an activity in the process of which the formation of the basic mental processes and personality traits occurs, new formations appear that correspond to age (arbitrariness, reflection, self-control, an internal plan of action). Learning activities are carried out throughout the entire education of the child at school. Learning activity is especially intensively formed during the primary school age.

In the course of educational activities, changes occur:

in the level of knowledge, skills and abilities;

in the level of formation of certain aspects of educational activity;

in mental operations, personality traits, i.e. in the level of general and mental development.

3. The structure of educational activities. Psychological components

Educational activity has an external structure, consisting of the following elements (according to B.A.Sosnovsky):

learning situations and tasks - as the presence of a motive, a problem, its acceptance by students;

educational activities aimed at solving relevant problems;

control - as a ratio of an action and its result with given samples;

assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

An educational task appears as a specific educational task with a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions in which the action must be carried out. According to A.N. Leont'ev, a task is a goal given under certain conditions. As the learning tasks are completed, the student himself changes. Learning activity can be presented as a system of learning tasks that are given in certain learning situations and involve certain learning actions.

In educational activities, there are many psychological components:

Motive (external or internal), corresponding desire, interest, positive attitude towards teaching;

The meaningfulness of activity, attention, consciousness, emotionality, manifestation of volitional qualities;

Practical use of the acquired knowledge and skills in subsequent activities, their refinement and correction.

the educational system itself, the educational institution where educational activities are carried out;

organization of the educational process;

the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.);

the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the work;

the specifics of the subject.

A necessary condition for creating students' interest in the content of learning and in the learning activity itself is the opportunity to show mental independence and initiative in learning. The more active the teaching methods, the easier it is to interest students in them. The main means of fostering a stable interest in learning is the use of such questions and tasks, the solution of which requires students to actively search for activity.

Questions about the lecture materials

What is learning?

What are the general learning objectives?

What tasks need to be solved in the learning process?

What is Gnostic Activity?

What are the differences between external and internal Gnostic activity?

What is the structure of training activities?

What psychological components are included in educational activities?

Similar abstracts:

Characteristics of the learning process. The structure of educational activity, its psychological components. Psychological and pedagogical aspects of learning motivation. The motivation and nature of mathematical knowledge. The role of tasks with practical application in the development of motivation.

Basic psychological approaches to understanding the relationship between learning and development. Psychological theories educational activity, its structural elements. The role of the teacher in the organization and development of educational and cognitive activities, developing learning.

Monitoring and evaluation in the structure of educational activities. Features of testing and its place in the educational process. Psychological features of computer testing. Psychological and pedagogical substantiation of the unified state examination.

Learning as a basic category of the theory of learning, its content and varieties. The nature and essence of the learning process, its essential features and stages of cognition. The relationship between learning and personality development. Pedagogical management of educational activities.

Analysis of the problems of the formation in the learning process of the mechanism of mastering knowledge and skills Features of knowledge, skills and abilities in the learning process. The functioning of the "knowledge-skills-skills" triad in didactics. Practical aspects of mastering knowledge and skills.

Description of the varieties of motives of educational activity. The process of developing educational motivation of a modern schoolchild. Social and cognitive motives. Study of the influence of emotions on motivation for learning. Methods of education of the correct motivational orientation.

The concept of training. The essence of the formation of professional skills in the learning process. General characteristics of technical thinking. Problem learning as a general means of technical thinking. characteristics of teaching methods.

The structure of the didactic process, its motivational stages. General characteristics of the main methods of motivation formation. Analysis of possible options for the manifestation of creativity during pedagogical design. List of types of analysis of the observed lesson.

Characteristics of the concept of the pedagogical process, educational activity, its forms and principles. Study of the basic principles of didactics. Types of lessons and a system of methods of educational activities in teaching mathematics. Development of electives in mathematics.

Psychological and pedagogical characteristics of the process of assimilation by students of knowledge, skills and abilities. didactic characteristics that provide a personality-oriented orientation of the lesson. Formation and stimulation of the subject position of students.

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1. Characteristics of the learning process

A correct understanding of the learning process itself includes the necessary characteristics:

3) training is not a mechanical addition to the already existing psychological processes, but a qualitative change in the entire inner world, the entire psyche and personality of the student. During assimilation (as the highest stage of training), knowledge is transferred from the outside to the inside (interiorization), which makes the studied material, as it were, the personal property of the individual, belonging to it and open to it. A specific feature of educational activity is the activity of self-change. Its goal and result is a change in the subject itself, which consists in mastering certain methods of action, and not changing the objects with which the subject acts (D.B. Elkonin).

General learning objectives:

1) the formation of knowledge (systems of concepts) and methods of activity (methods of cognitive activity, skills and abilities);

2) an increase in the general level of mental development, a change in the type of thinking itself and the formation of needs and abilities for self-study, the ability to learn.

In the learning process, it is necessary to solve the following tasks:

Stimulating the educational and cognitive activity of trainees;

Organization of their cognitive activities for mastering scientific knowledge and skills;

Development of thinking, memory, creativity;

Improvement of educational skills and abilities;

Development of a scientific worldview and moral and aesthetic culture. learning educational psychological motivation

Thus, training is a purposeful, pre-projected communication, during which the education, upbringing and development of the student is carried out, certain aspects of the experience of mankind, the experience of activity and cognition are assimilated.

2. Teaching as activity

Under activity in psychology it is customary to understand the active interaction of a person with the environment, in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive in him. The types of activity that ensure the existence of a person and the formation of him as a person - communication, play, learning, work.

In educational activity, not only the cognitive functions of the activity (perception, attention, memory, thinking, imagination) are combined, but also needs, motives, emotions, will.

Any activity is a combination of some physical actions, practical or speech. If learning is an activity, can it be carried out without external and visible forms? Research by scientists has shown that in addition to practical activities, a person is also able to carry out special gnostic (cognitive) activities. Its purpose is knowledge of the surrounding world.

Gnostic activity, as well as practical, can be objective and external. It can also be a perceptual activity or a symbolic activity. Unlike practical activity, gnostic activity can also be internal, or at least not observable. So, perception is often carried out with the help of externally unobservable perceptual actions that ensure the formation of the image of the object. Memorization processes are implemented by special mnemonic actions (highlighting semantic connections, mental schematization and repetition). Special studies have found that the most developed forms of thinking are carried out through special mental actions performed by a person “in his mind” (for example, actions of analysis and synthesis, identification and discrimination, abstraction and generalization). During the learning process, these activities are usually closely intertwined. So, studying the classification of plants, the student examines them (perceptual activity), separates the main parts of the flower (objective activity), describes what he sees (symbolic, or speech activity), sketches (objective perceptual activity), etc. In different cases, the ratio of these types of activity is different, but in all cases, the teaching is expressed in active gnostic activity, which often has internal forms.

Learning activity - leading activity at school age. Leading activity is understood as such an activity in the process of which the formation of the main mental processes and personality traits occurs, new formations appear that correspond to age (arbitrariness, reflection, self-control, an internal plan of action). Learning activities are carried out throughout the entire education of the child at school. Learning activity is especially intensively formed during the primary school age.

In the course of educational activities, changes occur:

In the level of knowledge, abilities and skills;

In the level of formation of certain aspects of educational activity;

In mental operations, personality traits, i.e. in the level of general and mental development.

Learning activity is, first of all, an individual activity. It is complex in structure and requires special formation. Like work, educational activity is characterized by goals and objectives, motives. Like the adult doing the work, the student must know what make, what for, as, see your mistakes, control and evaluate yourself. A child entering school does not do any of this on his own; he has no learning skills. In the process of educational activity, the student not only masters knowledge, abilities and skills, but also learns to set educational tasks (goals) for himself, find ways to assimilate and apply knowledge, control and evaluate his actions.

3. The structure of educational activities. Psychological components

Educational activity has an external structure, consisting of the following elements (according to B.A.Sosnovsky):

1) learning situations and tasks - as the presence of a motive, a problem, its acceptance by students;

2) educational activities aimed at solving relevant problems;

3) control - as the ratio of the action and its result with the given samples;

4) assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

An educational task acts as a definite educational task with a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions in which the action must be carried out. According to A.N. Leont'ev, a task is a goal given under certain conditions. As the learning tasks are completed, the student himself changes. Learning activity can be presented as a system of learning tasks that are given in certain learning situations and involve certain learning actions.

There are many psychological components in educational activity:

Motive (external or internal), corresponding desire, interest, positive attitude towards teaching;

The meaningfulness of activities, attention, consciousness, emotionality, manifestation of volitional qualities;

Practical use of the acquired knowledge and skills in subsequent activities, their refinement and correction.

1) the educational system itself, the educational institution where educational activities are carried out;

2) the organization of the educational process;

3) the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.);

4) the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the matter;

5) the specifics of the subject.

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