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General trends, individual differences and modi-. fixed learning conditions.
* Educational and research activities of students.
MATHEMATICAL MODELS OF TRAINING IN PROFESSIONAL AND PRIMARY SCHOOL
The transition from a holistic theory of learning to its parts is associated with the teacher’s awareness of many problems associated with the construction of pedagogical models. This raises two main questions:
What is the essence and pedagogical principles of models?
In what form should the teacher-student model be presented?
Let’s consider these issues in relation to the conditions of education in the primary grades (see Appendix 4).
2.1. Model of the attitude of the teacher and students to the material being studied
The basic task of the teacher is to ensure the coherence and integrity of knowledge presented in a strict logical sequence, on the basis of which the student can quickly and clearly, using the techniques of mental creativity, independently master the knowledge system. At the same time, in no case should one leave without due attention neither grammar, nor syntax, nor punctuation.
To this end, the teacher must carefully analyze the material being studied, and then organize its assimilation.
When teaching mathematics, it is necessary to make every effort to ensure that every movement of the student is worked out in every lesson. This means that in accordance with the requirements for the presentation of complex material, the requirements for the volume, form, pace and sequence of presentation of the material, a certain order of mastering knowledge must be maintained, i.e. When teaching mathematics, first of all, it is necessary to create the necessary conditions.
Particular attention should be paid to the construction of the theory, especially when it comes to complex material. In this case, the teacher must create and maintain in students the correct idea of ​​what he can show when “working with practice” and what he must “show” in the teaching material. This also applies to explaining new material. The teacher must show the students that they must work not according to the ready-made idea that he gave, but according to the material being studied and in accordance with their own methodology.
The teacher cannot, due to lack of time, explain a school assignment that is unfamiliar to him, and therefore, he should not pick up an additional book.
The student should work freely in the lesson, since it is not his, but the teacher’s business – to work, and not to read or beat around the bush.
As the lessons and examination sessions are held, the teacher and the student should become more and more equal partners, then a full psychological contact will develop between them.
The assimilation of the educational material should be organic

 

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