Models in pedagogics

The procedure of modelling as an objective and universal gnoseological procedure is widely applied in pedagogics. In this connection it is important to analyze experience of usage of modeling in pedagogics as means of the solution of theoretical and practical tasks with the help of models. I believe, it is impossible to construct strict and unequivocal classification of such models. But it is possible to note some basic directions of application of modelling in pedagogics and to consider models, which are built according to these directions. Such analysis will promote conceptual and terminological definition of models and will serve to purposeful usage of the method of modelling in pedagogics. In pedagogics, as well as in other scholar disciplines, the research model can arise in several ways: as a result of observation of the phenomenon and its comprehension; as a result of process of deduction as a special case of some model; as a result of process of induction as generalization of some model. Models are used either as research reception of performance of researched pedagogical object with the purpose of its explanation, study, specification; or as the tool, which allows to influence on its construction or functioning on the basis of the analysis of modelling performance of a pedagogical object. There are major categories of pedagogics in the basis of ordering of models: instruction, education, training allowing to find out all the variety of models built. In the study of educational space the models of optimization of organization and management of education, education, educational process and result of educational process can be studied. When modelling educational process some models are under construction: models of training, of process of training, of teaching and doctrine, models of pedagogical interaction, models of pedagogical situation, models of content of training, models of delivery of educational information, models of knowledge of a subject domain, models of pedagogical system, etc. As training is indissolubly connected with the reception, processing, storage and reproduction of information, an integral part of model of training should be the model of delivery of educational information. More often teachers deal with application of information modelling in preparation and transfer of educational content. Thus, a special role is played by information models as a means of illustration, mastering, coding of educational content and organization of research activity. Modelling can become a powerful tool of research in hands of the teacher who understands that modelling is not only a scientific method of knowledge, but also art, which consists of creative search of models that adequately describe the object and allow to get new knowledge. It is important to emphasize that the model used in the pedagogical theory and practice should be focused on concrete functions: illustrative, logic, analyzing and synthesizing, reconstructive, explanatory, predicting, measuring, cognitive, interpretative, transmitting, classifying, approximative, practical, communicative, technological, management, training, trial, which are defined by the purposes of its creation.

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