Figure 2.1. Teaching Process

The level of development of any science can be determined by level of differentiation of research on diversity and relationships of this science, which arise due to boundary scientific disciplines (Fig. 2.2).

preschool

General pedagogy

ASL   Tyflopedagogy   Olihofreno- pedagogy

Preschool     School pedagogy

History of pedaogogy

Comparative pedagogy

Pedagogy of specialized secondary schools

Developmental education

Comparative pedagogy

Methods of teaching various subjects

Logopaedics

High school pedagogy

Professional pedagogy

Adults pedagogy

History

Language -

Chemistry

Industruial

Literarture

Рис. 2.2. Pedaagogical sciences system

The system includes pedagogical sciences:

• general pedagogy that explores the basic laws of education;

• history of pedagogy that studies the development of educational ideas and education in different eras;

• comparative pedagogy, exploring patterns of functioning and development of educational and training systems in different countries through comparisons, identify common and distinctive;

• Developmental education, which studies the features of educating people at different age stages;

• special education that develops the theoretical foundations, principles, methods, forms and means of education and education of a person who suffers physical development. Special pedagogics (defectology) is divided into several branches;

• methods of teaching different subjects contains specific patterns of teaching specific subjects;

• professional education studying patterns, provides theoretical foundation, develop principles, technology training and education human-oriented professional sphere of activity.

Depending on the professional sphere, distinguish military, enjineering, industrial, medical and other types of pedagogy.

Research requires many educational problems interdiscipline approach, data from other human sciences that collectively provides the most complete knowledge of the studied (Fig. 2.3).

The most profound connection with the psychology of education has (through the study of thinking activity), physiology (vital activity, functioning organism as a whole), sociology (socioligization of a personality) and philosophy (the basis for understanding the goals of education and education).

Theory of knowledge allows indirectly through common laws, to determine patterns of teaching and learning the mechanisms how to manage it.

In pedagogical studies are widely used data of many other sciences, law, economics, history, ethnography, ethnology, ecology, statistics, mathematics, engineering science, computer science The system includes pedagogical sciences:

• general pedagogy that explores the basic laws of education;

• history of pedagogy that studies the development of educational ideas and education in different eras;

• comparative pedagogy, exploring patterns of functioning and development of educational and training systems in different countries through comparisons, identify common and distinctive;

• Developmental education, which studies the features of educating people at different age stages;

• special education that develops the theoretical foundations, principles, methods, forms and means of education and education of a person who suffers physical development. Special pedagogika (defectology) is divided into several branches;

• methods of teaching different subjects contains specific patterns of teaching specific subjects;

• professional education studying patterns, provides theoretical foundation, develop principles, technology training and education human-oriented professional sphere of activity.

Depending on the professional sphere, distinguish military, inzhenernu, industrial, medical and other types of pedagogy.

Research requires many educational problems mizhdystsytinarnoho approach, data from other human sciences that collectively provides the most complete knowledge of the studied (Fig. 2.3).

The most profound connection with the psychology of education has (through the study of thinking activity), physiology (zhyttyediyal

ness, functioning organism as a whole), sociology (sotsiolohizatsiya personality) and philosophy (the basis for understanding the goals of education and education).

Theory of knowledge allows indirectly through common law, to determine patterns of teaching and learning of mechanisms and manage.

In pedagogical studies are widely used data of many other sciences, law, economics, history, ethnography, ethnology, ecology, statistics, mathematics, engineering science, computer science.

1.1. Didactic. General remarks. Basic notions of didactics

The term "didactics" comes from the Greek ^ didaktykoz ", which means "one who teaches "and" disiasko "-" one who studies ". This term was first introduced into scientific use German teacher B. Rathke (1571- 1635 рр.) in the course of lectures "Summary of didactics, education or art Ratyhiya." In the same sense the concept and used the famous Czech teacher Comenius J. (1592-1670 gg.), published in 1657 in Amsterdam, his famous work "The Great didactics as a universal art education all around. "

In the modern sense didactics is the most important branch of scientific knowledge, studying and researching the education and training. Didactic - both theoretical and normative and applied science.

Training - targeted, pre-designed communication in which made the process of education, training and development of student assimilated certain elements of human experience, and the experience of learning.

The essence of education - specially selected and recognized by society (state) system objective elements of human experience, learning which is necessary for successful operation in a particular area. The essence of education - this is the result, which aims to achieve educational institution and the level of achievement of those displayed by the category of knowledge, skills, personality traits.

Didactics of high school - the science of higher education and studying in high school; the branch of pedagogical knowledge, steadily developing.

The need for research teaching in higher education caused problems, which accumulated a modern higher education, namely:

-didaktical studying the phenomenon of high school;

- Identification of patterns of the learning process in higher education;

- Further development of the theory of higher education;

- Construction (upgrade) educational technology;

-improvement of pedagogical tools and others.

Unlike general didactics that his studies often focused on secondary school, high school didactics is designed to take a scientific basis for the solution of such problems:

1) study the specific goals of higher education;

2) study of high school social functions;

3) study the education content;

4) scientific substantiation methods pedagogical design process in higher education and implementation of educational activities;

5) determine the best ways, the choice of content, methods, forms and methods of teaching.

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