Knowledge of skills and abilities that. The essence of skills and abilities. Levels of mastery. Application of knowledge, skills, abilities. As you can see, it is quite difficult to draw a clear boundary between subject-specific and general educational skills.
The activities of a leader are diverse. In order to successfully carry out the effective operation of an enterprise, make optimal decisions, and work with people, a talented manager must combine abilities, experience, knowledge, and the ability to use them. A leader must have training in many areas of life.
The work of a manager is, first of all, working with people, which is one of the most difficult activities. The manager must know how to behave with performers, adjust his behavior depending on their condition, and be able to identify strengths performers and notice their shortcomings in order to distribute personnel most effectively. His duty is to create a strong, cohesive team in which each member takes his own place, in which the possibility of occurrence is minimized. conflict situations who is able to work smoothly and efficiently. Carrying out the educational function, the leader must activate and develop in performers those personal qualities that contribute to more fruitful work of the individual performer and the team as a whole.
Functions of the group leader.
The functions that a team leader must perform, regardless of its level, include:
Definition of goals and objectives;
Distribution of tasks among group members;
Defining responsibilities and discussing them with each employee;
Monitoring and discussing the progress of individual and group assignments;
Employee motivation;
Encouraging cooperation and collaboration within and outside the group;
Creating a favorable moral and psychological environment in the group;
Problem solving and decision making;
Encouraging employee initiative, taking into account their views, opinions, ideas;
Creating conditions for working with full dedication;
Discipline, if necessary.
The above list does not exhaust the functions of a manager, but demonstrates their breadth.
All of these functions are based on general business skills: the ability to persuade, communicate, consider the character traits of others, teach, demonstrate one’s competence, etc.
At the same time, there are specific skills that a leader must possess.
These include skills:
planning;
distribution of work;
management;
support and motivation;
informing;
evaluation of results.
Let's look at the skills in more detail.
Planning.
This function consists of defining the group's goals and objectives, as well as determining an effective strategy for achieving goals.
The result of this stage should be a detailed plan of actions necessary to achieve the goal.
Goals, strategy and plans provide a sense of perspective for the group and are the basis for assessing progress towards the goal.
This is one of the most important functions of a leader.
He must be able to step back from operational tasks (“routine”) and look to the future.
The leader must know at every moment where the group is, what it should do in this moment, in the near and distant future.
Distribution of tasks among group members.
Once the plan is developed, it should be discussed in detail with the group.
The main task of this stage is to make each group member an “accomplice”, a co-author of the plan.
The greatest effect will be if employees perceive the plan as “their own” and not the manager’s.
Then agree with each employee on his individual task and approve the plan in its final form, fixing time and functional guidelines.
Control.
After starting work on individual tasks, the manager must monitor and manage this process, including disciplining those who need it.
In addition, he is a coordinator when performing interrelated, complex work, acts as a mediator in conflicts between group members, and resolves controversial issues.
During this period, the functions of motivating and encouraging employees, creating an atmosphere of confidence in success, cultivating good business relationships and a favorable psychological climate are very important.
Support and motivation.
The leader must support the members of his group.
People perform better when they feel that their individual contributions are noticed and valued by their leader and the group as a whole.
If any employee has personal problems, the manager should know them and help deal with them.
To do this, it is necessary to know the personal characteristics of each employee, his aspirations, motivation, abilities, feelings, interests.
The manager can achieve this by conducting regular individual interviews with employees, on the other hand, such conversations tend to increase the loyalty of the group as a whole to its leader.
Informing.
If circumstances change or new information appears regarding the activities of the group, the leader must inform all its members.
Withholding any information leads to the spread of gossip, which will inevitably affect the cohesion of the group.
In general, information openness in a group is important.
The leader must not only communicate external information, but also receive it from group members.
The leader must welcome suggestions and criticism from group members, while demonstrating that this information is important and useful to him.
Evaluation of results.
The manager must continuously evaluate the performance of both each employee and the group as a whole, from the point of view of the implementation of the adopted plan.
If it looks like the plan won't be achieved, the team needs to present proposals for changing it or even completely changing the strategy for achieving the goals.
Once the group has achieved its goals, it is necessary to evaluate which elements of the plan were successful and which were not.
Such assessments will be useful in the future when performing new tasks.
The functional approach is based on the assumption that the leader is a well-rounded individual who has a wide range of business skills and certain personal qualities: determination, confidence, a developed sense of humor, etc., and on the basis of this is respected by the group.
It is important to note that simply being appointed to a leadership position does not make a person a leader.
On the other hand, it is not enough just to have the necessary skills and human qualities.
Leadership is more than the sum of these factors.
It is very important for a leader to gain the trust of the group and to have his leadership recognized by all group members.
14. Requirements for the personal characteristics of a leader.
Qualities that a manager must have. There are three groups of such qualities: personal, professional, organizational and business.
Personal qualities primarily include honesty and decency, which always presuppose compliance with the norms of universal morality, modesty and fairness towards others. A leader must try to understand his subordinates, see them as individuals worthy of respect, be able to understand their behavior, be humane and care about people, strive for cooperation, while taking into account the interests of everyone.
A manager must be principled in all matters, be able to withstand pressure both “from above” and “from below”, consistently and firmly stand his ground, not hide his views, defend to the end the values that they profess and help others gain these values through personal example, not moralizing, firmly hold given word.
In the work of a manager, an important personal quality is good health, which helps to be energetic and resilient, courageously endure the blows of fate, and successfully cope with stress. To maintain good physical health, you need constant training, balanced loads that involve changing types of activities - after all, rest does not lie in idleness, but in switching to another job. Therefore, it is necessary to rationally distribute strength and energy between all your affairs in order to achieve success in each, but you cannot accustom yourself to constant stable loads and from time to time destroy the usual patterns of action, because when a breakthrough is required, the exhausted leader will no longer be capable of it.
However, physical health alone is not enough for a manager. He must also be an emotionally healthy person, otherwise he simply cannot withstand all the overloads that fall on his head.
Therefore, you need to form positive emotions in yourself ahead of time: empathy, which makes a person humane; excitement, stimulating activity, interest and curiosity, helping to move forward and explore new areas of activity; confidence that adds solidity.
Making management decisions requires managers not only to have qualifications, but also to have emotional maturity, which is expressed in the ability and readiness to meet acute situations halfway, to successfully cope with them, and not to make an unsurvivable tragedy out of the defeats that are inevitable in the life path of any manager.
Modern manager must actively combat one’s own shortcomings, develop a positive attitude towards life and work, create a “healthy” environment by promoting and training people, revealing their abilities and talents; at the same time, there is no need to be afraid of losing authority - in most cases, employees pay for such an attitude towards them, on the contrary, with recognition and gratitude.
Another group of qualities needed by any manager is professional. This is competence, i.e. system of special knowledge and practical skills. It can be special and managerial. This is culture - general, technical, economic, legal, informational, psychological and pedagogical. A number of other points are also important. First of all, a modern manager is distinguished by a good knowledge of reality, both internal and external, an understanding of the goals of the company and his division, the ability to see problems, highlight the most significant aspects of them, and be receptive to novelty and changes. This is impossible without having above-average mental abilities, the ability to analyze a situation, create and critically evaluate various plans and programs, make decisions, take responsibility for their implementation, work hard and persistently for this, be energetic and decisive.
However, a leader must not only be well trained and highly educated, but also a creative person. He is required not only to believe in his own creative abilities, but also to appreciate such abilities in others, to be able to mobilize and use them, overcoming all obstacles encountered along the way. To do this, you need to be persistent, feel the need for change, be able to break with traditions, perceive new ideas and innovative solutions, and systematically use them. A creative leader typically works with groups using brainstorming techniques, encourages the free expression of emotions and ideas, and continually learns, including from their own mistakes.
Creativity is unthinkable without the ability to find information and share it with subordinates, listen to others no matter who they are, be open with colleagues, achieve feedback, not to isolate yourself from what threatens established views of the world, while questioning everything, to understand the position of others, to find people everywhere who are of at least some interest to the company.
All leading companies are characterized by the principle of “not leaving a single proposal, no matter how insignificant, unanswered.” For this purpose, for example, the Toyota company maintains monthly records of proposals, which are considered at various levels depending on the value of the proposal.
But the most important thing for a manager is to grasp everything on the fly, to link newly acquired knowledge with old knowledge, to have the skill and ability to learn both on and off the job, increasing competence, but avoiding one-sided specialization. Real learning usually begins the moment you take office and never stops.
The next group of qualities of a manager that define him, strictly speaking, as a manager are organizational and also business ones.
They reflect the level of organizational culture of the manager, his knowledge of the technology of management work: selection, placement and use of personnel, development of norms, standards and regulations, personal plans and plans for the activities of departments, services, operational plans and schedules of events, bringing tasks to performers, instruction, management, control.
Organizational qualities include, first of all, determination. Character modern life requires the manager to have clear and reasonable goals. Without them, he may lack firmness and determination and miss good opportunities, waste time on trifles. Since everything in the world is changing, in order to stay afloat, the manager must adjust these goals. But determination is not only about setting goals, but persistently striving for them. This is what distinguishes a manager from other employees.
Another organizational quality that should be inherent in a manager is efficiency. It lies in the ability to clearly and timely set tasks, make informed decisions, control their implementation, and be prompt and orderly in actions and deeds.
An important organizational quality of a manager is energy, that is, the ability to infect people with confidence, the desire to act through logical suggestion, personal example, and one’s own optimism.
A manager must have discipline and self-control. Without this, he will neither be able to call others to order nor control their activities. Therefore, a manager must control his emotions and moods, study the emotions of others to find an approach to their behavior, and also control the discipline of subordinates.
Distinctive feature The manager must have increased efficiency, the ability to work hard, without, however, sacrificing himself and without becoming a “work addict”.
You need to save your strength for the main thing, not waste it in vain, and be able to rest. The manager must be sociable, contactable, i.e. sociable, focused on the outside world, showing interest in others. He must be able to win people over, listen and understand them, and convince them that he is right.
An important trait of a manager is realism. He must be able to correctly assess his capabilities and the capabilities of his subordinates, their actions, and not have his head in the clouds, then it will not be so painful to fall if he fails.
A good manager is characterized by healthy optimism and confidence.
It is impossible to lead people without self-confidence. Confident people know what they want. They never take shortcuts. Their views on issues are always clear and clear, and they strive to ensure that everyone knows about these views, and therefore freely express their point of view, ensuring that they are heard and understood, but at the same time respect other people and their opinions.
A good leader must be able to ensure employee ownership of the work. To do this, it is necessary to properly encourage people, turn any, even the most tedious work into an exciting game, looking for non-standard approaches and unknown facets in solving a problem, and flavor their actions with a certain amount of adventurism to make them even more attractive. Those. essentially take as an axiom Douglas McGregor’s theory “Y”, developed by him in the 60s, the first point of which states: “Work is as natural to a person as play.” The leader must take into account the desire of his subordinates to achieve a certain position in this world, know their ideals and contribute to their implementation.
But the most important thing is that a manager must have the ability to lead, organize and support the work of a team, and be ready for action and risk. He must be able to determine the scope of his official powers, the ability to act independently of management, encourage people to obey, get rid of ballast, and help those who remain become themselves, and not crush them under themselves. To do this, the manager must have tolerance for the weaknesses of people that do not interfere with work, and intolerance for everything that interferes with the successful solution of the tasks facing him and the team.
It must be borne in mind that there is not and will not exist a manager who has universal abilities and acts equally effectively in any situation.
There is a certain set of human qualities, which were listed above, that form the basis of organizational abilities.
Bibliography
1. Vesnin V.R. Management for everyone. - M.: Knowledge, 1994. .
2. Meskon M.Kh. Fundamentals of management. - M.: Man, 1995.
4. Philip Genov Psychology of management. - M: Progress, 1982.
5. A.N. Eltsov A manager cannot afford to have a bad mood // Personnel Management.-1998.-No. 2.
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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 new knowledge is acquired and self-awareness develops, the child 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. Receiving, as a result of active practical interaction with the outside world, a reflection in the consciousness of the laws of this world and social practice.
It is vitally important for a coach to understand the specifics of the learning process itself. In particular, understand the difference between knowledge, skills and abilities.
Knowledge
To do something, a person needs to know where to start, where to continue and how to finish. This is knowledge - information about objects and processes.
Moreover, the more complex the matter, the more knowledge is needed. To dig a ditch, little knowledge is needed. But making a website is already a serious task.
- Start with the big picture. Help the participant see the entire structure first and point out what is important about it.
- Go deeper gradually. Move from the general to the specific, from structure to elements.
- Apply generalizing schemes. Schemes, generalizations in beautiful metaphors (“confidence is like a house: it has a foundation - positive self-esteem” and so on) help participants remember better.
It is not easy to follow these rules, but trainings built taking them into account look more serious and turn out to be more useful for participants.
SKILLS
Skills are the automatic execution of actions to achieve a specific goal.
There is a significant difference between a skill and simple automatism - a skill is always a conscious action. For example, when a person begins to bite his nails unnoticed, this is automaticity. But riding on 
a car is a skill (it is impossible to drive a car without the participation of consciousness; but biting your nails is possible).
Skills take a relatively long time to develop and this is very important! - only if a person’s attention is directed to the goal for which the skills are being developed.
Let's take the example of driving a car. If a person gets into a car and just starts turning the steering wheel, he will not develop the skill. But if he turns the steering wheel to turn and get where he needs to go, then the skill will develop.
It’s interesting that the skill develops endlessly. You can always improve something, there is always room to grow.
At the same time, the growth of skill is spasmodic. Changes accumulate imperceptibly, and then again - and reach a new level. And it happens that before the jump there is a deterioration. This is a sure sign that there will be rapid growth soon.
And of course, most skills are not developed in one day. Sometimes it takes several months of hard work for a skill to appear.
SKILLS
Skill is a person’s ability to perform work productively, with the proper quality and at the appropriate time under new conditions.
It is usually said that skill is the initial stage of skill, but this is not so. On the contrary, skills are formed on the basis of skills (and, of course, knowledge). Skill - component skills.
It is difficult to perform work in new conditions if you do not have the skills. Imagine a person who has just gotten behind the wheel and learned to drive around an empty race track. If he is released onto a busy street (new conditions), how long will he travel without an accident?
It’s another matter if he has already gotten the hang of driving around the race track. Now you can go to new conditions (better, of course, on a road with minimal traffic).
It is important to remember that without purposeful activity, neither skills, nor even the skills that comprise them, can be formed. See the example above about learning to drive.
Highest level skill development is skill. When a person performs complex work easily, quickly and efficiently, we understand that he is a master. To become a master, you need to work hard, but the result certainly pays off.
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A dynamic and interesting warm-up exercise, which allows for a short time noticeably increase the level of energy, attention and activity in the group.
Ethis exercise can be used for training of any type. The exercise will be a good introduction to topics aboutdifferent behavior strategiesin one situation or another, aboutactivity in achieving the goal, O leadership position, O speed of decision making in a changing environment.
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This training exercise solves two main problems. First - development leadership qualities participants, what is relevant in leadership training, confidence training And trainings for managers.
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An effective exercise suitable for many training topics. Taking only 10-15 minutes, the exercise allows the trainer to quickly raise the energy level of the group, in a memorable way to attract the attention of participants to next topic and increase participants’ motivation for further learning.The exercise clearly demonstrates to participants that forceful methods of influence give losing results, but we often act out of habit using forceful methods.
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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 their work and shows ingenuity in solving production problems that arise. 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 and psychological states of people, to respond to them, to sense one’s 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 various situations, allowing a person to take a worthy place in society and 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 is elements of information connected with each other and with the outside world.
Properties of knowledge: structureability, interpretability, coherence, activity.
Structurality is the presence of connections that characterize the degree of comprehension and identification of the basic patterns and principles operating in a given subject area.
The interpretability of knowledge (to interpret means to interpret, to explain) is determined by the content, or semantics, of knowledge and the ways of its use.
Coherence of knowledge is the presence of situational relationships between elements of knowledge. These elements can be interconnected into separate blocks, for example, thematically, semantically, functionally.
Knowledge activity is the ability to generate new knowledge and is determined by a person’s motivation to be cognitively active.
Along with knowledge, there is the concept of data. Although a clear line between data and knowledge cannot always be drawn, there are nevertheless fundamental differences between them.
Data is an element of knowledge, i.e. isolated facts, whose relationships with the outside world and among themselves are not fixed within themselves.
There is a distinction between declarative knowledge - statements about objects of the subject area, their properties and relationships between them, and procedural knowledge - they describe the rules for transforming objects of the subject area. These can be recipes, algorithms, techniques, instructions, decision-making strategies. The difference between them is that declarative knowledge is the rules of communication, while procedural knowledge is the rules of transformation.
· stored (remembered);
· reproduced;
· are checked;
· updated, including restructured;
· are transformed;
· interpreted.
A skill is understood as a method of performing an action mastered by a person, provided by a certain body of knowledge. Skill is expressed in the ability to consciously apply knowledge in practice.
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.
The strength of knowledge assimilation is one of the goals of training. The result of strong assimilation is the formation of stable knowledge structures that reflect objective reality, when students are able to update and use the acquired knowledge. However, in practice this goal is not always achieved. Everyone knows the student motto: “Pass (the exam) and forget it like a bad dream.”
But if knowledge is forgotten, then why waste time (and money) on learning it?
The purpose of training is professional skills and abilities.
Research by psychologists has shown that acquired skills remain forever, and skills last for years, and theoretical (declarative) knowledge is quickly forgotten. However, in many cases, the strength of knowledge acquisition is the goal of intermediate stages of learning.
Modern understanding of mechanisms educational activities, leading to a strong assimilation of knowledge, allows us to formulate a number of recommendations.
In modern learning, thinking dominates memory. Students should save their energy, not waste it on memorizing low-value knowledge, and avoid overloading their memory to the detriment of thinking.
Prevent the consolidation in memory of what was incorrectly perceived or what the student did not understand. The student must memorize what has been consciously learned and well understood.
The material requiring memorization should be contained in short rows: what we should carry in our memory should not be of vast dimensions. From the rows to be memorized, exclude everything that the student himself can easily add.
Remember that forgetting what you have learned occurs most intensively immediately after learning, so the time and frequency of repetitions must be consistent with the psychological laws of forgetting. The greatest number of repetitions is required immediately after students are familiarized with new material, i.e., at the moment of maximum loss of information, after which this number of repetitions should gradually decrease, but not disappear completely. It is advisable for students not to time their own reproduction of the material to coincide with the moment immediately following the perception of the material, but to first let it rest for a while. Experimental studies indicate that the best reproduction occurs, for the most part, not immediately after the first perception of the material, but some time (2-3 days) after it.
When intensifying students’ involuntary memorization, do not give direct tasks or instructions: it is better to interest students, and from time to time “stir up” the interest that arises.
Don’t start learning something new without first developing two important qualities: interest and a positive attitude towards it.
Follow the feed logic educational material. Knowledge and beliefs that are logically connected are absorbed more firmly than scattered information.
Rely on the fact established by science: an important form of strengthening knowledge is its independent repetition by students.
Follow the logic of learning, because the strength of knowledge that is logically interconnected always exceeds the strength of assimilation of scattered, poorly connected knowledge. Provide students with the opportunity to view the material from different angles.
Since the strength of memorizing information acquired in the form of logical structures is higher than the strength of isolated knowledge, knowledge presented in logically integral structures should be consolidated.
In teaching practice, repeated repetition of the presented educational material is often a means of solid assimilation of knowledge. However, relying primarily on mechanical memorization, without a deep awareness of the internal patterns and logical sequence in the system of acquired knowledge, is one of the reasons for formalism in teaching. Memorization and reproduction depend not only on the objective connections of the material, but also on the individual’s attitude towards it (for example, the student’s interest in knowledge). An important condition for the strong assimilation of knowledge is the correct organization of repetition and consolidation of knowledge. Knowledge acquired independently is most firmly absorbed when performing research, search, and creative tasks.