House, design, repair, decor. Yard and garden. Do it yourself

What we know is limited, and the fact that we do not know is infinite.

P. Laplas

Knowledge and their classification. Knowledge - proven practice The results of the knowledge of the surrounding world, its correct reflection in the human brain. There are many different zun classifications. For the analysis of pedagogical processes, the following is important (Fig. 5).

Fig. 5. Knowledge, skills, skills.

By localization Allocate the following groups of knowledge (ZON):

· individual Knowledge (consciousness) is a set of sensual (shaped) and mental (iconic) images and their connections that arose in the interaction of an individual with reality, his personal experience of knowledge, communication, ways of activity;

· public Knowledge is a product of generalization, objectification, the publicization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values \u200b\u200bcreated by generations of people, civilization.

Training is a "translation" of public zone to individual.

By form of reflection :

· figurativepresented in images perceived by the senses;

· signs, verbal knowledge encoded in sign, language form, theoretical knowledge;

· realexisting in labor objects, art - educated results;

· procedural - those that are concluded in the current activities of people, their skills and skills, in technology, the procedure of the labor and creative process.

By region and subject of knowledge : Humanitarian and accurate mathematics, philosophy, live and non-fat nature, society, technique, art, literature.

By psychological level Highlight: Knowledge - recognition, - reproduction, - understanding, - application, - belief - the need.

By the degree of generalization : Facts, associations, concepts, concepts, categories, laws, theories, methodological knowledge, assessment knowledge.

Modern compulsory minimum requirements for graduates (project V.V. Firsova, 2001) assumes that during study in primary school the student must:

· Issimate about 200 new concepts;

· Learn more than 150 rules in mathematics and Russian language;

· Perform more than 3500 mathematics tasks;

· About 2000 exercises in the Russian language;

In basic schoolpupils should explore:

· Biology - 1624 concepts, 656 facts, remember about 350 definitions;

· In geography - to explore about 600 concepts and almost 700 geographic objects;

· In mathematics - to study 270 concepts, about 100 theorems (of which 45 with proof), more than 100 rules and properties, remember about 100 techniques for solving problems and break 9000 exercises;

· In physics - know 97 different physical quantities and units of their measurement, remember the names of 54 physical instruments;

· In chemistry - 190 concepts, physical properties 17 substances, chemical properties of 73 substances.

Example. The sixth grader in one lesson of biology on the topic "Flower Build" should explore 22 concepts and 15 examples. And at the lesson of geography on the topic "River" - to get acquainted with 16 concepts, 15 geographical objects and reveal 4 causal relations.

Skills and abilities. A special part of universal experience is the process, a way of activity. It can only be partially described using a language. It is possible to reproduce it only in the activity itself, so the ownership of it is characterized by special qualities of the personality - skills and skills. Skill Determined as the ability of the personality to the effective implementation of certain activities based on the existing knowledge in the changed or new conditions. The ability is characterized primarily by the ability to comprehend the existing information, to draw up a plan to achieve a goal, regulate and monitor the process of activity.

Simple skills with sufficient exercise can automate, switch to skills . Skills - This is the ability to perform any actions automatically, without element control. Therefore, sometimes they say that skill is an automated skill. .

A complex skill includes and uses knowledge, and related personality skills.

Skills and skills are characterized by varying degrees of generalization and are classified according to various logical grounds. So, by the nature of the prevailing mental processes allocate motors (motor), sensual (sensory) and mental (Intelligent).

Zuny determines the so-called " training "Personality, i.e. The amount of information, information available in memory and elementary skills and skills to play them. Intelligent abilities for the use and creative transformation of information are already related to another personality personality group - methods of mental actions.

Training - level and quality of knowledge, durable skills and students' skills; The condition and formation of real training activities - "skills to learn", techniques for self-searching for knowledge and self-education.

It should be noted that from the trinity of "Knowledge - Skills" (Zun) in school almost disappeared skills - skills (UN), which, in fact, are a direct bridge to competencies.

Scientists have not yet agreed that it is primary: skills are formed based on skills or, on the contrary, skills-based skills. While argue theoretical scientists, we will try to assimilate how the skill differs from the skill in practice. And for those who are engaged in the upbringing of children, training specialists in any field of activity, it is important to know how quickly and correctly form their life and labor skills and skills.

Skills - this ...

The phrase "skillful worker" is pronounced in respect of the one who quickly and correctly performs its work, manifests a seamless, solving the production problems arising. Such an employee is prepared theoretically and practically to fulfill certain actions and is creatively referred to work.

What is the difference in skill from the skill? The ability requires:

• conscious attitude towards planning their actions to achieve the result;
• knowledge of the properties, the qualities of the object of labor and techniques to work with it;
• skills of working with tool, auxiliary materials.

That is, the skill is such a way to perform some kind of action, which is based on both firmly formed skills and specific knowledge about the object of work, about its properties, about possible ways to work with it. Skills - the basis of the formation of skills.

What is skills

Then how does the skill differ from the skill, what is more durable?

Skill is a solution to automatism a way to perform some action. The skill and skill differ from each other in that the second stereotypen does not require special theoretical preparation, creativity.

The algorithm for performing a specific operation does not change, mental and physical actions are agreed and do not require additional thinking, preliminary planning.

For example, teaching a child with independent actions with a spoon, the mother fixes his attention on the sequences and rules of action with her (in what hand and how to keep how to draw food, bring to the mouth). As the skill form is generated, it becomes less and less, the child absorbs the actions and automatically starts to perform them correctly in any atmosphere.

Motor skills and skill differ from each other. The degree of consideration and manageability of them. The ability also assumes its creative development and improvement.

Skills and skills

Determination of the skill type is associated with human activity. Of the four types of skills (sensory, motor, intellectual, communicative), communicative changes are subject to the largest and frequent changes, since the rules of social life are rapidly changing themselves in accordance with socio-historical changes in the country and in the world.

Mixed skills combine several types: work on a computer requires a combination of intelligent skills (reading and writing text), motor (printing). Particularly allocated generally educational.

First, they are produced in the learning process of any subject, but then used in many areas of activity. In everyday life, for example, we freely use computational actions formed 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 actions of a person, like dressing, cleaning in the house;
• complex connected, for example, with interaction with other people to achieve some goals - the ability to promote, write articles;
• systemic - the ability to distinguish moods, psychological states of people, respond to them, feel their own both physical and mental states.

List of skills and skills needed by a modern person are extensive. It differs from those who needed, for example, the contemporaries of Pushkin.

Why form them

Attentive analysis of any type of activity shows that it represents the sum of different types of skills and skills - the absence of one of them does not allow a person to get the desired result. It entails a deterioration in the quality of life, mental discomfort.

The non-formation of motor skills deprives a person of freedom of movement and actions, communication, causes excessive cost of strength, time and material resources.

Mental activity is impossible without observing and memorizing information, comparisons, analysis, without managing their own attention, condition. It is closely related to the development of sensory skills of perception of information on the rumor, visually, tanna. Sensitivity to smells is needed chemist, cook, doctor and many other specialists.

Communicative skills are considered particularly important and formed on the basis of knowledge of the rules of behavior in various situations, allow a person to take a worthy place in society, become his full member.

How the skills and skills are formed

Any field of activity requires a person specific algorithms for action: what is characterized by the skill from the skill at the dancer - to move correctly in accordance with the drawing of dance and the sound of music, without thinking about the movements. The driver - the ability to react to the roadside and driving a car of a particular type; From the teacher - working skills with literature, with a team of children of certain age, with parents, the ability to properly navigate in unforeseen communicative situations.

Skill formation should be carried out on the basis of multiple consolidation in the sequence memory and method of action, the performance of the effect to automatism.

That is, the exercise is the method of forming a skill that guarantees the quality of the performance (work) 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 question is the accounting of the individual abilities of the student. The quality and speed of mental and motor influence the terms and quality of the formation of skills and skills.

Thus, the methods and techniques of human training by a conscious relation to the labor process, preliminary planning, obsolete the embodiments of the alleged actions and the foresee of their final results underlie the formation of its skills and skills.

Knowledge make up the kernel of learning. Based on knowledge of students, skills and skills, mental and practical actions are formed; Knowledge are the basis of moral beliefs, aesthetic views, worldview.

The concept of "knowledge" is multi-valued and has several definitions. It is determined by how part of consciousness, how something general in the reflection of substantive diversity, then, as a way to streamline reality, as some product and the result of knowledge, then as a method of reproducing in the mind of a knowledgeable object.

In the "Russian pedagogical encyclopedia" "Knowledge" are defined as follows: "The result of the process of knowledge of reality; adequate reflection in the consciousness of a person in the form of ideas, concepts, judgments, theories is fixed in the form of signs of natural and artificial languages. " [Russian pedagogical encyclopedia. In 2 tons. T. 1- M., 1993-1999. P. 123.]

In all these definitions, it is said mainly on scientific knowledge. But besides scientific there are everyday knowledge, the knowledge of the personal, who are known only to one person. LM Friedman, analyzing the existing definitions of the concept of "knowledge," leads its definition of a more general nature: "Knowledge is the result of our cognitive activity, regardless of whether this activity was performed: sensually or extraordinary, directly or indirectly; by the words of others, as a result Text reading, when watching a movie or television film, etc. This result of knowledge of a person expresses in speech, including artificial, gesturing, faithful and any other. Consequently, any knowledge is a product of cognitive activity, expressed in a sign form. Knowledge oppositely ignorance , ignorance, lack of ideas about anything or someone. "[Friedman L.M. Psychopoid of general education: manual for students and teachers. M., 1997. P. 45.]

Multivality in determining the concept of "knowledge" is due to the multitude of functions that is implemented by knowledge. So, for example, in the didactics, knowledge can act as something that should be learned, i.e. As learning purposes, and as a result of the implementation of the didactic design, and as content, and as a means of pedagogical impact. As a means of pedagogical exposure, knowledge acts because, entering the structure of the past individual experience of the student, it changes and transforms this structure and thus raises the student to a new level of mental development. Knowledge not only forms a new look at the world, but also changes the attitude towards him. Hence the educational significance of all knowledge.

Knowledge and correctly chosen path of their assimilation - a background of mental student development. By themselves, knowledge does not yet provide completeness of mental development, but without them the latter is impossible. As an integral part of a human worldview, knowledge is largely determined by his attitude to reality, moral views and beliefs, volitional features of personality and serve as one of the sources of the inclinations and interests of a person, a prerequisite for the development of its abilities. [Polyakova A.V. Mastering the knowledge and the development of younger students / Ed. L.V. Zankov. M., 1998.S. 79.]

Taking into account the didactic functions of the knowledge listed above, there are several tasks in front of the teacher:

• · A) Translate knowledge of its frozen fixed forms into the process of cognitive activity of the student;
• · B) to transform knowledge from the plan of its expression into the content of the mental activity of students;
• · C) Make knowledge to the means of forming a person as a personality and a subject of activity.

Knowledge may have different qualities. Such, for example, are: systematic, generalization, awareness, flexibility, efficiency, completeness, strength.

The knowledge gained in the learning process is characterized by various depth penetration of students in their essence, which, in turn, is due to: the level of knowledge of this area of \u200b\u200bphenomena achieved; learning goals; individual characteristics of students; already exist of their margin of knowledge; the level of their mental development; The adequacy of the learned knowledge of the age of students.

There are depth and breadth of knowledge, the degree of completeness of the coverage of objects and phenomena of this area of \u200b\u200breality, their features, patterns, as well as the degree of knowledge details. Organized school learning requires a clear definition of the depth and latitude of knowledge, establishing their volume and specific content.

Awareness, meaningfulness of knowledge, the saturation of them with a specific content, the skill of students not only to call and describe, but also explain the facts studied, indicate their relationships and relationships, justify the digestible provisions, draw conclusions from them - all this distinguishes meaningful knowledge from formalized.

The school is mainly diagnosed by the completeness and strength of knowledge, the remaining parameters of knowledge in their influence on mental development remain often out of the attention of the teacher. The student's studies also includes individual scattered skills and skills - as general educational (among them, receptions for searching for educational information, individual memorization techniques, storage, work with a book, etc.) and private (account skills, letters, etc.). Their diagnosis allows you to identify the gaps of the results of past learning. Training is detected by tests of achievements, ordinary school readers.

The basis for learning is the active mental activity of students, sent by the teacher [Nurminsky I.I., Gladysheva N.K. Statistical patterns of formation of knowledge and skills of students. M., 1991.S. 102 ..]. The process of learning knowledge is made up of several stages.

The first of these is the perception of an object that is associated with the allocation of this object from the background and the determination of its essential properties. The perception stage replaces the stage of comprehension, at which the discretion of the most significant outside - and intraavy of relations and relations.

The next stage of knowledge formation involves the process of imprinting and memorizing the dedicated properties and relations as a result of multiple perception and fixation. The process then proceeds to the step of active reproduction by the subject of perceived and understood essential properties and relations. The process of learning the knowledge completes the stage of their transformation, which is associated either with the inclusion of newly perceived knowledge in the structure of past experience, or using it as a means of building or highlighting another new knowledge. Very frequently listed stages of knowledge formation take as criteria for estimating the levels of their assimilation.

Thus, the knowledge goes from the primary reflection and literal reproduction, further to understanding; application of knowledge in friends and new conditions; Assessment by the student of utility itself, the novelty of this knowledge [Markova A.K., Matis T.A., Orlov A.B. Formation of the motivation of the exercise. M., 1990. P. 23-34. ].

It is clear that if knowledge remains in the first stage, their role for development is small, and if the student applies them in unfamiliar conditions and evaluates, then this is a significant step towards mental development.

Knowledge can be absorbed at different levels:

reproductive level - playback by sample, according to the instructions;

product level - search and finding new knowledge, non-standard method of action.

Reproductive and productive activities and considering their structure from the point of view of independence, V.P. Bespalko allocated the following levels of learning information. [Bespalko V.P. CONDITIONAL PEDAGOGICAL TECHNOLOGY M., 1999. P. 105.]

Characteristics of the levels of learning information (according to V.P. Bespalko)

The mentioned criteria and levels of learning of knowledge were widely used in pedagogical practice and for scientific purposes when assessing the quality of learning knowledge by schoolchildren.

Essence of skills and skills

The immediate goals of any educational subject are learned by the students' knowledge system and mastering certain skills and skills. At the same time, mastering skills and skills occurs on the basis of the assimilation of effective knowledge, which determine the appropriate skills and skills, i.e. Indicate how to perform this or other skill or skill.

In order to understand the question of the paths and mechanisms of formation of students and skills, you must first understand what the skills and skills provide themselves.

Until now, the relationship between the concepts of "skills" and "skills" has not yet been specified. Most psychologists and teachers believe that skill is a higher psychological category than skills. Practitioners' teachers hold back point of view: skills represent a higher stage of mastering exercise and employment than skills.

Some authors under the skills understand the ability to exercise any activity at the professional level, while the skills are formed on the basis of several skills characterizing the degree of mastering actions. Therefore, the skills precede the ability.

The skill and skill have the ability to make a particular action. They differ in the degree (level) of mastering this action.

The ability is the ability to action that has not reached the highest level of formation committed fully consciously.

Skill is the ability to effect the highest level of formation, performed automated, without aware of intermediate steps.

When a person reads a book by controlling the semantic and style content of it, then the reading of letters and words happens automatically. When he reads a manuscript to identify typos in it, the control is already sent to the perception of letters and words, and the sense side written is in the background. But in that and in another case, a person knows how to read, and this skill hasdone to the skill level. [Ilyin E.P. Skills and Skills: Unresolved Questions // Questions of Psychology. - 1986. - № 2.]

The ability is an intermediate stage of mastering a new action method based on any rule (knowledge) and the appropriate proper use of knowledge in the process of solving a certain class of tasks, but has not yet reached the skill level. The ability is usually correlated with the level expressed at the initial stage in the form of assimilated knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent practical use of this knowledge, it acquires some operational characteristics, speaking in the form of a properly performed action regulated by this rule. In the event of any emerging difficulties, the student refers to the rule to control the action performed or when working on assumed errors.

Skills are the automated components of the conscious action of the person who are produced during its execution. The skill occurs as a consciously automated action and then functions as an automated method of its execution. 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 it a conscious goal. [Talyzin N.F. Pedagogical psychology: studies. Manual for studies environments specialist. studies. establishments. M., 1998. P. 235.]

This means that when we form in the learning process at the student the ability to make some kind of action, then first it performs this action is deployed, fixing in consciousness every step of the action performed. That is, the ability to perform action is formed first as a skill. As you exercise and perform this actions, the skill is improved, the process of performing action is coagulated, the intermediate steps of this process cease to be realized, the action is fully automated - the student is formed in the execution of this action, i.e. The skill goes into the skill.

But in some cases, when the action is complex, and its execution consists of many steps, with any improvement of the action it remains the ability, without turning into the skill. Therefore, skills and skills differ again depending on the nature of the relevant actions.

If the action is elementary, simple, used widely when performing more complex actions, its execution is usually formed as a skill, such as writing skills, reading, oral arithmetic actions over small numbers, etc. If the action is complex, then the execution of this action is usually formed as a skill, which includes one or more skills.

Thus, the term "skill" has two meanings:

• 1) as the initial level of mastering by any simple action. In this case, the skill is considered as the highest level of mastering this action, an automated execution: the skill goes into the skill.
• 2) how the ability to consciously perform a complex effect with a series of skills. In this case, the skill is an automated execution of elementary actions, which consists of a complex action performed using the skill.

You can set the following levels of mastering students with appropriate and learning skills, and skills:

• 0 Level - Students do not own this action (no skill).
• 1 Level - students are familiar with the nature of this action, are able to fulfill it only with sufficient assistance to the teacher (adult);
• 2 Level - Students are able to perform this action on their own, but only by sample, imitating the actions of the teacher or peers;
• 3 Level - Students are able to freely perform actions, realizing every step;
• 4 Level - Students automated, rolled and accurately perform actions (skill).

Not all training skills must reach the level of automation and become skills. Some training skills are formed at school usually until the 3rd level, others, mainly general, up to the 4th level, after which they are improved in subsequent training.

Generalical skills and skills are such skills and skills that are consistent with the actions formed in the learning process to many subjects, and which become operations to perform actions used in many subjects and in everyday life.

To assimage individual items, so-called narrow-minded skills and skills are needed. It corresponds to such actions that are formed in any educational subject matter that can become operations to fulfill only other specific actions of this subject or related subjects. For example, the skills of reading and writing natural numbers and actions on them with the initial formation - purely mathematical skills (actions), but then, when they are already formed, they turn into operations widely used not only for the implementation of various mathematical actions, but also for action In many other subjects (even such as history or literature) and in everyday life practice. Therefore, these skills are general educational. But the ability to find a derivative of some function corresponds to such an action that is used in the course of mathematics and in some cases in courses of physics and chemistry. Therefore, this skill is narrow-minded.

The formation of knowledge, skills and skills has its own pedagogical, psychological and psychophysiological features.

Knowledge - This information about the world, to itself, activities that have become the property of consciousness (including memory) of a person. They are represented in the categories of concepts, terms and their systems (scientific teachings, theories, concepts, information, recommendations, instructions, the content of documents, etc.). Relying on the knowledge, a person understands the surrounding and himself in it, it is understandable in situations, the situation, problems, foresees and plans its actions and actions, prepares and makes decisions, elects the paths and ways to perform, controls and evaluates everything. The deeper and more thorough, he understands all this, the more successful his life activity. Knowledge - the main "material" used in the assessment of the situation, making decisions and regulate actions. Thinking of a person who does not relieve rich knowledge is low productively. "Knowledge - there is power, and the power is knowledge," wrote F. Bacon. Knowledge also play a prompting and regulatory role. Their psychological structure in perfect form represents the unity of cognitive (understanding), emotional (attitude), motivational (motivation) and volitional (regulation) of components. The more responsible and harder the problem, the situation, goals, tasks, decisions, the larger role belongs to the knowledge that a person has. The world and society change in such a way that a modern person needs more detailed and deep knowledge, fundamental, scientific, systemic, special, complex, practical.

However, it is mistaken to think that knowledge is enough for action. In primitive cases (inclusion of light in the room or TV,

opening the door key, the transition of the street in the traffic signal, etc.) knowledge is enough, but even with an externally simple (cleaning of the teeth, holding the handle with a letter, digging a shovel, watering colors, compliance with calligraphy when writing, lectures, etc.) need The acquisition of practical experience, during which the methods of confident and proper use occasion. In addition, among the actions of a person there are standard, duplicate, labor, life, and there are non-standard, which should be done every time with the mind, not template, adapting to the features of the situation. The difficulties of "translating" knowledge in the actions are growing at the same time, and their overcoming should be specifically learning.

Skill - Automated method of performing some action, repeatedly running standard in standard conditions and providing its high efficiency in them. Skill Properties - Energy of Action, Speed, Accuracy, Efficiency (Performance with Minimum Efforts and Costs of Energy), Machinery (execution without a concentration of action on the technique of action), stereotype (tendency to the same execution during repetitions), conservatism (difficulty changing the method of execution) , reliability (increased non-destructive percentage in interruptions in the practice of performing actions, with interference, negative mental state), high success.

The value of the skills is that they exempt the consciousness of a person from the "draft work", i.e. From the remembrance of different knowledge, instructions, tips, recommendations and reflections on what and how to do, from the conscious management of the movements of the hands and legs and control over them. Therefore, they allow automated, mechanically performing actions worked out before the skill, which makes it possible to simultaneously focus on something else, no less important: understanding the characteristics of this situation and solving the task in it, coordinate their actions with the actions of others, overcoming other difficulties , the choice of ways to achieve is possible higher results in Ave. If a person, for example, recalled the teacher's advice, how to keep the handle, how to bring letters on paper, it would be very difficult for him to write a good and competent essay or poem. A person who does not speak the skill and in the syllables slowly reading text, poorly grabs its content. Skills ensure successful actions with excitement, fatigue, in a difficult situation, when there is no time for reflection and distracts much.

During multiple repetitions of any action, the sensations, perceptions, memory processes, attention, ideas, imagination, thinking, which appear in the movements appear and improved. Gradually, the ligaments of transitions from one element of action to another are simplified, facilitated, strengthened, and at the same time mental and psycho-physiological processes of programming, comprehension, control, assessment, control regulation are reduced. As a result, the "mental picture" of the action is a "mental picture" of a person - an internal plan scheme, its dynamic, psychophysiological stereotype. What we observe in the form of fast, accurate and at the same time easily performed movements and actions of the human skill, there is only an external expression of such a current "internal skill circuit", which performs a programming, initiating, regulatory, estimated, corrective role in relation to The internal content has been deployed internally. According to the peculiarities of this "internal scheme" skills are:

• touch - associated with the work of the senses (vision, hearing, smell, feeling, etc.) and provide observation, looking at, distinguishing odors and tastes, identification of objects, people, phenomena, etc.;
• mental - related mainly to intelligence: a bought multiplication table, poem, assessment of the situation, rapid calculations, the adoption of intuitive solutions, self-control, mastered the norms of cultural communication and behavior, etc.;
• motor - They provide, for example, a clear and fast letter, performing exercises in sports shells, climbing on the rope ladder, ride a bike, swimming, work with automatic control bodies, use of self-defense techniques, etc.;
• complex - Works on a computer, games on a musical instrument, shooting from a pistol, work on the machine, etc.

Skills are classified and according to significant features, for example, mathematical, grammatical, first aid, elimination of electrical wiring faults, methodical, etc.

Skills are simple and complex. Separate automated movements - an example of simple skills. Complex skills consist of many (sometimes up to 30) simple operations that are their elements. A high level of human training is characterized by possession of predominantly complex skills.

With all the automation of the skills, their functioning is under the control of the peripheral field of human thinking,

that at the same time something else. If difficulties occur, thinking is quickly connected to the regulation of actions.

Tell - man mastered a comprehensive way of flexible and successful performing some action in non-standard, unusual, diverse situations. In the ability, there are elements of automatism, but in general it is always carried out consciously, with the active participation of thinking, bringing to reflections of existing knowledge, constant mental control and evaluation of what is happening in this situation. It has elements of creativity, finding methods for flexible actions, adequate specifics of situations and conditions.

The properties of the skills are the adequacy of the specific situation, meaningfulness that corresponds to the situation flexibility, sufficient speed, success, reliability as resistance to unexpected and unusual.

In pedagogy, such a word order is usually used: knowledge, skills, skills (zuna). It is assumed that the skill is the top of the training. But it happens in the simplest actions, for example, babies and first-graders - walking skills, handling a spoon, letters, reading. In the life of the same professional activity, the top of the training is not a mindless machine gun, but a person acting deliberately, at the setting, skillfully. Such an understanding of the role of skills, which does not coincide with common in primary and secondary education, may reconcile what they differ simple and sophisticated skills.

If the knowledge that learned the study definitely indicates that and how to do, then a person acting in harmony with them extracts simply skill. Such skills act as the initial stage of the formation of the corresponding skill. They are passing and independent values \u200b\u200bfor the characteristics of the height of the training do not have.

Another thing is complex skills that include knowledge and skills, but they themselves never turn into thoughtless skill. To complex skills, for example, include: the ability to conduct classes, play chess, drive a car, to conduct a study, prepare a financial report, analyze the market economy, to carry out pedagogical planning, to protect human rights, conduct interrogation, liberate hostages and many others. Each time, performing these actions, you need to tensely think, search, create, show independence. Complex professional skills are a crown of professional skill. It is not by chance that in Russia, genuine masters have long been called craftsmen.

• This is characteristic of many supporters of "Value" learning. It is distributed, in particular, in legal educational institutions, where they are far enough to know the law, instruction, to properly and confident them in practice.
• Even with a fully automated walking, the person who owns the person regulates the steps when there are pens, puddles on its paths, sneakers.
• Some theorists even define skills as an automated component of the skill, ensuring the success and ease of its execution (see: Kazan I.G., Nazarova TS Didactics. M, 1990. P. 30).

Recycling of sensual data in consciousness leads to the formation of ideas and concepts. It is in these two forms that knowledge is stored in memory. The main purpose of knowledge is to organize and regulate practical activities.

Knowledge is theoretically generalized social and historical experience, the result of mastering a person of reality, her knowledge.

Knowledge and action are closely intertwined. Actions with objects are given at the same time knowledge of their properties and the possibility of using these items. Meeting with unfamiliar subjects, we strive first of all to get knowledge about how to do with them, how to use them. If we are dealing with a new technical device, then first meet the instructions for using it. Based on the instructions of the movement are postponed in the form of motor representations. However, movements are usually not enough for proper handling of the subject. Certain theoretical knowledge of some properties of the device, about the patterns and features of the phenomena associated with it are necessary. These knowledge can be purchased from special literature and use them by working with the device.

Knowledge raise activities at a higher level of awareness, increase the confidence of a person in the correctness of its execution. Implementation is impossible without knowledge.

In addition to the knowledge necessary components of the activity are skills and skills. The ratio of these components is explained by psychologists ambiguous: some researchers believe that the skills precede the skills, others believe that the skill arise earlier skills.

In addition, the concept of ability is ambiguously interpreted. So, the ability is sometimes reduced to the knowledge of a particular case, understanding the sequence of its implementation. However, this is not the skill, but only the prerequisite for its occurrence. Yes, and first-grader, and high school students know how to read, but these are highly excellent skills in their psychological structure. Therefore, it is necessary to distinguish between the elementary skills that go immediately for the knowledge and first experience of actions, and the skills that manifest themselves as skill in performing activities that occurs after the skill. Elementary skills are actions that occur on the basis of knowledge as a result of imitating actions or independent trial and errors in handling the subject. They may arise on the basis of imitation, from random knowledge. The ability - skill arises on the basis of already developed skills and a wide range of knowledge. Thus, the necessary internal condition is the ability to have a certain skill in the implementation of the actions of which this activity consists.

So, the ability is a knowledge-based and skills. Human readiness to successfully fulfill certain activities. The ability is consciously controlled parts of the activity at least in the main intermediate paragraphs and the ultimate goal.

The existence of a large number of activities causes the existence of an appropriate number of skills. These skills have both common features (what is necessary for any type of activity: the ability to be attentive, plan and control activities, etc.) and excellent features are due to the content of a type of activity.

Since the activity consists of various actions, the ability to perform it consists of a number of individual skills. The more difficult activity, the more perfect mechanisms and devices that need to be managed, the ability of a person should be characterized.

Skill is an action formed by repetition and is characterized by a high degree of comprehension and lack of element conscious regulation and control.

Skills are the components of the conscious activity of the person who are fulfilled fully automatically. If under the action to understand the part of the activity that has a clearly delivered conscious goal, then the skill can also be called an automated component of the action.

As a result of the repeated implementation of the same movements, a person has the ability to perform a specific effect as a single targeted act, without setting in itself a special goal to consciously pick up its implementation methods for it, and not focusing on special attention on the implementation of individual operations.

Due to the fact that some actions are fixed in the form of skills and go to the plan of automated acts, the conscious activity of a person is exempt from the need to regulate relatively elementary acts, and is sent to the fulfillment of complex tasks.

When automating the actions and operations of their transformation into skills in the structure of activity, a number of transformations occur. First, automated actions and operations merge into a single holistic act, called the skill (for example, a complex system of human movements that the text writes, performs a sports exercise, conducts a surgical operation, produces a item item, reads a lecture, etc.). In this case, extra, unnecessary movements disappear, and the number of erroneous drops sharply.

Secondly, control over the action or operation during their automation is shifted from the process to the final result, and external, sensory control is replaced with internal, proprioceptive. The speed of action and operation increases sharply, becoming optimal or maximum. All this happens as a result of exercises and training.

The physiological basis of automation of the components of the activity, which is initially represented in its structure in the form of actions and operations and then turn into skills, is, as N.A. showed Bernstein, the transition of management of activities or its individual components to the subconscious level of regulation and bring them to automatism.

Since the skills are included in the structure of actions and various activities in large quantities, they interact with each other, forming complex skills systems. The nature of their interaction may be different: from consistency before countering, from a complete merger to a mutually negative brake influence - interference. The coordination of skills occurs when: a) the system of movements relating to one skill corresponds to the system of movements related to another skill; b) When the implementation of one skill creates favorable conditions for performing another (one of the skills is a better assimilation of the other) c) when the end of one skill is the actual beginning of the other and vice versa. Interference takes place when one of the following contradictions appears in the interaction of skills: a) the system of movements that relate to one skill, contradicts, is not consistent with the system of movements that constitute the structure of another skill; b) when in the transition from one skill to another in fact it is necessary to retrain, destroy the structure of the old skill; c) when the system of movements related to one skill is partially contained in another, already brought to automatism skill (in this case, when performing a new skill, motions are automatically characteristic of previously learned skills, which leads to the distortion of the movements required for the new skill) d) when the beginning and end of consistently performed skills do not coincide with each other. With full automation of skills, the interference phenomenon is reduced to a minimum or completely disappear.

Important to understand the skill formation process has their transfer, that is, the distribution and use of skills formed as a result of the implementation of some actions and activities to others. In order for such a transfer to be ok, it is necessary that the skill becomes generalized, universal, coordinated with other skills, actions and activities brought to automatism.

The ability in contrast to the skills is formed as a result of the skills coordination, their associations in the system with the help of actions that are under conscious control. Through the regulation of such actions, optimal control of skills is carried out. It is to ensure the accuracy and flexibility of performing actions, that is, obtaining as a result of a reliable result. The action itself in the structure of the skill is controlled by its purpose. For example, students of junior classes in teaching the letter perform actions related to the writing of individual elements of letters. At the same time, the skills of the pencil content in the hand and performing elementary movements with hand are executed, as a rule, automatically. The main thing in the skill management is to ensure the error of each action, its sufficient flexibility. This means the practical exception of the low quality of work, the variability and ability to adapt the skill system to the conditions of activity, changes from time to time, with the preservation of positive results. So, the ability to do something with your own hands means that a person who has such skills will always work well and is able to maintain high quality labor under any conditions. The ability to teach meant that the teacher is able to teach any normal student that he knows and knows how to himself.

One of the main qualities that belong to the skills is that a person has the ability to change the structure of skills, operations and actions that are part of the skills, the sequence of their implementation, while maintaining the end result. A skilled person can replace one material to others in the manufacture of any product, to make or use existing tools, other infrident means, in a word, will find an output in almost any situation.

Ability, unlike skills, always relieve active intellectual activity and necessarily include thinking processes. Conscious Intelligent Control This is the main thing that distinguishes the skill skills. The activation of intellectual activity in skills occurs in those moments when the conditions of activity are changed, there are non-standard situations that require operational adoption of reasonable decisions. The control of the skills at the level of the central nervous system is carried out by higher anatomy-physiological instances than skills management, that is, at the level of the cortex of the brain.

Skills and skills are divided into several types: motor, cognitive, theoretical and practical. Motors include a variety of movements, complex and simple, constituting external, motor aspects of activity. There are special activities (for example, sports), entirely built on the basis of motor skills and skills. Cognitive skills include the ability to search, perceive, memorize and process information. They relate to the main mental processes and suggest the formation of knowledge. Theoretical skills and skills are associated with abstract intelligence. They manifest themselves in human ability to analyze, summarize the material, put forward hypotheses, theory, carry out the transfer of information from one iconic system to another. Such skills and skills are in the creative work related to obtaining the perfect product of thought. Practical skills are manifested in the performance of practical activity, the manufacture of a particular product. It is on their example that the formation and manifestation of skills in its pure form can be demonstrated.

Of great importance in the formation of all types of skills and skills have exercises. Thanks to them, the skills, improvement of skills, activity as a whole occurs. Exercises are needed both at the stage of developing skills and skills and in the process of their conservation. Without constant, systematic exercises, skills and skills often lose their qualities.

Another element of activity is a habit. It differs from skills and skills in that it is a so-called unproductive element of activity. If skills and skills are associated with a solution to any task, providing for the production of any product and are quite flexible (in the structure of complex skills), the habit is inflexible (often and unreasonable) part of the work performed by a person mechanically and has no conscious goal or pronounced productive completion. In contrast to simple skills, the habit can be consciously monitored to a certain extent. But it differs from the skill with the fact that it is not always reasonable and useful (bad habits). Habits as elements of activity is the least flexible part of it. Therefore, it is important that the child immediately enshrined useful habits, have a positive effect on the formation of a person as a whole.