Modern pedagogy in the concept of "forms of learning"includes the general forms of education and the forms by which the organization of educational activities takes place. The general forms include individual, collective and group types of work. Lessons, circles as subject, as well as creative and technical, excursions, student scientific societies are forms of organization of educational activities.
Also, the concept of "form of education" is interpreted asorganization of the learning process, which has developed historically and is distinguished by stability and logical completeness. She is characterized by systematicity, integrity, ability to self-improve, a permanent composition of students, a certain mode of conduct and personality-active character.
The basic form with which occursthe organization of the schooling process represents a lesson, because most of the time spent in the school is given to him. The system in which children study during a lesson in class has stood the test of time. And although nowadays criticism is heard from all sides of it, it is used today in almost all countries of the world. The class-less system has its positive and negative sides. As its advantages can be called the complexity in the organization, ease of management, efficiency. At the same time, the negative side is that it is not always possible to apply an individual approach to students due to a strict organizational structure.
Modern forms of schooling
Many researchers are of the opinion thatinterest in students to the subject will appear due to the presentation of the content of the studied material. Practice shows that if the interest is reduced only to the content side of the new information, then the interest among schoolchildren will appear only on a case by case basis.
If students during the lesson are not actively included inactivity, the interest that has arisen to the content of the material will never turn into a cognitive interest. In order to encourage children to learn, it is necessary to constantly combine traditional forms of education and non-traditional forms of education in their work.
Learning in the form of a class-lesson form ismajor in the educational process. But a lesson will never be interesting for a student if he is constantly offered to be involved in work that is uniform in its structure and methodology. Therefore, traditional forms of education in this form are unacceptable today.
The framework of the usual lesson become cramped, due towith this, new forms of its organization and methods are emerging. A non-standard lesson is one of the ways of teaching and educating schoolchildren. This type of learning activity is an improvisation based lesson that has an unconventional structure. There are no teaching aids for such lessons. They are based on talent, knowledge, skills and skill of the teacher.
At the present stage, non-traditional formslearning can be applied in classes with different levels of training. It can be lessons in various subjects, conducted in verses or fairy tales, lessons, excursions, lessons, conferences, lessons, discussions, lessons, performances.
Naturally, students prefernon-traditional forms of education, because they are interesting in their organization, design and methodology. But such methods should not be considered essential, because the process of education cannot be turned into a game. The educational process should maximally promote the mental development of schoolchildren. And the task of the teacher is to awaken in children the need for knowledge, the desire to assimilate them and constantly improve.
Therefore, there is no doubt that non-traditionalforms of education contribute to the expansion of the field of activity of the teacher, awaken the intellectual activity of students, and, consequently, increase the efficiency of the learning process.
That lessons always were informative andinteresting, the teacher constantly needs to think, search, try. Therefore, the use of non-traditional forms of education contributes to the development of creative inclinations not only of schoolchildren, but also of the teacher himself.
