Nzira yokudzidzisa nesayenzi ari mudzidzi ongororo.

tsvakurudzo Student pamusoro pedagogy, kana kosi kana dhipuroma (WRC), vanofanira kubatsira kukura kudzidzisa nesayenzi. Naizvozvo, wechiduku mutsvakurudzi anofanira kuva kunyatsonzwisisa mashandiro nesayenzi kudzidzisa uye chii dzidziso nzira sayenzi.

Yokungotaura basa chaitwa kudzidza uye tsanangudzo yepamusoro pedagogical ruzivo (rairatidza pamwero) mu nechirwere pakati mabasa edzidzo, dzidzo zviitiko (chirwere pamwero), mu experimental zveBhaibheri pamusoro pedagogical chokwadi uye kuvakwa wokuenzanisira kushanduka - pedagogical pfungwa, hurongwa (chokufenbera chechetere).

Muzvigadzirwa basa ndiko kutanga kudzidzisa zvinhu zvakafanira kuti Implementation ose pedagogical pfungwa, pfungwa (projective chechetere); kuedza kubudirira kudzidzisa nesayenzi pane tsika redzidzo (kutendeuka zvazvingava); ari kunyatsoongorora migumisiro pakutsvakurudza yedzidzo pamusoro pakupesvedzerwa pedagogical tsika uye mikana pakururamisa kwayo (tichifungisisa rukoko).

Shoko rokuti "Kudzidzisa nzira Science" zvinosanganisira huripo, mamiriro, musoro sangano, nzira uye cognition, kuchinja ukoshi.

The maitiro pedagogy chinhu chakaoma omurume gadziriro zvinosanganisira vana siyana:

a) kwouzivi pamwero - soro sandara, anoita somunhu nouchapupu ruzivo nehwaro chero methodological chinoita nzira youzivi kwesainzi.

It chinomiririrwa mitsetse akawanda, inowirirana kunoitika nyika maonero nezvokumwe pedagogical muitiro: Neothomism positivism uye chiNazi, dialectic pfuma ontologism gnoseologism, neokantianism, pragmatic uye chiNazi pragmatism, existentialism globalism uye nevamwe.

b) vakawanda yesayenzi pamwero kunosanganisira methodological nzira dzose kana vakawanda anoranga kwesayenzi, kusanganisira kudzidzisa.

Pfungwa yokuti "nzira" rinosimbisa chikuru inoenda tsvakurudzo, necheparutivi chepakutanga pamusoro chinhu kudzidza. Pakutsvakurudza edzidzo kumira panze;

- humwe hurongwa nzira, tichiratidza waifarirwa kubatana uye kudyidzana pakati mananara uye dzinotsanagura chokwadi;

- ane revatema nzira, inosanganisira kuongorora deyatelnosi pamwe zvizere muitiro kana Fani, uyewo zvose zvinokosha zvikonzero, vlyayuschih pamusoro pokumuka uye nokushandisa siyana zvokushandisa kuzadzisa chinangwa ichi.

- hermeneutic - zvinoratidza kudiwa kunzwisisa chidzidzo, kududzirwa magwaro, zviratidzo, anoreva.

- paradigmatic - haareururi nzira sangano zivo yesayenzi

c) dzakananga yesayenzi pamwero - methodological nzira kuti kusiyanisa chirango chaiyo, kana ichi pakudzidzisa.

Iye zvino, zvesayenzi uye pedagogical kudzidza pamusoro dzinotsanagura humanization anomira uye historicizing, izvo kunobatanidza yavaive dzevanhu tsika pakutanga, sumo muitiro nokuziva akapoteredza nemagariro uye nemagariro upenyu. Maitiro aya anoratidza methodological nzira iri pedagogical tsvakurudzo: anthropological; unhu; mudzidzi zvakatinakira; basa; polysubject; akmeologicheskij; akseologichesky; nemagariro Zvidzidzo; zvinokosha; phenomenological; wenhoroondo; musoro; kupunduka; formational.

d) muruzivo rwokugadzira pamwero - chine nzira, unyanzvi zvidzidzo zvinopa empirical rakarurama zvinhu uye zvikuru kubudiswa, pashure pacho zvirimo inofa ruzivo yesayenzi.

Nzira yokudzidzisa sainzi runodikanwa pakuvaka mudzidzi pedagogical tsvakurudzo. Madzidziro pedagogical tsvakurudzo inotipa kufungidzira methodological zvachiri, akaratidza munhanganyaya:

chakakoshera dambudziko tsvakurudzo, chinhu uye nyaya dzokudzidza, chinangwa uye zvinangwa issledovanaiya pfungwa (kana zvikuru urongwa kudzivirira), kuti methodological hwaro tsvakurudzo, kutsvakurudza nzira, zvinopa tsvakurudzo.

Nzira yokudzidzisa nesayenzi kutaurwa pamusoro unhu basa mudzidzi optimally nokukurumidza dzichiita basa, kusarudza enhoroondo, yokungotaura uye mazano zvinhu chidzidzo.