Kogan Arkady
“Impuls”, Beer-Sheva

The Psychological Providing Address’s Teaching

One of main functions of teaching is transmitting knowledge. However rapidly increasing intensity of information flows causes impossibility of this transmitting by traditional techniques. Moreover a lesson-classroom organization of school process as the base of school system fails. The lesson-classroom system is not adaptable enough to satisfy society requirement to transmitting accumulated knowledge, and to satisfy needs of a concrete pupil because this system is intended for possibilities, needs, and manners of socializing a middling pupil’s perception.

The pupil’s differentiation according to subjects and levels is widely used in many countries, in particular in Israel, as a method of solution of this problem. However, one must recognize such solution of the problem as a palliative because it is not based on detailed psychological-pedagogical study of the pupil’s personality.

The appearance of new training means such as means linked with the new computer technologies requires a radical revision of the whole educational system too.

Thus we are faced with a system crisis of education which is characterized by the following constituents characteristics:

  1. organizational-methodological crisis caused by the disparity of methodological basis of education and as to the power of information flows;
  2. the methodic crisis manifested by lagging of the methods of teaching behind the present tool base.

The way out of this crisis is we bellied transition to address teaching. By address teaching is meant the highest possible individual teaching based on the data about the pupil’s level of knowledge and his psychological peculiarities. And in the first place the peculiarity of his perception and his manner of goal-setting and reflection.

Of course the idea of address teaching as such is not new. Home education and training Olympiad teams can serve as an example of the address teaching. However the scale of using this idea at present is new in principle.

We assume the Internet can serve as a tool base to realize this idea. But Internet is only basic informational environment of address teaching. To realize this idea a complex of measures should be worked out namely elaboration, approbation and adaptation of concrete psychological-pedagogical maintaining. We are working out a pedagogical application “FreCho for Teacher” the complex computer psycho diagnostic technology “FreCho” as a kind of such tool (A.Kogan, N.Kogan, K.Rudenko).

The application of “FreCho for Teacher” is founded on some new principles of constructing psycho diagnostic systems (principle of pseudo-freedom of goal choosing; principle of space-temporal structuring) and it makes possible complex research of the pupil’s personality on the basis of results of processing primary data

and it forms partly verbalized protocol about generalized objective characteristics of the pupil such as the pupil’s qualification level, his goal-setting and reflection specificity, and also the list of recommendations to realize individual teaching.

The “FreCho for Teacher” application allows doing the most difficult step to education system conversion, i.e. to pass from individual to address education. We must remark that the mentioned application supports different kind of systems, for instance the system of distant training that has some defects of pedagogical impersonality in its approach.

Yet one more peculiarity of the application under discussion is that “FreCho”-tests have obvious validity. Respondents consider them as intellectual tests. These tests may be applied to problems on any subject or subject groups. The suggested technology is able to give detailed psychological-pedagogical characteristics of the respondent thanks to the detailed structuring of answer time. Just this property allows to use “FreCho”-technology in address training systems.

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