The learning process, its essence and content
EDUCATION - the process of purposeful transfer of socio-historical experience; organization of the formation of knowledge, skills.
The problem of learning is considered not only in pedagogical psychology (along with questions of the psychology of education), but also in general, developmental psychology, neuropsychology, pathopsychology, and labor psychology. The approach to the problem of learning is largely determined by the basic general psychological positions. Supporters of the theories of spontaneous development, recognizing the great role of learning in the acquisition of social experience by a person, believe that learning is an external process in relation to mental development, unfolding according to its own laws, not related to the actual existence of the subject. In Soviet psychology, training and development were not identified, but at the same time, the leading role of training, which creates for the student "zone of proximal development" contributing to the development of means and methods of orientation in reality.
Psychologically, the problem of learning can be considered both from the side of the mechanisms of assimilation of new material, its stages, and from the side of organizing the optimal course of assimilation in accordance with the goals and objectives set. Intermediate are the issues of the relationship between trainees and educators.
Assimilation is considered as a process of mastering by the subject of actions, concepts, forms of behavior developed by society, passing through certain stages. In psychology, several problems have been identified, the solution of which determines the ways and possibilities for applying knowledge about the psychological patterns of learning in practice.
Since any learning involves a purposeful change in the subject, an important problem is the organization of controlled learning, which ensures the systematic formation necessary qualities, a also taking into account the individual psychological characteristics of students, traditionally considered in the context of issues of learning ability, differential education.
In addition, it is necessary to establish harmony between the management of the assimilation process and ensuring the optimal developmental effect. The specifics of the psychological characteristics of assimilation led to a differentiated approach to the development of methods for teaching mathematics, native and foreign languages, natural and humanitarian disciplines, and professional skills. A special branch of modern research is learning to communicate - the organization of a purposeful mastery of a person by means and methods of communication with other people.
Learning process.
It appears that mastering a certain subject (or teaching something) includes three processes occurring almost simultaneously. The first one is getting new information often contradicts or replaces the amount of knowledge that the subject explicitly or implicitly owned before. At the very least, new information clarifies them. This is the case, for example, when Newton's laws of motion are explained to students, which run counter to the indications of the sense organs;
The same thing happens when explaining the law of conservation of energy, which says that no energy is lost: the explanation contradicts the way students think, enshrined in the language itself, which imposes the idea of constant waste energy. More often, however, the situation is less dramatic, as is the case in the presentation of the topic "circulation", when the details of what the student already vaguely knows, because he intuitively guessed that the blood circulates in his body, are explained.
The second aspect of learning can be defined as knowledge transformation. This is the process of restructuring existing knowledge, adapting the latter to the solution of new problems. We teach to analyze information, to discover hidden sides in it, to organize it by giving it new form. Transformation also includes such ways of processing information that allow you to go beyond its limits.
The third side of education is verification of the degree of adequacy of the applied methods of handling the information contained in the task. Whether we acted correctly, whether the generalization we deduced is expedient, whether the allowed extrapolation is applicable - these are the questions to which, in this case have to answer. As a rule, the role of the teacher in this kind of assessment is decisive, but in many cases the assessment is carried out on the basis of judgments of plausibility, if there is no possibility of rigorous verification of the correctness of our actions.
The study of any topic usually breaks down into a number of stages, each of which includes all three processes. The topic “photosynthesis”, for example, should include case studies from biology, which in turn should be adapted to the subsequent presentation of the broader concept of converting energy from one type to another. An optimally structured educational process reflects the previous material and allows the student to make generalizations that go beyond the topic.
The process of learning to master a topic can be short or long, contain many or few concepts. The duration of each stage of mastering a concept depends on the expected reward for the student’s efforts, both in terms of formal reward in points and in terms of acquiring certain knowledge.
We usually adapt the material to the abilities and needs of the student by changing the techniques in several ways: either by lengthening or shortening them, or by choosing an external path of high grades and awards as a reward, or by dramatizing the moment of penetration into the essence of the subject being studied.
We consider the unit of measurement of the program to be that stage of assimilation of a concept, the importance of which is recognized by the student himself, although often this stage passes without an emotional upsurge associated with the acquisition of knowledge. There is surprisingly little research on the intelligent design of learning techniques of this kind in relation to different ages and topics. Meanwhile, many questions require an answer based on thorough research. First of all, the question of balance between external and internal ways to encourage students. Much has been written about the role of rewards and punishments in the learning process, but few have really been interested in the role of such factors as interest, curiosity, and the thirst for discovery. If, as teachers, we intend to accustom students to longer and longer stages of assimilation of concepts in the learning process, then, in my opinion, the need for detailed development of methodological aids follows, which will enhance the effect of incentives of an internal type, which is the acceleration of understanding and mastery of the subject.
There are many and varied problems associated with the relative role given to each of the three basic processes of concept acquisition: acquisition (knowledge of facts), transformation (handling them), and evaluation (verification of conclusions). Is it true, for example, that it is best to give a toddler a minimum set of facts first, and then encourage him to draw the maximum conclusion from it? In other words, should each stage of children's education younger age contain a small amount of new information, with an emphasis on independent searches for ways to go beyond it? One history teacher achieved great success with fourth-graders using this method. He begins, for example, by reporting one single fact: most civilizations originated in the fertile valleys of large rivers. The class is then prompted to discuss why this is so and why the rise of civilization in the mountains would be less likely. The effect of this approach (essentially an exercise in the technique of scientific discovery) is that the child himself gives out information that he can then check and evaluate by comparison with sources, while obtaining new facts. This, of course, is only one of the possible ways of constructing the training stage; it is clear that its applicability is limited.
Everyone admits that the formula “learning is learning” is outdated, but nevertheless, little attention is paid in the scientific literature to the question of the variety of teaching methods for mastering concepts.
With regard to the optimal duration of methods of mastering concepts in the learning process, several general judgments can be made, which are quite important, however, for choosing directions. research work that could be fruitful. It seems quite obvious, for example, that the longer the duration and frequency of such assimilation, the greater the gain in terms of understanding and mastery of the subject, especially if aroused in a person an ardent desire to move on to the next example. There is a danger that if, instead of internal encouragement, a points system is used, then at the end of school a person will not want to continue education, since there will be no more points.
It is also natural to think that the higher the understanding of the structure of the subject, the greater the frequency and duration of each stage of learning mastery of the concept, which the student is able to master without fatigue. Indeed, the amount of new information at any learning stage is such that we are not able to digest it all at once. Meanwhile, we have already noted that there are severe limits on the amount of such undigested information that we can hold. in the mind. But according to rough estimates, an adult is able to operate simultaneously with approximately seven independent units of information. For children, the corresponding norm has not been established - and this gap in our knowledge can only be regretted.
Bibliography
For the preparation of this work, materials from the site were used. stroy.nm.ru
Lesson Plan: The Two Way Process
learning
Communication in the learning process
The role of the influence of the environment in the process
learning.
The structure of the learning process
Components of a process
learning.
Bilateral nature of the learning process
Learning processProcess
teaching
(activity
teacher)
learning process
(activity
student
or team
students)
Interaction
Training necessarily involvesinteraction between teacher and
learners
Subject and object of learning
It is not simple about the impact of the teacher on
student, namely their interaction!!!
The interaction can proceed as
direct, as well as
mediated form.
The learning process is not
mechanical amount of teaching and
teachings, this is a qualitatively new, holistic
phenomenon
Communication in the learning process.
Unity of knowledge and teachingCommunication in the learning process affects:
for learning motivation
to develop a positive attitude towards learning,
to create favorable psychological conditions
Characteristics of a teacher that contribute to successful
communication:
Passion
Accuracy, organization in work,
Tact in relationships and help in studies,
Objectivity in assessment
Endurance in difficult situations
The role of the influence of the environment in the learning process.
Personal development is affectedEnvironment,
Funds mass media,
Labor activity,
Sport,
Gaming and leisure activities
Targeted
effort to create
child environment!
Components of the learning process.
Target ComponentStimulating and motivational
component
Content of training
Operational
component
control and adjustment component
Evaluative and effective component
Target Component
Target Process Componentlearning reflects:
teachers' awareness of the goals and objectives
study of the topic
acceptance by students of goals and objectives
studying the topic.
Significance of the target component
Significance of the target component aTarget
component
Awareness
teachers
goals and objectives
study of the topic
Adoption
students
goals and objectives
studying the topic.
The importance of the stimulating and motivational component
Significance of the stimulating motivational componentstimulating motivational
component
The teacher stimulates
students' interest and
need for learning
Disciples internal process
development of motives
learningDefined by:
curriculum,
state educational
programs
textbooks on the subject.
Content of individual lessons
specified by the teacher, taking into account:
tasks, specifics
industrial and social
school environment, level
readiness, interests of students.
Operational and activity component
Operational componentreflects the procedural essence of learning.
It is in the activities of teachers and
learners, in their interaction,
flowing in time, and the task is realized
appropriation by schoolchildren of a wide
social experience of humanity.
Operational and activity component
implemented through certain
methods, means and forms of organization
teaching and learning
Control and adjustment component
control and adjustmentcomponent
The control and adjustment component assumes
teacher control and student self-control.
Control is carried out by means of control works,
surveys, tests and exams.
Self-control includes self-examination of students who
independently check the degree of assimilation of the studied
material
Control and self-control ensure functioning
feedback in the educational process - receiving by the teacher
information about the degree of difficulties, about the quality of the process
learning
Feedback necessitates a correction
regulation of the educational process, changes in
methods, forms and means of teaching
The regulation of the process is carried out not only by the teacher, but
and by the students themselves (self-regulation of their actions,
work on mistakes, repetition of questions that cause
difficulties).
Evaluative component
Evaluative and effective component of trainingsuggests:
evaluation by teachers and
self-assessment by students achieved in the process
learning outcomes,
establishing compliance with their set
educational tasks,
identifying the causes of deficiencies,
designing new tasks that take into account
as well as the need to replenish
identified gaps in knowledge and skills.
The relationship of learning components
The relationship of the components of learningThe purpose of training determines its content.
The purpose and content of training require
certain methods, means and forms
stimulation and organization of learning.
In the course of training, a current
process control and regulation.
Finally, all components of the learning process in
their totality provide
certain result.
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2 slide
The form of education characterizes the external side of the organization of the educational process Depends on the place of time of the lesson The composition of the participants The objectives of the methods and means of teaching The sequence of activities of students Ways of managing the content
3 slide
There are the following forms of education:
4 slide
The form of organization of training is the construction of a separate link in the learning process, a certain type of lesson
5 slide
A.V. Khutorskoy singled out the following groups for organizing classes Individual classes: tutoring, tutoring, mentoring, tutoring, family education and self-study Collective group classes: lessons, lectures, seminars, conferences, competitions, excursions, business games Individual-collective classes: immersions, creative weeks, scientific weeks, projects
6 slide
The lesson is limited in time, the interaction of the teacher and students is carried out, aimed at solving complex tasks through the use various kinds, methods and means academic work Distinguished by: - content and method of implementation; - the logical content of the work and the main stages of the educational process; - the goals of the organization, the content of the material being studied and the level of students' learning; - the predominant component of the lesson; - didactic purpose
7 slide
Based on the didactic purpose, the following types of lessons are distinguished: . combined (mixed) lessons lessons of presenting new material lessons of repetition, systematization and generalization of the studied material lessons of testing and assessing knowledge, skills and abilities lessons of consolidating the studied material
8 slide
9 slide
Pluses - a clear organizational structure; - ease of managing class activities; - the possibility of combining mass, group and individual forms of educational work; - the stimulating influence of the class team on learning activities each student; - close connection of compulsory educational and extracurricular work of students; - the emotional impact of the teacher's personality on students; - cost-effectiveness of education, since the teacher works simultaneously with a group of students Cons - focus on the average student, which creates significant difficulties for a weak student and delays the development of abilities for stronger ones; - the difficulty of taking into account the individual characteristics of students; - the same pace and rhythm of work; - limited communication between students
11 slide
A lecture is a consistent monologue, detailed presentation of voluminous material, revealing a system of ideas in a certain area. The lecture is the most economical way transmission educational information introductory installation types of lectures current final review
12 slide
The seminar is an active form of organization of training with the aim of deepening or obtaining new knowledge through the exchange of information, control and self-control of the assimilation of the topic. Laboratory and practical classes, workshops - forms of organizing training for the implementation of laboratory, practical work on the instructions and under the guidance of a teacher. An exam is a form of training organized with the aim of systematizing, identifying, monitoring and evaluating the knowledge of students. Test - a form of education organized to test the educational orientation in the subject, theoretical knowledge and practical skills of educational and cognitive activity. Consultation is a form of training organized to assist students in mastering the program material.
13 slide
Auxiliary forms of education Educational discussion Conference (training) Optional classes for in-depth study of basic subjects; for the study of additional disciplines (logic, rhetoric, foreign languages); - to study an additional discipline with the acquisition of a specialty (stenography, programming). During the discussion, the problems posed are discussed, the search for options for their solution is organized with a thorough argumentation of one's position. During the conference, discussions problematic issues, the results of research activities, creative works are presented.
State budgetary educational institution middle
vocational education in the Sverdlovsk region
"Kamyshlov Pedagogical College"
Forms of organization of training
Completed by a student of the 2nd "A" group:
- Pasevin Valeria
- Concept Form of organization of training;
- Empirical classification of forms of organization of learning;
- Theoretical classification of basic forms of organization of education;
- Specific forms of organization of training;
- Bibliography.
Form of organization of training It is a way to streamline the interaction of participants in training. In didactics, such classifications are distinguished forms of organization of training: 1. 2. Theoretical classification of basic forms of organization of learning 3. Specific forms of organization of training
Empirical classification of forms of organization of learning
The classification is empirical in nature, since it is based on a quantitative characteristic: if general class work is carried out, that is, the act of learning is carried out in relation to the entire educational team (class), then these are frontal forms; if the class is divided into relatively autonomous parts (groups), then group ones; and if each student of the class works separately, independently of the others, then individual.
There are usually three groups of forms of education:
Frontal
Group
the teacher communicates with all students; students are given one or more didactic tasks; students are involved in the team, share the overall success or failure.
Individual
This is a form of organization of student activities in which small groups of about three or five students are created in the classroom for joint educational work.
Kinds:
This is a form of work in the lesson, which assumes that each student receives a task for independent completion, specially selected for him in accordance with his preparation and learning opportunities.
- Link
- Cooperative-group
- Differentiated group
Kinds:
- Individualized
- Individual-group
Group form of education
Frontal form of education
Individual form of education
Theoretical classification of basic forms of organization of learning
The theoretical classification of the basic forms of organization of learning is based on possible structures of human interaction .
The list of these structures is limited to the following situations: mediated communication, communication in a pair and communication in a group.
In turn, in a group there can be two different structures of interaction of its participants: “one speaks, does - the rest listen, observe” and “each one communicates with each in turn”.
- individually mediated form organization of learning - corresponds to mediated communication;
- steam room - corresponds to the interaction in a separate pair;
- group - corresponds to communication in the group;
- collective - corresponds to the interaction in the group.
Specific forms of organization with students in the learning process
The learning process is realized only through specific
form of its organization. Among the specific forms of organizing work with students in the learning process are: lesson and extracurricular .
Extracurricular
Lesson
a) lesson
1) regular:
b) lecture
2) episodic:
a) homework
c) seminar
a) essays
b) extracurricular activities or group, individual
d) workshop
e) laboratory work
c) mugs
b) thematic conferences
c) evenings on the subject
d) work with popular science literature
f) offset
d) olympiads
e) television programs
g) exam
f) additional classes
- Dyachenko V.K. New didactics. M.: Public education, 2001.
- Dyachenko V.K. Organizational structure educational process and its development. Moscow: Pedagogy 1989.
- Litvinskaya I. G. On the question of the forms of organization of training// Collective learning method: scientific method. magazine.
- Pedagogy: pedagogical theories, systems, technologies: Tutorial/ ed. S. A. Smirnova. 2nd ed. M.: Academy, 1999.
- Pedagogy: Textbook / ed. P. I. Pidkasistogo. Moscow: Pedagogical Society of Russia, 1998.
- Cheredov I. M. Forms of educational work in secondary school. M .: Education, 1988.
The teacher is a creator, he creates a lesson as a work of pedagogical skill, creates it for children and together with children. The lesson should have its own face, originality, which is provided by the individual style of the teacher and the personal originality of the students. But besides creative uniqueness, mastery in the lesson, the literacy of the teacher should also be visible: - the importance of what factors determine the meaning and essence of the lesson; - the ability to plan, conduct and analyze the lesson.
A lesson is a living cell of the educational process. All the most important and most important thing for the students takes place in the classroom.
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2014 Lesson as the main form of organization of the educational process
The purpose of the seminar: To bring into the system knowledge on the theory of the lesson (structure, goal-setting)
“The lesson is a mirror of the general and pedagogical culture of the teacher, a measure of his intellectual wealth, an indicator of his outlook, erudition” V.A. Sukhomlinsky
A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. This form presents all the components of the educational process. A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.
Only in the lesson you can see: -what is the relationship between the teacher and the student; - deeply or superficially he knows his subject; - who is he: a primitive informer or organizer of the process of teaching children; -does it provide solid knowledge, skills and abilities;
General requirements for the lesson: DIDACTIC, EDUCATIONAL, ORGANIZATIONAL.
Lesson components: Organizational - the organization of students throughout the lesson, the readiness of the student for the lesson, order and discipline. Target - setting learning goals for students, both for the entire lesson, and for its individual stages. Motivational - determining the significance of the material being studied both in this topic and in the entire course.
Lesson components: Communicative - the level of communication between the teacher and the group of students. Content - selection of material for study, consolidation, repetition, independent work, etc. Technological - the choice of forms, methods and teaching methods that are optimal for a given type of lesson, for a given topic, for a given team, etc. Control-evaluative - the use of the assessment of the student's activities in the lesson to stimulate his activity and the development of cognitive interest. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson.
The organization of a lesson is possible only if certain rules are observed: First, the definition of the goals and objectives of the lesson; The second is to clarify the type of lesson; Third - clarifying the type of lesson; Fourth - the choice of teaching methods and techniques; Fifth - the definition of the structure of the lesson.
Aims and objectives of the lesson In the purposes and objectives, it is necessary to design the activities of the teacher and students. The goal is a programmed result that should be obtained at the end of the lesson (a model of the desired future) Goals should be sufficiently tense, achievable, conscious students, promising and flexible, that is, responsive to changing conditions and opportunities to achieve them. The objectives of the lesson should be as specific as possible, so that when summing up the lesson, we can reasonably answer the question "Did the lesson achieve its goal?".
Lesson Goals and Objectives Objectives are steps to achieve a goal. The objectives of the lesson include: organization of interaction; mastering knowledge, skills, abilities; development of abilities, experience creative activity, communication, etc. The objectives of the lesson must be formulated in such a way that it can be seen through which the goals of the lesson were achieved. Tasks are set FOR STUDENTS in a language they understand (what students should do in the lesson)
A learning task is a goal that a student sets for himself. What? What for?
Teaching goals Set based on the TOPIC and the type of lesson (to study the topic, repeat, summarize ....), include mastering the system of knowledge, practical skills and abilities for setting learning goals and objectives, it is recommended to use verbs that indicate an action with a certain result: “ select, name, define, illustrate, write, enumerate, perform, systematize...
Learning objectives example: history lesson on the topic " Reforms of Peter I". The teacher set goals: 1. Explain to students that the reforms of Peter I led to the strengthening of royal power. 2. Reveal the progressive nature of Peter's reforms. 3. Form value judgments based on a generalization of events and phenomena of a certain historical period. The teacher set these goals for himself, and not for the students. TASKS are set for students based on the goals: 1. Select the state reforms carried out by Peter I 2. Group the customs, highlighting those that existed before Peter I and introduced by him. 3. Indicate at least 6 signs characterizing the reforms of Peter I.
Educational goals Every lesson should have an educational goal. THE LESSON SHOULD EDUCATE. V. goals contribute to: fostering a positive attitude to knowledge, to the learning process; the formation of ideas, attitudes, beliefs, personality traits, assessment, self-esteem and independence; acquiring experience of adequate behavior in any society. Educational work in the classroom should be planned very carefully. The formulation of educational goals should also be specific. The following formulations can be used when setting an educational goal: arouse interest, arouse curiosity, arouse interest in independent problem solving, encourage students to be active, express their attitude ... instill, strengthen ... skills;
Educational goals Formation of moral qualities: Demanding on oneself Pride Conscientiousness Responsibility Self-esteem Honesty Modesty Self-respect Perseverance Accuracy Feelings of duty Responsibility Diligence Empathy Feelings of pride in what has been achieved Patriotic feelings
Educational goals Formation of moral qualities: Formation of humane relations to "other people": Partnerships Kindness Delicacy Politeness Modesty Discipline Responsibility Honesty
Developing goals A developing goal should also be set in the lesson. Developing goals contribute to: the formation of general educational and special skills; improvement of mental operations; development of the emotional sphere, monologue speech students, question-answer form, dialogue, communicative culture; the implementation of self-control and self-esteem, and in general - the formation and development of the individual. For example: to learn to compare, to learn to highlight the main thing, to learn to build analogues, to develop an eye, to develop analytical skills, to develop the ability to navigate the terrain.
Developmental goals Development of thinking: Learn to analyze Learn to highlight the main thing Learn to compare Learn to build analogies Learn to generalize and systematize Learn to prove and refute Learn to define and explain concepts Learn to pose and solve problems
All lessons can be divided into groups: - Lesson familiarization of students with new material; -Lesson consolidation of knowledge; -Generalized lessons -Lesson to test knowledge, skills.
Familiarization lesson This is a lesson, the content of which is new, unknown to the students, the material that includes a relatively wide range of issues and requires considerable time to study it. The structure of the introduction lesson: Repetition of the previous material; Explanation by the teacher of new material; Checking understanding and primary consolidation of knowledge; Homework assignment. Introduction lesson forms: Lecture, excursion, conversation, laboratory work, conference, traditional lesson
Consolidation lesson The main content of the work in this lesson is the secondary comprehension of previously acquired knowledge in order to strengthen them. Consolidation Lesson Structure: Checking homework; Performing oral exercises; Performing written exercises; Checking the execution of tasks; Homework assignment. Consolidation lesson forms: Seminar, workshop, consultation, laboratory work, conference, lesson of key tasks, work in pairs of constant and mixed type
Generalization lesson: The most significant questions from the previously studied material are systematized and reproduced, existing gaps in the knowledge of students are filled in and the most important ideas of the course being studied are revealed. Such lessons are held at the end of the study of individual topics, sections and training courses generally. Their mandatory elements are the introduction and conclusion of the teacher. Forms of generalization lessons: Story, brief messages, reading individual places from a textbook or a conversation between a teacher and students.
Lesson testing knowledge, skills and abilities: Allows the teacher to identify the level of training of students in a particular area, to establish shortcomings in mastering the material, help to outline ways for further work. Control lessons require the student to apply all his knowledge, skills and abilities on this topic. Verification can be carried out both orally and in writing. Forms of lessons for checking ZUN: Independent work, lesson-test, test, interviews, quizzes, games, etc.
Forms of organization of the educational process: Lecture is the most difficult type of lesson even for an experienced teacher. The lecture form of training gives a positive effect in those cases when: The volume of theoretical material is large, and there are not enough tasks for it; Most of the material is auxiliary in nature and is not required for mastering by all students; The previously studied is not enough to organize learning in an active mode, i.e. the topic for students is almost new; An introductory or overview story by the teacher on a major topic of the course is required.
Seminar Most often used to consider additional material, the reproduction of which is not required for each student, but individual conclusions and facts are very useful and even necessary. In preparation for the seminar, students acquire the skills to conduct scientific research and its design, learn to defend their convictions, review the speeches of their comrades. The seminar combines the form of conversation and discussion of students in order to deepen and improve knowledge
Consultation The purpose of its implementation is to teach the student to think about the problem, to understand what difficulties arise when getting acquainted with a particular topic; and to resolve these difficulties, to formulate questions to which he would like to receive an answer. At the very beginning of the consultation, you can help the trainees to formulate questions. For each consultation, students can be invited to prepare cards with questions and tasks.
Lesson - test special stage in control, the purpose of which is to check whether the students have reached the level of compulsory training. The reports are divided into current and thematic ones. Current ones are carried out systematically in the course of studying the topic and cover small semantic portions. Thematic are arranged at the end of the study of the topic. Tests are: Open - this is when students provide lists of required questions Closed - tests without providing lists of required questions. Systematic control of students' knowledge is one of the main conditions for improving the quality of education.
Thank you for your attention prepared by Shulyateva P.N. 2014