The main elements of individual educational activity include:
- the meaning of the activity (why I do it);
- setting a personal goal (anticipating the result);
- the business plan;
- implementation of the plan;
- reflection (awareness of one's activities);
- evaluation;
- adjust or redefine targets.
The condition for achieving the goals and objectives of personal-oriented training is the preservation of the individual characteristics of students. To do this, the following methods are used:
- individual tasks for trainees;
- open tasks, which involve their execution individually;
- an offer to students to draw up a lesson plan for themselves: an individual educational program for the foreseeable period.
The classical principles of training (science, accessibility, visibility, etc.) determine the general target settings of training. However, they do not fully describe and regulate the personal-oriented educational process. Let us list these principles that we have identified during the study aimed at finding reserves for increasing creativity, productivity, and individualization of training.
1. The principle of personal targeting
According to this principle, the education of each student takes place on the basis and taking into account his personal educational goals. This principle is based on the deep quality of man - the ability to set the goals of his activities. Regardless of the degree of awareness of their goals, a person lives with a need and the ability to set and achieve them.
The self-determination of the student about a particular educational subject or the entire course allows him to set specific goals and tasks for himself, based on which he will then carry out his educational trajectory: to participate in the choice of forms and methods of training, in determining the content and pace of classes. The student identifies the problems of interest to him, discusses them, coordinates the individual program of classes with the general education program. The principle of personal purpose provides for the need to understand their goals of learning.
Students' individual goals are gradually taking more and more place in their education system; any educational situation or technological stage of training is the reason for the primary goal of the student, determining the nature and content of his further actions.
2. Principle of individual educational trajectory selection
The student has the opportunity to choose the main components of his education. The realization of the potential of the educational program is possible only in conditions of freedom of choice of elements of educational activity. It is necessary to allow the student to choose how to achieve the goals, the theme of creative work, the forms of its implementation, to encourage his view of the problem, to stimulate his reasoned conclusions and self-assessments. This principle establishes the conformity of the personal content of education formed by students with the content set for them, which has the nature of educational standards. A person can not only choose educational components from the set offered to him but also create elements of his educational trajectory.
The freedom of expression and choice of the educational trajectory of the student implies the task of his methods of activity. A student gets an increase in education when he masters the ways of creative, cognitive, and organizational activity. The greater the degree of inclusion of the student in the design of his education provides the teacher, the fuller the individual creative self-realization of the student turns out. The principle of choosing an educational trajectory means that the study of the subject involves the possibility of having a personal point of view on the content of the subject both for the teacher and for the student.
To implement this principle, the teacher must be able, on the one hand, to understand and indicate his meaning of education in the subject, on the other hand, to allow other meanings of education that students may have. The discussion of different points of view and positions, the protection of alternative creative works on the same topic teach tolerance towards other positions and results, helps to understand and accept the diversity of ways to understand the truth.
3 Principle of educational reflection
Reflection is not a reminder of the main one of the lecture or the formulation of conclusions. This is an awareness of the ways of activity, the discovery of its semantic features. The learner is aware not only of what has been done but also of how it has been done.
Forms of educational reflection are different: written discussion, questionnaire, graphic depiction of changes. Reflection is a prerequisite for the student and teacher to see the scheme of organizing educational activities, design it by their goals and programs, and realize the emerging problems and other results.
The above principles express the basis for the organization of personal-oriented training at various levels: at the level of an individual student, group, or organization as a whole. The implementation of these principles takes into account the specific conditions related to the content, technology, forms, and methods of organizing educational activities.