Why Neither the goals, nor the content, nor the forms of work can be introduced without taking into account the possibilities of their practical implementation.

And it is precisely this possibility provides methods. They also set the pace of development of the didactic system - learning progresses as fast as methods used allow it to move forward. In the structure of teaching methods are distinguished, first essay writing service - Edusharky and then the objective and subjective parts. The objective part of the method is conditioned by those constant, immutable provisions, which are necessarily present in any method, regardless of its use by different teachers. It reflected common to all didactic provisions, requirements of laws and regularities, principles and rules of student aid service custom dissertation writing service as well as permanent components of the goals, content, forms of educational activities. The subjective part of the method is conditioned by the personality of the teacher, the characteristics of students, specific conditions. A very complex and not yet fully resolved is the The question of the correlation between the objective and subjective in the method is very complex and has not yet been completely resolved. The range of opinions on this issue is very wide: from the recognition of the method as a purely objective formation to the complete rejection of objective principles and recognition of the method as a personal and therefore unique work of the teacher. The truth as always lies between the extremes. It is also true that in the field of methods it is the https://edusharky.com/pay-for-essay namely the individual skill of the teacher that is most apparent, and therefore methods of teaching have always been and will always remain the domain of high pedagogical art. DEVELOPMENT OF THEORY OF LEARNING METHODS The needs of society and school, the logic of theory development, modern level of psychology have necessitated a systematic study of learning methods in order to come closer to an objective solution, to ensure the role of methods in to achieve the full diversity of learning objectives, to substantiate a monistic approach to solving the problem, taking into account different aspects of learning.

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