2.3. Lecture as a way to transfer knowledge

University lecture - the main link of the didactic learning cycle. Its goal is to form the basis for the students' subsequent learning of the educational material. The word “lecture” has the Latin root, from the Latin “ lection” - reading. The lecture appeared in ancient Greece, received its further development in ancient Rome and in the Middle Ages. The founder of the first university in Russia, M.V., wrote bright pages in the history of the development of the lecture form of education. Lomonosov, who appreciated the living word of teachers. He considered it necessary to systematically and persistently learn eloquence, under which he understood “the art of talking about any given matter to speak redly and so to bow down to his own opinion about it”. And therefore, he advised lecturers to “play their wits through an incessant exercise in composing and pronouncing words, rather than relying on the same rules and reading of the authors.”

Among the most famous lecturers of the national school should include V.V. Kafarova. Victor Vyacheslavovich was born in 1914 in the family of a teacher in the city of Shavli (Lithuania). He began his career as an apprentice at the Kazan Powder Plant. After graduating from the Kazan Institute of Chemical Technology in 1938, V. Kafarov moved to Moscow and until 1940 worked as an engineer at the “Anilproject” Institute, where he participated in the design and commissioning of aniline dyeing plants, as well as in design, installation and commissioning production of vinyl esters. The results of these developments served as material for a master's thesis, defended by Kafarov in 1944 at the Moscow Art Institute named after DI Medeleeev, where from that time his fruitful pedagogical and scientific activities began. In the late 40s, Kafarov studied hydrodynamics, mass and heat transfer in gas-liquid, vapor-liquid, liquid-liquid two-phase systems. The result of these studies was summarized in a doctoral dissertation defended in 1952. New views on the phenomenon of mass and energy transfer in industrial apparatuses with two-phase physicochemical systems were presented by Kafarov in 1962 in his book Basics of Mass Transfer, which was reprinted twice, translated in many foreign languages, awarded the State Prize of the USSR.

Since 1960, a new stage of scientific and pedagogical activity of Kafarov began. His scientific work has gained a fundamentally new level, based on a systematic approach to the analysis of chemical technology processes using cybernetics and computer technology. In 1960, under the leadership of Kafarov, the first in our country Department of Cybernetics of Chemical Technological Processes (KHTP) was established at the Moscow Institute of Chemical Technology, where training of engineers for a wide range of chemical process engineers in the specialty “Basic processes of chemical production and chemical cybernetics” began. In 1966, Kafarov was elected a corresponding member of the USSR Academy of Sciences, and since 1979 - a full member of the USSR Academy of Sciences. Kafarov - the author of 27 monographs, 9 reference books, 145 inventions, more than 200 scientific articles. Under the direction of Kafarov, the fundamental work on the system analysis of chemical technology processes was carried out, which comprised a series of nine volumes. His fundamental work laid the scientific foundations of the progress of chemical, petrochemical and other industries. Most of the scientific and technical developments of Kafarov and his students have been successfully implemented in industry. Kafarov - one of the first organizers and leaders of the scientific information service in the country on chemistry and chemical technology. Kafarov paid great attention to the improvement of higher chemical and technological education in our country, the training of highly qualified specialists. He personally and together with his students wrote 7 textbooks, more than 50 educational and teaching aids. Over the years of work at the Moscow Institute of Chemical Engineering, Kafarov trained more than 1,200 process engineers, about 300 candidates and 50 doctors of science.

For clarity, the lecture process is convenient to present a structural diagram in Fig. 3. Consider the individual parts of this structure.

Long-term memory 1 - is the accumulated knowledge of the lecturer, which are in his brain, his personal records. As a rule, they are much more extensive than those that are necessary to read the course, but much less systematized and streamlined. The main requirement for this knowledge: they must be obtained from direct communication with their field of science. With a wide range of courses, this is not always possible literally. However, the principal questions of his course a lecturer should know firsthand.

The systematic message 2 is presently the lecture notes. The logic and sequence of presentation should be reflected here to the exact phrase, a single thought.

An important requirement for the abstract is the logical flow of the positions of one from the other. The following phrase should not just follow the previous one, but flow from it. This requirement applies to the structure of each lecture and the entire course.

The short-term memory of lecturer 3 makes it possible to memorize the material of this lecture and makes it possible to present it “on my own,” rather than reading from the outline.

There are famous lecturers who lecture with lecture notes in hand, without causing objections from students. However, it should be recognized that on average, this approach contributes to the loss of prestige of the lecturer. Reading the abstract is a sign of intellectual lecturer lecturer. By this, he loses the moral right to demand in-depth knowledge from students during exams.

The lecturer's speech apparatus is represented by a verbal information sensor 4 . It should work in conjunction with short-term memory, taking into account the capabilities of the blocks related to the recipients of information (8, 9, 10, II in the diagram in Fig. 3). Let us introduce a semi-intuitive idea of ​​the throughput of the sender - the lecturer s ₁ (for example, it can be the number of some elementary concepts, which he can, on average, withdraw from his memory per unit of time and put it out loud). We also introduce the idea of ​​the bandwidth s _{2 of the} recipient - the student. Then it is clear that the lecture is of little value if s ₁ > s ₂ , for the student, at best, will produce a mechanical recording of the words of the lecturer.

Fulfillment of condition s ₁ "   s ₂ contribute to the laconicism, lecturer diction, as well as the sensor of visual information.

The sensor of visual information 5 even in our time is represented by a significant variety of options, since visual information can be sent using chalkboard, posters, transparencies and other means. Visual information is a powerful tool in the hands of an experienced lecturer. The latter is determined by the high bandwidth of the eye compared to the ear. It is unacceptable to ignore the most important provision relating to the aspect under consideration: the sensors of verbal and visual information should not work in parallel in time . This is dictated by the fact that the recipient (listener) has only one executive body 11 - a hand creating a systematic message 12 - a student sketcher. Moreover, the capacity s _{3 of} this body is in a certain sense lower than s ₂ . The elimination of this gap contributes to the use of handouts in lectures.

A young novice lecturer should not ignore some obvious points related to the visual capabilities of his “sensors”. In particular:

a) do not randomly use the plane of the chalk board. It is necessary to imagine her as two expanded pages of the student’s abstract, in which the lecturer mentally conducts the note-taking. A perfect mistake cannot be destroyed with the help of a damp cloth: the student has no such possibility. It is necessary to find another way to fix it;

b) relation to any material in a certain sense “proportionally” to its aesthetic form. Neat signs, formulas and drawings are better absorbed by the audience;

c) the visibility of signs presented on a blackboard, posters or slides, is an absolutely necessary condition for a full lecture. You can not save space by using small images;

d) you should not abuse the number of slides, slides and other types of visual information with the simultaneous use of “handouts”. The basic formulas, algorithms, schemes and structure of the course, students should perceive through the use of their motor memory. When using slides or slide projectors, it is important to ensure the gradual formation of schemes, rather than present them in a complete form.

The sound and visual channels 6 and 7 are currently the medium for the propagation of sound and visual lecturers' signals. When determining the permissible value of s _1, one should not forget that the channels not only attenuate the signals, but also distort them, for example, by large hall reverberation, and also add interference - noise from the open rear window, which slightly interferes with the lecturer, but reduces the signal to unacceptable to interference in the back rows.

Receptors of verbal and visual information 8, 9, apparently, will forever remain the ears and eyes of listeners, possibly armed with more advanced channels, such as television, for example.

The question of the proper operation of these “sensors” relates more to the field of medicine than to pedagogy. However, an attentive lecturer should not ignore students with poor eyesight, but who do not want to wear glasses. In general, the health of students should be subject to the care of a lecturer - a teacher of young people.

Short-term memory of the listener 10 and the executive body 11 work together. Above, there were noted the consequences of the uniqueness of the executive body - the hand in drawing up the student systematic message - note 12. (It is unacceptable that the condition s ₁ » s _{2 is} not fulfilled ).

Figure 3 shows that information from a systematized message - abstract 12 falls into the long-term memory of the listener 14 after the process of working through the information. However, a certain amount of knowledge is deposited directly from short-term memory.

The arrows 15 and 16 indicate the obligatory feedback channels of the listener with the lecturer. Its technical implementation may be different. In the simplest case, it is an opportunity to get an answer to the incomprehensible, without a big lag.

Often, technical means make it possible to make communication two-way: the lecturer can at any time quickly receive from the audience statistical data on the degree of understanding of the material presented.