How to compare different pedagogical systems with each other using the object-hierarchical method of structuring and dosing information

The subject of this study was the existing pedagogical systems from the point of view of the object-hierarchical structure of their typical training sessions, namely their following parameters: 1) how many branches of the hierarchical scheme does the lesson contain; 2) how many steps of the hierarchy does each branch have; 3) how many objects are contained at each step of the hierarchy; 4) how many known objects reveal the essence of each unknown object; 5) do the lower steps of the hierarchical scheme of the lesson contain such objects that are not disclosed due to 3-5 known ones; 6) at which stages of the lesson objects are represented in static, and at which – in motion. The present work is a theoretical study, which consists in studying the possibility of using the method of object-hierarchical modeling for a more accurate description of existing learning systems, which would make it possible to introduce quantitative certainty into pedagogy and psychology. This approach is based on the method of modeling the information structure of the lesson developed by the author and experimental data presented by him in previous works on the influence of structuring and dosing of educational material on the attention and discipline of students, as well as on their emotional state. It is concluded that some training systems that have gained a reputation for being effective are consistent with the data obtained (for example, classes on the methods of A.-Ya. Komensky, S. Frenet and V.F. Shatalov). It is also concluded that the main reason for the rejection of the widespread introduction of these and some other methods (for example, "immersion" and programmed learning) is the quantitative uncertainty of pedagogical recommendations, which, in turn, can be corrected by applying an object-hierarchical description of the structure of the lesson.

structure of a lesson, lesson modelling, comparison of pedagogical methods, hierarchical structure of a lesson, lesson structure modelling, description of a lesson structure, quantitative definiteness in pedagogy, accuracy in psychology, accuracy in pedagogy, information structure