Training

Definition of the training

The training consists in acquiring or modifying a representation of the environment.

Training, acquired and innate

All the pluricellular organizations are able to learn and to remember. Among the latter, the human being pushed these capacities beyond those of the other pluricellular organizations. However, all is not fixed upon the departure since there is training. Each one among us is the product of his heredity and its medium. One can thus say that Inné and Acquis is intricate, to constitute the experiment.

Training, pedagogy and neuroscience

Certain phenomena, too random, do not lend themselves absolutely to the training: what one believes it is only one lure, a Illusion. But the subject is obviously not able to realize it, and this forgery knowledge can be very structuring for the environment, and in particular the future generations with which one will require to be impregnated some.

The training can be an individual or collective phenomenon (it is a population which learns). The distinction between the two depends besides on the scale used: for a neurobiologist, the individual training at the Homme is generally a collective training on the level of its population of Neuron s.

Recent research on the neurons mirrors tends to prove that part of the cerebral mechanism can be identical at the time of the observation and the practice (of a movement for example). In other words, to observe would be already a little to practice.

Methods of training

Training by association

One associates a new Stimulus with an already learned mechanism, to create a new knowledge (example: if a reaction to an odor is already learned, one can make learn the same reaction to a sound while systematically making precede the odor by the sound).

Training by tests and errors

The subject is put in situation, one gives him no directions for use (sometimes even not the condition of success or elimination). To function correctly, one needs that the solution is rather easy to find, taking into account what the subject knows already.

To learn from the complex things, it is thus necessary to be based on the training by association to connect situations of increasing difficulty and allowing many repetitions. That makes this training expensive. But it is the only one which still functions when the solution must be discovered, one speaks then about step Heuristique.

One can distinguish a mental alternative: the subject does not carry out really certain tests, but uses only results virtual, imaginary, to sort the tests which are worth the sorrow to be made: the experiments of thought are used to reason on phenomena which we cannot try out in reality (cf Einstein wondering what he would see whether he moved with speed of light). This imaginary construction can go very far, until constituting a complete theoretical framework: many mathematicians since highest antiquity imagine " thus; déplacer" in a mathematical universe of concepts which would exist independently of human (design known as " platonicienne" , whose Alain Connes is one of the famous representatives).

One can also distinguish two strategies: the suppression of the causes of failure (to detect the events leading to elimination) and seeks it factors of success (to detect the events characteristic of success). In the first case, it is necessary to be able to support the failure to come very close to limit; that makes it possible to delimit the field well, and the subject is more capable to transpose to other similar situations but different; but the risk is, by association, to rather make the training of the failure than of the success…

to note : an alternative where, instead of only one individual making quantity of tests, it is a great number of individuals who only do each one a test. It is the training by selection (or Criblage) which is the method of the alive populations to learn how to live (process of Natural selection).

Training by explanation

One explains on the subject, orally or written, which it must know (example: a handbook of first aid). It is the principle of the lectures.

Training by repetition

One makes do on the subject what it must learn, initially passively, then more and more actively, until it can make and remake only the operations.

Combined training

It most effective, and it is very much used as regards teaching of professional know-how, because it combines the preceding methods: the subject is put in situation (while starting with simplest), one shows him some times the good gestures by explaining the principles of action to him; one then lets it improve by a less and less supervised repetition.

Training by immersion

The languages learn better in situation from total Immersion. For example, when the courses are given only in the language to learn and that the professor speaks with the pupils only in their language about immersion. Failing this, it is advised to spend one year or two in a country speaking the language desired in order to better seize the differences in oral and written expressions. Moreover, while managing only, one more easily learns how to understand the language, the habits and the culture of a country

Inquire into the fundamental assets

In 2004, the results of a study of OECD carried out in forty countries showed that young French was in the average in Mathématiques. This investigation of the international Program for the follow-up of assets (P.I.S.A.), sought to evaluate competences in mathematics of the 15 year old pupils: France arrived in sixteenth position with 511 points, i.e. eleven points above the average of the OECD countries. The investigation related to approximately 4.500 pupils per country. In 2001, a similar investigation revealed that France was in medium of classification for the control of the writing and the reading: 4,2% of young French could not read correctly, against 6,3% in 2004.

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