The essence and issues of the concept of «Іnstruction»

It is of great significance for every individual to acquire scientific knowledge, embrace the achievements of technological progress and apply them in practice to grow as a patriotic citizen with sound beliefs, a modern way of thinking, a solid understanding of historical heritage and dedication to the homeland. Such individuals devote all their efforts to the development of their country and nation. All these qualities are nurtured, developed and shaped within the education process. The implementation of education and the organization of the teaching and upbringing process occur directly within the instructional process. This process serves as the foundation for acquiring scientific knowledge, developing habits and mastering skills. The concept of instruction, being one of the fundamental notions of pedagogy, is broad in essence and encompasses multifaceted issues. Moreover, the term "instruction" in pedagogy also implies "teaching." Since the instructional process is a mutual interaction between the teacher and the learner, its general theoretical aspects should include examining both the teaching activity of the teacher and the learning activity of the pupil, as well as the theoretical foundations of the lesson, which is the primary form of instruction. In the modern education system, significant changes have occurred in the nature, content and characteristics of the teacher's teaching activity, the organization of the pupil's learning activity and the character, objectives, forms, methods, types, stages, requirements and other theoretical aspects of lessons that form the basis of instruction. In pedagogy, instruction is defined and evaluated as a process of mutual interaction between teachers and pupils, organized and managed through specific forms and methods. This process is aimed at acquiring knowledge and skills, shaping the worldview, developing pupils' intellectual abilities and potential and forming and reinforcing their self-education skills. Often, pedagogical textbooks define instruction as a purposeful and organized mutual interaction process between teachers and pupils, focused on solving educational issues. As a result, pupils acquire knowledge, develop skills and enhance personal qualities. When discussing the instructional process, attention should be directed to its two fundamental components: its methodological foundation and its driving force. The methodological foundation is knowledge, while its driving force is the contradictions inherent in the instructional process. These contradictions arise between the needs that pupils experience in acquiring new knowledge and cognitive skills to solve educational problems and the real opportunities available to meet these needs. As a rule, two components of instruction must be distinguished: teaching and learning. Teaching refers to the teacher's activity aimed at forming a system of knowledge and methods of activity in pupils. Learning refers to the instructional activity aimed at pupils mastering the content of what is taught. Pupils' learning activities are supported, organized, managed and assessed by the teacher or an automated instructional system. The instructional process is characterized by its integrity and consistency. Integrity is a natural quality of the instructional process, reflected in its unchanging features. These features include the unity of instruction and education, as well as the unity of the content-related and procedural aspects of the instructional process. In genuine pedagogical practice, the integrity of the instructional process is purposefully formed and structured. In this context, the dynamic quality of the learning process lies in the unity of its educational, upbringing and developmental functions.