1.2. Goals and objectives of literary education

1.3.2. Programs of School Literary Education Key words: principle of concentres, chronological (linear) principle. Based on the State Educational Standard for Literature and Sample Programs basic and complete general education in literature

1.3.3. Components of the content of school literary education Key words: scientific component, aesthetic component, existential component, communicative component. The goals and objectives of literary education, the specifics of literature as an academic subject determine

1.4. Stages of school literary education In accordance with the State Educational Standard for Literature, the following levels of literary education are defined in a modern general education school: grades 1–4 - the stage of primary general

CHAPTER 3 The process of school literary education 3.1. Essence and components of the process of school literary education New concepts: educational process, process of literary education, components of the process of literary education, aesthetic

3.3. Objects of study in the process of literary education The specificity of literature as an academic subject determines the nature and characteristics of its content. Let us turn to the description of the objects of study in the school literature course. The object indicated in the previous paragraph

3.4. Reading as an essential component of the process of literary education USEFUL QUOTE “Reading artwork- a complex creative process, which is a fusion of pictures of objective reality depicted, understood and evaluated by the writer, and

3.4.1. Reading and its role in the process of literary education. Reading is the basis of theoretical

3.4.3. Types of reading in the process of literary education USEFUL QUOTE “Reading is a window through which children see and learn about the world and themselves. It opens before the child only when, along with reading, simultaneously with it, and even before the book is opened for the first time,

3.5. Pedagogical communication in the process of literary education 3.5.1. Communication as the main mechanism of interaction in the educational process

3.5.2. Dialogical Communication in the Process of Literary Education Key concepts: dialogue, dialogueness, monologueness, dialogue experience. USEFUL QUOTE "Dialogue is the only form of relation to a person-person that preserves his freedom and incompletion." MM.

3.7. Activities of the teacher and students in the process of literary education 3.7.1. Activity approach in teaching literature To ensure the comprehensive development of schoolchildren, it is necessary to organize their participation in a variety of activities. The concept of learning in

CHAPTER 4 Organization of the process of literary education Key words: organizational form of education, extracurricular activities, classification of lessons, non-traditional lesson, independent activity. USEFUL QUOTE "Organizational form of learning -

4.1. Forms of organization of the process of literary education The main forms of organization of the process of literary education of schoolchildren are: lesson; independent activity of students; extracurricular activities. Successful implementation of the process of literary

6.2. Method of projects in the process of school literary education Among the personality-oriented methods, a special place in the process of modern literary education of schoolchildren belongs to the project methodology. Methodists in both foreign and Russian science

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Plan 1.Structure and functions of the general education standard 2.Curricula. Basic curriculum 3. Curricula 4. Textbook and its didactic characteristic

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Why was there a need for such a document as the standard of education? changes in the field of education maintaining the unity of the educational space Russia's entry into the system of world culture

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The standard of education is a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal (V.S. Lednev).

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The standard of education determines: the minimum content of the main educational programs; the maximum amount of teaching load of students; requirements for the level of training of graduates educational institution

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Components of the educational standard 1. The federal component ensures the unity of the pedagogical space in Russia. 2. National-regional component - defines the standards that fall within the competence of the regions. 3.School component - reflects the specifics and focus of an individual educational institution.

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Curricula The state standard is reflected in the curriculum of the school. Types of curricula: basic curriculum; exemplary curricula working curricula

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Structure curriculum school is an invariant part that ensures the familiarization of students with general cultural and nationally significant values, the formation personal qualities corresponding to social ideals; a variable part that ensures the individual nature of the development of schoolchildren and takes into account their personality traits, interests and inclinations.

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Training program - normative document, revealing the content of knowledge, skills and abilities in the subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for their study.

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Structure curriculum 1. Explanatory note, which defines target areas studying a particular academic subject, its tasks, educational opportunities, leading scientific ideas. 2. Content of education: a thematic plan, a list of sections and topics for the course, basic concepts, skills, possible types of classes. 3.Methodical instructions on ways to implement the program.

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Types of curricula 1. Model curricula are developed on the basis of the requirements of the state educational standard, approved by the Ministry of General and vocational education Russian Federation and are advisory in nature. 2. Working curricula - contain a description of the national-regional component, take into account the possibilities of methodological, informational, technical support of the educational process, the level of preparedness of students. 3. Author's curricula contain a different logic of constructing an academic subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied.

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Content Deployment Methods educational material 1. The concentric method lies in the fact that the same sections of the program are studied at different levels of education, but in different volumes and depths, depending on the age of the students. Disadvantages: the section of the training course cannot be learned deeply enough, slowing down schooling due to repeated return to the same material. Dignity: expansion of the content of education through new components, a more detailed and in-depth consideration of relationships and dependencies. 2. the linear method arranges the educational material systematically and consistently, with gradual complication, as if along one ascending line, and the new is presented on the basis of what is already known and in close connection with it. Advantages: educational material is arranged systematically and sequentially, with gradual complication, time saving. disadvantage linear way is that at different levels of education, students are not always able to assimilate certain complex phenomena.

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The content of the curricula is specified in the educational literature. Educational literature is textbooks, educational and teaching aids recommended by the Ministry of Education or the Main Department of Education of the region (for the regional component). A textbook is the main educational book on a specific discipline, which sets out a system of basic knowledge in accordance with the requirements of the state educational standard, taking into account the specifics age development children and the peculiarities of the method of teaching this subject at school. The content of the textbook should fully disclose the typical program, and its title should correspond to the title of the subject. Textbook - a textbook that is an addition to the textbook. Unlike a textbook, a textbook may not cover the entire discipline, but only a part of it, include not only generally accepted knowledge and provisions, but also hypotheses that have not yet been confirmed, various opinions. Textbooks include reading books, collections of tasks and exercises, atlases, etc. Teaching aid- educational publication on the methodology of teaching any discipline or part of it. This educational literature is addressed to teachers.

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Textbook - a textbook that is an addition to the textbook. Unlike a textbook, a textbook may not cover the entire discipline, but only part of it.

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Educational and methodical manual - an educational publication on the methodology of teaching any discipline or part of it. This educational literature is addressed to teachers.

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The textbook is the most important means of organizing the educational process in self-study. Textbooks were written by well-known teachers and educators - Ya.A. Comenius, M.V. Lomonosov, K.D. Ushinsky, L.N. Tolstoy.

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“A textbook is a book that systematically sets out the foundations of knowledge in a certain area at the level of modern achievements of science and culture” V.V. Davydov "A textbook is any material medium (book, film, computer development, etc.) that includes the content of education in a particular field of knowledge." V.P. Bespalko “A textbook is a book or other information carrier that contains systematic educational material necessary for the organization of education in a specific course of study”. A.V. Khutorskoy

Documents regulating the content of education.

Education methods.

Education methods- these are ways of influencing the consciousness, will, feelings, behavior of pupils in order to develop in them the qualities set for the purpose of education.
Education methods- ways to solve educational problems and implement educational interaction.

Consciousness Formation Methods: story, explanation, lecture, example, suggestion.

Methods of organizing activities and forming the experience of behavior: exercise, accustoming, pedagogical requirement, assignment.

Incentive methods: reward, punishment, competition.

From the methods of education, it is necessary to distinguish the means of education.
Means of education- these are: specific events or forms of educational work (conversations, meetings, evenings, etc.); types of students' activities (training sessions, subject circles, competitions, olympiads, etc.); as well as objects (pictures, books, films, etc.) that are used in the process of implementing a particular method.
For example, the method of persuasion is implemented with the help of educational means: explanatory conversation, meeting, dispute, etc.

27. Models of self-realization of students: theories of K. Rogers and A. Maslow.

Humanistic psychology(represented by Rogers and Maslow) is a direction in Western (mainly American) psychology, recognizing as its main subject the personality as a unique integral system, which is not something given in advance, but an “open possibility” of self-actualization inherent only to man. In humanistic psychology, the main subjects of analysis are: the highest values, self-actualization of the individual, creativity, love, freedom, responsibility, autonomy, mental health, interpersonal communication.

Humanistic Pedagogy- a direction in pedagogy that focuses on free choice and taking into account individual personal interests and capabilities of subjects pedagogical process in training, upbringing and education.

The main idea of ​​Rogers - "I-concept" - a system of ideas of the individual about himself, a conscious, reflective part of the personality. These self-images are more or less conscious and relatively stable.

The formation of an adequate "I"-concept, as well as self-consciousness in general, is an important condition for the education of a conscious member of society

The documents regulating the content of education are the Federal State Educational Educational Standards, curricula, curricula, educational literature. The curriculum fixes the recommended composition of subjects and the distribution of study time between them. It has the form of a table, in which, for each subject, the number of lessons per week for each year of study is indicated. There are three main types of curricula:

1. The basic school curriculum (BCP) is the main regulatory document;

2. Model curricula - variants of the BUP approved by the Ministry of Education or the regional education department (for the national-regional component) and recommended as a planning basis for schools;

3. Curriculum of an educational institution - the curriculum according to which a particular school works, compiled on the basis of one of the standard plans in compliance with the standards of the BUP.

Training (educational) program- a normative document that defines the range of basic knowledge, skills and abilities to be mastered in a given academic subject, as well as the sequence of studying topics and the time allotted for their study. Curricula are divided into standard and working. Model programs are approved by the Ministry of Education and are advisory in nature. Workers are those for which the school actually works. Work programs are developed on the basis of standard programs and educational standard; they are approved by the pedagogical council of the school. The study programs consist of the following main elements: explanatory note , which defines the main goals and objectives of the subject, its educational and developmental opportunities, as well as the main ideas underlying its construction; content of education (thematic plan indicating the hours allocated for each topic, as well as the content of the topics studied). In addition, the educational program usually provides some guidelines for the implementation of the curriculum.

Under laws of education one should understand stable, repetitive and significant connections in the educational process, the implementation of which allows one to achieve effective results in the development and formation of the personality.

1. Unity of goals, content and methods of education.

2. Inseparable unity of education and upbringing.

3. The upbringing of the personality occurs only in the process of its inclusion in the activity.

4. Education is the stimulation of the activity of the formed personality in organized activities.

5. In the process of education, it is necessary to show humanity and respect for the individual, combined with high demands.

6. In the process of education, it is necessary to open up prospects for students to grow, to help them achieve the joy of success.

7. In the process of education, it is necessary to identify positive traits students and rely on them.

8. In education, it is necessary to take into account the age and individual characteristics of students.

9. Education should be carried out in a team and through a team.

10. In the process of education, it is necessary to achieve unity and coordination of the pedagogical efforts of teachers, families and public organizations.

11. In the process of education, it is necessary to encourage the child to carry out self-education.

Normative documents regulating the content of education

Syllabus- a normative document that defines the composition of educational subjects; the order (sequence) of their study by year of study; weekly and annual number of teaching hours devoted to the study of [each subject; structure and duration of the academic year.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of such plans: actual curriculum And working curriculum. On the basis of the state basic curriculum for a long period, a actual curriculum. It reflects the characteristics of a particular school (one of the standard curricula should be adopted as it). Taking into account the current conditions, it is being developed working curriculum. It is annually approved by the school's pedagogical council.

The structure of the curriculum includes:

‣‣‣ the invariant part ensuring the familiarization of students with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals;

‣‣‣ variable part, ensuring the individual character of the development of schoolchildren and taking into account their personal characteristics, interests and inclinations.

In the curriculum of a general educational institution, these two parts are represented by three main types of training sessions: compulsory classes, constituting the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities.

The means of implementing educational standards in practice are educational programs, which are also called educational programs. The term ʼʼeducational programʼʼ is official, fixed in the Law of the Russian Federation ʼʼOn Educationʼʼ.

Educational programs determine the content of education of a certain level and focus. In the Russian Federation, educational programs are being implemented, divided into general education(Basic and optional) and professional(main and additional).

General education programs aimed at solving the problems of formation common culture personality, adaptation of the individual to life in society, to create the basis for a conscious choice and development of professional educational programs.

General educational programs include programs of preschool education, primary general education, basic general education, secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications.

Professional programs include programs of initial vocational education, secondary vocational education, higher professional education, and postgraduate professional education.

The mandatory minimum content of each basic general education program or the main vocational education program (for a particular profession, specialty) is established by the relevant state educational standard, which also determines the normative terms for their development in state and municipal educational institutions.

General educational programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, incl. in special (correctional) educational institutions for students, pupils with developmental disabilities, in educational institutions for orphans and children left without parental care (legal representatives).

Educational programs of special (correctional) educational institutions are developed on the basis of basic general education programs, taking into account the peculiarities of psychophysical development and the capabilities of students.

The educational programs of preschool, primary general, basic general and secondary general education are successive, i.e. each subsequent program is based on the previous one.

Let's take a closer look at what general education programs are implemented in schools. More often they are called curricula of a certain subject.

Training program- this is a normative document outlining the range of basic knowledge, skills and abilities that must be mastered in each individual subject.

The study programs are structurally composed of three main components. The first component is explanatory note, which defines the target areas for studying this particular academic subject in the system academic disciplines general education school, the main tasks of the subject, its educational opportunities, the leading scientific ideas underlying the construction of the subject. The second component is the actual content of education: thematic plan, a list of sections and topics for the course, basic concepts, skills, possible types of classes. The third component is some guidelines on ways to implement the program.

The specific content of the educational material is disclosed in textbooks and teaching aids various types: anthologies, reference books, task books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, textbooks for students and teachers, educational and methodical complexes, workbooks, etc.
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The content of educational material on electronic storage media (video disks, video cassettes, computer programs).

Primary importance in the disclosure of the content of the material belongs to the textbook. Textbook - This is a book that sets out the foundations of scientific knowledge in a Specific academic subject.

The textbook performs two main functions: it is a source of educational information that reveals the content provided for by the educational standard in an accessible form for students; acts as a means of learning, with the help of which the organization of the educational process is carried out, incl. and self-education of students.

The structure of the textbook includes text(how main component) And non-textual(auxiliary) Components.

The texts are divided into descriptive texts, narrative texts, reasoning texts. Also allocate main, additional and explanatory texts.

Main text, in turn, it is divided into two components: theoretical-cognitive and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiences; description of laws, theories, leading ideas; conclusions, etc.

The instrumental-practical component includes the characteristics of the basic methods of cognition, the rules for applying knowledge, methods of mastering and independent search for knowledge; description of tasks, experiments, exercises, experiments; reviews, sections, systematizing and integrating educational material.

Additional text includes documents; textbook material; appeal to readers; biographical, ethnological, statistical information; reference materials outside the scope of the program.

Explanatory text includes subject introductions to the textbook, sections, chapters; notes, explanations; dictionaries; determinants; explanations for maps, diagrams, diagrams; pointers.

In addition to the educational text͵, the textbooks contain the so-called out-of-text components. The extra-text components are apparatus for organizing the assimilation of material; illustrative material; orientation device.

The apparatus for organizing the assimilation of the material includes: questions, tasks, memos, instructional materials, tables, font highlights, captions for illustrative material, exercises.

Illustrative material includes subject and plot materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions, methods, graphs, reference books, illustrations.

The orientation apparatus includes a preface, a table of contents, notes, appendices, indexes, signal symbols.

The addition to the textbook is study guides, that deepen and expand its content.

There are certain requirements for educational literature, especially textbooks. The textbook should reflect the logic of science, the logic of the curriculum and the logic of the subject in unity. It should contain highly scientific material and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory. The formulation of the basic provisions, conclusions should be distinguished by the utmost clarity and precision. The language of the presentation of the material should be figurative, fascinating, with elements of a problematic presentation. A good textbook is informative, encyclopedic, encourages self-education and creativity.

Normative documents regulating the content of education - the concept and types. Classification and features of the category "Regulatory documents regulating the content of education" 2017, 2018.

It is customary to distinguish three main levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical representation, the level of the subject, the level of educational material.

Syllabus. At the level of general theoretical representation, the state standard for the content of general secondary education is reflected in the school curriculum. In the practice of general secondary education, several types of curricula are used: basic, model and school curriculum.

The basic curriculum of a general education school is the main state normative document, which is an integral part of the state standard in this area of ​​education. It serves as the basis for the development of model and working curricula and the source document for school funding.

The basic curriculum as part of the education standard for the basic school is approved by the State Duma, and for the full high school- Ministry of General and Vocational Education of the Russian Federation.

The curriculum of a general education secondary school is drawn up in compliance with the standards of the basic curriculum. There are two types of school curricula:

the actual curriculum of the school, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curricula can be adopted as the school's curriculum);

a working curriculum developed taking into account current conditions and approved by the school's pedagogical council annually. The structure of the curriculum of a secondary general education school is determined by the same factors as the content of general education as a whole. First of all, in the curricula, as well as in the state standard of general secondary education, federal, national-regional and school components are distinguished.

The federal component ensures the unity of school education in the country and includes in full such educational areas as "Mathematics" and "Informatics", and partially such areas as "The World Around", "Art", in which training courses of general cultural and of national importance.

The national-regional component provides for the needs and interests in the field of education of the peoples of our country represented by the subjects of the Federation and includes in full such educational areas as "Mother tongue and literature", "Second language", and partially other areas, in most of which training courses or sections reflecting the national identity of culture are allocated.

The interests of a particular educational institution, taking into account the federal and national-regional components, are reflected in the school component of the curriculum.

The structure of the school curriculum is largely due to the need to reflect the invariant and variable parts in it. The invariant part (core) of curriculum 0 ensures familiarization with general cultural and nationally significant values, the formation of their basic culture for the purpose. The variable part, which takes into account the personal characteristics, interests and inclinations of students, allows you to individualize the learning process.

These complementary and relatively autonomous parts of the curriculum are not completely independent. As a result of their intersection in the curriculum of any general education institution, three main types of training sessions are distinguished: compulsory classes, which make up the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities (optional electives).

The basic curriculum of a secondary general education school, as part of the state standard, covers the following range of standards:

duration of study (in academic years) general and for each of its steps;

weekly teaching load for basic training courses at each level of general secondary education, compulsory classes at the choice of students, optional classes;

the maximum mandatory weekly study load for students, including the number of study hours devoted to compulsory elective classes;

the total workload paid by the state, taking into account the maximum teaching load, extracurricular activities, extracurricular activities, division (partial) of study groups into subgroups.

Traditionally, the secondary general education school in our country in many other countries is built on a three-stage basis: primary, basic and complete.

Each of the levels of the secondary general education school, solving common problems, has its own specific functions associated with the age characteristics of students. They are reflected primarily in the set of basic training courses and in the ratio of the basic core and classes of the students' choice.

The basis of the basic curriculum of a secondary general education school is the implementation of the principle of continuity between its levels, when the studied courses receive their development and enrichment at subsequent levels.

Academic subject and curriculum. The content of education, presented at the level of theoretical understanding in curricula, gets its concretization in academic subjects or training courses (disciplines).

An academic subject is a system of scientific knowledge, practical skills and abilities that allow students to master, with a certain depth and in accordance with their age-related cognitive capabilities, the basic starting points of science or aspects of culture, labor, production.

The curriculum is a normative document that reveals the content of knowledge, skills and abilities in a subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for studying them. It determines the general scientific and spiritual-holistic orientation of teaching the subject, assessments of theories, events, facts. The program determines the structure of the arrangement of educational material by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.

Curricula can be standard, working and copyright. Model curricula are developed on the basis of the requirements of the state educational standard for a particular educational field. They are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature. Based on the standard program, working curricula are developed and approved by the pedagogical council of the school. They can be developed directly based on the requirements of the state standard for educational areas. IN work program unlike the typical one, the national-regional component is described, the possibilities of methodological, informational, technical support of the educational process, the level of preparedness of students are taken into account.

Author's curricula, taking into account the requirements of the state standard, may contain a different logic for constructing an academic subject, their own approaches to the consideration of certain theories, their own points of view regarding the phenomena and processes being studied. If there is a review from scientists in this subject area, teachers, psychologists, methodologists, they are approved by the pedagogical council of the school. Author's curricula are most widely used in teaching courses of students' choice (compulsory and optional).

Historically, two methods have developed in the construction of curricula: concentric and linear. With a concentric way of deploying the content of educational material, the same sections of the program are studied at different levels of education, but in different volumes and depths, depending on the age of the students. The disadvantage of the concentric method is the slowdown in the pace of schooling due to the repeated return to the same material. For example, the section of physics "Work and energy" is studied in grades VI and VIII; section of biology "Cell" - in grades V and X.

With the linear method of deploying the content, the educational material is arranged systematically and sequentially, with gradual complication, as if along one ascending line, and the new is presented on the basis of what is already known and in close connection with it. This method provides significant time savings and is mainly used in the development of curricula in middle and high school.

These two ways of deploying the content of education complement each other.

The overall structure of the curriculum contains mainly three elements. The first is an explanatory note, which defines the main tasks of the subject, its educational opportunities, the leading scientific ideas underlying the construction of the subject. The second is the actual content of education: the thematic plan, the content of topics, the tasks of studying them, basic concepts, skills, and possible types of classes. The third one is some methodical instructions concerning mainly the assessment of knowledge, skills and abilities.

Educational literature. The design of the content of education at the level of educational material is carried out in educational literature, which includes textbooks and teaching aids. They reflect the specific content of the curricula.

Among all kinds educational literature occupies a special place school textbook, which in its content and structure necessarily corresponds to the curriculum in the subject. Textbooks created on the basis of standard curricula are recommended by the Ministry of General and Vocational Education of the Russian Federation for all schools in the country.

The structure of the textbook includes the text as the main component and non-textual, auxiliary components. All texts are divided into description texts, narrative texts, reasoning texts. The extra-textual components include: the apparatus for organizing assimilation (questions and tasks, memos or instructional materials, tables and font selections, captions for illustrative material and exercises); actual illustrative material; orientation apparatus, including preface, notes, appendices, table of contents, indexes. The educational text (as opposed to the text of the handbook) serves primarily the purpose of explaining the content, and not just informing about it. In addition, the educational text should have a certain emotional impact on the student, arouse interest in the subject of study. That is why, especially at the early stages of learning, the textbook language should use semantic metaphors, language stereotypes, etc., which is unacceptable in a strictly standardized scientific language.

Textbooks contain an exposition of the fundamentals of the sciences and at the same time organize independent educational activities of students in mastering the educational material. In other words, they teach to learn. In this regard, requirements are made to the textbook, not only concerning the construction of educational texts. These requirements are didactic, psychological, aesthetic, hygienic. The textbook should contain material high degree generalizations and at the same time be specific, equipped with basic factual material. It should contain a presentation of true science and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory, develop cognitive and practical interest, the need for knowledge and practical activities.

The textbook reflects in unity the logic of science, the logic of the curriculum and the logic of personality development. A good textbook is informative, encyclopedic, lapidary, connects educational material with additional and related literature, encourages self-education and creativity.

The formulation of the main provisions, conclusions should be distinguished by the utmost clarity and precision. Of particular importance is not only accessibility, but also the problematic presentation, the ability of the textbook to arouse the cognitive interest of students and make them think.

The textbook should be moderately colorful, provided with the necessary illustrations in the form of pictures, maps, diagrams, diagrams, photographs. As already noted, the content of education at the level of educational material, along with textbooks, is revealed in various kinds of teaching aids: anthologies on literature and history; collections of problems in mathematics, physics, chemistry; atlases on geography, biology; collections of exercises in languages, etc. Textbooks expand some aspects of the textbook and aim to solve specific learning problems (information, training, testing, etc.).