The essence and classification of organizational forms of learning: the problem and its solution

Abstract

The article considers the issue of the essence and classification of forms of organization of the learning process from the standpoint of the natural science approach, which is still debatable. The majority of traditionally minded didactics and researchers agree that the problem of the concept of forms of organization
of the learning process is very complex and currently difficult to solve. In addition, authors and researchers are searching for and inventing new forms, increasing their number each time. This huge variety is sometimes very
difficult for a practicing teacher to understand. Therefore, there is complete confusion in didactics. It seems that this is done either intentionally or because of incompetence.
Moreover, there is a constant contamination of the concepts of «form of learning» and «method of learning», which are reflected in expressions such as «active methods and forms», «interactive methods and forms», etc., used in modern scientific literature and in pedagogical and methodological practice. Such non-discrimination only obscures the essence of the issue and aggravates the situation. Therefore, the purpose of this article is to analyze various approaches to the classification of organizational learning forms, substantiate their essence and the need for unity of approaches to understanding learning forms in didactics.