Abstract:

The educational process in schools is characterized by its object focus. The objectives of the teaching process determine the choice of curriculum, the choice of optimal teaching methods and organizational forms of teaching and the deployment of material resources in the teaching process. Also, the evaluation of students' performance, the evaluation of teachers and the evaluation of schools basically consists in determining the degree of achievement of the set objectives. For these reasons, we consider the objective to be a basic category of teaching theory, because the learning objectives determine what changes the teaching process should achieve in terms of different aspects and levels of development of the student's personality. It is a thorough understanding of the nature of the objectives and its function that is a necessary prerequisite for a theoretical solution and a practical effort to increase the effectiveness of the teaching process.

The author of the study carried out research in order to find out the attitudes and opinions of secondary vocational school teachers towards the didactic category of the objective of teaching. A total of 124 secondary vocational school teachers took part in the research, of which 80 were women (64.5%) and 44 men (35.5%). In order to achieve the research objectives, we used the following research methods: analysis and synthesis of knowledge from relevant literature sources; questionnaire method - to find out the opinions and attitudes of teachers to the didactic category of teaching objectives and mathematical-statistical methods of evaluating research results.

Analysis of the testimonies of research respondents, i.e. teachers of vocational subjects, confirmed our assumption that the frequency of formulation of teaching objectives by teachers of vocational subjects is insufficient (12.90% of respondents do not formulate objectives at all and 16.13% of respondents cannot express themselves because they do not use teaching objectives) and partly results from their insufficient readiness for this activity (this opinion is held by 71.77% of respondents). Teachers consider the formulation of teaching objectives as very important for increasing students' motivation for the learning process (this opinion is held by 81.45% of respondents), and that teaching objectives positively influence and facilitate teachers' choice of optimal teaching methods, organizational forms and material means of teaching (this argument was supported by 70.97% of respondents). Formulation of teaching objectives also allows teachers to implement better feedback (51.61% of respondents support this argument). The fact that teaching objectives cannot be formulated for all elements of the curriculum, but especially for the elements of the curriculum covering the affective component of the student´s personality, discourages the regular formulation of teachers' teaching objectives (this opinion is shared by 92.74% of respondents).

Keywords:

Secondary vocational school, teacher, didactics, objective of teaching, formulation of objectives of teaching.