Abstract:

The article deals with the issues of a process of realisation of the instruction in electrotechnical subjects including also the definition of the didactic concept of the electrotechnics in relation to the subject of teaching. The issue of the acquisition of terms from the area of electrotechnics is a complicated complex of knowledge and skills that is demanding on the thought process. The explanation of the issue of the electrotechnics requires a complex approach by the pedagogue, who knows the rules of general didactics, psychology and educational science; however, he/she should still be also a technician – an expert in the field of electrotechnics. Therefore, the gnoseological approach is a substantial feature of the educational process of the electrotechnical education.

At the beginning, it is possible to mention that the area didactics can be understood either in a narrower or a broader sense. In a broader sense, we understand the area didactics as specifics and rules of the group of the related subjects to the given area of study (electrotechnical subjects, mechatronical subjects, etc.). In this sense, we search for an intersection – common elements, laws and rules, strategy of the instruction of the given group of subjects. When talking about the area didactics in a narrower sense, we refer it of a particular subject (theory of the electrical network, the electrical machines, etc.). In the following text, we focus on the selected issues of the instruction of the group of specialized technical subjects of the electrotechnical nature. From this perspective, we can speak about the didactics of the specialized technical subjects of the electrotechnical nature as a group area didactics, or as a didactics in a broader sense.

The area didactics are the applied scientific disciplines, which form a fundament in the professional training of the teachers of the area-oriented subjects. They are based not only on the general theory of education and general didactics, but also on a scientific base of the given area. On the contrary, the pedagogical practice relates to the area didactics and the knowledge resulting from them. The bond of the transition and application from the general to the special, and from the special to the concrete is the defining bond for the area didactics, since they research the objective principles of the instruction of the given area. However, it is necessary to add also their subjective character, since they result from the teachers’ experience.

Keywords:

Educational science, area didactics, subject didactics, electrotechnics, teacher, process of education.