G.M. Kussainov 1 , B.T. Abykanova 2 , A.A.Saypova 3 , K.K. Shalgynbaeva 4 1 Center of Excellence of the Autonomous Educational organization «Nazarbayev Intellectual Schools», Nur-Sultan, Kazakhstan 2H.Dosmuhamedov Atyrau State University, Atyrau, Kazakhstan 3Center of Excellence of the Autonomous Educational organization «Nazarbayev Intellectual Schools», Nur-Sultan, Kazakhstan 4L.N.Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan 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.
Keywords: communication, communication structures, forms of organization of the learning process,
individual form of learning, general and specific forms of learning, pair form of learning, group form of learning,
collective form of learning.
