Forms of pedagogical activity. The concept of pedagogical form
Pedagogical activity represents the educating and teaching influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time acting as the basis of his self-development and self-improvement.
Pedagogical activity has the same characteristics as any other kind human activity. First of all, it is purposefulness, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina, is her productivity. There are five levels of productivity of pedagogical activity:
“I- (minimal) reproductive; the teacher is able to tell others what he knows himself; unproductive.
II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.
III- (medium) locally modeling; the teacher owns strategies for teaching students knowledge, skills, estates in certain sections of the course (i.e. formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); medium productive.
IV - (high) systematic modeling of students' knowledge; the teacher knows the strategies for the formation of the desired system of knowledge, skills, abilities of students in the subject as a whole productive.
V - (higher) systematically modeling the activities and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive»
Pedagogical, like any other type of activity, is determined by the psychological (subjective) content, which includes motivation, goals, subject, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed below.
Subject pedagogical activity is the organization learning activities students, aimed at mastering the subject socio-cultural experience as the basis and condition for development. means pedagogical activity is scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed.
Ways transfer of socio-cultural experience in pedagogical activity are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings . Product pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, subject, evaluative components. result pedagogical activity as the fulfillment of its main goal is personal, intellectual development student, improvement, his formation as a person, as a subject of educational activity
12. Levels of pedagogical activity.
Like any kind of activity, the activity of a teacher has its own structure. She is like this:
- Motivation.
- Pedagogical goals and objectives.
- The subject of pedagogical activity.
- Pedagogical means and ways of solving the set tasks.
- Product and result of pedagogical activity.
Each type of activity has its own subject, just like pedagogical activity has its own. The subject of pedagogical activity is the organization of educational activities of students, aimed at the development of subject socio-cultural experience by students as the basis and conditions for development.
The means of pedagogical activity are:
- scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;
- carriers of information, knowledge - texts of textbooks or knowledge reproduced by a student during observation (at laboratory, practical classes, etc.) organized by a teacher, of mastered facts, patterns, properties of objective reality;
- auxiliary means - technical, computer, graphic, etc.
The ways of transferring social experience in pedagogical activity are:
- explanation;
- display (illustration);
- collaboration;
- direct practice of the student (laboratory);
- trainings, etc.
The product of pedagogical activity is the individual experience formed by the student in the totality of axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of this activity is evaluated at exams, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the development of students:
- their personal development;
- intellectual improvement;
- their formation as a person, as a subject of educational activity.
Pedagogical activity has the same characteristics as any other kind of human activity. This is, first of all:
- purposefulness;
- motivation;
- objectivity.
A specific characteristic of pedagogical activity is its productivity. There are five levels of productivity of pedagogical activity:
- I level - (minimum) reproductive; the teacher can and knows how to tell others what he knows himself; unproductive.
- II level - (low) adaptive; the teacher is able to adapt his message to the characteristics of the audience; unproductive.
- Level III - (medium) local modeling; the teacher owns strategies for teaching students knowledge, skills, skills in certain sections of the course (i.e., he knows how to formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational activities; average productive.
- IV level - (high) system-modeling knowledge of students; the teacher owns strategies for the formation of the desired system of knowledge, skills and abilities of students in their subject as a whole; productive.
- Level V - (highest) system-modeling the activity and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive.
For the effective performance of pedagogical functions, it is important for a modern teacher to be aware of the structure of pedagogical activity, its main components, pedagogical actions and professionally important skills and abilities. psychological qualities required for its implementation.
The main content of the activity of a university teacher includes the performance of several functions:
- teaching,
- educational,
- organizational,
- research.
These functions are manifested in unity, although for many teachers one of them dominates over the others. The combination of pedagogical and scientific work. Research work enriches inner world teacher, develops his creative potential, increases the scientific level of knowledge. At the same time, pedagogical goals often prompt a deep generalization and systematization of the material, a more thorough formulation of the main ideas and conclusions.
All university teachers can be divided into three groups:
- with a predominance of pedagogical orientation (approximately 2/5 of total number);
- with a predominance of research orientation (approximately 1/5);
- with the same severity of pedagogical and research orientation (slightly more than 1/3).
The professionalism of a university teacher in pedagogical activity is expressed in the ability to see and form pedagogical tasks based on the analysis of pedagogical situations and find the best ways to solve them. It is impossible to describe in advance all the variety of situations solved by the teacher in the course of working with students. Decisions have to be made each time in a new situation, unique and rapidly changing. Therefore, one of the most important characteristics of pedagogical activity is its creative nature.
In structure pedagogical abilities and, accordingly, pedagogical activity, the following components are distinguished:
- constructive,
- organizational,
- communicative,
- gnostic.
Constructive abilities ensure the implementation of tactical goals: structuring the course, selecting specific content for individual sections, choosing the forms of conducting classes, etc. Every teacher-practitioner has to solve the problems of constructing the upbringing and educational process at the university every day.
Organizational abilities serve not only to organize the actual process of teaching students, but also to self-organize the activities of a teacher at a university. For a long time, they were assigned a subordinate role: the conditions for training specialists in universities traditionally remained unchanged, and in organizing the educational activities of students, preference was given to time-tested and well-mastered forms and methods. By the way, it has been established that organizational abilities, in contrast to gnostic and constructive ones, decrease with age.
The level of development of communicative ability and competence in communication determines the ease of establishing contacts between a teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving problems. pedagogical tasks. Communication is not limited to the transfer of knowledge, but also performs the function of emotional infection, arousing interest, encouraging joint activities, etc.
From here key role communication along with joint activities (in which it also always occupies the most important place) in the education of students. University teachers should now become not so much carriers and transmitters of scientific information as organizers cognitive activity students, their independent work, scientific creativity.
The role of the teacher changes radically, and the role of the student increases dramatically, who not only begins to independently plan and carry out cognitive activities, but also for the first time gets the opportunity to achieve socially significant results in this activity, i.e. to make a creative contribution to the objectively existing system of knowledge, to discover what the teacher did not know and what he could not lead the student to, planning and describing his activities in detail.
In order to manage the process of development and formation of university students, it is necessary to correctly determine the characteristics of the personality traits of each of them, carefully analyze the conditions of their life and work, prospects and opportunities for developing the best qualities. Without the use of psychological knowledge, it is impossible to develop a comprehensive preparedness and readiness of students for successful professional activities, to ensure a high level of their education and upbringing, the unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates. This becomes especially important in modern conditions, the conditions of the crisis of society, when the crisis has moved from the sphere of politics and economics to the field of culture, education and upbringing of a person.
The gnostic component is a system of knowledge and skills of the teacher, which form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The latter include the ability to build and test hypotheses, be sensitive to contradictions, and critically evaluate the results obtained. The knowledge system includes worldview, general cultural levels and the level of special knowledge.
General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental issues; having meaningful interests and hobbies. The low level of their development leads to a one-sided personality and limits the possibilities of educating students.
Special knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods. Subject knowledge is highly valued by teachers themselves, their colleagues and, as a rule, are at a high level. As for knowledge in pedagogy, psychology and teaching methods in higher education, they represent the weakest link in the system. And although the majority of teachers note the lack of this knowledge, nevertheless, only a small minority is engaged in psychological and pedagogical education.
An important component of the gnostic component of pedagogical abilities is knowledge and skills that form the basis of cognitive activity proper, i.e. activities to acquire new knowledge.
If gnostic abilities form the basis of the teacher's activity, then the determining factors in achieving high level pedagogical excellence are design or constructive abilities. It is on them that the effectiveness of the use of all other knowledge depends, which can either remain a dead weight, or be actively involved in the service of all types of pedagogical work. The psychological mechanism for the realization of these abilities is the mental modeling of the educational process.
Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the ultimate goal, solve actual problems taking into account the future specialization of students, take into account its place in the curriculum when planning a course and establish the necessary relationships with other disciplines, etc. Such abilities develop only with age and as the teaching experience increases.
Not a single conqueror can change the essence of the masses, not a single statesman ... But a teacher - I use this word in the broadest sense - can do more than conquerors and heads of state. They, the teachers, can create a new imagination and release the latent forces of humanity.
Nicholas Roerich. high water
Pedagogical activity: forms, characteristics, content
Forms of pedagogical activity
Pedagogical activity is the educative and educational influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time acting as the basis of his self-development and self-improvement. This activity arose in the history of civilization with the advent of culture, when the task “creation, storage and transfer to the younger generations of samples (standards) of production skills and standards social behavior» acted as one of the key community development, starting from the primitive community, where children learned in communication with their elders, imitating, adopting, following them, which was defined by J. Bruner as
"learning in context". According to J. Bruner, mankind knows "only three main ways of teaching the younger generation: the development of the component components of the skill in the process of playing among higher primates, learning in the context of native peoples, and the abstract method of the school separated from direct practice" .
Gradually, with the development of society, the first classes, schools, gymnasiums began to be created. Having endured in different countries at different stages, significant changes in the content of education, its goals, the school nevertheless remained social institution, the purpose of which is the transfer of socio-cultural experience through the pedagogical activities of teachers and educators.
The forms of transferring socio-cultural experience have changed in the history of the development of the school. It was a conversation (Socratic conversation) or maieutics; work in workshops (experience in pottery, leather, weaving and other areas industrial training), where the main was the systematic and purposeful participation of the student in the technological process, the consistent development of production operations; verbal instruction (the institution of "uncles", monasteries, tutors, etc.). Since the time of Ya.A. Comenius, class-lesson teaching was firmly established, in which such forms of it as a lesson, lecture, seminar, test, and workshops were differentiated. In recent decades, training has appeared. We note here that for a teacher, one of the most difficult forms of his activity is a lecture, while for a student, a pupil, seminars, tests.
Characteristics of pedagogical activity
Pedagogical activity has the same characteristics as any other kind of human activity. First of all, it is purposefulness, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina, is her productivity. There are five levels of productivity of pedagogical activity:
“I -- (minimal) reproductive; the teacher is able to tell others what he knows himself; unproductive.
II -- (low) adaptive; the teacher is able to adapt his message to the characteristics of the audience; unproductive.
III -- (medium) locally modeling; the teacher owns strategies for teaching students knowledge, skills, and abilities in certain sections of the course (i.e. formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); medium productive.
IV - (high) systematically modeling the knowledge of students; the teacher owns strategies for the formation of the desired system of knowledge, skills, and abilities of students in the subject as a whole; productive.
V - (higher) systematically modeling the activities and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive” (highlighted by me. - I.Z.).
Considering pedagogical activity, we mean its highly productive nature.
Subject content of pedagogical activity
Pedagogical, like any other type of activity, is determined by the psychological (subjective) content, which includes motivation, goals, subject, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed below.
The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering the subject socio-cultural experience as the basis and condition for development. The means of pedagogical activity are scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed. The “carriers” of knowledge are the texts of textbooks or their representations, recreated by the student during the observation organized by the teacher (in laboratory, practical classes, in field practice) of the mastered facts, patterns, properties of objective reality. Auxiliary are technical, computer, graphic, etc. funds.
Ways of transferring socio-cultural experience in pedagogical activity are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings. The product of pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of pedagogical activity is evaluated at the exam, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity. The result is diagnosed by comparing the student's qualities at the beginning of training and at its completion in all plans of human development [see, for example, 189].
The essence of pedagogical activity
Main types of pedagogical activity
The structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally conditioned requirements for the personality of the teacher
§ 1. The essence of pedagogical activity
The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It represents a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparation for certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, funds mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in specially organized society educational institutions: preschool institutions, schools, vocational schools, secondary special and higher educational institutions, institutions additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal(A.N.Leontiev).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid great attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "communist person", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of pupils, the educational team and individual characteristics pupils. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective trends of social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society. .
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.
Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.
§ 2. Main types of pedagogical activity
Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. BUT teaching - This is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. In general, pedagogical and educational activity- concepts are identical. This understanding of the relationship educational work and teaching reveals the meaning of the thesis about the unity of education and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.), consider experience as its integral components, along with the knowledge and skills that a person acquires in the learning process. creative activity and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which "educational education" and "educational education" are merged into one(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and outside school hours, and the educational work that is carried out in a holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.
The teacher deals with approximately homogeneous "source material". The results of the exercise are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the cognitive activity of the student. The educator has to reckon with the fact that his pedagogical influences may overlap with unorganized and organized negative influences on a student. Teaching as an activity has a discrete character. It usually does not involve interaction with students during the preparatory period, which can be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity educational process it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of a holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise. A good master not only transfers his knowledge to students, but also guides their civil and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
In the same way, if we consider the scope of duties of the educator of the extended day group, we can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; carry out, together with the school doctor, activities that promote health and physical development children; keep in touch with the teacher class teacher, with the parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.
§ 3. The structure of pedagogical activity
In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activity, in turn, breaks down into constructive-content (selection and composition educational material, planning and construction of the pedagogical process), constructive-operational (planning their actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in different kinds activities, team building and organization of joint activities.
Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A. I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher scientific approach to pedagogical phenomena, mastering the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of one's own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
Deep Learning Content communicative function allows you to define it also through interrelated perceptual, proper communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves active use means of pedagogical technology.
The effectiveness of the pedagogical process is due to the presence of a constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.
§ 4. Teacher as a subject of pedagogical activity
One of the most important requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.
social position teacher grows out of the system of views, beliefs and value orientations that were formed back in general education school. In the process vocational training on their basis, a motivational-value attitude to the teaching profession, goals and means of pedagogical activity is formed. The motivational-value attitude to pedagogical activity in its broadest sense is ultimately expressed in the direction that constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer, why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal which sources of activity prevailed when the teacher chose one position or another in the current situation, if he himself explains his decision by intuition. The choice of a professional position of a teacher is influenced by many factors. However, decisive among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of the typical roles of pedagogical positions. The teacher can act as:
an informer, if he is limited to communicating requirements, norms, views, etc. (for example, you have to be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the minds of pupils;
adviser if he uses careful persuasion"
the petitioner, if the teacher begs the pupil to be such "as it should be", sometimes descending to self-humiliation, flattery;
inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.
Each of these positions can have a positive and negative effect depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally conditioned requirements for the personality of the teacher
The set of professionally conditioned requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness and, on the other hand, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal teacher education accumulated in profesio-gram, reflecting the invariant, idealized parameters of the teacher's personality and professional activity.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational abilities to be among the most important pedagogical abilities. He also believes that in psychological structure of the personality of the teacher, general civil qualities, moral-psychological, social-perceptive, individual-psychological characteristics, practical skills and abilities should be highlighted: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational, research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be presented as a continuous general and Professional Development teacher of a new type, which is characterized by:
high civic responsibility and social activity;
love for children, the need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;
high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and concise characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical, and cognitive orientation.
KD. Ushinsky wrote: main road human education is persuasion, and persuasion can only be acted upon by persuasion. Any program of teaching, any method of education, no matter how good it may be, that has not passed into the convictions of the educator, will remain a dead letter, having no force in reality. The most vigilant control in this matter will not help. An educator can never be a blind executor of an instruction: not warmed by the warmth of his personal conviction, it will have no power.
In the activity of the teacher, ideological conviction determines all other properties and characteristics of the individual, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession which finds its expression in a positive emotional attitude to children, to parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. teaching vocation in contrast to pedagogical interest, which can also be contemplative, means a propensity that grows out of the awareness of the ability for pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in an educational or real professionally oriented activity, because a person’s professional destiny is not directly and unambiguously determined by the originality of his personality. natural features. Meanwhile subjective experience the vocation to perform or even chosen activities can be a very significant factor in the development of the individual: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their pedagogical abilities. From this we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of the future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.
Among these qualities are pedagogical duty and a responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational-value attitude to work finds expression. A teacher who has this quality works regardless of time, sometimes even with the state of health. A prime example professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of selflessness and self-sacrifice is the life and deed of Janusz Korczak, a prominent Polish doctor and teacher, who despised the offer of the Nazis to stay alive and stepped into the crematorium oven together with his pupils.
The relationship of a teacher with colleagues, parents and children, based on the awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of an action, and the ability to control it and, if necessary, to balance one remedy with another. In any case, the tactics of the teacher's behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of the pedagogical action, as well as carry out their timely adjustment.
The pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional excellence. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.
Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral upbringing. V.A. Sukhomlinsky wrote: "Justice is the basis of a child's trust in a teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety "" .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If in the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are habitually heard, then the teacher can have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the individual is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force to learn, science will not produce educational influence "". This idea was developed by V.A. Sukhomlinsky. He believed that "the master of pedagogy knows the ABC of his science so well that in the lesson, in the course of studying the material, the content of what is being studied is not in the center of his attention but the students, their mental work, their thinking, the difficulties of their mental work.
A modern teacher should be well versed in various branches of science, the basics of which he teaches, know its possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.
Most common characteristic The cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectics. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon. The dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development takes place through the struggle of the new with the old, to influence this process, promptly solving all the questions and tasks that arise in his activity.
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FORMS OF PEDAGOGICAL ACTIVITY
1. Problem based learning
Problem-based learning, like programmed learning, refers to active learning technologies. It is based on the solution of some problem, problem (from gr. problema - “task, task”). In a broad sense, a problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation, acting in the form of opposite positions in the explanation of any phenomena, objects, processes and requiring an adequate theory to resolve it. (Situation - fr. situation - "position, situation, set of circumstances").
In the Psychological Dictionary we find the following definition: "The problem is the subject's awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience."
Problem-based learning is "a system of optimal management of the cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the patterns of the thinking process and the conditions for acquiring knowledge, developing cognitive abilities." There are other points of view. So, A. E. Steinmets considered problem learning"rather one of the promising ways to implement the principle of scientificity than the principle of learning." E. G. Mingazov resolutely argued that there are problems didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem-based learning is not a method, not a form, not a principle, not a system, not a type of training, but its essence in “the specifics of interaction between participants educational process". According to Ilyina, problem-based learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough to develop the mental abilities of students. In addition to these ideas, in many works problem-based learning is considered not directly, but in the context and more widely, as a means of activating learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of "learning activation" is broader than the concept of "problem learning".)
There was also no unanimity on the question of whether the problematic situation should be "created" or naturally "follow" from the very nature of the material. The majority was in favor of creating a problem situation by the teacher, regardless of whether it is a reflection of a real contradiction in science or is methodical character(i.e. on this stage in science, the question is clear, but to activate the thinking of students, the teacher creates a problem situation). However, there were authors who believed that there was no need to artificially create problem situations, since the whole history of the development of scientific knowledge was full of real problems. The well-known writer M. Shaginyan also supported them: “Nature is full of problems, and they should not be created.”
Why did such disagreements arise? In my opinion, because there are phenomena that are known to mankind, let's call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which humanity still knows nothing (our "cosmos"). In addition, it is important to remember that there is knowledge and subjective, i.e. knowledge individual person, they can be complete (an erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.
Differences in disputes were observed precisely in the confusion of the level of contradiction that created the problem. One level is scientific, the contradiction between known scientific knowledge and the unknown, the other level is educational cognitive activity, i.e. the level of contradiction between subjective knowledge and objectively existing, but for the time being determined by the learner, unknown truth. The second level is not a problem with scientific point of view, although, judging by the definition of the concept of "problem" given in the "Psychological Dictionary", the student may have difficulties, which he perceives as contradictions. But that's not a problem, it's just a lack of knowledge. However, the realization that he does not have enough knowledge to solve any problem is already a positive factor, because it is an incentive for improvement. That is why honest ignorance must be respected.
So, we have understood for ourselves that the real problem is always connected with science, it contains a clear contradiction, does not have a final answer to main question problems, why this is so, and not otherwise, and therefore requires a search engine, research work. I will give an example from the life of an outstanding Soviet physicist, laureate Nobel Prize, Academician Igor Evgenievich Tamm. “He often had to swim “against the current”. In the 1930s, he put forward the idea that the neutron has a magnetic moment. In different languages, famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he turned out to be right." As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon, and he had to conduct a serious scientific research to get proof of your innocence.
Is this possible in the learning process? Yes, it's possible. But, you must admit that this rarely happens, because not only a student, but also a scientist is not always able to see and solve a problem containing a hidden contradiction and gain new knowledge.
But what about the majority of students? Refuse problem-based learning? In no case! Just use it on a different level, on the level of students' cognitive activity. And here we will distinguish: a problematic issue, a problematic task, a problematic situation and a problem. We have already talked about the problem. Let's take a look at the rest now.
problem question is a "one-act" action. For example, why do they say: “Tomorrow is expected to be cold South wind? (You see the contradiction: south, but cold. Why?) Answer: because the cyclone. Can there be hot snow, fried ice, etc.? Similar questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).
The problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to bind of this type structures under given conditions, say, a standard project, to a certain area? This is already a fairly large educational and cognitive task, the solution of which requires a special search for a method of action or finding some missing data: to conduct reconnaissance of the area, to make a geodetic survey, to investigate the soil in the laboratory, to determine the wind rose, etc.
Problem situation-- this is psychological condition the intellectual difficulty that arises in a person if he cannot explain a new fact with the help of existing knowledge or perform a known action in the old ways familiar to him and must find a new one. Here there is a need to think actively, and, most importantly, to answer the question “why”. The need, as you know, gives rise to a motive that prompts a person to think and act. This is the essence of problem-based learning.
There are four levels of difficulty in learning:
1. The teacher himself poses a problem (task) and solves it himself when active listening and student discussion. Remember the general didactic method of problem presentation!
2. The teacher poses a problem, students independently or under the guidance of a teacher solve it (partial search method). Here there is a detachment from the sample, opens up space for reflection.
3. The student poses a problem, the teacher helps to solve it.
4. The student himself poses the problem and solves it himself. The third and fourth levels are the research method.
Choose which level is suitable for your learning technology, depending on the level of preparation of students.
So, problem-based learning at the third, fourth, and sometimes second level is associated with research, therefore, problem-based learning is learning to solve non-standard problems, during which students learn new knowledge and acquire skills and abilities of creative activity, which is very important for engineer. Is not it? That is why in the 80s they “remembered” about problem-based learning, and higher authorities sent appropriate “circulars” to universities and technical schools about the need to use problem-based learning in higher and secondary specialized educational institutions.
However, despite letters of instruction from above, problem-based learning technology was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped him an appendix? Or another example, the antonymy of the language: good - bad, boring - fun, etc.)
The advantages of problem-based learning are, first of all, great opportunities for developing attention, observation, activating thinking, activating the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and determination, etc. In addition, which is very important, problem-based learning ensures the strength of the acquired knowledge, because they are obtained in independent activity, this is, firstly, and, secondly, the interesting “effect of unfinished action” known in psychology, discovered by B. V. Zeigarnik, works here . Its essence is that actions that were started but not completed are remembered better: “There is an actual connection between the beginning of the action and the expected result, and we are tormented by the unfinished, we remember the unfinished. It is always alive in us, always in the present.” An example of this is an experiment conducted by teachers of the Department of Pedagogy and Pedagogical Psychology of Moscow State University: students were offered a task. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “That’s enough, that’s enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of solving this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task is supposed to be solved in the time allotted to us, then, naturally, it must be completed. But problem-based learning is associated with research and therefore involves a solution of the problem extended in time. A person gets into a situation like a figure solving a creative task or problem. He constantly thinks about it and does not get out of this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.
The disadvantages of problem-based learning include the fact that it always causes difficulty for the student in the learning process, so it takes much more time to comprehend and find solutions than with traditional learning. In addition, as with programmed learning, the development of problem-based learning technology requires a teacher of great pedagogical skill and a lot of time. Apparently, it is precisely these circumstances that do not allow the widespread use of problem-based learning. But it is necessary to strive for it, and every good teacher uses it, since problem-based learning is associated with research and, therefore, differs from the traditional one, "since any research is a process of obtaining new knowledge, and learning is a process of transferring already known knowledge." It remains to add that problem-based learning meets the requirements of the day: teach by researching, research by teaching. This is the only way to form a creative personality, that is, to fulfill the super-task of our pedagogical work.
2. Business games
The pedagogical essence of business games is to activate thinking, increase the independence of the future specialist, introduce the spirit of creativity in training, bring it closer to career guidance, this is what brings business games closer to the technology of problem-based learning, but the main thing is to prepare students for practical professional activities. In problem-based learning, the main question is "why", and in business games - "what would happen if ..."
Naturally, business games must be prepared, keeping in mind not only the material itself, but also the students. It is recommended to start with simulation exercises. They differ from the business game in their smaller volume and limited tasks. For example: who is better able to use uniform norms and rates? Who will pay less for the use of production assets?
Imitation exercises are closer to educational than business games. Their goal is to provide students with the opportunity in a creative environment to consolidate certain skills, focus on some important concept, category, law. The condition must contain a mandatory contradiction, i.e. there is already an element of problem in the simulation exercise.
After simulation exercises, you can move on to role-playing or business games. In the educational process of the university, purely conditionally, this type of training can be called a business game. It is rather a role-playing game, as the student does not yet fully master his specialty. A business game, in my opinion, is the playing of a particular situation by specialists. Their purpose is to define a process or its result. The purpose of role-playing (or, conditionally, business) games is to form certain skills and abilities of students in their active creative process. The social significance of business (role-playing) games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop.
Typically, two types of game elements are used:
General situational tasks in the psychology and ethics of management related to the solution of certain industrial conflicts;
Highly specialized tasks related to the content of one or another major subject.
Tasks of the teacher:
Select the necessary situations-illustrations on a specific material and situations-problems;
Prepare didactic material: task cards for each, it is possible with a hint about the nature of his activity;
Select subgroups of students (3-4 people);
Set a task (problem) on which the group should express its point of view, for example: the opinion of a foreman, worker, foreman, site manager, etc. on a controversial issue, about how to win the trust of the members of the brigade;
Think over the expected answers and remarks;
Show interest in students, constant attention, etc.
Here, as in problem-based learning, all didactic methods can be used: explanatory and illustrative, reproductive, problem presentation, partially search, research.
Positive moments in the application of business games:
As a rule, students experience pleasure, there is high motivation, emotional saturation of the learning process;
Preparation for professional activity takes place, knowledge-skills are formed, i.e. students learn to apply their knowledge;
Post-game discussion contributes to the consolidation of knowledge;
Operational communication (external and internal).
Negative sides:
High labor intensity of preparation for the lesson (for the teacher);
The teacher must be an attentive and friendly director throughout the game, and there may be several groups at the same time;
Great tension for the teacher, as he is focused on continuous creative search. In addition, the teacher must also be an actor (possess acting data);
Unwillingness of students to work with the use of a business game;
Not all teachers themselves know how to conduct a business game;
Difficulties with replacing a teacher who conducted business games.
General principles of organizing a business game:
1. Division of students into groups of 3-8 people.
2. Unlimited number of participating groups.
3. A clear idea of each member of the groups about their responsibilities.
4. The business game must be limited in time (class, week, etc.).
5. Mandatory analysis of the game after its completion.
The business game provides for the achievement of how. educational and educational goals of a collective nature based on acquaintance with the real; organization of work in industry, economy, etc.
Expected Efficiency:
1) cognitive: in the process of a business game, students get acquainted with the dialectical methods of researching an issue (problem), the organization of the work of the team, the functions of their “position” by personal example;
2) educational: in the process of a business game, the consciousness of belonging of its participants to the team is formed; the degree of participation of each of them in the work is jointly determined; the interconnection of participants in solving common problems is felt; all issues are collectively discussed, which forms criticality, restraint, respect for the opinions of others, attentiveness to teammates;
3) developing: in the process of a business game, they develop logical thinking, the ability to find answers to the questions posed, speech, speech etiquette, the ability to communicate in the process of discussion.
Business games are built on the principles of teamwork, practical usefulness, democracy, openness, competitiveness, maximum employment of everyone and unlimited prospects for creative activity within the framework of a business game.
A business game can last not only in one lesson, but also for a longer time. For example, a business game on the development of self-government or the business game "On duty", which a teacher from one of the colleges in Novocherkassk played during the semester, turning an uninteresting lesson for students into an interesting business game. The group is divided into subgroups of 5-7 people. Each subgroup is on duty for one week (first, second, etc.). Each group has its own responsibilities. The foreman ensures the organization of work, is responsible for everything before the head of the group. The assistant foreman assists him, replaces him, and conducts part of the work. The trade union leader of the brigade is an assistant to the trade union leader of the group, as well as the foreman in the organization labor discipline, leisure of the brigade, the fizorg of the brigade is the assistant of the fizorg of the group, provides sports competitions with each other in the brigade and between brigades. The safety and sanitation instructor provides it all. The supply manager of the brigade provides it with inventory, monitors the condition of the premises and makes the necessary minor repairs. The controller - the accountant of the brigade - ensures quality control of the work performed by the brigade, helps the foreman in accounting for the work of each member of the brigade. As you can see, the responsibilities are clearly divided. Since the results of the business game were discussed at the end of each week, the "acceptance certificate" of the premises and inventory was filled out. Students learned to order, acquired the skills that they will need in their future professional activities as a master of industrial training in a vocational school.
Business games "came into fashion" also in the 80s. There have been many works devoted to them. Business games were often called a teaching method, but this is not a method, but a learning technology that uses, as already mentioned, all general didactic teaching methods.
3. Modular learning
In the late 80s - early 90s of the XX century. another term from the field of technical sciences “breaks into” pedagogy, namely “module”. They began to talk and write about the “principle of modular education”, “modular education system”, etc. Let's see what it is.
The word "modulus" (from the Latin modulus - "measure") has three meanings:
1) in the exact sciences - the name given to any particularly important coefficient or quantity;
2) in mathematics, the modulus of the system of logarithms is used, i.e. constant factor for logarithms of one system;
3) a unit of measure, for example, in architecture, a part of a building that serves as a unit of measurement to give proportion to the building as a whole and its parts; in classical architecture, the modulus is usually equal to the radius or diameter of the column at its base.
In pedagogy, the module is considered as an important part of the whole system, without the knowledge of which the didactic system does not “work”. According to its content, it is a complete, logically completed block. It often coincides with the theme of the discipline. However, unlike the topic in the module, everything is measured, everything is evaluated: assignment, work, student attendance, starting, intermediate and final level of students. The module clearly defines the learning objectives, tasks and levels of study of this module, and names the skills and abilities. As in programmed learning, in modular learning everything is also pre-programmed: not only the sequence of studying the educational material, but also the level of its assimilation and quality control of assimilation.
A selected list of basic concepts, skills and abilities for each module must be brought to the attention of students. They must know their thesaurus (i.e., the range of knowledge, skills and abilities), with the grade or number of points given in accordance with the quantitative measure for assessing the quality of mastering the educational material given in the module.
On the basis of the thesaurus, questions and tasks are compiled, covering all types of work on the module, and submitted for control (usually a test) after studying the module.
The entire course may contain at least three modules. A course project, work or assignment is an independent module that is completed throughout the semester. The cycle can also be considered as an independent module. laboratory work if their execution does not coincide in time with the study of the module material.
When developing the technology of modular training in special disciplines in technical higher and secondary specialized educational institutions, it is important that each module gives a completely specific independent portion of engineering knowledge, forms the skills necessary for an engineer, and thereby develops the engineering abilities of students. After studying each module, according to the test results, the teacher gives the students the necessary recommendations. By the number of points scored by a student out of possible ones, he himself can judge the degree of his advancement.
Thus, modular training is necessarily associated with the rating assessment of students' cognitive activity, thereby contributing to the improvement of the quality of education. However, not every rating system allows this. Chosen arbitrarily, without evidence of its effectiveness and even expediency, it can lead to formalism in the organization of the educational process.
In order to expand the teacher's ability to differentiate the assessment of knowledge and skills of students, it is recommended, using the results of modular control, to determine the quality indicator of student training on a scale of 0 - 5 with a step of at least 0.10. Such an indicator will allow assessing even the weak knowledge of those students who have not yet reached the required level, but study with diligence. The transition from a quality indicator to an assessment is carried out as follows:
Modular training programs are formed as a set of modules. When determining the overall grade for the course, the results of the rating are included in it with the appropriate weighting factors established by the department. The sum of the weight coefficients, including the exam coefficient, must be equal to one:
Mi+? e = 1.
After the end of the semester, based on the module grades, the overall semester grade is determined, which is taken into account when determining the results of the final control in the subject. The semester grade is determined as a weighted average:
S c = ?? mi s mi
?? mi
where S c , S mi are the semester and module grades, respectively;
? mi -- weight coefficients;
n is the number of modules in a semester.
Students can increase their module grades only during the semester, they are not subject to an increase in the exam. Students can increase their overall score only through an examination, which includes the quality of answers to additional questions.
Overall grade for the course S g = ?? mi S mi + ?S e, where S e, ? e -- examination score and its weighting factor. When conducting the final control of the exam, the questions should be of a general nature, reflect the basic concepts of the course, and not repeat the questions of module control, and students should familiarize themselves with the examination questions in advance.
As you can see, modular learning is a clear learning technology based on evidence-based data that does not allow impromptu, as is possible in traditional learning, and the rating assessment of a student's learning allows characterizing the quality of his engineering training with a greater degree of confidence.
On behalf of the Ministry of Higher and Secondary special education In the RSFSR, three universities in Russia: the Moscow Power Engineering Institute, the Ivanovo Textile Institute and the Taganrog Radio Engineering Institute, taking modular education as a basis, tried to develop a new learning technology - RITM, that is, the development of students' individual creative thinking. Dividing the 36-week academic year into 6 cycles, here every sixth week students were freed from all types of current studies, completely giving it to their intensive independent work and intermediate control of knowledge on the modular structure of the course. A clearly developed rating assessment of knowledge was carried out at the following levels: starting, technical, creative, theoretical and synthesis. Naturally, such training was conducted in all disciplines at the university by all teachers. And this gave positive results, although not everyone liked the modular training and knowledge rating, because new technology is as laborious for the teacher as programmed and problem-based learning, as well as business games, and requires great professionalism from him. A lot of preliminary work is needed to prepare banks of creative tasks, test batteries, knowledge assessment, tests, etc. based on the rating system. In general, we need a clear program of training and control, the rejection of authoritarian and the transition to a pedagogy of cooperation, which is based on subject-subject relations.
But Rhythm brings positive results to students. The adaptation of first-year students to study at a university thanks to this learning technology is more successful than with traditional learning, thanks to the features of the RITM system, which includes the modular construction of the course, the cyclic organization of the educational process, level training, the rating system for evaluating the result of educational activities and student learning, carried out test method, the absence of traditional credit and examination sessions.
4. Waldorf pedagogy
Waldorf pedagogy is a peculiar form of education that developed in Germany. In 1919, the workers of the Waldorf Astoria tobacco factory (hence the name) in Stuttgart, together with the factory director, proposed to the German scientist Rudolf Steiner (1861-1925) that they create a school for their children. R. Steiner, a follower of Goethe's natural philosophy, wrote and published 300 volumes of works in many branches of science and art: medicine, cosmology, history of religion, architecture, sculpture, of which 25 volumes are devoted to pedagogy and education: "The general doctrine of man as the basis of pedagogy" . He was an erudite man, a great scientist, Andrei Bely, Mikhail Chekhov and others collaborated with him. It was he who created the first school, which, in accordance with the principles of alternative pedagogy, can be classified as the so-called free schools. It is based on man as a spiritual being. The essence of the Waldorf technology of education is the development of a person's ability to feel, that is, the education of feelings, the formation of artistic taste, the ability to create creatively on the basis of knowledge of nature. (Not bad, right?) It was a bold move in the midst of decadence after World War I. The main thing is not the needs of production or the socio-political situation that determined the goals and content of education, but the person, his capabilities and needs are the leading principles of the content of education /98, p. 40/. (How modern it sounds!) In Soviet times, school teachers and teachers of universities and technical schools were servants of the state, for whom the state order was important, and Waldorf teachers were “servants of the child”, and not “servants of society”. That is why it is said that "the Waldorf school is not a worldview school."
The Waldorf School is also organizationally different from traditional schools. It operates on the basis of self-government, there is no director, the school is managed by the teaching staff, parents participate in the life of the school. The school is free from centralized state regulation.
Now in Germany, 1% of students study in Waldorf schools. Education there is paid, differentiated (for low-paid parents, the fee is lower). The salary of a teacher is also differentiated. Schools are independent, but the state supports them and takes on approximately 70-80% of the total costs without interfering in the learning process. “In the “classical” Waldorf schools, training lasts 12 years. Those wishing to enter the university graduate from the 13th, "entrant" class. University enrollment rates are lower, and sometimes slightly higher, than those of regular public school graduates.”
Features of the Waldorf school: from the 1st to the 8th grade, all classes are taught by one teacher, there is no hard curriculum, marks are not put, meaningful evaluation characteristics are used. After the 8th grade, classes are taught by subject teachers. The organization of classes is also different. The first two hours in the morning, one general education subject is studied (mathematics or zoology, etc.). No other subject is taught on this day, but this subject will be taught daily for 3-6 weeks, which creates the so-called "epoch". (Like modular learning?) academic year maybe, for example, 1 "epoch" in chemistry, 2 in literature, etc. After two hours of the “epoch”, classes are held in the areas of the art cycle (drawing, music, eurythmy), as well as foreign languages(there are two of them). These activities do not involve sitting in a classroom.
R. Steiner set as his pedagogical goal "disclosure of the" secret "powers of a person with the help of a system of special exercises (evrythmy, music, mysteries, meditation, etc." Great importance attached to eurhythmia (from Gr. eurhythmia - “harmoniousness, tact, euphony”), i.e. the uniformity of rhythm in music, dance and speech is studied. Aesthetic education permeates all subjects, even "the teaching of subjects of the natural and mathematical cycle is conducted by a class teacher not traditionally, but on a figurative and aesthetic basis (Goetheanism)".
great place in the Waldorf school occupies labor education: binding of books; carpentry; woodcarving; knitting; modeling; sewing dolls, costumes, etc. The boys are taught to work in the smithy, cultivate the land, grind grain, lay stoves, and bake bread.
Thus, the Waldorf school differs from the traditional ones. She found her followers not only in Germany, but also in Holland, Switzerland, Scandinavia, England, Austria, USA, South America, as well as in Russia, in St. Petersburg, for example. There is school number 22 in Novocherkassk, which teaches children using Waldorf pedagogy.
What can we borrow from the Waldorf school, which has become an international cultural and educational movement? First of all, personality-oriented pedagogy, humanization and humanitarization of education, development of students' abilities to feel the world around them.
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FORMS OF PEDAGOGICAL ACTIVITY
1. Problem based learning
Problem-based learning, like programmed learning, refers to active learning technologies. It is based on the solution of some task, problem (from gr. problema - “task, task”). In a broad sense, a problem is a complex theoretical and practical issue that requires study, resolution; in science - a contradictory situation, acting in the form of opposite positions in the explanation of any phenomena, objects, processes and requiring an adequate theory to resolve it. (Situation - fr. situation - “position, situation, set of circumstances”).
In the Psychological Dictionary we find the following definition: "Problem - the subject's awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience."
Problem-based learning is “a system of optimal management of the cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the patterns of the thinking process and the conditions for acquiring knowledge, developing cognitive abilities.” There are other points of view. So, A. E. Steinmets considered problem-based learning "rather one of the promising ways to implement the principle of scientificity than the principle of learning." E. G. Mingazov resolutely asserted that problematicness is a didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem-based learning is not a method, not a form, not a principle, not a system, not a type of training, but its essence in “the specifics of interaction between participants in the educational process”. According to Ilyina, problem-based learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough to develop the mental abilities of students. In addition to these ideas, in many works problem-based learning is considered not directly, but in the context and more widely, as a means of activating learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of "learning activation" is broader than the concept of "problem learning".)
There was also no unanimity on the question of whether the problematic situation should be "created" or naturally "follow" from the very nature of the material. The majority was in favor of the teacher creating a problem situation, regardless of whether it reflects a real contradiction in science or is of a methodical nature (i.e. at this stage in science the question is clear, but the teacher creates a problem situation to activate the thinking of students). However, there were authors who believed that there was no need to artificially create problem situations, since the whole history of the development of scientific knowledge was full of real problems. The well-known writer M. Shaginyan also supported them: “Nature is full of problems, and they should not be created.”
Why did such disagreements arise? In my opinion, because there are phenomena that are known to mankind, let's call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which humanity still knows nothing (our "cosmos"). In addition, it is important to remember that there is knowledge and subjective, that is, the knowledge of an individual, they can be complete (an erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.
Differences in disputes were observed precisely in the confusion of the level of contradiction that created the problem. One level is scientific, the contradiction between known scientific knowledge and the unknown, the other level is educational cognitive activity, i.e. the level of contradiction between subjective knowledge and objectively existing, but still unknown truth to the learner. The second level is not a problem from a scientific point of view, although, judging by the definition of the concept of "problem" given in the "Psychological Dictionary", the student may experience difficulties, which he perceives as contradictions. But that's not a problem, it's just a lack of knowledge. However, the realization that he does not have enough knowledge to solve a problem is already a positive factor, because it is an incentive for improvement. That is why honest ignorance must be respected.
So, we have understood for ourselves that the real problem is always connected with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why is this so and not otherwise, and, therefore, requires search, research work. I will give an example from the life of the outstanding Soviet physicist, Nobel Prize winner, Academician Igor Evgenievich Tamm. “He often had to swim “against the current”. In the 1930s, he put forward the idea that the neutron has a magnetic moment. In different languages, famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he turned out to be right." As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon, and he had to conduct a serious scientific search in order to obtain evidence of his innocence.
Is this possible in the learning process? Yes, it's possible. But, you must admit that this rarely happens, because not only a student, but also a scientist is not always able to see and solve a problem containing a hidden contradiction and gain new knowledge.
But what about the majority of students? Refuse problem-based learning? In no case! Just use it on a different level, on the level of students' cognitive activity. And here we will distinguish: a problematic issue, a problematic task, a problematic situation and a problem. We have already talked about the problem. Let's take a look at the rest now.
A problematic issue is a "one-act" action. For example, why do they say: “A cold south wind is expected tomorrow?” (You see the contradiction: south, but cold. Why?) Answer: because the cyclone. Can there be hot snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).
The problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to bind a given type of structure under given conditions, say, a typical project, to a specific area? This is already a fairly large educational and cognitive task, the solution of which requires a special search for a method of action or finding some missing data: to conduct reconnaissance of the area, to make a geodetic survey, to investigate the soil in the laboratory, to determine the wind rose, etc.
A problem situation is a psychological state of intellectual difficulty that arises in a person if he cannot explain a new fact with the help of existing knowledge or perform a known action in the old familiar ways and must find a new one. Here there is a need to think actively, and, most importantly, to answer the question “why”. The need, as you know, gives rise to a motive that prompts a person to think and act. This is the essence of problem-based learning.
There are four levels of difficulty in learning:
1. The teacher himself sets the problem (task) and solves it himself with active listening and discussion by students. Remember the general didactic method of problem presentation!
2. The teacher poses a problem, students independently or under the guidance of a teacher solve it (partial search method). Here there is a detachment from the sample, opens up space for reflection.
3. The student poses a problem, the teacher helps to solve it.
4. The student himself poses the problem and solves it himself. The third and fourth levels are the research method.
Choose which level is suitable for your learning technology, depending on the level of preparation of students.
So, problem-based learning at the third, fourth, and sometimes second level is associated with research, therefore, problem-based learning is learning to solve non-standard problems, during which students learn new knowledge and acquire skills and abilities of creative activity, which is very important for an engineer. . Is not it? That is why in the 80s they “remembered” about problem-based learning, and higher authorities sent appropriate “circulars” to universities and technical schools about the need to use problem-based learning in higher and secondary specialized educational institutions.
However, despite letters of instruction from above, problem-based learning technology was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped him an appendix? Or another example, the antonymy of the language: good - bad, boring - fun, etc.)
The advantages of problem-based learning are, first of all, great opportunities for developing attention, observation, activating thinking, activating the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and determination, etc. In addition, which is very important, problem-based learning ensures the strength of the acquired knowledge, because they are obtained in independent activity, this is, firstly, and, secondly, the interesting “effect of unfinished action” known in psychology, discovered by B. V. Zeigarnik, works here . Its essence is that actions that were started but not completed are remembered better: “There is an actual connection between the beginning of the action and the expected result, and we are tormented by the unfinished, we remember the unfinished. It is always alive in us, always in the present.” An example of this is an experiment conducted by teachers of the Department of Pedagogy and Pedagogical Psychology of Moscow State University: students were offered a task. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “That’s enough, that’s enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of solving this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task is supposed to be solved in the time allotted to us, then, naturally, it must be completed. But problem-based learning is associated with research and therefore involves a solution of the problem extended in time. A person gets into a situation like a figure solving a creative task or problem. He constantly thinks about it and does not get out of this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.
The disadvantages of problem-based learning include the fact that it always causes difficulty for the student in the learning process, so it takes much more time to comprehend and find solutions than with traditional learning. In addition, as with programmed learning, the development of problem-based learning technology requires a teacher of great pedagogical skill and a lot of time. Apparently, it is precisely these circumstances that do not allow the widespread use of problem-based learning. But it is necessary to strive for it, and every good teacher uses it, since problem-based learning is associated with research and, therefore, differs from the traditional one, "since any research is a process of obtaining new knowledge, and learning is a process of transferring already known knowledge." It remains to add that problem-based learning meets the requirements of the day: teach by researching, research by teaching. This is the only way to form a creative personality, that is, to fulfill the super-task of our pedagogical work.
2. Business games
The pedagogical essence of business games is to activate thinking, increase the independence of the future specialist, introduce the spirit of creativity in training, bring it closer to career guidance, this is what brings business games closer to the technology of problem-based learning, but the main thing is to prepare students for practical professional activities. In problem-based learning, the main question is "why", and in business games - "what would happen if ..."
Naturally, business games must be prepared, keeping in mind not only the material itself, but also the students. It is recommended to start with simulation exercises. They differ from the business game in their smaller volume and limited tasks. For example: who is better able to use uniform norms and rates? Who will pay less for the use of production assets?
Imitation exercises are closer to educational than business games. Their goal is to provide students with the opportunity in a creative environment to consolidate certain skills, focus on some important concept, category, law. The condition must contain a mandatory contradiction, i.e. there is already an element of problem in the simulation exercise.
After simulation exercises, you can move on to role-playing or business games. In the educational process of the university, purely conditionally, this type of training can be called a business game. It is rather a role-playing game, as the student does not yet fully master his specialty. A business game, in my opinion, is the playing of a particular situation by specialists. Their purpose is to define a process or its result. The purpose of role-playing (or, conditionally, business) games is to form certain skills and abilities of students in their active creative process. The social significance of business (role-playing) games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop.
Typically, two types of game elements are used:
· General situational tasks in the psychology and ethics of management related to the solution of certain industrial conflicts;
· Highly specialized tasks related to the content of one or another major subject.
Tasks of the teacher:
Select the necessary situations-illustrations on a specific material and situations-problems;
· Prepare didactic material: task cards for each, it is possible with a hint about the nature of his activity;
· Select subgroups of students (3-4 people);
· Set a task (problem) on which the group should express its point of view, for example: the opinion of the foreman, worker, foreman, site manager, etc. on a controversial issue, about how to win the trust of the members of the brigade;
Think over the expected answers and remarks;
· Show interest in students, constant attention, etc.
Here, as in problem-based learning, all didactic methods can be used: explanatory and illustrative, reproductive, problem presentation, partially search, research.
Positive moments in the application of business games:
· As a rule, students experience pleasure, there is high motivation, emotional richness of the learning process;
· There is a preparation for professional activity, knowledge-skills are formed, i.е. students learn to apply their knowledge;
Post-game discussion contributes to the consolidation of knowledge;
· Operational communication (external and internal).
Negative sides:
High laboriousness of preparation for the lesson (for the teacher);
· The teacher must be an attentive and friendly director throughout the game, and there may be several groups at the same time;
· Great tension for the teacher, as he is focused on continuous creative search. In addition, the teacher must also be an actor (possess acting data);
· Unwillingness of students to work with the use of a business game;
Not all teachers themselves know how to conduct a business game;
· Difficulties with replacing the teacher who conducted the business games.
General principles of organizing a business game:
1. Division of students into groups of 3-8 people.
2. Unlimited number of participating groups.
3. A clear idea of each member of the groups about their responsibilities.
4. The business game must be limited in time (class, week, etc.).
5. Mandatory analysis of the game after its completion.
The business game provides for the achievement of how. educational and educational goals of a collective nature based on acquaintance with the real; organization of work in industry, economy, etc.
Expected Efficiency:
1) cognitive: in the process of a business game, students get acquainted with the dialectical methods of researching an issue (problem), the organization of the work of the team, the functions of their “position” by personal example;
2) educational: in the process of a business game, the consciousness of belonging of its participants to the team is formed; the degree of participation of each of them in the work is jointly determined; the interconnection of participants in solving common problems is felt; all issues are collectively discussed, which forms criticality, restraint, respect for the opinions of others, attentiveness to teammates;
3) developing: in the process of a business game, logical thinking, the ability to find answers to questions, speech, speech etiquette, and the ability to communicate in the process of discussion develop.
Business games are built on the principles of teamwork, practical usefulness, democracy, openness, competitiveness, maximum employment of everyone and unlimited prospects for creative activity within the framework of a business game.
A business game can last not only in one lesson, but also for a longer time. For example, a business game on the development of self-government or the business game "On duty", which a teacher from one of the colleges in Novocherkassk played during the semester, turning an uninteresting lesson for students into an interesting business game. The group is divided into subgroups of 5-7 people. Each subgroup is on duty for one week (first, second, etc.). Each group has its own responsibilities. The foreman ensures the organization of work, is responsible for everything before the head of the group. The assistant foreman assists him, replaces him, and conducts part of the work. The trade union leader of the brigade is an assistant to the trade union leader of the group, as well as the foreman in organizing labor discipline, leisure of the brigade, the brigade's physical organizer is the assistant of the group's physical organizer, provides sports competitions with each other in the brigade and between brigades. The safety and sanitation instructor provides it all. The supply manager of the brigade provides it with inventory, monitors the condition of the premises and makes the necessary minor repairs. The controller - brigade accountant - ensures quality control of the work performed by the brigade, helps the foreman in accounting for the work of each member of the brigade. As you can see, the responsibilities are clearly divided. Since the results of the business game were discussed at the end of each week, the "acceptance certificate" of the premises and inventory was filled out. Students learned to order, acquired the skills that they will need in their future professional activities as a master of industrial training in a vocational school.
Business games "came into fashion" also in the 80s. There have been many works devoted to them. Business games were often called a teaching method, but this is not a method, but a learning technology that uses, as already mentioned, all general didactic teaching methods.
3. Modular learning
In the late 80s - early 90s of the XX century. another term from the field of technical sciences “breaks into” pedagogy, namely “module”. They began to talk and write about the “principle of modular education”, “modular education system”, etc. Let's see what it is.
The word "modulus" (from the Latin modulus - "measure") has three meanings:
1) in the exact sciences - the name given to any particularly important coefficient or quantity;
2) in mathematics, the modulus of the system of logarithms is used, i.e. constant factor for logarithms of one system;
3) a unit of measure, for example, in architecture, a part of a building that serves as a unit of measurement to give proportion to the building as a whole and its parts; in classical architecture, the modulus is usually equal to the radius or diameter of the column at its base.
In pedagogy, the module is considered as an important part of the whole system, without the knowledge of which the didactic system does not “work”. In terms of its content, it is a complete, logically completed block. It often coincides with the theme of the discipline. However, unlike the topic in the module, everything is measured, everything is evaluated: assignment, work, student attendance, starting, intermediate and final level of students. The module clearly defines the learning objectives, tasks and levels of study of this module, and names the skills and abilities. As in programmed learning, in modular learning everything is also pre-programmed: not only the sequence of studying the educational material, but also the level of its assimilation and quality control of assimilation.
A selected list of basic concepts, skills and abilities for each module must be brought to the attention of students. They must know their thesaurus (i.e., the range of knowledge, skills and abilities), with the grade or number of points given in accordance with the quantitative measure for assessing the quality of mastering the educational material given in the module.
On the basis of the thesaurus, questions and tasks are compiled, covering all types of work on the module, and submitted for control (usually a test) after studying the module.
The entire course may contain at least three modules. A course project, work or assignment is an independent module that is completed throughout the semester. A cycle of laboratory works can also be considered as an independent module, if their implementation does not coincide in time with the study of the module material.
When developing the technology of modular training in special disciplines in technical higher and secondary specialized educational institutions, it is important that each module gives a completely specific independent portion of engineering knowledge, forms the skills necessary for an engineer, and thereby develops the engineering abilities of students. After studying each module, according to the test results, the teacher gives the students the necessary recommendations. By the number of points scored by a student out of possible ones, he himself can judge the degree of his advancement.
Thus, modular training is necessarily associated with the rating assessment of students' cognitive activity, thereby contributing to the improvement of the quality of education. However, not every rating system allows this. Chosen arbitrarily, without evidence of its effectiveness and even expediency, it can lead to formalism in the organization of the educational process.
In order to expand the teacher's ability to differentiate the assessment of knowledge and skills of students, it is recommended, using the results of modular control, to determine the quality indicator of student training on a scale of 0 - 5 with a step of at least 0.10. Such an indicator will allow assessing even the weak knowledge of those students who have not yet reached the required level, but study with diligence. The transition from a quality indicator to an assessment is carried out as follows:
Modular training programs are formed as a set of modules. When determining the overall grade for the course, the results of the rating are included in it with the appropriate weighting factors established by the department. The sum of the weight coefficients, including the exam coefficient, must be equal to one:
Σαmi + αe = 1.
After the end of the semester, based on the module grades, the overall semester grade is determined, which is taken into account when determining the results of the final control in the subject. The semester grade is determined as a weighted average:
Sc = ΣαmiSmi
Σαmi
where Sc, Smi are the semester and module grades, respectively;
αmi - weight coefficients;
n is the number of modules in a semester.
Students can increase their module grades only during the semester, they are not subject to an increase in the exam. Students can increase their overall score only through an examination, which includes the quality of answers to additional questions.
The overall score for the course Sg = Σαmi Smi + αSе, where SE, αe - examination score and its weighting factor. When conducting the final control of the exam, the questions should be of a general nature, reflect the basic concepts of the course, and not repeat the questions of module control, and students should familiarize themselves with the examination questions in advance.
As you can see, modular learning is a clear learning technology based on evidence-based data that does not allow impromptu, as is possible in traditional learning, and the rating assessment of a student's learning allows characterizing the quality of his engineering training with a greater degree of confidence.
On behalf of the Ministry of Higher and Secondary Specialized Education of the RSFSR, three universities in Russia: the Moscow Power Engineering Institute, the Ivanovo Textile Institute and the Taganrog Radio Engineering Institute, taking modular education as a basis, tried to develop a new learning technology - RITM, i.e. the development of individual creative thinking of students. Dividing the 36-week academic year into 6 cycles, here every sixth week students were freed from all types of current studies, completely giving it to their intensive independent work and intermediate control of knowledge on the modular structure of the course. A clearly developed rating assessment of knowledge was carried out at the following levels: starting, technical, creative, theoretical and synthesis. Naturally, such training was conducted in all disciplines at the university by all teachers. And this gave positive results, although not everyone liked the modular training and knowledge rating assessment, since the new technology is as laborious for the teacher as programmed and problem-based learning, as well as business games, and requires great professionalism from him. A lot of preliminary work is needed to prepare banks of creative tasks, test batteries, knowledge assessment, tests, etc. based on the rating system. In general, we need a clear program of training and control, the rejection of authoritarian and the transition to a pedagogy of cooperation, which is based on subject-subject relations.
But Rhythm brings positive results to students. The adaptation of first-year students to study at a university thanks to this learning technology is more successful than with traditional learning, thanks to the features of the RITM system, which includes the modular construction of the course, the cyclic organization of the educational process, level training, the rating system for evaluating the result of educational activities and student learning, carried out test method, the absence of traditional credit and examination sessions.
4. Waldorf pedagogy
Waldorf pedagogy is a peculiar form of education that developed in Germany. In 1919, the workers of the Waldorf Astoria tobacco factory (hence the name) in Stuttgart, together with the factory director, proposed to the German scientist Rudolf Steiner (1861-1925) that they create a school for their children. R. Steiner, a follower of Goethe's natural philosophy, wrote and published 300 volumes of works in many branches of science and art: medicine, cosmology, history of religion, architecture, sculpture, of which 25 volumes are devoted to pedagogy and education: "The general doctrine of man as the basis of pedagogy" . He was an erudite man, a great scientist, Andrei Bely, Mikhail Chekhov and others collaborated with him. It was he who created the first school, which, in accordance with the principles of alternative pedagogy, can be classified as the so-called free schools. It is based on man as a spiritual being. The essence of the Waldorf technology of education is the development of a person's ability to feel, that is, the education of feelings, the formation of artistic taste, the ability to create creatively based on knowledge of nature. (Not bad, right?) It was a bold move in the midst of decadence after World War I. The main thing is not the needs of production or the socio-political situation that determined the goals and content of education, but the person, his capabilities and needs are the leading principles of the content of education /98, p. 40/. (How modern it sounds!) In Soviet times, school teachers and teachers of universities and technical schools were servants of the state, for whom the state order was important, and Waldorf teachers were “servants of the child”, and not “servants of society”. That is why it is said that "the Waldorf school is not a worldview school."
The Waldorf School is also organizationally different from traditional schools. It operates on the basis of self-government, there is no director, the school is managed by the teaching staff, parents participate in the life of the school. The school is free from centralized state regulation.
Now in Germany, 1% of students study in Waldorf schools. Education there is paid, differentiated (for low-paid parents, the fee is lower). The salary of a teacher is also differentiated. Schools are independent, but the state supports them and takes on approximately 70-80% of the total costs without interfering in the learning process. “In the “classical” Waldorf schools, training lasts 12 years. Those wishing to enter the university graduate from the 13th, "entrant" class. University enrollment rates are lower, and sometimes slightly higher, than those of regular public school graduates.”
Features of the Waldorf school: from the 1st to the 8th grade, all classes are taught by one teacher, there is no rigid curriculum, no marks are given, meaningful evaluation characteristics are used. After the 8th grade, classes are taught by subject teachers. The organization of classes is also different. The first two hours in the morning, one general education subject is studied (mathematics or zoology, etc.). No other subject is taught on this day, but this subject will be taught daily for 3-6 weeks, which creates the so-called "epoch". (Similar to modular education?) In an academic year, there can be, for example, 1 “epoch” in chemistry, 2 in literature, etc. After two hours of the “epoch”, classes are held in the areas of the art cycle (drawing, music, eurythmy), as well as in foreign languages (there are two of them). These activities do not involve sitting in a classroom.
R. Steiner set as his pedagogical goal "the disclosure of the" secret "powers of a person with the help of a system of special exercises (evrythmy, music, mysteries, meditation, etc.." Great importance is attached to eurythmy (from Gr. "), i.e. the uniformity of rhythm in music, in dances and in speech is studied. Aesthetic education permeates all subjects, even "the teaching of subjects of the natural and mathematical cycle is conducted by a class teacher not traditionally, but on a figurative and aesthetic basis (Goetheanism)".
A large place in the Waldorf school is occupied by labor education: book binding; carpentry; woodcarving; knitting; modeling; sewing dolls, costumes, etc. The boys are taught to work in the smithy, cultivate the land, grind grain, lay stoves, and bake bread.
Thus, the Waldorf school differs from the traditional ones. She found her followers not only in Germany, but also in Holland, Switzerland, Scandinavia, England, Austria, USA, South America, as well as in Russia, in St. Petersburg, for example. There is school number 22 in Novocherkassk, which teaches children using Waldorf pedagogy.
What can we borrow from the Waldorf school, which has become an international cultural and educational movement? First of all, personality-oriented pedagogy, humanization and humanitarization of education, development of students' abilities to feel the world around them.