Personally oriented learning model. Education, experiment, schoolchildren, schools, teacher.:
It should be noted that in last years The problem of student-centered learning has been widely considered in pedagogy and psychology. In a number of pedagogical studies, an interpretation of the main categories of student-centered learning is given, its functions are revealed. Reforming the education system in order to achieve its qualitative compliance with the development prospects of the Republic of Kazakhstan, which is actively entering the world educational space, requires changes in both scientific and methodological support and organizational and technological...
Share work on social networks
If this work does not suit you, there is a list of similar works at the bottom of the page. You can also use the search button
Other related works that may interest you.vshm> |
|||
18222. | Application of learner-centered learning in geography lessons | 990.27KB | |
These are contradictions between: the society's need for citizens who have key social competencies and who are able to apply the acquired knowledge and skills in practical daily activities with experience creative activity and personal responsibility and the focus of modern mass practice of teaching geography mainly on the formation of knowledge and skills, often without actualizing the social and personal experience of schoolchildren. further development; formulated in normative documents tasks school courses geography by... | |||
18164. | Activation of the cognitive activity of a younger student as a condition for the success of training in modeling gaming learning technologies | 115.24KB | |
Elkonin revealed the social nature and mechanism of the formation of a role-playing game in ontogenetic development the child and established the relationship between play activity and the mental development of younger students, its positive impact on intellectual and moral-volitional development. Research objectives: To reveal the essence of the concept of didactic game in the psychological and pedagogical literature; Consider the age characteristics of the youngest child school age; To analyze the problems of gaming activity in modern ... | |||
1597. | Techniques and technologies used in mathematics lessons within the framework of the concept of student-centered learning | 29.92KB | |
The worldview of people is formed and develops throughout their conscious life. But this process is especially intense in school years, at the time of systematic familiarization with the basics of science and the experience of social life. | |||
18187. | The process of learning in primary school | 383.88KB | |
Features of the formation of a children's team at school. The concept of the student body. The influence of the student team on the personality of the student. Creation of effective models of the educating team. | |||
9970. | Visibility as a principle of teaching in elementary school | 128.09KB | |
The concept of modernization of Kazakhstani education presents new social demands to the education system and in particular to the preparation of students in primary school which lays the foundation for further education. Great opportunities for using visualization have Russian language lessons in primary school. Variations are currently being developed educational and methodical complexes the main components of which are: a textbook a notebook with a printed basis guidelines for the teacher. What are the possibilities of... | |||
18122. | The use of verbal teaching methods in labor lessons in elementary school | 316.62KB | |
Theoretical basis Problems verbal methods learning. The problem of teaching methods and their classification in modern psychological and pedagogical literature. Verbal teaching methods and their use in the educational process of elementary school. Experimental and pedagogical work at the lessons of labor training using verbal methods in the 3rd grade on the example of working paper with cardboard. | |||
11008. | The process of development of younger students in the lessons of literacy in elementary school | 181.76KB | |
Subject of study pedagogical conditions use didactic game as a means of development creativity in literacy classes for younger students. The study put forward a hypothesis according to which the process of developing the creative abilities of younger students will proceed more efficiently if didactic games are used in literacy lessons in elementary school. According to the goal and hypothesis, the research tasks were set: To study the state of the influence of didactic games on younger students in the pedagogical ... | |||
11223. | Implementation of a student-centered educational process in the context of specialized education | 5.79KB | |
Already in 1991, classes for humanitarian and aesthetic development were created at the school; in 1998, the status of a gymnasium was received, which is essentially a humanitarian educational institution. Finally, in 2002, work began on the formation of a model of the Russian gymnasium in a multi-ethnic environment. The target orientations of such a gymnasium, in our opinion, are, firstly, the formation of a highly moral, spiritually rich, educated citizen who loves his fatherland, and secondly, the inclusion of students in ethnocultural traditions as its bearers... | |||
5363. | Features of the character of a younger student | 42.44KB | |
The word "character" in Greek means "feature", "seal", "sign". The character of a person, as it were, leaves a certain imprint on his behavior, on his relationship with other people, is a certain sign of his personality. | |||
18075. | The influence of telecommunications projects on the development of a primary school student | 92.19KB | |
They express the opinion that the main condition that contributes to the greatest impact of the media on children is more famous then how soon the programs are watched for entertainment purposes and how soon the children perceive their content as realistic, probably due to the inability to think critically during the viewing period. Children's perception of the realities of the culture in which they live is considered partly the work of the media. This socializing role of TV can be extremely valuable, while soon the baby lives in a community different from the one in which he appeared. With this they... |
I.S. Yakimanskaya introduces a fairly complete classification of models of personality- oriented education conditionally dividing them into three main ones:
- 1) socio-pedagogical;
- 2) subject-didactic;
- 3) psychological.
Socio-pedagogical model was based on the pedagogy of social order - to educate a personality with predetermined properties. Society, through all existing educational institutions, formed a typical model of such a person. The task of the school was to ensure that each student, as they grow up, would correspond to this model, be its specific carrier. At the same time, the personality was understood as a kind of typical phenomenon, an "averaged" variant, as a carrier and exponent of mass culture. Hence the basic social requirements for the individual: the subordination of individual interests to the public, conformism, obedience, collectivism, etc. The educational process was focused on creating the same learning conditions for everyone, under which everyone achieved the planned results (universal ten-year education, "struggle" with repetition, children with deviant forms of behavior, isolation of children with various disabilities mental development and so on.).
Design educational process based on the idea pedagogical management, the formation and correction of personality without sufficient consideration and use of the subjective experience of the student himself as an active creator of his own development (self-education, self-education).
The direction of such technology can be described as follows: "I'm not interested in what you are now, but I know what you should become, and I will achieve this." Hence the well-known pedagogical optimism, authoritarianism, uniformity of programs, methods, forms of education, global goals and objectives of general secondary education (education of a harmonious comprehensively developed personality).
Subject-didactic model personality-oriented pedagogy, which has developed today, is associated with the organization of scientific knowledge in the system, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning. Knowledge itself served as a means of individualizing learning, and not their specific carrier - a developing student. Knowledge was organized according to the degree of their objective difficulty, novelty, the level of their integration, taking into account rational methods of assimilation, "portions" of material presentation, the complexity of its processing, etc. Didactics was based on subject differentiation aimed at identifying:
- 1) the student's preferences for working with material of different subject content;
- 2) interest in its in-depth study;
- 3) student orientation to classes different types subject (professional) activity. Didactics was based on subject differentiation, aimed at identifying the student's preferences in working with material of different subject content, interest in its in-depth study, student orientation to engage in various types of subject (professional) activities. The design of subject differentiation was based on taking into account the complexity and volume educational material(tasks of increased/lower difficulty). For subject differentiation, scientists, teachers and methodologists developed optional courses, programs of special schools; classes were opened with in-depth study of certain subjects(their cycles): humanitarian, physical and mathematical, natural sciences, etc.; conditions were created for mastering various types subject- professional activity: polytechnic school, Code of Criminal Procedure, various forms of combining education with socially useful work.
This indicates that at a certain historical stage in the development of the Russian secondary school organization of knowledge scientific directions, programmed, problem learning were recognized as the main source of a student-centered approach to the student. A situation was created in which differentiated forms of pedagogical influence determined the content personal development.
However, subject differentiation set normative cognitive activity, taking into account the specifics of the scientific field of knowledge, but did not reveal the essential sources of the student's life activity as a carrier of subjective experience, his individual readiness, preferences for the subject content, type and form of the knowledge being assigned.
Subject differentiation was built taking into account the content scientific knowledge based on classical patterns of knowledge. On this basis, program material, scientific texts, didactic materials, etc. were developed. This led to a deepening of knowledge, an expansion of the volume of scientific information, and its more theoretical (methodological) structuring. Meanwhile, the lack of consideration for spiritual differentiation (more personally significant for students) made it difficult not only to reorganize education, but often gave rise to formalism in the assimilation of knowledge - the discrepancy between the reproduction of "correct" knowledge and its use, the desire to hide personal meanings and values, life plans and intentions, replace them with social cliches.
The subject-didactic model of student-centered pedagogy, its development is traditionally associated with the organization of scientific knowledge into systems, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning.
Subjective experience presents both objective and spiritual meanings that are important for the development of the individual. Their combination in teaching is not simple task, yet not solved within the framework of the subject-didactic model.
Psychological model personality-oriented pedagogy, until recently, was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence.
Learner-centered learning- a way of organizing training, in the process of which the full consideration of the capabilities and abilities of the trainees is ensured, and the necessary conditions are created for the development of their individual abilities. The essence of personality-oriented pedagogy, according to I.S. Yakimanskaya, is "recognition of the student as the main acting figure in the entire educational process." Then the whole educational process builds on this main principle.
Student-centered learning is based on the principle of subjectivity. A number of provisions follow from it. Learning material cannot be the same for all students. The student does not memorize the required material with predetermined conclusions, but selects it himself, studies, analyzes and draws his own conclusions. The emphasis is not only on the development of the student's memory, but on the independence of his thinking and the originality of his conclusions.
Models of student-centered pedagogy.
Socio-pedagogical model realized the requirements of society, which formulated the social order for education: to educate a personality with predetermined properties. The educational process was focused on creating the same learning conditions for everyone, under which everyone achieved the planned results.
Subject-didactic model personality-oriented pedagogy, its development is traditionally associated with the organization of scientific knowledge into systems, taking into account their subject content. Didactics was based on subject differentiation, aimed at identifying: 1) the student's preferences for working with material of different subject content; 2) interest in its in-depth study; 3) the orientation of the student to engage in various types of subject (professional) activities.
Psychological model personality-oriented pedagogy, until recently, was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence.
The approach of I.S. Yakimanskaya: the essence of the theory, the requirements for didactic support of student-centered learning.
I.S. Yakimanskaya distinguishes the processes of learning and learning, understanding the latter as an individually significant activity of an individual subject, in which it is realized personal experience
I.S. Yakimanskaya emphasizes that the student does not become the subject of learning, but is initially the subject as the bearer of subjective experience.
For the disclosure, development and self-realization of the individual, a diverse educational environment is needed, accessible to every child.
Basic requirements for the development of didactic support for a personality-oriented process:
The educational material (the nature of its presentation) should ensure the identification of the content of the student's subjective experience, including the experience of his previous learning;
The presentation of knowledge in a textbook (by a teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student;
In the course of training, it is necessary to constantly harmonize the student's experience with the scientific content of the knowledge being given;
Active stimulation of the student to self-valuable educational activity should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;
Educational material should be organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;
It is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;
With the introduction of knowledge about the methods of implementation learning activities it is necessary to single out general logical and specific subject methods academic work taking into account their functions in personal development;
It is necessary to provide control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;
The educational process should ensure the construction, implementation, reflection, evaluation of learning as a subjective activity.
The history of the development of our civilization shows that a person does not want and cannot remain unaccountable about the structure of the world around him and himself.
The volume of knowledge about the universe, nature, culture and man himself is constantly growing, more and more shifting from research outside world to the internal: learning mechanisms, ways of managing one's own activity, peculiarities of understanding the information received, attitudes, value orientations and beliefs, development of one's own self-concept, internal prerequisites for understanding one's meaning of life. It becomes a development trend scientific and technological progress and the direction of a radical restructuring of the education system as a leading tool for the preservation and development of culture. Education should not only keep pace with the development of science, but, above all, become the leading tool for self-awareness, self-education, self-development, self-realization, and the formation of individuality and personality.
That's why modern education naturally becomes student-centered(according to its essence, value and target settings), technological(according to the process of organization and the nature of the assurance of the achievement of results), intra-subject(according to the methods of managing the process and quality of education), equal cooperative and multi-distance(according to the method of interaction and remoteness of all subjects of activity), systemic(according to relationships within individual elements), variable(according to forms, methods and models of organizational and pedagogical implementation), environmentally friendly(in relation to subjects and their environment), fundamental(for the preservation of scientific traditions and the crystallization of the basic elements of culture), flexible(according to the speed of introduction of innovations and transformations).
At the same time, the personal orientation and intrasubjectivity of educational concepts and technologies are still poorly developed in theory and little implemented in practice. educational institutions.
in pedagogy and educational psychology Until now, various attempts have been made to determine the essence of student-centered education (E. V. Bondarevskaya, V. P. Serikov, I. S. Yakimanskaya, A. A. Pligin).
According to I. S. Yakimanskaya, the recognition of the student as the main acting figure in the entire educational process is personality-oriented pedagogy. To build a model of student-centered education, she considers it necessary to distinguish between the following concepts:
Multilevel approach- orientation to different levels of complexity of the program material available to the student.
Differentiated Approach- allocation of groups of children on the basis of external (more precisely, mixed) differentiation: according to knowledge, abilities, type of educational institution.
Individual approach- distribution of children into homogeneous groups: academic performance, abilities, social (professional) orientation.
Subject-personal approach- attitude to each child as to uniqueness, dissimilarity, originality. In the implementation of this approach, firstly, the work must be systematic, covering all levels of education. Secondly, a special educational environment is needed in the form of a curriculum, organization of conditions for the manifestation of the individual selectivity of each student, its stability, without which it is impossible to talk about a cognitive style. Thirdly, we need a specially trained teacher who understands and shares the goals and values of student-centered education.
Conducted analysis different approaches to an understanding of student-centered education allowed us to take our own scientific position and under student-centered education understand this type of educational process in which the personality of the student and the personality of the teacher act as its subjects; the purpose of education is the development of the personality of the child, his individuality and uniqueness; in the learning process, the value orientations of the child and the structure of his beliefs are taken into account, on the basis of which his "internal model of the world" is formed, while the processes of learning and learning are mutually coordinated taking into account the mechanisms of cognition, the characteristics of the mental and behavioral strategies of students, and the teacher-student relationship is built on principles of cooperation and freedom of choice.
In our understanding, the model of a student-centered school differs significantly from other existing models and pedagogical systems. First of all, the fact that it provides the child with greater freedom of choice in the learning process. Within its framework, it is not the student who adapts to the established teaching style of the teacher, but the teacher, having a variety of technological tools, coordinates his methods and methods of work with the cognitive learning style of the child. The table specially compiled by us for comparing the ZUN model of teaching with the student-oriented one quite fully reflects the differences in the possibilities for the teacher and the student to choose the goals, content and means of education:
ZUN-ORIENTED MODEL | PERSON-ORIENTED MODEL (subject-personal model) |
1. Learning objectives are set by the teacher. 2. Development of knowledge, skills and abilities. 3. Focus on the collective and frontal work of the teacher. 4. Work is built with groups of different academic performance; The division into "humanitarians", "naturalists", "technorey". 5. Used didactic material, designed for a certain amount of knowledge of the "average" student. 6. The same amount of knowledge is established for all students and educational material is selected in connection with this. 7. The study of educational material, the tasks in which vary from simple to complex and are divided into certain groups of complexity. 8. The activity of the class as a group. 9. The teacher plans individual or group work. 10. The teacher sets the topics for the passage of educational material. 11. Communication of new knowledge only by the teacher. 12. Evaluation of the student's answer only by the teacher. 13. The teacher uses only quantitative assessment methods (points, %). 14. Definition of volume, complexity and form homework teacher. 16. Teachers are not interested in student learning strategies, but only final or intermediate results are important. 17. The study by students of given samples of art and, based on their awareness, participation in their own work. 18. Determination by the teacher, who has his own teaching style, of the "route" of knowledge and the adjustment of students to the style of his work. |
1. Learning objectives are mutually agreed upon by the teacher with the students, often the teacher and students individually build their own system of expectations from the lesson. 2. Development of personality, cognitive strategies in the process of cognition and competencies. 3. Focus on independent search, independent work, independent discoveries of the student. 4. Work is built with each student, identifying and taking into account inclinations and preferences in the learning process. 5. Didactic material is used, which varies for students with different academic performance. 6. The amount of knowledge calculated for an individual student, taking into account his cognitive abilities, is established, and educational material is selected in connection with this. 7. The study of educational material, the complexity of which is chosen by the student and varied by the teacher. 8. The activity of each student, taking into account his abilities and individual inclinations. 9. The teacher gives the student the opportunity to choose group or independent work. 10. The topics of the passage of educational material are consistent in accordance with the cognitive characteristics of the child. 11. Discovery of existing laws, patterns, ways to solve various problems with the joint participation of teachers and students. 12. First, the assessment of the student's own answer, then the teacher's assessment. 13. Sharing by the teacher and students of quantitative and qualitative methods for assessing the process and results of cognition: taking into account the methods, actual results, volume, the actual difference between the starting and intermediate results. 14. The ability for students to choose the volume, complexity and form of homework. 15. Books to read are chosen by the children and the teacher reconciles the different experiences of the students during the lesson. 16. The teacher helps students understand their cognitive strategies by organizing exchanges of strategies and ways of learning between students. 18. Coordination by the teacher of his own teaching style with cognitive preferences and cognitive style of students. |
It is important to note that almost all existing educational technologies are externally oriented in relation to the personal experience of students.
In Russian pedagogy and pedagogical psychology, didactics was historically built on the basis of theoretical positions concepts of L. S. Vygotsky, based on the idea of the development of mental functions according to the principle "external to internal". The implementation of this approach in pedagogy led to the development of a "knowledge" educational model that is externally oriented in relation to the child's experience, in which the main priority was the transfer of knowledge, skills and abilities according to the same principle of "external to internal". This methodological idea was the basis for subject-object relations, where the student receives, and the teacher actively transfers knowledge and experience. In this model, the student has no choice but to adapt to the forms, methods, methods and techniques of the teacher's work.
S. L. Rubinshtein in his work "Being and Consciousness" offers a different principle of organizing the process of cognition - "external through internal" - which, from our point of view, in relation to didactics means a fundamentally different approach: first you need to know the features of the child's personal experience, his internal subjective preferences, and then develop and implement educational technologies based on them. This leads to subject - subject relations, the creation of conditions in which the student can choose his own way of learning in accordance with his own characteristics, personal meanings, cognitive preferences. Thus, an educational model is constructed in which the processes of learning (the activity of the child) and learning (the purposeful activity of the teacher) are mutually coordinated.
Unfortunately, the implementation of this principle has not yet been adequately reflected in modern didactics and the practice of education. In our opinion, the construction of a fundamentally new internally oriented didactics, based on taking into account the characteristics of the student's personal experience and the laws of internal mechanisms of cognition, is one of the most important theoretical and practical tasks of pedagogical psychology and pedagogy.
The main measure of externally oriented didactics is knowledge, skills and abilities. Realizing that in the end the results of education will be manifested in knowledge, skills and abilities, without diminishing their significance, we believe that the development of abilities and cognitive strategies, value orientations, personal meanings and self-concept should become the center of a new personality-oriented didactics. It is this didactics that will make education student-centered.
TO key concepts personality-oriented educational model can be attributed to:
The student-centered educational model we are developing is based on the following principles:
You can get acquainted with the majority of theoretical and practical developments in the monograph by A. A. Pligin "Personally oriented education: history and practice", as well as in scientific and methodological collections.
Sincerely,
scientific director of GEP,
candidate of pedagogical sciences, doctoral student of the Institute general education
Ministry of General Education of the Russian Federation,
A. A. Pligin.
In the model developed by N. I. Alekseev, the essence of student-centered learning is associated not only with the uniqueness and originality of the student, but also with the uniqueness of the personality of the teacher, on the one hand, and on the other hand, with the concept of a “cultural act”, the meaning of which is to create oneself, one's personality through self-affirmation in culture. Pedagogical technology in the context of student-centered learning is considered by this author, firstly, as authorial (that is, created
the teacher himself, taking into account the characteristics of the students, the content of the educational material, the learning situation, his own capabilities) and, secondly, as fundamentally non-invariant, since it involves its own “additional definition” in specific learning conditions. Therefore, a teacher who accepts the idea of student-centered learning must take the position of its designer.
Designing student-centered learning - a special type pedagogical activity, the content and organizational design of which is focused on accounting:
a) the type of mental development of students; b) personal capabilities and characteristics of the teacher; c) a psychologically adequate representation for the student of the specifics of the subject.
The type of mental development of the student, according to N. I. Alekseev, is determined by the orientation of learning - instrumental or cultural. In the first case, mainly the cognitive abilities of the individual develop as tools of cognition: memory, attention, thinking, and independence and activity in cognition; in the second - the value-emotional sphere of the personality develops, its personal relationships To world, activities, himself, his personal position. This approach led the researcher to distinguish between subject-oriented and student-centered learning.
The meaning of activity, the hierarchy of assessments, the development of reflection, independence as a subjective education (the presence of a personal position), etc., are the main guidelines for personality-oriented education. Only in personal pedagogy is “above-situational activity” manifested (V. A. Petrovsky), while in subjective pedagogy the pinnacle of creativity is the “transfer” of acquired knowledge to a new situation, ”says N. I. Alekseev.
The inclusion of the teacher's personal qualities in the process of designing student-centered learning is the second feature of N.I. Alekseev's didactic model, but the technology for implementing this component has not been sufficiently disclosed by the author. The main attention is focused on the "preparation" of educational material by the teacher in the context of the organization of a personality-oriented educational process. The basis for working with the content was the mechanisms of development and functioning of the personality identified by the researcher (reflection, personalization,
stereotyping) and the classification of educational subjects according to the criterion of the way they are mastered by students.
N. I. Alekseev distinguishes three groups of subjects, which he conditionally designates as structure-oriented (mathematics, physics, chemistry, biology, etc.), position-oriented (history, native, foreign language, law, etc.), meaning-oriented (literature, art objects). The mechanism for assimilation of the first is reflection, the search for "new" knowledge, the second - stereotyping, the search for instrumental landmarks, the third - personalization, the search for meanings (I-in-the-world). Such a “personal” classification of academic subjects allows the teacher to design a technology of student-centered learning that is adequate both to the tasks of personal development and to the possibilities of the content of training in their implementation (1, 2).
Typologising approaches to personality-oriented education, I. S. Yakimanskaya noted three groups of educational models: socio-pedagogical, subject-didactic, psychological. However, the analysis of her own development, as well as the developments of V. 03. Serikov and N. I. Alekseev, led us to the conclusion that none of them can be unambiguously attributed to one or another of the selected models and goes beyond this classification, so as 1, each of them is an integrated version, which originally combines socio-pedagogical, subject-didactic and psychological aspects. This circumstance indicates that the theory of personality-oriented education is developing on the basis of the integration of scientific knowledge about a person and his education.
At the same time, in the above concepts there are also phenomena of “inconsistency” of their humanistic justification with fairly traditional, object-forming means of implementation, which is especially clearly represented in the concept of I. S. Yakimanskaya. There is also a certain tendency towards technocratization of the personality-oriented approach: the technology of its construction, which is so necessary for personality-oriented education, is increasingly acquiring the characteristics of a rigid algorithm that reduces the humanistic effect of learning.
Rightly noting that the trend of technologization of pedagogical activity emphasizes its rational elements to the detriment of irrational-spontaneous ones, determined by V. V. Serikov, the teacher’s readiness to implement personal
The rational approach can be generalized as a willingness to "rationalize the irrational."
The main means of this is the actualization of the underlying mechanisms of the teacher's sociocultural orientation. At the same time, it remains unclear on what foundation of knowledge the teacher should build his sociocultural orientation. It is not clear what the ability of a personality-oriented teacher should be based on “to introduce students to the world of ideas, ideals and values that the teacher is the bearer of”, from which “the most important professional feeling arises - a holistic experience of the situation in which his (teacher’s) actions have the status of pedagogical ”, from where such a personal quality as “the ability to accept other ways of being” appears. Judging by the presented approaches, the source of humanistic values and orientation of the teacher is located in the material of school subjects (physics, literature, etc.), but not in the content of university subjects of the pedagogical cycle.
Mentioning the principles as a regulatory basis for constructing the concept, VV Serikov does not include their representation in the content of his research. Their normalizing potential, which in the humanistic paradigm of education has the character of orientation for creative search, remains unclaimed. Nevertheless, one cannot fail to note the logic of such a “non-inclusion” of principles in the context of precisely the technological vision of student-centered education. Probably, the same factor of technological binding explains the lack of criteria on the basis of which it would be possible to judge the level of formation of the value-based humanistic foundations of the teacher's activity.
A scientifically based system of principles, as guidelines for the development of a teacher's personal creativity, is most fully represented in the studies of I. A. Kolosnikova: professional and personal advances, creativity of professional behavior, the production of scientific and theoretical knowledge by a teacher, the principle of self-improvement. But the author does not change the content of the pedagogical training of the teacher, reflected in the traditional teaching aids. Having methodological significance, well-equipped with the mechanism of fundamental principles for the development of conditions and
means of their practical implementation, the considered systems of principles are aimed at finding a teacher's own place in educational relations with a student. However, these relations are built at the level of a situational, operational change in pedagogical activity. The level of penetration into the deep essence of certain practical actions performed as a result of understanding the meanings of cause-and-effect relationships between the theory and practice of education, as the main mechanism for enabling self-organizing activity, remains unused.
The crisis meaning of this phenomenon is that the development pedagogical science continues in the mode of struggle with the consequences, and not with the causes that gave rise to them. The methodology used as a justification for an open, humanistic paradigm of education is based on philosophical foundations closed, i.e. formative education. This contradiction is manifested in the conceptual orientation of what is presented as a humanistic education, on its mechanistic, externally set regulators. They establish the role and place of a person in the education system, as part of the mechanism.
Here, as in many other concepts of personal education, the phenomenon of scientific understatement is manifested. It arises as the authors approach a kind of "forbidden zone" of pedagogy - its methodology and the content of education, which continues to be regarded as an unshakable and eternal basis for education and upbringing in a constantly changing, unstable world. This characteristic paradox is the main "stagnation moment" that does not allow going beyond the traditional paradigm of education.
Nevertheless, the emergence of various concepts of student-centered education in domestic and foreign pedagogy marks the beginning of a new stage in the development of world pedagogical thought, the features of which are as follows:
The general view of education is changing in the direction of a deeper understanding of it as a cultural process, the essence of which is manifested in humanistic values and cultural forms of interaction between its participants;
The idea of a person is changing, which, in addition to social qualities, is endowed with various subjective
properties that characterize its autonomy, independence, ability to choose, reflect, self-regulate, etc., in connection with which its role in pedagogical process it becomes its backbone;
The attitude towards the student as an object is being revised pedagogical influences, and the status of the subject of education and his own life, which has a unique individuality, is finally assigned to him. Creation of conditions for the development of individual-personal abilities, properties and pedagogical support of children's individuality are considered as the main goals of education;
The results of the latest research on the psychological mechanisms of personality development are actively penetrating into pedagogy and becoming in demand. Along with internalization (translation of external influences into inner plan personality), which was previously considered as the main mechanism of personal development (socialization), great importance is attached to personalization, self-identification, the desire for self-actualization, self-realization and other internal mechanisms of individual self-development.
All this marks the departure of pedagogy and educational practice from the paradigm of personality formation with given properties and their turn to the development of the theory of education as a personality-oriented cultural process.
Theoretical concepts student-centered education are presented in summary. They do not exhaust the scale of pedagogical research that is currently being carried out in this direction.
personally oriented approach has already moved domestic education from the “dead point” of traditional ideas about the role and place of the teacher and student, about personal values, about new teaching technologies, etc. But this is only the first step that requires continuation of the movement. IN educational space Russia has already allocated even the whole regions - Volgograd, Voronezh, Rostov, educational activities which is based on these ideas. However, they have not yet found their way into textbooks. This is probably due to the fact that the ways of implementing these ideas raise many questions, pose problems to which there are still no sufficiently substantiated, and even more so unambiguous answers, neither in science nor in practice. In particular, the orientation is practically
of all the authors of the considered concepts on the use of humanized means of external organization of mental activity, undertaken bypassing the self-organizing potential of consciousness, certainly contradicts the essence of humanistic education.
QUESTIONS AND TASKS
1. Why is the student considered in Yakimanskaya's concept as a subject of cognitive activity, and not as a subject of life?
2. What are the educational consequences of such a value reorientation?
3. Choose from the proposed list one or more definitions that most fully represent the pedagogical meaning of personality-oriented education according to Yakimanskaya: learning, demanding, stimulating, cultivating, correcting, subjectifying, enriching, polishing, objectifying - add the missing ones at your discretion. Explain your choice.
4. What is the main purpose of student-centered learning according to Yakimanskaya? How does it differ from the formative counterpart?
5. How possible, in your opinion, is the independence of thinking and self-realization of the student's thinking processes when they are cultivated by the teacher?
6. What values are priority in the axiological concept of education? Establish, as far as possible, their conditionality or relationship with personal values.
7. Expand the pedagogical meaning of the concept of "functional assignment".
8. Compare the theories of Davydov-Elkonin and Yakimanskaya, Zankov and Serikov. What signs in terms of goals, content, methods unite and separate their authors?
9. How do you understand the provisions that explain the essence of student-centered education: "combination of independence and dependence", "demand for personal functions", "cognitive orientation can no longer provide an adequate position of the student in the structure of the learning situation", "revision of previous meanings and experience" ( V. V. Serikov).
10. What problem cannot be solved on the “knowledge-reproduction”
active level? What is proposed for its solution in personality-oriented education according to Serikov?
11. Continue the sentences: “independence of the problem statement by the student in student-centered learning is necessary for ... It is achieved thanks to ...”:
12. Explain what is the meaning of the statement: “The most important problem in building pedagogical technology is overcoming the contradiction between the algorithmic nature and the individuality of the teacher” (V. V. Serikov). In whose favor (the algorithm or the personality of the teacher) is this problem solved in the concept of V. V. Serikov?
13. Make an indicative model of the organization of the lesson, which involves the design skills of the teacher (according to N. I. Alekseev).
14. Give a list of differences between personality-oriented education and subjective pedagogy.
15. How fair does it seem to you that the content of such disciplines as mathematics, chemistry, physics, etc., lacks opportunities for organizing the meaning-seeking activity of students, personalization, and the formation of a personal picture of the world?
The last chapter of the second section of our manual sums up an unusual result of the development of pedagogical concepts, theories and systems in Russia in the 20th century. Its unusualness lies in the fact that we tried to show the effectiveness of the scientific and practical searches of teachers not only as a list of achievements, but also as a kind of list of problems that certainly accompany them. We presented these "lists" in a fairly open, ambiguous form, focusing your attention on the personality-oriented paradigm of education. In our opinion, scientists and practitioners developing this paradigm have come as close as possible to overcoming the crisis of domestic education. However, the bewitching magnetism of traditional pedagogy does not allow them to take a decisive step towards new values and meanings of education.
A crisis always precedes a new stage of development. In modern Russian conditions We are experiencing a systemic moral crisis. It manifests itself not only in testing Russians with unusual anti-values of the soulless
mass culture, aggressiveness, consumerism, cynicism, the cult of power, etc., which have been constantly sweeping over Russia from the West since the time of Peter I. Russian morality, due to its powerful spiritual ethnocharacteristics, has overcome these flows before, will cope with them Now. The foundations of the modern crisis of Russian morality are different. They are determined by a holistic crisis of national consciousness, which for seven decades has been tested for strength by the temptations of communist anti-values: public, not individual consciousness, the creation of idols, the actualization of the instincts of the crowd, the dictatorship of the semi-literate masses, the fear of concentration camps, the total ideology of thoughtlessness, etc. A sad result of this experiment, in which education played a significant role, is known. Most of Russians continue to be captivated by nostalgic illusions about the recent past.
In our theoretical and practical developments, we proceed from the fact that education can perform the function of a factor that transforms consciousness. To do this, it must become moral, that is, addressed to the value bases, most fully represented in both positive and negative value orientations of the Russian national mentality. It is they, in our opinion, that constitute the value basis, the content of pedagogical ethics. At the same time, humanistic education cannot be imposed. It can only offer material aimed at awakening humane experiences peculiar only to man - shame, resentment, deceit, bitterness, disappointment. Having passed through experiences, developed, brought up spiritually by these experiences, consciousness inevitably turns to the search for a way out, acquires new meanings, sets new goals, and begins to work. The teacher acquires the ability to choose what his personal, awakened conscience tells him.
In order for pedagogical values to acquire personal significance for the future teacher, their formation should take place not through the culture of “doing”, but due to the specific culture of pedagogical consciousness, “working” with content side of education. In other words, a new understanding of the content of education is needed, which is valuable for its cultural meanings. The culture of pedagogical consciousness develops not only with
themes, methods and technologies of educational relations, but, first of all, the content side of these practical actions.
In this regard, the conceptual developments presented in the next section allow us to present them in the form of a new quality educational material. He orients the teacher to the self-organization of his pedagogical creativity by referring to the content of the cultural values of education as the main value of the human personality. We believe that it is in this way that the pedagogy of personality, the most relevant today, can be established.
SECTION III STRATEGY OF SELF-ORGANIZED EDUCATION
Chapter 1. THE CONCEPT OF PERSONALITY PEDAGOGY.