pedagogical process. What is the pedagogical process? The pedagogical process is
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Introduction
3. Features of the pedagogical process in a personality-oriented pedagogical process
Conclusion
Bibliographic list
Introduction
An appeal to the origins of the emergence of the teaching profession shows that the differentiation and integration that spontaneously proceeded within its framework led first to a distinction, and then to a clear opposition of teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the 19th century, well-grounded arguments in favor of the objective unity of education and upbringing began to appear in the works of progressive teachers. This point of view was most clearly expressed in the pedagogical views of I.F. Herbart, who noted that education without moral education is a means without an end, and moral education without education is an end without a means.
The idea of the integrity of the pedagogical process was expressed more deeply by K. D. Ushinsky. He understood it as a unity of administrative, scientific and educational elements. school activities. The progressive ideas of Ushinsky were reflected in the works of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and others.
A great contribution to the development of ideas about the integrity of the pedagogical process in the new socio-economic and political conditions was made by N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko. However, since the 1930s the main efforts of teachers were aimed at in-depth study and education as relatively independent processes.
Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There are also different approaches to understanding the integral pedagogical process. At the same time, the authors of modern concepts are unanimous in their opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it only on the basis of the methodology of a systematic approach.
1. Pedagogical process as a system
The pedagogical process is the interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. This is a process in which social experience is transformed into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.
1.1 The pedagogical process as a holistic phenomenon
In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity - an objective, but not their permanent property, can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects, the most significant and complex is the educational process, is built purposefully.
The integrity of the pedagogical process is ensured by:
Organizationally |
||
Reflection in the purpose and content of education of the experience accumulated by mankind, i.e. the relationship of the following elements: Knowledge, including how to perform actions; · Skills and abilities; Experience of creative activity; Experience of emotional-valuable and volitional attitude to the world around |
The unity of these component processes: · Mastering and designing the content of education and the material base; · Business interaction between teachers and students in the implementation of the content of education; · Interactions between teachers and students at the level of personal relationships; Mastering the content of education by students independently |
1.2 The essence of the pedagogical process
The pedagogical process is a specially organized, purposeful interaction of teachers and pupils, aimed at solving developing and educational goals.
Teachers and pupils as actors, subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) has as its ultimate goal the appropriation by pupils of the experience accumulated by mankind in all its diversity. And the successful mastering of experience, as is known, is carried out in specially organized conditions in the presence of a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a meaningful basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.
The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.
1.3 Structure and components of the pedagogical process
pedagogical process oriented learning
Pedagogical process (PP):
Purposeful pedagogical activity of adults and its carrier - the teacher are the system-forming components of PP;
The child is the main and main component of the pedagogical process;
Organizational and administrative complex - forms, methods of training and education;
Pedagogical diagnostics - objective fixation with the help of special techniques the success of individual areas of PP;
Criteria for the effectiveness of PP - assessment (characteristics): of the knowledge, skills and abilities acquired by children; instilled beliefs; everyday behavior (main criterion);
Organization of interaction with the social and natural environment - the external spectrum of interaction, which is both targeted and spontaneous in nature;
2. Methodological approaches to building a modern pedagogical process: systemic, student-oriented, complex
The systematic approach allows developing a coherent system of the theory of upbringing and learning theory, characterizing all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interrelated components:
1) goals of education;
2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);
Personal approach - recognizes the individual as a product of socio-historical development and a carrier of culture, does not allow the reduction of the individual to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the personality and the realization of its creative potential.
An integrated approach - focuses the researcher on considering a group of phenomena in the aggregate (for example, when studying the topic "the system of social education at school", the researcher takes into account objective and subjective conditions and factors that affect the effectiveness of social education of children at school, the relationship of civil, moral, labor, economic, physical and other types of education, the unity and coordination of the influence of the school, family, society on the upbringing of children).
3. Features of the pedagogical process in a student-oriented pedagogical process
Student-centered learning - learning, in which the goals and content of learning, formulated in the state educational standard, training programs, acquire personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, the possibilities to modify the goals and learning outcomes. The student-centered approach is based on taking into account the individual characteristics of the trainees, who are considered as individuals with their own characteristics, inclinations and interests.
The person-centered approach has been around for a long time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, the term "personal-oriented approach" began to be used by K. Rogers. At the same time, he spoke of such a teaching method as a fundamentally new one, allowing the student not only to study, but to study with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was placed only on intellectual development and not personal. He singled out two main directions in education: authoritarian and human-centered, free education, in which students from the first days of schooling find themselves in a friendly atmosphere, with an open, caring teacher who helps to learn what they want and like.
Rogers has two words that characterize educational process: learning and teaching. By learning, Rogers understands the process of the teacher's influence on students, and by teaching, the process of developing the intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using a student-centered method: the teacher's openness to interpersonal communication with students, the teacher's inner confidence in each student, in his abilities and abilities, the ability to see the world through the student's eyes.
According to K. Rogers, training should lead to personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also a prerequisite is the use of common methodological techniques. These techniques include: using reading resources and creating special conditions that facilitate the use of these resources by students, creating a variety of feedback between the teacher and students, the conclusion of individual and group contracts with students, i.e. fixing a clear ratio of volumes academic work, its quality and assessments based on joint discussion, organization of the learning process in student groups of different ages, distribution of students into two groups: those inclined to traditional learning and humanistic learning, organizing groups of free communication in order to increase the level of psychological culture of interpersonal communication.
Conclusion
The personality is at the center of learning, education. Accordingly, all education is centered on the student, on his personality, becomes anthropocentric in purpose, content and forms of organization.
Modern education is a unity of education and upbringing, which implement the basic principles of changing its paradigm from informational, informing to developing independent cognitive activity of the student. Directions of learning in the educational process reflect the search by psychological and pedagogical science of how to optimize this process, which is designed to provide a personal-active approach. Psychological service is an organic component modern system education, ensuring timely identification and the fullest possible use in the education and upbringing of children, their intellectual and personal potential, the child's inclinations, abilities, interests and inclinations. Pedagogical service It is also called upon to ensure the timely identification of the reserves of the pedagogical development of children, their implementation in training and education. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate possible causes of developmental delays in time. If it concerns gifted children, then a similar task, connected with the acceleration of the pedagogical development of the child, is transformed into a problem: ensuring the early detection of inclinations and their transformation into highly developed abilities. Another difficult task in the psychological service in the education system is to constantly, throughout childhood, control the processes of teaching and raising children in order to improve the quality of education and upbringing. This refers to the need to build these pedagogical processes in strict accordance with natural and social laws. mental development children, with the main provisions of the psychological theory of training and education. The practical goal of the teacher's work here is to evaluate the content and methods of teaching and raising children used in various children's institutions from the standpoint of this science, to give recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of training and upbringing is a means of personal development and the formation of its basic culture at various age levels.
Bibliographic list
1. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 2002. - 264 p.
2. Slastyonin V.A., Isaev I.F., Mishchenko A.I. Pedagogy. - M .: School-Press, 1997. - 512 p.
3. Talyzina N.F. Pedagogical psychology. - M.: Enlightenment, 1998. -139 p.
4. Talyzina N.F. Theoretical problems programmed learning. - M.: Enlightenment, 1969. - 265 p.
5. Yakimanskaya I.S. Student-centered learning in modern school. - M.: Logos, 1996. - 321 p.
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The pedagogical process and its characteristics
Lecture plan:
1. The concept of a holistic pedagogical process.
Pedagogical process- a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.
Pedagogical process– purposeful, content-rich and organizationally formalized interaction pedagogical activity adults and the child's self-change as a result of active life with the leading and guiding role of educators.
The main integrative quality (property) of the pedagogical process is its integrity. Teachers believe that a holistic, harmoniously developing personality can be formed only in a holistic pedagogical process. Integrity is understood as the interconnection and interdependence of all processes and phenomena that arise and take place in it both in education and training, in the relationship of the subjects of the pedagogical process, and in its relations with the external environment. In a holistic pedagogical process, there is continuous movement, overcoming of contradictions, regrouping of interacting forces, formation of a new quality.
Also, a mandatory characteristic and condition for the flow of the pedagogical process is pedagogical interaction.Pedagogical interaction- this is a deliberate contact (long or temporary) between the teacher and pupils, which results in mutual changes in their behavior, activities and relationships. The most common levels of pedagogical interaction, which have their own characteristics, are "teacher - student", "teacher - group - student", "teacher - team - student". However, the initial one, which ultimately determines the results of the pedagogical process, is the relation “student (pupil) - the object of assimilation”, which indicates the orientation of the pedagogical process to change the acting subject (child) himself, mastering certain knowledge, experience of activity and relationships.
The driving forces of the pedagogical processthere are contradictions of objective and subjective character. The most common internal contradiction of an objective nature is the discrepancy between the real capabilities of the child and the requirements placed on them by teachers, parents, and the school. The subjective contradictions of the pedagogical process include the following: between the integrity of the individual and one-sided approaches to its formation and development, between the growing volumes of information and the possibilities of the educational process, between the need to develop a creative personality and the reproductive, "knowledge" nature of the organization of the pedagogical process, etc.
The structure of a holistic pedagogical process includes the goal, content, interrelated activities of the teacher and the activities of the student (pupil), as well as the results of their joint activities. The teacher and the student (pupil) are considered subjects of the pedagogical process, on the active participation of which the overall effectiveness and quality of this process depends.
Teacher activity- this is a specially organized activity, which is determined by the goals and objectives of modern education, arising from the social order of society and the state. The teacher organizes interaction with students (pupils) through a system of methods, forms, means of the pedagogical process, taking into account the specific conditions and characteristics and capabilities of the students themselves. The forms, methods and means used by the teacher must be pedagogically appropriate, ethical and humane, as well as adequate to the specific situation of interaction.
The activity of the student (pupil)or the entire children's team is determined, first of all, by conscious and unconscious motives and goals that are not always combined with the goals of the entire team, and even more so with the goals of the teacher (i.e., the goals of training and education). His activity, in accordance with the goals of training and education, should lead to his development, the formation of his system of knowledge and skills, experience of activity and attitudes towards himself and the world around him. However, the student uses those methods and means that correspond to his knowledge and experience, which he had as a result of socialization, training and education. But the less this experience, the less expedient, diverse and adequate are his actions. Therefore, the main responsibility lies with the one who is older, more competent and wiser, the one who organizes the training and education of the emerging personality. And the child is responsible for his actions only to the extent that his age, individual and gender differences, the level of education and upbringing, awareness of himself in this world allows it.
The integrity and procedural nature of the pedagogical process is also considered throughits unity structural components , such as emotional-motivational, content-target, organizational-activity and control-evaluative.
The emotional-value component of the pedagogical process is characterized by the level of emotional relations between its subjects, teachers and students, as well as the motives for their joint activities. From the point of view of the subject-subject and personality-oriented approaches, it is the motives of students that should underlie the organization of their joint activities. The formation and development of socially valuable and personally significant motives of students is one of the main tasks of teachers. In addition, the nature of the interaction between teachers and parents studying with each other, management styles in this educational institution are important.
Content-target componentThe pedagogical process is a set of interrelated general, individual and private goals of education and upbringing, on the one hand, and educational work, on the other hand. The content is specified both in relation to an individual and groups of students, and should always be aimed at achieving the goals of education and upbringing.
Organizational and activity componentThe pedagogical process implies the management by teachers of the educational process with the use of appropriate and pedagogically justified forms, methods and means of teaching and educating students.
Control and evaluation componentpedagogical process includes monitoring and evaluation by teachers of the activities and behavior of students). Relations between children and adults are always full of evaluative moments. The participation of the child himself in evaluating himself and his achievements (self-evaluation), evaluating other students (mutual evaluation) and the teacher is important. The relationship between the teacher and students largely depends on the result of the evaluation of the latter. Integral part This component is also self-control and self-assessment by the teacher of his work, his activities, aimed at identifying pedagogical successes and mistakes, analyzing the effectiveness and quality of the learning and upbringing process, and the need for corrective actions.
2. Functions of the pedagogical process.
Functions of the pedagogical process.
The main functions of the pedagogical process are educational (or training), educational and developmental. The functions of the pedagogical process are understood as the specific properties of the pedagogical process, the knowledge of which enriches our understanding of it and allows us to make it more effective.
educational functionassociated with the formation of knowledge, skills, experience of reproductive and productive creative activity. At the same time, it stands outgeneral knowledge and skillsnecessary for each person and formed on each academic subject, and special , depending on the specifics of individual sciences, academic subjects.
Such general knowledge and skills, in modern conditions associated with the concept competence - as an integral characteristic of the personality quality, which determines its ability (readiness) to perform certain types of activities, are:
- proficiency in oral and written speech;
- knowledge of information technology in a broad sense as the ability to work with information, and not just with a computer;
- ability to self-education and self-development;
- skills of cooperation, life in a multicultural society;
- the ability to make choices and make decisions, etc.
Developmental functionmeans that in the process of learning, assimilation of knowledge, the formation of experience of activity, the development of the student takes place. It is known from psychology that personality development occurs only in the process of activity, in pedagogy - only in the process of personality-oriented activity. This development is expressed in qualitative changes (new formations) of a person's mental activity, the formation of new qualities and skills in him.
Personal development occurs in various directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas.
Most theoretical subjects focus ondevelopment of mental activitystudents, such elements as analysis, synthesis, comparison, generalization, analogy, classification, highlighting the main and secondary, the ability to set goals, draw conclusions, evaluate results, etc. This does not mean that other aspects of development are less important, it’s just that the traditional education system pays much less attention to this, but there are separate pedagogical technologies (R. Steiner’s Waldorf pedagogy, V.S. Bibler’s Dialogue of Cultures, etc.) and academic subjects ( drawing, physical education, technology), in which other areas of the personality develop to a greater extent.
Also important isdevelopment of the need-motivational sphere. Here you need to pay attention to the following:
- the development of the internal motivation of the individual, which, unlike external incentives and motives, includes satisfaction from the behavior itself, the activity itself, the independent solution of the problem, one's own advancement in knowledge, one's creativity;
- the development of higher needs - the needs for achievement, cognition, self-realization, aesthetic needs, etc.;
- development of social and cognitive motives operating in the education system.
educational functionconsists in the fact that in the pedagogical process moral (ethical) and aesthetic ideas of the individual, his worldview, values, norms and rules of behavior, personality traits are formed.
In modern education, it is said, first of all, about:
- mental education;
- physical education;
- labor education;
- aesthetic education;
- environmental education;
- economic education;
- civic education, etc.
Depending on what the emphasis is on - on knowledge and skills, on the development of the motivational or intellectual sphere of the individual, on the upbringing of high moral qualities of the individual - there is a more intensive development of one of the functions.
As the well-known domestic psychologist Rubinshtein S.L. stated: “the child develops, being brought up and trained, and does not develop, and is brought up and trained. This means that upbringing and education are included in the process of child development, and are not built on top of it.
3. Principles of the pedagogical process.
Principles of the pedagogical process- these are the main provisions, regulatory requirements, guiding ideas that determine the features of the design and implementation of the pedagogical process (learning process).
Also under pedagogical principlesis understood as an instrumental, given in the categories of activity, expression pedagogical concept(V.I. Zagvyazinsky).
Previously, the principles of the pedagogical process were derived from the practice of training and education (for example, "repetition is the mother of learning"). Now these are conclusions from theoretical laws and regularities about the essence, content and structure of the pedagogical process, expressed in the form of activity norms, guidelines for the design of pedagogical practice.
Zagvyazinsky V.I. States that essence of principle in that it is a recommendation on ways to regulate the relations of opposing sides, trends in the educational process, on ways to resolve contradictions, on achieving measure and harmony, which make it possible to successfully solve educational and educational problems.
The set of principles organizes a certain conceptual system that has a certain methodological or worldview basis. Different pedagogical systems may differ in the system of views on the education and upbringing of the individual and the system of principles that implement them in practice.
In modern pedagogical systems, the following most general principles of training and education of students (pupils) are distinguished:
1. The principle of humanistic orientation of the pedagogical process.
2. The principle of democratization of education.
3. The principle of natural conformity.
4. The principle of visibility.
5. The principle of visibility.
6. The principle of consciousness and activity of students (pupils).
7. The principle of accessibility and feasibility of training and education of the individual.
8. The principle of connection between theory and practice, training and education with life.
9. The principle of strength and awareness of the results of education, training and development.
10. The principle of systematicity and consistency.
Let's consider some of them.
The principle of humanistic orientationthe pedagogical process is one of the leading principles of education, expressing the need to combine the motives and goals of society and the individual. Humanistic ideas originated in antiquity. The essence of humanization is the priority of interpersonal relations between students and teachers, interaction on the basis of universal values, the establishment of an emotional atmosphere favorable for the development of the personality. The rules for implementing this principle include: full recognition of the rights of the pupil and respect for him, combined with reasonable exactingness; reliance on the positive qualities of the pupil; creating a situation of success; creation of conditions for the education of independence.
The principle of democratization of educationis to provide all participants in the pedagogical process with certain freedoms for self-development, self-regulation, self-determination and self-education. To do this, the following rules must be followed:
- creation of conditions for education by all categories of citizens (accessibility of education);
- mutual respect and tolerance in the interaction of all participants in the pedagogical process;
- organization of the pedagogical process, taking into account the national characteristics of students;
- individual approach to each student;
- introduction of student self-government in the process of organizing their lives;
- creation of an open educational environment with the possibility of participation in the organization and control by all interested participants in the pedagogical process.
Such interested participants in the pedagogical process can be both the students themselves and their parents and teachers, as well as public organizations, government bodies, commercial organizations, and individuals.
The principle of natural conformityalso known from ancient times. Its essence lies in the choice of the path of natural development of the child in accordance not only with his age and individual capabilities (his nature), but also with the specifics of the environment in which this child lives, learns and develops. The main and determining factors in the organization of the pedagogical process in this case are the nature of the pupil, his state of health, physical, physiological, mental and social development. At the same time, the following rules for implementing the principle of natural conformity are distinguished:
- maintain and improve the health of students;
- organize the pedagogical process, taking into account the age and individual characteristics of students;
- be aimed at self-education, self-education, self-education;
- based on the zone of proximal development, which determines the capabilities of students.
The principle of visibility- one of the most well-known and understandable principles of the pedagogical process for every teacher. The meaning of the principle of visibility, which Ya.A. Comenius, lies in the need to expediently involve the senses in the perception and processing educational material.
The revealed physiological regularities say that the organs of vision of a person "pass" into the brain almost 5 times more information than the organs of hearing, and almost 13 times more than the tactile organs. At the same time, information entering the brain from the organs of vision (via the optical channel) does not require significant recoding and is imprinted in the human memory quite easily, quickly and firmly.
We list the basic rules that reveal the application of the principle of visibility in the organization of the pedagogical process:
- the use of visualization is necessary either to revive the interest of students by including the senses, or to study those processes and phenomena that are difficult to explain or imagine (for example, a model of economic circulation, the interaction of supply and demand in the market, etc.);
- do not forget that abstract concepts and theories are easier to understand and understand by students if they are supported by concrete facts, examples, images, data;
- Never, when teaching, be limited to only one visualization. Visibility is not a goal, but only a means of learning. Before demonstrating anything to students, it is necessary to give an oral explanation and a task for the intended observation;
- visualization, which is always on the review of students, is less effective in the learning process than the one that is used at a specific scheduled time.
The principle of connection between theory and practice (learning with life).
Theoretical education, which prevails in the modern school, requires its practical implementation in real life. But it is impossible to teach children for the future life, to create a stock of knowledge for the future. Therefore, the principle of connection between theory and practice appeared, which implies, first of all, the application of the studied theoretical knowledge for the formation of practical skills, solving practical problems, etc.
Practice is a continuation of theory, but this approach, entrenched in traditional education (first theory, and then its application in practice) is not the only true one. We can recall the pragmatic pedagogy of D. Dewey, project-based learning, again used in modern schools, such methods and forms of training as business and role-playing games, laboratory and research work, discussions and others, in which the main thing is practical experience that stimulates the knowledge of theoretical laws and phenomena.
The main rules for implementing the principle of connection between theory and practice are:
- learning for schoolchildren is life, so there is no need to separate scientific (theoretical) knowledge and practical (life) phenomena and facts
- use tasks and assignments based on real events in the educational process, model specific situations of the reality around us during the educational process (especially in the course of business and role playing, solving any educational problems and problems).
- rely on the personal experience of students - this is the basis of theoretical knowledge.
- teach students meaningful activities, use reflection and self-assessment of students' educational achievements in the educational process. It happens that it is more important not what results the student has achieved, but how he analyzes and evaluates his activities.
- teach students to be independent research work, activities for the acquisition of knowledge in the process of searching, analyzing, selecting, processing (processing) and evaluating information.
Literature
1. Pedagogy: Textbook. / Ed. P.I. piddly. - M., 2006.
2. Kodzhaspirova G.M. Pedagogy: Textbook. - M., 2004.
3. Slastenin V.A. etc. Pedagogy: Proc. settlement - M., 1999.
4. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Textbook. - M., 2001.
Introduction
Definition of the term "pedagogical process". Goals of the pedagogical process
Components of the pedagogical process. Effects of the pedagogical process
Methods, forms, means of the pedagogical process
Conclusion
Bibliography
Introduction
The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.
In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.
A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.
The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:
analysis of the constituent components of the pedagogical process;
analysis of the goals and objectives of the pedagogical process;
characterization of traditional methods, forms and means of the pedagogical process;
analysis of the main functions of the pedagogical process.
1. Definition of the concept of "pedagogical process". Goals of the pedagogical process
Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.
According to I.P. Podlasy’s pedagogical process is called “the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators” .
According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .
B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .
Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:
the main subjects of interaction in the pedagogical process are both the teacher and the student;
the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";
the goal is achieved through the use of special means in the course of the pedagogical process;
the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;
the purpose of the pedagogical process is distributed in the form of tasks;
the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.
All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.
According to I.P. The mean pedagogical process is built on the target, content, activity and result components.
The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.
Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:
The following principles apply to the selection of educational targets:
humanistic orientation of the pedagogical process;
connections with life and industrial practice;
combining training and education with labor for the common good.
The development of means for presenting the content of education and upbringing is guided by the following principles:
scientific character;
accessibility and feasibility of teaching and educating schoolchildren;
combination of visibility and abstractness in the educational process;
aestheticization of all children's life, especially education and upbringing.
When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:
teaching and educating children in a team;
continuity, consistency, systematic;
coherence of the requirements of the school, family and community.
The activity of the teacher is governed by the principles:
combinations pedagogical management with the development of initiative and independence of pupils;
reliance on the positive in a person, on the strengths of his personality;
respect for the personality of the child, combined with reasonable demands on him.
The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.
The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:
combinations of direct and parallel pedagogical actions;
taking into account the age and individual characteristics of pupils.
The effectiveness of the results of pedagogical interaction is ensured by following the principles:
focus on the formation in the unity of knowledge and skills, consciousness and behavior;
strength and effectiveness of the results of education, upbringing and development.
2. Components of the pedagogical process. Effects of the pedagogical process
As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.
According to N.N. Nikitina, these processes can be defined as follows:
“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.
Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.
In doing so, the teacher:
) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;
) manages the process of mastering knowledge, skills and abilities;
) creates conditions for the development of the personality of students (memory, attention, thinking).
On the other hand, the student:
) learns - masters the transmitted information and performs study tasks with the help of a teacher, together with classmates or independently;
) tries to independently observe, compare, think;
) shows initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.
Teaching is the activity of the teacher in:
organization of educational and cognitive activity of students;
assistance in case of difficulty in the process of learning;
stimulation of interest, independence and creativity of students;
assessment of students' educational achievements.
“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.
Education is a purposeful process of interrelated activities of teachers and pupils, aimed at forming schoolchildren value relations to the environment and to oneself.
In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:
) conveys the experience accumulated by mankind;
) introduces into the world of culture;
) stimulates self-education;
) helps to understand difficult life situations and find a way out of the current situation.
On the other hand, the student:
) masters the experience of human relations and the basics of culture;
) works on himself;
) learns ways of communication and manners of behavior.
As a result, the pupil changes his understanding of the world and attitude towards people and himself.
Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.
The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.
The criteria for assessing a person's upbringing are:
“good” as behavior for the benefit of another person (group, collective, society as a whole);
"truth" as a guide in assessing actions and deeds;
"beauty" in all forms of its manifestation and creation.
Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is general ability to the acquisition of knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".
These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.
important in modern world see the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”
It is customary to separate federal, national-regional and school educational standards.
The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.
The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.
Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.
The federal and national-regional components of the education standard include:
requirements for the minimum necessary such training for students within the specified scope of content;
maximum allowable volume study load students by year of study.
The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.
The function of social regulation is caused by the transition from a unitary school to diversity educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.
The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.
The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.
State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.
pedagogical process
3. Methods, forms, means of the pedagogical process
A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].
verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational cognitive activity. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.
A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."
The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.
Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."
With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.
To verbal methods also includes educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to intensify their creative activity and put them in front of moral problem choice.
The verbal methods of pedagogical influence also include the method of working with a book.
The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction literature.
Practical methods in a holistic pedagogical process are the most important source enrichment of schoolchildren with the experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for repeated repetition of any actions in the interests of their consolidation in personal experience student.
A relatively independent group of practical methods is laboratory works- a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.
Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate cognitive process» .
visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.
The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.
Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.
The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.
Training and education is always carried out within the framework of some form of organization.
All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.
The class-lesson form of organization of the pedagogical process is considered traditional.
A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.
Features of the school lesson:
the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);
the didactic structure of the lesson has a strict construction system:
a certain organizational beginning and setting the objectives of the lesson;
updating the necessary knowledge and skills, including checking homework;
explanation of new material;
consolidation or repetition of what was learned in the lesson;
control and evaluation of educational achievements of students during the lesson;
summarizing the lesson;
homework;
each lesson is a link in the system of lessons;
the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;
the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.
I distinguish the following types of lessons:
a lesson introducing students to new material or communicating (learning) new knowledge;
a lesson in consolidating knowledge;
lessons on developing and consolidating skills and abilities;
summary lessons.
The structure of the lesson usually consists of three parts:
Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).
The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the class-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).
Conclusion
In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.
The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person designed by teachers.
The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.
Bibliography
1. Barkhaev B.P. Pedagogy. - M., 2001.
Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.
Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.
Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.
Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.
Introduction
To human society developed, it must pass on its social experience to new generations.
The transfer of social experience can occur in different ways. In primitive society, this was carried out mainly through imitation, repetition, copying of the behavior of adults. In the Middle Ages, such transmission was carried out most often through memorization of texts.
Over time, humanity has come to believe that rote repetition or memorization are not the best ways to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, with the inclusion of creative activity aimed at the knowledge, development and transformation of the surrounding reality.
Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. I will name the most significant of them:
- tasks of mental development, involve the assimilation by children of knowledge, skills and abilities common to all, providing at the same time mental development and forming in them the ability of active independent thinking and creativity in social and industrial activities;
- tasks of emotional development, which includes the formation in children of an ideological-emotional, aesthetic attitude to art and reality;
- the tasks of moral development, focused on the assimilation by pupils of simple norms of universal morality, habits of moral behavior, on the development of moral will in the child, freedom of moral choice and responsible behavior in life relationships;
- the tasks of physical development aimed at strengthening and developing the physical strength of children, which are the material basis of their vitality and spiritual existence.
- tasks of individual-personal development, which requires the identification and development of natural talents in each child with the help of differentiation and individualization of learning and perception processes;
- tasks of culturological education based on the highest values of world artistic culture, opposing the destructive development of mass anti and pseudo-culture.
The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual - the general goal of a holistic pedagogical process.
1. Pedagogical process as an integral system
The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.
In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.
The pedagogical process is a holistic process
What is meant by integrity?
educational:
in extracurricular activities;
Educational ( manifests itself in everything):
Developing:
The pedagogical process has a number of properties.
The structure of the pedagogical process.
Stimulus-motivational. The pedagogical process is a holistic process.
The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.
What is meant by integrity?
In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.
The components of a holistic pedagogical process are the processes of education, training, development.
Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.
The integrity of the pedagogical process is manifested:
In the unity of the processes of training, education and development;
In the subordination of these processes;
In the presence of a general preservation of the specifics of these processes.
The pedagogical process is a multifunctional process.
The functions of the pedagogical process are: educational, educational, developing.
Educational:
implemented primarily in the learning process;
in extracurricular activities;
in the activities of institutions of additional education.
Educational (manifested in everything):
in the educational space in which the process of interaction between the teacher and the pupil takes place;
in the personality and professionalism of the teacher;
in curricula and programs, forms, methods and means used in the educational process.
Developing:
Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.
The pedagogical process has a number of properties
The properties of the pedagogical process are:
a holistic pedagogical process enhances its constituent processes;
a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;
a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.
The structure of the pedagogical process
Structure - the arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.
The structure of the pedagogical process consists of the following components:
Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;
The teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;
This component is characterized by:
emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);
the motives of their activities (the motives of pupils);
the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.
Target - awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;
This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "all-round harmonious development of the personality" to specific tasks of the formation of individual qualities.
Associated with the development and selection of educational content.
Operational-effective - most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);
It characterizes the interaction of teachers and children, is associated with the organization and management of the process.
Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.
Control and regulatory - includes a combination of self-control and control by the teacher;
Reflective - introspection, self-assessment, taking into account the assessment of others and determining the further level of one's own learning activities students and pedagogical activity of the teacher.
The principle of integrity is the basis of the pedagogical process
So, integrity is a natural property of the educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs accompanying functions in a holistic educational process: upbringing performs not only educational, but also developing and educational functions, and training is unthinkable without the accompanying upbringing and development. These connections leave an imprint on the goals, objectives, forms and methods of formation of the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, representations of knowledge and skills are formed. Thus, both processes lead to main goal- the formation of personality, but each of them contributes to the achievement of this goal by its inherent means. In practice, this principle is implemented by a set of lesson tasks, the content of training, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.
In pedagogical practice, as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct balance of knowledge, skills and abilities, in coordinating the process of learning and development, in combining knowledge, skills and abilities in a unified system of ideas about the world and ways to change it.
2. Patterns of the pedagogical process
Every science has as its task the discovery and study of laws and regularities in its field. The essence of phenomena is expressed in laws and patterns, they reflect essential connections and relationships.
To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:
connection of the pedagogical process with a wider social processes and conditions;
connections within the pedagogical process;
links between the processes of training, education, upbringing and development;
between the processes of pedagogical guidance and amateur performance of educatees;
between the processes of educational influences of all subjects of education (educators, children's organizations, families, the public, etc.);
connections between tasks, content, methods, means and forms of organization of the pedagogical process.
From the analysis of all these types of connections, the following patterns of the pedagogical process follow:
The law of social conditionality of goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It is a question of using this law to fully and optimally transfer the social order to the level of pedagogical means and methods.
The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical guidance and the development of students' own activity, between the ways of organizing learning and its results.
The law of integrity and unity of the pedagogical process. It reveals the ratio of the part and the whole in the pedagogical process, necessitates the unity of the rational, emotional, reporting and search, content, operational and motivational components in learning.
The law of unity and interconnection of theory and practice.
The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process, as a developing interaction between the teacher and the student, has a gradual character. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.
The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on:
1) heredity;
2) educational and learning environment;
3) the means and methods of pedagogical influence used.
The pattern of management of the educational process. The effectiveness of pedagogical influence depends on:
the intensity of feedback between the student and teachers;
the magnitude, nature and validity of corrective actions on students.
Pattern of stimulation. The productivity of the pedagogical process depends on:
actions of internal incentives (motives) of pedagogical activity;
intensity, nature and timeliness of external (social, moral, material and other) incentives.
The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:
1) the intensity and quality of sensory perception;
2) logical understanding of the perceived; practical application of the meaningful.
The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:
quality of pedagogical activity;
quality of own educational educational activities educated.
The regularity of the conditionality of the pedagogical process. The course and results of the pedagogical process depend on:
the needs of society and the individual;
opportunities (material, technical, economic and others) of society;
conditions of the process (moral-psychological, aesthetic and others).
Many learning patterns are discovered empirically, and thus learning can be built on the basis of experience. However, the construction of effective learning systems, the complication of the learning process with the inclusion of new didactic tools requires theoretical knowledge of the laws by which the learning process proceeds.
External regularities of the learning process and internal ones are distinguished. The first (described above) characterize the dependence on external processes and conditions: the socio-economic, political situation, the level of culture, the needs of society in a certain type of personality and the level of education.
Internal patterns include links between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, it is the relationship between teaching, learning and the material studied. There are quite a lot of such regularities in pedagogical science, most of of which is valid only when the mandatory conditions for training are created. I will name some of them, while continuing the numbering:
There is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.
Another pattern suggests that there is a relationship between the interaction between the teacher and the student and the learning outcome. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, the more conscious the educational and cognitive activity of the student, the higher the quality of education. A particular expression of this pattern is the correspondence between the goals of the teacher and students, with a mismatch of goals, the effectiveness of learning is significantly reduced.
Only the interaction of all components of training will ensure the achievement of results corresponding to the goals set.
In the last pattern, as it were, all the previous ones are connected into a system. If the teacher correctly chooses tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to improve them, then lasting, conscious and effective results will be achieved.
The patterns described above find their concrete expression in the principles of the pedagogical process.
3. The concepts of educational space and educational system
Social space of the educational process. Any phenomenon of life unfolds in space, and for each accomplishment there is its corresponding space.
The educational process as a socio-psychological phenomenon is constructed, located and developed in a well-defined society, which has its own spatial framework.
In turn, society is located in a geographic space that has a great influence on the physical, mental well-being of people, which means that when speaking about social space, one should not forget about space in general as a certain extent of objects.
The practice of school education freely uses the specific characteristics of natural space: for children living near the sea, school life is connected with the sea life; children live with the sea; schoolchildren born in the steppe have a somewhat different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vital; urban children, growing up in the stone bags of modern architecture, perceive the world through the prism of urbanization and have a different state of health from a child living in the bosom of nature.
Social space is the extent of social relations that daily unfold in front of the child either in the form of words, actions, deeds of people, or in a certain way of things, interior, architectural ensemble, transport, apparatus and other things.
The multicoloredness of social relations contains historical experience, fixed in traditions, material values, art, morality, science; includes the achievements of human culture, reflected in the forms of behavior, clothing, achievements of civilization, works of individual creativity, lifestyle; stores in itself a real reversal of new relations that are taking shape in the present. And all this overflow of social relations of this moment, which is important for the growing and entering the world personality, creates a social situation for the development of the child. For each child, this situation of development has its own individual version, containing in its special combination universal, cultural, historical, national, family, group elements, and unfolds before the child as a microenvironment, and for the child himself as the only possible and only the existing environment as a characteristic of the life into which it enters.
3.1 Educational system
Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.
The pedagogical system of the school is a purposeful, self-organizing system in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active personalities mastering the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.
The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils, it acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relationships of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.
The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate
3.2 Education in Russia and global development trends
The system of general education is understood as a set of institutions of preschool education, general education schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions high school and secondary vocational education.
The principles of building the education system in Russia are as follows:
1. Connection of education with specific conditions and goals of state policy in the context of the transition to market relations. Using the traditional general requirements for the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive education.
2. Preservation of the basic provisions that have developed in Russian school, namely: the priority of the educational sphere, the secular nature of education, joint training and education of both sexes, a combination of collective, group and individual forms of the educational process.
3. Professional self-determination of young people, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia, as well as the abilities, national and individual characteristics of young people.
4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption of production.
5. The democratic nature of the education system, the choice by students of the type of educational institution and educational program in accordance with their cognitive needs and social interests.
Trends in the world development of education. These features and trends are very branched and diverse, but one way or another they are reflected in the development of the education system in most countries of the world. The most significant of them are the following:
a) The growing interest of society in involving the population in more high level education as a prerequisite for social and moral progress.
b) Expansion of the network of state secondary general education and vocational schools, as well as higher educational institutions that provide free education. In the US, for example, 90% of schools are public. This opens up the possibility of necessary education to all interested citizens, regardless of their property status.
c) The trend of paying for education in private secondary general education and vocational schools, as well as in some higher educational institutions. In the United States, private school fees range from $7,000 to $10,000 per year, and kindergarten fees range from $40 to $500 per month. In elite universities, it reaches 17-20 thousand dollars a year, which makes many students earn money for their maintenance and work.
d) Financing of the education system at the expense of the state budget is increasing. In the USA, for example, 12% of funds are allocated from the federal budget for the needs of education. In other countries, this percentage is much lower, which, of course, cannot but affect school education and hinders the growth of the quality of teaching and educational work.
e) Raising funds for the needs of education and schools from various sources. In the United States, 10% of funds allocated for the development of secondary education are federal government spending, 50% state government and 40% comes from private property taxes.
f) Expansion of the principle of municipal leadership of the school. The US federal government provides equal opportunity to all schools through financial and technical assistance, but does not direct or control their activities.
g) Expansion of different types of schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are quite clearly defined at later stages of schooling. Naturally, it would be impractical for everyone to go through the same programs equally. Here, the characteristics of the region in which the school is located, as well as the needs of local production, matter. That is why in most countries of the world there is an extensive network of schools of various types with a peculiar internal structure.
h) The division of the subjects studied into compulsory and subjects studied at the choice of the students themselves. In many US schools in grades IX-XII, two subjects are compulsory English language and physical education. So, in the Newton Nore school, students are offered about 90 subjects to choose from.
i) The combination of school activities with independent work students in libraries and classrooms. At the aforementioned Newton Nore school, classes per week are 22 hours (on Saturdays, classes are not held at the school). This allows students to work in the library for 1-2 hours daily, independently acquire or deepen their knowledge.
j) Continuity of educational institutions and continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, fundamental improvements in production technology, the emergence of new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional skills.
4. Priority directions for the development of pedagogical science in modern conditions
School - social institution, a public-state system (see the Law of the Russian Federation "On Education" 1992), designed to satisfy the educational needs of society, the individual and the state. The school is the cradle of the people. social order given public education, is unequivocal: to educate a creative, proactive, independent person, actively participating in all public and state affairs.
Today the school is in a very problematic situation. If we proceed from the postulate that the teacher must "transfer" to the children knowledge, cultural norms, i.e. to use the "event" pedagogy of education, then this is a manifestation of terry authoritarianism. But another slogan "children on their own" is also meaningless. Children, left without the guiding activity of teachers, will either by inertia reproduce the dogmas developed by authoritarian pedagogy, or they will develop different kind forms of protest, indifference to teaching. This is the pedagogical interpretation of the situation. We need new guidelines so that the school does not go by the method of "trial and error", we need recommendations developed on a scientific basis that help to learn democracy already at school, we need a new didactic system.
The democratization of society determines the democratization of the school. The democratization of the school is the goal, means and guarantee of the irreversibility of renewal, the transformation of the school, which should affect all parties. school life. Democratization is a turn towards a person whose name is a schoolboy. Democratization is the overcoming of formalism, bureaucracy in the pedagogical process.
This is a humanistic idea of cooperative activities of children and adults based on mutual understanding, penetration into spiritual world each other, a collective analysis of the course and results of this activity, which in its essence is aimed at the development of the individual.
The humanization of the democratic system means that the goal of the educational process is becoming more and more complete satisfaction of the cognitive and spiritual needs of students, that the nature and content of the educational work of schoolchildren are humanized, and the opportunities for the participation of all schoolchildren, together with teachers, in managing all school affairs are expanding. Thanks to this, the entire life of the school, all the content of the activities of teachers and students is put at the service of the student. More and more favorable conditions are being created for the harmonious development of the individual. The student acts as a subject of various, internally interconnected types of activity, and, above all, educational, playful, socially useful, labor. The practice of the work of innovative teachers and the results of scientific research by didactic scientists show that this contributes to the development of the desire and ability to learn in schoolchildren, the formation of their abilities and responsibility in mastering knowledge, and the fulfillment of socially significant assignments at school and outside it. In the school community, trusting relationships between teachers and students are being strengthened. Everyone's exactingness to their duties, intolerance to shortcomings is increasing: for teachers, this gives rise to joy and pride in the results of their work, the desire to make it even more fruitful; strengthens the students' sense of independence, confidence in their abilities to solve problems that arise in the learning process in any educational and life situation. And this is due to the fact that the priorities in the current school are not programs, not academic subjects that need to be passed, not rules, formulas, dates, events that need to be remembered, but a child, a student, his intellectual, spiritual and physical development. These priorities should be concretely manifested in students' interest in knowledge, in their social activity, in diagnosing their abilities, in creating conditions for a free choice of profession, in protecting the rights of the child. This is the essence of student-centered learning.
The school rests on the joint interrelated activities of students and teachers, focused on achieving certain goals. At the same time, the main face of the transformation of school life is the teacher, but not in the Hegelian understanding of his mission, but a creative teacher, standing on the position of humanistic pedagogy.
The school is the source of social development, an institution of education and development, and not a system where one learns and acquires knowledge. The teacher should not so much convey information or advise students according to their spontaneously arising interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are seized with numbness, fear, negative reactions to the teacher's behavior sometimes reign there. There is no knowledge in such lessons. The style of the teacher's activity, his nature of communication with students completely changes the activity of schoolchildren.
In the pedagogical leadership, two polar, diametrically opposed styles of teachers' work are distinguished: authoritarian and democratic. The predominance of one or the other in communication in the lesson predetermines the essence, the nature of this or that didactic system.
The joint interconnected activity of students and teachers, built on democratic principles, was shown to us by innovative teachers who managed to help students realize the promising goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. A clear construction of educational material, the allocation of supports and reference signals, the concentration of material in large blocks, the creation of a highly intellectual background are ways to organize successful educational and cognitive activity of students, with the help of which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are extinguished. What kind of cognitive interest can we talk about if, for 10 thousand lessons in his school life, a student knows that the same thing awaits him day after day: checking homework, questioning what was previously studied will be followed by a dose of the new, then fixing it and homework . Moreover, in the presence of the whole class at the beginning of the lesson, the teacher will "torture" with his questions one or two children who do not always have an idea of what the teacher wants from them. For some guys, such minutes equate to stressful situations, for others - an opportunity to assert themselves, for others, to gloat over the torment of their comrades.
Such are the features of the practice of teaching in the pre-reform and newly reconstructed schools. Note that if an atmosphere of trust, kindness, peace of mind, mutual understanding, communication is created at the lesson, then in the process of such a lesson a person will not only learn new material but also to develop and enrich moral values.
4.1 Education as a pedagogical process
Note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of education and upbringing. Its essential characteristic, therefore, is integrity as the internal unity of its components, their relative autonomy.
Consideration of the pedagogical process as an integrity is possible from the standpoint of a systematic approach, which allows us to see in it, first of all, a system - a pedagogical system (Yu.K. Babansky).
The pedagogical system should be understood as a set of interconnected structural components united by a single educational goal of personality development and functioning in a holistic pedagogical process.
The pedagogical process, therefore, is a specially organized interaction of teachers and pupils (pedagogical interaction) regarding the content of education using the means of training and education (pedagogical means) in order to solve the problems of education aimed at meeting the needs of both society and the individual himself. in its development and self-development.
Any process is a successive change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process. It, unlike any other interaction, is a deliberate contact (long or temporary) between the teacher and pupils (pupil), which results in mutual changes in their behavior, activities and relationships.
Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, manifested in response direct or indirect influences on the teacher and on himself (self-education).
Such an understanding of pedagogical interaction makes it possible to distinguish in the structure of both the pedagogical process and the pedagogical system two most important components of teachers and pupils, who are their most active elements. The activity of the participants in pedagogical interaction allows us to speak of them as subjects of the pedagogical process, influencing its course and results.
The traditional approach identifies the pedagogical process with the activity of a teacher, pedagogical activity is a special type of social (professional) activity aimed at realizing the goals of education: the transfer from older generations to younger generations of culture and experience accumulated by humanity, creating conditions for their personal development and preparing for the implementation of certain social roles in society.
The purpose of education as a set of requirements of society in the field of spiritual reproduction, as a social order is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (intrinsic) characteristic of the content of education. In it, it is pedagogically interpreted in connection with taking into account, for example, the age of pupils, the level of their personal development and the development of the team, etc. It is explicitly and implicitly present in the means, and in the teacher and pupils, the goal of education functions at the level of its awareness and manifestation in activity.
Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a system-forming factor, and not an element of the pedagogical system, i.e. a force external to it. The pedagogical system is created with a goal orientation. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, from pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system itself and in its subjects, teachers and pupils.
4.2 Correlation between pedagogical science and pedagogical practice in the social space
Today, no one questions the scientific status of pedagogy. The dispute moved into the plane of the relationship between science and pedagogical practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other case, success is brought by the high personal skill of the teacher, the art of pedagogical influence, flair and intuition. In recent decades, the inconsistency between school practice and pedagogical science has been especially acute. The latter was especially punished for not supplying the practice with progressive recommendations, out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, there was an alienation of practice from theory.
The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, is based on scientific knowledge. If anyone could achieve high results without knowledge of pedagogical theory, this would mean the uselessness of the latter. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but modern buildings cannot be built without them. So it is in pedagogy. The more complex tasks the educator has to solve, the higher the level of his pedagogical culture should be.
But the development of pedagogical science does not automatically ensure the quality of education. It is necessary that theory be melted into practical technologies. So far, the convergence of science and practice is not going fast enough: according to experts, the gap between theory and practice is 5-10 years.
Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, primarily in the development of new learning technologies. There has been progress in the creation of more advanced methods of education, technologies of self-education and self-education. AT school practice new scientific developments. Research and production complexes, author's schools, experimental sites - all these are significant milestones on the path of positive change.
Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, refer pedagogy to the so-called normative sciences. The reason for this is the peculiarities of the regularities known by pedagogy. Until recently, they were and in many ways still remain broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting, the course of the process and its future results can only be predicted in the most general terms. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only sets the norm (“the teacher must, the school must, the student must”), but does not provide scientific support for the achievement of this norm.
It is not difficult to understand why the question of the relationship between science and pedagogical excellence. Norms, even established on the basis of an analysis of the essence of pedagogical phenomena, are only abstract truths. Only a thinking teacher can fill them with living meaning.
The question of the level of theorization of pedagogy, i.e., of the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates back to the last century. “As far as means are concerned,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means lie in the knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a practical science.
In the course of the ongoing discussion about the status of pedagogy, various approaches have been proposed to the analysis and structuring of the knowledge accumulated by science, to assessing their level and the degree of maturity of science itself. It is important for us that the majority of researchers around the world consider it justified and legitimate to single out theoretical pedagogy from the vast field of pedagogical knowledge, which contains basic scientific knowledge about the patterns and laws of upbringing, education, and training. The main components of the system of scientific pedagogy are also axioms and principles. Through specific recommendations and rules, theory is connected with practice.
5. The pedagogical process of the moral culture of the individual in the social space
In the process of educating a personality, the formation of its morality is of exceptional importance. The fact is that people, being members of a social system and being in a variety of social and personal relationships with each other, must be organized in a certain way and, to one degree or another, coordinate their activities with other members of the community, obey certain norms, rules and requirements. That is why in every society a wide variety of means are developed, the function of which is to regulate human behavior in all spheres of his life and activity - at work and at home, in the family and in relations with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decrees of state bodies, production and administrative rules at enterprises and institutions, charters and instructions, instructions and orders of officials, and, finally, morality.
There are significant differences in how various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other, influence people's behavior. Legal and administrative norms and rules are binding, and a person bears legal or administrative responsibility for their violation. Violated, for example, a person this or that law, was late for work or did not follow the relevant official instructions - bear legal or administrative responsibility. Even special bodies have been created in society (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various resolutions and mandatory instructions and apply appropriate sanctions to those who violate them.
Another thing is morality, or morality. The norms and rules that relate to its sphere do not have such a binding character, and in practice their observance depends on the individual himself.
When one or another person violates them, society, acquaintances and strangers have only one means of influencing him - the power of public opinion: reproaches, moral censure and, finally, public condemnation, if immoral actions and deeds become more serious.
Comprehending the essence of the morality of a person, it should be borne in mind that the term morality is often used as a synonym for this concept. Meanwhile, these concepts must be distinguished. In ethics, morality is usually understood as a system of norms, rules and requirements developed in society that apply to a person in various spheres of life and activity. The morality of a person is interpreted as the totality of his consciousness, skills and habits associated with the observance of these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral education, is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their steady observance.
But what do moral (moral) norms, rules and requirements for the behavior of a person mean? They are nothing more than an expression of certain relations prescribed by the morality of society to the behavior and activities of the individual in various spheres of public and private life, as well as in communication and contacts with other people.
The morality of society covers a great variety of these relations. If we group them, then we can clearly imagine the content of educational work on the formation of morality of students. In general, this work should include the formation of the following moral attitudes:
a) attitude to the policy of our state: understanding the course and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; striving for justice, democracy and freedom of peoples;
b) attitude towards the motherland, other countries and peoples: love and devotion to the motherland; intolerance to national and racial hostility; goodwill towards all countries and peoples; culture of interethnic relations;
c) attitude to work: conscientious work for the common and personal benefit; observance of labor discipline;
d) relation to the public domain and material values: concern for the preservation and multiplication of the public domain, frugality, nature protection;
e) attitude towards people: collectivism, democracy, mutual assistance, humanity, mutual respect, care for the family and raising children;
f) attitude towards oneself: a high consciousness of public duty; self-esteem, integrity.
But for moral education it is necessary to be well oriented not only in its content. It is no less important to comprehend in detail what kind of person can be considered moral and in what, in fact, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: a moral person is one who, in his behavior and life, adheres to moral norms and rules and fulfills them. But you can do them under the influence of external coercion or in an effort to show your "morality" in the interests of a personal career or wanting to achieve other advantages in society. Such external "moral plausibility" is nothing but hypocrisy. At the slightest change in circumstances and living conditions, such a person as a chameleon quickly changes his moral coloring and begins to deny and scold what he used to praise.
Under the conditions of social circumstances being renewed in the country, democratization and freedom of society, it is extremely important that the person himself strives to be moral, that he fulfills moral norms and rules not due to external social incentives or coercion, but due to an internal attraction to goodness, justice, nobility and deep understanding their need. This is what N.V. had in mind. Gogol, when he stated: “Untie everyone's hands, and not tie them; it is necessary to stress that everyone should control himself, and not that others should hold him; so that he would be stricter to himself several times the law itself.
5.1 Professional activity and personality of the teacher
The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill 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, the 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, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of 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 purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today 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.
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, the development of an individual's individuality.
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.
Traditionally main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work is a pedagogical activity aimed at organizing the educational environment and managing a variety of activities of pupils in order to solve problems. harmonious development personality. And teaching is a kind of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren.
Conclusion
The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.
This means that, summarizing all of the above, we can conclude the following:
The teacher should focus not on individual principles of teaching, but on their system, providing a scientifically based choice of goals, selection, content, methods and means of organizing students' activities, creating favorable conditions and analyzing the educational and educational process.
It is advisable for the teacher to consider each principle and their system as recommendations on the implementation of the system of basic laws and strategic goals that form the core of the modern concept of school education (all-round harmonious development of the personality, individuality, activity and personal approaches, the unity of training and education, optimization of the educational process.
The teacher must see the opposite sides, conjugated, interacting elements of the pedagogical process (mastery of knowledge and development, elementarism and consistency in knowledge, the relationship between the abstract and the concrete, etc.) and skillfully regulate their interaction, based on the laws and principles of teaching and achieving a harmonious pedagogical process.
SECTION 3. PEDAGOGICAL PROCESS
The pedagogical process as a system
Pedagogical process - this is a specially organized, purposeful interaction of teachers and pupils, focused on solving developmental and educational problems.
Pedagogical process is viewed as a dynamic system that includes interrelated components and interacts with the wider systems in which it is included (for example, the school system, the education system).
In the pedagogical literature of past years, instead of the concept of "pedagogical process", the concept of "educational process" was used. However, in the works of P.F. Kapterov, A.I. Pinkevich, and Yu.K. The essential characteristic of the pedagogical process is the interaction of teachers and pupils regarding the content of education using a variety of pedagogical means.
The pedagogical process includes target, content, activity and result components.
Target Component implies the presence of the whole variety of goals and objectives of pedagogical activity - from common purpose creating conditions for the versatile and harmonious development of the individual to the tasks of a particular lesson or event.
activity- includes various levels and types of interaction between teachers and pupils, the organization of the pedagogical process, without which the final result cannot be obtained.
Productive the component reflects the efficiency of its course, characterizes the achieved shifts in accordance with the goal. Of particular importance in the pedagogical process are the links between the selected components. Among them, an important place is acquired by the connections of management and self-government, cause-and-effect relationships, informational, communicative, etc.
According to the definition of M. A. Danilov, the pedagogical process is an internally connected set of many processes, the essence of which is that social experience is melted into the qualities of a formed person. However, this process is not a mechanical combination of the processes of education, training and development, but a new quality of education, subject to special laws. All of them are subject to a single goal and form the integrity, commonality and unity of the pedagogical process. At the same time, the specificity of each individual process is preserved in the pedagogical process. It is revealed when highlighting their dominant functions.
Communication of the pedagogical process with:
Upbringing- So, the dominant function of education is the formation of relationships and social and personal qualities of a person. Upbringing provides developing and educational functions, training is unthinkable without upbringing and development.
Education- teaching methods of activity, the formation of skills and abilities; development - the development of a holistic personality. At the same time, in a single process, each of these processes also performs related functions.
The integrity of the pedagogical process is also found in the unity of its components: goals, content, means, forms, methods and results, as well as in the interconnection of the stages of flow.
Patterns of the pedagogical process regarded as objective, steadily repeating connections between various phenomena.
1. Basic the regularity of the pedagogical process is its social conditionality, i.e. dependence on the needs of society.
2. In addition, we can distinguish such a pedagogical pattern as progressive and the successive nature of the pedagogical process, which manifests itself, in particular, in the dependence of the final learning outcomes on the quality of intermediate.
3. Another pattern emphasizes that the effectiveness of the pedagogical process depends on its flow conditions(material, moral-psychological, hygienic).
4. No less important is the pattern content compliance, forms and means of the pedagogical process to the age capabilities and characteristics of students.
5. Regularity is objective connection of the results of education or training with the activities and activity of the students themselves.
In the pedagogical process, other regularities also operate, which then find their concrete embodiment in the principles and rules for constructing the pedagogical process.
Pedagogical process is a cyclical process, including the movement from the goal to the result.
In this movement, one can distinguish general stages : preparatory, main and final.
1. On preparatory stage goal-setting is carried out on the basis of diagnosing the conditions of the process, there is a forecast of possible means to achieve the goal and objectives, design and planning of the process.
2. Stage of implementation of the pedagogical process (basic) includes the following interrelated elements: setting and explaining the goals and objectives of the forthcoming activity; interaction between teachers and students; use of the intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; providing links with other processes.
3. The final stage involves an analysis of the results achieved. It includes the search for the causes of the identified shortcomings, their understanding and building on this basis a new cycle of the pedagogical process.
Exercise. Scheme "The structure of the pedagogical process"