Pedagogical process and its characteristics. Education as a pedagogical process Pedagogical process as a system goal structure content
Modern pedagogical theory presents the pedagogical process as a dynamic system. The word "system" (from Gr. Systema - a whole made up of parts) means integrity, is a unity of regularly arranged and interconnected parts. The main features of the system are: a) the presence of components that can be considered in relative isolation, without links with other processes and phenomena; b) the presence of an internal structure of connections between these components, as well as their subsystems; c) the presence of a certain level of integrity, a sign of which is that the system, due to the interaction of components, receives an integral result; d) the presence in the structure of backbone links that unite the components, like blocks, parts into a single system; e) interconnection with other systems.
A systematic vision of the pedagogical process allows you to clearly identify the components, analyze the whole variety of connections and relationships between them, and competently manage the pedagogical process.
The pedagogical process as a system takes place in other systems: education, school, class, in a separate lesson, and the like. Each of these systems operates in certain external, including natural-geographical, social, industrial, cultural, etc. and internal conditions, which for the school are material and technical, moral and psychological, sanitary and hygienic and other conditions. Each system has its own components. The components of the system in which the pedagogical process takes place are teachers, you and the conditions of education.
What is the structure of the pedagogical process? In educational work, the teacher sets himself the goal of education. In order to achieve it, he concretizes his actions, that is, he defines tasks; for the implementation of tasks applies appropriate pedagogical tools. If, at the same time, regular connections and conditions are sufficiently taken into account, then cooperation is established between the teacher and pupils, the teacher causes and organizes the active activity of students aimed at assimilation of human experience, achieves a certain progress in individual development regarding the purpose of education, potentially manifest in results education.
Pedagogical means in a broad sense include: the content to be mastered; methods and organizational forms of education, with the help of which the teacher causes active activity of pupils, establishes relationships, organizes the process.
So, the pedagogical process is characterized by: purpose, tasks, content, methods, forms of interaction between teachers and pupils, the results achieved(Fig. 6).
Usually, this is the target, content, activity, and resultant components that form the system. Target the process component contains all the variety of goals and objectives of pedagogical activity: from a common goal - a comprehensive and harmonious development personality - to the specific tasks of the formation of certain qualities or their elements. meaningful the component reflects the meaning invested both in the overall goal and in each specific task; content to be learned. The activity component provides for the interaction of teachers and pupils, their cooperation, organization and management of the process. Productive the component of the process characterizes the progress made in relation to the set goal.
The second important feature of the pedagogical process as a system is the presence in it of an internal structure of connections between the components and their subsystems.
Integrity of the pedagogical process
With the aim of scientific analysis and characteristics of the pedagogical process, we are talking about this process in general. In fact, the teacher deals with the learning process, many educational processes (moral education, labor, environmental, etc.), development processes individual features students (abilities, inclinations, interests, etc.). For example, the development of cognitive, labor, heuristic, inventive and other abilities of schoolchildren, who for many years have been in specialized creativity lessons and extracurricular activities successfully carried out by the famous teacher-innovator from Reutov near Moscow, I. P. Volkov.
The pedagogical process is not a mechanical combination of these processes, but a new high-quality education in which all the constituent processes are subject to a single goal. The complex dialectic of relations in the middle of the pedagogical process consists in the presence of the general and the preservation of the specific.
The specificity of the processes is due to their dominant functions. The learning process mainly affects the intellectual sphere of the individual, directly forms Her consciousness. Therefore, it makes a special contribution to the learning function. The process of education is addressed primarily to the attitudes, actions and emotions of the individual. It mainly affects the motivational and activity behavioral sphere. In this regard, its dominant function is the function educational.
Each of the processes in a holistic pedagogical process also performs related functions. Thus, the learning process carries out not only educational, but also educational and developmental functions; the process of education - educational and developing. Specially built processes for the development of students' abilities and inclinations significantly affect the expansion and deepening of their knowledge, skills, and the formation of attitudes to the relevant types of activities, behavior. That is, they perform the corresponding educational and educational functions. This nature of interrelations is reflected in the purpose, tasks, content, forms and methods of organically inseparable processes. For example, the content of education is dominated by the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a significant impact on the development of thinking, the formation of a scientific worldview. The content of education is dominated by the formation of value orientations, the experience of relations to the surrounding reality and oneself, motives, methods and rules of socially significant behavior and activity. At the same time, the content of education develops students' ideas, contributes to the formation of knowledge and skills, stimulates interest in learning, their activity in learning.
The methods (paths) of teaching and upbringing differ in emphasis: if training uses mainly methods of influencing the intellectual sphere, then upbringing, I do not exclude them, uses methods that affect the motivational and activity-behavioral sphere. At the same time, the methods of training and education are interconnected. It is impossible to form any quality of personality, and not by teaching students to master the norms of social behavior, and not by stimulating their teachings.
So, all the components of the pedagogical process, thanks to the interconnections, create a new high-quality education, which is characterized by integrity. It is the integrity of the pedagogical process that provides the conditions for the implementation main goal education - a full-fledged comprehensive and harmonious development of the individual.
4. Pedagogical process, features of the pedagogical process, principles of its organization
Pedagogical process- this concept includes the method and way of organizing educational relations which consist in the systematic and purposeful selection and application external factors development of learning subjects. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires the environment of a certain pedagogical system.
The concept of "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of education, upbringing and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous.
The teaching process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.
The structure of the pedagogical process includes:
1. The goal is to identify the final result.
2. Principles are the main directions in achieving the goal.
4. Methods is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.
5. Means - ways to "work" with the content.
6. Forms - this is a consistent receipt of the result of the pedagogical process.
The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc.
Russia's regulatory documents present the following understanding of goals.
1. The system of goals in model provisions about educational institutions(formation of a common culture of the individual, adaptation to life in society, creation of a basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).
2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for future professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.
Method(from the Greek sheShoskzh) of the pedagogical process - these are the ways of the relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as an experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in solving the problem.
Different types of classification of the methods of the pedagogical process can be determined as follows: according to the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of personality: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), behavior formation methods (exercises, trainings, games, assignments, requirements, rituals, etc.), methods of feelings formation (stimulation) (approval, praise, censure, control, self-control, etc.).
The components of the system are educators, students, and learning environments. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between the teacher and the student. Thus, the system of elements is a target, content, activity, and resultant components.
Target Component process is the unity of all the various goals and objectives of educational activities.
Activity Component- this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result.
Effective Component process shows how effective the process was, determines the successes and achievements depending on the goals and objectives set.
Pedagogical process- it is necessary labor process which is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is pedagogical interaction.
The pedagogical process is not so much a mechanical combination of the processes of education, training, development, as a completely new qualitative system that can subordinate objects and participants to its own laws. All constituent components are subject to a single goal - to preserve the integrity, commonality, unity of all components.
The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is training, education - education, development - development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing is manifested not only in educational, but also in developing and educational function and learning is inextricably linked with upbringing and development.
Objective, necessary, essential connections that characterize the pedagogical process are reflected in its patterns. The patterns of the pedagogical process are as follows.
1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the overall achievements of the student grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and the children.
2. Personal development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors:
1) genetic factor - heredity;
2) pedagogical factor - the level of educational and educational sphere; participation in educational work; means and methods of pedagogical influence.
3. Management of the educational process. In the management of the educational process, the level of efficiency is of great importance pedagogical impact per student. This category depends on:
1) the presence of systematic and valuable feedback between the teacher and the student;
2) the presence of a certain level of influence and corrective actions on the student.
4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:
1) the degree of stimulation and motivation of the pedagogical process by students;
2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness.
5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:
1) the quality of the student's personal perception;
2) the logic of assimilation perceived by the student;
3) the degree of practical use of educational material.
6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.
7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:
1) the development of the most versatile desires of a person and the realities of society;
2) available material, cultural, economic and other opportunities for a person to realize their needs in society;
3) the level of conditions for the expression of the pedagogical process.
So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods.
Let's define the main principles of the pedagogical process.
1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.
2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and the changes and phenomena taking place in the entire public life of the country - economy, politics, culture, on the other hand.
3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.
4. The principle of scientific character, which means the need to bring the content of education into line with a certain level of scientific and technological achievements of society, as well as in accordance with the already accumulated experience of civilization.
5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.
6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.
7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills and abilities, personal qualities that were learned in the learning process, as well as their systematic and consistent development.
8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world which lead to the development of thinking from the figurative-concrete to the abstract.
9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.
10. The principle of interconnection pedagogical management and autonomy of students. It is very important from childhood to accustom a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.
11. The principle of consciousness of children. This principle is intended to show the value active position students in the teaching process.
12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.
13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.
14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.
15. The principle of influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.
16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work mental activity. As a rule, knowledge that is acquired independently becomes strong.
Thus, defining in stages the unity of education and training in the pedagogical process, the goal as a backbone component of the educational system, general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the education process, being a fundamental, systemic, purposeful and unifying process of education and training, influences the development of the individual, and, therefore, the development of society and the state.
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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 a general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from 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 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 character traits, 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 the educational process: learning and learning. 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 carry personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also necessary condition 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 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. The psychological service is an organic component of the modern education system, ensuring the timely identification and maximum use in the education and upbringing of children, their intellectual and personal potential, the child's inclinations, abilities, interests and inclinations. Pedagogical Service is also designed to ensure the timely identification of reserves pedagogical development children, their implementation in training and education. If a we are talking about children lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate them in time possible reasons developmental delays. 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 the natural and social laws of the mental development of children, with the main provisions psychological theory 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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We already know that the Latin word "processus" means "moving forward", "change". 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 melted into personality qualities. In the pedagogical literature of previous years, the concept of "educational process" was used. P.F. Kapte-reva, A.I. Pinkevich, Yu.K. Babansky and other teachers have shown that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. Otherwise, the terms "educational process" and "pedagogical process" and the concepts they denote are identical.
Consider the pedagogical process as a system (Fig. 5). The first thing that catches your eye is the presence in it of many subsystems embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.
Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation makes it possible to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.
The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, the school, the class, the lesson, and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others. There are also specific conditions for each system. Intra-school conditions, for example, include material and technical, sanitary and hygienic, moral and psychological, aesthetic and other conditions.
Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. It has already been emphasized that understanding the connections is most important, because only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Relationships in a pedagogical system are not like connections between components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.
To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. Such a criterion can be any sufficiently weighty indicator of the process, the conditions for its flow, or the magnitude of the results achieved. It is important that it meets the goals of studying the system. It is not only difficult, but there is no need to analyze the system of the pedagogical process according to all theoretically possible criteria. Researchers choose only those, the study of which reveals the most important connections, provides insight into the depths and knowledge of previously unknown patterns.
What is the goal of a student who first gets acquainted with the pedagogical process? Of course, first of all, he intends to understand general structure system, the relationship between its main components. Therefore, the systems and criteria for their selection should correspond to the intended goal. To isolate the system and its structure, we use the well-known in science criterion of row arrangement, which allows us to distinguish the main components in the system under study. Let's not forget about the process flow system, which will be the “school”.
The components of the system in which the pedagogical process takes place are teachers, educators, and the conditions of education. The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, content, activity, and result.
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. This component in the literature is also called organizational or organizational and managerial. Finally, the resultant component of the process reflects the efficiency of its flow, characterizes the shifts achieved in accordance with the goal (Fig. 6).
Many systems of the pedagogical process are allocated for the analysis of the connections that appear between the components of the system. Of particular importance are information, organizational, activity, communication links, manifested in the process of pedagogical interaction. An important place is occupied by the connections of management and self-government (regulation and self-regulation). In many cases, it is useful to take into account causal relationships, highlighting the most significant among them. For example, an analysis of the reasons for the insufficient effectiveness of the pedagogical process makes it possible to reasonably design future changes and avoid repeating the mistakes made. It turns out to be useful to take into account genetic ties, i.e., to identify historical trends and traditions in teaching and upbringing that ensure proper continuity in the design and implementation of new pedagogical processes.
The last decades of the development of pedagogical theory are characterized by the desire to single out functional connections between the objects of pedagogical systems, to use formalized means for their analysis and description. This brings tangible results so far only in the study of the simplest acts of training and education, characterized by the interaction of a minimum number of factors. When trying to functionally model more complex, multifactorial pedagogical processes approaching the real, excessive schematization of reality is obvious, which does not bring any noticeable benefit to cognition. This shortcoming is stubbornly overcome: they use more subtle and precise formalized descriptions of the process of introducing new sections of modern mathematics and the possibilities of computer technology into pedagogical research.
In order to more clearly imagine the pedagogical process taking place in the pedagogical system, it is necessary to find out the components of the system public education generally. In this regard, the approach outlined by the American educator F.G. Coombs in The Crisis of Education. System analysis". In it, the author considers the main components of the education system: 1) goals and priorities that determine the activities of systems; 2) students whose training is the main task of the system; 3) management that coordinates, manages and evaluates the activities of the system; 4) the structure and distribution of study time and the flow of students in accordance with various tasks; 5) content - the main thing that schoolchildren should receive from education; 6) teachers; 7) study guides: books, blackboards, maps, films, laboratories, etc.; 8) premises necessary for the educational process; 9) technology - all the techniques and methods used in teaching; 10) control and assessment of knowledge: admission rules, assessment, examinations, quality of training; 11) research work to increase knowledge and improve the system; 12) costs of system performance indicators 1 .
Professor I.P. Rachenko in the education system that has developed in our country identifies the following components:
1. Goals and objectives that determine the operation of the system.
3. Pedagogical staff, ensuring the implementation of the goals and objectives of the content of training and education.
4. Scientific personnel providing scientifically substantiated functioning of the system, continuous improvement of the content and methods of organizing training and education at the level of modern requirements.
5. Pupils, whose education and upbringing is the main task of the system.
6. Logistics (premises, equipment, technical means, tutorials
7. Financial support of the system and indicators of its effectiveness.
8. Conditions (psychophysiological, sanitary and hygienic, aesthetic and social).
9. Organization and management.
In this system, the place of each component is determined by its value, role in the system and the nature of relationships with others.
But it is not enough to see the system in general. It is necessary to understand its development - to see the outgoing past, and the present, and the coming future by its constituent elements, to see the system in its dialectical development.
The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.
As in other labor processes, objects, means, and products of labor are singled out in the pedagogical process. The objects of the teacher's activity are a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes.
The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, skills, and experience necessary for an adult. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche - the features of perception, understanding, thinking, the formation of will and character.
The means (tools) of labor is what a person places between himself and the object of labor in order to achieve the desired effect on this object. In the pedagogical process, the tools of labor are also very specific. These include not only the knowledge of the teacher, his experience, personal impact on the student, but also the types of activities to which he should be able to switch students, ways of cooperating with them, the method of pedagogical influence. These are spiritual means of labor.
The products of pedagogical labor, the creation of which is directed by the pedagogical process, have already been discussed in the previous sections. If what is “produced” in him is presented globally, then this is an educated, prepared for life, social person. In specific processes, "parts" of the general pedagogical process, particular tasks are solved, individual qualities of the individual are formed in accordance with the general target setting.
The pedagogical process, like any other labor process, is characterized by levels of organization, management, productivity (efficiency), manufacturability, economy, the selection of which opens the way for substantiating criteria that make it possible to give not only qualitative, but also quantitative assessments of the levels achieved. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that allows you to reliably judge how quickly and efficiently this process proceeds.
I I. Fill in the blanks
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, the most fully consecrated various aspects pedagogical process 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 goal of the pedagogical process, as well as its achievement, are determined by historical, social and cultural value 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:
combination of 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) method and result internal organization personality as a system of personal properties.
Training is Team work teaching and learning, 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;
evaluation educational achievements students.
“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.
AT modern science under "education" social phenomenon understand the transmission 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? AT general view 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 regulations in the field mother tongue and literature, history, geography, art, labor training, etc. They are 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 and cognitive activities. 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.
The verbal methods also include 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 before the moral problem of 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 studied phenomena, but is also widely used to familiarize appearance 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, stationery, 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 projected 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
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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.