Eventfulness in educational and pedagogical activity. New educational technologies "event technology"
EVENT PEDAGOGY IN THE CONDITIONS OF THE CHILDREN'S EDUCATIONAL AND HEALTH CENTER
Human life is filled with events. different. The mechanisms of memory are arranged in such a way that a person remembers exactly the events - significant phenomena, facts of personal and public life. Everyone has their own life experience, which is complex from events. First day at school, first love, going to university, graduating, first job, having a baby, first sports victory, first literary publications, first... Notice, when we talk about events, very often the definition of "first, first" are basic. It turns out that the event is in many ways what happened for the first time? Of course, everything is much more complicated.
Especially at a young age, a person's life is a sequence of various events that have a different emotional tone and impact. All the variety of events occurring in a person's life can be classified according to various grounds. For example, according to the nature of the emotional response, one can distinguish positive events that cause joyful emotions, and negative events that are associated with troubles and failures.
An event is something that happened, this or that significant phenomenon, a fact of public, personal life. The problem of eventfulness in the educational environment is becoming increasingly relevant, since it is directly related to the creation of the necessary cultural conditions. Remorenko on this occasion reports that the eventfulness of the school way of life is the principle of open pedagogy, which underlies the model of “our new school”.
In most cases, a person seeks events that create a positive resonance in life, and to avoid negative events that can bring harm. However, there are both individual individuals and entire age groups (for example, adolescents) for whom an event that can cause strong emotional experiences. They usually strive for "strong" experiences if they lack eventfulness. Therefore, eventfulness with any sign is accepted. Teenagers want not only to be witnesses of ongoing events, but also to become its active participants. For them, it seems important to talk about the event, to create in the minds of their peers their own image of an “event personality”.
The psychologist believes that events that cause significant changes in a person's life are called critical. The scientist identifies normative and non-normative critical life events. Normative events include events that usually occur at a certain age and have a certain content. Abnormal events include events that are atypical for most people. They lead to a fundamental loss of control, to disorganization, depression, and an underestimation of one's capabilities. They are unpredictable and impossible to prepare for.
It seems interesting to study the scientist, who defines the concept of "event" through the prism of such a complex, contextual concept as "community" - a set of people, organized or unorganized, small or big group. The content of another meaning of this concept is the inclusion of people in permanent or temporary forms joint activities, depending on the presence of common values and meanings. Some modern researchers adhere to an even narrower understanding of generality. From this point of view, community is an association of people based on common values and meanings: moral, professional, worldview, religious, etc. Community here is, first of all, the internal spiritual unity of people, characterized by mutual acceptance, mutual understanding, the internal disposition of each friend to friend .
believes that communities in which not statuses, but positions rule, are a space for development. He calls such a community "co-existence" or "co-existential community". Etymologically, "co-existence" means coexistence, cohabitation, but from the point of view of semantics, the main meaning of the word is preserved - something significant and important in a person's life.
The event community is characterized by the completeness of connections and relationships. As he notes, the main function of co-existence is developing. “... co-existence is that which develops and develops. Accordingly, the very course of development consists in the emergence, transformation and change of some forms of compatibility, unity, co-existence by other forms - more complex and more high level development…” .
Proceeding from this, it can be assumed that it is within a particular event community that proper human abilities are formed (emerge) for the first time, allowing the child, firstly, to enter various other communities and join certain forms of culture, and, secondly, to leave this particular community. community, to individualize in it and to create new forms, that is, to be original.
Such reflections, conclusions and practical recommendations are effectively extrapolated to the educational system of children's health camps, to the organization of the pedagogical process in educational and health centers. Indeed, the community of adults, which over the years has developed a special style of behavior, attitude towards the child, to creativity, is an event for children who, even for a short period of time, fall into this community, imbued with its traditions, rules, and attitudes. This means that in this community, temporally-spatial, but spiritual and professional, certain effects, positive phenomena, which we call events, should play a primary role.
Organization of events is an important task of the teacher. The event method, as part of the environmental method, must be considered in the context of the pedagogical process. The pedagogical process is a holistic educational process, characterized by the joint activity of its subjects, cooperation and co-creation, contributing to the development and self-realization of both the student and the educator. The pedagogical process is filled with events, or at least should be filled. A decrease in the eventful saturation of life can cause a low realization of internal capabilities, a reduction in achievements, as well as deviant behavior of young people. Prevention of deviant behavior of schoolchildren is possible through the organization of activities, situations full of events that affect the value-semantic sphere of the individual. This is one of the reasons why a teacher, when working with schoolchildren, needs to master the technology of organizing and implementing life events.
What is the event method and how is its mechanism of influence applicable in the conditions of a children's health camp (center)? The event approach is a technology for organizing and implementing significant events in the life of a team and an individual. It has an impact on the mental and emotional sphere of pupils, which means that it has a holistic, systemic character. Seen, experienced, organized personally render strong impact on the child, and this impact on the individual or group is provided on the basis of the organization in pedagogical activity events that cause strong emotional experiences. The event approach was reflected in pedagogical activity, which noted that " great importance in a person's life have bright and exciting events. .
The life of the children's team should be filled with creativity, interesting activity, labor tension and this is the basis for creating bright and successful events. What is the specificity of the event approach in the conditions of the NDC "Zubrenok"?
Above we mentioned that the event is largely characterized by first, i.e. an unforgettable trace leaves what was for the first time. A child who came to Zubrenok for one shift or another must good sense face new
events, phenomena, experiences. Moreover, this new has the property of territoriality, i.e. such novelty is possible in a specific context, “here and now”.
The main form of this novelty should be holidays- collective creative, combined forms, involving a wide range of both demonstration and interactive methods. To organize them, it is necessary to include children in the preparation and organization of the holiday. The holiday is a milestone in the life of the team, separating one period from another. The biographical effect of the holiday is achieved through various means: an upbeat, solemn atmosphere, vivid experiences, specially organized affairs, interesting guests, the implementation of the principle of openness, involvement, etc. The center's capabilities, its infrastructure, the experience of creative novelty, and the professionalism of teachers make it possible to organize events - holidays qualitatively, professionally, competently.
The determining factor in upbringing based on life events is the organizational aspect, which includes pupils in the development of a scenario, preparation and implementation of a life event. In the planning process, one should take into account the fact that the attitude to the event is determined by the system of expectations, the degree of involvement of schoolchildren in activities. Also defined possible options interaction with different participants in the educational impact, institutions, groups in order to optimize the educational impact. At the accomplishment stage, the event is directly realized in specific life conditions. The implementation of the event is carried out in accordance with the developed and approved annual plan.
An important point and specificity of the organization of the pedagogical process from the point of view of the event approach is the so-called. "proximity zone". Communication with peers, reflection of the evening light, visits to circles, victories in individual competitions, organization of research activities - everything can become an event for a child.
The role of the teacher is to manage the event as an instrument of influence. The event connects the educator, the pupil and the situation into a single whole. The educational impact is carried out not only by direct relations, but also by the context that is set by the situation or event. From this point of view, the task of the educator includes the organization of precisely those events that have a positive impact on the personality.
The scientist believes that in order to implement the event approach in educational process it is advisable to organize alternative activities, within which the desire for risk can be realized, the search for thrill, increased behavioral activity, provoking strong emotional states schoolchildren. Suffice it to recall the most popular games of summer projects in the NDC "Zubrenok" - a detective game " Secret materials”, the evening game “Octopus”, extreme projects, etc., which in practice confirm the above thesis.
The event approach as a technology for organizing and managing events occupies an important place in the system of forms and methods of education. It allows you to establish close links between real life and educational, educational content, life processes occurring in a person or group, and their pedagogical value. The effectiveness of the educational impact of the teacher on the basis of the event approach is determined by the level of mastery of the relevant methods and professionalism.
Summing up, we note that the event community is a space for the development of the child. In the process of relationships, communication with adults, "the acquisition of his soul by the child" occurs. This happens because through external stimulation, direct connections with adults, the child develops self-awareness.
Literature:
Anikeeva, climate in the team: Methodical
material / . - M.: Enlightenment, 1989. - 223 p.
Vachkov, I. V., Deryabo, the world of training. Methodological
bases of the subjective approach in group work. , S.D.
Deryabo. - St. Petersburg, 2004.
Karandashev, development. Part one. Introduction. . Minsk, 1997.
Manuilov, approach to education. . - M .: Pedagogy, 2000. No. 7.
Makarenko, pedagogical works: in 2 volumes. - M., 1977. T.1.
Nemov, . Textbook for students of higher ped. educational
establishments. In 3 books. Book. one. General Basics psychology. - 2nd ed. - M.: Education: VLADOS, 1995. - 576 p.
Rosin, such an event? (Analysis of the conditions of the philosophical
Prepared, Methodist
Elena Evlampieva
Event approach in preschool educational institution
Preschoolers are the first step in education. GEF is focused not only on support "diversity childhood", but also the variability of developing forms of this support.
Event approach considered by us as productive pedagogical technology organization and implementation of significant events in the life of a preschool team and an individual, using which we can ensure the achievement of the targets defined in the Federal State Educational Standards preschool education.
Idea event approach borrowed from pedagogical system A. S. Makarenko, who noted that bright and exciting developments that cause a positive emotional response in the minds of children of all ages.
Building educational process on the basis of a complex-thematic principle, close to the so-called « eventful» principle, will make children's lives kindergarten more interesting, and the educational process - motivated.
The main principles of interaction between the educator and children in event
approach the principle of empathy comes forward, which implies the creation of positive, trusting, open relationships with the child, taking into account his states, empathy and support, as well as reliance on children's activities (playing, drawing, designing, etc., which makes it possible to implement meaningful communication at a level of understanding accessible to the child.
Events for children…
1. Children develop abilities, the desire for independence is activated, a creative attitude to their own activities and a desire to participate in collective activities, to bring the work begun to the end, develop.
2. All children independently look for ways to solve their own goals, choose means, check the correctness of the decision.
3. Children's goal setting and activity planning by children helps them focus on the next steps.
Eventfulness for educators…
eventfulness promotes motivation for self-development and self-education. After all, children's questions are sometimes such that you turn to different sources-encyclopedias, methodological literature looking for ways to solve the problem.
The educator is an equal participant in the activity on a par with
The implementation of integrated thematic planning is based on the following approaches:
Bright event in nature, social life society or holiday;
Bright developments, specially modeled by the educator, by introducing new, unusual interesting items;
developments, forming a sense of citizenship of the child (Day of Russia, Defender of the Fatherland Day, Victory Day) ;
Phenomena of moral life (Days "Thanks", kindness, friends) ;
Natural phenomena (Days of water, earth, birds, animals) ;
World of art and literature (Days of poetry, children's book, theater) ;
Traditional holiday family events, societies and states (New Year, March 8 Day, Spring and Labor Day, Mother's Day) ;
The most important professions (days of educator, doctor, day of food industry workers, builder's day).
Currently, in the pedagogical environment there is an interest in the concept "educational event» , which is connected, first of all, with its effectiveness in the development of the personality of the child.
What is the essence of the concept "educational event» ?
The essence of educational events is that special conditions are organized for children's action, the experience gained, meaningful and conscious, turns into a means to achieve a new, already higher, goal.
At the same time, any of the participants in the educational developments is a real participant, not viewer: everyone has their own meanings, their own activities, their own experiences - but the field of choice is such that in the choice of limited (content and time) resources the child should have unlimited possibilities.
According to B. D. Elkonin, “ event is not a consequence and continuation of the natural course of life. Event connected just with a break in this flow and the transition to another reality. That is event should be understood as a responsible action, as a transition from one type of behavior to another, from one idea to another, from not understanding another to its development and acceptance. Event should not be taken as a coincidence. Event involves very serious, difficult and strenuous work and experience.
Substantiation of the integrative possibilities of educational events:
1. During the implementation of educational events modern educational technology Key words: project-based learning, problem-based learning.
2. Educational developments contribute to the integration of the educational process.
3. Educational developments form an effective educational space aimed at the formation of a holistic, diversified personality.
4. Educational developments allow to systematize, generalize and reduce knowledge into a single harmonious picture of the world around.
5. Educational developments contribute to increasing the motivation of the educator for pedagogical activity and the child for learning.
6. Educational developments develop a creative attitude to their own activities, provide an opportunity to adequately evaluate it, develop skills for self-development and self-learning.
7. Educational developments contribute to the successful socialization of the individual.
The activities of the teacher in the implementation eventfulness can be arranged for different levels: in the process of continuous educational activities, individual and group forms, etc.
A feature of the teacher's activity is that it is flexible, differentiated and includes elements of spontaneity and improvisation, requires a number of professional skills and abilities, among which is the ability to observe the activities, behavior and relationships of children, analyze current developments, interpret the results.
Stages of organizing educational events in preschool:
– definition of the topics of educational events. Activities are recorded in complex-thematic planning, annual work plan of the institution, plans educational work,
– determination of the goals and objectives of the upcoming educational developments, planning stages of preparation.
Ideally, joint activities of the teacher and pupils should be organized here, but in practice this is not always the case. Therefore, the teacher himself determines the goals and objectives of the educational developments. If several teachers participate in this event, then they organize this activity jointly.
There is a definition of the goals of organized educational activities different in content and form, traditional and non-traditional. The teacher determines what additional resources he needs to conduct educational developments(joint activities with other teachers, parents, etc., their joint activities are also planned, a model for achieving the goal is developed, the means necessary to achieve it are determined, activities are detailed at each step, taking into account the individual characteristics of the individual, relations in the group and readiness for event.
– preparation for educational event.
In preparation for educational event pupils receive the knowledge and skills that will be necessary during the educational developments. Creative workshops are held here, children are given special tasks, the guys cook creative work, viewing thematic materials.
– conducting educational developments, the most wonderful and long-awaited moment of action.
The scenario of educational developments developed by the teacher.
Bright visibility (decoration of an exhibition of children's works, decoration of the venue events according to the theme, creative game action, surprise and surprise are mandatory criteria for the preparation of educational developments.
– reflection, the effect of participation in educational event.
As a result of the educational developments exchange of views on participation in event, participants share their impressions, express their opinion about the lived. At the assessment stage, the results obtained are analyzed, the effectiveness of the educational impact is determined, positive and negative experience of organization and implementation is taken into account. developments, taking into account the analysis carried out, adjustments are made to the educational process.
The value of educational events in that it creates an integral unity of the educational process, and its content reflects the picture of everything studied, acquired, accumulated, formed in the creative, speech, cultural, emotional sphere. In educational event also presents a holistic picture personal qualities child - this is efficiency, perseverance, diligence and the qualities of interpersonal communication - this is creative cooperation, kindness, responsiveness, empathy. Preparation for educational event- this is creative process and joint activities of the teacher, children, parents, where everyone finds a place for himself and learns new possibilities of his personal qualities.
UDC 373.1.02(045)
G.E. Solovyov
EVENT APPROACH IN EDUCATION OF SCHOOLCHILDREN
The event approach in the organization and implementation of educational work with schoolchildren is considered. Particular attention is paid to the technology of implementing the event approach in the educational process, the structure of the training is presented.
Keywords: biographical development of personality, environmental, situational and event approaches in pedagogy, event analysis and event correction of personality, technology of organization and implementation of events.
The pedagogical process can be viewed as a structured, based on certain principles, management of the dynamics of the formation and development of the personality through the organization and accomplishment of certain events in the life of the team and the individual. Studies show that the ways of perceiving, experiencing and comprehending events, integrating them into a holistic picture of one's life act as a mechanism for determining the real life path personality. Deformations that are associated with impoverishment, a narrowing of the time perspective, a decrease in the eventful saturation of life and dissatisfaction with it, can cause deviant behavior of young people (early alcoholization, drug addiction, delinquent behavior). Prevention and correction of deviations in schoolchildren is possible through the organization of activities, situations full of events that affect the value-semantic sphere of the individual through the development of skills in life orientation, independence and initiative, decision-making.
Therefore, the teacher in working with schoolchildren needs to master the technology of organizing and implementing life events. Planning and organizing events in the pedagogical process can become the basis for reassessing one's life, and, accordingly, changing the worldview and forming socially significant behavior of the individual.
AT scientific literature the event approach to the characterization of the temporal dynamics of the life path has been developed. Within the framework of this approach, events are a unit of measure for the structure of a life path. The event approach has been widely used in recent times in various areas of practical activity: management, training technologies, education, etc. . The event approach can be considered in two aspects, which are interconnected and condition each other. On the one hand, it consists in the analysis of the event structure of the life path, the features of the eventfulness of a particular life, as well as inter-event connections of the type "cause - effect" or "goal - means", which are an essential characteristic of the subjective picture of the life path. On the other hand, the event approach finds its embodiment in the sphere of practical
actions, where, on the basis of ongoing events, a person is influenced, his ideas, values and meanings change.
Event analysis allows you to determine changes in the direction and pace of development of the individual, her life path as a whole. In the study of the biographical development of a person, the study of the classification of events and the selection of the most significant events from the entire set, the establishment of cause-and-effect relationships between them, the understanding of the logic of the life path, its direction and meaning, seems relevant. It is important to qualitatively analyze the events, as well as their place in the overall picture of a person's life path. Therefore, only those events that have acquired a biographical status are subject to evaluation and comprehension.
Recently, the theory of distinguishing life events as given, predetermined and as markers that interrupt the course of life, transforming the entire previous and subsequent experience of a person’s life has become more widespread. Human life is a sequence of various events that have different valency and nature of the impact on a person in the process of life.
All the variety of events occurring in a person's life can be classified according to various grounds. Events differ in the nature of the emotional response of a person to them. Events can be distinguished: positive ones, which cause emotions of joy and happiness, and negative ones, which are associated with troubles and failures. In most cases, a person seeks events that create a positive resonance in life, and to avoid negative events that can bring harm. However, there are both individual individuals and entire age groups (for example, adolescents) for whom an event that can cause strong emotional experiences is the determining factor. They usually strive for "strong" experiences if they lack eventfulness. Therefore, eventfulness with any sign is accepted. Teenagers want not only to be witnesses of ongoing events, but also active participants. For them, it seems important to talk about the event, to create in the minds of their peers their own image of an “event personality”.
You can also differentiate events according to the degree of impact on human consciousness. We designate these events as biographical, which become a turning point in the biography of the individual, determining its trajectory. Events that cause significant changes in a person's life are called critical. Normative and non-normative critical life events are singled out. Normative events include events that usually occur at a certain age and have a certain content.
Abnormal events include events that are atypical for most people. They lead to a fundamental loss of control, to disorganization, depression, and an underestimation of one's capabilities. They are unpredictable and impossible to prepare for.
Events may also differ depending on the subject area in which they occur or are localized. Thus, co-
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being-impressions fixed in the mind of a person and acquiring the form of images, pictures. This type of event also includes prophetic dreams that predict the future. Thought-events occur in the sphere of thinking as a result of mental activity. Life events based on the mechanisms of awareness can be built into certain cause-and-effect relationships and begin to be perceived as a life line. Therefore, biographical discoveries are possible, when a person, on the basis of reflections on his life, begins to see some period of his life in a “new light”, establish connections between events, acquire a new understanding of himself and the world.
It is also necessary to single out events-actions that change the situation in which a person is located and can bring him to new levels of development. Through an act, a person expresses his position, his attitude towards other people, towards the world.
Thus, the development of event analysis allows you to determine the level of eventfulness as a characteristic human life, identify certain factors that affect a person's life path.
The event approach in the context of pedagogical influence has been developed in theory and practice in connection with the study of situational determinants of behavior. The situational approach is based on the provisions of the philosophy of existentialism about the existence of a person in a situation of choice, which is constantly changing, and therefore a person is forced to constantly make decisions. But in addition to the philosophical aspect, one should also single out the pedagogical one, according to which the situation is considered as pedagogical problem as the starting point, means and goal of education.
The situational approach involves training and education based on real life situations. Thus, a close connection between life and teaching is ensured, the content is planned educational process based on situational analysis. In addition, attention is focused on the knowledge and transformation of situations. Situations are considered as an objective set of elements of the environment (events, conditions, circumstances) that affect a person and enhance (or reduce) his activity.
The situational approach is developed within the framework of the interactionist paradigm of education, which considers the interaction of the individual and the situation in specific educational conditions. At the heart of this approach, the leading role is given to the situation in the formation and development of the personality, that is, the analysis of the influence of the situation on the subjective state of the personality, changing it in a certain direction.
In the context of the situational approach, pedagogical interaction is built taking into account the needs of children of different ages and specific life circumstances that arise in communication and interaction with adults and peers. So, the educator, based on the situation of a child being bitten by a bee, unfolds pedagogical process, using various pedagogical means for this: the child’s feelings associated with this situation, how to behave correctly in order to avoid being bitten, what help is needed
dima in this situation. In addition, they are studying various aspects life of bees, useful products of bee activity, features of their care, etc. Thus, the situation of a bee sting turns into a whole complex of knowledge that is worked out and mastered by children.
The most important feature of the activities of teachers is the absence of strict methodological and substantive regulation. The teacher's work is flexible, differentiated and includes elements of spontaneity and improvisation. It requires a number of professional skills and abilities, among which is the ability to observe the activities, behavior and relationships of children, analyze current events, and interpret the results.
The event approach is considered by us in the context of the environmental approach in education. The environmental approach in pedagogy is understood as a system of actions with the environment, ensuring its transformation into a means of diagnosing, designing and producing an educational result. It is related to the influence various factors, which acquire a complex nature of the impact on the individual.
The ideas of environmental pedagogy were actively developed and implemented in our country in the 20s of the twentieth century, when there was a search for forms of influence on the personality through the organization of the environment. In theoretical works and in practical activities, S.T. Shatsky, V.N. Shulgin, M.V. Krupenina, etc. presented different approaches to the environment as a factor in the study, formation and development of the social type and individuality of the child. The formation and development of personality was carried out on the basis of the organization of a certain environment, the organizer of which was the teacher. The environment changed in accordance with the goals set. For this, the rich educational potential of the environment was used: excursions, observations, research based on the project method, the brigade-laboratory method. Impacts on a person mediated by external conditions have found their theoretical justification and practical implementation in the study and organization of the factory environment, collective farms, communes, state farms, trade unions, etc. The environmental approach involves the neutralization of antisocial elements and the actualization of the positive potential of the social environment.
Thus, the object of the environmental approach in the process of educating schoolchildren is not only factors of positive environmental influence, but also the possibility of influencing the environment in order to improve it.
The situational and event approaches are considered by us as varieties of the environmental approach and are defined through categorical relations of the general, particular and particular.
The event approach is understood as a technology for organizing and implementing significant events in the life of a team and an individual. It is characterized by a specific focus and local nature of the impact. In addition, it has a holistic character, as it has an impact on the consciousness, emotional sphere and behavior of the individual. The effectiveness of the impact is based on the fact of the event, so
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as what is seen and personally experienced sometimes has a stronger impact than the information heard. The event is a variant of the communication of information, and can also provide rich empirical material that can be used in the future for discussion and interpretation, and become the basis for the joint activities of the teacher and the student.
The impact on a person or group is provided on the basis of organizing events in pedagogical activity that cause strong emotional experiences. The emotional nature of the impact is enhanced if the event takes place in the life of the collective, of which he is a member, and is associated with a group experience.
The event approach was reflected in the pedagogical activity of A.S. Makarenko, who noted that bright and exciting events are of great importance in human life. Therefore, the life of the team should be filled with work, labor stress and the success of tomorrow.
Biographical changes in the structure of the personality of pupils arise as a result of not evolutionary, but revolutionary development. In the evolutionary order, some predispositions are collected, prepared, changes are outlined in the spiritual structure, but all the same, some more acute moments, explosions, upheavals are needed for their implementation. A.S. Makarenko is interested in the dynamics of the pupil's relationship with the team (society). Not all relationships are the subject of pedagogical work, but only the brightest ones. Bringing these relationships to the limit, their absolutization is the essence of the "explosion" method and its biographical impact.
The method of "explosion" (shock) is the creation of such situations that are turning points in the biography of the child, his worldview and a new outlook on life. Biographical shifts, abrupt changes in the system of value orientations and meanings, the direction of life are achieved through the contrast, surprise and power of this impact. A.S. Makarenko uses various forms of "explosion" that influence the biographical development of pupils: boycott, expulsion from the colony, collective anger, meeting at the station...
The “meeting at the station” reception is significant in that homeless children are surprised by the changes that occur to them within a few hours. Makarenko notes that the explosion method (he also calls it surprise, a happy personality break) is effective if a “stunning, material, if not symbolic impression” has occurred.
Also important event in the life of the collective of the commune were the organization and holding of holidays. The movement towards the holiday is associated with the tension of labor effort. To organize them, it is necessary to include children in the preparation and organization of the holiday. The holiday is a milestone in the life of the team, separating one period from another. The biographical effect of the holiday is achieved through various means: an upbeat, solemn atmosphere, vivid experiences, closeness (corporatism), contrast (an abundance of sweets on this day).
To implement the event approach in the educational process, the teacher should take into account the following stages of the technological chain: diagnosis of the social situation and personality, forecasting and planning, implementation and evaluation and correction (if necessary) of the event.
At the diagnostic stage, the social situation is studied, the influence of environmental factors that determine the development of the individual and the group is revealed. At this stage, it is advisable to determine the events that are in the "zone of proximal development" of the individual and the group.
At the forecasting stage, the development of a scenario for organizing and holding an event is carried out, ways of developing an individual and a group are outlined depending on the influence of various factors and environmental variables, the functioning of which is driven by the event.
At the planning stage, a model for achieving the goal is developed, the means necessary to achieve it are determined, the activities at each step are detailed, taking into account the individual characteristics of the individual, relations in the group and readiness for the event. The organizational aspect is decisive in education based on life events, including the development of a scenario for the organization and implementation of a life event, when it is necessary not only to take into account the objective characteristics of the event, its most important parameters, but also individual characteristics their subjective perception, evaluation and interpretation.
In the planning process, one should take into account the fact that the attitude to the event is determined by the system of expectations, the degree of involvement of schoolchildren in activities. Also, possible options for interaction with different participants in the educational impact, institutions, groups are determined in order to optimize the educational impact.
At the accomplishment stage, the event is directly realized in specific life conditions. The implementation of the event is carried out according to the developed plan.
The role of the teacher is to manage the event as an instrument of influence. The event connects the educator, the pupil and the situation into a single whole. The educational impact is carried out not only by direct relations, but also by the context that is set by the situation or event. From this point of view, the task of the educator is to organize precisely those events that have a positive impact on the personality, determine its development in a pro-social direction. The activities of the teacher this stage is situational in nature and implies its readiness to solve various situational problems.
At the assessment stage, the results are analyzed, the effectiveness of the educational impact is determined, the positive and negative experience of organizing and implementing the event is taken into account, and, taking into account the analysis, adjustments are made to the educational process.
The event approach can be successfully used as one of the areas of work with teenagers and high school students. We have developed a program of classes aimed at activating the process of life
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definitions, the development of biographical thinking in adolescents. The biographical thinking of schoolchildren includes a number of qualitative characteristics: causal interpretation of the events of their own lives; the ability to holistically represent one's life (past, present and future) and explain what is happening in it in order to realize oneself as a real subject of life activity.
The purpose of the classes is to develop in adolescents the ability to navigate in changing life circumstances, assess the significance of past, present and future events, make optimal decisions in situations life choice. At the heart of the classes was the work on the awareness of adolescents of responsibility for choosing their life path and its implementation.
The training program consists of five modules, the consistent implementation of which allows you to achieve the goal of the work.
Life events. This module is dedicated to adolescents' awareness of the eventfulness of their own lives. In the classroom, such concepts as "event", "significant event", "eventfulness of life" are revealed, a typology of life events is formulated. Practical work should be carried out on the basis of those life events that were updated by adolescents in the process of group work. Teenagers learn to perceive their lives through the prism of events, evaluate their eventfulness, give interpretations to the events of their own lives.
Perception of time. When mastering this module, one gets acquainted with the concept of "psychological time of the individual", the features of its perception, experience and awareness by the individual. Work with the past, present and future is carried out on the basis of the series of events that was formed in previous classes. In the classroom, adolescents determine the relationship and significance of each time (past, present, future) in their lives, their psychological age.
Relationship of events. Within the framework of this module, much attention is paid to establishing causal relationships between events unfolded over time. Initially, through the built biographies, adolescents substantiate the relationship of life events, consider possible alternatives to the life path. Work with the events of one's own life is carried out on the basis of the causometry technique.
Perspective. Classes are devoted to the perception of expected future events. In the process of working with adolescents, the concepts of “goal” and “dream” are differentiated, which underlie ideas about the future, but have different motivational powers. Students get acquainted with specific ways of planning their future, building several strategies for achieving their goals and choosing the most optimal one.
Life as a whole. The module is focused on the generalization of the information received and its systematization. Analyzing the information received in previous lessons, the teacher helps to combine it into a single sense.
word connection in the minds of adolescents. At this stage of work, great importance is given to methods of integrating one's experience, building a picture of the world, which should be of a generalizing nature.
It should be noted that the organization and implementation of events can be considered as a relatively independent goal of education, which consists in saturating life with bright, memorable events that cause a positive emotional response in the minds of children and adolescents. The organization of the life of schoolchildren, its eventfulness, lies at the heart of the upbringing process. The activities of a teacher in the implementation of eventfulness can be organized at various levels: in the process of teaching individual subjects, conducting extracurricular activities, individual and group forms, etc.
In addition, in order to implement the event approach in the educational process, it is advisable to organize alternative activities, within which the desire for risk, the search for thrills, increased behavioral activity that provoke strong emotional states of schoolchildren can be realized.
The event approach as a technology for organizing and managing events occupies an important place in the system of forms and methods of education. It allows you to establish close links between real life and educational content, life processes occurring in a person or group, and their pedagogical significance.
The effectiveness of the educational impact of the teacher on the basis of the event approach is determined by the level of mastery of the relevant methods and professionalism. In addition to adolescence and youth, work with a biography is also of particular relevance in adult education.
BIBLIOGRAPHY
1. Khomik V.S., Kronik A.A. Relation to time: psychological problems early alcoholization and deviant behavior // Vopr. psychology. 1988. No. 1. S. 98-106.
2. Vachkov I. V., Deryabo S. D. Windows to the world of training. Methodological foundations subjective approach in group work. SPb., 2004.
3. Zhukov Yu.M. Communication training. M., 2004.
4. Karandashev Yu.N. Psychology of development. Part one. Introduction. Minsk, 1997.
5. Sartre J.P. Being and nothing. M., 2000.
6. Sorokova M.G. Modern preschool education: USA, Germany, Japan. M., 1998.
7. Soloviev G.E. Specificity of environmental, event and situational approaches in pedagogy // Environmental approach to learning foreign languages on new technologies. Izhevsk, 2006. Part 2. S. 24-26.
8. Manuilov Yu.S. Environmental approach in education // Pedagogy. 2000. No. 7. pp. 36-42.
9. Soloviev G.E. Biographical aspects of personality development in the works of A.S. Makarenko // Cogito. Issue 2. Izhevsk, 2000. S. 35-44.
10. Makarenko A.S. Selected pedagogical works: in 2 volumes. M., 1977. V.1.
PHILOSOPHY. PSYCHOLOGY. PEDAGOGY 2009. Issue. 2
11. Soloviev G.E. Biographical method in activity social educator and social worker. Izhevsk, 2002.
12. Soloviev G.E. The fate of man as an anthropological problem. Essays on pedagogical anthropology. Izhevsk, 2003.
Received 05.02.09
G. Ye. Solovyov, candidate of pedagogy, associate professor Event-driven approach in schoolchildren’s education
The paper deals with the event-driven approach to organizing and implementing educational work with schoolchildren. Particular attention is paid to the technology of implementing the event-driven approach in the educational process. The training structure is presented.
Solovyov Gennady Egorovich, candidate pedagogical sciences, Associate Professor, State Educational Institution of Higher Professional Education "Udmurt State University»
426034, Russia, Izhevsk, st. Universitetskaya, 1 (building 6)
Municipal preschool educational institution
"Kindergarten No. 7 "Crane"
Rtishchevo, Saratov region
Tutor Bobina T.Yu.
Preschoolers are the first step in education. The Federal State Educational Standard is focused not only on supporting the "diversity of childhood", but also on the variability of the developing forms of this support.
Today, the pedagogical community faces the task of affirming the priority of the child's individuality. AT transition period, which is experiencing the entire system of preschool education, new guidelines are indicated aimed at:
Promoting the development of the child in cooperation with parents;
Desire to make children's lives more interesting;
Formation of an initiative, active and independent child;
Reduction and simplification of the content of education for children preschool age by setting targets for each educational area.
The event approach is considered by us as a productive pedagogical technology for organizing and implementing significant events in the life of a preschool team and an individual, using which we can ensure the achievement of the targets defined in the Federal State Educational Standards for Preschool Education.
The idea of the event approach was borrowed from the pedagogical system of A. S. Makarenko, who noted that bright and exciting events that cause a positive emotional response in the minds of children of all ages are of great importance in a person’s life.
Building an educational process based on a complex thematic principle, close to the so-called "event" principle, will make the life of kindergarten children more interesting, and the educational process motivated. The implementation of integrated thematic planning is based on the following approaches:
A bright event in nature, the social life of society or a holiday;
Bright events specially modeled by the educator by introducing new, unusual interesting items;
Events that form a sense of citizenship of the child (Day of Russia, Defender of the Fatherland Day, Victory Day);
Phenomena of moral life (Days of "thank you", kindness, friends);
Phenomena of the natural environment (Days of water, earth, birds, animals);
World of Art and Literature (Days of poetry, children's books, theater);
Traditional festive events of the family, society and state (New Year, March 8, Spring and Labor Day, Mother's Day);
The most important professions (days of educator, doctor, day of food industry workers, builder's day).
Currently, in the pedagogical environment there is an interest in the concept of "educational event", which is associated, first of all, with its effectiveness in the development of the child's personality.
What is the essence of the concept of "educational event"?
At the same time, any of the participants in the educational event is really a participant, not a spectator: everyone has their own meanings, their own activities, their own experiences, but the field of choice is such that in the choice of limited (content and time) resources, the child should have unlimited opportunities.
According to B. D. Elkonin, “an event is not a consequence and continuation of the natural course of life. The event is connected precisely with the interruption of this current and the transition to another reality. That is, an event should be understood as a responsible action, as a transition from one type of behavior to another, from one idea to another, from misunderstanding of another to its development and acceptance. The event cannot be understood as an accident. The event involves very serious, difficult and intense work and experience.
Substantiation of the integrative possibilities of educational events:
1. During the implementation of educational events, modern educational technologies Key words: project-based learning, problem-based learning.
2. Educational events contribute to the integration of the educational process.
3. Educational events form an effective educational space aimed at the formation of a holistic, diversified personality.
4. Educational events allow you to systematize, generalize and bring knowledge into a single harmonious picture of the world around you.
5. Educational events help to increase the teacher's motivation for pedagogical activity and the child for learning.
6. Educational events develop a creative attitude to their own activities, provide an opportunity to adequately evaluate it, develop skills for self-development and self-learning.
7. Educational events contribute to the successful socialization of the individual.
The activity of a teacher in the implementation of eventfulness can be organized at various levels: in the process of continuous educational activity, individual and group forms, etc.
A feature of the teacher's activity is that it is flexible, differentiated and includes elements of spontaneity and improvisation, requires a number of professional skills and abilities, among which is the ability to observe the activities, behavior and relationships of children, analyze current events, interpret the results.
Stage 1
– determination of the topics of educational events. Activities are recorded in a comprehensive thematic planning, the annual work plan of the institution, plans for educational work,
Stage 2
– determination of the goals and objectives of the upcoming educational event, planning the stages of preparation.
Ideally, joint activities of the teacher and pupils should be organized here, but in practice this is not always the case. Therefore, the teacher himself determines the goals and objectives of the educational event. If several teachers participate in this event, then they organize this activity jointly.
There is a definition of the goals of organized educational activities different in content and form, traditional and non-traditional. The teacher determines what additional resources he needs to conduct an educational event (joint activities with other teachers, parents, etc., their joint activities are also planned, a model for achieving the goal is developed, the means necessary to achieve it are determined, activities are detailed at each step, taking into account individual characteristics of the individual, relations in the group and readiness for the event.
Stage 3
- preparation for the educational event.
In the process of preparing for an educational event, students receive the knowledge and skills that will be necessary during the educational event. Creative workshops are held here, special tasks are given to children, children prepare creative works, and thematic materials are viewed.
Stage 4
- holding an educational event, the most wonderful and long-awaited moment of action.
The scenario of the educational event itself is developed by the teacher.
Bright visibility (designing an exhibition of children's works, decorating the venue according to the theme, creative play action, surprise and surprise are mandatory criteria for preparing an educational event.
Stage 5
– reflection, the effect of participation in an educational event.
Following the results of the educational event, an exchange of views on participation in the event is held, the participants share their impressions, express their opinion about the past. At the assessment stage, the results are analyzed, the effectiveness of the educational impact is determined, the positive and negative experience of organizing and implementing the event is taken into account, and, taking into account the analysis, adjustments are made to the educational process.
The value of an educational event is that it creates an integral unity of the educational process, and its content reflects a picture of everything studied, acquired, accumulated, formed in the creative, speech, cultural, emotional sphere. The educational event also presents a holistic picture of the child's personal qualities - this is efficiency, perseverance, diligence and the qualities of interpersonal communication - this is creative cooperation, kindness, responsiveness, empathy. Preparation for an educational event is a creative process and a joint activity of a teacher, children, parents, where everyone finds a place for himself and learns new opportunities for his personal qualities.
This is the joint design of corners, stands, exhibitions of drawings, crafts.
An integrative result of the implementation of the requirements of the Federal State educational standard preschool education is to create a comfortable developing educational environment that provides high quality education, its accessibility, openness and attractiveness for students and their parents.
Development of the information and communication environment educational organization contributes to the unification of information and educational environments, the integration of modern technical means training with classical traditional forms of work, creating .
Information and educational environment(ios) is a systematically organized set of information, technical, educational and methodological support, inextricably linked with a person as a subject of education.
The most important condition for updating the content of education, expanding
educational content is the formation of "Event-bank" - a bank of educational events using ICT ( didactic materials: games, exercises, tasks, electronic versions visual aids, presentations, electronic books, tests, videos, etc.; methodological tools: electronic technological charts of classes, an electronic library for teachers, a package diagnostic methods with interactive tasks, materials for working with parents, etc.)
Use of electronic educational resources (encyclopedias, textbooks, websites, virtual museums), complexes of developing and teaching computer games;
Cognitive, didactic, role-playing, creative games using electronic toys and multimedia aids;
The use of ICT in the conduct of holidays and entertainment;
Creation by a teacher-psychologist of computer presentations for parents of pupils and teachers on certain problems of the development of the personality of a preschool child;
Organization virtual museum and virtual tours.
Presentations of the activities of teachers with an illustrated display of photo and video clips from the life of the group;
Implementation of parent-child projects;
Presentations of events taking place at MDOU;
Creation of an electronic portfolio of the child;
Organization electronic library for family viewing;
Activation of interaction between parents and teaching staff through visiting the site of the kindergarten.
Download:
Preview:
"Kindergarten No. 7 "Crane"
"Event approach as a way of development of preschool children in accordance with the targets of education, in the information and educational environment of the kindergarten"
Tutor Bobina T.Yu.
Stages of organizing educational events in a preschool educational institution:
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
information and educational environment.
Implementation of ICT in the educational process:
Improving interaction with the families of pupils through ICT:
Implementation of parent-child projects;
Preview:
Municipal preschool educational institution
"Kindergarten No. 7 "Crane"
Rtishchevo, Saratov region
"Event approach as a way of development of preschool children in accordance with the targets of education, in the information and educational environment of the kindergarten"
Tutor Bobina T.Yu.
Preschoolers are the first step in education. The Federal State Educational Standard is focused not only on supporting the "diversity of childhood", but also on the variability of the developing forms of this support.
Today, the pedagogical community faces the task of affirming the priority of the child's individuality. In the transitional period that the entire system of preschool education is going through, new guidelines have been outlined aimed at:
Promoting the development of the child in cooperation with parents;
Desire to make children's lives more interesting;
Formation of an initiative, active and independent child;
Reduction and simplification of the content of education for preschool children by setting targets for each educational area.
The event approach is considered by us as a productive pedagogical technology for organizing and implementing significant events in the life of a preschool team and an individual, using which we can ensure the achievement of the targets defined in the Federal State Educational Standards for Preschool Education.
The idea of the event approach was borrowed from the pedagogical system of A. S. Makarenko, who noted that bright and exciting events that cause a positive emotional response in the minds of children of all ages are of great importance in a person’s life.
Building an educational process based on a complex thematic principle, close to the so-called "event" principle, will make the life of kindergarten children more interesting, and the educational process motivated. The implementation of integrated thematic planning is based on the following approaches:
A bright event in nature, the social life of society or a holiday;
Bright events specially modeled by the educator by introducing new, unusual interesting items;
Events that form a sense of citizenship of the child (Day of Russia, Defender of the Fatherland Day, Victory Day);
Phenomena of moral life (Days of "thank you", kindness, friends);
Phenomena of the natural environment (Days of water, earth, birds, animals);
World of Art and Literature (Days of poetry, children's books, theater);
Traditional holiday events of the family, society and state (New Year, March 8, Spring and Labor Day, Mother's Day);
The most important professions (days of educator, doctor, day of food industry workers, builder's day).
Currently, in the pedagogical environment there is an interest in the concept of "educational event", which is associated, first of all, with its effectiveness in the development of the child's personality.
What is the essence of the concept of "educational event"?
At the same time, any of the participants in the educational event is really a participant, not a spectator: everyone has their own meanings, their own activities, their own experiences, but the field of choice is such that in the choice of limited (content and time) resources, the child should have unlimited opportunities.
According to B. D. Elkonin, “an event is not a consequence and continuation of the natural course of life. The event is connected precisely with the interruption of this current and the transition to another reality. That is, an event should be understood as a responsible action, as a transition from one type of behavior to another, from one idea to another, from misunderstanding of another to its development and acceptance. The event cannot be understood as an accident. The event involves very serious, difficult and intense work and experience.
Substantiation of the integrative possibilities of educational events:
1. During the implementation of educational events, modern educational technologies are used: project-based learning, problem-based learning.
2. Educational events contribute to the integration of the educational process.
3. Educational events form an effective educational space aimed at the formation of a holistic, diversified personality.
4. Educational events allow you to systematize, generalize and bring knowledge into a single harmonious picture of the world around you.
5. Educational events help to increase the teacher's motivation for pedagogical activity and the child for learning.
6. Educational events develop a creative attitude to their own activities, provide an opportunity to adequately evaluate it, develop skills for self-development and self-learning.
7. Educational events contribute to the successful socialization of the individual.
The activity of a teacher in the implementation of eventfulness can be organized at various levels: in the process of continuous educational activity, individual and group forms, etc.
A feature of the teacher's activity is that it is flexible, differentiated and includes elements of spontaneity and improvisation, requires a number of professional skills and abilities, among which is the ability to observe the activities, behavior and relationships of children, analyze current events, interpret the results.
Stages of organizing educational events in a preschool educational institution:
Stage 1
– determination of the topics of educational events. Activities are recorded in the comprehensive thematic planning, the annual work plan of the institution, plans for educational work,
Stage 2
– determination of the goals and objectives of the upcoming educational event, planning the stages of preparation.
Ideally, joint activities of the teacher and pupils should be organized here, but in practice this is not always the case. Therefore, the teacher himself determines the goals and objectives of the educational event. If several teachers participate in this event, then they organize this activity jointly.
There is a definition of the goals of organized educational activities different in content and form, traditional and non-traditional. The teacher determines what additional resources he needs to conduct an educational event (joint activities with other teachers, parents, etc., their joint activities are also planned, a model for achieving the goal is developed, the means necessary to achieve it are determined, activities are detailed at each step, taking into account individual characteristics of the individual, relations in the group and readiness for the event.
Stage 3
- preparation for the educational event.
In the process of preparing for an educational event, students receive the knowledge and skills that will be necessary during the educational event. Creative workshops are held here, special tasks are given to children, children prepare creative works, and thematic materials are viewed.
Stage 4
- holding an educational event, the most wonderful and long-awaited moment of action.
The scenario of the educational event itself is developed by the teacher.
Bright visibility (designing an exhibition of children's works, decorating the venue according to the theme, creative play action, surprise and surprise are mandatory criteria for preparing an educational event.
Stage 5
– reflection, the effect of participation in an educational event.
Following the results of the educational event, an exchange of views on participation in the event is held, the participants share their impressions, express their opinion about the past. At the assessment stage, the results are analyzed, the effectiveness of the educational impact is determined, the positive and negative experience of organizing and implementing the event is taken into account, and, taking into account the analysis, adjustments are made to the educational process.
The value of an educational event is that it creates an integral unity of the educational process, and its content reflects a picture of everything studied, acquired, accumulated, formed in the creative, speech, cultural, emotional sphere. The educational event also presents a holistic picture of the child's personal qualities - this is efficiency, perseverance, diligence and the qualities of interpersonal communication - this is creative cooperation, kindness, responsiveness, empathy. Preparation for an educational event is a creative process and a joint activity of a teacher, children, parents, where everyone finds a place for himself and learns new opportunities for his personal qualities.
This is the joint design of corners, stands, exhibitions of drawings, crafts.
An integrative result of the implementation of the requirements of the Federal State Educational Standard for Preschool Education is the creation of a comfortable developing educational environment that ensures the high quality of education, its accessibility, openness and attractiveness for students and their parents.
The development of the information and communication environment of an educational organization contributes to the unification of information and educational environments, the integration of modern technical teaching aids with classical traditional forms of work, the creationinformation and educational environment.
Information and Educational Environment (IEE)is a systematically organized set of information, technical, educational and methodological support, inextricably linked with a person as a subject of education.
The most important condition for updating the content of education, expanding
educational content is the formation of an "Event Bank" - a bank of educational events using ICT (didactic materials: games, exercises, assignments, electronic versions of visual aids, presentations, e-books, tests, videos, etc.; methodological tools: electronic technological lesson cards, an electronic library for teachers, a package of diagnostic methods with interactive tasks, materials for working with parents, etc.)
Implementation of ICT in the educational process:
Use of electronic educational resources (encyclopedias, textbooks, websites, virtual museums), complexes of developing and teaching computer games;
Cognitive, didactic, role-playing, creative games using electronic toys and multimedia aids;
Implementation of parent-child projects;
The use of ICT in the conduct of holidays and entertainment;
Creation by a teacher-psychologist of computer presentations for parents of pupils and teachers on certain problems of the development of the personality of a preschool child;
Organization of a virtual museum and virtual tours.
Improving interaction with the families of pupils through ICT:
Presentations of the activities of teachers with an illustrated display of photo and video clips from the life of the group;
Implementation of parent-child projects;
Presentations of events taking place at MDOU;
Creation of an electronic portfolio of the child;
Organization of an electronic library for family viewing;
Activation of interaction between parents and the teaching staff through visiting the site of the kindergarten.
Last year, our school launched a program of experimental work on the topic "Designing models of grade schools based on productive technologies for teaching, educating and managing." Within the framework of this seminar, we present the experience of organizing the educational and extracurricular space of model schools of stages, where the event approach acts as a productive technology.
One of the ideas of building a new school model is related to the organization of the process of teaching and educating the levels in the school on the basis of events. The problem of ensuring eventfulness in educational and pedagogical activity is becoming more and more relevant, because. is directly related to the creation of the necessary cultural conditions for overcoming the alienation of the student from education. In the speech of I. Remorenko, we find confirmation of this: “The eventfulness of the school way of life is the principle of open pedagogy, which underlies the model of“ our new school ”
The event approach is considered by us as a productive technology for organizing and implementing significant events in the life of the school team and the individual and is embodied in the field of practical actions, where on the basis of ongoing events, a person is influenced, his ideas, values and meanings change.
In the event approach, the unit of design is an educational event. There are different definitions of this phenomenon in the literature. Two definitions are taken as a basis in the OER of our school: “an educational event is a way of initiating the educational activity of students, active involvement in different forms educational communication, interest in the creation and presentation of products of educational and extracurricular activities (A. Vorontsov) and “Educational event is a special form of organization and implementation of educational activities, built as an intensive meeting of real and ideal forms of generating and formalizing knowledge (B.D. Elkonin)
It should be noted that the organization and implementation of EVENTS is considered by us as a relatively independent goal of education and upbringing, which consists in saturating life with bright, memorable events that cause a positive emotional response in the minds of children of all ages.
The activity of a teacher in the implementation of eventfulness can be organized at various levels: in the process of teaching individual subjects, conducting extracurricular activities, individual and group forms, etc.
We borrowed the idea of the event approach from the pedagogical system of A.S. Makarenko, who noted that bright and exciting events are of great importance in a person’s life: “Biographical changes in the structure of the personality of pupils arise as a result of not evolutionary, but revolutionary development. In the evolutionary order, some predispositions are collected, prepared, changes are outlined in the spiritual structure, but all the same, some more acute moments, explosions, upheavals are needed for their implementation.
Our little experience shows that the development of a personality through the organization and accomplishment of certain events in the life of a team and an individual is possible through the organization of activities, situations full of events that affect the value-semantic sphere of schoolchildren. The emotional nature of the impact is enhanced if the event takes place in the life of the collective, of which the student is a member, and is associated with a group experience. The effectiveness of the impact is carried out on the basis of the fact of the event, since what is seen and personally experienced sometimes has a stronger impact than the information heard. The event itself is a variant of the communication of information, and can also provide rich empirical material that can be used in the future for discussion and interpretation, and become the basis for the joint activities of the teacher and the student.
If children in life lack eventfulness, then they usually strive for “strong” experiences, which are not always normative, and then events can be critical. Therefore, the teacher in working with schoolchildren needs to master the technology of organizing and implementing life events.
The most important feature of the activities of teachers is the absence of strict methodological and substantive regulation. The work of a teacher is flexible, differentiated and includes elements of spontaneity and improvisation. It requires a number of professional skills and abilities, including the ability to observe the activities, behavior and relationships of children, analyze current events, and interpret the results.
At the preparatory (diagnostic stage) the social situation is studied, the influence of environmental factors that determine the development of the individual and the group is revealed.
At this stage, it is advisable to determine the events that are in the "zone of proximal development" of children of a certain age: individuals and groups.
At the forecasting stage, the development of a scenario for organizing and holding an event is carried out, ways of developing an individual and a group are outlined depending on the influence of various factors and environmental variables, the functioning of which is driven by the event.
At the planning stage, a model for achieving the goal is developed, the means necessary to achieve it are determined, the activities at each step are detailed, taking into account the individual characteristics of the individual, relations in the group and readiness for the event.
The determining factor in education based on life events is the organizational aspect, which includes the development of a scenario for the organization and implementation of a life event, when it is necessary not only to take into account the objective characteristics of the event, its most important parameters, but also the individual characteristics of their subjective perception, evaluation and interpretation.
In the planning process, one should take into account the fact that the attitude to the event is determined by the system of expectations, the degree of involvement of schoolchildren in activities. Also, possible options for interaction with different participants in the educational impact, institutions, groups are determined in order to optimize the educational impact.
At the stage of accomplishment, the peak of the event is directly realized according to the developed scenario.
An event connects all subjects into a single whole. Educational interaction is carried out not only by direct relations, but also by the context that is set by the situation or event. From this point of view, our task is to organize precisely those events that have a positive impact on the personality, determine its development in a pro-social direction.
The role of the teacher is to manage the event as an instrument of influence.
At the assessment stage (reflexive stage), the results are analyzed, the effectiveness of the educational impact is determined, the positive and negative experience of organizing and implementing the event is taken into account, and, taking into account the analysis, adjustments are made to the educational process.
Thus, the event approach as a technology for organizing and managing events occupies an important place in the system of new forms and methods of education in the new model of the school of stages. It allows you to establish close links between real life and educational content, life processes occurring in a person or group, and their pedagogical significance. For students it is possible way(condition) generating a variety personal experience: experience of experiences, impressions, sensory experience.