Pedagogical process is a specially organized interaction between a teacher and a student, taking into account the content of education and upbringing, using various pedagogical means, aimed at the implementation of pedagogical tasks that ensure the satisfaction of the needs of society and the individual himself in his development and self-development.

The pedagogical process is presented as five element system: purpose of learning (why to teach); the content of educational information (what to teach); methods, teaching methods, means of pedagogical communication (how to teach); teacher; student.

The pedagogical process is created by the teacher. Wherever the pedagogical process takes place, no matter what teacher creates it, it will have the following structure:

Purpose - Principles - Content - Methods - Means - Forms.

Target reflects the end result of pedagogical interaction, which the teacher and the student strive for.

Principles designed to determine the main directions for achieving the goal.

Methods- these are the actions of the teacher and the student, through which the content is transmitted and received.

Means as materialized subject methods of working with content are used in unity with methods.

Forms organization of the pedagogical process give it a logical completeness, completeness.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

- pedagogical;

- methodical;

- psychological.

For creating methodological structure the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and the student are determined.

The pedagogical and methodological structures of the pedagogical process are organically interconnected.

Psychological structure pedagogical process: processes of perception, thinking, comprehension, memorization, assimilation of information; manifestation by students of interest, inclinations, motivation for learning, dynamics of emotional mood; the rise and fall of physical neuropsychic stress, the dynamics of activity, performance and fatigue.

Consequently, in the psychological structure of the pedagogical process, three psychological substructures can be distinguished: cognitive processes; motivation for learning; voltage.

In order for the pedagogical process to "set in motion", management is necessary.

Pedagogical management- this is the process of transferring the pedagogical situation, processes from one state to another, corresponding to the goal.

Components of the management process: goal setting; information support (diagnosing the characteristics of students); formulation of tasks depending on the purpose and characteristics of students; design, planning activities to achieve the goal; project implementation; control over the progress of execution; adjustment; summarizing.

Pedagogical process- This labor process, it is carried out to achieve socially significant tasks. The specificity of this process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants - pedagogical interaction.

SECTION 3. PEDAGOGICAL PROCESS

The pedagogical process as a system

Pedagogical process - this is a specially organized, purposeful interaction of teachers and pupils, focused on solving developmental and educational problems.

Pedagogical process is viewed as a dynamic system that includes interrelated components and interacts with the wider systems in which it is included (for example, the school system, the education system).

In the pedagogical literature of past years, instead of the concept of "pedagogical process", the concept of "educational process" was used. However, in the works of P.F. Kapterov, A.I. Pinkevich, and Yu.K. The essential characteristic of the pedagogical process is the interaction of teachers and pupils regarding the content of education using a variety of pedagogical means.

The pedagogical process includes target, content, activity and result components.

Target Component presupposes the presence of the whole variety of goals and objectives of pedagogical activity - from the general goal of creating conditions for the versatile and harmonious development of the individual to the tasks of a particular lesson or event.

activity- includes various levels and types of interaction between teachers and pupils, the organization of the pedagogical process, without which the final result cannot be obtained.

Productive the component reflects the efficiency of its course, characterizes the achieved shifts in accordance with the goal. Of particular importance in the pedagogical process are the links between the selected components. Among them, an important place is acquired by the connections of management and self-government, cause-and-effect relationships, informational, communicative, etc.

According to the definition of M. A. Danilov, the pedagogical process is an internally connected set of many processes, the essence of which is that social experience is melted into the qualities of a formed person. However, this process is not a mechanical combination of the processes of education, training and development, but a new quality of education, subject to special laws. All of them are subject to a single goal and form the integrity, commonality and unity of the pedagogical process. At the same time, the specificity of each individual process is preserved in the pedagogical process. It is revealed when highlighting their dominant functions.

Communication of the pedagogical process with:

Upbringing- So, the dominant function of education is the formation of relationships and social and personal qualities of a person. Upbringing provides developing and educational functions, training is unthinkable without upbringing and development.

Education- teaching methods of activity, the formation of skills and abilities; development - the development of a holistic personality. At the same time, in a single process, each of these processes also performs related functions.

The integrity of the pedagogical process is also found in the unity of its components: goals, content, means, forms, methods and results, as well as in the interconnection of the stages of flow.

Patterns of the pedagogical process regarded as objective, steadily repeating connections between various phenomena.

1. Basic the regularity of the pedagogical process is its social conditionality, i.e. dependence on the needs of society.

2. In addition, we can distinguish such a pedagogical pattern as progressive and the successive nature of the pedagogical process, which manifests itself, in particular, in the dependence of the final learning outcomes on the quality of intermediate.

3. Another pattern emphasizes that the effectiveness of the pedagogical process depends on its flow conditions(material, moral-psychological, hygienic).

4. No less important is the pattern content compliance, forms and means of the pedagogical process to the age capabilities and characteristics of students.

5. Regularity is objective connection of the results of education or training with the activities and activity of the students themselves.

In the pedagogical process, other regularities also operate, which then find their concrete embodiment in the principles and rules for constructing the pedagogical process.

Pedagogical process is a cyclical process, including the movement from the goal to the result.

In this movement, one can distinguish general stages : preparatory, main and final.

1. On preparatory stage goal-setting is carried out on the basis of diagnosing the conditions of the process, there is a forecast of possible means to achieve the goal and objectives, design and planning of the process.

2. Stage of implementation of the pedagogical process (basic) includes the following interrelated elements: setting and explaining the goals and objectives of the forthcoming activity; interaction between teachers and students; use of the intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; providing links with other processes.

3. The final stage involves an analysis of the results achieved. It includes the search for the causes of the identified shortcomings, their understanding and building on this basis a new cycle of the pedagogical process.

Exercise. Scheme "The structure of the pedagogical process"

Pedagogical process called the developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of the subjects. 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. Studies have shown that this concept is narrowed and incomplete, it does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and generality. The main essence of the pedagogical process is to ensure the unity of education, upbringing and development on the basis of integrity and community.

The pedagogical process as a leading, unifying system includes subsystems embedded one into another (Fig. 3). It merged together the processes of formation, development, education and training, along with the conditions, forms and methods of their flow.

Rice. 3

The pedagogical process as a system is not identical to the system of its flow. The systems in which the pedagogical process takes place are the system of public education as a whole, the school, the class, the lesson, etc. Each of them functions in certain external conditions: natural-geographical, social, industrial, cultural, etc. There are also specific conditions for each system. For example, intra-school conditions include material and technical, sanitary and hygienic, moral and psychological, aesthetic, etc.

Structure(from lat. struktura - structure,) - this 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. As components system in which the pedagogical process takes place, B.T. Likhachev singles out the following: a) purposeful pedagogical activity and its carrier - the teacher; b) educated; c) the content of the pedagogical process; d) an organizational and managerial complex, an organizational framework within which all pedagogical events and facts take place (the core of this complex is the forms and methods of education and training); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with the natural and social environment.

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.

Target the component of the process includes a variety of goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to the specific tasks of forming individual qualities or their elements. Informative the component reflects the meaning invested both in the overall goal and in each specific task. Activity the 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 is also called organizational, organizational and activity, organizational and managerial. Productive the component of the process reflects the efficiency of its flow, characterizes the progress made in accordance with the goal.

4.2. Integrity of the pedagogical process

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training, development, but a new high-quality education, subject to special laws.

Integrity, commonality, unity - these are the main characteristics of the pedagogical process, emphasizing the subordination of a single goal of all its constituent processes. The complex dialectics of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The specificity of the processes that form a holistic pedagogical process is revealed when dominant functions. The dominant function of the learning process is training, education - education, development - development. But each of these processes performs accompanying functions in a holistic process: for example, upbringing performs not only educational, but also educational and developmental functions, training is unthinkable without the accompanying upbringing and development. The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, the analysis of which also has to highlight the dominant characteristics.

The specifics of the processes are clearly manifested when choosing forms and methods of achieving the goal. If in training a strictly regulated class-lesson form of work is predominantly used, then in education more free forms prevail: socially useful, sports, artistic activities, expediently organized communication, feasible work. The methods (paths) to achieve the goal, which are basically the same, also differ: if training mainly uses methods of influencing the intellectual sphere, then education, without denying them, is more prone to means that affect the motivational and effective-emotional spheres.

The methods of control and self-control used in training and education have their own specifics. In training, for example, oral control, written work, tests, exams are obligatory.

Control over the results of education is less regulated. Here information is given to teachers by observations of the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.

4.3. Patterns of the pedagogical process

Among the general patterns of the pedagogical process (for more details, see 1.3), the following can be distinguished.

1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result. Consequence of the action of the pattern: the student who had higher intermediate results will have higher overall achievements.

2. The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depend on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used.

3. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between educators and teachers, as well as on the magnitude, nature and validity of corrective actions on educators.

4. Pattern of stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) for educational activities; intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

5. The pattern of unity of sensual, logical and practice. The effectiveness of the pedagogical process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of the meaningful.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the quality of pedagogical activity and the students' own educational activities.

7. The regularity of the conditionality of the pedagogical process. Its course and results are determined by the needs of society and the individual, the possibilities (material, technical, economic, etc.) of society, the conditions for the course of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

4.4. Stages of the pedagogical process

Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages of the pedagogical process can be called preparatory, main and final.

On the preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. The following tasks are solved here: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.

Essence goal setting(substantiation and goal setting) is to transform the general pedagogical goal facing the system of public education into specific tasks achievable at a given segment of the pedagogical process and in the existing specific conditions.

It is impossible to set the right goal, the tasks of the process without diagnostics. Pedagogical diagnostics- this is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its essence is to get a clear idea of ​​the state of the individual (or group) by quickly fixing its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of the pedagogical process.

Diagnosis is followed by forecasting the course and results of the pedagogical process. The essence of forecasting lies in the fact that in advance, in advance, even before the start of the process, to assess its possible effectiveness in the existing specific conditions.

The preparatory stage ends adjusted based on the results of diagnostics and forecasting process organization project, which, after finalization, is embodied in plan. The plan is always "tied" to a specific system. In pedagogical practice, various plans are used: managing the pedagogical process at school, educational work in the classroom, conducting lessons, etc.

Stage implementation of the pedagogical process (main) can be considered as a relatively isolated system, which includes important interconnected elements:

Statement and clarification of the goals and objectives of the forthcoming activities;

Interaction between teachers and students;

Use of the intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate the activities of students;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their orientation and practical implementation of the common goal and each other do not contradict each other.

An important role at the stage of the implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the foundation of good process management.

On the final stage the analysis of the achieved results is carried out. An analysis of the course and results of the pedagogical process is necessary in order not to repeat the mistakes that inevitably arise in any process, even very well organized, in the future, in order to take into account the ineffective moments of the previous one in the next cycle.

Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characterization of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. The mean pedagogical process is called "the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators" .

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

the goal is achieved through the use of special means in the course of the pedagogical process;

the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

the purpose of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

teaching and educating children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

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) the method and result of the internal organization of the personality as a system of personal properties.

Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.

In doing so, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

) manages the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) shows initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.

Teaching is the activity of the teacher in:

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

assessment of students' educational achievements.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Upbringing is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

“good” as behavior for the benefit of another person (group, collective, society as a whole);

"truth" as a guide in assessing actions and deeds;

"beauty" in all forms of its manifestation and creation.

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

Important in the modern world are the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

the maximum allowable amount of teaching load for schoolchildren 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 a variety of 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 of enriching 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 the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.

A relatively independent group of practical methods is laboratory work - 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 the cognitive process.

visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.

The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the objectives of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the framework of 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

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

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 the general structure of the system, the relationship between its main components. Therefore, the systems and criteria for their selection should correspond to the intended goal. To single out a system and its structure, we use the well-known in science criterion of row arrangement, which allows us to single out 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 allows you 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 real life, 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 capabilities 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 clarify the components of the public education system as a whole. 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) teaching aids: 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 facilities, teaching aids

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, 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 methodology 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 makes it possible to reliably judge how quickly and efficiently this process proceeds.

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