The use of innovative technologies for the development of the child's personality. "Moscow Pedagogical State University"

The use of innovative models of organization, content and technologies of the educational process in order to provide optimal conditions for the development and self-determination of the child's personality.

Material Description: the article is intended for primary school teachers and class teachers. This article describes the creation of conditions for the formation of a socially active personality, which combines high moral qualities, efficiency, creative individuality, the need to lead a healthy lifestyle, a humanistic attitude to the world.
Author: Shikina Tatyana Ivanovna
Place of employment: primary school teacher MBOU "Marine Secondary School" of the city district of Sudak, Republic of Crimea

Recently, the term "innovative pedagogical technologies" has become widely used.
Before considering the essential features of innovative pedagogical technologies, let's clarify the key concepts of "innovation" and "pedagogical technology".
The word innovation is of Latin origin and in translation means renewal, change, introduction of a new one. In the pedagogical interpretation, innovation means an innovation that improves the course and results of the educational process.
Researchers of the problems of pedagogical innovation (O. Arlamov, G. Burgin, V. Zhuravlev, V. Zagvyazinsky, N. Yusufbekova, A. Nichols, etc.) try to correlate the concepts of the new in pedagogy with such characteristics as useful, progressive, positive, modern , advanced.
V. Zagvyazinsky believes that what is new in pedagogy is not only ideas, approaches, methods, technologies that have not yet been put forward in such combinations or have not yet been used, but also that complex of elements or individual elements of the pedagogical process that carry a progressive beginning which makes it possible in the course of changing conditions and situations to effectively solve the task of upbringing and education.
Distinguish the concept of innovation, or a new way and innovation, innovation. Innovation is the means itself (a new method, methodology, technology, program, etc.), and innovation is the process of mastering it.
Some scientists (V Slastenin, L. Podimova) consider innovation to be a complex process of creating, distributing and using a new practical tool in the field of engineering, technology, pedagogy, and scientific research. Others deny that innovation cannot be reduced to the creation of means. Podlasy believes that innovations are ideas, and processes, and means, and results, taken as a qualitative improvement of the pedagogical system.
Disagreements in the interpretation of the concept are caused by the unequal vision of their authors of the essential core, as well as the radical nature of innovations. Some of them are convinced that innovation can only be considered something new that results in cardinal changes in a certain system, while others include any, even minor, innovation in this category.
The basis and content of innovative educational processes is innovative activity, the essence of which is to update the pedagogical process, introducing new formations into the traditional system. The desire to constantly optimize the educational process has led to the emergence of new and improvement of previously used pedagogical technologies of different levels and different target orientations.
Today, the concept of pedagogical technology has firmly entered the pedagogical lexicon. There are different views on the disclosure of this concept.
technology- this is a set of techniques that are used in any business, skill, art;
pedagogical technology- a set of means and methods for recreating theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the tasks of education (V. Bezpalko);
pedagogical technology- a set of psychological and pedagogical settings that determine a special set of forms, methods, means, teaching methods, means of education; it is an organizational and methodological tool of the pedagogical process (B. Likhachev);
pedagogical technology- a system set and the order of functioning of all personal, instrumental and methodological means that are used to achieve an educational goal (G. Klarin);
pedagogical technology- this is a model of joint pedagogical activity, thought out in every detail from the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for the student and teacher (V. Monakhov).
pedagogical technology is a systematic method of creating, applying, defining the entire process of teaching and mastering knowledge using a computer and human resources, the task of which is to optimize the forms of education.
A number of authors, in particular V. Kukushkin, believe that any pedagogical technology must meet certain basic methodological requirements (technological criteria).
Conceptuality. Each pedagogical technology should have an inherent reliance on a certain scientific concept, which contains a philosophical, psychological, didactic and socio-pedagogical justification for achieving an educational goal.
Consistency. Pedagogical technology should have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Possibility of management. It provides for the possibility of diagnostic assignment, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education.
Reproducibility. The possibility of using (repetition, recreation) of pedagogical technology in other identical educational institutions, by other subjects.
Visualization (typical for individual technologies). It provides for the use of audiovisual and electronic technology, as well as the design and use of a variety of didactic materials and original visual aids.
One of the most important strategic tasks at the current stage of modernization of education is to ensure the quality of training specialists at the level of international standards. The solution to this task is possible subject to changes in pedagogical methods and the introduction of innovative learning technologies. This is what developmental and distance learning serve.
One of the first definitions of this concept is associated with the work of pioneers in the field of developmental education, primarily with the work of V.V. Davydova: “...development is a reproduction by an individual of historically established types of activity and their corresponding abilities, which is realized in the process of their appropriation. Thus, appropriation (it can be represented as a process of education and training in the broadest sense) is a universal form of human mental development.
A teacher who is capable and ready to carry out innovative activities at school can take place when he realizes himself as a professional, has a mindset for the creative perception of existing innovative experience and its necessary transformation. The Concept for the Modernization of Russian Education for the period up to 2020 sets an important task: to prepare the younger generation for life in a rapidly changing information society, in a world in which the process of emergence of new knowledge is accelerating, there is a constant need for new professions, for continuous professional development. And a key role in solving these problems is played by modern man's possession of ICT. In this regard, the teacher needs to prepare students for a variety of activities related to information processing, in particular, the development of informatization and ICT tools. In modern society, many will agree with me, it is easier to teach children than to educate. The process of education requires a more subtle approach to the child and it is a process of constant creativity. The activity of the class teacher is primarily aimed at working with students of the whole class. It forms the motivation for the teaching of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through various forms and methods of individual work; creates favorable conditions for the development of citizenship, worldview culture, skills of creative work, creative individuality, successful entry of the child into society, the formation of a democratic culture in the system of class self-government. The basis for the development and upbringing of the child continues to be the fundamental knowledge that he receives in the course of the educational process. However, the education of a person should be focused not only on the assimilation of a certain amount of knowledge, but also on the development of independence, personal responsibility, creative abilities and human qualities that allow him to learn, act and work effectively in modern economic conditions. This is what the Concept for the Modernization of Russian Education directs us to, defining the priority of education in the process of achieving a new quality of education. Based on this, one of the priority areas of the educational process is to strengthen the role of the class teacher in the school. Education is one of the most important components of the educational process along with training. Complementing each other, education and upbringing serve a single goal: the holistic development of the student's personality. Teaching and upbringing are so closely related to each other that since informatization of educational and subject activities is underway, this cannot but affect the educational process. The class teacher should be at the epicenter of the innovative activity of the educational institution. Therefore, the class teacher is expected to work filled with both new content and new technologies for designing the educational process. Information and communication technologies play a huge role in solving educational problems. The widespread introduction of ICT in the educational process has made it possible to expand the arsenal of methodological techniques: it has become possible to create spectacular computer educational tools with elements of sound, video, and multimedia, which contributes to an increase in the efficiency of pedagogical work.
Today, one of the urgent tasks of Russian education is the development and creation of the most effective conditions for learning and development for each student as part of the educational process at school. This is due to the social need for creatively thinking individuals who strive for active independent activity, self-realization, competitive ability, ready to generate and implement new ideas in various fields of knowledge. At the same time, it is of particular importance to ensure the transition of the educational process of the school to a qualitatively new level that meets the state tasks of modernizing the educational environment in the space of the modern information society.
Learner-centered learning puts the originality of the child, his self-worth, the subjectivity of the learning process at the forefront. This is such a methodology for organizing the conditions for training and education, which involves the inclusion of self-personal functions or the demand for the subjective experience of each child. A student-centered approach in the conditions of developing education at school creates the prerequisites for the development of creative thinking of schoolchildren, stimulates students to search for original solutions to the tasks set in the learning process, and contributes to the successful self-realization of children in various types of educational and creative activities.

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In Russian psychology and pedagogy today, the words "personal self-realization", "self-actualization", "personal growth", etc. have become very common, even fashionable. The ideas of self-realization, personal growth and many others did not arise by themselves.

In addition to our innate biological pattern of growth and development, human beings have a tendency towards psychological growth and development. This tendency has been described by many psychologists as a person's desire for self-actualization: the desire to understand oneself and the need to realize one's abilities to the fullest.

personality theory

Classical Freudianism in its view of human nature is pessimistic, proceeding from the fact that human nature is negative - asocial and destructive. Moreover, the person himself cannot cope with this, and this problem can be solved only with the help of a psychoanalyst. Accordingly, within the framework of psychoanalysis, the concept of "personal growth" is impossible and does not exist.

The existential approach of V. Frankl and J. Budzhental adheres to a more cautious view of a person, which proceeds from the fact that initially a person does not have an essence, but acquires it as a result of self-creation, and positive actualization is not guaranteed, but is the result of a person’s own free and responsible choice .

There is a fairly common position (behaviorism and most approaches in Soviet psychology), according to which a person does not have a natural essence, initially he is a neutral object of formative external influences, on which the “essence” acquired by a person depends. In this approach, it is difficult to speak about personal growth in the exact sense, but rather about the possibility of personal development.

According to the views of Christian anthropology, the nature of human nature after the fall of Adam is in a perverted state, and his "self" is not a personal potential, but a barrier between man and God, as well as between people. The Christian ideal of a simple, humble and chaste person is infinitely far from the humanistic ideal of a self-fulfilling, self-sufficient person successfully adapting in this world, enjoying the current moment, believing in the “power of human capabilities”.

According to Orthodox teaching, the human soul not only aspires to the highest, but is also subject to an inclination towards sin, which does not lie on the periphery of spiritual life, but strikes its very depth, perverting all movements of the spirit.

In NLP, the concept of "personal growth" is not used, since this approach only models successful technologies and fundamentally refuses to solve the questions "what is in human nature actually."

At one time, Max Otto argued: “The deepest source of human philosophy, the source that nourishes and shapes it, is faith or lack of faith in humanity. If a person has confidence in people and believes that with their help he is able to achieve something significant, then he will acquire such views on life and on the world that will be in harmony with his trust.

Lack of trust will give rise to appropriate ideas "(cited in Horney K., 1993, p. 235). From this, in particular, it follows that in any concept, in addition to the usually distinguished theoretical and practical components, there is always (but not always realized and declared ) another one - value component. It is this axiomatic credo that is the real foundation of conceptual constructions.

If we apply the criterion of faith-disbelief in a person to the main psychological theories, then they will be quite clearly divided into two groups (alas - unequal): those who "trust" human nature (i.e., humanistically oriented) and "distrust". However, within each group, in turn, very significant differences can be found, so it makes sense to introduce another division:

1. In the group of "distrustful" (pessimists) there is a tougher position, stating that human nature is negative - asocial and destructive, and that a person himself cannot cope with this; and there is a softer one, according to which, in general, a person does not have a natural essence and initially he is a neutral object of formative external influences, on which the "essence" acquired by a person depends;

2. In the group of "trusting" (optimists) there is also a more radical point of view, which affirms the unconditionally positive, kind and constructive nature of a person, inherent in the form of a potential that is revealed under appropriate conditions; and there is a more cautious view of a person, which proceeds from the fact that initially a person does not have an essence, but acquires it as a result of self-creation, and positive actualization is not guaranteed, but is the result of a person’s own free and responsible choice, this position can be called conditionally positive .

In accordance with the basic setting and the solution of the problem of the essence of a person, the question of “what to do” with this essence is also decided, so that a person becomes “better”, how to properly develop, educate him (this, of course, all psychologists are concerned about, although this itself " better" is understood very differently). This question about the meaning of education is fundamentally solved as follows:

If the essence of a person is negative, then it must be corrected; if it does not exist, it must be created, constructed and "invested" in a person (in both cases, the main reference point is the so-called interests of society); if she is positive, she needs help to open up; if the essence is acquired through free choice, then it should be helped to make this choice (in the last two cases, the interests of the person himself are put at the forefront).

More schematically, the typology of basic implicit attitudes in the world of psychological concepts can be presented in the form of a table:

Thus, it is obvious that the concept of personal growth and self-realization is a logical continuation of the view of a person in humanistic psychology and is essentially incompatible with approaches that do not trust a person, correcting, shaping, etc. Recently, several approaches to human nature and functioning have become more significant:

cognitive psychology

The human potential movement

Women's psychology

Eastern ideas

cognitive psychology

Cognitive psychology allows you to analyze how the mind functions and appreciate the diversity and complexity of human behavior. If we can better understand how we think, observe, focus and remember, then we will have a clearer understanding of how these cognitive building blocks contribute to the emergence of fears and illusions, creativity and all the behaviors and mental manifestations that make us with who we are.

The first cognitive psychologist, George Kelly, pointed out the importance of making intellectual sense of our experience. According to Kelly, all people are scientists. They formulate theories and hypotheses about themselves and other people and, like professional scientists, sometimes cling to a favorite theory despite mounting evidence that points to its failure.

Since people construct the meaning of their lives at the earliest stages of their individual development, they often do not realize later that there are many ways to change themselves and their attitude to the world. Reality turns out not to be as fixed as we tend to think, if only we can find ways to bring some freedom into it. People can reconstruct (reinterpret, reconstrue) reality.

We are not at all forced to accept the coloring of the corner into which their lives are driven, and this discovery often brings a sense of freedom. Kelly offers a view of man as being in the process of constant change, and according to which the root of all problems is the obstacles to changing oneself. Thus, Kelly created a theory of action, pursuing the goal of opening up a constantly changing world for a person, presenting him with both difficulties to overcome and opportunities for growth.

Eastern theories of personality

This trend can be traced throughout the development of psychology, but in recent times it has increasingly turned into an area of ​​international research, less dependent on American and Western European intellectual and philosophical hypotheses. These Eastern theories were created in societies and value systems that are often very different from Europe and the United States. The beliefs and ideals of these cultures enrich our understanding of what it means to be a human being.

Since the 1960s Americans began to show an increasing interest in Eastern thought. Many courses, books and organizations based on various Eastern teachings have appeared. Many Western people, in search of new values, striving for personal and spiritual growth, devote their time to the intensive study and practice of one or another Eastern system.

Eastern theories include powerful concepts and effective methods for personal and spiritual development.. In the West, these teachings become the object of both scientific research and practical application.

Asian types of psychology focus mainly on the existential and transpersonal levels, paying little attention to pathology.. They contain detailed descriptions of various states of consciousness, levels of development, and stages of enlightenment that go beyond traditional Western psychological schemes. Moreover, they claim to possess devices by which these states can be brought about.

The common origin of Yoga, Zen and Sufism is the need to explain the relationship between religious practice and everyday life. Spiritual guides were among the first psychologists, both in the West and in the East. They wanted to understand the emotional and personal dynamics of their students, as well as their spiritual needs. In order to comprehend the issues that their students faced, they first turned to their own experience - a principle that, as we see, is revered today in educational psychoanalysis, which many psychotherapists undergo.

These systems do differ from most Western theories of personality by their heightened interest in values ​​and moral issues and their emphasis on the expediency of living according to certain spiritual norms. They argue that we must live according to a certain moral law, since a morally regulated life has a direct, visible and beneficial effect on our consciousness and general well-being.

However, all three of these psychological systems profess a practical, even "iconoclastic" approach to morality and values. Each of these traditions points to the futility and unreasonableness of such a situation when the external form is given more attention than the internal function. These types of psychology, like their Western counterparts, are based on a careful study of human experience. For centuries, they have summarized empirical observations of the psychological, physiological, and spiritual effects of a variety of ideas, attitudes, behaviors, and exercises.

The credo of each system is based on the personal experience and insights of its founders. The vitality and validity of these traditional psychological systems is maintained by the constant testing, refinement, and modification of those primary insights to suit new conditions and interpersonal situations, as well as different cultural environments. In other words, these centuries-old psychological systems remain relevant, continuing to change and develop.

Carl Jung wrote: "Knowledge of Eastern psychology ... forms the necessary basis for a critical and objective examination of Western psychology" (in: Shamdasani, 1996, p. XLXI). Thus, the comprehensive development of psychology requires the study and understanding of Eastern thinking.

All of these systems emphasize transpersonal growth, or growth beyond the ego and personality. They share the idea, in common with transpersonal psychology, that through meditation or other exercises that affect the mind, one can achieve deep states of awareness that go beyond (trans) our everyday, personal experience.

In contrast, Western psychologists tend to view growth in terms of strengthening the ego: achieving greater independence, autonomy, self-realization, getting rid of neurotic processes and improving the psyche. However, the concepts of transpersonal growth and ego strengthening can be complementary rather than contradictory.

Human Development Movement

The human development movement arose in the 1950s and 1960s. primarily at the Isalen Institute in California and at the National Teaching Laboratories in Maine, and was based largely on the theories of Rogers and Maslow. It is now a widespread cultural phenomenon.

Growth or learning centers exist in most major cities, typically offering intensive, often truly exciting, weekend or weekly workshops that include various types of group therapy, exercise, meditation, and spiritual practices. .

The understanding of personal growth presented later in this section is mainly based on the concept of one of the leaders of the "movement for the development of human potential" Carl Rogers - his person-centered approach. (At the same time, it is important to keep in mind that one of the distinguishing features of this trend in psychology is the absence of a rigid conceptual scheme, strict definitions and unambiguous interpretations; its representatives recognize the inexhaustibility of the mystery of man, the relativity and a priori incompleteness of our ideas about him and do not claim to complete the theory ).

Personality structure and levels of development

In the most general form, a person is a person as a subject of his own life, responsible for interaction both with the outside world, including other people, and with the inner world, with himself. Personality is an internal system of self-regulation of a person. Personality is formed on the basis of innate biological prerequisites and social experience acquired in the course of life, as well as active objective activity. Personality is relatively stable, but, at the same time, it changes as a result of adaptation to a constantly changing environment.

Since both biological prerequisites and individual experience are unique, each person is also individual and unique. It has a unique structure that combines all the psychological properties of a given person. However, there are general patterns that allow you to explore, understand and partially change the personality. In the structure of personality, three components can be distinguished, the content of which indicates its maturity.:

Cognitive component - includes a person's ideas about himself, others and the world; mature healthy personality is characterized by the fact that:

• Evaluates himself as an active subject of life, making free choices and bearing responsibility for them

  Perceives other people as unique and equal participants in the life process

  Perceives the world as constantly changing, and therefore always a new and interesting space for the realization of their capabilities

The emotional component of a mature healthy personality includes:

• The ability to trust one's feelings and consider them as the basis for choosing behavior, i.e., confidence that the world really is as it seems and the person himself is able to make and implement the right decisions

  Acceptance of self and others, genuine interest in other people

  Interest in the perception of the world, first of all - its positive aspects

  The ability to experience strong positive and negative emotions that correspond to the real situation

The behavioral component consists of actions in relation to oneself, other people and the world. In a mature healthy person:

• Actions are aimed at self-knowledge, self-development, self-realization

  Behavior towards others is based on benevolence and respect for their personality.

  In relation to the world, behavior is aimed at increasing and sometimes restoring its resources through its creative activity in the process of self-realization and careful handling of existing ones.

In the structure of personality, four levels can be distinguished:

The first level is biological base, which includes age, sexual properties of the psyche, innate properties of the nervous system and temperament. This level is almost not amenable to conscious self-regulation and training.

The second level of personality organization includes individual features of psychological processes a person, i.e., individual manifestations of memory, perception, sensations, thinking, emotions, abilities. This level depends both on innate factors and on individual experience, on training, development, and improvement of these qualities.

The third level of personality is its individual social experience which includes acquired knowledge, skills, abilities and habits. They have a social character, are formed in the process of communication, joint activities, learning and, accordingly, can be changed with the help of targeted training.

The fourth, highest level of personality, the inner core, make up its value orientations. The simplest definition of value orientations is the ideal idea of ​​what is good. In a more general sense, value orientations are the basis for a subjective (internal, one's own) assessment of reality, a way of separating objects according to subjective significance. Any thing or phenomenon acquires a personal meaning insofar as it corresponds or does not correspond to the needs and values ​​of a particular person.

Value orientations determine the general approach of a person to the world and to himself, give meaning and direction to the social position of the individual. Their stable and consistent structure determines such personality traits as integrity, reliability, loyalty to certain principles and ideals, the ability to make strong-willed efforts in the name of these ideals and values, an active life position, perseverance in achieving goals. Obviously, the value orientations of an independent person may not coincide with some of the values ​​that exist in the public mind.

Inconsistency in the system of values ​​gives rise to inconsistency in judgments and behavior. Underdevelopment, indeterminacy of value orientations are signs of infantilism, the dominance of external stimuli over internal urges in the structure of the personality. It is relatively easy for such individuals to inspire anything, and they are easily persuaded to any behavior under the guise of personal or social benefit.

Value orientations have an impact on a stable system of drives, desires, interests, inclinations, ideals and views, as well as on a person’s beliefs, his worldview, self-esteem and character traits. Value orientations are formed on the basis of a person's entire life experience, but are only partially realized. Their purposeful correction is possible as a result of serious training and entails the restructuring of the entire personality.

In society, human behavior does not develop spontaneously, but within the framework of social roles. Roles are stable places in the system of relationships with other people (for example: student, teacher, wife, buyer, etc.). Ideas about the external manifestations of roles are based on socio-cultural norms, restrictions and expectations. In other words, in accordance with the social norms adopted in a given culture, each person in any role receives certain rights, certain restrictions are imposed on him, and certain behavior is expected from him.

For example, a doctor in his office may ask the patient to be frank about himself, undress, etc. At the same time, he must wear a white coat and behave correctly. He is expected to pay attention to the patient and a fairly high level of professional knowledge. The same person after work, entering the store, finds himself in the role of a buyer with completely different rights, restrictions and expectations.

A person may accept roles and meet expectations, or may not accept them - out of principle (teenagers), out of ignorance, or because of character traits. Compliance with role expectations and the ability to accept the role of another form the basis of conflict-free and social adaptation of a person. The ability to take on a useful role and successfully resist the imposition of an unnecessary role are important social skills that can be developed through training.

Although the personality is something integral, in different life situations its various features are manifested. A trait is a person's predisposition to behave in a similar way in different circumstances. A personality trait is what determines the constant, stable, typical features of human behavior. For example, a person who is shy or has leadership tendencies will only be able to display these traits when in the company of other people, but will show them whenever possible.

A person is not a passive "carrier" of certain traits, he does not just react in a certain, inherent way to a situation, rather, on the contrary, the situations in which a person finds himself most often are, as a rule, the very situations in which he actively tends to hit (though he may not realize it). For example, a sociable person seeks and finds companionship, while a risk-averse person gets into “unexpected” adventures. Personality traits "line up" the actions of the individual.

Each personality trait is only relatively independent of the others. There is no sharp boundary separating one feature from another. The same person can have contradictory traits that manifest themselves in different situations. For example, a person may be kind, gentle, and tactful with loved ones, but tough and rude with others.

In the behavior of a person, in his relations with others, certain, most essential and stable features of his personality always come to the fore. These most pronounced, closely interconnected personality traits are called character. Character is clearly manifested in various activities, is determined and formed throughout a person's life.

The character of an adult is very stable. It is difficult to significantly change it with the help of training. But a person can be taught, firstly, to recognize the traits of his character, and secondly, to analyze the situation and show or restrain his certain traits, that is, to make his behavior more adaptive. The severity of certain personality traits in a person is manifested not only in everyday communication, but also in professional activities. The presence of professionally important qualities in a person largely determines his success and satisfaction with his profession.

In order to understand the character of a person in everyday life, and even more so the personality as a whole, you need to observe him for a very long time in various situations (“eat a pood of salt with him”).

I-image

Observations and testing give a look at the personality from the outside, more or less objective. For the person himself, his own view of himself is very important, especially since, as a rule, a person, especially a young one, is poorly aware of his own personality traits, his character. Self-awareness - a person's awareness and assessment of himself as a person, his interests, values ​​and motives of behavior. The development of self-awareness is one of the tasks of personal growth training.

On the basis of self-consciousness, a person forms a “I-image” (“I-concept”) - how an individual sees himself and wants to see himself. "I-image" includes a person's idea of ​​himself, his physical and psychological characteristics: appearance, abilities, interests, inclinations, self-esteem, self-confidence, etc. Based on the "I-image" a person distinguishes himself from the outside world and from other people.

In addition, the "I-image" includes ideas about one's capabilities and self-esteem of one's personality. The “I-image” can be adequate (ie, more or less correspond to reality) or significantly distorted, which is very difficult for a person to determine. In any case, a person strives for the stability of his "I-image". People tend to ignore or consider false information if it does not correspond to their ideas about themselves and agree with erroneous or even false data that corresponds to the "I-image".

The great importance of the “I-image” in a person’s life lies in the fact that it is the center of his inner world, that “starting point”, based on which a person perceives and evaluates the whole world around him and plans his own behavior.

For example, it is well known that the same color can be "bright and cheerful" for one person and "dull and dull" for another; the sounds of your favorite music may seem too quiet, but a person who does not like the same music may find it too loud; this or that event can be assessed as good or bad, depending on whether it is useful to a person or harmful, etc. An “objective judgment” is, as a rule, a myth, a delusion. Any judgment of a person is refracted through his "I-concept".

The “I-image” as a whole includes three main dimensions: the present “I” (how a person sees himself at the moment), the desired “I” (how he would like to see himself), the represented “I” (how he shows himself to others). All three dimensions coexist in the personality, ensuring its integrity and development. A complete coincidence between them is impossible, but too strong a discrepancy leads to a severe intrapersonal conflict, disagreement with oneself.

A person with the greatest success and pleasure performs the social role in which he can most bring together these three dimensions of the "I-image". In particular, love for the profession, craving for a professional role arise if a person is convinced that he can successfully fulfill his duties, sees the prospects for professional growth and his actions are positively evaluated by others. If at least one of their components is missing, a person does not experience psychological satisfaction and seeks to change the situation - to change his place of work or profession.

In psychology, it is customary to distinguish two forms of "I-image" - real and ideal. In this case, "real form" does not mean that this image corresponds to reality. This is an idea of ​​a person about himself, about "what I am here and now." The ideal "I-image" is a person's idea of ​​himself in accordance with the desires, "what I would like to be." These forms differ in most cases.

The discrepancy between the real and ideal "I-images" can have various consequences. It can become a source of serious intrapersonal conflicts, but, on the other hand, it is also an incentive for self-improvement of the individual and the desire for development. It all depends on how the person himself evaluates this mismatch: as a prospect, hope or a pipe dream.

Despite the fact that the “I-image” is fairly stable, it does not remain constant throughout life. Its formation, development and change can be associated with both internal causes and external influences of the social environment.

Internal factor - a person's desire for self-development.

Self-development is a conscious human activity aimed at the fullest possible realization of oneself as a person. It presupposes the presence of clearly conscious life goals, ideals and personal attitudes.

External influence on the change of "I-image" are provided by numerous formal and informal groups in which the individual is included. The source of information on the basis of which a person forms his “I-image” is to a large extent the perception of how they think about him, how others evaluate him. A person, as it were, looks at his behavior and his inner world through the eyes of others.

However, not all people with whom a person communicates have the same effect on him. A special role belongs to "significant others". A “significant other” is that person whose attention and approval or disapproval is important to a person. The influence of a positive "significant other" whom a person wants to imitate, whose instructions and roles he is ready to accept, is most clearly noticeable. But there are also negative "significant others" - people with whom a person tries to avoid similarities.

Significant others may include parents, mentors, some participants in children's games, and possibly popular personalities. Thus, the process of socialization through the “significant other” takes place. (Note that some “significant others” may not be physically present, but may be book or movie characters, historical figures, famous athletes, etc. Then their reactions are imaginary, but no less effective for that.)

For the successful functioning of the pedagogical system, a carefully thought-out "debugging" of all its components is needed. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

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"Personally-developing pedagogical technologies"

Peregudova Ekaterina Eduardovna

Saint Petersburg

2015

The concept of "learning technology" today is not generally accepted in traditional pedagogy. In UNESCO documents, learning technology is seen as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

On the one hand, learning technology is a set of methods and means of processing, presenting, changing and presenting educational information, on the other hand, it is the science of how a teacher influences students in the learning process using the necessary technical or information means. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the educational objectives set. Learning technology is a system category, the structural components of which are:

the learning objectives;

ü means of pedagogical interaction;

ü organization of the educational process;

ü student, teacher;

the result of activity.

The sources of pedagogical technology are the achievements of pedagogical, psychological and social sciences, advanced pedagogical experience, folk pedagogy, all the best that has been accumulated in domestic and foreign pedagogy of the past years.

For the successful functioning of the pedagogical system, a carefully thought-out "debugging" of all its components is needed. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

The same technology in the hands of different performers can look different every time: here the presence of the personal component of the master, the characteristics of the contingent of students, their general mood and psychological climate in the classroom is inevitable. The results achieved by different teachers using the same technology will be different, but close to a certain average index characterizing the technology in question. That is, pedagogical technology is mediated by personality traits, but is not determined by them.

The concept of "pedagogical technology" is broader than the concept of "teaching methods". Technology answers the question - how best to achieve the goals of exposure, management of this process. The technology is aimed at the consistent implementation in practice of a pre-planned learning process.

The design of pedagogical technology involves the choice of the optimal system of pedagogical technologies for specific conditions. It requires the study of individual characteristics of the individual and the selection of activities that are adequate to the age stage of development of students and their level of preparedness.

Classification of pedagogical technologies

Several classifications of pedagogical technologies are presented in the pedagogical literature - V. G. Gulchevskaya, V. T. Fomenko, T. I. Shamova and T. M. Davydenko. In the most generalized form, all technologies known in pedagogical science and practice were systematized by G. K. Selevko. Below is a brief description of the classification groups, compiled by the author of the system.

By level of applicationgeneral pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

On a philosophical basis:materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion, and other varieties.

According to the leading factor of mental development:biogenic, sociogenic, psychogenic idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only any one single factor, method, principle - pedagogical technology is always complex. However, due to its emphasis on one or another side of the learning process, the technology becomes characteristic and gets its name.

According to the scientific concept of learning experiencestand out: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By orientation to personal structures:information technologies (formation of school knowledge, abilities, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and income (formation of an effective-practical sphere - SDP).

By the nature of the content and structuretechnologies are called: teaching and educating, secular and religious, general educational and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) and penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, concept, in complex ones it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them, are called penetrating.

By type of organization and management of cognitive activityV. P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V. P. Bespalko - didactic systems):

ü classical lecture training (control - open, scattered, manual);

ü training with the help of audiovisual technical means (open-loop, scattered, automated);

ü system "consultant" (open, directed, manual);

ü training with the help of a textbook (open, directed, automated) - independent work;

ü the system of "small groups" (cyclic, scattered, manual) - group, differentiated ways of teaching;

ü computer training (cyclic, dispersed, automated);

ü "tutor" system (cyclic, directed, manual) ~ individual training;

ü "software training" (cyclic, directed, automated), for which there is a pre-compiled program.

ü In practice, various combinations of these "monodidactic" systems are usually used, the most common of which are:

ü the traditional classical class-lesson system of Ya. A. Comenius, which is a combination of a lecture method of presentation and independent work with a book (didachography);

ü modern traditional education using didachography in combination with technical means;

ü group and differentiated ways of teaching, when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;

ü programmed learning based on adaptive program control with partial use of all other types.

A fundamentally important aspect in pedagogical technology isthe position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

a) Authoritarian technologiesin which the teacher is the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

b) A high degree of inattention to the personality of the child is distinguisheddidactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of education over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

in) Person-Centered Technologiesput the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potential. The child's personality in this technology is not only a subject, but a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentricity, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

G) Humane-personal technologiesdiffer primarily in their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They, rejecting coercion, "profess" the ideas of all-round respect and love for the child, optimistic faith in his creative forces.

e) Technologies of cooperationrealize democracy, equality, partnership in the subjective relations of the teacher and the child. The teacher and students jointly develop goals, the content of the lesson, give assessments, being in a state of cooperation, co-creation.

e) Technologies of free educationfocus on giving the child freedom of choice and independence in a greater or lesser area of ​​his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

g) Esoteric technologiesbased on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.

• mass (traditional) school technology, designed for the average student;
• advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);
• technologies of compensatory education (pedagogical correction, support, leveling, etc.);
• various victimological technologies (surdo-, ortho-, tiflo-, oligophrenopedagogy);
• technologies for working with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.

In the direction of modernizationTraditional system can be divided into the following groups of technologies.

a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content. These include the pedagogy of cooperation, the humane-personal technology of Sh. A. Amonashvili, the system of teaching literature as a subject that forms a person, E. N. Ilyina, and others.

b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on V. F. Shatalov’s notes of reference signals, communicative learning by E. I. Passova, etc.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V. V. Firsov, N. P. Guzik), learning individualization technologies (A. S. Granitskaya, I. Unt, V. D. Shadrikov), perspective-anticipatory learning using reference schemes under commented control (S. N. Lysenkova), group and collective methods of learning (I. D. Pervin, V. K. Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of the educational material: the enlargement of didactic units (UDE) by P. M. Erdniev, the technology "Dialogue of cultures" by V. S. Bibler and S. Yu. Kurganov, the system "Ecology and dialectics" L. V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M. B. Volovich, and others.

e) Natural, using the methods of folk pedagogy, based on the natural processes of child development: education according to L. N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: R. Steiner's Waldorf pedagogy, free labor technology S: Frenet, A. M. Lobk's technology of probabilistic education.

g) Finally, many of the existing systems of copyright schools are examples of complex polytechnologies (the most famous are A.N. Tubelsky’s “School of Self-Determination”, I.F. Goncharov’s “Russian School”, E.A. "School-Park" by M. Balaban and others).

Technology that involves the construction of the educational process on a conceptual basis

The conceptual framework assumes:

Isolation of a single basis;

Isolation of cross-cutting ideas of the course;

Isolation of interdisciplinary ideas.

Technology that involves the construction of the educational process on a large-block basis

This technology is an alternative to those technologies that focus on the consistent construction of learning. The latter is well illustrated by such an example as the consistent study of personal, definite-personal, generalized-personal, indefinitely-personal, impersonal sentences in the course of the Russian language. It is carried out over a number of lessons. Since a pattern can be seen between sentences - an increase in certainty, this allows all sentences to be studied in one lesson, which will give better results.

Large-block technology (scientific development of N. Erdniev and V. Shatalov) involves a number of didactically interesting techniques; for example, combining several rules, definitions, characteristics in one definition, one characteristic, which increases their information capacity.

This technology has its own requirements for the use of visual aids in teaching. We are talking about saving in time and space associative schemes, drawings, diagrams. This (symmetry, semi-symmetry, asymmetry) is the basis for the widespread reference signals. Combining the material into very large blocks (instead of 80-100 training topics - 7-8 blocks) can lead to a new organizational structure of the educational process. Instead of a lesson, a school day (biological, literary) can become the main organizational unit. It creates the possibility of a deeper immersion of students in the subject being studied. Four lessons, for example, literature for 30 minutes. M. Shchetinin repeats subject weeks three or four times during the academic year.

Technology that involves the construction of the educational process on a proactive basis

Classical didactics is focused on learning from the known to the unknown: go forward, so to speak, looking back. The new didactics, without denying the path of movement from the known to the unknown, at the same time substantiates the principle of the teacher's cross activity, on the line of which there are anticipatory tasks, anticipatory observations and anticipatory experiments as varieties of anticipatory tasks set out with elements of anticipation. All of the above is called lead; it contributes to the effective preparation of students for the perception of new material, activates their cognitive activity, increases the motivation for learning, and performs other pedagogical functions.

The idea of ​​anticipation, which was the basis of S. Lysenkova's training, S. Soloveichik called ingenious. Unlike the two-line logical structure of the lesson, which is typical for large-block learning, the advanced technology has a three-line lesson structure. The lesson, built on an advanced basis, includes both studied and passed, and future material. A new system of concepts for didactics is emerging, revealing the essence of lead: the frequency of lead, the length or distance of lead (near lead - within the lesson, medium - within the system of lessons, far - within the curriculum, intersubject lead).

A capable and experienced teacher sees the future, knows not only his subject, feels with some sixth sense how his students are set, strives to work according to a proactive system.

Technology that involves the construction of the educational process on a problem basis

Personal development pedagogical technologies

Common explanatory and reproductive technologies are not able to ensure the development and self-development of students. They can give an increment of knowledge, skills, but not an increment of development. To ensure development, it is necessary to introduce the educational process "into the zone of proximal development" (L. Vygotsky, L. Zankov). This is what problem-based learning is about. It presupposes the presence of a special, internally contradictory, problematic content; but for learning to become problematic, this is not enough.

Problems with an objective necessity should arise in the minds of students through a problem situation.

Problem technology involves the disclosure of the method that will lead to problem knowledge. Therefore, the student must leave the lesson with a problem.

Let us only pay attention to the fact that the logical structure of the problematic lesson is not linear (one-, two-, three-linear), but more complex - a spiral, "curvilinear" form. The logic of the educational process is manifested very visibly here. If at the beginning of the lesson, suppose, a problem is posed, and the subsequent course of the lesson will be aimed at solving the problem, then the teacher and students will periodically have to return to the beginning of the lesson, to how the problem was posed.

A technology that involves the construction of the educational process on a situational, primarily on a game basis

There is too big a gap between academic and practical activities that imitate reality and thereby help to fit the educational process into the context of the real life of children.

Technology that involves the construction of the educational process on a dialogue basis

Dialogue, as you know, is opposed by the teacher's monologue, which is still widespread. The value of the dialogue is that the teacher's question evokes in students not only and not so much an answer as, in turn, a question. Teacher and students act as equals. The meaning of the dialogue, therefore, is that the subject-subject relations are realized in the lesson not only in the familiar, but also in the moral and ethical sphere.

A technology that involves the construction of the educational process on a reciprocal basis.

These are collective learning methods, which will be discussed in more detail below.

Technologies built on an algorithmic basis (M. Landa).

Technologies built on a programmed basis (V. Bespalko).

All this "fan" of technologies can open and develop in the hands of an experienced teacher, because the conditions for their applicability depend on many factors; In addition, technologies are closely interconnected.

Next, the technologies most commonly used at the first stage of training will be considered. Their range is determined by the age characteristics of the child, the nature of his thinking and perception, the level of general development.

Overview of pedagogical technologies

The best person is the one who lives mainly by his own thoughts and other people's feelings, the worst is the one who lives by other people's thoughts and his own feelings.

L. N. Tolstoy

Traditional pedagogical technology

The term "traditional education" means, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya. A. Comenius, and still prevailing in the schools of the world.

Distinctive features of the traditional classroom technology are the following:

Students of approximately the same age and level of training make up a class that retains a largely constant composition for the entire period of schooling;

The class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

The main unit of classes is the lesson;

The lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

The work of students in the lesson is led by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

Educational books (textbooks) are mainly used for homework.

The school year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the class-lesson system.

In Soviet pedagogy, learning objectives were formulated as follows:

Formation of a knowledge system, mastering the basics of science;

Formation of the foundations of the scientific worldview;

Comprehensive and harmonious development of each student;

Education of ideologically convinced fighters for communism, for the bright future of all mankind;

Education of conscious and highly educated people capable of both physical and mental labor.

Thus, by its nature, the goal of learning technologies (TO) is the education of a person with given properties.

In the modern mass Russian school, the goals have changed somewhat - ideologization has been excluded, the slogan of comprehensive harmonious development has been removed, there have been changes in the nature of moral education, but the paradigm of presenting the goal in the form of a set of planned qualities (training standards) has remained the same.

The mass school with traditional technology is still a "school of knowledge", retains the primacy of individual awareness over its culture, the predominance of the rational-logical side of cognition over the sensory-emotional side.

Conceptual positions.

The conceptual basis of TO is formed by the principles of pedagogy, formulated by Ya. A. Komensky:

Scientific (false knowledge cannot be, there can only be incomplete);

Natural conformity (learning is determined by development, not forced);

Consistency and systematicity (sequential linear logic of the process, from particular to general);

Accessibility (from known to unknown, from easy to difficult, assimilation of ready-made ZUN);

Strength (repetition is the mother of learning);

Consciousness and activity (know the task set by the teacher and be active in executing commands);

Visibility (attracting various senses to perception);

Connection of theory with practice (a certain part of the educational process is devoted to the application of knowledge);

Accounting for age and individual characteristics.

Education is the process of transferring knowledge, skills, social experience from older generations to the younger. This holistic process includes goals, content, methods and means.

Content Features.

The content of education in the traditional mass school was formed back in the years of Soviet power (it was determined by the tasks of the industrialization of the country, the pursuit of the level of education of technically developed capitalist countries, the general role of scientific and technological progress) and is still technocratic to this day. Knowledge is addressed mainly to the rational beginning of the personality, and not to its spirituality, morality. - 75% of school subjects are aimed at developing the left hemisphere, only 3% are allocated to aesthetic subjects, and very little attention was paid to spiritual education in the Soviet school.

The traditional system remains uniform, non-variable, despite the declaration of freedom of choice and variability. Planning of training content is centralized. Basic curricula are based on uniform standards for the country. Academic disciplines (basics of sciences) define "corridors" within which (and only within) the right to move is given to the child.

Education has overwhelming priority over education. Educational and educational subjects are not interconnected. Club forms of work occupy 3% of the academic ones in the amount of funding. In educational work, the pedagogy of events and the negativism of educational influences flourish.

Features of the technique.

Traditional technology is primarily an authoritarian pedagogy of requirements, teaching is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the disclosure of individual abilities, creative manifestations of the personality.

The authoritarianism of the learning process is manifested in: the regulation of activities, the coercion of learning procedures ("the school rapes the individual"); centralization of control; targeting the average student ("school kills talents").

The position of the student: the student is a subordinate object of teaching influences, the student "should", the student is not yet a full-fledged personality, an unspiritual "cog".

The position of the teacher: the teacher is the commander, the only initiative person, the judge ("always right"); the elder (parent) teaches; "with an object for children", "striking arrows" style.

Knowledge acquisition methods are based on:

Communication of ready-made knowledge;

learning by example;

Inductive logic from particular to general;

mechanical memory;

verbal presentation;

Reproductive reproduction.

The learning process as an activity in TO is characterized by a lack of independence, weak motivation of the student's educational work.

As part of the child's learning activities:

There is no independent goal-setting, the teacher sets the learning goals;

Planning of activities is carried out from the outside, imposed on the student against his will;

The final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformism - "school disfigures the personality").

Evaluation of students' activities. Traditional pedagogy has developed criteria for a quantitative five-point assessment of students' knowledge, skills and abilities in academic subjects; assessment requirements: individual character, differentiated approach, systematic monitoring and evaluation, comprehensiveness, variety of forms, unity of requirements, objectivity, motivation, publicity.

However, the school practice of TO reveals the negative aspects of the traditional grading system.

Quantitative assessment - a mark - often becomes a means of coercion, an instrument of the teacher's power over the student, psychological and social pressure on the student.

The mark as a result of cognitive activity is often identified with the personality as a whole, sorts students into "good" and "bad".

The names "three" student, "losers" cause a feeling of inferiority, humiliation, or lead to indifference, indifference to learning. The student, according to his mediocre or satisfactory grades, first makes a conclusion about the inferiority of his knowledge, abilities, and then his personality (I-concept).

There is a problem of two in particular. It is an untransferable assessment, the basis of repetition and dropout, that is, it largely decides the fate of the individual, and in general represents a big social problem. .

The traditional technologies also include the lecture-seminar-test system (form) of education: first, the educational material is presented to the class by the lecture method, and then it is worked out (assimilated, applied) at seminars, practical and laboratory classes, and the results of assimilation are checked in the form of tests.

Technologies of student-centered education

A fundamentally important point for understanding the essence of pedagogical technology is to determine the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

Authoritarian technologies, in which the teacher is the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

A high degree of inattention to the personality of the child is distinguished by didactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

Personally-oriented technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Immediately, we note the inaccuracy of the term "personality-oriented education". It is more correct to say "individual-oriented education", because all pedagogical technologies are personality-oriented, as they are set as the goal of developing and improving the child's personality. However, following the established tradition, from now on we will also call individually-oriented those oe y ia personality-oriented.

Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy. The focus of the teacher's attention is on the unique integral personality of the child, striving for the maximum realization of his abilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in various life situations. In contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technologies, here the achievement by the individual of the above qualities is proclaimed the main goal of education and upbringing.

Person-centered technologies are characterized by:

Anthropocentric;

humanistic essence;

Psychotherapeutic orientation;

They set the goal of versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, independent areas are:

Humane-personal technologies;

Technologies of cooperation;

Technologies of free education;

Esoteric technologies.

Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser sphere of his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The origins of the development of personality-oriented pedagogical technology are contained in the provisions of the dialogue concept of Bakhtin-Bibler's culture, where it substantiates the idea of ​​the universality of dialogue as the basis of human consciousness. "Dialogical relations ... this is an almost universal phenomenon that permeates all human speech and all relations and manifestations of human life, in general, everything that has meaning and meaning ... Where consciousness begins, dialogue begins" (V. S. Bibler).

In traditional didactic systems, the basis of any pedagogical technology is explanation, and in student-centered education, understanding and mutual understanding. V. S. Bibler explains the difference between these two phenomena as follows: when explaining - only one consciousness, one subject, a monologue; in understanding - two subjects, two consciousnesses, mutual understanding, dialogue. Explanation is always a top-down view, always edification. Understanding is communication, cooperation, equality in mutual understanding.

The fundamental idea is to move from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. The main orientation of the teacher is not on the knowledge of the "subject", but on communication, mutual understanding with students, on their "liberation" (K. N. Wentzel) for creativity. Creativity, research search are the main way for a child to exist in the space of personality-oriented education. But the spiritual, physical, intellectual capabilities of children are still too small to independently cope with the creative tasks of education and life problems. The child needs pedagogical help and support.

These are the key words in the characteristics of student-centered education technologies.

Support expresses the essence of the humanistic position of the teacher in relation to children. This is a response to the natural trust of children who seek help and protection from a teacher, this is an understanding of their defenselessness, and an awareness of their own responsibility for children's life, health, emotional well-being, and development. Support is based on three principles of Sh. Amonashvili's activity:

love a child;

Humanize the environment in which he lives;

Live your childhood in your child.

In order to support the child, V. A. Sukhomlinsky believed, the teacher must retain the feeling of childhood; develop the ability to understand the child and everything that happens to him; be wise with the actions of children; to believe that the child is mistaken, and does not violate with intent; protect the child do not think badly, unfairly about him, and, most importantly, do not break the child's individuality, but correct and direct its development, remembering that the child is in a state of self-knowledge, self-affirmation, self-education.

The peculiarity of the paradigm of the goals of personality-oriented technologies lies in the focus on the properties of the personality, its formation and development not by someone else's order, but in accordance with natural abilities. The content of education is the environment in which the formation and development of the child's personality takes place. It is characterized by a humanistic orientation, appeal to a person, humanistic norms and ideals.

Child support technology

Personal orientation technologies try to find methods and means of training and education that correspond to the individual characteristics of each child: they use psychodiagnostic methods, change the relationship and organization of children's activities, use a variety of teaching aids (including technical ones), and adjust the content of education. The most complete technologies for individual support have been developed in foreign studies on humanistic psychology. K. Rogers considers the main task of the teacher to help the child in his personal growth. Pedagogy, in his opinion, is akin to therapy: it should always return the child to his physical and mental health. K. Rogers argues that the teacher can create the right atmosphere for individual development in the classroom if he is guided by the following provisions:

Throughout the educational process, the teacher must demonstrate to the children his full confidence in them;

The teacher should help students in the formation and clarification of the goals and objectives facing both the class as a whole and each student individually;

The teacher must proceed from the fact that children have an intrinsic motivation to learn;

The teacher should be a source of diverse experience for students, to whom you can always turn for help;

It is important that he act in this role for each student;

The teacher must develop the ability to feel the national mood of the group and accept it;

The teacher must be an active participant in group interaction;

He should openly express his feelings in class;

Should strive to achieve empathy, allowing you to understand the feelings and experiences of each student;

The teacher must know himself and his abilities well.

Academician of the Russian Academy of Education E. V. Bondarevskaya identifies a number of essential requirements for the technology of student-centered education:

Dialogical,

activity-creative nature,

Support for the individual development of the child,

Providing him with the necessary space of freedom for making independent decisions, creativity, choosing the content and methods of learning and behavior.

According to E. V. Bondarevskaya, a teacher who needs a student-centered school must meet the following requirements:

• have a value attitude to the child, culture, creativity;
• to show a humane pedagogical position;
• take care of the ecology of childhood, the preservation of the mental and physical health of children;
• be able to create and constantly enrich the cultural-informational and subject-developing educational environment;
• be able to work with the content of training, giving it a personal-semantic orientation;
• own a variety of pedagogical technologies, is able to give them a personal developmental orientation;
• take care of the development and support of the individuality of each child.

Finally, the question remains open so far - what are the means of supporting the child in learning? The teaching staff of the Rostov secondary school No. 77 (laboratory school of the Russian Academy of Education), as a result of a thorough discussion, differentiated the means of supporting the child into 2 groups.

The first group of means provides general pedagogical support to all students and creates the necessary tone of goodwill, mutual understanding and cooperation for this. This is an attentive, friendly attitude of the teacher to students, trust in them, involvement in lesson planning, creating situations of mutual learning, the use of activity content, games, various forms of dramatization, creative work, a positive assessment of achievements, dialogic communication, etc.

The second group of funds is aimed at individual-personal support and involves diagnosing individual development, education, upbringing, identifying personal problems of children, tracking the development processes of each child. In this case, the dosing of pedagogical assistance, based on knowledge and understanding of the physical (corporal) and spiritual nature of the child, the circumstances of his life and fate, is of great importance. Features of the soul and character, language and behavior, as well as the pace of educational work characteristic of him. Teachers attach a special role in individual support to situations of success, creating conditions for self-realization of the individual, raising the student's status, and the importance of his personal "contributions" to solving common problems.

Cooperation Pedagogy

The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which brought to life numerous innovative processes in education. The name of this technology was given by a group of innovative teachers, whose generalized experience combined the best traditions of the Russian school (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy), the school of the Soviet period (S. T. Shatsky, V A. Sukhomlinsky, A. S. Makarenko) and foreign teachers (J. J. Rousseau, J. Korchak, K. Rogers, E. Bern) in the field of psychological and pedagogical practice and science.

As a holistic technology, the pedagogy of cooperation has not yet been embodied in a specific model, it does not have normative and executive tools; her ideas entered into almost all modern pedagogical technologies, formed the basis of the "Concept of Secondary Education in the Russian Federation". Therefore, the pedagogy of cooperation should be considered as a special type of "penetrating" technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, is included in many modern pedagogical technologies as their integral part.

Cooperation pedagogy has the following classification characteristics:

By the level of application - general pedagogical technology;

On a philosophical basis - humanistic;

According to the main factor of development - complex biosocio- and psychogenic;

According to the concept of assimilation: associative-reflex step-by-step internalization;

By orientation to personal structures - comprehensively harmonious;

By the nature of the content: teaching + educational, secular, humanistic, general education, penetrating;

By type of management: system of small groups;

By organizational forms: academic + club, individual + group, differentiated;

According to the approach to the child: humane-personal, subject-subjective;

According to the prevailing method: problem-search, creative, dialogic, game;

Transition from pedagogy of requirement to pedagogy of relations;

Humane and personal approach to the child;

Unity of education and upbringing.

In the "Concept of secondary education in the Russian Federation" cooperation is interpreted as the idea of ​​joint developmental activities of adults and children, sealed by mutual understanding, penetration into each other's spiritual world, joint analysis of the course and results of this activity. As a system of relations, cooperation is multifaceted; but the most important place in it is occupied by the teacher-student relationship. In the concept of cooperation, the student is presented as the subject of his educational activity. Therefore, two subjects of one process must act together; none of them should be above the other.

Within the framework of the team, cooperation relations are established between teachers, administration, student and teacher organizations; the principle of cooperation extends to all types of relations between students, teachers and leaders with the surrounding social environment (parents, families, public and labor organizations).

There are four areas in the pedagogy of cooperation:

Humane-personal approach to the child. The development of the whole integral set of personality qualities is placed at the center of the school educational system.

The goal of the school is to awaken, to bring to life inner forces and opportunities, to use them for a more complete and free development of the individual. The humane-personal approach combines the following ideas:

ü a new look at the personality as the goal of education, the personal orientation of the educational process;

ü humanization and democratization of pedagogical relations;

ü rejection of direct coercion as a method that does not give results in modern conditions;

ü a new interpretation of the individual approach;

ü the formation of a positive self-concept, i.e., a system of conscious and unconscious ideas of a person about himself, on the basis of which he builds his behavior.

Didactic activating and developing complex. New fundamental approaches and trends are opening up in resolving the questions of "what" and "how" to teach children; the content of education is seen as a means of personal development, and not as a self-sufficient goal of the school; training is conducted on generalized knowledge, skills and ways of thinking; integration, variability; positive stimulation is used.

The improvement of the methods and forms of the educational process is revealed in a number of didactic ideas used in the author's systems of innovative teachers: reference signals by V. F. Shatalov, in the idea of ​​free choice by R. Steiner, ahead of S. N. Lysenkova, in the idea of ​​large blocks by P. M. Erdniev, in the intellectual background of the class of V. A. Sukhomlinsky, personality development according to L. V. Zankov, in the creative and performing abilities of I. P. Volkov, in the zone of proximal development of L. S. Vygotsky, etc.

The concept of education. The conceptual provisions of the pedagogy of cooperation reflect the most important trends according to which education is developing in the modern school:

• transformation of the school of Knowledge into the school of Education;
• placing the student's personality at the center of the entire educational system;
• humanistic orientation of education, formation of universal values;
• development of the child's creative abilities;
• revival of Russian national and cultural traditions;
• combination of individual and collective education;
• setting a difficult goal.

The ideology and technology of cooperation pedagogy determine the content of education.

Pedagogization of the environment. The pedagogy of cooperation puts the school in a leading, responsible position in relation to other institutions of education, the activities of which must be considered and organized from the standpoint of pedagogical expediency. The most important social institutions that shape the growing personality are the school, the family and the social environment. The results are determined by the joint action of all three sources of education. Therefore, the ideas of competent management, cooperation with parents, and influence on public and state institutions for the protection of children are being put forward.

Humane-personal technology Sh. A. Amonashvili

Give yourself to children!

Sh. A. Amonashvili

Academician of the Russian Academy of Education Shalva Amonashvili developed and implemented the pedagogy of cooperation in his experimental school. A peculiar result of his pedagogical activity is the "School of Life" technology.

The target orientations of Sh. A. Amonashvili's technology are defined as follows:

Contributing to the formation, development and education of a noble person in a child by revealing his personal qualities;

Ennoblement of the soul and heart of the child;

Development and formation of cognitive forces of the child;

Providing conditions for an expanded and in-depth volume of knowledge and skills;

The ideal of education is self-education.

Main conceptual provisions:

• All provisions of the personal approach of pedagogy of cooperation.
• The child as a phenomenon carries within itself the line of life that he must serve.
• The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.
• The holistic psyche of a child includes three passions: a passion for development, for growing up, for freedom.

The most important skills and abilities and the disciplines or lessons corresponding to them: cognitive reading; writing and speech activity; linguistic flair; mathematical imagination; comprehension of high mathematical concepts; comprehension of the beautiful, planning activities; courage and endurance; communication: foreign language speech, chess; spiritual life, comprehension of the beauty of everything around.

The listed knowledge and skills are formed with the help of a special content of methods and methodological techniques, including:

• humanism: the art of love for children, children's happiness, freedom of choice, the joy of knowledge;
• individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;
• mastery of communication: the law of reciprocity, publicity, his majesty "Question", the atmosphere of romance;
• reserves of family pedagogy, parental Saturdays, gerontology, cult of parents;
• educational activities: quasi-reading and quasi-writing, methods of materialization of the processes of reading and writing, literary creativity of children.

A special role in the technology of Sh. A. Amonashvili is played by the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children (the lesson is creativity, the lesson is play).

Gaming technologies

Origin and socio-pedagogical significance of the game

Attempts to unravel the "mystery" of the origin of the game have been made by scientists from various scientific fields for more than one hundred years. The range of answers offered about the origins of the game is very wide.

The problem of the game, according to one of the concepts, arose as a component of the problem of free time and leisure of people due to many trends in the religious socio-economic and cultural development of society. In the ancient world, games were the focus of social life, they were given religious and political significance. The ancient Greeks believed that the gods patronize the players, and therefore F. Schiller, for example, argued that the ancient games are divine and can serve as an ideal for any subsequent types of human leisure. In ancient China, festive games were opened by the emperor and participated in them himself.

In Soviet times, the preservation and development of the traditions of the gaming culture of the people, which were very deformed by the totalitarian regime, began with the practice of summer country camps that kept the gaming wealth of society.

In world pedagogy, a game is considered as any competition or competition between players whose actions are limited by certain conditions (rules) and are aimed at achieving a specific goal (winning, winning, prize).

First of all, it should be taken into account that the game as a means of communication, learning and accumulation of life experience is a complex socio-cultural phenomenon.

The complexity is determined by the variety of forms of the game, the ways of participation of partners in them and the algorithms of the game. The sociocultural nature of the game is obvious, which makes it an indispensable element of learning. During the game:

The rules of behavior and the role of the social group of the class (minimodels of society) are mastered, then transferred to the "big life";

The possibilities of the groups themselves, collectives - analogues of enterprises, firms, various types of economic and social institutions in miniature are considered;

The skills of joint collective activity are acquired, the individual characteristics of students necessary to achieve the set gaming goals are worked out;

Cultural traditions are accumulating, brought into the game by participants, teachers, attracted by additional means - visual aids, textbooks, computer technologies.

game theory

The game is one of the wonderful phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought.

In domestic pedagogy and psychology, the problem of play activity was developed by K. D. Ushinsky, P. P. Blonsky, S. L. Rubinstein, D. B. Elkonin. Various researchers and thinkers abroad pile one game theory on another - K. Gross, F. Schillep, G. Spencer, K. Buhler, 3. Freud, J. Piaget and others. "Each of them seems to reflect one of the manifestations of a multifaceted phenomenon game, and none, apparently, does not cover its true essence.

The theory of K. Gross is especially famous. He sees the essence of the game in that it serves as a preparation for serious further activity; in the game, a person, exercising, improves his abilities. The main advantage of this theory, which has gained particular popularity, is that it links play with development and seeks its meaning in the role it plays in development. The main drawback is that this theory indicates only the "meaning" of the game, and not its source, does not reveal the reasons that cause the game, the motives that encourage the game. The explanation of the game, proceeding from the result to which it leads, which is transformed into the goal at which it is directed, takes on Gross a purely teleological character, teleology in it eliminates causality. And since Gross is trying to point out the sources of play, he, explaining the games of man in the same way as the games of animals, erroneously reduces them entirely to a biological factor, to instinct. In revealing the significance of play for development, Gross's theory is essentially ahistorical.

In the game theory formulated by G. Spencer, who in turn developed the idea of ​​F. Schiller, the source of the game is seen in an excess of forces: excess forces that are not used up in life, in work, find their way out in the game. But the presence of a reserve of unexpended forces cannot explain the direction in which they are spent, why they are poured into the game, and not into some other activity; besides, a tired person also plays, passing to the game as to rest.

The interpretation of the game as an expenditure or realization of the accumulated forces, according to S. L. Rubinshtein, is formalist, since it takes the dynamic aspect of the game in isolation from its content. That is why such a theory is not able to explain the game.

In an effort to reveal the motives of the game, K. Buhler put forward the theory of functional pleasure (that is, pleasure from the action itself, regardless of the result) as the main motive for the game. The theory of play as an activity generated by pleasure is a particular expression of the hedonistic theory of activity, that is, the theory that considers that human activity is generated by the principle of pleasure or enjoyment. The motives of human activity are as diverse as the activity itself; one or another emotional coloring is only a reflection and a derivative side of real, genuine motivation. Like the dynamic theory of Schiller-Spencer, the hedonistic theory loses sight of the real content of the action, which contains its true motive, reflected in one or another emotionally effective coloring. Recognizing functional pleasure, or the pleasure of functioning, as the determining factor for play, this theory sees in play only the functional function of the organism. This understanding of the game is in fact unsatisfactory, because it could only be applied to the earliest "functional" games and inevitably excludes higher forms of it.

Finally, the Freudian theories of the game see in it the realization of desires repressed from life, since the game often plays out and experiences that which cannot be realized in life. Adler's understanding of the game comes from the fact that the game manifests the inferiority of the subject, fleeing from life, with which he is unable to cope. Thus, the circle closes: from the manifestation of creative activity, embodying the beauty and charm of life, the game turns into a dump for what is ousted from life; from a product and factor of development, it becomes an expression of insufficiency and inferiority; from a preparation for life, it turns into an escape from it.

L. S. Vygotsky and his students consider the initial, determining in the game that a person, when playing, creates an imaginary situation for himself instead of a real one and acts in it, performing a certain role, in accordance with the transferable meanings that he attaches to surrounding objects.

The transition of action into an imaginary situation is indeed characteristic of the development of specific forms of play. However, the creation of an imaginary situation and the transfer of meanings cannot be taken as the basis for understanding the game.

The main disadvantages of this interpretation are:

It focuses on the structure of the game situation without revealing the sources of the game. The transfer of meanings, the transition to an imaginary situation is not the source of the game. The attempt to interpret the transition from a real situation to an imaginary one as the source of the game could only be understood as an echo of the psychoanalytic theory of the game.

The interpretation of the game situation as resulting from the transfer of meaning, and even more so the attempt to deduce the game from the need to play with meanings, is purely intellectualistic.

By transforming the fact of acting in an imaginary (imaginary) situation, although essential for high forms of play, into the initial and therefore obligatory for any game, Vygotsky’s theory arbitrarily excludes from it those early forms of play in which the child does not create any imaginary situations. To the exclusion of such early forms of play, this theory makes it impossible to describe play in its development. D. N. Uznadze sees in the game the result of a tendency of the functions of action that have already matured and have not yet been used in real life. Again, as in the theory of the game of excess forces, the game appears as a plus, not as a minus. It is presented as a product of development, which, moreover, is ahead of the needs of practical life. This is fine, but a serious flaw in the theory lies in the fact that it considers play as actions from within matured functions, as a function of the organism, and not as an activity that is born in relationships with the outside world. The game thus turns into a formal activity, not connected with the real content with which it is somehow externally filled. Such an explanation of the "essence" of the game cannot explain the real game in its concrete manifestations.

Game as a learning method

The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As independent technologies for mastering a concept, topic, and even a section of a subject;

As an element of a more general technology;

As a lesson or part of it (introduction, control);

As a technology for extracurricular activities.

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - clearly learning and the corresponding pedagogical result, which can be explicitly justified and are characterized by an educational and cognitive orientation. The game form of classes is created in the classroom with the help of game techniques and situations that act as a means of inducing, stimulating learning activities.

The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:

• the didactic goal is set for students in the form of a game task;
• educational activity is subject to the rules of the game;
• teaching material is used. as its means;
• an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
• successful completion of the didactic task is associated with the game result.

Play is a school of professional and family life, a school of human relations. But it differs from an ordinary school in that a person, learning during the game, does not suspect that he is learning something. In an ordinary school, it is not difficult to indicate the source of knowledge. This is a teacher - a teaching person. The learning process can be conducted in the form of a monologue (the teacher explains, the student listens) and in the form of a dialogue (either the student asks the teacher a question if he does not understand something and is able to fix his understanding, or the teacher questions the students for the purpose of control). There is no easily identifiable source of knowledge in the game, no person to be trained. The learning process develops in the language of action, all participants in the game learn and learn as a result of active contacts with each other. Game learning is unobtrusive. The game is mostly voluntary and desirable.

The place and role of game technology in the educational process, the combination of game elements and scientists largely depend on the teacher's understanding of the functions of pedagogical games. The function of the game is its various usefulness. Each type of game has its own usefulness. Let us highlight the most important functions of the game as a pedagogical phenomenon of culture.

Sociocultural purpose of the game. The game is the strongest means of socialization of the child, which includes both socially controlled processes of their purposeful impact on the formation of the personality, the assimilation of knowledge, spiritual values ​​and norms inherent in society or a group of peers, and spontaneous processes that affect the formation of a person. The socio-cultural purpose of the game can mean the synthesis of a person's assimilation of the wealth of culture, the potential for education and the formation of him as a person, allowing him to function as a full member of the team.

The function of international communication. I. Kant considered humanity to be the most communicative. Games are national and at the same time international, international, universal. Games make it possible to simulate different situations in life, seek a way out of conflicts without resorting to aggression, teach a variety of emotions in the perception of everything that exists in life.

The function of self-realization of a person in the game. This is one of the main features of the game. For a person, the game is important as a sphere of self-realization as a person. It is in this regard that the process of the game itself is important to him, and not its result, competitiveness or the achievement of any goal. The game process is a space of self-realization. Human practice is constantly introduced into the game situation in order to reveal possible or even existing problems in a person and simulate their removal.

Communication game. A game is a communicative activity, although it is specific according to purely game rules.

It introduces the student into the real context of the most complex human relationships. Any gaming society is a team that acts in relation to each player as an organization and a communicative beginning that has many communicative links. If the game is a form of communication between people, then outside the contacts of interaction, mutual understanding, mutual concessions, there can be no game between them.

Diagnostic function of the game. Diagnosis - the ability to recognize, the process of making a diagnosis. The game is predictive; it is more diagnostic than any other human activity, firstly, because the individual behaves in the game at the maximum of manifestations (intelligence, creativity); secondly, the game itself is a special "field of self-expression".

The therapeutic function of the game. The game can and should be used to overcome various difficulties that a person has in behavior, in communicating with others, in teaching. Assessing the therapeutic value of play techniques, D. B. Elkonin wrote that the effect of play therapy is determined by the practice of new social relations that a child receives in role play. It is the practice of the new real relationships in which role-play puts the child both with adults and with peers, relationships of freedom and cooperation instead of coercion and aggression, that ultimately leads to a therapeutic effect.

Correction function in the game. Psychological correction in the game occurs naturally if all students have learned the rules and plot of the game, if each participant in the game knows well not only his role, but also the role of his partners, if the process and purpose of the game unite them. Correctional games can help students with deviant behavior, help them cope with experiences that prevent them from normal well-being and communication with peers in a group.

Entertaining function of the game. Entertainment is an attraction to different, varied things. The entertaining function of the game is associated with the creation of a certain comfort, favorable atmosphere, spiritual joy as protective mechanisms, that is, the stabilization of the individual, the realization of the levels of her claims. Entertainment in games - search The game has a magic that can give writing fantasy leading to entertainment.

Game motives and organization of games

Game forms of learning, like no other technology, contribute to the use of various methods of motivation:

Communication motives:

Students, jointly solving problems, participating in the game, learn to communicate, take into account the opinion of their comrades.

When solving collective problems, different abilities of students are used; children in practical activities by experience realize the usefulness of quick-thinking, and critically evaluating, and carefully working, and prudent, and risky companions.

Joint emotional experiences during the game contribute to the strengthening of interpersonal relationships.

moral motives. In the game, each student can express himself, his knowledge, skills, his character, strong-willed qualities, his attitude to activities, to people.

Cognitive motives:

Each game has a close result (the end of the game), stimulates the student to achieve the goal (victory) and realize the way to achieve the goal (you need to know more than others).

In the game, teams or individual students are initially equal (there are no honors and threes, there are players). The result depends on the player himself, his level of preparedness, abilities, endurance, skill, character.

The impersonal learning process in the game acquires personal meanings. Students try on social masks, immerse themselves in the historical environment and feel like they are part of the historical process being studied.

The situation of success creates a favorable emotional background for the development of cognitive interest. Failure is perceived not as a personal defeat, but a defeat in the game and stimulates cognitive activity (revenge).

Competitiveness - an integral part of the game - is attractive to children. The pleasure received from the game creates a comfortable state in the lessons and increases the desire to study the subject.

There is always a certain mystery in the game - an unreceived answer, which activates the student's mental activity, pushes him to search for an answer.

In game activity, in the process of achieving a common goal, mental activity is activated. Thought is looking for a way out, it is aimed at solving cognitive problems. The management of many games is necessary to activate the process of self-education of the child. From our point of view, a number of the following points should be attributed to the pedagogical approaches to the organization of children's games.

Game selection. The choice of a game, first of all, depends on what the child is like, what he needs, what educational tasks require their resolution. If the game is collective, you need to know well? what is the composition of the players, their intellectual development, physical fitness, age characteristics, interests, levels of communication and compatibility, etc. The choice of the game depends on the time it is played, climatic conditions, length of time, daylight hours and month game accessories, from the specific situation in the children's team. The goal of the game is outside the game situation, and the result of the game can be expressed in the form of external objects and all kinds of products (models, models, toys, constructors, dolls, etc.), "products" of artistic creativity, new knowledge. In the game, the substitution of motives is natural: children act in games out of a desire to have fun, and the result can be constructive. The game is able to act as a means of obtaining something, although the source of its activity is the tasks voluntarily taken on by the person, game creativity and the spirit of competition. In games, the child fulfills the goals of several levels, interconnected.

The first goal is to enjoy the process of the game itself. This goal reflects the attitude that determines the readiness for any activity, if it brings joy.

The goal of the second level is functional, it is associated with the implementation of the rules of the game, playing out plots, roles.

The goal of the third level reflects the creative tasks of the game - to unravel, guess, unravel, achieve results, etc.

Game offer for children. The main task in the proposal of the game is to arouse interest in it, in such a formulation of the question, when the goals of education and the desires of the child coincide. Game techniques of the proposal can be oral and written. Interest is generated by toys or objects for the game that stimulate the desire to play, game posters, game radio announcements, etc. The offer of the game includes an explanation of its rules and techniques. The explanation of the game is a very responsible moment. The game should be explained briefly and precisely, just before it starts. The explanation includes the name of the game, a story about its content and an explanation of the main and secondary rules, including the distinction between players, an explanation of the meaning of game accessories.

Equipment and equipment of the playing area, its architecture. The place of the game must correspond to its plot, content, be suitable in size for the number of players; be safe, hygienically normative, convenient for children; not have distractions (not be a place of passage for strangers, a place of other activities for adults and children). Any microcosm of the game in the yard - at school requires its own architectural and semantic solution. Under the architectural play area, we mean such a development that corresponds to the constructive foundations of children's games, has a game aesthetic plan that meets the requirements of the age of children, their desire for bright, immense, heroic, romantic, fabulous.

Breakdown into teams, groups, distribution of roles in the game. A play group is usually called a group of children created for playing games. As you know, there are games that do not require division into groups, and team games. Breaking down into a team requires adherence to ethics, taking into account attachments, sympathies, antipathies. The game practice of children has accumulated many democratic game-technical examples of the division into micro-teams of players, in particular, drawing lots, counting rhymes.

One of the crucial moments in children's games is the distribution of roles. They can be active or passive, major or minor. The distribution of children into roles in the game is a difficult and scrupulous business. The distribution should not depend on the sex of the child, age, physical characteristics. Many games are built on equality of roles. Some games require captains, drivers, i.e. team roles according to the plot of the game. Considering which role is especially useful for the child, the teacher uses the following techniques:

Assignment to a role directly by an adult;

Appointment to a role through a senior (captain, driver);

Selection for the role based on the results of gaming competitions (best project, costume, script);

Voluntary acceptance of the role by the child, at his request;

The order of the role in the game.

When distributing team roles, one should do so that the role helps the non-authoritative ones to strengthen their authority, the inactive ones to be active, the undisciplined ones to become organized children, those who have compromised themselves in some way, to regain the lost authority; for beginners and children who avoid the children's team - to prove themselves, to make friends with everyone.

In the game, it is necessary to ensure that conceit does not appear, the excess of the power of command roles over secondary ones. Insubordination in the game can ruin the game. Care must be taken to ensure that the role has an action; a role without action is dead, the child will leave the game if he has nothing to do. You can not use negative roles in the game, they are acceptable only in humorous situations.

The development of the game situation. Development is understood as a change in the position of the players, the complication of the rules of the game, a change of scenery, emotional saturation of game actions. The participants in the game are socially active insofar as none of them fully knows all the ways and actions of performing their functional tasks in the game. This is the mechanism for providing interest and pleasure from the game.

Basic principles of game organization:

• lack of coercion of any form when involving children in the game;
• principle of game dynamics development;
• the principle of maintaining a playful atmosphere (maintaining the real feelings of children);
• the principle of the relationship between gaming and non-gaming activities; for teachers, it is important to transfer the main meaning of game actions to the real life experience of children;
• principles of transition from simple games to complex game forms; the logic of the transition from simple games to complex games is associated with a gradual deepening of the diverse content of game tasks and rules - from the game state to game situations, from imitation to game initiative, from local games to complex games, from age-related games to ageless, "eternal ".

One thing is certain - the educational, educational value of intellectual games depends on the participation of teachers in them.

The task for the teacher is:

• rely on the achievements of the previous age;
• strive to mobilize the potential of a particular age;
• prepare the "ground" for the subsequent age, that is, focus not only on the present level, but also on the zone of proximal development of motives for learning activity.

A lesson conducted in a playful way requires certain rules.

Preliminary preparation. It is necessary to discuss the range of issues and the form of holding. Roles must be assigned in advance. This stimulates cognitive activity.

Mandatory attributes of the game: design, city map, crown for the king, appropriate rearrangement of furniture, which creates a novelty effect of surprise and will enhance the emotional background of the lesson.

Mandatory statement of the result of the game.

competent jury.

Game moments of a non-educational nature are required (sing a serenade, ride a horse, etc.) to switch attention and relieve stress.

The main thing is respect for the personality of the student, not to kill interest in work, but to strive to develop it, leaving no feeling of anxiety and uncertainty in one's abilities.

Confucius wrote, "Master and student grow together." Game forms of lessons allow both students and teachers to grow.

Developmental learning technologies

In the psychological and pedagogical literature of the last quarter of the XX century. many pedagogical approaches and principles are described, the implementation of which affects the effectiveness of training. Often, one of these principles attracted the attention of one or another pedagogical team, which made a lot of efforts to implement it. For example, in the schools of Tatarstan it was the individualization of education, and the schools of the Rostov region became famous throughout the country for "education without twos." The results of such one-sided passions in pedagogy are well known: "innovations" turned out to be "seasonal". Therefore, Z. I. Kalmykova quite rightly notes that the study of individual ways to increase the effectiveness of teaching, their impact on the level of mental development of students is necessary, but not enough. It is equally important to reveal the interconnection of these approaches and principles, to single out the main ones, to present them in the system.

The concept of "mental development" is used very widely, but there is no unequivocal answer to the question of what signs can be used to judge a person's mind, the level of his mental development. All domestic psychologists recognize that training plays a leading, determining role in mental development. This follows from the social nature of man: his mental development is determined by the socio-historical conditions in which he lives. From the first days of his life, under the influence of adults, the child begins to master the experience accumulated by previous generations, actively "appropriate" it, that is, makes it his personal property. In the process of mastering this experience, the mental development of the child takes place, the formation of his human abilities.

A striking confirmation of this are far from isolated cases in history (there are more than 30 of them described) when small children were brought up by animals. Such children learned the habits of the animals among which they lived (monkeys, sheep, wolves) and, in the form of their behavior, were closer to an animal than to a person. They ran on all fours, licked food with their tongues, tore meat with their teeth, howled, biting; were speechless. Once again in the human environment, such children, despite all the efforts of the adults around them, with great difficulty mastered only the elements of human speech and forms of behavior, and in their mental development usually approached mentally retarded children, although they were physically quite healthy and developed. In such children, the most favorable (sensitive) period for mastering speech and elementary forms of human behavior has already passed, other mental mechanisms have formed that correspond to the conditions in which they grew up.

Some differences among scientists arise on the question of what is the role of knowledge in mental development. For example, in the works of A. N. Leontiev, in fact, an equal sign is put between knowledge and mental development, since development, in his opinion, is completely determined by the nature of the generic experience "appropriated" by a person, acquired in those social conditions in which the child lives and develops. Other scientists (E. N. Kabanova-Meller, V. A. Krutetsky) do not deny the importance of knowledge, but do not make it absolute either. They believe that knowledge is a condition for mental development, but is not included in its structure. This is argued, in particular, by the fact that some people amaze with a large amount of knowledge they have accumulated, without being distinguished by high mental development. According to these authors, mental development does not include knowledge itself, but the ability of a person to acquire and apply it, to transfer existing knowledge to relatively new conditions.

3. I. Kalmykova offers the following definition. Mental development is a complex dynamic system of quantitative and qualitative changes that occur in a person’s intellectual activity due to his age and the enrichment of life experience in accordance with the socio-historical conditions in which he lives, and with the individual characteristics of his psyche.

Since the mastery of human experience is a decisive factor in mental development, knowledge should be considered as one of the components that make up the structure of mental development.

In accordance with this, poverty of knowledge that does not correspond to age may indicate a low level of mental development. However, mental development is evidenced not so much by the presence of knowledge as by the ability to operate with them, to apply them in practice. Knowledge acquired formally can be applied by a person only in identical cases, in a very narrow area, that is, they do not have an effective force. That is why a fund of effective knowledge should be considered a component of mental development, thereby emphasizing the conscious nature of their acquisition.

Along with the fund of effective knowledge, learning is included in the structure of mental development. Learning is a system of intellectual properties of a person, emerging qualities of the mind, on which the productivity of educational activity depends, other things being equal: the presence of an initial minimum of knowledge, positive motivation, etc.

The depth of the mind is manifested in the degree of significance of the signs that a person can abstract when mastering new material, and in the level of their generalization. This quality of thinking appears most clearly when discovering new knowledge for a person, moreover, such that cannot be obtained as a direct consequence of the logically justified application of already existing knowledge and methods of action.

The inertia of the mind manifests itself in the opposite way: in a tendency to a pattern, to a habitual course of thought, in the difficulty of switching from one system of actions to another.

The flexibility of thinking implies expedient variability that meets the changing conditions of the analyzed situations, and inertia, on the contrary, is associated with an unreasonable delay in what no longer meets the changed conditions.

In order to successfully acquire new knowledge and operate with it, it is important not only to single out the essential features required by the situation, but also, keeping in mind their entire set, act in accordance with these features, without succumbing to the "provocative" influence of random features that can lead to the right way and lead to wrong decisions. This manifests the stability of the mind, which allows a person to mentally solve problems, keeping in mind a number of their signs. This quality is very clearly manifested in solving classification problems, when it is necessary to divide the proposed set of objects (pictures, words) into groups according to several criteria.

Awareness of mental activity is the quality of the mind, which reveals itself in the ability to express in a word as its product, result - the essential features of a newly formed concept, patterns, etc., and those methods, techniques by which this result was obtained.

The independence of the mind is manifested in the active search for new knowledge, new ways of solving problems, in the special ease of perception of help where a person himself cannot find a solution, in taking into account mistakes. At a high level of manifestation of this quality of the mind, a person seeks not only the correct, but also the optimal solution, without external stimulation going beyond the immediate task. D. B. Bogoyavlenskaya called such a high level of thinking creativity.

The total quantitative indicator of learning can be the economy of thinking. It is measured by the amount of specific material, on the basis of the analysis of which a solution to the problem is achieved, the number of steps towards an independent solution or "portions" of help in which a solution can be achieved, or the time spent on the "discovery" of new knowledge. An approximate assessment of the economy of thinking, quite sufficient for the individualization of teaching, can be obtained by any teacher on the basis of a fairly simple collective experiment. Before it is carried out, it is necessary to find out whether each student has the minimum knowledge and skills that are necessary to understand the new material, and organize work with the class that would ensure the availability of this knowledge. The level of knowledge achieved by each student with a single explanation of the new material for all (and reliance on the necessary minimum of knowledge) serves as an indicator of the economy of thinking ("the pace of progress").

The main psychological principles of developmental education are:

Problematic learning;

Optimal development of various types of mental activity (from visual-effective, practical, visual-figurative, abstract, abstract-theoretical);

Individualization and differentiation of training;

Special formation of both algorithmic and heuristic methods of mental activity;

Special organization of anemic activity.

Under the influence of the growing demands on school education, Soviet psychologists began to study the "zone of proximal development" of children four decades ago. The task was set to find out what are the possibilities of children's thinking, if the content and teaching methods are changed in such a way that they activate the development of abstract, abstract-theoretical thinking. The experiments brilliantly confirmed the hypothesis that children are much more capable than previously thought. It turned out that first-graders can operate with abstract symbols, solve problems based on formulas, and master grammatical concepts.

Similar data were also obtained abroad. The well-known psychologist J. Bruner, carried away by the success of experiments, even formulated an extreme point of view, opposite to the previously prevailing ideas about the very limited capabilities of the intellect of children. He wrote that any child at any stage of his development has access to any knowledge with adequate methods of presenting it.

Of course, the possibilities of children are not unlimited. But studies have shown that with the appropriate organization of educational activities, they can be implemented to a greater extent than with the previously existing system of education. Thus, the team led by V. V. Davydov and D. B. Elkonin proved the possibility of forming elements of theoretical thinking already at primary school age, increasing its share in the cognitive activity of children, and moving from “abstract to concrete” in learning.

The solution of the problem often occurs intuitively, and in this process both practical and figurative thinking, which are directly related to sensory support, play an important role. The solution of the pedagogical problem in the verbal plan, on the basis of theoretical reasoning, should be carried out gradually, link by link. At the same time, it is impossible for a person to cover all the necessary links, which makes it difficult to establish the relationship between them. The inclusion of visual-figurative thinking in this process makes it possible to immediately, "at a glance" cover all the components included in the problem situation, and practical actions allow you to establish the relationship between them, reveal the dynamics of the phenomenon under study, and thereby facilitate the search for a solution.

The predominance of practical, figurative or conceptual types of mental activity is determined not only by the specifics of the problem being solved, but also by the individual characteristics of the children themselves. That is why one of the important principles of developmental education is the optimal (corresponding to the goals of education and the mental characteristics of the child) development of various types of mental activity: abstract-theoretical, and visual-figurative, and visual-effective, practical thinking.

Educational activity requires the possession of different methods of creating images, on different materials (based on descriptive text, drawings, paintings). Methods of educational work can have a different degree of complexity, which is associated with a different degree of their generalization. Mastering the methods of educational work serves as the basis on which educational skills and abilities are formed in children. Skill and technique are not identical to each other. If a student forms his skill without first mastering a rational technique, then he often masters the wrong skill. For example, a student has mastered the ability to point natural zones with a pointer on a map of natural zones and on various physical maps where the boundaries of zones are not marked. However, when mentally "imposing" boundaries, for example, the tundra, on a physical map, he does not use the landmarks on the map (mountain ranges, river mouths); instead, he constantly turns his head from the map of natural areas to the physical map and back, stopping the movement of the pointer. This student is a copyist. He mastered the skill based on irrational reception.

There is a system of teaching methods that contribute to the development of the personality of students:

Transferring learned techniques from a learning task to a new one;

Search for new methods of educational work;

Management of their educational activities;

Generalization techniques.

Long-term practice of developmental education has proved its validity and effectiveness. In our experience, we have implemented developmental education in a typical provincial school with a typical student population.

Radical changes were made to the curriculum for the 5th grade. First of all, physics was taken from the 7th grade program and "rejuvenated". The introduction of this course led to major changes in the content of mathematics and other natural disciplines. By the 8th grade, the course "Man and Cosmology" was prepared for this contingent as a regional discipline, and many sections of mathematics were strengthened. As a result, most of the graduates entered universities in the natural sciences and engineering.

In another case, at a school operating under the auspices of the Academy of Architecture and Arts, a geometry course was introduced from the 5th grade, and supplemented with an "architectural component". Three years later, the course "Architectural Geometry" was introduced in the same school already in the 1st grade. It is interesting that the students understood the unusualness of the curriculum, but were very proud of the school innovation and perfectly mastered the basics of geometry. After leaving school, the vast majority of them became students of the art and graphic faculty of the Pedagogical University, the Academy of Architecture and Arts and the local art school.

It should be emphasized that any pedagogical innovations, including developmental learning technologies, should be based on the results of preliminary psychological and pedagogical diagnostics, and the teacher must always be guided by the principle: "The main thing is to do no harm!"

Unfortunately, the technologies used in our education are generally closer to summarizing knowledge than to "intellectual development". And the transfer of the center of gravity from the first technologies to the second is an urgent task of education at all levels. Among other things, it will be a contribution to the improvement of society.

So, with the term "developmental education" we do not associate any specific systems of developmental education and understand it as an educational process in which, along with the transfer of specific knowledge, due attention is paid to the process of human intellectual development; such an educational process is aimed at the formation of knowledge in the form of a well-organized system

The development of developing learning technologies requires, first of all, the answer to two questions:

What is the system that should be "built" in the learning process?

How should the "construction" itself be carried out? The answers to the first question constitute the structural foundations of developmental learning and ultimately come down to the construction of a certain, let's call it rational, model of intelligence. They define the goals, the final image of what is to be created.

The answers to the second question are the technological foundations of developmental education, which determine how the educational process should be organized in order to most effectively obtain the desired result.

INTRODUCTION 3
1. THE CONCEPT OF THE PROCESS OF FORMATION AND DEVELOPMENT OF THE PERSON 4
2. FACTORS INFLUENCING THE CHOICE OF A PERSONAL DEVELOPMENT TECHNOLOGY 8
3. PERSONAL DEVELOPMENT AT DIFFERENT STAGES OF HUMAN LIFE 10
CONCLUSION 21
REFERENCES 22

Introduction
The issue of personality formation and development is too big and ambiguous and is considered by adherents of different concepts from different angles. For example, the biogenetic orientation of the study of human development leads to the study mainly of the phenotypic features of the maturation of the organism. Sociogenetic orientation - develops ideas about the development of a "social individual" or "personality" in the understanding of BG Ananiev. Personological orientation leads to an analysis of the formation of the personality's self-consciousness, manifestations of its individuality. But it is impossible to separate these models according to different "carriers" (organism, social individual, personality), because organic, social and mental properties are integrated into individuals and develop together, influencing each other.
Personality is a system quality. From this point of view, the study of personality is not a study of individual properties, mental processes and states of a person, it is a study of his place, position in the system of social relations - this is a study of what, for what and how a person uses his innate and acquired. Accordingly, the study of personality development raises questions about what and how influences this outcome.
The purpose of this work is to consider the technology of personal development of the individual.
To achieve this goal, it is necessary to solve the following tasks:
 Describe the stages of personality formation;
 To characterize the prerequisites for the development of personality;
 Consider the technology of personal development.

1. The concept of the process of formation and development of personality
Personality is the object of a number of sciences and, being a complex, multifaceted social phenomenon, requires a comprehensive interdisciplinary approach (philosophical-sociological, socio-psychological, etc.). Psychology studies a person from the point of view of his mental, spiritual life.
Before considering the technologies of personal development, it is necessary to clarify the concepts of personality, its difference from the concepts of a person, an individual.
Man is, on the one hand, a biological being, an animal endowed with consciousness, having speech, the ability to work; on the other hand, man is a social being, he needs to communicate and interact with other people.
A person is the same person, but considered only as a social being. Speaking of personality, we digress from its biological natural side. Not every person is a person.
Individuality is the personality of a particular person as a unique combination of peculiar mental characteristics.
An individual is a person as a unit of society.
Some scientists believe that the human psyche is biologically determined, that all aspects of the personality are innate. For example: character, abilities are inherited as the color of eyes, hair.
Other scientists believe that each person is always in a certain relationship with other people. These social relations form the human personality, i.e. a person learns the rules of behavior accepted in a given society, customs, moral norms.
But natural biological features are absolutely necessary for the mental development of a person. The human brain and nervous system are necessary so that on this basis it becomes possible to form the mental characteristics of a person.
Developing outside of human society, a being with a human brain will never even become a semblance of a person.
Most psychologists believe that a person is not born as a personality, but becomes, and all the theoretical approaches of psychology are trying to find a technology for the formation of a personality and its further development. However, in modern psychology there is no single technology for the formation and development of personality. Consider briefly some of the personality development technologies, for example:
 biogenetic approach - (S. Hall, 3. Freud, etc.) considers the biological processes of maturation of the body to be the basis for the development of the personality,
 sociogenetic - (E. Thorndike, B. Skinner, etc.) the structure of society, methods of socialization, relationships with others, etc.
 psychogenetic - (J. Piaget, J. Kelly and others), without denying either biological or social factors, highlights the development of mental phenomena proper.
In a broad sense, a person's personality is an integral integrity of biogenic, sociogenic and psychogenic elements, and all these combinations of factors must also be taken into account in the technologies of personal development.
The biological basis of personality covers the nervous system, the glandular system, metabolic processes (hunger, thirst, sexual impulse), gender differences, anatomical features, the processes of maturation and development of the organism.
The social "dimension" of the personality is determined by the influence of the culture and structure of the communities in which the person was brought up and in which he participates. The most important sociogenic components of a person are the social roles performed by her in various communities (family, school, group of peers), as well as the subjective "I", that is, the idea of ​​\u200b\u200bthe self created under the influence of others, and the reflected "I", that is, the complex ideas about ourselves, created from other people's ideas about ourselves.
Of all the problems that people have faced in the course of human history, perhaps the most intricate is the mystery of human nature itself. In what directions searches were not conducted, how many different concepts were put forward, but a clear and precise answer still eludes us. Related to this are the difficulties in creating personal development technologies that would be suitable for all people, but individual technologies are suitable today only for a certain category of people.
A significant difficulty in creating a technology for personal development is that there are so many differences between us. People differ not only in their appearance. But also by actions, often extremely complex and unpredictable. Among the more than five billion people on our planet, you will not find two exactly alike. These vast differences make it difficult, if not impossible, to find the common thread that unites the members of the human race.
Astrology, theology, philosophy, literature and social sciences are just some of the currents in the course of which attempts are being made to understand the complexity of human behavior and the very essence of man and to create on this basis some kind of universal technology for the development of personality from birth to old age.
Today, the problem is more acute than ever, since most of the serious ills of mankind - rapid population growth, global warming, environmental pollution, nuclear waste, terrorism, drug addiction, racial prejudice, poverty - are the result of human behavior. It is likely that the quality of life in the future, and perhaps the very existence of human civilization, will depend on how far we advance in understanding ourselves and others.
Personality socialization is a necessary and most important aspect in the technology of personality development - it is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values ​​and orientations, selectively introduces those norms into his system of behavior. and patterns of behavior that are accepted in a society or group. The norms of behavior, norms of morality, beliefs of a person are determined by those norms that are accepted in a given society.
There are the following stages of socialization necessary to create technologies for personal development:
1. Primary socialization or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).
2. The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, because. still unstable in the outlook and character of a teenager.
3. Adolescence (18-25 years) is characterized as a stable conceptual socialization, when stable personality traits are developed.
4. The stage of integration (there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:
 Preservation of one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society.
- Change yourself, "to become like everyone else."
 Conformity, external conciliation, adaptation.
5. The labor stage of socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it due to the person's active influence on the environment through his activity.
6. The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.
Thus, all these stages of human life are fundamentally different from each other, which requires different methods and approaches in the development of personal development technologies. processes and characteristics of the child's personality at a given stage of his development.

2. Factors influencing the choice of personality development technology
The technologies of personal development of a person are based on 3 main points: individual properties as prerequisites for the development of a person; socio-historical way of life as a source of personal development and joint activities as the basis for the implementation of the life of the individual in the system of social relations.
I. Individual properties as a factor influencing the technology of personality development.
An individual is that in which a given person is similar to others; personality is what makes it different. An individual is born, and a person becomes (A.N. Leontiev, S.L. Rubinshtein).
The biological features of man consist precisely in the fact that he does not have inherited instinctive forms of activity and behavior. This is confirmed by the very small relative to the adult weight of the brain of a newborn, his helplessness and a long period of childhood. Individual properties express the tendency of a person as an "element" in the developing system of society to be preserved, providing a wide adaptability of the human population.
The study of the individual prerequisites for the development of personality lies in the circumstances under which, in what way and in what ways the patterns of maturation of the individual in personal development find their expression, as well as how they are transformed.
Individual features (age-sex and individual-typical properties). Temperament and inclinations are the highest form of integration of individual properties.
Thus, this factor gives the technology of personal development a certain specificity, which manifests itself in an individual approach to the development of each personality.
II. The socio-historical way of life as the basis of personality development technology determines what is appropriated, attached by the personality in the process of its movement in the system of social relations, what are the possibilities of choice, the transition from one type of activity to another, the content of personality traits and attitudes acquired in this system.
The socio-historical way of life determines such an intersection on the coordinate system of the axis of the historical time of a person's life and the axis of the social space of her life, which is a condition for the implementation of human activity and, in the aggregate, a source of personality development. The socio-historical situation determines the breadth of opportunities for a person to choose one activity or another.
This factor affects the technology of personal development of the individual by introducing the individual to the social space, social order, etc.
III. At a certain stage in the development of the personality, the relationship between the personality and the basis that generates it (activity in society) changes. Joint activity in a particular social system still determines the development of the individual; but the personality, becoming more and more individualized, chooses that activity, and sometimes even that way of life, which determine its further development.
The driving force of personality development is the contradictions that are born in the process of activity. By transforming the activity unfolding according to one or another social scenario, by choosing different social positions in the course of life, the individual more and more sharply declares himself as an individual, becoming an ever more active creator of the social process. That is, the personality is transformed from the object of social development into the subject of this process; there is a transition from the mode of consumption, assimilation of culture to the mode of creation and creativity (from "time of life" to "time to live") - all this also has a strong impact on the technology of personality development, in which aspects appear that bring the personality to integration with other people.

3. Personal development at different stages of a person's life
A person throughout his life is constantly faced with such concepts as “personal development, child development, consciousness development”, but it is unlikely that he is fully aware of them. The fact is that each individual understands this complex system in his own way, using his own logical constructions, conjectures, and fantasy. Hence - a large number of new techniques that allow the development of personality in all directions, interesting techniques, practical and theoretical advice and unique programs of their kind.
First of all, it is necessary to understand where the development of the personality itself begins, who is able to develop it, at what age it is most preferable to carry out this process and what stages it must go through in order for the personality to subsequently be able to self-actualize.
Personality development is best started from preschool age, when the child is a blank sheet of paper, on which, over time, more and more complex symbols will appear. The basis for everything is the dynamism of the mind, on the activity of which a psychic pyramid should be formed from a given genotype with its characteristic features, which will allow one to single out an observer from the category of the mind, as an active participant, as a supporter of passivity.
An observer or contemplative may already have the opportunity to dive into the layer of intellectual space. In this way, the unity of the mind and intellect through the psyche is possible. When this trinity is formed, then lines can be raised from the corners of this triangle, which, when combined, will give such a state of consciousness, which we could call Mind. So, brick by brick, building our own pyramid of consciousness, we derive a simple formula for the development of personality. If we go through the stages, then Mind falls into the first place among the candidates for development.
Let's define the term "development" first. Initially, the term under consideration implies a certain presence of something, which, in fact, requires development. Indeed, the initial consciousness has already been formed from all of the above participants, only some of them are manifested in an embryonic form, others are generally in a state of virtuality, such as, for example, the psyche and mind. Therefore, we certainly already have something to develop, but the main question now is who will develop all this.
This is far from an idle question, because the technology of the process will be built on its answer. As a matter of fact, we do not have so many opportunities in this regard, in fact there are only two of them - these are external forces of influence and internal forces of opposition. In psychological research, it has been observed that people are most willing to manipulate with those ideas that they themselves have created as a result of reflection. Imposed ideas, as a rule, are met with hostility or, at most, are subjected to mental correction. And if the mind accepts external ideas resignedly, then this is a serious signal that this person has deep defects or, more simply, a pathology in consciousness. Such a person should not be developed at the moment, but treated.

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