Scientific electronic library. Pedagogical process and its characteristics Ped process as a system
Pedagogical process- specially organized interaction between the teacher and pupils, aimed at solving developmental and educational problems.
Approaches to determining the structure of the pedagogical process:
1. Target - includes goals and objectives that are implemented in certain conditions.
3. Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.
4. Effective - the results achieved and the degree of effectiveness of the pedagogical process ensures the quality management of pedagogical activity.
5. Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information and methodological, material and technical, financial support.
The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.
Pedagogical processes have cyclical. The same stages can be found in the development of all pedagogical processes.
The main steps can be:
Preparatory (appropriate conditions are created for the process to proceed in a given direction and at a given speed);
Main (implementation of the pedagogical process);
Final (necessary in order not to repeat the mistakes that inevitably arise in any, even very well-organized process in the future).
Patterns of the pedagogical process(training and education) can be defined as a set of objective, general, essential, necessary, consistently recurring links between pedagogical phenomena, components of the pedagogical process that characterize their development and functioning.
There are two groups of regularities:
1. Group - operates at the macro and micro-social levels:
The dependence of the pedagogical process on the level of socio-economic, political and cultural development of society, etc.
Dependence of the pedagogical process on regional conditions, etc.
2. Group - operates at the interpersonal and personal levels:
Unity and interconnection of the pedagogical process and personality development.
Objective, essential, steadily recurring connections between the constituent parts of the pedagogical process.
Objective, essential, steadily recurring connections between the nature of the activity of a developing personality, the features of its interaction with the outside world and the results of its development.
Regular connections between the level of age, individual development of the personality and the proposed content, methods, forms of the pedagogical process.
Principles of the pedagogical process - general provisions that define the requirements for the content, organization and implementation of the pedagogical process.
Principles of the pedagogical process:
3. The principle of training and education in a group (collective).
4. The principle of connection of the pedagogical process with the life and practical activities of students.
5. The principle of combining pedagogical management with the development of initiative and independence of students.
6. The principle of respect for the personality of the child, combined with reasonable demands on him.
7. The principle of relying on the positive in a person, on the strengths of his personality.
8. The principle of scientificity.
9. The principle of citizenship.
10. The principle of visibility.
11. The principle of continuity, systematicity and consistency in training and education.
12. The principle of accessibility of education in combination with a high level of difficulty.
13. The principle of productivity of the pedagogical process and the strength of its results.
The problem of goal-setting in pedagogy. Social conditionality and historical nature of the goals of education and upbringing. Interpretation of the goal of education and upbringing in policy documents (“Law on Education in the Republic of Belarus”, etc.)
Goal setting and goal setting- an integral part of the professional activity of the teacher, his analytical, prognostic, design abilities and skills.
The goals of education are formed on a national scale, then they are concretized within the framework of individual pedagogical systems and in each specific cycle of pedagogical interaction.
Socially valuable goals of education are changeable and dynamic are of a historical nature. They are determined by the needs and level of development of society, depend on the mode of production, the level of economic development, the pace of social and scientific and technological progress. The goals of education also depend on the nature of the political and legal structure of a particular country, on the history and traditions of a given people, the level of development of the humanities, pedagogical theory and practice, the pedagogical culture of society as a whole, and other factors.
In different historical epochs there were, for example, such social ideals(standards), as a "Spartan warrior", "virtuous Christian", "public collectivist", "energetic entrepreneur", etc. At present, the ideal of society is a citizen, a patriot of his country, a professional hard worker, a responsible family man. Society demands such personal qualities as intellectual culture, professional competence, efficiency.
The global, strategic goals of education in our country are set out in the Law of the Republic of Belarus “On Education” (as amended in 2002), in the Concept of Continuous Education of Children and Students in the Republic of Belarus (2006) and other policy documents in the field of education. For example, in accordance with the law "On Education of the Republic of Belarus", the purpose of general secondary education is to ensure the spiritual and physical development of the individual, prepare the younger generation for a full life in society, educate a citizen of the Republic of Belarus, master the basics of science, state languages of the Republic of Belarus, skills of mental and physical labor , the formation of his moral convictions, culture of behavior, aesthetic taste and a healthy lifestyle.
The target is currently- the ideal of education is interpreted by teachers as the formation of a versatile and harmoniously developed personality. Versatile development involves the upbringing and development of bodily health, mental processes and personality traits, its social and spiritual development. This idea was reflected in the "Concept of continuous education of children and students in the Republic of Belarus" (2006), according to which the goal of education is the formation of a diversified, morally mature, creative personality of the student.
This goal set by the society involves the solution of the following tasks:
Formation of citizenship, patriotism and national identity on the basis of state ideology.
Preparation for independent life and work.
Formation of moral, aesthetic and ecological culture.
Mastering the values and skills of a healthy lifestyle.
Formation of a culture of family relations.
Creation of conditions for socialization, self-development and self-realization of the personality.
The structure of the content of education:
1. The system of knowledge about nature, society, thinking, technology, methods of activity.
2. Experience in the implementation of methods of activity known to society (a system of skills and abilities).
3. The experience of the emotional-value relations of the individual to himself and the world around him.
4. Experience of creative activity.
General education is the process and result of mastering the basics of sciences by an individual, obtaining professional education.
Polytechnic education is an integral part of general education, the process and result of the student's mastering the scientific foundations of production.
Vocational education is the process and result of an individual's mastering the knowledge, skills and abilities that enable him to engage in a particular professional activity.
How in the history of pedagogy was the question of what material to include in the content of education, what principles should be followed in the selection of this material? Theories of formal, material, utilitarian education were put forward.
Proponents of "formal education"(J. Locke, I.G. Pestalozzi, I. Kant, I.F. Herbart and others) believed that students need to develop thinking, memory, other cognitive processes, the ability to analyze, synthesize, logical thinking, since the source of knowledge is the mind. "Formal education" is the development of a person's abilities, which makes him fit for any kind of work. According to the proponents of formal education, knowledge in itself, apart from the development of the mind, is of very little value.
Proponents of "material education"(J.A. Kamensky, G. Spencer and others) proceeded from the fact that the criterion for selecting educational material should be the degree of its suitability, usefulness for the life of students, for their direct practical activities. In particular, they believed that it was necessary to teach mainly natural science disciplines. Supporters of this point of view considered the main message to students of heterogeneous and systematic knowledge and the formation of skills. In their opinion, the development of thinking abilities, cognitive interests of students occurs without special efforts in the course of studying "useful knowledge".
K.D. Ushinsky and other teachers argued the one-sidedness of each of these theories of the content of education. In their opinion, both material and formal education are inextricably linked with each other.
Trends in improving the content of education:
1. Humanization and humanization of the content of education, the essence of which is to appeal to world and national culture, history, spiritual values, art, artistic creativity.
2. Development and implementation of the activity content of education, which contributes to the assimilation by students of not only ready-made knowledge, but also ways of thinking and activity.
3. Openness and variability of the content of education (choice by students of various options for training courses and activities), differentiation of the educational process, ensuring the development of students in accordance with their capabilities, inclinations, interests.
4. A gradual decrease in compulsory subjects and activities and an increase in subjects, activities, activities of choice.
5. Inclusion in the content of education of integrated courses that contribute to the creation of a holistic picture of the world among schoolchildren.
6. Standardization of the content of education, which is ensured by the development of a system of educational standards in accordance with the Law "On Education in the Republic of Belarus" (as amended on March 19, 2002). A system of educational standards is established in the Republic of Belarus. The state educational standards of the Republic of Belarus contain general requirements for the levels of education and terms of study, types of educational institutions, classification of specialties, qualifications and professions, education documents.
Educational standards, their structure and functions. Documents defining the content of education at different levels: curriculum, curricula, textbooks and teaching aids.
State educational standards- documentation serving as the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education. The standards fix the goals, objectives and content of education, which makes it possible to diagnose its results and maintain a single educational space.
The state standard defines:
1. Minimum content of the main educational programs.
2. The maximum volume of the teaching load of students.
3. Requirements for the level of training of graduates.
On the basis of state standards, the curricula of educational institutions of all types are developed:
Curriculum - a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this (basic, model, is advisory in nature, the curriculum of a secondary school).
The curriculum is a normative document that is compiled on the basis of the curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics (typical, working, personal-individual).
Textbooks and study guides act as the most important means of teaching, the main sources of knowledge and the organization of independent work of students in the subject; they define an information model of learning, a kind of scenario of the learning process.
Didactics as a theory of teaching and education. History of development
didactics. Subject, main categories and tasks of didactics.
Since the formation of a formed personality occurs in the process of learning, then didactics is often defined as a theory of learning and education, emphasizing that it should explore both the theoretical foundations of learning and its educational and formative influence on the mental, ideological, moral and aesthetic development of the individual.
Didactics- a branch of pedagogy that develops the theory of education and training.
For the first time, this word appeared in the writings of the German teacher Wolfgang Rathke (1571-1635) to refer to the art of learning. Similarly, as "the universal art of teaching everything to everyone", didactics was also interpreted by J.A. Kamensky. At the beginning of the XIX century. the German educator I. Herbart gave didactics the status of an integral and consistent theory of nurturing education. A great contribution to the development of didactics was made by: I. Herbart, G. Pestalozzi, K.D. Ushinsky, V.P. Ostrogorsky, P.F. Kapterev. A lot has been done in this area: P.N. Gruzdev, M.A. Danilov, B.P. Esipov, M.N. Skatkin, N.A. Menchinskaya, Yu.K. Babansky and others.
The subject of didactics- regularities and principles of education, its goals, scientific foundations of the content of education, methods, forms, means of education.
Tasks of didactics:
1. Describe and explain the learning process and the conditions for its implementation.
2. Develop a better organization of learning, new learning systems, technologies, etc.
1. Essence, patterns and principles of the pedagogical process
Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developmental and educational problems. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.
The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:
goal and tasks;
organization and management;
methods of implementation;
results.
The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.
Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:
¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;
¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;
¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;
~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;
¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own educational activities;
¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.
The regularities of the pedagogical process find concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e., in principles.
Principles in modern science, these are the basic, initial provisions of any theory, guiding ideas, the basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.
Thus, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.
The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. As well as general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:
¦ principles of education- discussed in the section on education;
¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;
¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using the positive qualities of a person as a support, the strengths of his personality, etc .;
¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.
At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:
"one. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.
When highlighting system of principles of teaching in higher education should be considered features of the educational process this group of educational institutions:
- in higher education, not the basics of sciences are studied, but the sciences themselves in development;
- independent work of students is close to the research work of teachers;
- the unity of scientific and educational processes in the activities of teachers is characteristic;
- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of didactics of higher education considered:
scientific;
Connection of theory with practice, practical experience with science;
Consistency and consistency in the training of specialists;
Consciousness, activity and independence of students in their studies;
Connection of individual search for knowledge with educational work in a team;
The combination of abstract thinking with visibility in teaching;
Availability of scientific knowledge;
The strength of the assimilation of knowledge.
Pedagogical process
Pedagogical process
The teaching process is:
Pedagogical processPedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of passing on by the older and mastering the social experience necessary for life and work in society.
The expression "pedagogical process" was introduced by P.F. Kapterev (1849-1922). He also revealed its essence and content in the work "Pedagogical Process" (1904).
know: structure, patterns and principles of a holistic pedagogical process
be able to: determine and typify the structural components of the pedagogical process
Pedagogical process is based on the principle of initial guiding ideas, on the starting points of any theory, doctrine or science in general, and the logical beginning of any system of activity.
Jan Amos Comenius strived to raise a believing Christian. His ideal was a man capable of "knowing, acting and speaking". Proper education, according to Comenius, should be natural. He fought against scholastic teaching methods and called for teaching everyone and everything to proceed from the individual characteristics of the child. Comenius believed that all children are able to perceive knowledge, and therefore demanded the education of both the rich and the poor, both boys and girls: "up to artisans, men, porters and women." The school, from his point of view, should comprehensively educate children, developing their mind, morality, feelings and will.
Based on the principle of natural conformity, Comenius established four periods in human development, allocating six years for each period, determining the type of the corresponding school: childhood (from birth to 6 years, a special maternal school is offered, where the upbringing and education of babies is carried out under the guidance of the mother), adolescence ( from 6 to 12 years old, children should study in a school of their native language, which should be in every community, village), youth (from 12 to 18 years old, teenagers and young men, having discovered the ability for scientific studies, should attend a Latin school, or a gymnasium organized in every large city), manhood (young people aged 18 to 24 who are preparing for scientific activity should study at the academy created in each state).
Education must end with a journey. For all levels (except the academy), the great teacher developed the content of education, insisting on teaching on the basis of the principle from simple to complex, starting "from the simplest elements of children's knowledge from stage to stage", then knowledge should expand and deepen "like a tree that year by year , putting out new roots and branches, becomes stronger and stronger, grows and brings more fruits. To ensure the availability of knowledge to students, Comenius recommended to go in learning from simple to complex, from concrete to abstract, from facts to conclusions, from easy to difficult, from close to far. He proposed to preface the rules with examples.
Comenius demanded that the elementary school be the school of the native language. He made changes to the structure of education, retaining the Latin language and the "seven free sciences" and introducing physics (natural science), geography and history into the course of the gymnasium. He suggested that after studying the language (grammar), contrary to the accepted plan of education in schools, go to physics and mathematics, and transfer rhetoric and dialectic classes to high school, thereby attributing the development of speech and thinking of students to such a stage in the development of the child when he acquired real knowledge . “Words need to be taught and learned only in connection with things,” Komensky wrote.
Comenius paid much attention to the sequence of learning. Classes, in his opinion, should be structured in such a way that “the previous paved the way for the next”, that is, new material should be presented only after the previous one has been mastered, and the study of the new should, in turn, help consolidate the previous one.
Comenius was the first to substantiate the need for a class-lesson system of classes, when the teacher works with the whole class on certain educational material during the school year, which should begin and end at the same time for all students, and classes should alternate with rest. The school day must be regulated in accordance with the age of students of different classes. Comenius also assigned a significant role to the appearance of the school.
Comenius highly appreciated the social significance of the activities of teachers, in contrast to the dismissive attitude towards them at that time. Comenius was the first to speak about the need for special textbooks for children in each class, which should contain all the material presented systematically on the subject. Textbooks should be written in an accurate and understandable language, they are designed to reflect the real picture of the world; their appearance should be attractive to children.
Comenius himself developed several excellent educational books, such as The World of Sensible Things in Pictures. Educational books by Comenius began to be used in Russia at the end of the 17th century, they were used in educational institutions in Moscow and St. Petersburg until the beginning of the 18th century. At the same time, the first handwritten translation of Comenius' educational books appeared, in the second half of the 18th century. The World of Sensual Things in Pictures was published by Moscow University.
John Locke in Thoughts on Education, he argued that nine-tenths of people are good or evil, useful or not, due to their upbringing. He wanted to educate a gentleman who knows how to "conduct his affairs sensibly and prudently", possessing the qualities of a businessman and distinguished by "refinement in handling." A gentleman must receive physical, moral and mental education at home, since "even the shortcomings of home education are incomparably more useful than knowledge and skills acquired at school."
Attaching great importance to physical education, Locke derived morality from the principle of the benefit and interests of the individual. In his opinion, a real gentleman knows how to achieve his own happiness, but does not prevent others from doing so. He considered the environment, the environment of the child, to be the main educational means. He assigned a special role to the upbringing of stable positive habits in children in the formation of personality. In order to achieve positive results in education, he recommended to carefully study the individual characteristics of the child, quietly observe him in order to “notice his prevailing passions and dominant inclinations”, to identify various qualities in children.
Locke opposed corporal punishment, demanded in no case to satisfy the persistent desires of the child, especially if they are accompanied by crying, but at the same time, in cases of stubbornness and open disobedience, he allowed corporal punishment. He attached great importance to religious education, but believed that the main thing was not to accustom children to rituals, but to evoke love and reverence for God as the highest being.
The development of the necessary business qualities should influence the mental education of a gentleman. He believed that labor education in the fresh air is good for health, and knowledge of crafts prevents the possibility of harmful idleness. Locke's pedagogical theory determined the goals and nature of the gentleman's upbringing, described in detail the issues of his physical, moral and mental education. Jean Jacques Rousseau in his treatise novel Emil, or On Education, he criticized the upbringing of that time and proposed a plan for the formation of a new person.
Rousseau's pedagogical views are based on the theory of natural education, which asserts that a person is born perfect, but is deformed under the influence of modern social conditions. Education contributes to the development of the child only having a natural, nature-shaped character. Nature, people and things are active participants in the educational process, Rousseau believed. According to Rousseau, natural education follows the natural course of development of the nature of the child himself, therefore, a thorough study of the child, a good knowledge of his age and individual characteristics is necessary.
The educator should provide the child with the opportunity to grow and develop freely, in accordance with his nature, and not impose on him his views and beliefs, ready-made moral rules. Natural education is also free education. The educator, according to Rousseau's theory, must convince children by the logic of the natural course of things, widely apply the method of "natural consequences - the child himself would feel the result of his wrong actions, the consequences that inevitably arise because of this, harmful to him." The educator should give the child a general human, and not class, not professional education.
Rousseau established four age periods in the life of a child, and in accordance with this, indicated what the main attention of the educator should be directed to: the first period - from birth to 2 years, until the appearance of speech (the main attention should be paid to the physical education of the child); the second - from 2 to 12 years (figuratively called the "sleep of the mind", when the child is not yet capable of abstract thinking, therefore, during this period it is necessary to develop his external feelings); in the third period - from 12 to 15 years - the main attention should be paid to mental and labor education.
At the age of 15 to adulthood, which belongs to the fourth period, in the “period of storms and passions,” the moral education of a young man should be brought to the fore. According to Rousseau, every woman is obliged to profess the religion of her mother, and the wife - the religion of her husband. Thus, Rousseau denied independence to a woman, despite the demand for the free upbringing of an independent citizen from a boy. Rousseau's ideas about educating an active, thinking, free person had a huge positive impact on pedagogical theory and practice, although later they were mostly rejected.
Claude Adrian Helvetius wrote the book "On the Mind", which was banned and sentenced to be burned. Helvetius developed his ideas in more detail in the book On Man, His Mental Powers, and His Education, which was published after his death. He was the first in the history of pedagogy to reveal the factors that form a person. All representations and concepts in humans, according to Helvetius, are formed on the basis of sensory perceptions, and thinking is reduced to the ability to feel. A person, he believed, is formed under the influence of the environment and is a product of circumstances and upbringing.
Helvetius formulated a single goal of education for all citizens, emphasizing the huge role of education in the reorganization of society. He demanded isolation of social education from the clergy, demanded the visibility of teaching, the use of the personal experience of the child, if possible, and bringing the educational material to the level of students in terms of simplicity and comprehensibility. Helvetius believed that regardless of gender, everyone should receive an equal education.
Denis Diderot resolutely opposed religion and considered sensations to be the source of knowledge. Unlike Helvetius, he believed that the second stage of knowledge is the processing of sensations by the mind. He substantiated his point of view on education in the "Systematic refutation of the book of Helvetius" On Man "". Diderot rejected the assertion of Helvetius about the omnipotence of education and the absence of individual natural differences in people, emphasized the importance of physical organization and anatomical and physiological features for the formation of a person.
Diderot believed that mental operations depend on what natural inclinations and characteristics people have, what organization of the brain a person has; and the manifestation of the physiological characteristics of people entirely depends on social causes, including education. Diderot believed that the educator, striving to develop the abilities and inclinations given by nature to the child, can achieve great results and drown out bad inclinations.
Diderot demanded from the teacher a deep knowledge of the subject being taught, modesty, honesty and other high moral qualities. He believed that the teacher needs to create good material conditions. Johann Heinrich Pestalozzi dedicated his life to educating and educating the children of the people. Pestalozzi wanted to "make possible for the very last poor man the correct development of physical, mental and moral faculties."
Pestalozzi, like Rousseau and Comenius, was a supporter of the natural character of education. According to Pestalozzi, the natural forces and inclinations of the child are inherent in the desire for development, and in order to ensure the development of the child in accordance with his nature, elementary education is necessary, including physical, labor, moral, aesthetic and mental education. Pestalozzi's theory of elementary education is based on the requirement to start raising a child with the simplest elements and gradually complicate it more and more.
Physical education should develop all the natural physical inclinations of the child, develop in him the appropriate skills and abilities, contribute to the formation of the human personality, the development of his mind, moral feelings and strong-willed qualities. Teachers should develop the physical strength of the child by performing such simple movements that he makes while walking, eating, drinking, lifting weights, that is, everyday, everyday movements. Pestalozzi closely linked physical education with labor, attaching great importance to it in the development of the child. In his opinion, labor activity develops human dignity, diligence, perseverance, conscientiousness and other qualities in children.
Pestalozzi defined the goal of moral education as the formation of an active love for people in children. Later - as they grow older - the moral education of children should be carried out at school, which will be facilitated by the relationship between the teacher and students, which are built on the basis of paternal love. Pestalozzi assigned an important place to the close connection between moral education and the physical development of the child, the requirement to achieve the moral behavior of children not only by instructions, but by exercises in moral deeds.
The rapid development of industry in the late XVIII - early XIX century. in Western Europe was accompanied by an exacerbation of social contradictions. Robert Owen was a supporter of public education of citizens from an early age, he organized the first preschool institutions for the children of workers, educating them in the spirit of collectivism, instilling in them labor skills taking into account their interests and using games and entertainment in working with them. Owen created schools where a religion-free education was combined with physical education and productive labor, as well as the assimilation of high moral principles by children.
A great contribution to the development of Russian pedagogical thought was made by M.V. Lomonosov(1711-1765). “Not the sum of knowledge, but the correct way of thinking and moral education is the goal of education,” wrote Lomonosov. He created a number of educational books: "Rhetoric" (1748), "Russian Grammar" (1755), etc. Publisher of the first magazine in Russia "Children's Reading for the Heart and Mind" N.I. Novikov(1744-1818) for the first time in Russian pedagogical literature declared pedagogy a science. The first didactic system in Russia was developed by K.D.Ushinsky(1824-1870). In the work “Man as a subject of education.
Experience of Pedagogical Anthropology" (1868-1869), he gave an analysis of the psychological mechanisms of attention, interest, memory, imagination, emotions, will, thinking, substantiated the need to take them into account in the learning process. K.D.Ushinsky paid special attention to the influence of unintentional education, the influence of the social environment, the "spirit of the times", its culture and advanced social ideals.
According to Ushinsky, the goal of education is the formation of an active creative personality, the preparation of a person for physical and mental labor as the highest form of human activity. Considering the positive role of religion in shaping public morality, he advocated the independence of schools and science from it. Ushinsky's system of moral education was built on patriotism, the power of a positive example, and on the rational activity of a child.
He demanded from the teacher the development of active love for a person, the creation of an atmosphere of camaraderie. Ushinsky's new pedagogical idea was the idea of teaching students how to learn. “... It is necessary to transfer to the student not only certain knowledge, but also to develop in him the desire and ability to independently, without a teacher, acquire new knowledge.” Ushinsky approved the principle of educative education: "Education should act not only to increase the stock of knowledge, but also to a person's beliefs."
Pedagogical principles of K.D.Ushinsky
1) Education should be built taking into account the age and psychological characteristics of the child's development. It must be strong and consistent.
2) Training should be based on the principle of visibility.
3) The course of learning from the concrete to the abstract, the abstract, from ideas to thoughts is natural and is based on clear psychological laws of human nature.
4) Education should develop the mental strength and abilities of students, as well as provide the knowledge necessary for life.
Pedagogical process- specially organized interaction between the teacher and the student with the aim of transferring by the elders and mastering by the younger social experience necessary for life and work in society. The pedagogical process, as well as the processes of teaching and educating a person, is a special function of society, which is realized in the conditions of a single pedagogical system.
The structure (from lat. structura - structure) of the pedagogical process is the arrangement of elements in the system. The most important thing is to understand the relationships between the components that make up the structure of the system. In a pedagogical system, connections are not similar to connections between components in other dynamic systems. Here the object is also the subject. The objects of pedagogical work are a group of students, a developing personality. They are characterized by complexity, consistency, self-regulation and, in addition, self-development, and from this - the variability and uniqueness of pedagogical processes. The subject of the teacher's activity is the formation of a person. He does not yet possess the knowledge, skills and experience of an adult. It develops according to the laws of its psyche - the peculiarities of perception, thinking, understanding, the formation of will and character. This is not a direct proportional dependence on pedagogical influence.
The result of the process depends on the interaction of the teacher, the technology used and the student. Each system contains the following elements. The goal is the end result. Principles - the main directions for achieving the goal. Content - educational material. Methods - the actions of the teacher and the student in the transfer, processing and perception of content. Means are specific ways of implementing content. This is the knowledge and experience of the teacher, the impact of his personality on the student, as well as the types of activities to which he will be able to switch students, methods of influence and ways of cooperation. These spiritual means of labor.
Forms of learning (external outlines, appearance, structure of something) - the external side of the organization of the process (individual, group, frontal, classroom, extracurricular, etc.). The product of pedagogical work, its logical completion of the process is a well-mannered person prepared for life. In specific processes, individual personality traits are formed that correspond to the goal. The pedagogical process combines the processes of formation, development, education, training, along with all the conditions, forms and methods of their flow. This is a dynamic system.
With the low efficiency of the pedagogical process, the analysis of its causes allows you to make changes, avoid previous mistakes. It is useful to take into account genetic ties, traditions in training and education. This ensures continuity in the planning of new pedagogical processes. In addition to clearly identifying the components, such a representation makes it possible to analyze the various connections and relationships between the components. The pedagogical one is characterized by the levels of management, productivity, economy, etc., the definition of which makes it possible to substantiate the criteria that give qualitative and quantitative assessments of what has been achieved.
Time is a universal criterion that allows you to determine how quickly and efficiently this process proceeds. In the practice of managing the pedagogical process, this is the main thing. The pedagogical process is not a mechanical combination of upbringing, development, training, but a new high-quality education, which is subject to special laws. Its main characteristics - integrity, commonality, unity - emphasize the subordination of all its constituent processes to a single goal.
The essential characteristic of the concept of "pedagogical process" (definition of the concept, the structure of the pedagogical process, the pedagogical process as a system)
1. The pedagogical process is a holistic process The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.
What is meant by integrity?
In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully. The components of a holistic pedagogical process are the processes of education, training, development.
Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual. The integrity of the pedagogical process is manifested: - in the unity of the processes of training, education and development; -in the subordination of these processes; -in the presence of a general preservation of the specifics of these processes.
3. The pedagogical process is a multifunctional process. The functions of the pedagogical process are: educational, educational, developing.
Educational:
implemented primarily in the learning process;
in extracurricular activities;
in the activities of institutions of additional education.
Educational (appears in everything):
in the educational space in which the process of interaction between the teacher and the pupil takes place;
in the personality and professionalism of the teacher;
in curricula and programs, forms, methods and means used in the educational process.
Developing: Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.
The pedagogical process has a number of properties.
The properties of the pedagogical process are:
a holistic pedagogical process enhances its constituent processes;
a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;
a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.
The structure of the pedagogical process.
Structure – location of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the links between them.
The structure of the pedagogical process consists of the following components:
Stimulus-motivational- the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;
This component is characterized by:
emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);
the motives of their activities (the motives of pupils);
the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.
Target- awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;
This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "comprehensive harmonious development of the personality" to specific tasks of the formation of individual qualities.
Associated with the development and selection of educational content. The content is most often offered and regulated by the teacher, taking into account the learning objectives, interests, inclinations of students; The content is specified in relation to both the individual and certain groups, depending on the age of the subjects, the characteristics of the pedagogical conditions.
operational-effective- most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);
It characterizes the interaction of teachers and children, is associated with the organization and management of the process. Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.
Control and regulatory- includes a combination of self-control and control by the teacher;
reflective- introspection, self-assessment, taking into account the assessment of others and the determination of the further level of their educational activities by students and pedagogical activities by the teacher.
Introduction
Definition of the term "pedagogical process". Goals of the pedagogical process
Components of the pedagogical process. Effects of the pedagogical process
Methods, forms, means of the pedagogical process
Conclusion
Bibliography
Introduction
The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.
In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.
A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.
The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:
analysis of the constituent components of the pedagogical process;
analysis of the goals and objectives of the pedagogical process;
characterization of traditional methods, forms and means of the pedagogical process;
analysis of the main functions of the pedagogical process.
1. Definition of the concept of "pedagogical process". Goals of the pedagogical process
Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.
According to I.P. The mean pedagogical process is called "the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators" .
According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .
B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .
Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:
the main subjects of interaction in the pedagogical process are both the teacher and the student;
the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";
the goal is achieved through the use of special means in the course of the pedagogical process;
the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;
the purpose of the pedagogical process is distributed in the form of tasks;
the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.
All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.
According to I.P. The mean pedagogical process is built on the target, content, activity and result components.
The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.
Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:
The following principles apply to the selection of educational targets:
humanistic orientation of the pedagogical process;
connections with life and industrial practice;
combining training and education with labor for the common good.
The development of means for presenting the content of education and upbringing is guided by the following principles:
scientific character;
accessibility and feasibility of teaching and educating schoolchildren;
combination of visibility and abstractness in the educational process;
aestheticization of all children's life, especially education and upbringing.
When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:
teaching and educating children in a team;
continuity, consistency, systematic;
coherence of the requirements of the school, family and community.
The activity of the teacher is governed by the principles:
combination of pedagogical management with the development of initiative and independence of pupils;
reliance on the positive in a person, on the strengths of his personality;
respect for the personality of the child, combined with reasonable demands on him.
The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.
The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:
combinations of direct and parallel pedagogical actions;
taking into account the age and individual characteristics of pupils.
The effectiveness of the results of pedagogical interaction is ensured by following the principles:
focus on the formation in the unity of knowledge and skills, consciousness and behavior;
strength and effectiveness of the results of education, upbringing and development.
2. Components of the pedagogical process. Effects of the pedagogical process
As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.
According to N.N. Nikitina, these processes can be defined as follows:
“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.
Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.
In doing so, the teacher:
) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;
) manages the process of mastering knowledge, skills and abilities;
) creates conditions for the development of the personality of students (memory, attention, thinking).
On the other hand, the student:
) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;
) tries to independently observe, compare, think;
) shows initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.
Teaching is the activity of the teacher in:
transfer of information;
organization of educational and cognitive activity of students;
assistance in case of difficulty in the process of learning;
stimulation of interest, independence and creativity of students;
assessment of students' educational achievements.
“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.
Education is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.
In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:
) conveys the experience accumulated by mankind;
) introduces into the world of culture;
) stimulates self-education;
) helps to understand difficult life situations and find a way out of the current situation.
On the other hand, the student:
) masters the experience of human relations and the basics of culture;
) works on himself;
) learns ways of communication and manners of behavior.
As a result, the pupil changes his understanding of the world and attitude towards people and himself.
Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.
The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.
The criteria for assessing a person's upbringing are:
“good” as behavior for the benefit of another person (group, collective, society as a whole);
"truth" as a guide in assessing actions and deeds;
"beauty" in all forms of its manifestation and creation.
Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".
These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.
Important in the modern world are the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”
It is customary to separate federal, national-regional and school educational standards.
The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.
The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.
Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.
The federal and national-regional components of the education standard include:
requirements for the minimum necessary such training for students within the specified scope of content;
the maximum allowable amount of teaching load for schoolchildren by year of study.
The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.
The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.
The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.
The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.
State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.
pedagogical process
3. Methods, forms, means of the pedagogical process
A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].
verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.
A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."
The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.
Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."
With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.
The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to intensify their creative activity and put them before the moral problem of choice.
The verbal methods of pedagogical influence also include the method of working with a book.
The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction literature.
Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with the experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.
A relatively independent group of practical methods is laboratory work - a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.
Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate the cognitive process.
visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.
The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.
Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.
The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.
Training and education is always carried out within the framework of some form of organization.
All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.
The class-lesson form of organization of the pedagogical process is considered traditional.
A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.
Features of the school lesson:
the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);
the didactic structure of the lesson has a strict construction system:
a certain organizational beginning and setting the objectives of the lesson;
updating the necessary knowledge and skills, including checking homework;
explanation of new material;
consolidation or repetition of what was learned in the lesson;
control and evaluation of educational achievements of students during the lesson;
summarizing the lesson;
homework;
each lesson is a link in the system of lessons;
the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;
the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.
I distinguish the following types of lessons:
a lesson introducing students to new material or communicating (learning) new knowledge;
a lesson in consolidating knowledge;
lessons on developing and consolidating skills and abilities;
summary lessons.
The structure of the lesson usually consists of three parts:
Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).
The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the framework of the class-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).
Conclusion
In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.
The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person designed by teachers.
The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.
Bibliography
1. Barkhaev B.P. Pedagogy. - M., 2001.
Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.
Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.
Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.
Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.
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Pedagogical process called the developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of the subjects. In other words, the pedagogical process is a process in which social experience is melted into personality qualities.
In the pedagogical literature of previous years, the concept of "educational process" was used. Studies have shown that this concept is narrowed and incomplete, it does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and generality. The main essence of the pedagogical process is to ensure the unity of education, upbringing and development on the basis of integrity and community.
The pedagogical process as a leading, unifying system includes subsystems embedded one into another (Fig. 3). It merged together the processes of formation, development, education and training, along with the conditions, forms and methods of their flow.
Rice. 3
The pedagogical process as a system is not identical to the system of its flow. The systems in which the pedagogical process takes place are the system of public education as a whole, the school, the class, the lesson, etc. Each of them functions in certain external conditions: natural-geographical, social, industrial, cultural, etc. There are also specific conditions for each system. For example, intra-school conditions include material and technical, sanitary and hygienic, moral and psychological, aesthetic, etc.
Structure(from lat. struktura - structure,) - this is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. As components system in which the pedagogical process takes place, B.T. Likhachev singles out the following: a) purposeful pedagogical activity and its carrier - the teacher; b) educated; c) the content of the pedagogical process; d) an organizational and managerial complex, an organizational framework within which all pedagogical events and facts take place (the core of this complex is the forms and methods of education and training); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with the natural and social environment.
The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system: target, content, activity, and result.
Target the component of the process includes a variety of goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to the specific tasks of forming individual qualities or their elements. Informative the component reflects the meaning invested both in the overall goal and in each specific task. Activity the component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component is also called organizational, organizational and activity, organizational and managerial. Productive the component of the process reflects the efficiency of its flow, characterizes the progress made in accordance with the goal.
4.2. Integrity of the pedagogical process
The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training, development, but a new high-quality education, subject to special laws.
Integrity, commonality, unity - these are the main characteristics of the pedagogical process, emphasizing the subordination of a single goal of all its constituent processes. The complex dialectics of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.
The specificity of the processes that form a holistic pedagogical process is revealed when dominant functions. The dominant function of the learning process is training, education - education, development - development. But each of these processes performs accompanying functions in a holistic process: for example, upbringing performs not only educational, but also educational and developmental functions, training is unthinkable without the accompanying upbringing and development. The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, the analysis of which also has to highlight the dominant characteristics.
The specifics of the processes are clearly manifested when choosing forms and methods of achieving the goal. If in training a strictly regulated class-lesson form of work is predominantly used, then in education more free forms prevail: socially useful, sports, artistic activities, expediently organized communication, feasible work. The methods (paths) to achieve the goal, which are basically the same, also differ: if training mainly uses methods of influencing the intellectual sphere, then education, without denying them, is more prone to means that affect the motivational and effective-emotional spheres.
The methods of control and self-control used in training and education have their own specifics. In training, for example, oral control, written work, tests, exams are obligatory.
Control over the results of education is less regulated. Here information for teachers is provided by observations of the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.
4.3. Patterns of the pedagogical process
Among the general patterns of the pedagogical process (for more details, see 1.3), the following can be distinguished.
1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result. Consequence of the action of the pattern: the student who had higher intermediate results will have higher overall achievements.
2. The pattern of personality development in the pedagogical process. The pace and achieved level of personality development depends on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used.
3. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between educators and teachers, as well as on the magnitude, nature and validity of corrective actions on educators.
4. Pattern of stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) for educational activities; intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.
5. The pattern of unity of sensual, logical and practice. The effectiveness of the pedagogical process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of the meaningful.
6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the quality of pedagogical activity and the students' own educational activities.
7. The regularity of the conditionality of the pedagogical process. Its course and results are determined by the needs of society and the individual, the possibilities (material, technical, economic, etc.) of society, the conditions for the course of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).
4.4. Stages of the pedagogical process
Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages of the pedagogical process can be called preparatory, main and final.
On the preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. The following tasks are solved here: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.
Essence goal setting(substantiation and goal setting) is to transform the general pedagogical goal facing the system of public education into specific tasks achievable at a given segment of the pedagogical process and in the existing specific conditions.
It is impossible to set the right goal, the tasks of the process without diagnostics. Pedagogical diagnostics- this is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its essence is to get a clear idea of the state of the individual (or group) by quickly fixing its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of the pedagogical process.
Diagnosis is followed by forecasting the course and results of the pedagogical process. The essence of forecasting lies in the fact that in advance, in advance, even before the start of the process, to assess its possible effectiveness in the existing specific conditions.
The preparatory stage ends adjusted based on the results of diagnostics and forecasting process organization project, which, after finalization, is embodied in plan. The plan is always "tied" to a specific system. In pedagogical practice, various plans are used: managing the pedagogical process at school, educational work in the classroom, conducting lessons, etc.
Stage implementation of the pedagogical process (main) can be considered as a relatively isolated system, which includes important interconnected elements:
Statement and clarification of the goals and objectives of the forthcoming activities;
Interaction between teachers and students;
Use of the intended methods, means and forms of the pedagogical process;
Creation of favorable conditions;
Implementation of various measures to stimulate the activities of students;
Ensuring the connection of the pedagogical process with other processes.
The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their orientation and practical implementation of the common goal and each other do not contradict each other.
An important role at the stage of the implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the foundation of good process management.
On the final stage the analysis of the achieved results is carried out. An analysis of the course and results of the pedagogical process is necessary in order not to repeat the mistakes that inevitably arise in any process, even very well organized, in the future, in order to take into account the ineffective moments of the previous one in the next cycle.
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Introduction
3. Features of the pedagogical process in a personality-oriented pedagogical process
Conclusion
Bibliographic list
Introduction
An appeal to the origins of the emergence of the teaching profession shows that the differentiation and integration that spontaneously proceeded within its framework led first to a distinction, and then to a clear opposition of teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the 19th century, well-grounded arguments in favor of the objective unity of education and upbringing began to appear in the works of progressive teachers. This point of view was most clearly expressed in the pedagogical views of I.F. Herbart, who noted that education without moral education is a means without an end, and moral education without education is an end without a means.
The idea of the integrity of the pedagogical process was expressed more deeply by K. D. Ushinsky. He understood it as a unity of the administrative, scientific and educational elements of school activities. The progressive ideas of Ushinsky were reflected in the works of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and others.
A great contribution to the development of ideas about the integrity of the pedagogical process in the new socio-economic and political conditions was made by N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko. However, since the 1930s the main efforts of teachers were aimed at in-depth study and education as relatively independent processes.
Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There are also different approaches to understanding the integral pedagogical process. At the same time, the authors of modern concepts are unanimous in their opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it only on the basis of the methodology of a systematic approach.
1. Pedagogical process as a system
The pedagogical process is the interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. This is a process in which social experience is transformed into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.
1.1 The pedagogical process as a holistic phenomenon
In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity - an objective, but not their permanent property, can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects, the most significant and complex is the educational process, is built purposefully.
The integrity of the pedagogical process is ensured by:
|
Organizationally |
||
|
Reflection in the purpose and content of education of the experience accumulated by mankind, i.e. the relationship of the following elements: Knowledge, including how to perform actions; · Skills and abilities; Experience of creative activity; Experience of emotional-valuable and volitional attitude to the world around |
The unity of these component processes: · Mastering and designing the content of education and the material base; · Business interaction between teachers and students in the implementation of the content of education; · Interactions between teachers and students at the level of personal relationships; Mastering the content of education by students independently |
1.2 The essence of the pedagogical process
The pedagogical process is a specially organized, purposeful interaction of teachers and pupils, aimed at solving developmental and educational problems.
Teachers and pupils as actors, subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) has as its ultimate goal the appropriation by pupils of the experience accumulated by mankind in all its diversity. And the successful mastering of experience, as is known, is carried out in specially organized conditions in the presence of a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a meaningful basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.
The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.
1.3 Structure and components of the pedagogical process
pedagogical process oriented learning
Pedagogical process (PP):
Purposeful pedagogical activity of adults and its carrier - the teacher are the system-forming components of PP;
The child is the main and main component of the pedagogical process;
Organizational and administrative complex - forms, methods of training and education;
Pedagogical diagnostics - objective fixation with the help of special methods of the success of certain areas of PP;
Criteria for the effectiveness of PP - assessment (characteristics): of the knowledge, skills and abilities acquired by children; instilled beliefs; everyday behavior (main criterion);
Organization of interaction with the social and natural environment - the external spectrum of interaction, which is both targeted and spontaneous in nature;
2. Methodological approaches to building a modern pedagogical process: systemic, student-oriented, complex
The systematic approach allows developing a coherent system of the theory of upbringing and learning theory, characterizing all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interrelated components:
1) goals of education;
2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);
Personal approach - recognizes the individual as a product of socio-historical development and a carrier of culture, does not allow the reduction of the individual to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the personality and the realization of its creative potential.
An integrated approach - orients the researcher to consider a group of phenomena in the aggregate (for example, when studying the topic "the system of social education at school", the researcher takes into account objective and subjective conditions and factors that affect the effectiveness of social education of children at school, the relationship of civil, moral, labor, economic, physical and other types of education, the unity and coordination of the influence of the school, family, society on the upbringing of children).
3. Features of the pedagogical process in a student-oriented pedagogical process
Student-centered learning is learning, in which the goals and content of learning, formulated in the state educational standard, training programs, acquire personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, the possibilities to modify the goals and learning outcomes. The student-centered approach is based on taking into account the individual characteristics of the trainees, who are considered as individuals with their own characteristics, inclinations and interests.
The person-centered approach has been around for a long time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, the term "personal-oriented approach" began to be used by K. Rogers. At the same time, he spoke of such a teaching method as a fundamentally new one, allowing the student not only to study, but to study with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development, and not on personal development. He singled out two main directions in education: authoritarian and human-centered, free education, in which students from the first days of schooling find themselves in a friendly atmosphere, with an open, caring teacher who helps to learn what they want and like.
Rogers has two words that characterize the educational process: learning and learning. By learning, Rogers understands the process of the teacher's influence on students, and by teaching, the process of developing the intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using a student-centered method: the teacher's openness to interpersonal communication with students, the teacher's inner confidence in each student, in his abilities and abilities, the ability to see the world through the eyes of a student.
According to K. Rogers, training should lead to personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also a prerequisite is the use of common methodological techniques. These techniques include: the use of reading resources and the creation of special conditions that facilitate the use of these resources by students, the creation of various feedbacks between the teacher and students, the conclusion of individual and group contracts with students, i.e. fixing a clear correlation between the volume of educational work, its quality and assessments based on joint discussion, organizing the learning process in student groups of different ages, dividing students into two groups: those inclined to traditional learning and humanistic learning, organizing free communication groups in order to increase the level of psychological culture of interpersonal communication.
Conclusion
The personality is at the center of learning, education. Accordingly, all education is centered on the student, on his personality, becomes anthropocentric in purpose, content and forms of organization.
Modern education is a unity of education and upbringing, which implement the basic principles of changing its paradigm from informational, informing to developing independent cognitive activity of the student. Directions of learning in the educational process reflect the search by psychological and pedagogical science of how to optimize this process, which is designed to provide a personal-active approach. The psychological service is an organic component of the modern education system, ensuring the timely identification and maximum use in the education and upbringing of children, their intellectual and personal potential, the child's inclinations, abilities, interests and inclinations. The pedagogical service is also called upon to ensure the timely identification of the reserves of the pedagogical development of children, their implementation in training and education. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate possible causes of developmental delays in time. If it concerns gifted children, then a similar task, associated with accelerating the pedagogical development of the child, is transformed into a problem: ensuring the early identification of inclinations and their transformation into highly developed abilities. Another difficult task in the psychological service in the education system is to constantly, throughout childhood, control the processes of teaching and raising children in order to improve the quality of education and upbringing. This refers to the need to build these pedagogical processes in strict accordance with the natural and social laws of the mental development of children, with the main provisions of the psychological theory of training and education. The practical goal of the teacher's work here is to evaluate the content and methods of teaching and raising children used in various children's institutions from the standpoint of this science, to give recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of education and upbringing is a means of personal development and the formation of its basic culture at various age levels.
Bibliographic list
1. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 2002. - 264 p.
2. Slastyonin V.A., Isaev I.F., Mishchenko A.I. Pedagogy. - M .: School-Press, 1997. - 512 p.
3. Talyzina N.F. Pedagogical psychology. - M.: Enlightenment, 1998. -139 p.
4. Talyzina N.F. Theoretical problems of programmed learning. - M.: Enlightenment, 1969. - 265 p.
5. Yakimanskaya I.S. Student-centered learning in modern school. - M.: Logos, 1996. - 321 p.
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