MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
Poltava State Pedagogical Institute
them. V.G. Korolenko
Crimean Psychological and Pedagogical Faculty
Scientific organization of pedagogical work
(Course work)
The work was done by a student
_____ group course ____
Melnikov V.N.
Supervisor :
______________________
Simferopol
2008

Plan

Introduction

1. Fundamentals of the scientific organization of pedagogical work
1.1. The essence of the scientific organization of teachers' work
1.2. Laws and principles of the scientific organization of the work of a teacher
1.3. Theory and practice of organizing the management of the process of pedagogical activity
2. Principles and methods for introducing the scientific organization of pedagogical work into practice
2.1. Principles and methods of organizing pedagogical action
2.2. Principles and methods for measuring the process and results of pedagogical work
3. Experience in the scientific organization of the teacher's activities
3.1. Questions of the general organization of work of a teacher at school
3.2. Organization of the teacher's work in the process of preparing for classes
3.3. Experience in improving the organization of the educational process
3.4. Organization of the educational process
3.5. Organization of scientific, methodological and social work
4. An integrated approach to organizing student activities
4.1. The main means of organizing the student's activities
4.2. Improvement of the organization by type of activity
4.3. The main factors determining the activity of students
5. Technique of organizing personal labor
Conclusion
List of sources used

Introduction

"The road is beautiful - go to the teachers."

ON THE. Dobrolyubov

Everything starts at school, and school starts with the teacher.
The pride of a teacher is the highest, most selfless pride on earth. This is the pride of those who give, who are happy, by giving, and by giving, they are enriched. Without this wonderful disinterestedness, one cannot be a real teacher.
A teacher cannot be one who does not remember his own childhood and is unable to easily and freely transfer into the complex and peculiar world of childish dreams, feelings and experiences. Such a teacher will be cut off from his pupils. A teacher by vocation is forever registered in the Land of Childhood, he is her desired and honorary citizen. But this does not mean at all that the teacher should somehow adapt to the children, trail behind their interests, aspirations and needs. The art of the teacher is to penetrate into the most distant galaxies of the children's world from the heights of his education and life wisdom, relying on the conclusions of psychology and pedagogy, creatively using them in his daily life, deeply and clearly understand this world, awaken, and not force their pets to acquire knowledge, to do good deeds and deeds.
The teaching profession is humanistic in the highest sense. Man transforms nature through his work. But the teacher's work is so valuable and great that it forms the nature of the person himself.
The main thing is faith in your own strengths and capabilities. To become a teacher, one must graduate from a pedagogical institution. To become a teacher-organizer, it is necessary to master the basics of the scientific organization of pedagogical work.
N. K. Krupskaya pointed out the need to study the theory of NOT. She wrote: “...organizational habits are developed in the process of work - without throwing yourself into the water, you will not learn to swim. However, it in no way follows from this that it is not necessary to study how any work should be organized, it is not necessary to study the principles of labor organization. The basics of NOT should be studied in organic unity with practical activities.
Anyone who fights for the introduction of IOT in the school must not only understand the complex and difficult tasks facing him, but also be self-critical, not only recognize his shortcomings, but also passionately desire to eliminate them.
Solving the problems of NOT, on the one hand, is associated with regulation, since without it the management of the educational process is unthinkable, and on the other hand, it requires a creative approach. This contradiction is dialectical. It is resolved successfully, provided that pedagogical creativity is the leading side of the teacher's activity, if the teacher owns the scientific methods of labor.
The scientific organization of pedagogical work is designed to free the teacher from routine operations, from the template, to teach how to work creatively. And the creative style is alien to subjectivism, relies on a scientific approach to all social processes. It implies high demands on oneself and others, excludes complacency, and opposes any manifestations of bureaucracy and formalism. A creative style in the work of a teacher is a guarantee that the school will successfully cope with the task of teaching each student how to study, live and work.

1 Fundamentals of the scientific organization of pedagogical work
1.1 The essence of the scientific organization of teachers' work
Introducing the teacher to NOT requires, first of all, introducing him to the course of the basic concepts and categories of this branch of scientific knowledge.
Labor in the broadest sense is a purposeful human activity.
Labor in its narrower sense is only one of the forms of human activity associated with the production of material or spiritual values. According to various criteria, human activity is divided into physical and mental, material and spiritual, into play, learning, work, communication, etc.
Pedagogical work is one of the types of labor in its broadest sense, where the teacher and the student actively interact (the latter act not only as objects, but also as subjects of activity), material and spiritual means, working conditions.
The object of pedagogical activity is also very specific - the student, who, as already noted, is also its subject. Student activity in the learning process depends on many factors. Among them, of particular importance is the organization and ability of the teacher to independently acquire knowledge, which in turn is the result of training and education.
Organization. In the most general sense, it should be understood, on the one hand, as internal orderliness, coherence of the interaction of parts of the whole, and on the other hand, as a set of processes or actions leading to the formation and improvement of relationships between parts of the whole.
The term "pedagogical" in the organization of work indicates that the general ideas of the NOT in this case are transformed, transformed taking into account the specifics of pedagogical work. In the organization of any work there is more general, similar in general, than excellent, specific.
Organization is a complex, integrative property of a teacher's personality, which is characterized by the presence of organizational abilities and is expressed in the ability to organize one's own and others' activities and behavior. At the same time, this is also a certain qualitative state of the personality, its ability to carry out ordered actions and behavior. The high organization of the teacher is a level of development of organizational skills that meets modern requirements.
The term "structure" in NTST is not just building something, it includes the following questions: what elements, parts does a holistic activity consist of; in what order, sequence these parts are located. How they are interconnected. This kind of algorithm facilitates the process of forming the structure, as well as checking its presence.
The term "system" in the NIPT is also not a simple collection of elements, not the usual summation of their properties. This is, first of all, their connections and relationships (certain organization). It is the connections and relationships that unite the elements into a system, give rise to the interaction between them.
Is it possible to take the well-known traditional four-element lesson system as the basis for the system of training sessions? Historically established, it reflects not only the centuries-old experience of teachers, but also the most important organizational, pedagogical and technological patterns of the educational process. It contains every element: a survey that allows the teacher to obtain information about the students' assimilation of the last lesson, their readiness to learn a new one; the study of the new, consolidation, designed to transfer the most important, essential from short-term memory to long-term; homework aimed at completing a certain cycle of activity.
A general example of a model of a teacher's pedagogical work system, which as the main parameters includes:
- goals and objectives that determine the operation of the system;
- the content of the activity;
- organization and management;
- a teacher, called upon to practically implement the goals and objectives of the activity, determine its content and organization;
- students whose education and upbringing is the goal of this system;
- logistics;
- working conditions.
In the practice of individual teachers who are passionate about using NTST in their practical activities, one can often find a set of random, organically unrelated elements. Deprived of an expedient and solid internal organization, such a "system" is not only ineffective, but also unable to interact with other systems. A random set of elements is, at best, only the starting material for the formation of a system. It can be formed not only by elements that have the appropriate purposefulness.
Labor can be called scientifically organized only if it is based on modern achievements in science and practice, on a comprehensive methodological analysis of labor processes, and on the integrated use of factors that allow achieving the maximum result.
To ensure the maximum effectiveness of training and education with the best use of time, effort and resources of all participants in the labor process - this is the main task of the NIPT.
The concept of NOT includes not all science, but only that part of it, which is necessary for organizing the labor process. This includes not organization in general, but only the organization of concrete activity, not labor in general, but only its organization. Pedagogy determines the specifics of the NIPT, which studies the structures and systems of organizing pedagogical work, the methods of their formation and functioning. The NOT of the teacher is a branch of pedagogy.
1.2 Laws and principles of the scientific organization of the work of a teacher
The NOT reveals three fundamental laws that are manifested in any activity, including pedagogical.
The first of them reads: Maximum savings and efficient use of time.
Time, as the main measure of the labor process, is not only a philosophical, social, economic, but also a pedagogical category.
The creation and effective use of favorable conditions for work and rest is the second law of the NOT.
Working conditions are the external environment, a complex of factors - social, psycho-physiological, material and technical, sanitary and hygienic, without which human labor is unthinkable.
Temporary concern for the health and all-round development of all participants in the labor process is the third fundamental law of the NOT. It is he who characterizes the nature of the organization of labor. That is, the opportunity to use all your creative potential for the benefit of people and society.
The principles of NIPT are the starting points of the theory of the organization of pedagogical work. The principles of the NIPT include:
- principle of organization of action
- measurement organization principle
- the principle of corporate appointment.
1.3 Theory and practice of organizing the management of the process of pedagogical activity
Management is considered as a purposeful, planned external influence on an organized object or the process of transferring a system from one state to another.
Every modern leader strives to comprehend the science of management, to master its scientific methods, to perfectly study the object of management and, of course, to be able to apply their knowledge in practice.
If we try to identify the main link in the chain of problems in the organization of school management, then in my opinion, it is the organization of the pedagogical activity of the teacher and the student's ITT.
Solving the problems of the scientific organization of the work of a teacher and a student is not only of tactical but also of strategic importance. In the second case, NOT provides, at the level of modern requirements, the education of high organization of students, preparing them for life, for work.
For the teacher, of practical interest is the question of where exactly the elements of managing pedagogical activity are “laid” in the NIPT, and when in the process of work there is a need for a relatively independent solution of managerial tasks.
It is possible to trace how in a particular pedagogical activity - in the process of its organization, the management function is implemented. As an example, I will take a lesson - the most common joint activity of a teacher and a student.
Call. Students enter the classroom, sit in their seats and prepare for class. There is self-organization here. In each specific case, for better or worse, the established stereotype of students' collective activity "works". You can talk about management only after the teacher appears in the class.
A lesson, like any other activity, begins with setting a goal. In order to achieve the goal in accordance with the content of the work, the requirements for teaching and educating students, the conditions in which the activity is carried out, the teacher forms a set of tasks corresponding to the goal. In accordance with these tasks, expedient methods and means are selected, and organized planning principles are drawn up.
Implementing the plan, the teacher does not just seek to solve this or that organizational problem, but adheres to certain regulations established in his plan based on personal experience. At the same time, he monitors the labor process, registers in memory everything that lends itself to ordinary observation. To obtain more objective, reliable information and feedback, the teacher exercises control. At all stages of the lesson, the teacher strives to achieve the best result.

2 Principles and methods in introducing the scientific organization of pedagogical work into practice
2.1 Principles and methods of organizing pedagogical action
The organization of the process of pedagogical work is based on methods that follow from such initial provisions of the NOTP as the formulation of goals and objectives (goal formation), the choice of appropriate forms and methods of work, scientifically based planning, the choice and expedient use of equipment, means of labor. These methods are called organizational, because they organize activity, and scientific, because they organize activity, and scientific, because they are organically merged with scientific theory.
Consider the methods and techniques for determining the goals and objectives of certain types of pedagogical activity.
The goal of pedagogical work is knowledge of the expected result, its ideal presentation, anticipation.
The task in pedagogical activity is a private goal, set taking into account specific conditions, it is a task to reach some part of the general goal.
If the goal is an ideal model of the expected result of the activity, then tasks as private goals are stages towards achieving a common goal that characterize the labor process itself. The components of any holistic activity are the goal, motives, means, conditions and results of labor.
The purpose of the activity should be connected not only with the content and motives, but also with all other components - conditions, means, labor in general. The goal sets and predetermines the choice of methods and means of activity. However, this is not automatically achieved; for this, the teacher needs certain knowledge and skills.

The methodology for formulating the goals and objectives of teaching and educating students is, in a concise form, the theory of goal formation in the process of pedagogical activity. It reveals the essence of the process of goal formation itself, the laws of the STEP, and answers the question of how to correctly formulate the goal and objectives of pedagogical activity.
To draw up a plan - to correct the work, to make its organizational drawing, model, program - the method of planning the teacher's pedagogical work helps. Planning is a subtle process of developing sequential actions, the essence of which is to build a system of educational or educational work, taking into account all the determining factors.
The task of NOTP is to consider what is common for planning any pedagogical activity and can be used as the basis for developing any plan, taking into account the specifics of the forthcoming activity. The planning method includes operations for assessing the pedagogical situation in terms of long-term goals, foreseeing the progress and results of work.
2.2 Principles and methods for measuring the process and results of pedagogical work
The principle of labor regulation. The concept of "rationing" means a guiding principle, a rule, a model. In education and upbringing, one cannot do without them. The principle of rationing and its methods contributes to the solution of the problems of rationing pedagogical work. As the starting point for the scientific organization of pedagogical work, rationing defines a set of costs, actions necessary to perform a given amount of work, taking into account certain organizational, pedagogical and technical conditions.
The concept of "rationing" includes three components: labor costs (labor), the amount of work and the working condition.
In pedagogical work, there are norms that are established by the relevant laws, directives: the length of the working day, vacations, norms for the workload of teachers of various subjects.
The teacher himself should be able to standardize the lesson - in terms of volume and complexity: to have curricula that determine the volume and complexity of the content of the material, the time required to study a particular topic is indicated.
If there is no rationing, then there are no samples by which the teacher's activity is checked. Recently, in the pedagogical literature, along with "rationing", the term "standardization" is used. This concept is broader, as it includes the development of both ordinary norms and requirements for unregulated types of pedagogical activity.
The skill of a teacher is determined by many components, including the accounting and control of their pedagogical activities. NTP, developing the principles and methods of accounting, which is to be purposefully observed and studied. This is the first step of accounting and control. The second is to fix the facts, phenomena and events revealed in the process of observation. The third step is a critical analysis of the accounting results, it is time for generalizations and conclusions necessary to make the best decision.
Accounting and control are important functions of pedagogical work. If accounting is a system for obtaining measurements of labor results, their grouping and analysis of information expressed primarily in quantitative terms, then pedagogical control is associated with obtaining information about the content, organization, process and results of labor.
The main school methods of control and accounting are observation, questioning, various types of tests, problem solving, reference diagrams, etc.
The scientific organization of labor is closely connected with the problem of making optimal decisions. Decision-making is connected, ultimately, with any choice. If the decision is made taking into account all the circumstances, conditions, then it is called optimal, and the process of choosing and making such a decision is called optimization.
Optimality, as an integral part of the system of principles of NIPT and as the leading principle of the group for measuring the process and results of labor, helps to find the most favorable solution, action, methods, condition and results. And this leads to humanization and, ultimately, to the scientific organization of labor.

3 Experience in the scientific organization of the teacher's activity
3.1 Issues of the general organization of work of a teacher at school
The teacher works in a team, therefore, the improvement of his activities is primarily associated with the general organization of work in the school. Success in resolving this issue comes when school leaders, the entire teaching staff are deeply aware that the leading direction of the scientific organization of their work is to stimulate and organize the creative search of teachers, the constant improvement of the content and organization of pedagogical activity.
The success of pedagogical creativity depends on the division of pedagogical labor. It is recommended to first divide the relevant types of pedagogical activities among the members of the team, giving everyone the opportunity to take the initiative, a sensible proposal. To achieve such mutual understanding and interaction, in which both the teacher and the whole team worked on a common program in a coordinated manner, with the least expenditure of time, effort and money. Such a division of labor requires the administration to get involved in the work of thoughtful and purposeful selection and placement of personnel, a clear distribution of duties, and a system of interaction in the team.
A high level of collective creativity, rationalization of the forms and methods of pedagogical work is possible in a team where work is reasonably standardized, carefully planned, where control and accounting are provided on the basis of norms and a plan.
Doing what you love is best done in a well-organized workplace. The teacher's workplace is an integral part of the educational process. If it is well thought out, equipped in a modern way, it becomes easier and more pleasant to work on it. The improvement of working and rest conditions for teachers is considered in the NIPT as an integral part of the educational process.
The significance of this direction of NIPT is the improvement of the system of incentives to work. Training and education is unthinkable without planned and systematic motivation. Teachers themselves also need encouragement. NIPT requires the creation and skillful use of a clear system of moral stimulation of teachers' work. Practice shows that there is no such system in many schools.
Improving the system of advanced training for teachers is of paramount importance, as it ensures the success of all other areas, equipping teachers with modern achievements in science and technology (practice), contributing to the development of pedagogical creativity and skill.
All considered directions of NOT in the creative life of teaching staff are equally important. The absence of any of them reduces the efficiency of the team. A high overall level of work organization in the school is a guarantee and a reliable basis for improving the work of teachers and students.
3.2 Organization of work of students in the process of preparation for
classes
Preparing a teacher for training sessions and educational activities is the initial stage and a very crucial moment of any specific pedagogical activity. During these hours, the teacher is busy studying the relevant materials, chooses an indicative basis for the activity, carefully develops it, designs it.
The quality of the lesson depends to a large extent on the preparation of the teacher for classes. It can be said that with poor preparation, the teacher loses his breath “even at the start”, dooming the educational process to drift and spontaneity.
To a decisive extent, no one directly standardizes and controls the teacher's preparation for classes. The time required to prepare for classes depends on the complexity of the upcoming lesson, on how much the teacher has mastered the forms, methods and means of work used by him, how favorable the conditions of activity are, how the students relate to the teacher.
According to the level of preparation for classes, teachers can be conditionally divided into three groups.
The first group of teachers has a certain system of work. They prepare for classes in a broad sense, that is, they study not only everything that is valuable in their subject, but also use everything new in pedagogy, psychology, methodology and NOTP. They have a lot of blanks for each lesson, it remains only to select the right one.
The teachers of the second group are united by the fact that for each training session or educational event they strive to improve their training, but without a definite system.
The third group includes teachers who do not particularly bother preparing for lessons. Having accumulated some experience, they make attempts to improve, however, not so much during the preparation period, but in the process of teaching students. For them, the process of preparing for classes usually consists of a cursory review of the program, textbook, manuals, and rewriting last year's plan. As a result, a pattern is developed that does not allow the teacher to grow and improve.
Among teachers there are those who work unevenly. At different times they occupy a place in different groups, but tend to be more intermediate. One thing is important: among them there are few teachers, the system of preparation for classes, which would meet the requirements of the NIPT.
So, let's look at what it means to prepare for classes in accordance with the requirements of the NTST. The main thing is to comprehend the most important ideas and principles of the scientific organization of pedagogical work, to form a clear daily routine, to single out the most “creative hours” in the work and rest mode for preparing for classes. A flaw in this link turns into a huge loss of time, a noticeable loss in the matter of education.
It is important that the teacher both at school and at home have a favorable environment, have a well-organized workplace, a personal library sufficient to prepare for classes. Equally important is the psychological preparation of the teacher, which largely determines the success of the labor process and its final result.
In any pedagogical activity, including in the preparation of a teacher for classes, the following actions should be distinguished: indicative, performing and evaluative.
Preparing for tomorrow's lessons, the teacher needs, the teacher needs to clearly and clearly formulate the goal and objectives of the activity, choose appropriate methods and means, and provide for the creation of favorable working conditions. At the indicative stage of preparation for classes, it is important to find answers to the following questions: what to do, how to achieve goals. What methods and means to use. Under what conditions to apply.
Design activity consists in the development on an indicative basis of a reasonable plan, instrumentation for the most complex and difficult tasks. The development of instrumentation - separate individual tasks for strong and weak students - is one of the primary pedagogical tasks. In the design process, the teacher finds answers to questions such as the feasibility of building a particular activity, the selection of instrumentation options, the use of which allows organizing effective interaction between the teacher and the student, successfully combining individual, group and collective educational work of students. The plan also lays down certain standards, forms of control and accounting carried out in the process of execution.
The program of performing actions in the process of preparing for classes is developed with a perspective and, accordingly, is fixed in the plan, but especially in detail and carefully - in the instrumentation. Here it is important to calculate what knowledge, skills and abilities, habits and abilities of students should be relied upon, what to connect with what and how, what cause-and-effect relationships to establish in order to achieve the goal in the best possible way, what activities to organize in order to take a new next step in student development.
The essence of the evaluation (final) stage of activity is that in the process of this action, the plan provides for checking and evaluating the prospects for achieving the set goal and objectives, studying the question of what means the goal can interfere with doing the work in the best possible way, which should be provided for overcoming those or other difficulties.
The methodology of this work in each specific case may be different, but the set of working actions is the same for everyone. Following these recommendations, the teacher facilitates the process of mastering the method of preparation for training sessions and educational activities.
3.3 Experience in improving the organization of the educational process
Any lesson should be oriented, designed, instrumented, and then - performed, analyzed, evaluated. Such is the technological chain of the process of pedagogical work. If preparation for classes is an extremely important part of the educational process, then the educational process is its main link, and not only because it consists of almost three-quarters of planned classes and occupies 90% of the time the teacher communicates with students.
In order to more fully reveal the reserves hidden in the process of organizing the educational work of teachers and students, let us consider the individual stages of training sessions from the standpoint of their scientific organization. Let's start with a student survey. The study of a new one is usually preceded by the identification of how firmly the previously acquired knowledge is mastered, skills are fixed, skills are formed. The word determines the level of readiness for the upcoming lesson. Having received information about the readiness of the class to study new material, two important organizational problems can be distinguished: the organization of educational material and the organization of students' learning activities in the classroom.
The organization of educational material enables the student to understand the proposed material, put their knowledge into a certain perspective, which makes them much easier and more organically digestible. The organization of educational material is primarily a didactic and methodological task. Its organizational aspect is that already in the process of preparation for each topic, the following should be highlighted: a) a system of concepts, patterns or laws that must be mastered, b) a system of facts, arguments, evidence necessary for deep reflection, understanding of the system of concepts and categories , c) a system of practical actions that develops the necessary skills and abilities to establish a connection between science and practice, life.
The scientific organization of the material at once in whole blocks that make up the structure of knowledge facilitates their perception and memorization, allows students to single out the main one from the mass of information, to form a system of knowledge.
It is this organization of educational material that allows students to direct their attention to the most essential thing in what they are studying, creates guidelines along which they direct their mental actions.
The teacher must perfectly know his subject and, above all, its dialectical foundations, be able to transfer his knowledge to others, highlight the most essential and important in the phenomenon, explain and help students to assimilate, memorize and apply the acquired knowledge in practice. This can be achieved only by studying the age characteristics of the perception and thinking of children, the conditions for their development at each age stage, the volume and nature of the life experience of modern schoolchildren.
“It is necessary to master the dialectical basis of science, which alone can completely reveal all the specifics, all the peculiarities of a given science.”
It is often in the educational process that the dialectical connections and relationships that are organically inherent in every subject, every school discipline are destroyed. Restoring them when studying this or that material, we thereby organize it more economically and thereby contribute to a deeper and more lasting assimilation.
An equally important aspect of the educational process is the organization of educational activities of students in the lesson itself. Reasonably organized, the educational process creates a special psychological "field", an environment that has an emotional impact on the student, gives rise to a spirit of healthy competition, enthusiasm, thereby increasing the effectiveness of educational activities. For the successful organization of teaching, teachers strive to thoroughly study students, their age and individual characteristics, temperament, interests, abilities, attitude to work, health status, etc.
Repetition and consolidation of new educational material, assessment and taking into account the knowledge, skills and abilities of students is the final final part of the lesson. NIPT helps to reveal the modern aspects of the teacher's assessment activity, makes it systematic and systematic, like the entire educational process. Estimates in journals and diaries are indicators of the educational work of students, the effectiveness of the teacher. Evaluation of progress, which individual teachers often treat carelessly, is in fact an important psychological and pedagogical problem. Evaluation of a student's progress should reflect the quantity and quality of knowledge, achievements, skills and abilities in their dialectical unity. At the same time, quality is defined as a property of objective knowledge in terms of its relative value, relationships between parts and other knowledge, and the quality criterion is considered as specific instructions on how to use it in practice, including for obtaining new knowledge.

Successful evaluation activity in the lesson is possible only if there is a clear feedback, when at each stage of the lesson the teacher receives information about the assimilation of the topic and, to some extent, measures the success of each and every one. The comprehensive assessment, which is given to the student after an additional survey, taking into account all his activities (lesson score), does not lose its significance.
The organization of homework is essential. Parents, teachers, individual scientists complain about the overload of schoolchildren with homework. There is an opinion that homework is not needed at all, that it is necessary to have time to do everything in the classroom and teach the younger generation to master knowledge on their own. Overloading students with homework occurs for various reasons. Most often due to poor organization of work.
Psychophysiology requires that in the process of activity its clear regime be taken into account. For independent learning activities, this means reinforcing knowledge after a certain time, developing appropriate skills, developing the necessary skills, that is, something that is far from always possible to achieve in the classroom. It follows from this that the volume and nature of homework assignments should be most seriously thought out and individualized, taking into account the specifics of the subject and the age characteristics of the students.
As a result of the study of scientists and creative searches of teachers, a number of new approaches to teaching students have been developed and are being introduced into practice: programmed learning, problem-based learning, and others. Let us dwell on the issue of organizing the introduction of new approaches to teaching in practice, since the introduction of scientific ideas is no less important task of NIPT than their development.
New approaches to learning abound, and the results of their implementation, as a rule, are little tangible.
There are many reasons for this state of affairs. However, the main one is related to the lack of development of the subject-methodological level of each of the new approaches, taking into account the age characteristics of students. The unpreparedness of teachers to perceive them, and sometimes simply ignoring the organizational aspect of this problem, also affects.
The emergence of new directions in education has created a number of problems. The first of them consists in determining the boundaries of the distribution of one or another approach and its real possibilities for solving various types of educational problems.
The second problem is the relationship between old and new approaches to learning. In solving this problem, NITP proceeds from the fact that not everything traditional immediately and completely becomes obsolete, and everything new does not appear from scratch. In the process of interaction between new and traditional approaches, the latter, speaking in new connections and relationships, become more perfect.
The essence of the third problem is related to the identification of relationships between new approaches to teaching students.
To introduce teachers, school leaders into the essence of the organizational aspect of the problem under consideration means to help them determine the logic and structure of the organization of the educational process. NIPT, offering a general scheme for the introduction of new approaches to teaching, first of all recommends carefully studying this method, understanding its creative essence.
3.4 Organization of the educational process
In a narrow, pedagogical sense, education is relatively independent, although it is closely related to education, since education is educative. But no matter how great the educational value of education, it is not adequate to education. Education is in some cases a separate area, different from teaching methods, which is confirmed by the long-term practice of the entire system of public education in our state.
Modern psychology calls play, learning, work and communication as the main types of human activity, indicating that a certain type of activity is characteristic of each age. The upbringing of the younger generation is carried out through these main activities. In order to ensure the comprehensive education of students, it is necessary to organize their comprehensive activities, and not just a set of diverse activities. Educational activities, as you know, complement, expand, link together, raise to a qualitatively new level of knowledge, skills, abilities, attitudes and other personality traits formed in the main activities. Of course, there are separate events that have great independent educational value.
Educational activities are one of the essential parts of educational work. They should not be overestimated, which often leads to a transition from one extreme to another. So, instead of organizing the versatile activities of students, teachers alone limit themselves to individual educational activities, thereby nullifying the independent activities of children. Others incorrectly believe that as soon as the educational process is well organized, there will be no need for special educational activities.
Since the student develops and forms in activity, the main task is to best organize those types of activities that, at a given age, as established by psychologists, effectively develop and shape the personality of the student. Even novice teachers easily cope with individual pedagogical activities, but unfortunately, not everyone is able to organize well the holistic, and even more so the collective activities of students. Therefore, one should turn to the NIPT, its recommendations on the organization of the education of schoolchildren in the learning process. For a student, educational activity is the main and leading one for ten years. It is necessary to organize a creative search for teaching staff, aimed at improving the organization of the educational process, all educational activities.
For an experienced teacher, all extracurricular educational activities, even additional classes, if there is a need for them, are not a simple continuation of the lesson, neither in form nor in content. This new form of work, where the role functions of the teacher change, the time of direct communication with the student increases, as well as the independence and activity of schoolchildren.
When it comes to an additional lesson, not only the teacher, but also the students should know for what purpose it is carried out, what tasks need to be solved.
A large place in school life is given to the organization and such extracurricular educational work as classroom hours, visits to theaters, museums, trips to places of military and labor glory, excursions to nature, to production, military sports games, and tourist trips.
3.5 Organization of scientific, methodological and social work
This section includes a wide range of issues of the teacher's work related to the social activities of the school. It is necessary to understand the structure, the knowledge of which is necessary both for the head of the school and for every teacher involved in the scientific organization of pedagogical work.
The organization of scientific, methodological and social work is designed to ensure active participation in the following activities:
- in the system of political education and professional self-education
- in the process of creative search of the teaching staff
- in the activities of the school methodological association of teachers
- in the work of the methodological association of class teachers
- in social activities directly at school.
The teacher's creative work, in unity with planned and systematic self-education and self-education, contributes to relatively rapid professional growth and thereby facilitates social activity, which at the same time is a powerful stimulus for further creative activity.
The scientific organization of pedagogical work becomes effective only under the condition of an integrated approach to the organization of the activities of the teacher and students. The practical task of school leaders is to organize the introduction into the educational process of the achievements of science and best practices (including the NIPT and on its basis) in order to work better today than today.

4 An integrated approach to organizing student activities
4.1 The main means of organizing students' activities
The daily routine of a student - from the point of view of physiology and hygiene - is a precisely established routine of life, which implies the correct alternation during the day of work, rest, nutrition and sleep, and the observance of personal hygiene rules.
Teachers, parents, and of course, the students themselves are involved in the formation of the schoolchildren's daily routine. Few of the educators see any significant problem in the formation of the daily routine. In the NIPT system, the daily routine is an integral part of the educational process, the normative basis for the life and activities of the student. Children who have properly organized rest, properly organized free time, learn differently.
Practical activities related to the formation of a schoolchild's day regimen begin with finding out which of the students has a daily regimen and to what extent this regimen meets reasonable requirements, who performs it and how. After studying the general condition, it is necessary to clarify through conversations, observations, and sometimes experiment. Then, on the basis of exemplary regime moments and regime schemes for students, conversations are held with students and parents about the daily routine, its significance in the matter of education and upbringing. It turns out whether other family members have a daily routine, what is their consistency, etc.
The daily routine is developed, as a rule, by the students themselves (in the primary grades - with the help of their parents), and corrected by the teacher, class teacher. Prior to this, the daily routine is consistent with the parents. Consistency with them will undoubtedly contribute to its implementation.
Thus, from the point of view of the NIPT, the formation of a student's day regimen is seen as an important pedagogical task associated with the organization of education and self-education.
The workplace of the student is the zone of his work activity both at school and at home. This is not just a chair, table or desk, but also their placement, equipment, equipment in accordance with the age and individual characteristics of students. It should be convenient and interesting to work in this zone not only during the working day, but also for many years of study. It is impossible to provide a school student with a non-working place without an expediently organized workplace.
From the point of view of the NIPT, the workplace is a broader concept than the student's educational work area. In the NOT system, a workplace is a factor in raising the level of organization of a student's work, a factor in his upbringing. It is here that the advanced functions of the daily routine are implemented, the issues of the effectiveness of educational work are resolved, and valuable personality traits are formed - accuracy, accuracy, thrift, etc.
It is easy and pleasant to work in a well-equipped and equipped workplace that meets sanitary and hygienic requirements. A prepared workplace creates an increased emotional state, which in turn contributes to job satisfaction, forms a positive attitude towards the work process, and reduces fatigue.
At school, the situation with the organization of jobs is generally unsatisfactory. In schools where the classroom system has been introduced, more attention is paid to the appearance of the classroom than to the organization of the teacher's or student's workplace.
The technique of organizing personal labor is a complex of automated techniques, the simplest devices and technical means that make it possible to increase the level of organization of the student's independent activity.
The goal is the core of the organization of any activity, because it contains, as it were, the vital energy necessary to perform this or that work.
The task from the point of view of the NOTP is an assignment, a task that should be completed on the basis of certain tasks.
An important starting position of the student's NOT is the ability to appropriately choose and use the methods and techniques of activity. In order to achieve the set goal faster and more efficiently and solve the tasks that arise along the way, it is important to find and skillfully apply the appropriate methods and techniques of work.
Planning is another starting position of the NOT. Its essence is to create an integral system of work from disparate parts, determine its required volume and content, and calculate how much time it will take to complete it.
It is also important to teach the calculation of work in time. Rationing is required by the very nature of human activity: without the development of certain norms, it is impossible to evaluate work, to develop a reasonable plan. Rationing is not only a way to improve the labor process, but also a way to measure its effectiveness.
In the development of students, the role of accounting and control is very important, which makes it possible (in the presence of reasonable rationing) to always have objective information about the state of the labor process, to see the reasons for their successes and failures, and to prevent lagging behind.
4.2 Improving the organization by activity
The organization of educational activities of students under the guidance of a teacher is a program of planned and systematic activities, in the process of which the teacher equips students with the basics of science. The learning process carried out by the teacher and students is effective only if they are actively mutually understanding and the students are collectively active.
The essence of the organization of educational activities is the ability of the teacher to ensure the creative activity and independence of students. This is especially important in the current conditions, when the volume of knowledge necessary for a person is growing sharply and rapidly, and it is no longer possible to rely only on the assimilation of a certain amount of facts. The ability of schoolchildren to independently replenish their knowledge, to navigate in the rapid flow of scientific and political information now claims a decisive place.
The main method of acquiring knowledge is their conscious comprehension and assimilation.
4.3 Key determinants of student performance
Let's start the conversation with the family and its social environment. Nowadays, the majority of parents are educated people, who usually have a secondary or higher education. The material security and social well-being of each family has grown. A large role in the education of labor collectives and the public. The school is no longer the sole provider of information. New powerful media came to her aid - print, radio, television.
Television broadcasting is one of the mass media and propaganda, education and organization of leisure for the population. For many, television has become a reliable life companion, especially in the absence of a large family, a children's team, when children are left alone with the TV during the absence of their parents.
Broadcasting is the most widespread means of political, cultural, educational and cognitive influence.
An important mass media among schoolchildren is children's periodicals.

5 Technique of organizing personal labor
The concept of “personal labor technique” includes a set of means, tools, as well as simple but perfect devices, automated techniques used in the process of pedagogical activity and contributing to its effectiveness.
The main purpose of the teacher's personal labor technique is to make the teacher stronger, to expand and increase his ability to achieve his goals. The essence of mastering personal pedagogical technique is to make the teacher stronger, to expand and increase his ability to achieve his goals. The essence of mastering personal pedagogical technique is polishing, bringing labor methods to the state of a perfect skill, which, with further use, does not require a significant investment of time and energy, is realized almost automatically. In this case, the work proceeds quickly, easily, accurately.
Without the technique of personal work, the success of pedagogical activity in our time is generally unthinkable. The more solid the own arsenal of means and the more perfect the technique of personal work, the more time is freed up for creative growth, the improvement of pedagogical skills.

Conclusion
There is quite a lot of talk about NOT and it is mentioned quite often, but it is rarely really used for its help. Any initiative of the teacher will be supported, met with approval, if it starts with a deed, with the performance of a certain work. The unity of word and deed is an important prerequisite for success.
When implementing NIPT, individual teachers strive to immediately cover almost everything, to do as much work as possible, forgetting that it is NIPT that requires starting small, in stages. In tackling the tasks of the NIPT, there is a danger of being carried away not only by a large amount of work, but also by the desire to do everything as quickly as possible. We must remember: "better less, but better."

Literature (used)
1. Everything starts with the teacher / Ed. prof. Ravkina Z.I., - M: Enlightenment, 1998
2. Kerzhentsev P.M., Principles of labor organization, - M: 1999
3. Demakova I.D., With faith in the student, - M: Enlightenment, 2001
4. Rachenko I.P. NOT a teacher, - M: Enlightenment, 2002
5. Sukhomlinsky V.A., I give my heart to children, - M: 1972
Additional:
1. Levy L., The art of being yourself
2. Pedagogical search: experience, problems, findings, - M:
Organization of work of convicts

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE

Poltava State Pedagogical Institute

them. V.G. Korolenko

Crimean Psychological and Pedagogical Faculty

Scientific organization of pedagogical work

(Course work)

The work was done by a student

Group course ____

Melnikov V.N.

Supervisor:

______________________

Simferopol

Plan

Introduction

1. Fundamentals of the scientific organization of pedagogical work

1.1. The essence of the scientific organization of teachers' work

1.2. Laws and principles of the scientific organization of the work of a teacher

1.3. Theory and practice of organizing the management of the process of pedagogical activity

2. Principles and methods for introducing the scientific organization of pedagogical work into practice

2.1. Principles and methods of organizing pedagogical action

2.2. Principles and methods for measuring the process and results of pedagogical work

3. Experience in the scientific organization of the teacher's activities

3.1. Questions of the general organization of work of a teacher at school

3.2. Organization of the teacher's work in the process of preparing for classes

3.3. Experience in improving the organization of the educational process

3.4. Organization of the educational process

3.5. Organization of scientific, methodological and social work

4. An integrated approach to organizing student activities

4.1. The main means of organizing the student's activities

4.2. Improvement of the organization by type of activity

4.3. The main factors determining the activity of students

5. Technique of organizing personal labor

Conclusion

List of sources used

Introduction

"The road is beautiful - go to the teachers."

ON THE. Dobrolyubov

Everything starts at school, and school starts with the teacher.

The pride of a teacher is the highest, most selfless pride on earth. This is the pride of those who give, who are happy, by giving, and by giving, they are enriched. Without this wonderful disinterestedness, one cannot be a real teacher.

A teacher cannot be one who does not remember his own childhood and is unable to easily and freely transfer into the complex and peculiar world of childish dreams, feelings and experiences. Such a teacher will be cut off from his pupils. A teacher by vocation is forever registered in the Land of Childhood, he is her desired and honorary citizen. But this does not mean at all that the teacher should somehow adapt to the children, trail behind their interests, aspirations and needs. The art of the teacher is to penetrate into the most distant galaxies of the children's world from the heights of his education and life wisdom, relying on the conclusions of psychology and pedagogy, creatively using them in his daily life, deeply and clearly understand this world, awaken, and not force their pets to acquire knowledge, to do good deeds and deeds.

The teaching profession is humanistic in the highest sense. Man transforms nature through his work. But the teacher's work is valuable and great because it forms the nature of the person himself.

The main thing is faith in your own strengths and capabilities. To become a teacher, one must graduate from a pedagogical institution. To become a teacher-organizer, it is necessary to master the basics of the scientific organization of pedagogical work.

N. K. Krupskaya pointed out the need to study the theory of NOT. She wrote: “...organizational habits are developed in the process of work - without throwing yourself into the water, you will not learn to swim. However, it in no way follows from this that it is not necessary to study how any work should be organized, it is not necessary to study the principles of organizing labor. The basics of NOT should be studied in organic unity with practical activities.

Anyone who fights for the introduction of IOT in the school must not only understand the complex and difficult tasks facing him, but also be self-critical, not only recognize his shortcomings, but also passionately desire to eliminate them.

Solving the problems of NOT, on the one hand, is associated with regulation, since without it the management of the educational process is unthinkable, and on the other hand, it requires a creative approach. This contradiction is dialectical. It is resolved successfully, provided that pedagogical creativity is the leading side of the teacher's activity, if the teacher owns the scientific methods of labor.

The scientific organization of pedagogical work is designed to free the teacher from routine operations, from the template, to teach how to work creatively. And the creative style is alien to subjectivism, relies on a scientific approach to all social processes. It implies high demands on oneself and others, excludes complacency, and opposes any manifestations of bureaucracy and formalism. A creative style in the work of a teacher is a guarantee that the school will successfully cope with the task of teaching each student how to study, live and work.

1 Fundamentals of the scientific organization of pedagogical work

1.1 The essence of the scientific organization of teachers' work

Introducing the teacher to NOT requires, first of all, introducing him to the course of the basic concepts and categories of this branch of scientific knowledge.

Labor in the broadest sense is a purposeful human activity.

Labor in its narrower sense is only one of the forms of human activity associated with the production of material or spiritual values. According to various criteria, human activity is divided into physical and mental, material and spiritual, into play, learning, work, communication, etc.

Pedagogical work is one of the types of labor in its broadest sense, where the teacher and the student actively interact (the latter act not only as objects, but also as subjects of activity), material and spiritual means, and working conditions.

The object of pedagogical activity is also very specific - the student, who, as already noted, is also its subject. Student activity in the learning process depends on many factors. Among them, of particular importance is the organization and ability of the teacher to independently acquire knowledge, which in turn is the result of training and education.

Organization. In the most general sense, it should be understood, on the one hand, as internal orderliness, coherence of the interaction of parts of the whole, and on the other hand, as a set of processes or actions leading to the formation and improvement of relationships between parts of the whole.

The term "pedagogical" in the organization of work indicates that the general ideas of the NOT in this case are transformed, transformed taking into account the specifics of pedagogical work. In the organization of any work there is more general, similar in general, than excellent, specific.

Organization is a complex, integrative property of a teacher's personality, which is characterized by the presence of organizational abilities and is expressed in the ability to organize one's own and others' activities and behavior. At the same time, this is also a certain qualitative state of the personality, its ability to carry out ordered actions and behavior. The high organization of the teacher is a level of development of organizational skills that meets modern requirements.

The term "structure" in NTST is not just building something, it includes the following questions: what elements, parts does a holistic activity consist of; in what order, sequence these parts are located. How they are interconnected. This kind of algorithm facilitates the process of forming the structure, as well as checking its presence.

The term "system" in the NIPT is also not a simple collection of elements, not the usual summation of their properties. This is, first of all, their connections and relationships (certain organization). It is the connections and relationships that unite the elements into a system, give rise to the interaction between them.

Is it possible to take the well-known traditional four-element lesson system as the basis for the system of training sessions? Historically established, it reflects not only the centuries-old experience of teachers, but also the most important organizational, pedagogical and technological patterns of the educational process. It contains every element: a survey that allows the teacher to obtain information about the students' assimilation of the last lesson, their readiness to learn a new one; the study of the new, consolidation, designed to transfer the most important, essential from short-term memory to long-term; homework aimed at completing a certain cycle of activity.

A general example of a model of a teacher's pedagogical work system, which as the main parameters includes:

Goals and objectives that determine the operation of the system;

Organization and management;

The teacher, called upon to practically implement the goals and objectives of the activity, determine its content and organization;

Students whose education and upbringing is the purpose of this system;

Logistics;

Working conditions.

In the practice of individual teachers who are passionate about using NTST in their practical activities, one can often find a set of random, organically unrelated elements. Deprived of an expedient and solid internal organization, such a "system" is not only ineffective, but also unable to interact with other systems. A random set of elements is, at best, only the starting material for the formation of a system. It can be formed not only by elements that have the appropriate purposefulness.

Labor can be called scientifically organized only if it is based on modern achievements in science and practice, on a comprehensive methodological analysis of labor processes, and on the integrated use of factors that allow achieving the maximum result.

3.1. The essence of pedagogical activity

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is what is emphasized in the various definitions of this category. Activity is a specific form of the socio-historical existence of people, their purposeful transformation of natural and social reality. The activity includes the goal, the means, the result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As psychologist B.F. Lomov, "activity is multidimensional". Therefore, there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of pedagogical activity. Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students.

The system-forming characteristic of pedagogical activity is the goal (A.N. Leontiev). The purpose of pedagogical activity is of a generalized nature. In domestic pedagogy, it is traditionally expressed in the formula "all-round harmonious development of the personality." Having reached an individual teacher, it is transformed into a specific individual setting, which the teacher is trying to implement in his practice. As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activity consists of planning one's own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of education and upbringing, analyzing the results of training and education, and predicting further changes in the personal development of students. One of the most important characteristics of pedagogical activity is its joint nature. It necessarily involves a teacher and the one whom he teaches, educates, develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate the following features of it. First, it has a specific historical character. This means that the goals, content and nature of such activities change in accordance with the change in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucracy, lack of attention and interest in the personality of the student, called for humane relations at school, to take into account the needs and interests of the student, expressed such a development of his personality that would make a growing person harmonious, highly moral, creative. “Educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy To whom and from whom to learn to write, peasant children from us or us from peasant children? // Ped. soch., M., 1989. - p. 278). Considering all the shortcomings of the school of his time as a product of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own

understanding of this problem in the organization of the Yasnaya Polyana school for peasant children. Secondly, pedagogical activity is a special kind of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual, economic power of any society, state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Various spheres of his life activity improve, a moral attitude towards himself is formed,

to other people, to nature. Spiritual and material values, and due to this, the progress of society, its progressive development is carried out. Every human society is interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, pedagogical activity is carried out by specially trained and trained specialists on the basis of professional knowledge. Such knowledge is a system of humanitarian, natural, socio-economic and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of its social life, relationships with nature. In addition to professional knowledge, professional skills also play an important role. The teacher is constantly improving in the practical application of knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen or twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative. It is impossible to program and predict all possible variants of its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

3.2. Main types of pedagogical activity

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.

Educational work- pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.

teaching- management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.

Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with the fact that he does not find an explanation in the scientific literature and ways to solve specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work, therefore, is the basis of the teacher's own methodological activity. The scientific work of the teacher is expressed in the study of children and children's groups, the formation of their own "bank" of various methods, the generalization of the results of their work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, actually in the development and improvement of skills.

Cultural and educational activities- an integral part of the teacher's activity. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and children. Any specialist dealing with a group of people (students) is, to a greater or lesser extent, involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of control in the activities of a teacher-educator.

By managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

3.3. The structure of pedagogical activity

In psychology, the following structure of pedagogical activity has been established: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, verification of results and correction of actions. Determining the structure of professional pedagogical activity, the researchers note that its main originality lies in the specifics of the object and tools of labor. N. V. Kuzmina singled out three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity, the solution of each pedagogical problem that has arisen.

Organizational activities are aimed at creating a team and organizing joint activities. Communicative activity involves establishing communication and relationships between the teacher and students, their parents, and their colleagues. A detailed description of the structure of pedagogical activity is given by A.I. Shcherbakov. Based on the analysis of the teacher's professional functions, he identifies 8 main interrelated components-functions of pedagogical activity: information, development, orientation, mobilization, constructive, communicative, organizational and research. A.I. Shcherbakov classifies the constructive, organizational and research components as general labor components. Concretizing the teacher's function at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

I.F. Kharlamov among the many types of activities identifies the following interrelated activities: diagnostic, orientational and prognostic, constructive and design, organizational, informational and explanatory, communicative and stimulating, analytical and evaluative, research and creative.

Diagnostic activity is associated with the study of students and the establishment of their level of development, education. To do this, the teacher must be able to observe, master the methods of diagnosis. Prognostic activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result. Constructive activity consists in the ability to design educational and educational work, to select content that corresponds to the cognitive abilities of students, to make it accessible and interesting. It is connected with such quality of the teacher as his creative imagination. The organizational activity of the teacher lies in his ability to influence students, lead them along, mobilize them for one or another type of activity, inspire them. In information activities, the main social purpose of the teacher is realized: the transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, worldview and moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who forms the beliefs of young people. The success of pedagogical activity is largely determined by the ability of a professional to establish and maintain contact with children, to build interaction with them at the level of cooperation. To understand them, if necessary - to forgive, in fact, all the activities of the teacher are communicative in nature. Analytical and evaluation activity consists in receiving feedback, i.e. confirmation of the effectiveness of the pedagogical process and the achievement of the goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on the principles, rules, recommendations of pedagogical science, the teacher uses them creatively every time. For the successful implementation of this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.

3.4. The creative nature of pedagogical activity

Many teachers drew attention to the fact that the creative, research nature is immanent in pedagogical activity: Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. To characterize the creative nature of pedagogical activity, the concept of "creation" is most applicable. The teacher-educator, with the help of creative efforts and labor, brings to life the potential abilities of the student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.

The following criteria for pedagogical creativity can be distinguished:

The presence of deep and comprehensive knowledge and their critical processing and comprehension;

Ability to translate theoretical and methodological provisions into pedagogical actions;

Ability to self-improvement and self-education;

Development of new methods, forms, techniques and means and their original combination;

Dialecticity, variability, variability of the system of activity;

Effective application of existing experience in new conditions;

The ability to reflectively assess one's own activities

and its results;

Formation of an individual style of professional activity based on the combination and development of reference and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see the "fan of options."

N.D. Nikandrov and V.A. Kan-Kalik identifies three areas of teacher's creative activity: methodical creativity, communicative creativity, creative self-education.

Methodological creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, choose and build an adequate methodological model, design content and methods of influence.

Communicative creativity is realized in the construction of pedagogically expedient and effective communication, interaction with pupils, in the ability to know children, to carry out psychological self-regulation. Creative self-education involves the teacher's awareness of himself as a specific creative individuality, the definition of his professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program of self-improvement in the system of continuous self-education. V. I. Zagvyazinsky names the following specific features of pedagogical creativity: a hard time limit. The teacher makes a decision in situations of immediate response: lessons daily, unforeseen situations momentarily, hourly; constant contact with children. The ability to compare the idea with its implementation only in episodic, momentary situations, and not with the final result because of its remoteness and focus on the future. In pedagogical creativity, the stake is only on a positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the activities of a teacher.

Pedagogical creativity is always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage their mental states, promptly evoke creative inspiration in themselves and students. Specific are the subject of pedagogical creativity - the emerging personality, the "tool" - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the pupils (Zagvyazinsky V.I. "Pedagogical creativity of the teacher." - M., 1987).

Problem questions and practical tasks:

1. What is the essence of pedagogical activity?

2. What are the goals of pedagogical activity?

3. What is the structure of pedagogical activity?

4. What is the collective nature of pedagogical activity?

5. Why is pedagogical activity classified as creative?

6. Write a creative paper on one of the suggested topics:

"A teacher in my life", "My pedagogical ideal".

In the ordinary meaning of the word "activity" there are synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is what is emphasized in the various definitions of this category.

Activity is a specific form of social and historical existence of people, their purposeful transformation of natural and social reality. The activity includes the goal, the means, the result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

The purpose of pedagogical activity is of a generalized nature. In domestic pedagogy, it is traditionally expressed in the formula "all-round harmonious development of the personality." Having reached an individual teacher, it is transformed into a specific individual setting, which the teacher is trying to implement in his practice.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activity consists of planning one's own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of education and upbringing, analyzing the results of training and education, and predicting further changes in the personal development of students.

One of the most important characteristics of pedagogical activity is its joint nature. It necessarily involves a teacher and the one whom he teaches, educates, develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate the following features of it.

First, it has a specific historical character. This means that the goals, content and nature of such activities change in accordance with the change in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucracy, lack of attention and interest in the personality of the student, called for humane relations at school, to take into account the needs and interests of the student, spoke out for such a development of his personality that would make a growing person harmonious, highly moral , creative. “Educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy Whom and from whom to learn to write, peasant children from us or us from peasant children? // Ped. soch., M., 1989. - p. 278). Considering all the shortcomings of the school of his time as a product of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own understanding of this problem when organizing the Yasnaya Polyana school for peasant children.

Secondly, pedagogical activity is a special kind of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual, economic power of any society, state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Various spheres of his life activity are improving, a moral attitude towards himself, other people, and nature is being formed. Spiritual and material values, and due to this, the progress of society, its progressive development is carried out. Every human society is interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, pedagogical activity is carried out by specially trained and trained specialists on the basis of professional knowledge. Such knowledge is a system of humanitarian, natural, socio-economic and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of its social life, relationships with nature. In addition to professional knowledge, professional skills also play an important role. The teacher is constantly improving in the practical application of knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen or twenty shades,” admitted A.S. Makarenko.

Fourthly, pedagogical activity is creative. It is impossible to program and predict all possible variants of its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

Main types of pedagogical activity

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.

Educational work- pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.

Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.

teaching- management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving. The most important criterion for the effectiveness of teaching is the achievement of the learning goal.

Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.

Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with the fact that he does not find an explanation in the scientific literature and ways to solve specific cases from his practice, with the need to generalize the results of his work. Scientific approach at work, thus. is the basis of the teacher's own methodological activity.

The scientific work of the teacher is expressed in the study of children and children's groups, the formation of their own "bank" of various methods, the generalization of the results of their work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, actually in the development and improvement of skills.

Cultural and educational activities- an integral part of the teacher's activity. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and children.

Any specialist dealing with a group of people (students) is, to a greater or lesser extent, involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of control in the activities of a teacher-educator.

By managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

The simpler the truth
the more difficult it is to prove.

Until 1975, I worked in the Central Office of the Ministry of Public Services of the Population of Uzbekistan as a senior economist and financier. He constantly traveled on business trips to the regions of the republic, where he delved into and studied the sectoral nature of the life service. It should be noted that it is of a universal nature, since there are technologies of all branches and spheres of activity of the national economy, and it has every right to be called a branch of the national economy. Here, services are performed according to the orders of the population, not only use value, but also new value is created, therefore, here labor is of a social and individual nature.
Those working here have a general idea of ​​all branches and spheres of the national economy. If material production has fixed production assets, then the public service also has non-production fixed assets, these funds only perform work-services of an individual nature.
At present, in a market economy, material and non-material production is not being made, special emphasis is being placed here on business and entrepreneurship, as long as it produces services and makes a profit, pays off the costs.
In 1972, on November 15, after 5 years of work in the system of the Ministry of Public Services of the Population of Uzbekistan SSR, I entered full-time graduate school at the Faculty of Economics of Moscow State University (MGU) named after M.V. M.V. Lomonosov on the Lenin Hills. The largest higher educational institution, one of the centers of world science. The first in Russia, founded in 1755 on the initiative of M.V. Lomonosov, as part of the philosophical, legal and medical faculties. Many scientists of the scientific schools of the university have made and are making a great contribution to world science. Faculties (1977): physical, mechanical and mathematical, computational mathematics and biological, geographical, philosophical, historical geological journalism, psychology, economics, law; Institute of Asia and Africa; over 30,000 graduate students are currently studying. In addition to world science, here, during their postgraduate studies, special courses were also studied, such as, for example, the works of K. Marx “Capital”.
The economic teaching of Marx is of current importance today, not only because the laws of motion of capitalism that he discovered in general continue to be the basis of modern capitalism, but also because it shows some economic laws common to all formations. In this teaching we find our main weapon of knowledge - the method of materialist dialectics, applied by Marx in a concrete analysis of capitalist society.
I specifically pay attention to dialectics, since it is, first of all, the logic of thinking, which allows us to build coherent theories of knowledge. This is the basis of our National Training Program, adopted by the Oliy Majlis as the Law of the Republic of Uzbekistan, this is the essence of the National Model of Education. This program has been accepted by the world community and awarded the UNESCO Gold Medal. Today it is considered along with the German (Humboldtian, it is also "Soviet"), Anglo-American, French and Japanese as the fifth basic model of education in the world. In principle, one can find in it similarities with the German education system, which is focused on understanding the essence of things, developing harmonious logical schemes for perceiving the surrounding reality. But this is not the point, the point is that our modgel is not focused on training a specialist, but on educating a comprehensively developed personality.
Meanwhile, along with foreign educational literature, the Anglo-American scheme of education, which is alien to us, has been actively penetrating us in recent years. In order to understand the difference between them, you need to remember our old radios and televisions. When buying them, we also received a manual on how to use the new device. Everything was explained in detail in it, possible malfunctions and failures were listed, and a basic radio diagram of the device was attached. After reading such a manual, we fully understood how and why the device works. But if we come home with a purchase today, instead of the previous manual, we will find an image of the control panel and arrows indicating what needs to be pressed and what will come of it.
The same is true in the Anglo-American system of education. It doesn't explain the point. There are ready-made recipes (buttons). And as a result, in our system we get a creatively thinking specialist, and in the Anglo-American - just a good performer.
Following this trend, which is not ours at all, dialectics has been completely removed from our programs for passing the candidate's minimum in philosophy. Instead, graduate students are encouraged to study the history of philosophy. But it is not clear why this is needed in the research process. So now we have to read dissertations, entirely composed of recipes, slogans and appeals. One would like to say that this is not science and not a dissertation, but the Party's Appeals for the First of May. The text of such works is very reminiscent of phrases that once sounded from the stands of the mausoleum, such as: “Long live our science, the most progressive science in the world! Hooray!!!". But there is no logic, evidence and genuine novelty in most works. Isn't it time for our philosophers to start equipping young scientists with dialectics as the main tool of scientific knowledge, adding to it the modern concepts of a systemic, program-targeted, cybernetic approach, synergetics and other general theoretical tools for understanding the world around us. And then after all, our scientific youth will soon not be able to draw up a research plan, the left hemisphere of their brain, which is responsible for the logic of thinking in humans, will atrophy and die altogether without training and loads. And everything will be like in that old joke: “The international expedition “Doctors Without Borders” was walking along the sands of Kuzyl-Kum. Far from home, they stumbled upon a dying man. A mobile operating room was immediately set up, and an experienced surgeon performed a craniotomy on the patient. And when he opened it, he was stunned. There was only one brain gyrus. Thought and thought and straightened it. Soon the patient came to his senses and was asked who he was. And he answers them: "I just defended myself and became a candidate of science." This is of course an anecdote and an extreme degree of exaggeration, but there is some truth in it. In our science, the problem of mastering logic and basic research tools by young people has become acute. Quite often there are works by students copied from textbooks, without research logic and a spark of creativity. Your heart hurts when you face it. Well, at least not so often.
And I once again turn to the heritage of my great Moscow teachers, who laid the foundation for the methodology of my research in the candidate and doctoral dissertations of the principles of dialectical knowledge of economic theory about the primacy of production, which is undoubtedly directly related to the spread of dialectics to the sphere of social relations.
My supervisor was Professor T.N. Krylov, Deputy Head of the Department of Consolidated Long-term National Economic Planning of the State Planning Committee of the USSR.
He was a very demanding leader, he gave me a task for a certain period of time and asked me to show the result. I was simply forced to complete these tasks on time. I always sat in the State Library named after V.I. Lenin during the day, wrote at night, and therefore I defended my Ph.D. thesis right on time. My postgraduate term ended on November 15, 1975. The dissertation was discussed in April 1975 and my work was recommended for defense. I waited in line for defense for almost 8 months, and only on January 13, 1976, I defended my Ph.D. This dissertation work of mine, on the recommendation of the Academic Council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov, was published in 1984 as a monograph of 8.5 pp.
I have devoted my whole life to economic science. I always had to hold responsible positions (although I did not hold large positions) as the head of the sector, the head of the department, the head of the department, etc. I always fulfilled my duties in a timely manner, responsibly approached the instructions of higher officials and the solution of economic issues. During this time, I realized that in order to be right and be useful, it is necessary to recognize that reality and the beliefs established in society, which I everywhere called the expression "conventional opinion", "conventional point of view", "common wisdom", "everyday knowledge ", diverge. As a result, it is not surprising that I have always preferred reality. In my research and many years of experience in scientific and pedagogical activity, during which I had to observe the aforementioned discrepancy between reality and public perceptions, to realize its importance of independent decision-making. In the end, I came to the conclusion that in economic and political life - far more than in other areas - reality is either captive to social and established preferences, or to street and material gain. No other topic captured my attention as a researcher and educator so strongly - that is why my two monographs in the Soviet era were devoted to the analysis of this discrepancy. I will clarify here that the main place in my research is devoted to the issues of the dominant role of the economy in the social development of Uzbekistan..
The main purpose of my research is to understand how exactly economic science, moreover, the economic and political systems, cultivate their truths under the pressure of material factors and fashionable political trends. Such truths lack the necessary connection with reality. My teachers in the knowledge of this most complex truth were the works of the largest economists of the country of that time. This is Leonid Vitalievich Kantorovich - mathematician and economist, academician, one of the founders of the economic and mathematical research direction. Vladimir Fedorovich Mayer is my scientific consultant for my doctoral dissertation, with whom we jointly wrote the most interesting works - “Wages in the USSR”, “National Economy Planning”, “Differentiated balance of income and consumption of the population and its use in planning”, “Scientific foundations of economic forecast". Leonid Ivanovich Abalkin - worked in the field of problems of planned development and proportions of the world economy, political economy and economic policy. Abel Gezevich Aganbegyan - who dealt with the problems of economics and industrial management. Gavriil Kharitonovich Popov is a prominent scientist in the field of control theory. Tigran Sergeevich Khachaturov - works on the economics of transport and the efficiency of capital investments. Nikolai Alexandrovich Tsagolov - the largest scientist political economist. It is no coincidence that I mention these famous names with special respect, because I know these people personally. I met with them many times in the process of preparing my Ph.D. and doctoral dissertations, communicated at scientific conferences, maintained informal friendly relations within the framework of a simple ethical bond - a teacher-student. As people say with each of them, I “ate a pood of salt”, or better, as it was customary to say at that time in an academic environment - “drank a bucket of vodka”. I almost never drink - the dimensions do not allow by Moscow standards. I’m only 160 cm tall, and therefore I couldn’t keep up with the highly professional drinking of the Moscow scientific elite. Now, at the age of maturity and wisdom, I complain about the fact that I didn’t come out in mass for drinking alcohol worthy of high science, otherwise, what the hell is not joking, maybe they would have been elected an academician in Moscow.
But this is a joke. High academic titles are awarded not for plentiful feasts, but for contribution to science. And informal communication is just a way to learn something new from the lips of the original source, to exchange ideas and thoughts. This is what I did when communicating with colleagues and teachers in Tashkent. I am close in spirit and worldview to the excellent economic works of well-known Uzbek scientists and economists - Alim Muminovich Aminov, Ibragimzhan Iskanderov, Saidahror Gulyamov, Marat Tursunkhojaev, Viktor Ivonin, Kalandar Abdurakhmanov, Erkin Ganiev, Bakhodir Khodiyev, Erkin Muratov and many others. And these are not just outstanding modern thinkers, the elite of the Uzbek national intelligentsia - they are also just my friends and colleagues with whom I am always ready to meet on the morning pilaf about some joyful event, but most importantly, communication with them always keeps me in good shape , enriches with new ideas and new approaches to the study of economic processes.
After defending my Ph.D. thesis and upon returning to Tashkent, since 1976, I worked as the head of the department of the Main Computing Center (MCC) in Tashkent. True, I did not work here for long, until April 1977. From April 4 to December 1977, he worked as deputy head for scientific work of the special design bureau (SPKTB) of the Ministry of Furniture Industry of Uzbekistan.
In 1978, he moved to work at the Scientific Research Economic Institute (NIEI) under the State Planning Committee of the Uzbek SSR as the head of the sector, where he worked until August 1978.
From September 1978, I went to work as a senior lecturer at the Tashkent Polytechnic Institute named after Beruni, but I did not work here for long either, in the winter of February 1979, I fell ill and underwent surgery in a Moscow clinic. Therefore, in 1979, in August, I quit this institute and went to work at the Tashkent Pharmaceutical Institute.
From September 1979 to the present, I have been working at the Tashkent Pharmaceutical Institute, first as a senior lecturer, and since September 15, 1979, there has been a competition for the position of senior lecturer in the course of political economy. Here life forced me to plunge deeply into the jungle of economic theory. But I was immensely glad about this, because for many years, in fact, I went hand in hand with such luminaries of economic theory as Karl Marx, with his unsurpassed labor theory of value in the four-volume Capital, Adam Smith - one of the founders of classical political economy, David Riccardo - the largest representative of the classical school of political economy, John Stuart Mill - a major representative of the classical school of political economy, Alfred Marshall (1842-1924) - the head of the Cambridge school of early marginalism and the beginning of neoclassical political economy, Veblen Trostein - the founder of the technocratic direction of institutionalism, Jean Baptiste Say - who created a full course in practical political economy, Paul Samuelson - Nobel Prize winner (1970), Milton Friedman - representative of the Chicago School, one of the ideologists of monetarism, Nobel Prize winner (1976), John Maynard Keynes - one of the founders of the macro economic analysis, John Kenneth Galbraith - who played a prominent role in the development of American liberalism, the author of a very interesting work "The Economics of Innocent Deception", written by him in 2004 at the age of 95. A deep and comprehensive study of their immortal works not only enriched my knowledge, it allowed us to carry them to our students, a new generation of young professionals entering life. And the thoughts of the great economists, transformed by me into an accessible lecture material, served and serve them as a serious help both in science and in their future activities.
And yet I cannot but pay attention to Galbraith's latest work, since already in 2004 he predicted the coming global financial and economic crisis as a result of institutionalized innocent deception, which undoubtedly plays a large role both in private life and in public discussions. However, those who profess an innocent deception, and those who manage it, openly do not recognize its existence. I would like to stress that they do not have any feelings of guilt or feelings of the public for deceit. Innocent deceit is not the invention of any person or group of persons: it is a natural, even true, opinion about what can best serve a personal and wider interest. But any deceit, any fraud, whether sooner or later, is still detected. For example, the events of 2008, the global financial and economic crisis that engulfed almost all countries of the world community, which caused a sharp decrease in the growth rate of the entire economy, a decline in production in many countries, with all the ensuing negative consequences.
But I will not delve into the theory, I will only say that I drew attention to this work also because it was written by the author at the age of 95. And this means that I, in my round 70s today, still have a quarter-century creative reserve. And I expect to write at the same age a good book on the theory of economic self-deception. Perhaps God will give long years and clear thinking, you look and I will cope with this kind of work, which I will certainly write with a share of our primordial oriental humor, as befits the countryman of the legendary Khoja Nasritdin.
But I'll get on with the business. At the same time, while working as a senior lecturer at the same institute, I continued to work on my doctoral dissertation. In 1984, he was attached in absentia to the doctoral program of the Faculty of Economics of Moscow State University named after M.V. Lomonosov. I was approved the topic of my doctoral dissertation “Territorial planning for the development of consumer services in the Union Republic” questions of theory and practice (on the materials of Uzbekistan). My scientific advisers were Professors G.Kh. Popov and F.V. Mayer. I often had to travel to Moscow.
This work was carried out mainly at the former Department of the History of the CPSU and Political Economy of our Pharmaceutical Institute. In terms of its relevance and scientific novelty, my doctoral work was not inferior to other dissertations devoted to sectoral issues of development.
Unfortunately, there is still an opinion that after the transition to a market economy, the problems of the non-productive sphere, including consumer services, have lost their relevance. But this is far from true. Indeed, the former purpose of consumer services as a service sector for the repair of marriage, produced by the industry of the administrative-command system, has gone into oblivion. But this sphere is gradually gaining a different purpose. The fact is that in a market economy, consumer services for the population essentially continue the production process, freeing a person from routine work, providing him with a good rest and preparing him for the next working day.
This is clearly seen already on the shelves of grocery stores. There are a lot of semi-finished products, chopped and soundly packaged products. A tired hostess who has returned from work no longer “hustles” for hours in the kitchen, preparing dinner. It only warms up already prepared dishes in the microwave. The same is true in the field of consumer services. In a market economy, household services are growing like an avalanche. A person is almost completely freed from unproductive domestic activities, which specialized enterprises do faster, better and cheaper. Therefore, in a market economy, it is necessary to develop all areas of consumer services for the population, and small business should play a dominant role in this. The share of the service sector should grow rapidly, absorbing free labor resources leaving the production sector, solving the acute and urgent problem of the economy of Uzbekistan - employment. It is no coincidence that in the current conditions of the development of globalization of markets, the service market is the second in terms of quality and quantity, after the commodity market.
In 1989, in Moscow, I published a monograph "Improving the planning of consumer services for the population." It was a big work of 16.5 p.l. This monograph revealed the paradigm that I clearly formulated about the advanced development of the service sector, which has not lost its novelty and relevance in the modern period.
On November 17, 1989, I defended my doctoral dissertation on the topic: "Territorial planning of consumer services for the population of the Union Republic" - questions of the theory of practice (on the materials of Uzbekistan), in the specialized academic council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov. Dealing with dissertation problems, I did not forget about the publication of my scientific works, because "a scientist without labor is like an apple tree without apples." I have over two hundred of them. And here I will give a list of only the most significant, from my point of view.
1. Improving the planning of consumer services for the population. Monograph, M., 1989. 16.5 p.l.
2. Planning consumer services for the population. Monograph. M., 1984. 8.5 pp.
3. Analysis of growth rates and structure of household services in Uzbekistan. M., Moscow State University. 1976. 1.2 p.l.
4. Planning household services. M. 1974. 0.5 p.l.
5. Household services - to the level of new tasks "Communist of Uzbekistan", No. 12. 1972 -0.3 p.l.
6. Scientific report - “Automated system of planned calculations of consumer services for the population. G. Tashkent, 1976, State. No. 192570 register 5.1 p.l.
7. Scientific report: “Development of consumer services. V. city of Tashkent. 1977. State. Register No. 212777, 5.3 p.l.
8. Scientific report. Development of urban economy. G. Tashkent. 1978. State register No. 229950. 5.5 pp.
9. Scientific-theoretical and methodical outlook in the concept of development of higher education. T. 2003 0.5 p.l
10. Shaping the reform of the armed forces in the concept of economic growth. T.2005. 0.3 p.l.
11. National values ​​in the concept of economic growth. T. 2006. 0.3 p.l.
12. Entrepreneurial and managerial abilities in the field of pharmacy in the conditions of market relations. T.2007. 0.1 p.l.
13. Development of marketing and its functions in the pharmaceutical field. T. 2007. 0.1 pp.
14. Development of human capital and the growth of national wealth. T. 2010. 0.1 p.l
15. Some humanistic problems of the modern economy of society. T. 2010. 0.1 p.l.
16. Humanistic issues and moral, ethical, psychological and cultural aspects. T. 2010. 0.1 p.l.

Working at the Tashkent Pharmaceutical Institute, I was first a senior lecturer, and after defending my doctoral dissertation, the head of the department for more than 20 years. At the same time, I have always attached great importance to the development of domestic science and the training of highly qualified personnel. I taught and still teach social and humanitarian disciplines. I pay great attention to the development of educational and methodological, research, spiritual and educational work, as well as new pedagogical, information and innovative technologies.
The main problem of teaching in recent decades has been to ensure that the existing systems and content of education are consistent with the intended strategy for training personnel for a free market economy. At the same time, it is necessary to draw the attention of future specialists to the problem of a consistent transition to a new socio-economic formation - from an industrial to an information society, which entails significant changes in the organization of educational activities. The problem of transferring new knowledge from one person to another, the development of new skills and abilities in them, is now connected, first of all, with the emergence of new technical means. Along with traditional printed materials, audio cassettes, video cassettes, video disks, telephone and e-mail, computer training programs, and the Internet began to be used in educational activities. New learning technologies have emerged: teleconferencing, computer conferences, virtual classrooms and virtual universities. Modern computer technologies for storing, processing and transmitting information have given rise to a new form of education education - distance learning. The processes of teaching and acquiring knowledge are separated not only in space, but also often in time. New forms of educational organizations are also emerging. In particular, organizations are being created that implement various models of distance learning (distance education universities, university consortiums, etc.). All modern technologies are successfully used in teaching disciplines at our department of social sciences.
So, a new page in my life from the age of 39 began in the process of working at the Tashkent Pharmaceutical Institute. I started an active teaching and research work here. Throughout my scientific career, I trained pharmacists, although I was not a pharmacist. But I understood that without economics, without knowledge of the foundations of spirituality and culture, any specialist with a higher education cannot be a true intellectual. But I, communicating with future pharmacists, should not be ignorant in their special issues. And therefore, I spared no time to study the history of the outstanding healers Hippocrates, Galen, Dioscarides (Pedani), Paracelsus (Philip Aureal Theophrastus Bombast von Hohenleim), Abu Ali Husayn Ibn Abdalakh Ibn Sino - Avicenna.
I remembered the wonderful words of the great Ibn Sino, who died in full consciousness and his last words on his deathbed sounded like this:
From black dust to heavenly bodies
I saw the secrets of the wisest words and deeds.
I avoided deceit, unraveled all the knots,
Only the knot of death I could not unravel.
During my work for almost 32 years at the Tashkent Pharmaceutical Institute, it was headed by 8 rectors. Each of them made a significant contribution to the education of future pharmacists. Each of them had his own “zest” in his work, and I remember their activities with pleasure. Kholmatov Hamid Kholmatovich - Doctor of Pharmaceutical Sciences, Professor, Honored Worker of Health of the Republic of Uzbekistan, was very responsible in his official duties. Khorlamov Igor Andreevich - Associate Professor. He temporarily acted as rector. He was vice-rector for scientific work. Zakirov Uzu Bakievich – doctor of medical sciences, professor. He was a man of high culture. At the same time, he served as head of the department of pharmacology at the Tashkent State Medical Institute. He worked for about two years, then left. Tashmukhamedov Erkin Rakhimovich - Doctor of Pharmaceutical Sciences, Professor. He became the rector as a result of the elections (at that time rectors were elected). He also worked for a short time, two years. Akhmedov Uzar Akhmedovich - temporarily acted as rector. Iskandarov Saadulla Iskandarovich - Doctor of Chemical Sciences, Professor, Academician is a very independent, strong-willed person, a true master of his craft. He did a lot for the pharmaceutical institute. Created a specialized council for the defense of dissertations; created the scientific journal Chemistry and Pharmacy. Under him, many became candidates and doctors of pharmaceutical sciences. For the first time in the history of the Tashkent Pharmaceutical Institute, he organized foreign business trips and study tours. Tulagonov Abdukadir Abdurakhmonovich – Doctor of Pharmaceutical Sciences, Professor. He was acting rector for about a year. Yunuskhodzhaev Akhmadkhodzha Nugmanovich - Doctor of Pharmaceutical Sciences, Professor. Master of his craft. Responsible for his duties. A modern leader of a very high class.
In October 2006, our department of "Social Sciences" for the first time in the 70-year history of our institute held a scientific and theoretical conference on the topic "National values ​​- our spiritual wealth", it was attended by 92 speakers who made presentations on various topics reflecting the national values ​​of peoples Uzbekistan. Naturally, all this will remain in the annals of our university history.
With great pleasure, I must note and thank the members of our department from simple laboratory assistants to the teaching staff: R. Nazarov, R. Amanbaev, Y. Khusanbaev, N. Rakhmonberdiev, D. Saidumarov, I. Shamsiev, G. Khoshimov, N .Nazarbaeva, D.Abdurakhimova, D.Nazarova, F.Akhmedova, O.Mayorova, N.Yusupova, S.Kadirova, N.Mamatov, L.Sultanova, D.Sobirova, I.Tillakhodzhaeva, O.Rakhmanberdieva, D.Khojimuratova , F. Makhkambaev, S. Isaev and others. In the process of working together, I have made many true friends, including H. Aliyev, S. Aminov, U. Ahmedov, H. Kamilov, H. Kamilov, A. Karimov, O. Shabilolov, A. Ibragimov, H. Zainuddinov, N. Olimov, K.Ubaidullaev, O.Sultonkulov, A.Kadirov, S.Ziyaev, T.Shoturaev and many others. In joint work for all the years I have never conflicted with anyone and always maintained friendly, benevolent relations with everyone. Of course I am proud to have such close friends. The world is small, but there is not one person in it, and having many friends is a great happiness. On this occasion, one of the magnifying poets of the world, who owns all the knowledge of a scientist, an outstanding statesman - Nizamiddin Mir Alisher Navoi once wrote:
How, having lost, to find a friend again, alas, a person does not know,
It was not necessary to leave so the person thinks.

My colleagues always talked about my shortcomings, that I was too kind and warm-hearted. True, I could never, as it should be, make comments to them if they violated the internal routine of the institute or department, or something else was from such an unpleasant person. But I have never been a two-faced Janus, a hypocrite. Because I trusted people too much and respected this team.
Of course, among them were good teachers and those who did not know their subjects well enough. This manifested itself when they conducted lectures or seminars, classes, educational and methodological, scientific work, etc. Naturally, in any business there are successes and gaps. Especially in our department, where more than 20 academic disciplines are studied. More than 50% of the teaching staff were historians, moreover, those who had long graduated from the historical departments of national universities, receiving the specialty "History of the CPSU", or "Social Science". Therefore, at first it was difficult for historians to adjust to new subjects of the history of Uzbekistan, political science, theory and practice of building a democratic society, philosophy, the idea of ​​national independence, cultural studies, and religious studies. It is a pity that among them there were few teachers with academic degrees. Only R. Nazarova, R. Amanbaeva, I. Shamsieva, O. Mayorova, D. Sobirova were Candidates of Science and two Doctors of Science N. Mamatov and myself. In the context, it can be noted that a candidate or doctor of science is not just a name, but it is a very important job, in order to be candidates and doctors of science, a person devotes half of his life to science. In essence, a person must study, study and study all his life. He must know a lot. It is no coincidence that the classics say "There is no wide high road in science, and only he can reach its shining peaks, who, without fear of fatigue, climbs along its rocky paths." (K. Marx. Capital vol. 1. Preface to the French edition. London March 18, 1872). Mark Thulius Cicero said, "To not know what happened before you were born is to always remain a child."
In any scientific research, not only the result of the research, but also the path leading to it must be true. And yet, as the proverb says, “it’s better to see once than hear a hundred times,” and therefore, at our institute, a program was born to familiarize faculty with a market economy right on the spot in countries where it exists and has been developing for a long time.
Therefore, on December 4, 1995, we - 24 professors and teachers went to Thailand. In Pattaya, we sailed on a large boat, the simplicity and low speed of which could not justify its pompous name "express yacht". This ship made sightseeing flights along the Gulf of Thailand.
It was a pleasure for us to get to know Thailand, one of the most peaceful and stable countries in Southeast Asia, which in recent years has seen rapid growth in industry and tourism. In terms of area, it is 8 times smaller than Uzbekistan - 51.3 km2, but the population there is 3 times larger. And they speak different languages ​​there - Thai, Lao, Chinese. But almost all believers are Buddhists. At the heart of the state system is a constitutional monarchy. Monetary unit with an interesting name - Baht. The word is familiar to us by the brand name of the Tashkent tobacco factory. One would like to call these banknotes UzBAT.

On September 6, 1996, ten of us went to Turkey to the Haci-Tepe National University of Ankara for a conference.
We left Tashkent at 1630 local time on flight 109 on an IL-86 plane, tail number 86097, to Istanbul airport, arrived in 1915. We were settled in the Inter Hotel in room 503 - Abdujalil, Kudrat, Ismat and I were together.
On September 8, we went to Ankara by bus. There we were placed in the Kent Hotel. Each has a separate number. On September 16, 1996, we arrived in Tashkent.
Turkey is a big country. Twice as large as Uzbekistan in area and 2.5 times in population. Over 4 million people live in the capital alone. A country with a mountainous terrain and extensive sea coasts - connects Southern Europe and Asia. It has a long history. Turkey is located in Asia and Europe.
Almost the entire northern border of Turkey runs along the 1595 km long Black Sea coast. In the south and west, Turkey is washed by the Mediterranean and Aegean Seas. The Aegean coastline is heavily indented and hosts many of the country's 159 islands. In the northwest lies the Sea of ​​Marmara, connected by narrow straits to the Black and Aegean Seas. The Sea of ​​Marmara with an area of ​​11,140 km separates the European part of Turkey from the Asian one.
Hagia Sophia (Hagia Sophia) is located in Istanbul, Turkey's most populous city. This temple is in the 6th century. - one of the greatest monuments of Byzantine architecture. Istanbul, founded by the Greeks around 660 BC. as Byzantium and in 330 AD, renamed Constantinople, was in 395-1453. the capital of the Byzantine, and in 1453-1918. - The Ottoman Empire.
There were many trips and we joked among ourselves, quoting the quatrain of A.S. Pushkin:
How long am I to walk in the world,
Now in a wheelchair, then on horseback,
Now in a wagon, now in a carriage,
Either in a cart or on foot.
Of course, we didn’t have to travel around in wagons and carriages, but in cars, buses and boats, the guides drove us to our heart’s content.
Returning to Tashkent, I again turned to historical sources and was surprised to find that the historical ties between Uzbekistan and Turkey were much closer than I thought. It turns out that for a long time Islam was dominated by the theory of the sovereignty of the Turkish sultans over all Sunni Muslims. And this means that Uzbeks, Tatars, and Bashkirs, professing Islam, revered the Turkish sultans almost on a par with Allah. And only thanks to the works of the St. Petersburg German, an outstanding historian and orientalist, academician Vasily Vladimirovich Bartold and his book “The Caliph and the Sultan”, published in 1912, the Uzbeks, and with them other Sunni Muslims, finally overcame the age-old Turkish spiritual yoke. It was in this work, based on priceless handwritten documents stored in Bukhara and Samarkand, that Bartold proved that the theory of the transfer of the caliphate by the last Abbasid caliph to the Turkish sultan is a legend that developed only in the second half of the 18th century to please the political claims of Ankara.
It is also quite characteristic that Ankara's political ambitions were very tangible in the first years after Uzbekistan gained independence. But thanks to a wise and balanced foreign policy, Uzbekistan was able to overcome Turkey's unfounded claims to its dominant role in the Turkic-speaking Central Asia. The result of this was deep mutual respect and kind-hearted mutually beneficial partnerships, both in foreign policy and in foreign economic relations.
I think that our short visits to countries with market economies subsequently played a much greater role, and brought a much greater effect than was spent on these business trips. This allowed us to conduct a dialogue with students not from abstract, but from concrete positions. Confirm our lecture material with specific examples of what you see.
It should be noted with particular pride that our President Islam Abduganievich Karimov called 2010 the year of the "Harmoniously Developed Generation", in connection with this, the concept "The highest value of our sacred homeland is a person, his right and interests" was developed. This suggests that humanistic issues are the main key issues of our time. And at the heart of this concept are the tasks of modernizing production and creating a new economic system in the unity of material and financial flows. But the main place in this system is assigned to a person - as a factor and as a capital of the modern development of our society.
The World Bank and the United Nations Development Program (UNDP) are even trying to value human capital. Calculations made in 1994 showed that physical capital or accumulated material wealth accounted for only 16% of the total wealth in the world, while natural wealth was estimated at 20%, and accumulated investments in human or human capital - at 64% of world wealth, moreover, in some countries, such as Germany, Japan, Switzerland, this figure reaches 80%.
As the historical development of the relationship to human capital as a factor that determines the power and role of countries and nations on the world stage, has changed.
The United Nations Development Program defines the concept on the basis of which the indicator is developed - the Human Development Index (HDI). This indicator is the average of three values: gross domestic product per capita, life expectancy and level of education (culture) of people aged 25 and over. This indicator is calculated for each country in relation to the level of the corresponding three indicators achieved as the highest in the world.
The report of our President Islam Karimov at the celebrations dedicated to the 19th anniversary of the independence of the Republic of Uzbekistan “The highest value of our sacred Motherland is a person, his right and interests” provides the following data: compared to 1990, the gross domestic product of our country grew by almost 3.5 times, and per capita - 2.5 times, the average wage at the end of this year will be about 500 US dollars and will increase by almost 14 times, another attractive fact. Over the past 10 years, the average life expectancy in our country has risen from 67 to 73 years.
Hence: the main way to achieve the prosperity of Uzbekistan is to educate a person, to improve a person, to make capital investments in a person, to improve and change the quality of a person's life. In our country, people have long ceased to be regarded as a means of production, and have been made a priority goal of socio-economic development. Therefore, the general idea of ​​the future society in our country, in our opinion, should be universal concern for the preservation of a peaceful and dignified life for all people, work and spiritual perfection.
We consistently convey these ideas about the primacy of man in the socio-economic development of the state to our students. But one of the defining areas of work of our department is the problem of national tolerance.
Uzbekistan as an independent sovereign state has its own Constitution. And if you carefully read its Preamble, it is not difficult to notice that it, as the Basic Law of the State, was adopted "in order to ensure peace and national harmony." Therefore, it is no accident that all “citizens of Uzbekistan, regardless of their nationality” belong to the concept of the people. And this means that people of all nationalities - citizens of Uzbekistan, "are the only source of state power" in the country.
Moreover, all the rights and freedoms of citizens of Uzbekistan apply to any national groups and to a person of each nationality. At the same time, no part of society, including national associations, or an individual of any nationality "can act on behalf of the people of Uzbekistan" . "The Republic of Uzbekistan guarantees legal protection and patronage to its citizens, regardless of nationality, both on the territory of the Republic of Uzbekistan and abroad".
It would seem that these simple and understandable words of the Constitution of the Republic of Uzbekistan are trivial. They correspond to our mentality and understanding of life in the country. But if we turn to history and international experience, we will see that the achievement of these customary rights of people of different nationalities is a great blessing for our society, the result of a huge work of the state, political, public and religious organizations, national associations and youth movements. From the time of the Roman state, the main principle of imperialist policy was the principle of "Divide and Conquer". And people have always been divided according to two main features - by nationality and by religion. These were win-win options, which are still in service with all subversive external structures. After all, it is easiest to set a person against a person if you hammer into his head that the neighbor has the wrong hair color, the wrong eye color, and he speaks in a completely different way, prays to his gods and eats his national food. You don't have to look far for examples. More recently, social conflicts have been raging on this basis in neighboring Tajikistan and Georgia. Sunnis and Shiites are in conflict in Iraq, and the problem of the Kurds has not been resolved in Turkey. And in Israel, people are dying because of conflicts between Jews and Palestinians.
These well-known examples give us the right to be proud of the truly wise national policy pursued in the country and consider the highest level of interethnic tolerance in Uzbekistan the greatest achievement of state policy. In essence, the people of Uzbekistan in this area also managed to develop effective mechanisms for implementing the main provisions of the famous model “Own path of renewal and progress”. I think that today it can be presented as a completely competitive export technology, which would not hurt to use our neighbors in the region, Ukraine, Georgia, the Baltic republics, and many other states. But let’s just note in this case that the foundation of this technology is reliance on “an ideology based on the worldview of people and the mentality of nations that has been formed for thousands of years, which determines the future of this people, helps it to take its rightful place in the world community, and can become a strong bridge between the past and the future.” ". And this means that in each country the formation of a national idea must be approached creatively.
In the preface to the book “The Idea of ​​National Independence”, the President of Uzbekistan clearly formulates that the main goal of the national idea is to “unite the people in the name of a great future, to encourage every citizen of the country, regardless of his nationality, linguistic and religious affiliation, to live with a sense of constant responsibility for the fate of their homeland; to cultivate pride in the richest heritage of ancestors, accumulated spiritual values ​​and noble traditions; to form highly moral and harmoniously developed people; to turn selflessness for the sake of our sacred land into the meaning of life. He emphasizes three main directions in this process - peace and tranquility in the country, the well-being of the people and the prosperity of the Motherland. These provisions of the National Idea are consonant with a person of any nationality living in Uzbekistan. Penetrating into the minds of people, they fall on fertile ground, causing a positive resonance in the whole society. All the peoples of Uzbekistan accept them with an open mind.
All my fellow teachers in their classes always emphasize that in the traditions of our people, peacefulness and religious tolerance, spiritual originality, the originality of sacred traditions, the priority of the highest interests and goals of the people and the state, freedom from manifestations of aggressive nationalism and extremism and other vices of disrespectful attitude towards others nations and peoples. In Uzbek families, the simple truth is passed from generation to generation that the source of wisdom and strength is the upbringing of the young generation in the spirit of patriotism, loyalty to the land on which they are born and live. It is this approach that organically links the past and future of each nation, allowing them to be proud of the immortal heritage of their great ancestors and, together with other peoples of Uzbekistan, open up a wide opportunity to master the achievements of world culture and progress.
We ask our students to remember that the roots of interaction between people of different nationalities go back to the distant past. And in the ideology of every people living on our land there has always been religious tolerance, law-abiding, reverence for worldly authorities. These primordially Uzbek qualities, carefully filtered by other peoples of Uzbekistan, like gold bars, have become the common wealth and property of the whole country. That is why in Uzbekistan no one organizes pogroms, demonstrations, rallies. Cheap populism, political extremism and demagogy are opposed to ordinary rationalism and the principle that follows from it that "no matter how much you say halva, it will not be sweeter in your mouth." Because no one, no politician, no guardian of the common good, will make you rich and will not do the work for you. The people have long been greeted with a smirk at teachings about pseudo-democracy, preferring to follow the centuries-old proven ideology of stability in social relations.
In the training courses taught by the teachers of our department, we pay special attention to the contribution of scientists of different nationalities to the treasury of national and world culture. For example, in Uzbekistan and Russia they honor their countryman, academician of the St. Petersburg Academy of Sciences (1812) Vasily Vladimirovich Bartold, an outstanding historian and orientalist who lived most of his life in Uzbekistan. Thanks to his work and highly qualified scientists trained by him, the Tashkent State Institute of Oriental Studies was created in Tashkent and successfully trains personnel, the educational building of which is adjacent to our Pharmaceutical Institute. As part of the Academy of Sciences of Uzbekistan, there is the Institute of Oriental Studies, which conducts fundamental research in this area. One cannot fail to say that the entire historical science of Uzbekistan relies on the authority of Barthold and his outstanding works, recognized throughout the world. His works such as "Turkestan in the era of the Mongol invasion" (parts 1-2, 1898-1909), "Caliph and Sultan" (1912), "Ulugbek and his time" (1918), and others translated into many languages, did not have lost their relevance today. In these and other studies, he clearly carries out the dominant thesis that only outstanding personalities serve as the driving force of history. It was he who revealed to Russia and Europe all the greatness of the outstanding astronomer and scientist Ulugbek, other famous figures who left a noticeable mark on the history of Uzbekistan. And the conclusion of his teaching on the determining role of the individual in social progress organically entered the National Model of Personnel Training, adopted by the Oliy Majlis of the Republic of Uzbekistan on August 27, 1997 in the form of the Law of the Republic of Uzbekistan “On the National Program for Personnel Training”.
Bartold and Evgeny Karlovich Betger stood at the origins of the library and museum business in Uzbekistan. In 1870, with their assistance, the first Turkestan public library was opened in Tashkent (now it is the Alisher Navoi Library), thus laying the foundations of secular education in Uzbekistan. In 1876 in Tashkent, also with the participation of Bartold, the first public museum was opened, consisting of collections on mineralogy, zoology, numismatics, and ethnography. Later, public museums were opened in Samarkand in 1896 and in Fergana in 1899.
Among the outstanding scientists of that time, one cannot fail to mention Petr Ivanovich Lerkh, one of the founders of the world-famous Uzbek archeology. It was under him that the first excavations began in Samarkand and Afrasiab. And largely thanks to his work at the end of the last century, UNESCO solemnly celebrated the 2500th anniversary of Samarkand.
The outstanding works and scientific heritage of these scientists, who revealed to the world the unfading ideas of the great Uzbeks, are still honored in Uzbekistan and Russia by the whole world to this day. They organically entered the minds of Uzbeks and Russians, and today they are perceived only as their own, national. This is just a small touch in what unites all the peoples of Uzbekistan.
Among the outstanding names of Uzbek scientists, it is impossible not to mention Richard Richardovich Schroeder (10/15/1867 - 04/27/1944), academician of the All-Russian Academy of Agricultural Sciences (1935), academician of the Academy of Sciences of Uzbekistan. This is the son of the famous Russian fruit grower Richard Ivanovich Schroeder (1822-1903) - the Chief Gardener and teacher (since 1862) of the Petrovsky Agricultural and Forestry Academy (now the Moscow Agricultural Academy), who at one time formed the scientific foundations for the acclimatization of tree and shrub species, incl. hours of fruit crops in Russia. His son Richard Rihardovich created and headed the first Turkestan agricultural experimental station in 1902, on the basis of which the Scientific and Production Association for Horticulture, Viticulture and Winemaking was later formed. R.R. Schroeder. He was the first dean of the agricultural faculty of the People's University in Tashkent, he taught at the Central Asian State University. He founded and edited the journals "Agriculture of Uzbekistan", "Dekhkan". He bred many new varieties of plants: cotton - "Schroeder", wheat "Kora-Koltak", 8 varieties of apple trees, etc. His works "Culture of cotton in Central Asia", "Climate of cotton regions of Central Asia", "Study of flowers of fruit trees and experiments with pollination”, “Experiments with fertilizing grapes”, “Periodicality of harvests in pome orchards”, etc. have not lost their relevance and are now and are still used as reference books for scientists studying the problems of agricultural crops.
Among the many areas of social life in Uzbekistan, in which people of different nationalities have left a significant contribution, we speak with particular warmth about their contribution to education and training. The family of excellent teachers Yuri Evgenievich Shenger (1904-1974), vice-rector for scientific work of the Tashkent Institute of National Economy Natalia Nikolaevna Shabanova (1909-2002), head of the department of monetary circulation, is especially respected. They, together with the Rector of the Institute, Mukhamedzhan Muradovich Kariev, prepared a wonderful school of professional economists. With their support in 1967, the scientific work of one of the students of this university, for the first time in the history of Uzbek higher education, won the All-Union competition of scientific student works and received the first Gold Medal in the republic for the best student scientific work.
However, it is known that investments in knowledge have a prolonged effect. And the excellent quality of the specialists trained under the guidance of Kariev and Shenger manifested itself much later, after gaining independence and the start of economic reforms. It was the graduates of the Tashkent Institute of National Economy who were able to abandon the standard models of “shock therapy” of the World Bank and prove to the whole world the viability and effectiveness of a unique reform model known as “Our Way of Renewal and Progress”.
Thanks to their efforts, Uzbekistan prevented collapse processes in the economy, ensured high rates of development, being the first among the CIS countries in the post-crisis period to enter the stage of economic growth. It is no coincidence that in the European scientific literature about the success of economic reforms in Uzbekistan, a special term appeared - “Uzbek riddle”.
Our teachers emphasize that an even more noticeable contribution by people of different nationalities was made to the industrialization of Uzbekistan. The largest international diasporas were formed during the formation of large industrial centers of the republic. The names of the excellent organizers of the economy and production Vasily Fedorovich Bessler (1919) are well known - the founder of modern statistical management in the country, who for a long time (1963-1989) was invariably head of the statistics of the industry of Uzbekistan, Ivonina Irina Ernstovna (1947), who headed the Ministry of Finance of the Republic of Uzbekistan Department of Funding Basic Industries, New Methods of Management and Macroeconomic Analysis, which is currently providing scientific leadership in the republic for economic research in the field of sustainable development of the country's oil and gas complex - the most important sector of the economy of Uzbekistan, which forms more than a quarter of the country's gross domestic product and almost half of its budget revenues.
The excellent business qualities of workers and engineers of various nationalities are associated with the creation of coal mining facilities in Angren, the chemical and petrochemical industries in Chirchik and Fergana, the food industry in Gazalkent, and mining enterprises in a number of regions of Uzbekistan. And finally, the most famous industrial facility in the country is the automobile plant in the city of Assak, built at the very beginning of our independence with the support of the Korean automobile industry.
We present this example of national tolerance and cooperation with particular pride, since there is no more illustrative example for students than Nexia, Tiko, Damas and Mathis scurrying around the city. And only then, we say that one of the largest in the world - our gold mining industry, uranium production, complex processing of hydrocarbon raw materials at the industrial giants in Bukhara and Shurtan is also the product of the work of scientists, engineers and specialists of various nationalities.
You can talk about well-known representatives of various national diasporas as much as you like. But one cannot fail to emphasize the most important point that any successes and achievements of our people are inextricably linked with joint work with specialists of other nationalities.
This is the essence of the National Idea of ​​Uzbekistan - not to divide, but to unite people with a common cause, common property. The national idea in Uzbekistan is not the idea of ​​one nationality. This is the idea of ​​a multinational people, which gives us new strength, strengthens confidence and determination in achieving a lofty goal - the formation of a state with a great future.
I, as the head of the department of social disciplines, have always paid and continue to pay close attention to the formation of the personality of our student in the spirit of national tolerance. This is one of the cornerstone aspects of our teaching staff of social scientists.
Therefore, I am sure that our graduates are well aware that the National Idea of ​​Uzbekistan, which reflects the interests of the whole people, is an effective mechanism for rallying people of different nationalities. And although each nationality retains its identity, supports the development of national languages, cultures and traditions in every possible way, but the principles of the National Idea, which are close in spirit to everyone, form something common that erases interethnic boundaries in solving the problems of the progress of society and the state.