The main functions of the teacher. Functions of a teacher in innovative teaching

The person who organizes and implements the educational process at school is a teacher. You can say this: a teacher is a person who has special training and is professionally engaged in pedagogical activities. Almost all people are engaged in non-professional pedagogical activity, but only teachers know what, where and how to do, act in accordance with pedagogical laws, and are responsible in the prescribed manner for the quality performance of their duty.

An elementary school teacher is a special teacher. This is an intermediary between children and the world of adults, who perfectly knows the mysteries of the formation of the child's psyche, gives the baby knowledge, teaches him to be a person. The work of an elementary school teacher is incomparable in its significance with any other, because its result is a person. He - the most knowledgeable, the most responsible, the most important - is given the most precious thing by the family and society: the fate of their children, citizens of their country, its future. The person who stood at the teacher's table is responsible for the fate of each student of the younger generation. What is the result of the work of teachers today - this will be our society tomorrow.

Already in the most distant times, one regularity was discovered: those states in the history of civilization pulled ahead, where there were better schools and teachers. The belittling of the role of the teacher almost always ended in failure: the state grew weak, morals deteriorated. The teacher is modest and inconspicuous, but it is enough to bring him down from the pedestal and thereby undermine people's faith in the truth, of which he acts as a personal representative, as he immediately raises his head and begins his destructive work of ignorance, throwing back the achievements of civilization back to the caves.

Here is what M. Gorky wrote about the role of the Russian teacher in society:

“If you only knew how much the Russian village needs a good, intelligent, educated teacher! Here in Russia it needs to be placed in some special conditions, and this needs to be done sooner if we understand that without a broad education of the people, the state will fall apart like a house built of badly baked bricks! A teacher should be an artist, an artist, passionately in love with his work, but in our country he is a laborer, a poorly educated person who goes to teach children in the village with the same willingness with which he would go into exile. He is hungry, beaten, intimidated by the possibility of losing a piece of bread. But it is necessary that he be the first person in the village, so that he can answer the peasant all the questions, so that the peasants recognize in him a strength worthy of attention and respect, so that no one dares to yell at him ... to humiliate his personality, as we all do : a constable, a wealthy shopkeeper, a priest, a policeman, a school trustee, a foreman, and that official who bears the title of school inspector, but does not care about the best organization of education, but only about the careful execution of district circulars ... "

Pedagogical function - directions of work prescribed to the teacher: training, education, upbringing, development of students. In each of these areas, the teacher performs many specific actions, so that his functions are often not always obvious. But, looking at the root, we will establish that the basis of pedagogical activity is the main function of the teacher - professionalism: not so much to teach as to guide the teaching, not so much to educate as to manage the processes of education. And the more clearly he understands this function, the more independence, initiative, freedom he gives to his students. A real master of his craft remains in the educational process, as it were, “behind the scenes”, outside the choice controlled by the teacher.

Even Socrates called professional teachers "obstetricians of thought", his doctrine of pedagogical skill is called "Maieutika", which means "midwife" in translation. Not to communicate ready-made truths, but a knowledgeable teacher is obliged to help the thoughts to be born in the head of the student. Consequently, the core of pedagogical work is in the management of those processes that accompany the formation of a person. The elementary school teacher is obliged to teach every child to use his main organ - the brain. If this miracle does not happen, a person will remain a half-educated person for life.

Management as the main pedagogical function is divided into a number of specific actions. The implementation of any of them - whether it's a lesson, a class hour, studying a separate section in a lesson, a quiz, an olympiad, a "moving break", a school holiday, an act of mercy or an environmental expedition - begins with setting a goal. The essence of the management process is to coordinate the actions of students along the line of coincidence "goal - result". Management of the learning process is based on the capabilities of students - their level of preparedness, performance, attitude to learning, etc. The teacher learns about all this in the process of diagnosing. Without knowledge of the characteristics of the physical and mental development of schoolchildren, the level of their mental and moral education, the conditions of classroom and family education, etc. it is impossible to carry out either the correct setting of the goal, or to choose the means to achieve it. That is why the teacher should be fluent in predictive methods for analyzing pedagogical situations.

Inextricably linked with goal setting and diagnosis, forecasting is carried out; it is expressed in the teacher's ability to foresee the results of his activity in specific conditions and, based on this, determine what and how to do. A teacher who does not know how to look ahead, who does not understand what he is striving for, is likened to a wandering wayfarer who can reach the goal only by chance. Pedagogy that does not teach teachers to predict, V.A. Sukhomlinsky called quackery, and a teacher who did not want or could not foresee the course of events, an illiterate nanny.

Based on a favorable forecast, the teacher proceeds to draw up a project of educational activities. Diagnosis, prognosis, project become the basis for the development of a plan for educational activities - they complete the preparatory stage of the pedagogical process. A good teacher will not enter a classroom without a well-thought-out, clear, well-planned plan.

At the stage of realization of intentions, the teacher performs informational, organizational, evaluation, control and corrective functions. The organizational activity of the teacher is connected with the involvement of children in the planned work, cooperation with them in achieving the intended goal. The teacher is the main source of information for students. He knows everything about everything, and he is fluent in his subject, pedagogy, methods and psychology. Control, evaluation and correction functions are necessary for him, first of all, to create effective incentives for the development of the process and the changes planned in it. Teachers understand more and more clearly that it is not goading and coercion that leads to success. With control, the causes of failures, breakdowns, and shortcomings become more understandable. The collected information allows you to adjust the process, use more effective means in time, and introduce more effective incentives. At the final stage of the pedagogical cycle, the teacher performs an analytical function, the main content of which is the analysis of what has been achieved: what is its effectiveness, why is it lower than planned, where are the recessions noticeable, how to avoid them in the future, etc.

The variety of functions performed by a teacher brings components of many specialties into his work - from an actor, director and manager to an analyst, researcher and breeder. In addition, in addition to its immediate functions, it bears social, civil, and family burdens.

Thus, the elementary school teacher performs many activities, called pedagogical functions. The main one is the management of the educational process. At the preparatory stage, management includes: setting goals, diagnosing, forecasting, designing and planning. At the stage of implementing the plan, the teacher performs informational, organizational, evaluation, control and corrective functions. At the final stage - the analytical function.

Features of the teacher's functions in the educational process with the use of a PC. The main functions of the teacher in the educational process with a PC are: the selection of educational material and tasks, the use of planning the learning process, the development of forms for presenting information to students, the control of learning material, the correction of the learning process. Let us briefly consider the features of the implementation of these functions. The function of selecting material and tasks is the most complex and creative. Here the teacher's experience, the depth of his knowledge of the subject plays a dominant role. The main requirements for the implementation of this function are the need to clearly identify the main and secondary points in the discipline, and the differentiation of the material according to the degree of complexity. The planning of the learning process using a PC should be carried out, as noted above, in the direction of its maximum individualization. Individualization of the educational process can be carried out: “by the sequence of presentation of the concepts under study, by the method of presenting the material (induction, deduction), by the level of scientific content of the material, the depth of the material, by the time of study, by the proposed explanations and reference materials” (2351). It is necessary to pay attention to the fact that the individualization of the educational process has recently been one of the leading ideas of school education. It is becoming more and more obvious that the school should, "based on the individual characteristics of students, prepare them for the sphere of life to which they are most disposed, and in which they can bring the greatest benefit to society" (1472). Psychologist E. I. Mashbits considers it appropriate to separate the concepts of "individual" and "individualized" learning.

Individual which is carried out according to the principle: one trainee one computer. Since he proposes to consider learning, the computer is more often used in group learning and in the collective activities of students1, it does not always act as a means of individual learning. Individualized learning is learning that is supposed to take into account the characteristics of a given student to the maximum extent possible. Individualized in the full sense of the word should be considered the education of a student not according to an average standard, but in accordance with a certain model that reflects his psychological characteristics. Moreover, these models must first be introduced into the training system and in the learning process they can be refined and modified. Thus, for learning to be individualized, it must be individual. The overwhelming majority of futurologists, organizers of science and production believe that the future belongs to computers in this matter. At present, the computer with all its capabilities acts in schools in two roles: as a subject of study, and as a technical means of education. It is not yet entirely clear how computerization will affect the behavior, moral standards, psyche and life of future generations. But it is already obvious that students have a different attitude towards working with a PC. Educators and psychologists specializing in the field of computerization emphasize the importance of developing a positive attitude of students towards the computer. The use of a PC allows you to plan various schemes for completing educational tasks, divide complex tasks into constituent elements of different levels, and practice the most rational forms of their combination. Possibility of a simple and objective statistical evaluation of time 1

costs (?) at various stages of learning allows you to optimize the dosing of tasks.2 The use of computer technology makes it possible to use various forms of presentation of the material. The hardware and software capabilities of a PC are quite sufficient to effectively and provide a natural and visual form for introducing a dialogue for the presentation of texts, formulas, drawings, moving objects, etc. Presentation of information can be carried out at a different time tempo (with adaptation to a specific age and even to a specific student ). At the same time, the possibility of signaling the plot important information (changing color, flickering, underlining, negative, etc.) is naturally provided. The distribution of functions between the participants in the educational process using a computer. consists of five stages: obtaining and comprehending new educational information, performing training tasks and independent work, checking the quality of knowledge assimilation and the correctness of practical work, clarifying mistakes made in practical tasks, and working to prevent them in future activities, considering the possibilities of practical application knowledge gained during the study of a particular topic (section). It is almost impossible to fully implement this sequence using traditional teaching methods, 2

but is really feasible only in conditions of individual learning, or in class-group learning with extensive use of a PC. The use of computers in teaching leads to the need to redistribute functions between the participants in the educational process. The table lists the main functions, and their "performers" are indicated with a "+" sign. If it is possible to perform functions simultaneously by several participants in the educational process, the sign "!" the highest quality performer was awarded. FUNCTION No. p / p 1 2 Selection of educational material and Selection of a strategy for teaching tasks 3 Determining the sequence of studying the material 4 Presenting new material and presenting tasks Completing tasks 5 6 Checking and evaluating solutions 7 Reporting results 8 Indication of further 9 actions Recording data on the progress of the process 10 Help during the learning process TEACHER PC STUDENT + + + + + + + + + ! + + + ! + ! + ! + ! + + + +

Individualization of learning is the first, but not the only step towards increasing the effectiveness of the educational process. A very important point is also the implementation of not only an individual, but also a differentiated approach to teaching (2454). It should be noted that computer technology allows you to significantly differentiate dialogues with students depending on their preparedness, speed and quality of tasks. It becomes possible to differentiate not only by time parameters, but also by the volume of the studied material. The learning algorithm can be built in such a way that the continuation of the training program becomes possible only when the required set of tasks is fully completed. In the first option (with time differentiation), students who have completed the tasks in the current section can immediately receive permission to move to the next section of the course, and those who make mistakes go through the procedure of repeating the material. Obviously, depending on the nature of the mistakes made, this procedure can be individualized. (At the initial stage of this procedure, it is advisable for students to provide the opportunity for independent search and correction of errors.) Those of them for whom this is feasible receive permission to proceed to the study of the next section. For the weakest students, “additional help” is implemented, the most qualified option of which is the help of a teacher (see table). The proposed algorithm makes it possible to guarantee the mastery of the training program for each student, but at different time intervals. In the second variant (with differentiation by the amount of material), students who save time when going through the main material get the opportunity to master a significantly larger amount of knowledge and

skills at no additional cost. Naturally, in this case, they are given the opportunity to familiarize themselves with the material of a significantly higher level of complexity. Thus, computer technology creates the conditions for individual advancement in the material being studied in an ordinary classroom, without violating the traditional group structure of classes as a whole.

Methods of organizing training using a personal computer. Analyzing the originality of computer-aided learning methods, S.A. Ilyushin and B.L. Sobkin state: “In teaching practice, four main teaching methods can be used: explanatory-illustrative reproductive problem research Considering that the first method does not provide for feedback between the student and the learning system its use in systems using a PC is meaningless. "3 The reproductive method of teaching using computer technology provides for the assimilation of knowledge communicated to the student by the teacher and (or) PC, and the organization of the student's activities to reproduce the studied material and its application in similar situations. The application of this method with the use of a PC can significantly improve the quality of the organization of the learning process, but does not allow to radically change the educational process compared to the traditional scheme used (without a PC). In this regard, the use of problematic and research methods is more justified. The problematic teaching method uses the capabilities of a PC to organize the educational process as a formulation and search for ways to solve a certain problem. The main goal is to maximize the promotion of the activation of the cognitive activity of students. In the learning process, it is supposed to solve different classes of problems based on 3

obtained knowledge, as well as the extraction and analysis of a number of additional knowledge necessary to solve the problem. At the same time, an important place is given to the acquisition of skills in collecting, organizing, analyzing, and transmitting information. The research method of teaching with the use of a PC provides independent creative activity of students in the process of conducting scientific and technical research within a certain topic. With this method, learning is the result of active exploration, discovery, and play, and as a result is generally more enjoyable and successful than with the other methods listed above. involves the study of the methods of objects and situations in the process of influencing them. To be successful, you need a responsive environment. In this regard, modeling is an indispensable tool, i.e., a simulation representation of a real object, situation or environment in dynamics. Computer models have a number of serious advantages over other types of models due to their flexibility and versatility. The use of models on a PC allows you to slow down and speed up the passage of time, compress or stretch space, simulate the performance of expensive, dangerous or simply impossible actions in the real world. In the process of school computerization, 3 aspects of the problem are in the spotlight: 1) equipment; 2) teacher training; 3) software. The problems of the first two points have already been touched upon in one way or another, so let's dwell on the third of them.

Software is an important factor that has a big impact on the quality of computer training. To date, a huge fund of training programs has been created in the world, some of which are used on the territory of our country. This fund is regularly replenished by self-produced amateur programs. Orientation in the mass of these materials requires a certain classification. Of the many types of computer training programs, 3 can be distinguished that have received the greatest distribution: 1. Ready-to-use specialized training (didactic) programs that are specially written to assist students and teachers in learning. Specialized training programs are a ready-to-use software product that is used by the teacher and can act as a means of individual use by the student or as the basis for the teacher to conduct group classes in the classroom. It is impossible to interfere in such a program, only to dose the measure of its use. Closeness, completeness of such programs can be regarded as a disadvantage, since it imposes a great responsibility on the developers in terms of relying on exemplary standards and typical didactic materials. 2. Modeling is becoming increasingly used for educational purposes, i.e. the use of a computer model with which students study this or that educational phenomenon, production process, scientific situation. Creative activity is the most important opportunity that is provided here to the student. Actions with the model can often be successfully combined with game situations (921).

3. Programs-tools, which are some kind of software shell, which involves filling it with a variety of specific subject content. Programs of this type can be defined as a set of hardware and software tools organized on the basis of a computer, designed to organize interactive educational interaction and form a software shell adapted to be filled with various educational material by a USER/NON-PROGRAMMER. (Information Technology, 1998, No. 6). A new wave of software development has brought to life large tutorials on CDs that use three-dimensional graphics and huge amounts of data. At the same time, pedagogical software tools are being developed that open access to the independent creation of their own training programs for each teacher-practitioner (without resorting to programming languages). Within the framework of each type, a very significant fund of full-fledged programs has been created by now, which have received a fairly wide distribution, are distributed through the trading network and are actually used in the educational process. An example is the four-volume CDROM series "The Complete Collection of Educational and Developmental Programs for Children", sets of educational games from the Moscow company "Nikita", computer encyclopedias from the company "Cyril and Methodius", a guide to the museums of the Kiev-Pechersk Lavra, etc. Not all of them are used equally widely. Most often and most easily, programs enter practice that are fully completed, “tied” to specific topics and disciplines, and ready for immediate inclusion in work. Programs such as encyclopedias and guidebooks are mainly used

episodically, since in this case each teacher is responsible for preliminary acquaintance with such a program and for coordinating the logic of their lessons with the content laid down in it. Programs of the third type of program, tools or shell programs, are used extremely rarely, since they assume full co-authorship, i.e. own construction of the content of computer lessons by each individual teacher. There is no consensus among educators about the principles of CPC classification, and many offer their own classification options. Here are two of them for comparison: SE Polat (428) offers the following classification of programs:  linear programs;  branched;  generative, mathematical models of teaching;  modeling and simulation;  games;  problem solving;  free choice; (429) distinguishes between programs: J. Yanovich  demonstration;  simulation;  training;  for individual work;  problem-based and programmed learning;  to solve physical problems;  diagnostic;  for activities chosen by students according to their interests.

General principles of organization of training with the use of PC. Effective learning with the use of computer technology is based on the following general principles and conclusions on them: General principles Participation Active learner in the learning Conclusions To contribute to the activation of the learning process as much as possible Constant personal analysis of the situation Avoid the use of standard analysis schemes by students in the learning process situations at various stages of learning Inform the student about the connection in the learning process Presence of quick feedback in the learning process Refusal of behavior that does not give a positive result to the results of his actions in each specific situation Provide instant feedback whenever possible Suppress options for undesirable actions repeat confirming them. Practicing and confirming actions, even if Individualization of the number and sequence of confirmations of actions in the learning process. The presence of an environment in a stressful learning process. they have already been demonstrated once. ways to select confirmations individually. Do not arouse antipathy towards the goal of learning and do not reduce learning success by increasing pressure on the student.

individual Taking into account the characteristics of the student to Apply the above principles not rigidly and unambiguously, but flexibly. perception of external conditions depending on his states and moods. PC as a learning tool. Recent technological advances have often found application in the educational process, and the PC in this sense is no exception. Already the first experiences of using a PC in the educational process have shown that the use of computer technology can significantly increase the efficiency of the learning process, improve the recording and assessment of knowledge, provide the opportunity for individual teacher assistance to each student in solving individual problems, and facilitate the creation and setting of new courses. The PC is a powerful tool for processing information represented in the form of words, numbers, images, sounds, etc. Along with other well-known tools, PCs expand human capabilities. However, unlike, for example, "from a hammer, which expands the physical capabilities, or a telephone, which expands the capabilities of the senses, the PC expands the mental capabilities of a person" (234). The main feature of a PC as a tool is the ability to configure (program) it to perform various kinds of work related to obtaining and processing information. The use of computer technology in the educational process opens up new ways in the development of thinking skills and the ability to solve complex problems, provides fundamentally new opportunities for the PC, allows you to make classroom and enhance learning.

dynamic and independent studies are more interesting, convincing, and a huge flow of information being studied is easily accessible. The main advantages of the PC over other technical teaching aids are flexibility, the ability to adjust to different methods and learning algorithms, as well as an individual response to the actions of each individual teacher. The use of computers makes it possible to make the learning process more active, to give it the character of research and search. Unlike textbooks, television and films, the PC provides an opportunity for an immediate response to the actions of the student, repetition, explanation of the material for the weaker, transition to more complex and super-complex material for the most prepared. At the same time, learning at an individual pace is easily and naturally realized. In the literature, the book and the PC are very often compared as sources of information. The typical content of such reasoning is given in the following table: COMPARATIVE POSSIBILITIES OF THE BOOK AND PC. COMPUTER Partial Absent** Open Quantitatively unstable and tends to be unlimited High (possibly Availability Transportability Nature of the information system Amount of information Level of efficiency of information processing Qualitative level BOOK Full* Complete Closed Definitely limited Low, depends on automated) Allows for the possibility of superficial subjective factors Detailed, osmy sly.

Public evaluation of familiarization. Unsettled Definitely high. Absolute objectivity in assessing knowledge favorably distinguishes them from PC teachers, as well as the fact that machines are not irritated, are not influenced by mood and well-being, and do not experience disappointment with weak students. However, it should be remembered that the PC will never REPLACE the teacher, but can be extremely useful assistants. With the use of COP, on the one hand, trainees get the opportunity to work at their own pace in accordance with their level of training. This has a positive impact on the learning process, since the student gets more freedom in choosing decisions, during the learning process there is an element of competition with the PC, etc. On the other hand, such individualization of learning leaves its mark on the work of the teacher. The teacher runs the risk of being either in the role of a "shuttle" scurrying between the students, or in the role of the "pillar of the Universe", to which the students must go one by one or in small groups (235). With any of these options, the teacher is deprived of the opportunity to actively influence the learning process and realistically assess the level of training of students, since he does not have the ability to control the course of the learning process in dynamics, even for the majority. This raises the problem of organizing the educational process, which would facilitate the interaction of the teacher with the students without reducing the effectiveness of the learning process. In most publications, the authors recommend dividing the educational process in computer classes into 2 stages:

1) assimilation of theoretical material, 2) application of theoretical knowledge in practice. At the first stage, the main character is the teacher. Traditional tools in the process of transferring knowledge are the blackboard and chalk. The transfer speed is low. In this case, the use of demonstration equipment is a good solution. This can be a familiar projection device for working with slides or transparencies, as well as devices that allow you to either project an image from a computer onto a screen or output an image from a computer to a larger TV. Such equipment allows not only to visually explain the theory, but also to show its practical implementation in the form of a teaching computer program, which entails an increase in the speed of the information flow in the "teacher-student" system and a significant increase in the strength of assimilation. At the second stage, the teacher is given the role of OBSERVER and CONSULTANT (1456). The teacher can monitor the progress of the students from his computer. He can view and, if necessary, prompt intervention, can emulate (reproduce) the control of the student's keyboard and mouse from his PC. While working, both parties can exchange messages with each other, and in the presence of multimedia tools such as a video camera, microphone and headphones, conduct a live dialogue. And, finally, one more moment, the most difficult and disturbing in psychological terms, control. . . Control in computer training systems usually consists of checks of three levels:  current (by learning steps),  intermediate (tests),

 final (exam, test). The effectiveness of the implementation of the control function is largely related to the form of input and analysis of answers, i.e., with the forms of organization of the dialogue. The quality of control largely depends on the ability to diagnose the causes of errors. At the same time, the rational structuring of the material can help the teacher in many ways. The corrective function is implemented using fast feedback between the student and the learning system (teacher + PC). Corrective information for the student should be selected in such a way as to interest him in further learning, to make him feel that the teacher and the computer understand his every action and are his reliable assistants in the learning process. Explanation plays an important role in this. It is an encouragement for a correct answer, help and a hint in case of a typical error or an unidentified answer, an indication of instructions in case of a gross error. Computer training With the advent of the computer, the implementation of its pedagogical capabilities went according to the scheme of learning, and not self-learning, which was facilitated by several factors. Firstly, this is the traditional scheme of organized learning in human society, and it is well studied and worked out, of course, easier to transfer to a computer. Secondly, the tradition of introducing a computer into human activity is always associated with the transfer to the computer of what has been well developed in “manual” execution, and the traditional approach to teaching has been “performed” for more than two millennia. Thirdly, teachers, mostly very young, took up the creation and implementation of computer learning systems on their own initiative.

The process of introducing a computer into teaching proceeded, apparently, according to a scheme similar to other applications of a computer. However, at school, he did not immediately give such an effect as in other industries. The experience of computerization of various aspects of human activity has shown that the introduction of a computer gives a multiple increase in efficiency (roughly - by an order of magnitude, excluding calculations, where efficiency is increased by many orders of magnitude). Education has not received such a convincing acceleration. Even the massive use of the computer in the educational process has not significantly reduced the overall duration of training. The situation has become common when the effectiveness of computer training must be proved using the efficiency of rather thin statistical criteria; in other words, the computer in the overall educational process is still very small. And the real implementation of it in education relies so far only on enthusiasm and boundless computer faith. You can probably come up with many explanations for this unpleasant phenomenon. We confine ourselves to one, methodological. It is known that any new means changes not only the process of achieving the goal, but also the technology. In traditional computer learning, the old pre-computer technology is preserved, which is associated with the establishment of effective communication between the source of information (teacher-computer) and its consumer (student). This is precisely what the institute of teaching methods served, the purpose of which, in fact, was and remains the “transfer” of knowledge from teacher to student. With the advent of the computer, this approach has not changed, and teaching methods are mechanically transferred to the process of computer learning, preserving the pre-computer technology: presentation of material - question - answer - presentation again, etc. This is the primary reason for the low efficiency of using a computer in education. This means that the technology should be changed, i.e., consider

the learning process is not as a "pumping" of knowledge, but as a process of managing the state of the student. Management of educational activities Management of educational activities largely depends on its mode. An analysis of existing teaching systems allows us to identify the following control modes: 1) direct control of educational activities by a computer, when the computer sets a learning task for the student in real form; on the part of the student, questions are allowed that concern only the solution of this problem, the nature of the help is chosen by the computer; 2) mediated control by the computer, when the computer poses problems for the student, which he must formulate in the form of a learning task; tasks are applied for modeling various industrial and social situations that allow a lot of solutions, as well as problems for troubleshooting, and learning effects are given in the form of heuristic recommendations and generalized assessments of the student's actions; 3) dynamic control on the part of the computer and the student, when the solution of the educational problem outwardly appears as a common solution with the computer of the problem that the computer or the student sets; the nature and extent of assistance can be determined by both the student and the computer; the size of the help can vary from a hint to the execution by the computer of a fragment of the solution of the educational problem. An essential requirement for the student's dialogue with the computer is a careful attitude to value judgments. Effective systems do not allow remarks that the student may perceive as offensive, do not give negative assessments of the student's thinking, memory, attention, and even more so personality traits; remarks are made in a mild form, without excessive

children, to improve their level of knowledge in certain subjects. Distance education is important for children for whom, for some reason, we cannot provide a full-fledged education in normal school conditions. Distance education is necessary for primary, secondary, vocational and higher education, for the social rehabilitation of disabled children. Distance education is a real opportunity to get a quality education without direct residence in the city where a person is going to study. Access to information resources of libraries is also a problem that can be solved with the help of information technology. When using these technologies, a new (!) organization of the work of the trainee himself is formed. If, with the traditional approach, a student listens to lectures, takes notes, visits libraries, seminars, then he is actually built into an organized educational process. In the situation of distance education, the student must organize and obtain the necessary level of knowledge for himself, which can be verified using a testing system. That. the emphasis is shifting towards INDEPENDENT work, and for a student this form of education can be more economical than the traditional one. In the future, a student can get an education at any university in California, Sydney, Moscow, etc. Distance learning refers to the method of delivering educational material (interaction) within distance learning, and distance learning refers to independent work in any form of learning. An example of successful tele-education. For two years, a group of students from the Moscow Institute of Electronic Engineering, without leaving Moscow, were trained to receive master's degrees from the State University of New York. In a project led by V.P. Kashitsin (3774), students

received educational materials from American professors in the form of books and videos, and current assignments and progress reports were transmitted by e-mail. Test sessions were held in the mode of a computer videoconference (the studios of IKI RAS were used), and theses were defended in the mode of a computer videoconference in real time. (This is the first successful experiment of its kind in our country). A good example of tele-education is the training course, which is being prepared by the joint efforts of teachers from Moscow and Barnaul, for methodologists of educational telecommunication networks. The telecourse is offered to all Russian-speaking teachers, regardless of their place of residence, who have:  the required level of special education (determined by documents on education and teaching experience, as well as an introductory text that tests computer skills),  regular access to a computer and a global computer network, other necessary technical means (video camera and video monitor, scanner, printer, etc.)  the opportunity to conduct regular classes with schoolchildren or teachers during the course (to carry out an educational telecommunications project with them),  funds to pay for the provided teaching aids, video materials , computer training programs, as well as regular methodological consultations and a certification exam held over a computer network. The TV program includes:

 Intensive self-study (learning at a distance) of "television students" with the educational materials provided to them (books, computer training programs, educational video materials);  implementation of practical tasks using a computer network: exchange of text, graphics and audio materials, search in the WWW network for the necessary information (teleconferences, FTP servers, servers);  participation in computer conferences;  implementation of practical educational work with their pupils (students), including in a computer network according to the program provided by the telecourse;  exchange of video recordings of ongoing classes between participants of telecourses and their mentor;  intensive network communication with the methodologist conducting the telecourse and colleagues - "telecadets";  Carrying out certification tests using  computer network facilities. Advantages and disadvantages of computer training systems. A lot of works are devoted to the problem of advantages and disadvantages of computer training systems, in which the authors often come to opposite conclusions. Some of them believe that such systems have advantages over traditional forms of education, while others hold the exact opposite point of view. Very often, both of them rely on empirical data obtained from their own, not always successful, experience. As a paradoxical example of a negative opinion obtained in the framework of a fairly pure experiment, we give the following:

Conclusions of N. A. Sadovskaya from the analysis of the experience of introducing a computer in school (4372). 1. The motivation of students to work on a computer increases significantly with the possibility of interactive communication with a computer in a school computer room, however, there is no reason to believe that this problem can be completely solved by computer technology. 2. The influence of the novelty effect on the formation of students' motivation, which is not supported by the corresponding activity on a computer, pedagogical influence, turns out to be short-term, in some cases leads to negative consequences even for positively motivated students, years of work are required to compensate for the negative consequences. 3. The influence of the teacher's personality on the formation of students' motivation to work on a computer is still one of the defined parameters. 4. There is a tendency to a decrease in the motivation of the computer activity among girls in general in comparison with boys, which cannot be stopped yet either by changing the surrounding computer environment, or by individualizing the teaching methods, or by strengthening the personal factor in communication. 5. The load on the teacher increases due to the need to ensure individualization of learning, a super-activated lesson environment, when students tuned to the same rhythmic wave with the computer wait for the teacher to answer at the same speed as the computer works 6. Working with a computer forms a managerial style of activity, emphasizes creativity in it. The problem is that

educators who are called upon to teach this style of activity often do not master it themselves. The arising contradictions disorganize the educational process. Methodological principles for evaluating new information technologies of education. 1) Comparative empirical studies of the effectiveness of computer and "traditional" learning, as a rule, are incorrect. In each of these studies, the author does not deal with new information technologies for learning (NEET) as a whole, but with individual learning systems. As a result, training acts as a certain projection of the advantages and, above all, the disadvantages of this system, and not NTO, which cover a variety of technologies. Before that, the so-called traditional education is also carried out with the help of various technologies, which differ to a large extent in their formation. 2) Each type of learning systems has certain limitations. For example, systems that provide results-only management have greater limitations than those that can be student-specific or simply adaptive. 3) In most computer learning systems, the shortcomings are primarily due to the fact that their developers do not adhere to certain psychological and pedagogical requirements for the choice of basic and additional teaching influences, the organization of dialogue, and the placement of information. 4) Most of the shortcomings are of a certain temporary nature and are due to the level of development of hardware and software.

5) A significant number of shortcomings in the NITO is due to the insufficient level of development of relevant psychological and pedagogical problems. 6) The advantages and disadvantages of NTE should be analyzed based on the best examples of training systems. Psychological and pedagogical problems of computerization of education. Psychological and pedagogical problems of computer learning should not be considered in isolation from the socio-historical context, from the urgent tasks that the new stage of scientific and technical progress has set for science. 1) The rapid development of computer technology and its widespread use in various fields have led to the emergence of a new area of ​​psychological science - the psychology of computerization. (Skripchenko O. V. and in. Nutrition and problem situations in psychology and pedagogy. K., 1997, Margulis E. D. Psychological and pedagogical foundations of computerization of education. K., 1987). 2) Its subject is the generation, functioning and structure of psychological reflection in the course of activities related to the content and use of computer technology and its software. The role of the computer in the educational process is absolutized, sometimes the opinion is expressed that the computer can completely replace the teacher, and that this leads to the complete extinction of traditional forms of organization of education and even the school itself (an alternative option for distance learning with the help of a computer); existing curricula often implement scientifically basic ideas about the learning process; the main attention is paid to demonstrating the capabilities of a computer, replicating programs, expanding service capabilities, reducing the cost of a PC, etc. The problems of computerization of education can be considered from the side of objective and subjective factors.

objective factors. This group of problems includes:  lack of necessary comfort when working with a PC (strict attachment to the place, working posture and screen size). Currently, this disadvantage is compensated by the use of portable PCs and the use of desktop flat-panel LCD monitors, but so far these technologies have been hindered by their high price;  Attachment to a fixed screen size causes aesthetic dissatisfaction (the impression of a large image is much stronger and brighter than that of a standard 1417 inch picture); * This is partially offset by the use of projection technology, but due to its high cost, it also cannot become mass-produced.  the perception of text from the screen does not make it possible to cover the entire page completely, and sometimes even a line, and forces you to constantly move the screen up and down and right to left while reading;  not all users are satisfied with the typical text field background (bright white or deep blue).  the subconsciously perceived factor of technicalism, i.e. the understanding that a person is dealing with a machine, and not with the product of another living person, can have a negative impact on the "relationship" of a person with a PC;  a somewhat light-hearted attitude to computer products can cause an understanding of the amazing ease of copying and replicating computer products [in this case, the value of the information presented is confused in the mind of the user with

the cost of its carrier (floppy disk!) and the procedure for making copies]. In contrast to the listed shortcomings, the following aspects of working with a PC can be noted, which are usually regarded as positive:  understanding of the documentary nature, the accuracy of fixing the depicted phenomena; the apparent "reach" of primary sources, causing the viewer to have a peculiar effect of personal involvement in the depicted;  practical accessibility of cultural and artistic information of any region and understanding of one's own, personal involvement in the global universal artistic heritage;  the convenience of manipulating images, the possibility of their rearrangement, arbitrary arrangement and technical editing. The influence of the previously mentioned negative factors is to some extent weakened by the increased interest that this or that particular program can arouse. Undoubtedly, the listed problems have a different impact on different people, depending on their individual physiological and personal qualities. Accounting for these qualities is complicated by the fact that many aspects of a person's work with a PC have not received sufficient scientific consideration. Thus, psychology has not conducted special studies on the perception of specific screen colors, which, due to the design of the monitor, have a strong internal glow. The resulting brightness of colors and the richness of the color palette in many cases exceed the same indicators of real colors on paper or canvas, however, is this true?

well? How this is reflected in the physiology of visual perception and aesthetic reactions, we actually do not yet know. One of the important psychological problems for working with a PC is the problem of ages. The fact is that most often people of the older generation are more cautious about the process of computerization than young people. This can be explained by the fact that by a certain age adults develop habitual methods and forms of work that they do not want, and often cannot radically change (which will inevitably happen when their work is computerized). Scientific problems of a psychological order, as a rule, are closely intertwined with general pedagogical ones, forming quite clearly formed groups. The first group of psychological and pedagogical problems is connected with the development of the theoretical foundations of education: 1. The need to solve theoretical issues is not recognized by everyone; Often, training programs are based on the teacher's personal experience, intuitions and heuristic principles, which turn out to be ineffective. However, an analysis of the general existence of an urgent state of the issue shows that the need is precisely in the development of a scientific theory of education. The empirical way of introducing the computer into school practice must finally be rejected as ineffective. 2. It is important not only to involve subject teachers, methodologists, teachers and psychologists in the preparation of such programs, but also to arm them with an effective theory. That is, it is necessary not only to assimilate what is already known in the field of computer learning, but also to study fundamental problems, acquire new knowledge related to the specifics of the psychological mechanisms of learning, learning influences,

structures of the method of managing educational activities in the conditions of computerization. The second group of problems is related to the development of computer learning technologies, i.e., tools that would link psychological and pedagogical theories with teaching practice and would allow them to be effectively used in solving specific pedagogical problems. All problems should be solved taking into account and in conjunction with other groups of problems - psychophysiological, ergonomic, sanitary and hygienic and others.

Added to site:

Teacher job description[name of educational organization]

This job description has been developed and approved in accordance with the provisions of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation", section "Qualification characteristics of positions of educators" of the Unified qualification directory of positions of managers, specialists and employees, approved. by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 N 761n, and other regulatory legal acts regulating labor relations.

1. General Provisions

1.1. The teacher belongs to the category of pedagogical workers and directly reports to [name of the position of the immediate supervisor].

1.2. A person who has higher professional education or secondary professional education in the field of study "Education and Pedagogy" or in the field corresponding to the taught subject, without presenting requirements for work experience, or higher professional education or secondary professional education and additional professional education in direction of activity in an educational organization without presenting requirements for work experience.

1.3. For the position of teacher in accordance with the requirements of Art. 331 of the Labor Code of the Russian Federation a person is appointed:

Not deprived of the right to engage in pedagogical activities in accordance with a court verdict that has entered into legal force;

Having no or no criminal record, not being or not being prosecuted (with the exception of persons whose criminal prosecution was terminated on rehabilitating grounds) for crimes against life and health, freedom, honor and dignity of a person (with the exception of illegal placement in a psychiatric hospital , libel and insults), sexual inviolability and sexual freedom of the individual, against the family and minors, public health and public morality, the foundations of the constitutional order and state security, as well as against public security;

Does not have an unexpunged or outstanding conviction for intentional grave and especially grave crimes;

Not recognized as incompetent in accordance with the procedure established by federal law;

Does not have diseases provided for by the list approved by the federal executive body responsible for the development of state policy and legal regulation in the field of healthcare.

1.4. The teacher must know:

Priority directions for the development of the educational system of the Russian Federation;

Laws and other normative legal acts regulating educational activities;

the Convention on the Rights of the Child;

Basic technological processes and methods of work in positions in organizations in the specialty in accordance with the profile of training in an educational organization, as well as the basics of economics, organization of production and management;

Pedagogy, physiology, psychology and methods of vocational training;

Modern forms and methods of teaching and educating students;

Basics of labor legislation;

Theory and methods of management of educational systems;

Modern pedagogical technologies for productive, differentiated learning, the implementation of a competency-based approach, developmental learning;

Methods of persuasion, argumentation of one's position, establishing contacts with students of different ages, their parents (persons replacing them), work colleagues;

Technologies for diagnosing the causes of conflict situations, their prevention and resolution;

Fundamentals of ecology, economics, sociology;

labor law;

Basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment;

Rules of the internal labor schedule of the educational organization;

Rules on labor protection and fire safety;

- [other knowledge].

1.5. The teacher is prohibited from:

Provide paid educational services to students in this organization, if this leads to a conflict of interest of the teacher;

Use educational activities for political agitation, forcing students to accept political, religious or other beliefs or renounce them, to incite social, racial, national or religious hatred, for agitation promoting exclusivity, superiority or inferiority of citizens on the basis of social, racial, national , religious or linguistic affiliation, their attitude to religion, including by providing students with false information about the historical, national, religious and cultural traditions of peoples, as well as to encourage students to take actions that are contrary to the Constitution of the Russian Federation.

1.6. The teacher is appointed to the position and dismissed from it by order of [name of the position of the head].

2. Job responsibilities

Teacher:

2.1. Conducts training of students in accordance with the requirements of federal state educational standards.

2.2. Organizes and controls the independent work of students, individual educational trajectories (programs), using the most effective forms, methods and means of teaching, new educational technologies, including information.

2.3. It promotes the development of the personality, talents and abilities of students, the formation of their common culture, the expansion of the social sphere in their upbringing.

2.4. Ensures the achievement and confirmation by students of the levels of education (educational qualifications).

2.5. Evaluates the effectiveness of teaching the subject (discipline, course) of students, taking into account their mastery of knowledge, mastery of skills, application of acquired skills, development of experience in creative activity, cognitive interest, using computer technologies, including text editors and spreadsheets in their activities.

2.6. Respects the rights and freedoms of students.

2.7. Supports academic discipline, the mode of attending classes, respecting the human dignity, honor and reputation of students.

2.8. Carries out control and evaluation activities in the educational process using modern methods of assessment in the conditions of information and communication technologies (including the maintenance of electronic forms of documentation).

2.9. Makes proposals for improving the educational process in an educational organization.

2.10. Participates in the work of subject (cyclic) commissions (methodological associations, departments), conferences, seminars.

2.11. Participates in the activities of pedagogical and other councils of an educational organization, as well as in the activities of methodological associations and other forms of methodological work.

2.12. Communicates with parents or persons replacing them.

2.13. Develops work programs for academic disciplines (modules) in his discipline and other materials that ensure the education and quality of training of students, is responsible for their implementation in full in accordance with the curriculum and schedule of the educational process, as well as for the quality of graduate training.

2.14. Ensures the protection of life and health of students during the educational process.

2.15. Follows the rules on labor protection and fire safety.

2.16. Complies with legal, moral and ethical standards, follows the requirements of professional ethics.

2.17. Respects the honor and dignity of students and other participants in educational relations.

2.18. It develops students' cognitive activity, independence, initiative, creative abilities, forms a civic position, the ability to work and live in the conditions of the modern world, forms a culture of a healthy and safe lifestyle among students.

2.19. It applies pedagogically sound forms and methods of education and upbringing that ensure high quality of education.

2.20. It takes into account the peculiarities of the psychophysical development of students and their state of health, observes the special conditions necessary for obtaining education by persons with disabilities, interacts, if necessary, with medical organizations.

2.21. He systematically improves his professional level.

2.22. Passes certification for compliance with the position held.

2.23. Passes in accordance with the labor legislation preliminary upon admission to work and periodic medical examinations, as well as extraordinary medical examinations in the direction of the employer.

2.24. Passes training and testing of knowledge and skills in the field of labor protection.

2.25. Complies with the Charter of the educational organization, the regulation on the specialized structural educational unit of the organization providing training, the internal labor regulations.

2.26. [Other Job Responsibilities].

3. Rights

The teacher has the right:

3.1. For all social guarantees provided for by the legislation of the Russian Federation, including:

For reduced working hours;

For additional professional education in the profile of pedagogical activity at least once every three years;

For the annual basic extended paid leave, the duration of which is determined by the Government of the Russian Federation;

For a long vacation for up to one year at least every ten years of continuous pedagogical work;

For the early appointment of an old-age labor pension;

To provide housing out of turn under a social contract of employment (if the employee is registered as needing housing);

For the provision of residential premises of specialized housing stock;

To provide compensation for the cost of paying for housing, heating and lighting [for those living and working in rural settlements, workers' settlements (urban-type settlements)];

To pay additional expenses for medical, social and professional rehabilitation in cases of damage to health due to an accident at work and occupational disease.

3.2. Get acquainted with the draft decisions of the management regarding its activities.

3.3. On issues within its competence, submit proposals for the consideration of the management on improving the organization's activities and improving working methods, as well as options for eliminating shortcomings in the organization's activities.

3.4. Request personally or on behalf of management from structural divisions and specialists information and documents necessary for the performance of their duties.

3.5. Involve specialists from all (individual) structural divisions in solving the tasks assigned to him (if this is provided for by the regulations on structural divisions, if not, with the permission of the management).

3.6. Demand the creation of conditions for the performance of professional duties, including the provision of the necessary equipment, inventory, a workplace that meets sanitary and hygienic rules and regulations, etc.

3.7. [Other rights under labor law Russian Federation].

4. Responsibility

The teacher is responsible for:

4.1. For violation of the Charter of the educational organization.

4.2. For the use, including a single one, of methods of education associated with physical and (or) mental violence against the personality of the student.

4.3. For improper performance or non-performance of their official duties provided for by this job description - to the extent determined by the labor legislation of the Russian Federation.

4.4. For offenses committed in the course of carrying out their activities - within the limits determined by the administrative, criminal and civil legislation of the Russian Federation.

4.5. For causing material damage - within the limits determined by the labor and civil legislation of the Russian Federation.

The job description was developed in accordance with [name, number and date of the document].

Head of Human Resources

[initials, last name]

[signature]

[day month Year]

Agreed:

[position]

[initials, last name]

[signature]

[day month Year]

Familiarized with the instructions:

[initials, last name]

[signature]

[day month Year]

In the learning process, the teacher solves the problems of teaching, developing and educating students. Teaching at a university is the implementation of a number of functions, closely related to the specifics of the disciplines taught, the level of preparation of the student group, its composition, the characteristics of specific pedagogical situations, as well as the scientific interests of the teacher himself. These features are as follows.

1. Obtaining and accumulating new knowledge in the field of the taught subject (in the content of academic disciplines) and in the field of methods, organizational forms and means of teaching it. The implementation of this function implies not only a deep knowledge of one's subject, but also the ability to acquire special knowledge in pedagogy and psychology, as well as the creative ability to use them. It is no secret that the level of special knowledge of a university teacher is much higher than the knowledge of teaching methods, and this is a big problem for higher education.

2. Designing the learning process. Based on the objectives of studying the discipline, the teacher develops a program, the structure of the course, chooses the methodology and technology of teaching. The ability to plan the study of the whole course and each individual lesson, to correlate the content of individual topics with the general goals of the academic discipline, knowledge of the age and individual psychological characteristics of students are necessary components of the teacher's activity. When designing the educational process, the teacher creatively approaches the use of already developed technologies, methods, teaching methods or offers his own, more original ones.

3. Selection and structuring of the content of the lesson. The teacher selects educational material for each lesson, based on knowledge of the characteristics of the audience, his own training. It should be noted that one topic can be presented to different groups of students in different ways: the content of the educational material is structured differently, time is allocated differently for studying individual issues, other teaching methods and techniques are used.

4. Organization of the educational process. We are talking about both the organization of educational activities of students, and the ability of the teacher to organize himself, his work to achieve the learning goals.

5. Establishing communication links. An important role in the professional activity of a teacher is his relationship with colleagues, with students, as they become a source and condition for improving professionalism, a means of both educational and educational impact on students.

6. Educational impact on students. The formation of a student's personality is a multifaceted process: in addition to transferring knowledge and developing certain skills, the teacher influences the social and moral sphere of the pupil. A positive impact, but rather interaction, is possible only with emotional harmony with students and joint purposeful activities with them. Taking into account the state, mood, motives of the pupils, tact in dealing with them significantly increase the effectiveness of pedagogical influence, determine the positive dynamics in the personal development of students.

Let's summarize what has been said. Teachers of the department: 1) directly teach students, 2) develop curricula for fixed disciplines, 3) determine the appropriate forms, methods and means of teaching them, 4) prepare educational and methodological materials, 5) conduct classes provided for by the curriculum and 6) bear full responsibility for preparing students in their field, 7) determine the level of knowledge of students, 8) directly and indirectly educate students.

Let's talk about the last point in more detail. Educational work at a university is often called educational work. Of course, there are purely educational activities: cultural work, sports work, the activities of teachers-curators of student groups, work with students living in dormitories, work with students' parents, prevention of violations of academic discipline, etc. But, communicating with students at regular classes, advising their course and diploma design, taking tests and exams, involving them in research work, the university teacher does not forget about the need for constant educational impact on the culture and morality of student youth, the formation of their life positions and universal values.

The teacher will make a serious mistake if he believes that the educational aspect of teaching students is not his business. Any teacher, as well as the head of a university of any rank, as well as a parent, must accept his student with the whole range of his problems - both educational and moral, since all this will affect the ultimate life success of university graduates.

Functions of a teacher

Teacher (teacher, lecturer, mentor, master)- a person who has special training and is professionally engaged in pedagogical activity.

Pedagogical function - the direction of application of professional knowledge and skills prescribed to the teacher.

The main directions of the application of pedagogical efforts are training, education, upbringing, development and formation of students.

Main function teachers - management of the processes of education, upbringing, development, formation.

1. Pedagogical functions performed by teachers at the preparatory stage each project (cycle) of educational activities.

goal setting. The goal is the key result of pedagogical activity, it ideally anticipates and directs the movement of the common work of the teacher and his students towards their common result.

Diagnostic function. Management of the learning process is based primarily on the knowledge of students. Without knowledge of the characteristics of the physical and mental development of schoolchildren, their level of mental and moral education, the conditions of classroom and other education, etc., it is impossible to either set the goal correctly or choose the means to achieve it. The teacher must be fluent in predictive methods analysis of pedagogical situations.

predictive function. It is expressed in the teacher's ability to foresee the results of his activity in the existing specific conditions and, based on this, determine the strategy of his activity, evaluate the possibilities of obtaining a pedagogical product of a given quantity and quality.

Projective (projective) function consists in constructing a model of the forthcoming activity, choosing methods and means that allow achieving the goal under given conditions and at the set time, highlighting specific stages of achieving the goal, forming particular tasks for each of them, determining the types and forms of evaluating the results obtained, etc.

Planning function. Diagnosis, prognosis, project are the basis for the development of a plan for educational activities, the preparation of which completes the preparatory stage of the pedagogical process.

2. On implementation stage intentions teacher fulfills informational, organizational, evaluation, control and corrective functions.

Organizational The (organizational) activity of the teacher is connected mainly with the involvement of students in the planned work, cooperation with them in achieving the intended goal.

Information function. The teacher is the main source of information for students.

Control, evaluation and correction functions, sometimes combined in one, are necessary for the teacher, first of all, to create effective incentives, thanks to which the process will develop, and the planned changes will occur in it.

The collected information allows you to adjust the course of the process, introduce effective incentives, and use effective means.

3. At the final stage pedagogical process the teacher performsanalytical function , the main content of which is the analysis of the completed case.

In addition to his immediate professional functions, the teacher performs the functions of public, civil, family.