M .: Vlados, 2008. - 464 p. The textbook discusses both the general foundations of pedagogy and issues directly related to the pedagogy of elementary school: age characteristics of children, principles and rules for teaching younger students, types and forms of education and upbringing, tasks, facing an elementary school teacher, etc. Content:
To the students.
The subject and tasks of pedagogy.
Pedagogy is the science of education.
The emergence and development of pedagogy.
Basic concepts of pedagogy.
Pedagogical currents.
The system of pedagogical sciences.
Methods of pedagogical research.
General patterns of development.
The process of personal development.
Heredity and environment.
Development and education.
The principle of nature.
Activities and personal development.
Development diagnostics.
Age features of children.
age periodization.
Preschool development.
Development of the younger student.
uneven development.
Accounting for individual characteristics.
Gender differences.
Pedagogical process.
Purpose of education.
The tasks of education.
Ways to implement the tasks of education.
Organization of education.
Stages of the pedagogical process.
Patterns of the pedagogical process.
Essence and content of training.
The essence of the learning process.
didactic systems.
The structure of learning.
Content of training.
Content elements.
Curricula and programs.
Textbooks and manuals.
Teaching motivation.
The driving forces of the doctrine.
interests of younger students.
Formation of motives.
Stimulation of learning.
incentive rules.
Principles and rules of training.
The concept of principles and rules.
The principle of consciousness and activity.
The principle of visualization of teaching.
Systematic and consistent.
The principle of strength.
The principle of accessibility.
The principle of science.
The principle of emotion.
The principle of connection between theory and practice.
Teaching methods.
The concept of methods.
Classification of methods.
Methods of oral presentation.
Book work.
Visual teaching methods.
Practical methods.
Independent work.
Choice of teaching methods.
Types and forms of education.
Types of training.
differentiated learning.
Forms of education.
Types and structures of lessons.
Transformation of forms of education.
Lesson preparation.
Hometasks.
Modern technologies.
Educational process at school.
Features of the process of education.
The structure of the upbringing process.
General patterns of education.
The principles of education.
The content of the process of education.
Spiritual education of schoolchildren.
Methods and forms of education.
Methods and techniques of education.
Methods of formation of consciousness.
Methods of organizing activities.
Incentive methods.
Forms of education.
Student-centered education.
Education with kindness and affection.
Understanding the child.
Recognition of a child.
Acceptance of a child.
Rules for the humanist teacher.
small school.
Features of an ungraded school.
Lesson in a small school.
Organization of independent work.
Looking for new options.
Preparing the teacher for the lesson.
Educational process.
Diagnosis at school.
From control to diagnostics.
Humanization of control.
Evaluation of learning outcomes.
Grading.
Achievement testing.
Diagnostics of upbringing.
Primary school teacher.
Functions of the teacher.
Requirements for a teacher.
The skill of the teacher.
Market transformations.
The teacher and the student's family.
Analysis of the teacher's work.
Brief glossary of terms.
Notes.

Primary school pedagogy. Podlasy I.P.

M.: 2008. - 474 p.

The textbook discusses both the general foundations of pedagogy and issues directly related to the pedagogy of elementary school: the age characteristics of children, the principles and rules of teaching younger students, the types and forms of education and upbringing, the tasks facing the elementary school teacher, etc.

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TABLE OF CONTENTS
To students
Chapter 1. The subject and tasks of pedagogy
Pedagogy - the science of education
The emergence and development of pedagogy
Basic concepts of pedagogy
Pedagogical currents
System of Pedagogical Sciences
Methods of pedagogical research
Chapter 2. General patterns of development
Personal development process
Heredity and environment
Development and education
The principle of natural conformity
Activities and personal development
Development diagnostics
Chapter 3
Age periodization
preschooler development
Early Childhood Development
Uneven development
Accounting for individual characteristics
Gender differences
Chapter 4. Pedagogical process
The purpose of education
The tasks of education
Ways to implement the tasks of education
Organization of education
Stages of the pedagogical process
Patterns of the pedagogical process
Chapter 5. Essence and content of training
The essence of the learning process
Didactic systems
Learning structure
Content of training
Content elements
Curricula and programs
Textbooks and manuals
Chapter 6
The driving forces of the doctrine
Interests of younger students
Formation of motives
Stimulation of learning
Incentive Rules
Chapter 7
The concept of principles and rules
The principle of consciousness and activity
The principle of visualization of learning
Systematic and consistent
Strength principle
The principle of accessibility
Scientific principle
The principle of emotionality
The principle of connection between theory and practice
Chapter 8
The concept of methods
Classification of methods
Methods of oral presentation
Working with a book
Visual teaching methods
Practical Methods
Independent work
Choice of teaching methods
Chapter 9. Types and forms of education
Types of training
Differentiated learning
Forms of study
Types and structures of lessons
Transformation of forms of education
Lesson preparation
Hometasks
Modern technologies
Chapter 10
Features of the upbringing process
The structure of the upbringing process
General patterns of education
Principles of education
The content of the upbringing process
Spiritual education of schoolchildren
Chapter 11. Methods and forms of education
Methods and techniques of education
Consciousness Formation Methods
Methods of organizing activities
Incentive methods
Forms of education
Chapter 12
Education with kindness and affection
Understanding the child
Child confession
Adoption of a child
Rules for a humanist teacher
Chapter 13
Features of an ungraded school
Lesson in an ungraded school
Organization of independent work
Looking for new options
Preparing the teacher for the lesson
educational process
Chapter 14
From control to diagnostics
Humanization of control
Assessment of learning outcomes
Grading
Achievement testing
Diagnostics of upbringing
Chapter 15
Teacher Functions
Teacher Requirements
Mastery of the teacher
Market transformations
Teacher and student's family
Analysis of teacher work
Brief glossary of terms
Notes

Pedagogy of elementary school: textbook

annotation

The textbook discusses both the general foundations of pedagogy and issues directly related to the pedagogy of elementary school: the age characteristics of children, the principles and rules of teaching younger students, the types and forms of education and upbringing, the tasks facing the elementary school teacher, etc.

The textbook is intended for students of pedagogical colleges.

Ivan Pavlovich Podlasy

To students

Chapter 1. The subject and tasks of pedagogy

Pedagogy - the science of education

The emergence and development of pedagogy

Basic concepts of pedagogy

Pedagogical currents

System of Pedagogical Sciences

Methods of pedagogical research

Chapter 2. General patterns of development

Personal development process

Heredity and environment

Development and education

The principle of natural conformity

Activities and personal development

Development diagnostics

Chapter 3

Age periodization

preschooler development

Early Childhood Development

Uneven development

Accounting for individual characteristics

Gender differences

Chapter 4. Pedagogical process

The purpose of education

The tasks of education

Ways to implement the tasks of education

Organization of education

Stages of the pedagogical process

Patterns of the pedagogical process

Chapter 5. Essence and content of training

The essence of the learning process

Didactic systems

Learning structure

Curricula and programs

Textbooks and manuals

Chapter 6

The driving forces of the doctrine

Interests of younger students

Formation of motives

Stimulation of learning

Incentive Rules

Chapter 7

The concept of principles and rules

The principle of consciousness and activity

The principle of visualization of learning

Systematic and consistent

Strength principle

The principle of accessibility

Scientific principle

The principle of emotionality

The principle of connection between theory and practice

Chapter 8

The concept of methods

Classification of methods

Methods of oral presentation

Working with a book

Visual teaching methods

Practical Methods

Independent work

Choice of teaching methods

Chapter 9. Types and forms of education

Types of training

Differentiated learning

Forms of study

Types and structures of lessons

Transformation of forms of education

Lesson preparation

Hometasks

Modern technologies

Chapter 10

Features of the upbringing process

The structure of the upbringing process

General patterns of education

Principles of education

Spiritual education of schoolchildren

Chapter 11. Methods and forms of education

Methods and techniques of education

Consciousness Formation Methods

Methods of organizing activities

Incentive methods

Forms of education

Chapter 12

Education with kindness and affection

Understanding the child

Child confession

Adoption of a child

Rules for a humanist teacher

Chapter 13

Features of an ungraded school

Lesson in an ungraded school

Organization of independent work

Looking for new options

Preparing the teacher for the lesson

educational process

Chapter 14

From control to diagnostics

Humanization of control

Assessment of learning outcomes

Grading

Achievement testing

Diagnostics of upbringing

Chapter 15

Teacher Functions

Teacher Requirements

Mastery of the teacher

Market transformations

Teacher and student's family

Analysis of teacher work

Brief glossary of terms

Notes

To students

It is known that in the structure of the new economic and cultural achievements of society, a significant role belongs to the work of the teacher. If schools do not prepare citizens capable of solving the problems of the country at the level of present and tomorrow's requirements, then our hopes for a stable and secure future will remain unfulfilled. That is why the choice of the profession of a primary school teacher is of such high civic significance.

The most knowledgeable, talented, responsible teachers should be allowed to primary education and upbringing - the period of a child's life is so important in the formation and destiny of a person. This is probably why an elementary school teacher has no room for error. With one wrong action, he, like a doctor, can cause irreparable harm. Let's not forget that it is in elementary school that a person acquires more than 80% of all knowledge, skills, actions and ways of thinking that he will use in the future.

Primary school today is in anticipation of highly professional teachers. The problems that have matured in it require fresh ideas, decisive actions to transform the school on the values ​​of truth and goodness. Studying in high school, you could not help but notice what changes are taking place in the younger ones. The introduction of a stable four-year system of primary education is almost completed. The composition and content of school subjects have changed, new methods and technologies have appeared. More attention was paid to spiritual education.

Already on the student bench, the future teacher begins to understand that the main values ​​​​of the school are students and teachers, their joint work. The child is not a means, but the goal of education, therefore, he should not be adapted to the school, but, on the contrary, the school should be adapted to him, so that, without breaking the nature of the child, raise him to the maximum level of development available to him. You will also have to work outside of school, because a teacher is the main intellectual force of society, his vocation is to serve people, to be a conductor of knowledge.

To become a master of your craft, you need to know pedagogy, learn to think and act professionally. Pedagogy reveals the general relationship between the conditions and results of educational activities; explains how the results of training and education are achieved, why certain problems arise; indicates ways to overcome typical difficulties.

Pedagogy, like any other science, is not limited to the description of specific situations, examples or rules. It highlights the main thing in pedagogical relations, reveals the causes and consequences of pedagogical processes. She reduces the multicolored children's life to generalizing concepts, behind which real school life is not always visible, but one can find an explanation for many specific situations. Anyone who masters the general theory well, saves his memory from remembering a huge number of specific facts and examples, will be able to apply it to explain the processes taking place in education.

The years of your study fall on a difficult and controversial period in the development of pedagogy. Two directions clashed in the confrontation - authoritarian and humanistic. The first traditionally puts the teacher above the students, the second tries to make him an equal participant in the pedagogical process. No matter how strong the roots of authoritarianism may be, world pedagogy has made a humanistic choice. In the textbook, it is represented by the new relationship of the teacher with the students, their mutual understanding and cooperation at all stages of the educational process.

The textbook is very well written. In its 15 chapters you will find the main pedagogical provisions necessary for understanding the essence, content and organization of the educational process. All chapters end with questions for self-examination, a list of references for additional study. Brief conclusions for each chapter are summarized in the supporting abstract. It serves as the basis for the conscious reproduction of the main concepts and terms, allows you to quickly recall the main provisions and structure of the studied material, facilitates the understanding of complex dependencies, systematizes and consolidates them. Realizing the advantages of schematic "supports", the teacher will prepare similar notes for his students.

The textbook also takes into account the wishes of students and teachers of the course. More attention is paid to explaining the ideas of pedagogical theory that are difficult to understand, and the number of examples of applying the theory in practice has been increased. A section on the formation of the child's spiritual world has been introduced. The composition and content of test tasks have been changed, the list of basic terms and concepts, as well as literature for additional reading, has been updated.

A thorough study of the process and results of students' independent work was carried out. Approximate values ​​of the time required for the full assimilation of each chapter of the textbook have been established. Focusing on the optimal use of time, you will be able to better plan your independent work, which, as you know, is the basis of conscious and productive learning. First, answer the questions of the final test by putting a reference note in front of you, then remove it and objectively, like a teacher, ask yourself.

To students

It is known that in the structure of the new economic and cultural achievements of society, a significant role belongs to the work of the teacher. If schools do not prepare citizens capable of solving the problems of the country at the level of present and tomorrow's requirements, then our hopes for a stable and secure future will remain unfulfilled. That is why the choice of the profession of a primary school teacher is of such high civic significance.
The most knowledgeable, talented, responsible teachers should be allowed to primary education and upbringing - the period of a child's life is so important in the formation and destiny of a person. This is probably why an elementary school teacher has no room for error. With one wrong action, he, like a doctor, can cause irreparable harm. Let's not forget that it is in elementary school that a person acquires more than 80% of all knowledge, skills, actions and ways of thinking that he will use in the future.
Primary school today is in anticipation of highly professional teachers. The problems that have matured in it require fresh ideas, decisive actions to transform the school on the values ​​of truth and goodness. Studying in high school, you could not help but notice what changes are taking place in the younger ones. The introduction of a stable four-year system of primary education is almost completed. The composition and content of school subjects have changed, new methods and technologies have appeared. More attention was paid to spiritual education.
Already on the student bench, the future teacher begins to understand that the main values ​​​​of the school are students and teachers, their joint work. The child is not a means, but the goal of education, therefore, he should not be adapted to the school, but, on the contrary, the school should be adapted to him, so that, without breaking the nature of the child, raise him to the maximum level of development available to him. You will also have to work outside of school, because a teacher is the main intellectual force of society, his vocation is to serve people, to be a conductor of knowledge.
To become a master of your craft, you need to know pedagogy, learn to think and act professionally. Pedagogy reveals the general relationship between the conditions and results of educational activities; explains how the results of training and education are achieved, why certain problems arise; indicates ways to overcome typical difficulties.
Pedagogy, like any other science, is not limited to the description of specific situations, examples or rules. It highlights the main thing in pedagogical relations, reveals the causes and consequences of pedagogical processes. She reduces the multicolored children's life to generalizing concepts, behind which real school life is not always visible, but one can find an explanation for many specific situations. Anyone who masters the general theory well, saves his memory from remembering a huge number of specific facts and examples, will be able to apply it to explain the processes taking place in education.
The years of your study fall on a difficult and controversial period in the development of pedagogy. Two directions clashed in the confrontation - authoritarian and humanistic. The first traditionally puts the teacher above the students, the second tries to make him an equal participant in the pedagogical process. No matter how strong the roots of authoritarianism may be, world pedagogy has made a humanistic choice. In the textbook, it is represented by the new relationship of the teacher with the students, their mutual understanding and cooperation at all stages of the educational process.
The textbook is very well written. In its 15 chapters you will find the main pedagogical provisions necessary for understanding the essence, content and organization of the educational process. All chapters end with questions for self-examination, a list of references for additional study. Brief conclusions for each chapter are summarized in the supporting abstract. It serves as the basis for the conscious reproduction of the main concepts and terms, allows you to quickly recall the main provisions and structure of the studied material, facilitates the understanding of complex dependencies, systematizes and consolidates them. Realizing the advantages of schematic "supports", the teacher will prepare similar notes for his students.
The textbook also takes into account the wishes of students and teachers of the course. More attention is paid to explaining the ideas of pedagogical theory that are difficult to understand, and the number of examples of applying the theory in practice has been increased. A section on the formation of the child's spiritual world has been introduced. The composition and content of test tasks have been changed, the list of basic terms and concepts, as well as literature for additional reading, has been updated.
A thorough study of the process and results of students' independent work was carried out. Approximate values ​​of the time required for the full assimilation of each chapter of the textbook have been established. Focusing on the optimal use of time, you will be able to better plan your independent work, which, as you know, is the basis of conscious and productive learning. First, answer the questions of the final test by putting a reference note in front of you, then remove it and objectively, like a teacher, ask yourself.

Chapter 1. The subject and tasks of pedagogy

One of the grossest mistakes is to consider that pedagogy is a science about a child, and not about a person ... There are no children - there are people, but with a different scale of concepts, a different stock of experience, different impressions, a different play of feelings. Remember that we do not know them.

Janusz Korczak

Pedagogy - the science of education

Man is born as a biological being. In order for him to become a person, he must be educated. It is upbringing that ennobles him, instills the necessary qualities. This process is carried out by well-trained specialists and a whole educational science, which is called pedagogy. It got its name from the Greek words "paides" - children and "ago" - to lead, in literal translation it means the art of directing the upbringing of a child, and the word "teacher" can be translated as "tutor".
At all times, teachers have been looking for the best ways to help children realize the opportunities given to them by nature, the formation of new qualities. Little by little, the necessary knowledge was accumulated, pedagogical systems were created, tested and rejected until the most viable, most useful ones remained. Gradually, the science of education was formed, the main task which - the accumulation and systematization of pedagogical knowledge, comprehension patterns human education.
Very often, students, revealing the tasks of pedagogy, say: pedagogy educates, educates, shapes students. No! Teachers, educators, parents are engaged in this business specifically. And pedagogy shows them the ways, methods, means of education.
All people need pedagogical guidance. But these issues are especially acute in preschool and primary school age, because during this period the basic qualities of the future person are laid. The issues of educating children of preschool and primary school age are dealt with by a special branch of pedagogical science, which for brevity we will call elementary school pedagogy. Sometimes it is divided into several interrelated branches - family pedagogy, preschool pedagogy and elementary school pedagogy. Each has its own item- what this science studies. The subject of elementary school pedagogy is the education of children of preschool and primary school age.
Pedagogy equips teachers professional knowledge about the features of the educational processes of this age group, the ability to predict, design and implement the educational process in various conditions, evaluate its effectiveness. The processes of upbringing must be constantly improved, because the living conditions of people are changing, information is accumulating, the requirements for a person are becoming more complicated. On those society's demands educators respond by creating new technologies training, education and upbringing.
Primary school teachers deal with "eternal" problems - they are obliged to introduce the child into the complex world of human relations. But never before has their educational activity been so complex, difficult and responsible. The world used to be different, it did not have the dangers that lie in wait for today's children. From what foundations of upbringing will be laid in the family, preschool child care institution, elementary school, his own life and the well-being of society will depend.
Modern pedagogy is a rapidly developing science, because changes need to be kept up with. Pedagogy lags behind - people lag behind, scientific and technological progress stalls. So, we must constantly draw new knowledge from various sources. Sources of development of pedagogy: centuries-old practical experience of education, fixed in the way of life, traditions, customs of people, folk pedagogy; philosophical, social science, pedagogical and psychological works; current world and domestic practice of education; data from specially organized pedagogical research; the experience of innovative teachers who offer original ideas, new approaches, technologies of education in today's rapidly changing conditions.

So, pedagogy the science of education. Its main task is the accumulation and systematization of scientific knowledge about the upbringing of a person. Pedagogy learns the laws of education, education and training of people and on this basis indicates pedagogical practice the best ways and means to achieve your goals. A special branch of pedagogical science deals with the education of children of preschool and primary school age.

The emergence and development of pedagogy

The practice of education has its roots in the deep layers of human civilization. Education came along with people. Children were then brought up without any pedagogy, not even suspecting its existence. The science of education was formed much later, when such sciences as geometry, astronomy, etc., already existed.
It is known that the root cause of the emergence of all scientific branches - needs life. It turned out that society develops faster or slower, depending on how the upbringing of the younger generations is put in it. There was a need to generalize the experience of education, to create special educational institutions to prepare young people for life.
Already in the most developed states of the ancient world - China, India, Egypt, Greece - serious attempts were made to generalize the experience of education, to create a theory. All knowledge about nature, man, society was then accumulated in philosophy; the first pedagogical generalizations were also made in it.
The cradle of European education systems was ancient Greek philosophy. Its most prominent representative, Democritus (460-370 BC), compiled manuals for the upbringing of children. He wrote: “Nature and nurture are alike. Namely, education rebuilds a person and, transforming, creates nature ... Good people become more from education than from nature. The most important ideas and provisions related to the upbringing of a person, the formation of his personality, were developed in the works of other ancient Greek thinkers - Socrates (469–399 BC), Plato (427–347 BC), Aristotle (384– 322 BC).
During Middle Ages the church directed education in a religious direction. From century to century, the principles of dogmatic teaching, which existed in Europe for almost twelve centuries, were honed. Among the leaders of the church were such educated philosophers for their time as Augustine (354-430) and Thomas Aquinas (Thomas Aquinas) (1225-1274), who created extensive pedagogical works. A prominent representative of the pedagogical thought of that time was Ignatius Loyola (1491–1556). The comprehensive school in its present form was invented by him and his followers.
Renaissance gave a number of bright humanist educators. Among them are the Dutch Erasmus of Rotterdam (1469-1536), the Italian Vittorino de Feltre (1378-1446), the French Francois Rabelais (1483-1553) and Michel Montaigne (1533-1592).
Pedagogy has long been part of philosophy. Only in the 17th century she stood out in independent science. But today's pedagogy is connected with philosophy by thousands of threads. Both of these sciences deal with man, study his life and development.
Formation of pedagogy into an independent scientific system associated with the name of the Czech teacher Ya.A. Comenius (1592–1670). His main work, The Great Didactics, published in Amsterdam in 1654, is one of the first scientific and pedagogical books. Many of her ideas have not lost their relevance today. Proposed by Ya.A. Comenius principles, methods, forms of education, for example, the principle of conformity to nature, the class-lesson system, entered the golden fund of pedagogical theory. “Learning should be based on the knowledge of things and phenomena, and not memorization of other people's observations and testimonies about things”; “Hearing must be combined with vision and the word with the activity of the hand”; it is necessary to teach “on the basis of evidence through external senses and reason”... Are these generalizations of the great teacher not in tune with our time?
The English philosopher and educator J. Locke (1632-1704) concentrated his main efforts on the theory of education. In his main work, "Thoughts on Education", he sets out his views on the education of a gentleman - a man of self-confidence, combining broad education with business qualities, elegance of manners with firmness of convictions.
Works on the pedagogy of elementary school were left by prominent French materialists and enlighteners of the 18th century. D. Diderot (1713–1784), K. Helvetius (1715–1771), P. Holbach (1723–1789) and especially J.J. Rousseau (1712–1778). "Of things! Of things! he exclaimed. “I will never stop saying that we attach too much importance to words: with our talkative upbringing, we only make talkers.”
In the pedagogy of elementary school, the name of the great Swiss teacher I.G. Pestalozzi (1746–1827). “Oh, beloved people! he exclaimed. “I see how low, terribly low you stand, and I will help you up!” Pestalozzi kept his word, offering teachers a progressive theory of teaching and moral education of students.
“Nothing is permanent, except for change,” taught the outstanding German educator F.A.W. Diesterweg (1790-1866), who studied many important problems, but most of all - the study of the driving forces of education and the contradictions inherent in all pedagogical phenomena.
The pedagogical works of outstanding Russian thinkers V.G. Belinsky (1811–1848), A.I. Herzen (1812–1870), N.G. Chernyshevsky (1828–1889), N.A. Dobrolyubov (1836–1861). The pedagogical ideas of L.H. Tolstoy (1828–1910), the works of N.I. Pirogov (1810–1881). They sharply criticized the estate school and called for a radical transformation of public education.
world fame Russian pedagogy was brought by K.D. Ushinsky (1824–1871). He made a revolution in theory and a revolution in pedagogical practice. In his system, the leading place is occupied by the doctrine of the goals, principles, essence of education. “Education, if it wants a person to be happy, should educate him not for happiness, but prepare him for the work of life,” he wrote. Upbringing, being improved, can far push the limits of human strength: physical, mental, moral.
The leading role belongs to the school, the teacher: “In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cunningly thought out, can replace the individual in the matter of education.
K. Ushinsky revised the entire pedagogy and demanded a complete reorganization of the education system based on the latest scientific achievements: "... one pedagogical practice without theory is the same as medicine in medicine."
At the end of XIX - beginning of XX century. Intensive research on pedagogical problems was started in the USA. General principles are formulated there, patterns of human education are derived, effective education technologies are developed and implemented that provide each person with the opportunity to quickly and successfully achieve the projected goals.
The most prominent representatives of American pedagogy are J. Dewey (1859–1952), whose work had a significant impact on the development of pedagogical thought throughout the Western world, and E. Thorndike (1874–1949), who became famous for his studies of the learning process and the creation of effective educational technologies.
In our country, the name of the American teacher and physician B. Spock is well known. Asking the public, at first glance, a secondary question: what should prevail in the upbringing of children - strictness or kindness? – he stirred up minds far beyond the borders of his country. Behind this simple question lies the answer, what kind of pedagogy should be - authoritarian or humanistic. B. Spock is looking for the answer to it in his books “The Child and Care for Him”, “Conversation with the Mother”, etc.
At the beginning of the XX century. in world pedagogy began to actively spread free education ideas and development of the child's personality. In them, a growing person was recognized as the main source of self-development. In modern pedagogy, the methods of self-education, self-education and self-development occupy an important place, they are actively used at all levels of education - from kindergarten to higher education.
The Italian teacher M. Montessori (1870–1952) did much to develop and popularize the idea of ​​free education. First, in the "House of the Child" (1907) she opened, she studied the development of the sense organs of mentally retarded children. Then the most effective methods of self-development were improved and introduced into the practice of elementary schools. In the book The Method of Scientific Pedagogy, the author argues that it is necessary to use the possibilities of childhood to the maximum in order to achieve much more in the development of the child. The main form of primary education should be independent training sessions. In Self-education and Self-Learning in Primary School, Montessori offered didactic materials for individual study, which are structured so that the child, with the right guidance, can independently detect and correct his mistakes. Today in Russia there are many supporters and followers of this system. Complexes "kindergarten - school" are successfully operating, where the ideas of free upbringing of children are being introduced into life.
An ardent supporter of the ideas of free education in Russia was K.N. Wentzel (1857–1947), who created one of the world's first declarations of the rights of the child (1917). He was a co-founder and active author of the Free Education magazine, which was published in Russia in 1907–1918. In 1906–1909 in Moscow, the "House of the Free Child" created by him successfully operated. Wentzel declared it as a free community of children, parents and teachers, in which there is an active self-development of children. The main character in this original educational institution was the child. Educators and teachers had to adapt to his interests, help in the development of natural abilities and talents. Wentzel's ideas are being successfully implemented in the modern elementary school, in particular, his call to teachers to provide the child with as much freedom for his own self-development as he is able to master on his own.
Russian pedagogy of the post-October period followed the path of its own comprehension and development of ideas for educating a person in a new society. S.T. took an active part in the creative search for a new pedagogy. Shatsky (1878–1934), P.P. Blonsky (1884–1941), A.P. Pinkevich (1884–1939). The pedagogy of the socialist period was famous for the works of N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. Theoretical searches of N.K. Krupskaya (1869–1939) concentrated around the problems of the formation of a new Soviet school, the organization of extracurricular educational work, and the emerging pioneer movement. A.S. Makarenko (1888-1939) put forward and tested in practice the principles of pedagogical leadership of the children's team, methods of labor education, the formation of conscious discipline and the upbringing of children in the family. V.A. Sukhomlinsky (1918–1970) focused his research around the moral problems of educating young people. Many of his didactic advice and apt observations retain their significance in understanding modern ways of developing pedagogical thought and school.
In the 40-60s of the last century, M.A. actively worked in the field of public education. Danilov (1899–1973). He created the concept of elementary school - "The Tasks and Features of Primary Education" (1943), wrote the book "The Role of Primary School in the Mental and Moral Development of Man" (1947), and compiled practical guides for teachers. On "Didactics" by Danilov, written together with B.E. Esipov (1957), and today Russian teachers rely on it.
Among primary schools, a special place is occupied by the so-called ungraded schools, which are created in small towns and villages, where there are not enough students to create full classes and where one teacher is forced to simultaneously teach children of different ages. The issues of education and upbringing in such schools were developed by M.A. Melnikov, who compiled the “Desk Book for the Teacher” (1950), which outlined the basics of the methodology for differentiated teaching. The problem of an ungraded school today is not removed from the agenda, on the contrary, for many reasons it is aggravated and requires close attention of modern teachers.
In the 70-80s of the XX century. active development of the problems of primary education was carried out in a scientific laboratory under the guidance of Academician L.V. Zankov. As a result of the research, a new system of teaching younger students was created, based on the priority of development cognitive opportunities students. In the book “Didactics and Life” (1968), Zankov presents a new view on the process of teaching schoolchildren: “The facts ... prove the inconsistency of concepts that reject the effective role of internal laws in the development of the child’s psyche ...” Modern pedagogy actively develops this idea, although not everyone shares its original principle: a child is only as developed as he is trained.
At the end of the 80s of the XX century. In Russia, a movement began for the renewal and restructuring of the school. This was clearly expressed in the emergence of the so-called collaborative pedagogy. Among its prominent representatives are the names of well-known Sh.A. Amonashvili, V.F. Shatalova, V.A. Karakovsky and others. The whole country knows the book of the Moscow primary school teacher S.N. Lysenkova "When it's easy to learn", which outlines the methods of "commented management" of the activities of younger students based on the use of diagrams, supports, cards, tables. She also created the method of "anticipatory learning".
Modern pedagogy is rapidly progressing, justifying its name. dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, and above all in the development of new technologies for preschool and primary school education. Modern computers, equipped with high-quality training programs, help to successfully cope with the tasks of managing the educational process, which allows you to achieve high results with less energy and time. Progress has also been made in the field of creating more advanced methods of education. Research and production complexes, author's schools, experimental sites are notable milestones on the path of positive change. The new Russian school is moving towards humanistic person-oriented education and training.

So, the practice of education has its roots in the deep layers of human civilization. The foundations of the science of education were laid in ancient philosophy. Pedagogy has come a long way of development until it has created effective theories and methods of education, training and education. Russian teachers made a great contribution to its development.

Basic concepts of pedagogy

Main pedagogical concepts, expressing scientific generalizations, it is customary to call pedagogical categories. These include: upbringing, training, education. Pedagogy also widely operates with such general scientific categories as development and formation.
Upbringing- a purposeful and organized process of personality formation. In pedagogy, this concept is used in a broad philosophical and social sense and in a narrower pedagogical sense.
IN philosophical sense education is the adaptation of a person to the environment and conditions of existence. If a person has adapted to the environment in which he exists, he has grown up. It does not matter, under the influence and with the help of what forces he succeeded, whether he himself came to the realization of the need for the most expedient behavior or he was helped. No matter how much education he receives, it will be enough for him for the rest of his life.
Another thing is what will be the quality of this life. It takes a lot of education to be good. To vegetate in the backyards of civilization, it is enough to understand simple connections. Without the help of qualified educators, a person achieves little, and remaining outside the field of education, only a little resembles a person. The remark that without education he remains just a biological being is not entirely true.

Current page: 1 (total book has 38 pages) [accessible reading excerpt: 25 pages]

Ivan Pavlovich Podlasy

Pedagogy of elementary school: textbook

To students

It is known that in the structure of the new economic and cultural achievements of society, a significant role belongs to the work of the teacher. If schools do not prepare citizens capable of solving the problems of the country at the level of present and tomorrow's requirements, then our hopes for a stable and secure future will remain unfulfilled. That is why the choice of the profession of a primary school teacher is of such high civic significance.

The most knowledgeable, talented, responsible teachers should be allowed to primary education and upbringing - the period of a child's life is so important in the formation and destiny of a person. This is probably why an elementary school teacher has no room for error. With one wrong action, he, like a doctor, can cause irreparable harm. Let's not forget that it is in elementary school that a person acquires more than 80% of all knowledge, skills, actions and ways of thinking that he will use in the future.

Primary school today is in anticipation of highly professional teachers. The problems that have matured in it require fresh ideas, decisive actions to transform the school on the values ​​of truth and goodness. Studying in high school, you could not help but notice what changes are taking place in the younger ones. The introduction of a stable four-year system of primary education is almost completed. The composition and content of school subjects have changed, new methods and technologies have appeared. More attention was paid to spiritual education.

Already on the student bench, the future teacher begins to understand that the main values ​​​​of the school are students and teachers, their joint work. The child is not a means, but the goal of education, therefore, he should not be adapted to the school, but, on the contrary, the school should be adapted to him, so that, without breaking the nature of the child, raise him to the maximum level of development available to him. You will also have to work outside of school, because a teacher is the main intellectual force of society, his vocation is to serve people, to be a conductor of knowledge.

To become a master of your craft, you need to know pedagogy, learn to think and act professionally. Pedagogy reveals the general relationship between the conditions and results of educational activities; explains how the results of training and education are achieved, why certain problems arise; indicates ways to overcome typical difficulties.

Pedagogy, like any other science, is not limited to the description of specific situations, examples or rules. It highlights the main thing in pedagogical relations, reveals the causes and consequences of pedagogical processes. She reduces the multicolored children's life to generalizing concepts, behind which real school life is not always visible, but one can find an explanation for many specific situations. Anyone who masters the general theory well, saves his memory from remembering a huge number of specific facts and examples, will be able to apply it to explain the processes taking place in education.

The years of your study fall on a difficult and controversial period in the development of pedagogy. Two directions clashed in the confrontation - authoritarian and humanistic. The first traditionally puts the teacher above the students, the second tries to make him an equal participant in the pedagogical process. No matter how strong the roots of authoritarianism may be, world pedagogy has made a humanistic choice. In the textbook, it is represented by the new relationship of the teacher with the students, their mutual understanding and cooperation at all stages of the educational process.

The textbook is very well written. In its 15 chapters you will find the main pedagogical provisions necessary for understanding the essence, content and organization of the educational process. All chapters end with questions for self-examination, a list of references for additional study. Brief conclusions for each chapter are summarized in the supporting abstract. It serves as the basis for the conscious reproduction of the main concepts and terms, allows you to quickly recall the main provisions and structure of the studied material, facilitates the understanding of complex dependencies, systematizes and consolidates them. Realizing the advantages of schematic "supports", the teacher will prepare similar notes for his students.

The textbook also takes into account the wishes of students and teachers of the course. More attention is paid to explaining the ideas of pedagogical theory that are difficult to understand, and the number of examples of applying the theory in practice has been increased. A section on the formation of the child's spiritual world has been introduced. The composition and content of test tasks have been changed, the list of basic terms and concepts, as well as literature for additional reading, has been updated.

A thorough study of the process and results of students' independent work was carried out. Approximate values ​​of the time required for the full assimilation of each chapter of the textbook have been established. Focusing on the optimal use of time, you will be able to better plan your independent work, which, as you know, is the basis of conscious and productive learning. First, answer the questions of the final test by putting a reference note in front of you, then remove it and objectively, like a teacher, ask yourself.

Chapter 1. The subject and tasks of pedagogy

One of the grossest mistakes is to consider that pedagogy is a science about a child, and not about a person ... There are no children - there are people, but with a different scale of concepts, a different stock of experience, different impressions, a different play of feelings. Remember that we do not know them.

Pedagogy - the science of education

Man is born as a biological being. In order for him to become a person, he must be educated. It is upbringing that ennobles him, instills the necessary qualities. This process is carried out by well-trained specialists and a whole educational science, which is called pedagogy. It got its name from the Greek words "paides" - children and "ago" - to lead, in literal translation it means the art of directing the upbringing of a child, and the word "teacher" can be translated as "tutor".

At all times, teachers have been looking for the best ways to help children realize the opportunities given to them by nature, the formation of new qualities. Little by little, the necessary knowledge was accumulated, pedagogical systems were created, tested and rejected until the most viable, most useful ones remained. Gradually, the science of education was formed, the main task which - the accumulation and systematization of pedagogical knowledge, comprehension patterns human education.

Very often, students, revealing the tasks of pedagogy, say: pedagogy educates, educates, shapes students. No! Teachers, educators, parents are engaged in this business specifically. And pedagogy shows them the ways, methods, means of education.

All people need pedagogical guidance. But these issues are especially acute in preschool and primary school age, because during this period the basic qualities of the future person are laid. The issues of educating children of preschool and primary school age are dealt with by a special branch of pedagogical science, which for brevity we will call elementary school pedagogy. Sometimes it is divided into several interrelated branches - family pedagogy, preschool pedagogy and elementary school pedagogy. Each has its own item- what this science studies. The subject of elementary school pedagogy is the education of children of preschool and primary school age.

Pedagogy equips teachers professional knowledge about the features of the educational processes of this age group, the ability to predict, design and implement the educational process in various conditions, evaluate its effectiveness. The processes of upbringing must be constantly improved, because the living conditions of people are changing, information is accumulating, the requirements for a person are becoming more complicated. On those society's demands educators respond by creating new technologies training, education and upbringing.

Primary school teachers deal with "eternal" problems - they are obliged to introduce the child into the complex world of human relations. But never before has their educational activity been so complex, difficult and responsible. The world used to be different, it did not have the dangers that lie in wait for today's children. From what foundations of upbringing will be laid in the family, preschool child care institution, elementary school, his own life and the well-being of society will depend.

Modern pedagogy is a rapidly developing science, because changes need to be kept up with. Pedagogy lags behind - people lag behind, scientific and technological progress stalls. So, we must constantly draw new knowledge from various sources. Sources of development of pedagogy: centuries-old practical experience of education, fixed in the way of life, traditions, customs of people, folk pedagogy; philosophical, social science, pedagogical and psychological works; current world and domestic practice of education; data from specially organized pedagogical research; the experience of innovative teachers who offer original ideas, new approaches, technologies of education in today's rapidly changing conditions.

...

So, pedagogy the science of education. Its main task is the accumulation and systematization of scientific knowledge about the upbringing of a person. Pedagogy learns the laws of education, education and training of people and on this basis indicates pedagogical practice the best ways and means to achieve your goals. A special branch of pedagogical science deals with the education of children of preschool and primary school age.

The emergence and development of pedagogy

The practice of education has its roots in the deep layers of human civilization. Education came along with people. Children were then brought up without any pedagogy, not even suspecting its existence. The science of education was formed much later, when such sciences as geometry, astronomy, etc., already existed.

It is known that the root cause of the emergence of all scientific branches - needs life. It turned out that society develops faster or slower, depending on how the upbringing of the younger generations is put in it. There was a need to generalize the experience of education, to create special educational institutions to prepare young people for life.

Already in the most developed states of the ancient world - China, India, Egypt, Greece - serious attempts were made to generalize the experience of education, to create a theory. All knowledge about nature, man, society was then accumulated in philosophy; the first pedagogical generalizations were also made in it.

The cradle of European education systems was ancient Greek philosophy. Its most prominent representative, Democritus (460-370 BC), compiled manuals for the upbringing of children. He wrote: “Nature and nurture are alike. Namely, education rebuilds a person and, transforming, creates nature ... Good people become more from education than from nature. The most important ideas and provisions related to the upbringing of a person, the formation of his personality, were developed in the works of other ancient Greek thinkers - Socrates (469–399 BC), Plato (427–347 BC), Aristotle (384– 322 BC).

During Middle Ages the church directed education in a religious direction. From century to century, the principles of dogmatic teaching, which existed in Europe for almost twelve centuries, were honed. Among the leaders of the church were such educated philosophers for their time as Augustine (354-430) and Thomas Aquinas (Thomas Aquinas) (1225-1274), who created extensive pedagogical works. A prominent representative of the pedagogical thought of that time was Ignatius Loyola (1491–1556). The comprehensive school in its present form was invented by him and his followers.

Renaissance gave a number of bright humanist educators. Among them are the Dutch Erasmus of Rotterdam (1469-1536), the Italian Vittorino de Feltre (1378-1446), the French Francois Rabelais (1483-1553) and Michel Montaigne (1533-1592).

Pedagogy has long been part of philosophy. Only in the 17th century she stood out in independent science. But today's pedagogy is connected with philosophy by thousands of threads. Both of these sciences deal with man, study his life and development.

Formation of pedagogy into an independent scientific system associated with the name of the Czech teacher Ya.A. Comenius (1592–1670). His main work, The Great Didactics, published in Amsterdam in 1654, is one of the first scientific and pedagogical books. Many of her ideas have not lost their relevance today. Proposed by Ya.A. Comenius principles, methods, forms of education, for example, the principle of conformity to nature, the class-lesson system, entered the golden fund of pedagogical theory. “Learning should be based on the knowledge of things and phenomena, and not memorization of other people's observations and testimonies about things”; “Hearing must be combined with vision and the word with the activity of the hand”; it is necessary to teach “on the basis of evidence through external senses and reason”... Are these generalizations of the great teacher not in tune with our time?

The English philosopher and educator J. Locke (1632-1704) concentrated his main efforts on the theory of education. In his main work, "Thoughts on Education", he sets out his views on the education of a gentleman - a man of self-confidence, combining broad education with business qualities, elegance of manners with firmness of convictions.

Works on the pedagogy of elementary school were left by prominent French materialists and enlighteners of the 18th century. D. Diderot (1713–1784), K. Helvetius (1715–1771), P. Holbach (1723–1789) and especially J.J. Rousseau (1712–1778). "Of things! Of things! he exclaimed. “I will never stop saying that we attach too much importance to words: with our talkative upbringing, we only make talkers.”

In the pedagogy of elementary school, the name of the great Swiss teacher I.G. Pestalozzi (1746–1827). “Oh, beloved people! he exclaimed. “I see how low, terribly low you stand, and I will help you up!” Pestalozzi kept his word, offering teachers a progressive theory of teaching and moral education of students.

“Nothing is permanent, except for change,” taught the outstanding German educator F.A.W. Diesterweg (1790-1866), who studied many important problems, but most of all - the study of the driving forces of education and the contradictions inherent in all pedagogical phenomena.

The pedagogical works of outstanding Russian thinkers V.G. Belinsky (1811–1848), A.I. Herzen (1812–1870), N.G. Chernyshevsky (1828–1889), N.A. Dobrolyubov (1836–1861). The pedagogical ideas of L.H. Tolstoy (1828–1910), the works of N.I. Pirogov (1810–1881). They sharply criticized the estate school and called for a radical transformation of public education.

world fame Russian pedagogy was brought by K.D. Ushinsky (1824–1871). He made a revolution in theory and a revolution in pedagogical practice. In his system, the leading place is occupied by the doctrine of the goals, principles, essence of education. “Education, if it wants a person to be happy, should educate him not for happiness, but prepare him for the work of life,” he wrote. Upbringing, being improved, can far push the limits of human strength: physical, mental, moral.

The leading role belongs to the school, the teacher: “In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cunningly thought out, can replace the individual in the matter of education.

K. Ushinsky revised the entire pedagogy and demanded a complete reorganization of the education system based on the latest scientific achievements: "... one pedagogical practice without theory is the same as medicine in medicine."

At the end of XIX - beginning of XX century. Intensive research on pedagogical problems was started in the USA. General principles are formulated there, patterns of human education are derived, effective education technologies are developed and implemented that provide each person with the opportunity to quickly and successfully achieve the projected goals.

The most prominent representatives of American pedagogy are J. Dewey (1859–1952), whose work had a significant impact on the development of pedagogical thought throughout the Western world, and E. Thorndike (1874–1949), who became famous for his studies of the learning process and the creation of effective educational technologies.

In our country, the name of the American teacher and physician B. Spock is well known. Asking the public, at first glance, a secondary question: what should prevail in the upbringing of children - strictness or kindness? – he stirred up minds far beyond the borders of his country. Behind this simple question lies the answer, what kind of pedagogy should be - authoritarian or humanistic. B. Spock is looking for the answer to it in his books “The Child and Care for Him”, “Conversation with the Mother”, etc.

At the beginning of the XX century. in world pedagogy began to actively spread free education ideas and development of the child's personality. In them, a growing person was recognized as the main source of self-development. In modern pedagogy, the methods of self-education, self-education and self-development occupy an important place, they are actively used at all levels of education - from kindergarten to higher education.

The Italian teacher M. Montessori (1870–1952) did much to develop and popularize the idea of ​​free education. First, in the "House of the Child" (1907) she opened, she studied the development of the sense organs of mentally retarded children. Then the most effective methods of self-development were improved and introduced into the practice of elementary schools. In the book The Method of Scientific Pedagogy, the author argues that it is necessary to use the possibilities of childhood to the maximum in order to achieve much more in the development of the child. The main form of primary education should be independent training sessions. In Self-education and Self-Learning in Primary School, Montessori offered didactic materials for individual study, which are structured so that the child, with the right guidance, can independently detect and correct his mistakes. Today in Russia there are many supporters and followers of this system. Complexes "kindergarten - school" are successfully operating, where the ideas of free upbringing of children are being introduced into life.

An ardent supporter of the ideas of free education in Russia was K.N. Wentzel (1857–1947), who created one of the world's first declarations of the rights of the child (1917). He was a co-founder and active author of the Free Education magazine, which was published in Russia in 1907–1918. In 1906–1909 in Moscow, the "House of the Free Child" created by him successfully operated. Wentzel declared it as a free community of children, parents and teachers, in which there is an active self-development of children. The main character in this original educational institution was the child. Educators and teachers had to adapt to his interests, help in the development of natural abilities and talents. Wentzel's ideas are being successfully implemented in the modern elementary school, in particular, his call to teachers to provide the child with as much freedom for his own self-development as he is able to master on his own.

Russian pedagogy of the post-October period followed the path of its own comprehension and development of ideas for educating a person in a new society. S.T. took an active part in the creative search for a new pedagogy. Shatsky (1878–1934), P.P. Blonsky (1884–1941), A.P. Pinkevich (1884–1939). The pedagogy of the socialist period was famous for the works of N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. Theoretical searches of N.K. Krupskaya (1869–1939) concentrated around the problems of the formation of a new Soviet school, the organization of extracurricular educational work, and the emerging pioneer movement. A.S. Makarenko (1888-1939) put forward and tested in practice the principles of pedagogical leadership of the children's team, methods of labor education, the formation of conscious discipline and the upbringing of children in the family. V.A. Sukhomlinsky (1918–1970) focused his research around the moral problems of educating young people. Many of his didactic advice and apt observations retain their significance in understanding modern ways of developing pedagogical thought and school.

In the 40-60s of the last century, M.A. actively worked in the field of public education. Danilov (1899–1973). He created the concept of elementary school - "The Tasks and Features of Primary Education" (1943), wrote the book "The Role of Primary School in the Mental and Moral Development of Man" (1947), and compiled practical guides for teachers. On "Didactics" by Danilov, written together with B.E. Esipov (1957), and today Russian teachers rely on it.

Among primary schools, a special place is occupied by the so-called ungraded schools, which are created in small towns and villages, where there are not enough students to create full classes and where one teacher is forced to simultaneously teach children of different ages. The issues of education and upbringing in such schools were developed by M.A. Melnikov, who compiled the “Desk Book for the Teacher” (1950), which outlined the basics of the methodology for differentiated teaching. The problem of an ungraded school today is not removed from the agenda, on the contrary, for many reasons it is aggravated and requires close attention of modern teachers.

In the 70-80s of the XX century. active development of the problems of primary education was carried out in a scientific laboratory under the guidance of Academician L.V. Zankov. As a result of the research, a new system of teaching younger students was created, based on the priority of development cognitive opportunities students. In the book “Didactics and Life” (1968), Zankov presents a new view on the process of teaching schoolchildren: “The facts ... prove the inconsistency of concepts that reject the effective role of internal laws in the development of the child’s psyche ...” Modern pedagogy actively develops this idea, although not everyone shares its original principle: a child is only as developed as he is trained.

At the end of the 80s of the XX century. In Russia, a movement began for the renewal and restructuring of the school. This was clearly expressed in the emergence of the so-called collaborative pedagogy. Among its prominent representatives are the names of well-known Sh.A. Amonashvili, V.F. Shatalova, V.A. Karakovsky and others. The whole country knows the book of the Moscow primary school teacher S.N. Lysenkova "When it's easy to learn", which outlines the methods of "commented management" of the activities of younger students based on the use of diagrams, supports, cards, tables. She also created the method of "anticipatory learning".

Modern pedagogy is rapidly progressing, justifying its name. dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, and above all in the development of new technologies for preschool and primary school education. Modern computers, equipped with high-quality training programs, help to successfully cope with the tasks of managing the educational process, which allows you to achieve high results with less energy and time. Progress has also been made in the field of creating more advanced methods of education. Research and production complexes, author's schools, experimental sites are notable milestones on the path of positive change. The new Russian school is moving towards humanistic person-oriented education and training.

...

So, the practice of education has its roots in the deep layers of human civilization. The foundations of the science of education were laid in ancient philosophy. Pedagogy has come a long way of development until it has created effective theories and methods of education, training and education. Russian teachers made a great contribution to its development.