The principle of personal orientation. Student-centered approach as an important condition for the effectiveness of the learning process

In recent years, a student-centered approach has been rapidly conquering the educational space in Russia. Most of the country's teaching staff are persistently mastering the theoretical foundations and technology of using this approach in the educational process. Many teachers and heads of educational institutions consider it the most modern methodological orientation in pedagogical activity.

Such popularity of the personality-oriented approach is due to a number of objectively existing circumstances. Let's name just a few of them.

Firstly, the dynamic development of Russian society requires the formation in a person not so much of a socially typical as of a brightly individual, allowing the child to become and remain himself in a rapidly changing society.

Secondly, psychologists and sociologists note that today's schoolchildren are characterized by pragmatic thoughts and actions, emancipation and independence, and this, in turn, predetermines the use of new approaches and methods by teachers in interaction with students.

Thirdly, the modern school is in dire need of the humanization of relations between children and adults, the democratization of its life. Hence the obvious need to build personality-oriented systems of education and upbringing of schoolchildren.

However, the mere awareness of the expediency of transformations is still not enough to implement them. It will not be superfluous to note that at present there are many blank spots in the study of the possibilities and conditions for applying a student-centered approach in pedagogical practice. It is very important to systematize the knowledge about this approach already accumulated by researchers and practitioners and, on their basis, try to expand the boundaries of its use in the activities of teachers. But first, based on the analysis of pedagogical research, we will try to answer the following questions:

What is a person-centered approach?

How does it differ from traditional approaches?

What components does it consist of?

It is very difficult to answer even the first question correctly, although part of the answer lies on the surface in the wording of the question itself. As banal as it may seem, the person-centered approach is first and foremost an approach. If, when analyzing the means of pedagogical activity, we use the classification method, then the personality-oriented approach will be on a par with age-related, individual, activity, communicative, systemic and other approaches.

The study of pedagogical publications does not allow us to fully clarify what, after all, teacher-researchers understand by the approach, what meaning is attached when using this concept. Most authors do not bother to describe its content, composition and structure. If we turn to philosophy, where many scientific approaches were born, which later began to be used by pedagogical science and practice, we can find that philosophers tend to understand the orientation of a person in cognitive or transformative activity as an approach. For example, they link the application of a systematic approach with the orientation of a person, in which the object of cognition or transformation is considered as a system; the use of a model approach is stated when the model of the object being studied or transformed acts as the main guideline for the activity being carried out. In most cases, human activity, as philosophers argue, is built on the basis of not one, but several orientations. Of course, the orientations he chooses should not be mutually exclusive, but complementary. Together they make up an activity strategy and determine the choice of tactics of action in a specific situation and in a certain period of time. It should be emphasized that out of the entire range of approaches used in activity, one orientation is a priority (dominant), thanks to which a qualitative originality of the style of human activity is formed.

Most researchers believe that the approach includes three main components:

basic concepts used in the process of cognition or transformation;

principles as initial provisions or main rules of the carried out activity;

techniques and methods for constructing the process of cognition or transformation.

Based on the views of philosophers, we will try to define the personality-oriented approach.

So, person-centered approach - this is a methodological orientation in pedagogical activity, which allows, through reliance on a system of interrelated concepts, ideas and methods of action, to provide and support the processes of self-knowledge, self-building and self-realization of the child's personality, the development of his unique individuality.

The formulated definition reflects the essence of this phenomenon and highlights its most important aspects, such as:

firstly, a student-centered approach is, first of all, an orientation in pedagogical activity;

secondly, it is a complex education, consisting of concepts, principles and methods of pedagogical actions;

thirdly, this approach is associated with the aspirations of the teacher to promote the development of the student's individuality, the manifestation of his subjective qualities.

The definition of the concept and essential characteristics of a person-centered approach allows us to answer the second question: how does it differ from traditional approaches?

We will show its main difference from such a traditional approach as an individual one. The use of both approaches in pedagogical activity involves taking into account the individual characteristics of the child. However, if when using a student-centered approach this is done with the aim of developing the student's individuality, then when using an individual approach, another goal is realized - the development of social experience by students, i.e. some knowledge, skills and abilities defined in the standard programs of education and upbringing and obligatory for mastering by each pupil. The choice of the first approach is connected with the desire to promote the manifestation and development of a brightly individual in the child, and the choice of the second one is with the focus of the pedagogical process on the formation of a socially typical one, which is also extremely difficult to implement without obtaining and taking into account information about the individual characteristics of schoolchildren. This is the fundamental difference between these two approaches.

Now it is time to give a more detailed answer to the third question, what are the components of a person-centered approach?

To this end, we characterize three components of this approach.

First component - the basic concepts that, in the implementation of pedagogical actions, are the main tool of mental activity. Their absence in the teacher's mind or the distortion of their meaning makes it difficult or even impossible for the conscious and purposeful application of the considered orientation in pedagogical activity. The main concepts of the person-centered approach include the following:

individuality – the unique originality of a person or group, a unique combination of individual, special and common features in them, which distinguishes them from other individuals and human communities;

personality- a constantly changing systemic quality, which manifests itself as a stable set of individual properties and characterizes the social essence of a person;

self-actualized personality- a person who consciously and actively realizes the desire to become himself, to fully reveal his capabilities and abilities;

self-expression- the process and result of the development and manifestation of the individual's inherent qualities and abilities;

subject- an individual or a group that has conscious and creative activity and freedom in knowing and transforming themselves and the surrounding reality;

subjectivity- the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by a measure of the possession of activity and freedom in the choice and implementation of activities;

I-concept- a system of ideas about himself that is realized and experienced by a person, on the basis of which he builds his life, interaction with other people, attitudes towards himself and others;

choice- the implementation by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;

pedagogical support- the activities of teachers to provide preventive and prompt assistance to children in solving their individual problems related to physical and mental health, communication, successful advancement in learning, life and professional self-determination (O.S. Gazman, T.V. Frolova).

Second component - initial provisions and basic rules for building the process of teaching and educating students. Together, they can become the basis of the pedagogical credo of a teacher or head of an educational institution. Let's name the principles of the personality-oriented approach:

The principle of self-actualization. In every child there is a need to update their intellectual, communicative, artistic and physical abilities. It is important to encourage and support the desire of students to manifest and develop their natural and socially acquired capabilities.

The principle of individuality. Creating conditions for the formation of the individuality of the personality of the student and teacher is the main task of the educational institution. It is necessary not only to take into account the individual characteristics of a child or an adult, but also to promote their further development in every possible way. Each member of the school team must be (become) himself, find (comprehend) his own image.

The principle of subjectivity. Individuality is inherent only to the person who really has subjective powers and skillfully uses them in building activities, communication and relationships. It is necessary to help the child become a true subject of life in the classroom and school, to contribute to the formation and enrichment of his subjective experience. The intersubjective nature of interaction should be dominant in the process of education.

Choice principle. It is pedagogically expedient for the student to live, study and be brought up in conditions of constant choice, to have subjective powers in choosing the purpose, content, forms and methods of organizing the educational process and life in the classroom and school.

The principle of creativity and success. Individual and collective creative activity allows you to determine and develop the individual characteristics of the student and the uniqueness of the study group. Thanks to creativity, the child reveals his abilities, learns about the “strengths” of his personality. Achieving success in this or that type of activity contributes to the formation of a positive self-concept of the student's personality, stimulates the child to carry out further work on self-improvement and self-building of his "I".

The principle of trust and support. A decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process inherent in the pedagogy of the violent formation of the child's personality. It is important to enrich the arsenal of pedagogical activity with humanistic student-oriented technologies for teaching and educating students. Faith in the child, trust in him, support for his desire for self-realization and self-affirmation should replace excessive demands and excessive control. Not external influences, but internal motivation determines the success of education and upbringing of a child.

And finally third component personality-oriented approach is a technological component, which includes the most appropriate methods of pedagogical activity for this orientation. The technological arsenal of the personality-oriented approach, according to Professor E.V. Bondarevskaya, make up methods and techniques that meet such requirements as:

dialogue;

activity-creative character;

focus on supporting the individual development of the child;

providing the student with the necessary space, freedom for making independent decisions, creativity, choosing the content and methods of teaching and behavior.

Most teachers-researchers tend to include in this arsenal dialogue, game and reflective methods and techniques, as well as ways of pedagogical support for the child's personality in the process of his self-development and self-realization. The use of a student-centered approach in teaching and educating schoolchildren, according to T. V. Frolova, is impossible without the use of diagnostic methods.

The presence of a teacher's ideas about the essence, structure and structure of a student-centered approach allows him to more purposefully and effectively model and build specific training sessions and educational activities in accordance with this orientation.

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§ 4. Principles and criteria for selecting the content of general education

In pedagogical theory, the principles of formation of the content of general education, developed by V. V. Kraevsky, found recognition.

First of all, this is the principle of compliance of the content of education in all its elements and at all levels of construction with the requirements of the development of society, science, culture and personality. It requires the inclusion in the content of general education of both the traditionally necessary knowledge, skills and abilities, as well as those that reflect the current level of development of society, scientific knowledge, cultural life and the possibility of personal growth.

The principle of a single content and procedural side of education in the selection of the content of general education rejects its one-sided, subject-scientific orientation. It involves taking into account the pedagogical reality associated with the implementation of a specific educational process, outside of which the content of education cannot exist. This means that when designing the content of general education, it is necessary to take into account the principles and technologies of its transmission and assimilation, the levels of the latter and the actions associated with it.

The principle of structural unity of the content of education at different levels of its formation presupposes the consistency of such components as theoretical representation, subject, educational material, pedagogical activity, student's personality.

In recent years, in connection with the transition from knowledge-oriented to student-oriented education, there have been trends in the formation of such principles for selecting the content of general education as humanitarization and fundamentalization.

The principle of humanitarization of the content of general education is associated primarily with the creation of conditions for the active creative and practical development of universal human culture by schoolchildren. This principle has many aspects related both to the worldview preparation of schoolchildren and to the formation, based on the current situation of the development of society, of the most priority components of the humanitarian culture of the individual: the culture of life self-determination; economic culture and labor culture; political and legal culture; intellectual, moral, ecological, artistic and physical culture; culture of communication and family relations.

The principle that makes it possible to overcome the dehumanization of general education is the fundamentalization of its content. It requires the integration of humanitarian and natural science knowledge, the establishment of continuity and interdisciplinary links. Education in this regard appears not only as a way of obtaining knowledge and developing skills and abilities, but also as a means of equipping schoolchildren with methods of obtaining new knowledge, independently acquiring skills and abilities.

The fundamentalization of the content of general education determines its intensification and, consequently, the humanization of the learning process, as students are freed from the overload of educational information and get the opportunity for creative self-development.

All components of the content of general education and the basic culture of the individual are interconnected. Skills without knowledge are impossible, creative activity is carried out on the basis of certain knowledge and skills, upbringing implies knowledge of the reality to which this or that attitude is established, which causes certain emotions, provides for behavioral skills and abilities.

The scientific outlook of the individual, which is a consequence of mastering the content of education, characterizes the high level of its development. However, the assimilation of worldview knowledge in itself does not yet ensure the strength of a person's worldview. A deep inner conviction in the truth of this or that knowledge is also necessary. The essence of beliefs lies not only in knowledge, but also in the inner need to act, to act in this way and not otherwise.

The considered principles of formation of the content of general education, the consequence of which development is the worldview of the individual, allow us to isolate the criteria for selecting the foundations of the sciences studied in modern Russian secondary school:

a holistic reflection in the content of general education of the tasks of the harmonious development of the personality and the formation of its basic culture;

scientific and practical significance of the content included in the foundations of sciences;

compliance of the complexity of the content of educational subjects with the real learning opportunities of students of a particular age;

correspondence of the volume of the content of the subject to the available time for its study;

taking into account international experience in building the content of general secondary education;

compliance of the content of general education with the existing educational, methodological and material base of the modern school (Yu. K. Babansky).

Learner-centered learning- learning, which is based on the principle of subjectivity, that is, "recognition of the student as the main acting figure in the entire educational process."

Then the whole educational process is built on the basis of this provision.

Positions of student-centered learning:

Student-centered learning considers the student as a full subject of the pedagogical process;

Student-centered learning should ensure the development and self-development of the student's personality, based on the identification of his individual characteristics as a subject of cognitive and professional activity;

Student-centered learning, based on the student's abilities, his inclinations, interests, value orientations and subjective experience, creates conditions for self-awareness as a person, provides opportunities for self-determination, self-affirmation and self-realization in cognition, profession, behavior, etc.

Student-centered learning is built taking into account the variability of the content of education and the learning process. This means, on the one hand, the recognition of the diversity of the content and forms of the educational process, the choice of which should be made by the subject teacher, taking into account the development of each student, his pedagogical support in the cognitive process, difficult life circumstances, on the other hand, the content of education, its means and methods are organized so that the student could show selectivity to the subject material, its type and form.

Figure 1 schematically shows the essential characteristics of student-centered technology.

Rice. 1. The essence of personality-oriented technology.

The procedural component of the implementation of student-centered learning includes the most appropriate methods of pedagogical activity for this approach. The technological arsenal of a student-centered approach is made up of methods and techniques that meet such requirements as: dialogism, activity-creative nature, focus on supporting the individual development of the student, providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and methods of teaching, and behavior.

Basic concepts in the implementation of pedagogical actions are the main tool of mental activity. The absence of them in the mind of the teacher or the distortion of their meaning makes it difficult or even impossible for the conscious and purposeful application of the technology in question in pedagogical activity.

Choice - the realization by a person or group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity.

Individuality- the unique originality of a person and a group, a unique combination of individual, special and common features in them, which distinguishes them from other individuals and human communities.

Personality- a person as a representative of society, freely and responsibly determining his position among people. It is formed in interaction with the outside world, the system of social and human relations, and culture.

Self-actualized personality a person who consciously and actively realizes the desire to become himself, to fully reveal his capabilities and abilities.

Self-determination - the process and result of a person's conscious choice of his own position, goals and means of self-realization in specific circumstances of life.

Self-affirmation - achievement of subjective satisfaction with the result and (or) the process of self-realization.

Self-realization(self-expression) - the most complete identification by a person of his individual and professional capabilities.

Subject- an individual or a group with conscious and creative activity and freedom in knowing and transforming themselves and the surrounding reality.

Subjectivity - the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by the measure of the possession of activity and freedom in the choice and implementation of activities.

Pedagogical support - the activities of teachers to provide preventive and prompt assistance to children in solving their individual problems related to physical and mental health, communication, and successful advancement in learning. Life and professional self-determination.

I-CONCEPT - a system of ideas about oneself perceived and experienced by a person, on the basis of which he builds his life activity, interaction with other people, attitude towards himself and others.

Principles of student-centered learning:

Principles - initial provisions and basic rules for building the process of teaching and educating students. Together, they can become the basis of the pedagogical credo of a teacher or head of an educational institution.

The principle of self-actualization. In every person there is a need to update their intellectual, communicative, artistic, physical and other abilities. It is important to awaken and support the desire of students to manifest and develop their natural and socially acquired capabilities.

The principle of individuality. Creating conditions for the formation of the individuality of the personality of the student and teacher is the main task of the educational institution. It is necessary not only to take into account the individual characteristics of the subjects of the pedagogical process, but also to promote their further development in every possible way. Each member of the human team must be (become) himself, acquire (comprehend his own image).

The principle of subjectivity. Individuality is inherent only to the person who really has subjective powers and skillfully uses them in building activities, communication and relationships. It is necessary to help the student to become a true subject of life in the classroom, educational institution, to promote the formation and enrichment of his subjective experience. The intersubjective nature of interaction should be dominant in the pedagogical process.

Choice principle. Without choice, the development of individuality and subjectivity, self-actualization of human abilities is impossible. It is pedagogically expedient for the student to live, study, be brought up in conditions of constant choice, have subjective powers in choosing the goal, content, forms and methods of organizing the educational process and the life of the educational institution.

The principle of creativity and success. Individual and collective creative activities make it possible to determine and develop the individual characteristics of the student and the uniqueness of the study group. Thanks to creativity, a person reveals his abilities, learns about the “strengths” of his personality. Achieving success in one or another type of activity contributes to the formation of a positive self-concept of the student's personality, stimulates the student to carry out further work on self-improvement and self-building of his "I".

The principle of trust and support. A decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process inherent in the pedagogy of the violent formation of the child's personality. It is important to enrich the arsenal of pedagogical activity with humanistic personality-oriented technologies for teaching and educating students. Faith in the student's personality, trust in him, support for his aspirations for self-realization and self-affirmation should replace excessive demands and excessive control. Not external influences, but internal motivation determines the success of teaching and educating students.

It is possible to identify the main criteria for the effectiveness of the lesson using student-centered technology. These include:

· The presence of a variable component of the lesson plan, depending on individual characteristics, class readiness, etc.

Use of problematic creative tasks.

The use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, symbolic).

Creating a positive emotional mood for the work of all students during the lesson.

· Message at the beginning of the lesson not only topics, but also the organization of learning activities during the lesson.

Discussion by students at the end of the lesson not only about what “we learned” (what we mastered), but also about what we liked (did not like) and why; to want to do it again, and what to do differently.

Encourage students to choose and independently use different ways to complete tasks.

Evaluation (encouragement) when questioning in the lesson not only the correct answer of the student, but also an analysis of how the student reasoned, what method he used, why and what he made a mistake.

· The mark given to the student at the end of the lesson should be argued on a number of parameters: correctness, independence, originality.

· Variability of homework, explanation of not only the topic and scope of the assignment, but also the rational organization of educational work when doing homework.

Advantages of student-centered learning:

· Respect for the personality of the student, attention to his inner world and his uniqueness (subjectivity).

· Teaching is aimed at the development of the student's personality.

· Original construction of content and teaching methods.

· Search for new forms and means of education.

Unsolved problems of student-centered learning:

· More research is needed to build an ideal model of the student's personality.

· There is a need for a systemic psychological and pedagogical characteristic of the student's personal qualities, which would naturally fit into the logic of the teacher's educational activities.

· We need a deeper study of the idea of designing "and the individual trajectory of the development of the student's personality in learning."

· The teacher needs to systematically accumulate differentiated tasks and assignments, additional and variable content of educational material, which requires serious work on the scientific criteria study of the material in terms of complexity, difficulty, problematicity and other parameters.

Weaknesses of student-centered learning:

Reassessment of students' interests, which determine the content and methods of teaching, leads to a decrease in the academic level of knowledge, to fragmentary, unsystematized knowledge.

Education, built on the principle of subjectivity, in the work on the formation of personality is to some extent opposed to the collective cognitive activity of the same students. After all, a person lives not only in the family, but also interacts with classmates, experiencing their influence, which affects the inner world of the same person. Therefore, this influence cannot be ignored in the system of student-centered learning.

Student-centered learning in its entirety and with all the nuances is difficult to carry out in classes, groups of 25-30 students. At the proper level, it can be implemented in a small group and in individual lessons. Therefore, this type of training should be combined with others, including traditional ones.

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Literature: .

Learner-centered learning- learning, which is based on the principle of subjectivity, that is, "recognition of the student as the main acting figure in the entire educational process." The entire educational process is based on this provision.

Figure 2 schematically shows the essential characteristics of student-centered technology.

Figure 2. The essence of student-centered technology

Choice - the realization by a person or group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity.

Self-actualized personality a person who consciously and actively realizes the desire to become himself, to fully reveal his capabilities and abilities.

Self-determination - the process and result of a person's conscious choice of his own position, goals and means of self-realization in specific circumstances of life.

Self-affirmation - achievement of subjective satisfaction with the result and (or) the process of self-realization.

Self-realization(self-expression) - the most complete identification by a person of his individual and professional capabilities.

Subject- an individual or a group with conscious and creative activity and freedom in knowing and transforming themselves and the surrounding reality.

I-concept - a system of ideas about oneself perceived and experienced by a person, on the basis of which he builds his life activity, interaction with other people, attitude towards himself and others.

2. Principles of student-centered learning:

It is possible to identify the main criteria for the effectiveness of a lesson using student-centered technology:

· The presence of a variable component of the lesson plan, depending on individual characteristics, class readiness, etc.

Use of problematic creative tasks.

The use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, symbolic).

Creating a positive emotional mood for the work of all students during the lesson.

· Message at the beginning of the lesson not only topics, but also the organization of learning activities during the lesson.

Discussion with students at the end of the lesson not only about what “we learned” (what we mastered), but also about what we liked (did not like) and why; to want to do it again, and what to do differently.

Encourage students to choose and independently use different ways to complete tasks.

· The mark given to the student at the end of the lesson should be argued on a number of parameters: correctness, independence, originality.

· Variability of homework, explanation of not only the topic and scope of the assignment, but also the rational organization of educational work when doing homework.

Issues for discussion:

1. How does student-centered learning differ from traditional learning?

2. What are the main principles of student-centered learning?

3. Name the criteria for the effectiveness of the lesson using a student-centered approach.

4. What are the advantages and disadvantages of student-centered learning?

Abstract topics:

1. Advantages and disadvantages of student-centered learning technology.

2. Implementation of the principle of pedagogical support.

Tests for self-control:

1. Match:

Answer: BUT_____, B_____, In _____Y_____.

Portal for the student. Self-training

The principle of personal orientation. Student-centered approach as an important condition for the effectiveness of the learning process

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§ 4. Principles and criteria for selecting the content of general education

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