Subject is subjective communication. Abstract: Abstract Subject-subject relations in the educational process

When developing the “Sociometry: Monitoring” method, we proceeded from the fact that the “class” is a social organization with a composition of participants of different ages (children - students, adults - teachers) and a hierarchical principle of interaction - the behavior of some is controlled by the behavior of others. The concept of “class” does not exist in the education system without the concept of “teacher”. Every time one teacher in a class replaces another, the social structure of the class changes, “reconfigures”.

The analysis shows that there are four types of relations in the social organizational structure “class” of different ages:

two types of subject-subject relations: "teacher - student" and "student - student";

two types of subject-object relations: “student-subject” and “student-teacher”.

Each type of subject-object relationship is mediated by its corresponding type of subject-subject relationship.

Figure 1 Characteristics of relations in the structure of the social organization “class”.

For the sake of simplicity, let us set the model of the social organization of the class as a study group consisting of three students and one teacher.

The first student (y) interacts with the “Subject” object (P), and this interaction is mediated by his subject–subject relations with the teacher (S), who also interacts with the “Subject” object.

The interaction of two subjects with different levels of mastery of the object sets the situation of cognitive conflict, which determines the development of the student in this subject area. As a result of these subject-subject relations, a sign (mark) fixed by the teacher in a special document appears, reflecting the level of knowledge of the student about the object. The situation of assessing the level of knowledge of the student by the teacher is set normatively, procedurally prescribed and requires the teacher to strictly comply with the rules for its implementation. However, the assessment records not only the level of knowledge of the student in the subject. The assessment is an indicator of the success / failure of the interpersonal interaction between the student and the teacher, the relationship between their ways of understanding and personal relationships. Consequently, the assessment depends not only on the subject knowledge of the student, but also on how much the student was able to understand the teacher’s intention, feel his mood, fulfill his system of requirements, etc., and the teacher was able to accurately determine the level of formation of the student’s knowledge, take into account his condition etc. Precisely because the assessment includes a system of teacher's personalized norms, a student can learn differently from different teachers in the same subject. Thus, assessment is an integral indicator of the relationship that has developed between the student and the teacher regarding the subject.

The assessment situation in the learning environment has the power of social influence and has a great social meaning. It acts as a regulator and means of controlling the behavior of not only the student who is being assessed, but also all other students who are present. Each assessment situation contributes to the formation of the student's social position among peers and sets interest in the analysis of his behavior on the part of all participants who observe it.

A similar scheme can be deployed regarding the interaction of the teacher with the second (y''), third (y''') students in the conditionally considered class. As a result, three results of this interaction are formed, corresponding to three different levels of mastering the subject by students and three different ways of communicating with the same teacher.

Figure 2 Scheme of education outcomes of teacher-student interaction.

The difference objectively recorded in the class journal and manifested socially sets the situation for students to understand its causes, and since it occurs when interacting with the same subject and in tandem with the same teacher, the reason, obviously, should be sought in individual differences among students. Thus, prerequisites are created for the emergence of another type of organizational relationship “student-student”, which mediate the subject-object relationship “student-teacher”. Cognitive conflict in this type of relationship is created by differences in students' ability to successfully interact with the same teacher. This type of relationship is formed spontaneously, spontaneously, but objectively given and is a social consequence of the educational process, organized through a group form of education.

In the classroom as a learning group of different ages, the vertical dyadic subject-subject relations “student-teacher” give rise to their characteristic horizontal social dyadic connections “student-student”. An objective analysis of the learning situation shows that children with varying degrees of awareness tend to link their social positions in such a way as to provide themselves with the largest arsenal of collectively (!) Developed means when interacting with a particular teacher and to get closer to the behavior patterns of those students who are most successful in this complexly determined interaction. This is due to the fact that the work of each teacher with the class forms its own special atmosphere, which gives rise to one or another reaction of the student society. The simplest example is the frequent transfer of pupils in the middle and high grades from desk to desk, often associated with choosing the most advantageous partner when interacting with the teacher in the classroom.

Entering into contacts with each other, children shoot a lot of normatively approved patterns of behavior with different teachers. The statistical picture of social preferences when using monitoring modes of retrieval makes it possible to reveal not only the phenomena of leadership and outsiderness, which have become traditional concepts in sociometric studies, but also the nature and direction of influences that are realized in the subject-subject relations of the first type (“student-teacher”).

The work of a large number of teachers in a school makes it necessary for children to develop their own ways of interacting with a variety of adult personal norms, which occurs in most children with varying degrees of success. This causes constant fluctuations in the dynamics of social positions, restructuring and fluctuations in social processes in the student group. Therefore, in order to obtain better sociometric information about the student society, a monitoring mode is needed that allows you to track its dynamics and measure its quantitative characteristics.

Monitoring the dynamics of social positions and relations in student groups allows you to track how, in the process of a student’s long stay in the education system, under the influence of organizational and personalized norms, adaptation means or mechanisms for their “breakdown” in the learning environment are formed. Therefore, we can conclude that the system of personal contacts-relationships reflects the individual-personal potential of mastering the learning environment at the level of dyadic relations "student-student" and "student-teacher". Statistical analysis of sociometric information, taken for all educational institutions of one region or city as a whole, makes it possible to study the influence of the institution of education on social processes in the student environment and analyze the social consequences of these influences.

The leaders in the class are those children who have the maximum opportunities, means and abilities that provide them with access to the resource base of the organizational system through the successful mastering of the norms of dyadic relations.. They are maximally focused on following the norms and requirements of the school organization, their class teacher and are able to fulfill them. These children have high indices of social recognition, since social recognition expresses the psychological desire of other children to follow their example, the imitation of which, and subsequently the development of which, will allow them to gain social comfort in a complexly determined interaction with the personality of the teacher.

MOU "Multiprofile language gymnasium No. 4", Chita

abstract

Subject-subject relations in the educational process

Completed by: Maininger A.V.

Chita - 2007

1. Introduction 3

2. Subject-subject relationship between teacher and students in the educational process 5

3. Subject-subject relations and "the situation of success in learning" in the author's system of E.N. Ilyina 12

4. Humane-personal relations in the lesson as a manifestation of subject-subject relations 17

5. Conclusion 22

6. Literature 27

7. Appendix 28

Introduction

At all times, teachers have been looking for the best ways to help people use the opportunities given to them by nature, the formation of moral qualities. For thousands of years, the necessary knowledge was accumulated bit by bit, pedagogical systems were created, tested and rejected one after another, until the most viable, most useful ones remained. The science of education is also developing, the main task of which is the accumulation and systematization of scientific knowledge about the education of a person.

Here the words of the innovative teacher E.N. Ilyin will be appropriate: “Regardless of our concepts, inclinations, tastes, we are all “buddies” today in a big and urgent matter - to protect and elevate the student with spiritual values ...

A new look at the personality as the goal of education helps to realize the abilities of children, to identify gifts and talents. The subject-subject relationship of a holistic pedagogical process, arising in a complex link relationship of aesthetic and moral technological solutions, contributes to the harmony of the development of the child's intellectual characteristics and such priority qualities as kindness, love, diligence, conscience, dignity, citizenship ...

We are talking about the joint activities of the teacher and students on a creative basis, spiritual equality and humanistic interpersonal communication. Indicators of this kind represent the personal pedagogy of the teacher as an art, consisting in the ability to feel the inner world of the child, his characteristics, needs, problems. This is the art of putting together a mosaic of a lesson from a variety of pedagogical grains, combining your idea with the ideas of students into a single whole. This is the art of selecting the material on which personal communication and the roles of each child are possible, the art of building a motivational-psychological and procedural-methodological creative educational space of the lesson. It is the art of the teacher to be a playwright, director and accomplice of the lesson-event, improvise, share his experience and accept the experience and values of his students, be free and responsible for trust and develop the same qualities in children.

Undoubtedly, the problem of education, upbringing education, humane-personal relations in the classroom was, is and will be, this problem is eternal and its relevance, most likely, will never dry up. It is topical even now, in our progressive age of flourishing technologies, when a student-centered approach to the student is at the forefront. In my opinion, it is the subject-subject relationship that will help to carry out this two-way creative pedagogical process with the least mental costs and will help to reduce the time that is always so lacking.

After all, a child is always above everyone and everything, he is always at the center of any events: political, economic, social, religious. A child is the basis of our life, this is a person who strives to become a full-fledged person, to whom we, in turn, must help with all our strength, give a piece of our soul, if, of course, it is spiritual, pure and beautiful. It is we, teachers, together with parents who should help the formation of a spiritual, beautiful, intelligent, humane and responsive personality.

Subject-subject relationship between teacher and students in the educational process

The multidimensional ideal of a teacher - worldview, ethical, aesthetic - is realized only in the conditions of interaction with children, cooperation and co-creation, these unique situations. In every microelement of pedagogical work, there is a careful touch on the personality of the child. As V.A. Sukhomlinsky figuratively put it, one must touch the flowers in such a way that not a single drop of dew trembling on the petals falls to the ground. In situations of interaction, the broad and multifaceted phenomena that make up the educational process (Education, Enlightenment, Teaching, Teaching, Development, Self-development, etc.), functioning more or less autonomously from each other, “as if dissolve”. Sh.A. Amonashvili writes: “... autonomy will disappear, and a qualitatively different pedagogical phenomenon will arise.” N.M. Talanchuk called this integrated interaction a “phenomenon”, which makes it possible to ensure the integrity of the educational process. He embraces the child completely, "with all his nature", accepts him as he is, and "creates in him a developed, free and educated person." Collaborative relations develop as a quality of the child's personality, acquire an educative, and hence humane and personal meaning, moral and cognitive value. This contributes to the creation of internal conditions that realize the creative potential of the child. The inner world of the child is cognizable in situations of teacher inspiration, intuition, creative experience and empathy, insight. Pedagogy requires gradual creativity. Success today does not guarantee success for tomorrow, because tomorrow is a new test. Educational relations, as a subject of special concern for the teacher, are relations of an “evaluative” orientation, requiring involvement, mutual capture of the teacher and students. This complex activity requires certain emphasis in technological solutions. A.M. Lobok considers it important not to adjust the world of childhood to the tasks of the adult world, so as not to lose the surprisingly important opportunities that were concluded only in childhood. The technology of planning the pedagogical process should not imply a rigidly outlined scenario. What is important is the inner world of the child, the diversity of the process of its development. The scientist writes: “We must understand childhood as a single, continuous phenomenon that does not fit into an adult future, but creates itself from itself.” Education should be understood as the process of forming a certain personality, intellectual, spiritual, etc. the integrity of the student, and not just immersion in learning, immersion in learning activities. Consequently, the development of humane-personal relations in the process of the content component of the lesson, its methods and cognitive activity, the form of organization of education, the atmosphere of the lesson and the personality of the teacher itself is a certain integrity, where the unifying principle is the open personality of the teacher with all its inherent virtues. This universal principle (the will of the teacher, his feeling, joys common with children, conscience) is the basis for the unity of the above-mentioned components of the process of technology for the development of subject-subject relations.

The concept of "pedagogical distance" in its former meaning is becoming obsolete. Today this distance is special - the distance of respect, understanding, the distance of a knowledgeable person. The teacher's relationship with children is based on the acceptance of the subjective experience of the child and a certain degree of openness of the teacher, on his careful attitude to the zone of creative development of each individual trajectory.

This problem can be solved by several technological solutions.

1. The content of education is considered as the unity of its content and procedural aspects, that is, forms, methods, techniques, tools, technologies, the relationship of teaching and learning activities. In this case, the form is represented by the structure of the external expression of the content of education, the system of its organization. It's not just a "shell". This is a unifying "frame space" and content, and methods, and technology in general. The system is open, the boundaries are permeable. The lesson has an "input" and "output". The content characteristic of the lesson space is set by the teacher. His personality turns out to be a value system of relations to the world, to himself, to people, activities, a child…

2. Methods, techniques, teaching aids, these tools of the teacher's work are designed to include children in the educational process through a system of educational situations of interaction. The ideas of humanization and humanization of the content of education and its integration are being implemented. Interaction presupposes the dialogue of education, where the author's position of the teacher, and his ideals, and worldview, and culture are manifested. It is believed that the main thing is the subjective activity of children, their activity. It takes place in any method, technique, means, to one degree or another. The question is different: will humane-personal relations always (or not always?) develop. After all, the methodology also refers to educational situations of “unexperienced knowledge” (such are situations-statements, situations-information). In order for a relationship to arise, situations of experience and empathy are needed, situations of “getting used to”, “feeling” in what is understood, putting oneself in the place of another. Our core "I" is a complex set of voices of people, books, etc. that are significant to us. A child's ability to listen and understand other points of view, A.M. Sidorkin notes, has an educating character, to enter into a dialogue, to doubt one's point of view, to conduct an internal dialogue. The scientist expresses an important thought for the teacher and educator: "... morality is a property of the individual, which to the greatest extent depends on the nature of the internal dialogue." Why? Analyzing a specific life situation, we do not just apply ready-made moral principles to it. We represent different voices, opinions, actions and deeds of others, many people, heroes of books ... There is a dispute, disagreement. And this is the main thing in the birth of your own relationship. The distortion of moral development occurs precisely when the internal dispute fails.

3. Pedagogical communication, the emotional and moral atmosphere of the lesson, the environment that organizes learning - all this is interconnected with the personality of the teacher. The content of training, methods, techniques, means are as if "strung" on situations of communication. “The inspirer of the educational process is the teacher,” writes Sh.A. Amonashvili.

4. The form of organization of training is a lesson. And this component of the process of development of humane-personal relations is determined by the personality of the teacher, who hears the subtle soul of the child, helps him rise to himself, to his dream (V.A. Sukhomlinsky). A complex dramatic performance, where each teacher's question is a one-act action. “Thin, fragile lacy space” (L.N. Kulikova). “Living the fate of a child” (Sh.A. Amonashvili). The unit of "human creation", the moment of the child's essential change, virtual reality (A.M. Lobok). Educational and humane-personal relations in the lesson contribute to living, personal knowledge. Such knowledge is inseparable from the personality, becoming a conviction. This is an eternal feeling, the movement of the child, his response. “The lesson reaches its highest peak at the moment when the moral consciousness of the student, his mood, tone, as psychologists say, are among the main concerns of the teacher.”

One cannot but agree with the luminaries of Soviet pedagogy, whose thoughts are still relevant and whose ideas are in demand. Similar work was carried out in the 2006-2007 academic year at literature lessons in the 8th grade, united by the common idea of "Tradition and Innovation". After studying and a detailed comparative analysis of the Russian folk tale "In the forehead of the sun, on the back of the head a month, on the sides of the star" and "The Tale of Tsar Saltan, his son, the glorious and mighty bogatyr Prince Gvidon Saltanovich and the beautiful princess Swans" by A.S. Pushkin the students were offered creative work, the meaning of which was to create their own fairy tale. But the heroes of the tale were proposed by the teacher in the same way as the magic item.

^ Ekaterina Kharchenko proposed "The Tale of the Stupid Serpent Gorynych, the Cunning Moth and the Shaking Wallet".

The Serpent Gorynych lived in the world.

He was a three-headed creature.

Was greedy and stupid

And he was friends with a white moth.

The moth was vicious

And all the intrigues weaved.

Many years ago

Moth and Gorynych decided

Defeat a Platoon of Angry Dust.

The dust owned the purse

Not simple, but self-shaking.

In a thick wallet

There was a lot of money.

Gorynych wanted the brave

Drag a holey purse

And buy yourself in the market

Real boots.

And in addition -

Yacht, wheelbarrow, cottage.

Moth - a malicious old woman,

Scratching the golden belly,

She spoke with a bold word:

You, Gorynych, do not hurry!

Better think!

How to distract us from the bad dust

And steal the purse blindly?

And Gorynych answered her

Without saying yes or no

He himself went into a terrible battle

And a fountain of passionate blood

It poured down on human land.

At this time, moth quietly

Carrying a huge cannon

She started shooting at everyone.

And while Gorynych fought,

Moth crept up not in vain.

Having stolen a thick self-shaker,

She jumped up and down...

The fairy tale ends with an ingenuous morality “There are devils in the still waters”. Perhaps this fairy tale will seem uninteresting and even rude to someone, someone will not even pay attention to it, but it seems to me that any child's labor is worthy work, the result of his own thoughts and views on the reality around us, deserving of an adult's assessment person. Why is this work given as an example? The fact is that Katya continued her work on composing humorous fairy tales and attracted 2 more classmates: Baturina Anastasia and Belomestnova Ekaterina.

All girls are distinguished by extraordinary thinking, all of them still occupy leading positions in the class ranking in terms of academic performance, in addition, they are also engaged in various sections after school hours. Such work rallied them even more and allowed them to express themselves in a new way, which, of course, is an unconditional confirmation of the existence of subject-subject relations in the classroom and beyond.

Undoubtedly, the subject-subject relationship between the teacher and students should be present at every lesson, especially since they are the fundamental beginning of humane-personal relations and have a positive effect on the learning process.

^ Subject-subject relations and "the situation of success in learning" in the author's system of E.N. Ilyin

“Each of us has one ideal and one goal - “to dress like a man,” as F.M. Dostoevsky said. We simply have no other way to find the foundations and supports of inner well-being, moral stability in the euphoric rumble of the negative, in the blurring of criteria and relationships, in the uncertainty of tomorrow ... Never before has the mission of a teacher been so significant. The soul of a child truly becomes a battlefield of good and evil .., only it is able to withstand any cataclysms, to neglect itself, and therefore not become a toy in the hands of those forces that lie outside it. ”(E.N. Ilyin).

E.N. Ilyin is one of those teachers who saw the goal of their work in educating a highly moral personality and therefore actively used in their work the methodology of subject-subject relations between a teacher and a student. The author's system of E.N. Ilyin was considered from different points of view, but I would like to present in my work an analysis of the program developed by G.K. Selevko. He presented the following characteristic of the author's system of E.N. Ilyin.

^ By approach to the child: personality-oriented.

According to the prevailing method: explanatory and illustrative with elements of dialogue, problematic, creativity.

^ In the direction of modernization: humanization and democratization of pedagogical relations.

target orientations.

Moral and emotional education of the individual, during which the necessary training is carried out.

Teaching literature as an art.

Conceptual positions and hypotheses.

Assimilation of the fundamentals of sciences, which constitute the main content of academic subjects, creates an opportunity for students to form a scientific worldview, views and beliefs that are necessary for modern man.

The principle of humanization: the moral potential of books gives rise to a special system of humanistic knowledge-beliefs.

Artistry: the lesson of literature is built according to the laws of art (artistic analysis of a work of art), the law of three O: charm with a book, inspire with a hero, enchant with a writer.

The principle of teaching education: education is not a dominant absolute, but an integral part of the education program. In the process of educational activity, schoolchildren can be brought up with such important personality traits as patriotism, cognitive need, the need for continuous self-education and self-development, emotional sensitivity, aesthetic, moral foundations, respect and willingness to work.

Go to the guys not only with the topic of the lesson, but with a burning problem.

Knowledge through communication and communication through knowledge is a dual process of moral development.

The very personality of teachers, class teachers, school leaders, their moral character, pedagogical skills can have the greatest influence on the formation of the personality of students, on educating in them the best qualities of citizens of our country.

Pedagogy of the philologist is the pedagogy of expression "word+feeling".

Personal approach formula: love + understand + accept + compassion + help.

Spiritual contact method.

Democracy: communication with the student as a person spiritually equal to the teacher.

Subject teacher, artist, doctor.

The work and life of a language teacher cannot be divided.

GK Selevko also defines the features of the content.

Each work of art, the study of which is included in the school curriculum of a literature course, contains many moral problems that are posed in one way or another in it. The question-problem that serves as the core of the lesson, teacher Ilyin poses in such a way that:

The question was for modern students burning, topical, personally significant;

He was, if possible, addressed not to students in general, but specifically to schoolchildren of a given class or even to a specific student;

The answer to it, the resolution of the problem contained in the question, required a thorough study of the work, textbook and additional literature, familiarization with the history of the work under study and the biography of the author.

The features of E.N. Ilyin's methodology lie in the development formula, which looks like this: from the experience of a person to the analysis of a work of art and from it to a book.

The method of introducing the student into the structure of the material through the "detail" - "question" - "problem" is universal and can be used by all teachers to create problem situations. The answer to the problems posed is organized in the form of a collective search, liberated discussion, discussions organized or initiated by the teacher.

Literature lesson is:

1. a human-forming process, a lesson - communication, and not just work, this is an art, and not just a training session, life, not hours in the schedule;

2. a kind of one-act performance with several phenomena, the co-creation of two moralists - a writer and a teacher;

3. not arguments and facts, but discoveries;

4. joint activity of a teacher and a student on a creative basis, spiritual equality and interpersonal communication.

Every student studies in two programs. One of them is offered by the school, and the other, as a rule, more real - a flatmate, friends in the yard, sometimes his own father, who has lost his way. The teacher must take into account both of these programs.

Ilyin influences the “second program” at every lesson: here are essays about his friends, relatives and loved ones, and individual impact on a person with vivid examples from literature, and original home “moral” assignments, heart-to-heart conversations in the lesson and out of class and more.

In each case, E.N. Ilyin is guided by the goal of helping a teenager to believe in himself, to awaken in him the best qualities of a personality, to bring him to the heights of humanism and citizenship.

Teaching and educating is like a zipper on a jacket: both sides are fastened simultaneously and firmly with a leisurely movement of the lock - creative thought.

School information, E.N. Ilyin is convinced, while saturating the mind in many ways, affects feelings to a lesser extent. Senior students, for example, do not keep diaries, read little, do not write poetry. Everything will be applied to a person who is spiritually and emotionally educated, and above all, camaraderie as the first and most urgent need of a developed soul.

A school teacher, no matter what creative manners and inclinations he professes, no matter how erudite he is and no matter what he teaches: mathematics or physics, chemistry or drawing, in essence and at the core - an educator. What can we say about the vocabulary called by the morality of literature to form the ethical foundations of the individual, to develop his mental and spiritual potential?

^ Humane-personal relations in the lesson as a manifestation of subject-subject relations

The meaning of a teacher's life is a student! It determines its position, creative principles. E.N. Ilyin writes that for him a lesson is art, because it is able to educate a young soul, captivate with life, “human affairs”. Therefore, in the analysis of a work of art, it is more rational to use the same means that a writer uses. Therefore, he builds a lesson on the basis of a bright constructive detail, a difficult moral question, a creative technique.

Undoubtedly, Ilyin is right, because it is by such means that humane-personal relations can be achieved in the classroom. The desire to see and grow the best in a person is the meaning of our work.

The innovative teacher expresses an interesting idea: there is more in common between the literature classroom and the school workshop than it seems. It is expressed not only in the enthusiasm and intensity of the creative work of the mind and hands, but also in the need here and there to have your own perfect tool and skillfully use it. Such a tool in a literature lesson is a detail. The detail gives concreteness to everything, teaches you to talk with the guys at your own and their level, in your own and their words. Teaches everyone to say better and more accurately. A detail is not an illustration of a thought, but the thought itself.

How a child's thought develops in a literature lesson in high school, how a student's monologue response is built, is most clearly seen through their written work. So, after an expressive reading of Pushkin's poem "Gypsies", the children were offered a creative work on the topic "They don't go to a strange monastery with their own charter." The works are of particular interest because the work was not discussed at the lesson, even an excerpt was not analyzed, the characterization of the main character was not given.

^ Ekaterina Belomestnova: “... Aleko, who demands freedom for himself, does not want to recognize it for others, especially if this freedom affects his interest, his rights:

I am not like that. No, I'm not arguing

I will not renounce my rights;

Or at least enjoy revenge ...

I believe that Aleko can be considered a hopeless egoist. He introduces into the camp the laws that persecuted him in a past life ... And in our time, people want freedom and will, not understanding what these words mean. How much these words mean to some!

^ Sakhnenko Ivan: “... Aleko appears in the gypsy camp, who is hiding from the law. He wants to find freedom among the gypsies, but it turns out that while demanding freedom for himself, he does not want to recognize it for others. Aleko imposes his rules on others, does wrong... Such a person, with a similar understanding of life, can appear at any time and in any society. But such people will always be misunderstood and rejected.”

^ Baturina Anastasia: “Such a hero, of course, can exist in our time. And in our time, a person who has committed a crime leaves this or that society. If we consider this issue not from the side of exile, but from the side of love, then it turns out that Aleko killed his wife in the name of love. I know many similar cases when crazy people, obsessed with the betrayal of a loved one, are ready to kill everyone in their path. On the basis of such events, songs are still being written.

They don’t go to a foreign monastery with their own charter; it's true, if you start to force society to live according to your own laws, all this will not end very well in relation to you. The same thing happened with the hero of A.S. Pushkin. Aleko decided to subordinate the gypsy camp to his own laws, completely forgetting that the gypsies have no laws at all ... "

^ Kozlova Tatyana: “... This proverb expresses the main idea of the work. Aleko used to live in another world. According to other laws. When he came to live with the gypsies, he brought with him what he used to do and see around him. He left his past life not of his own free will, he was expelled. I thought that for the murder, because he easily killed later, when he lived in a camp. He killed his rival and, most importantly, his beloved woman. He - the owner, did not accept the customs of the free people. For this, he was expelled from the camp. It is not known what awaits Aleko ahead, but if he does not change his views on life, his principles, he will forever be an exile.

^ Davydova Victoria: “Aleko, the protagonist of the poem, is a fugitive from his environment. In the gypsy camp, among the simple free people, he seeks to find his happiness. Little is known about the hero's past: "he is pursued by the law." The accusatory speeches of the hero against the entire social order, in which “love is ashamed, thoughts are driven, they sell their will”, “they ask for money and chains” and “they bow their heads before idols”, make one think about Aleko’s possible conflict with society. But the passions that ruled his soul could also provoke another conflict, which had personal reasons.

The love story of the hero and Zemfira ends with the murder of a young gypsy and testifies that Aleko longs for freedom only for herself, denying others the right to it ...

The poem shows the tragedy of modern individualism, and in the image of Aleko - the character of an outstanding personality.

Another work focused students on one of the small tragedies of A.S. Pushkin "Mozart and Salieri", its theme was quite specific "Heroes-antipodes in the tragedy of A.S. Pushkin" Mozart and Salieri ". And again, you can see the interest of students, their desire to draw a parallel with the present and present their vision of the problem.

^ Ekaterina Kharchenko: “We are presented with two people whose life is closely connected with music, but the goals and motives of creativity are different ... Salieri refers to writing works as hard work, a well-deserved reward for which are success and fame:

Strong, tense constancy

I'm finally in art limitless

Reached a high degree. Glory

I smiled...

Therefore, he does not understand Mozart's "frivolous" attitude towards his great talent. For Mozart, music is always the joy of creativity, inner freedom. He is independent of the opinions of others ... Mozart is alien to narcissism and pride, he does not exalt, but equates himself with everyone who knows how to feel the "power of harmony."

I think that it is true talent and inner freedom that put Mozart above Salieri, who will forever lose out after the death of his wonderful friend.

^ Artamonov Alexey presented to our attention the work of the following content: “Everyone says: there is no truth on earth. But there is no truth - and higher. Pushkin begins the work with this phrase, and carries the same thought through the entire work. He combines two incompatible things: truth and lies, genius and villainy. "And I'm not a genius? Genius and villainy are two incompatible things. Not true". I don't agree either. Let Salieri be bad, let him be guilty, and I'm not trying to get an excuse. He is guilty, no doubt, but who said that he is not a genius? After all, Mozart took him for an equal. He considered him a friend. "To your health, friend, for the sincere union that binds Mozart and Salieri, two sons of harmony." We are all used to considering them antipodes, two opposite personalities that music unites. No. Like yin and yang: there is no pure good, just as there is no evil. Everything in the world is connected.

“He is a genius, and genius and villainy are two incompatible things. Isn't it true?" No. There is only one path, one that you have chosen. He is yours, and you are neither good nor evil. As long as there is sun, there will always be wind, and it is good that it sometimes hits in the face.

“And Bonarotti? Or is it a fairy tale of a stupid, senseless crowd - and the creator of the Vatican was not a murderer?

For more than three years of work in the gymnasium, I can say with confidence that each child is interesting in his own way and all children-students deserve our attention. To win their attention is to win them. E.N. Ilyin indicates a way out of this situation: “He who came to the guys, and not just went in to them, will find a way out. The teacher needs to enter the classroom the way he was in childhood, only matured, wiser. Look at everything through the eyes of a distant childhood and correlate what the guys want now with what they need tomorrow. The most difficult thing is to love age in children, in fact, themselves. It is necessary to love children, and this can only be done when the teacher goes to “his” children with a positive attitude, with confidence in their own strengths and abilities of children, and, of course, with a smile on their face. We must show the whole depth of our soul, we must learn to love children, understand them, accept them as they are, although this is often extremely difficult, and most importantly, help. After all, they are always waiting for help from us. One has only to go up to the child once, look into his eyes with sympathy and explain almost in a whisper what is now difficult for him to understand, and never, be sure, the child will forget this. Surprisingly, children always understand everything correctly, especially if something is done for them from the heart.

In my opinion, humane-personal relationships are the basis of a trusting, reciprocal relationship between a teacher and a student. Without them, it is impossible to build a lesson, it is impossible to achieve understanding and friendship, it is impossible to make a child get carried away by his subject, it is impossible to learn how to correctly and competently build his work.

Conclusion

The subject-subject relationship is an invisible core that binds not only lessons, but also teachers and students. The lesson cannot be without relationships of this type. Even at the lesson-lecture, they are, because questions will be asked of both the trainees and the teacher, and vice versa, some problems will be discussed and analyzed.

Subject-subject relations are based on humane-personal ones. In any case, the teacher must keep in mind the personality, the individuality of each individual student in order for the subject-subject relationship to be at the head of the pedagogical process. Therefore, I believe that the lesson can be considered successful even when these relations have already been formed and are consciously accepted by both parties.

Parts of speech in Russian (grade 5)

Methodological goal: the implementation of subject-subject relations in the course of solving educational problems.

Purpose: deepening students' knowledge about the classification of parts of speech in Russian.

Tasks: to teach to determine the part of speech by linguistic features;

To develop the written and oral monologue speech of students, to develop the ability to determine the part of speech according to linguistic characteristics, to develop spelling vigilance;

To cultivate a sensitive attitude to the native word and the beauty of nature through the poems of A.N. Maykov and a photograph depicting an autumn landscape.

During the classes:

1. Organizing moment

2. Actualization of students' knowledge

Vocabulary dictation: to equip on the road, rapidly spinning, a lovely child, a night butterfly, a driller and a bricklayer, a boastful little boy.

What spellings do these phrases show?

3. In-depth study of the material

Whatever they say, but grammar teaches nothing else than the correct use of the language, that is, to speak, read and write correctly ...

V. G. Belinsky.

Read the epigraph carefully and highlight the key words, please.

Read this epigraph expressively?

What section of linguistics will we begin to study in today's lesson?

What is meant by grammar today? (on page 100 you can find the answer to this question)

What does morphology study? Define textbook morphology.

What do you know about parts of speech in Russian?

Skim through the text of the “Theoretical information” section and determine what information it contains that is new to you?

Answer 2-3 students

4. Consolidation of the studied

Exercise 267 - oral statement.

Using the scheme, tell about the parts of speech in Russian. Illustrate your story with examples from the dictionary dictation and the "Theoretical information" section.

Work at the blackboard (spelling analysis, selection of synonyms in the dictionary)

S..mp..quiet..ny

B..sp..koit..sya (worry, worry, be afraid, not know peace, feel anxiety, worry; take care, surround with care, patronize)

Fill in and explain the missing spellings.

Find synonyms for the last 2 words, if necessary, refer to the synonym dictionary on page 33 part 3 for help)

Determine the part of speech of each word.

In parallel with the work at the blackboard - individual work on the cards.

1 card

^ Add 3 words for each part of speech.

Nouns: tenderness, chop, silence, ....

Adjectives: fleeting, cheerful, cute, ....

2 card

^ Eliminate the third extra.

Red, cheerful, fun.

Sadness, sadness, tenderness.

Arming, belated, rage.

How was it determined? What helped with the discussion?

And now let's see what other linguistic features of the word need to be taken into account when

The activities of the teacher and students are constantly in mutual influence, interweaving with each other. It fruitfully proceeds on the basis of subject-subject relations, which is not an exceptional factor, but, on the contrary, rather obligatory, since it is in these conditions that complementarity and mutual enrichment of the activities of the teacher and students take place. The richness of the pedagogical process is created by the deep erudition of the teacher, his skill in organizing activities by the independent activities of students. And it is here that a single activity, merging in its goals and motivation, takes place. Here the teacher, relying on the activity and independence of students, fully relies on their creative abilities, predicts the results. There are no enticing prospects for the student to learn with passion, to enter into relationships, not to adhere to standards, to include his life experience, to look for not one but several solutions.

The very process of relations is built on the basis of mutual trust: trust in the teacher, who introduces students into the world of the most complex relationships, and trust in the teacher in the student, in their abilities to understand and penetrate these relationships.

These relationships of mutual understanding, the desire to meet each other halfway and jointly achieve the truth give rise to the need to communicate with the teacher and a deep sense of satisfaction from the realization of one's capabilities.

The problem of activation contributes to the addition of the forces of the teacher and the student, the mutual enrichment of their intense activity that satisfies both sides. On this basis, there is a need for communication that creates a valuable trusting relationship that ensures the well-being of educational and cognitive activity and communication in general.

The interdependence of the activities of the teacher and students contributes, according to I.F. Radionova, creating the necessary situations where the teacher finds more perfect ways of his work, based on the knowledge, ideas of students, aspirations of creative activity. These are situations in which the student:

Defends his opinion, holds arguments, evidence in his defense, uses acquired knowledge;

Asks questions, finds out the incomprehensible, deepens with their help in the process of cognition;

Shares knowledge with others;

Helps a friend in difficulty, explains to him what is incomprehensible;

Performs tasks - maximum designed for reading additional literature, monographs, for long-term observations;

Encourages students to find not only solutions, but several independently undertaken;

Practices free choice of tasks, mostly creative;

Creates situations of self-examination, analysis of one's own actions;

Diversifies activities, not excluding elements of labor, play, artistic and other activities;

It creates interest in verbal communication, on the basis of which the formation of intersubjective relations takes place.

The student takes the position of the subject of activity, when from its beginning to completion he carries out self-organization, self-disposition, self-regulation. In such activities, the mechanisms for the development of relations are diverse, complex, closer to the personality of the student. That is why the purposeful, active, conscious activity of a student performing educational and cognitive tasks creates an internal predisposition to learning, communication, and the relationships themselves acquire a solid basis for their formation:

Knowledge is updated;

The necessary methods are selected, various skills are tested, various solutions are tried, and the most productive ones are selected.

Under these conditions, the entire process of interaction acquires personal significance for the student, colors with vivid experiences: surprise at his own discoveries, joy of self-advancement, satisfaction with his acquisitions. Such activities form self-esteem, which, of course, strengthens the process of relationships. Under these conditions, valuable manifestations of activity and independence are formed, which, with a steady strengthening of the subject position, can become personal qualities.

In conditions when students have the opportunity to make complete independence, the teacher, however, does not cease to be the carrier of the stimulation of the relationships themselves, the carrier of high erudition, the standard for organizing educational activities, and the image of speech forms of activity. And as an object of students' activity, the teacher acts as an example of moral and ethical standards of communication and relationships.

Pedagogical interaction also provides for the appropriate organization of communication between participants in the educational process: relations of cooperation and mutual assistance, a wide exchange of new information between participants in the educational process, a counter process, students' disposition to the teacher's actions, empathy in the joy of learning, participation in resolving problematic issues and cognitive tasks, the desire to come to help each other in times of trouble.

Creation of special situations of communication in the educational process (“help a friend”, “check each other’s work”, “listen to the answer”, “evaluate the work of a neighbor on the left”), permission to help a friend in case of failures, difficulties removes the psychological barrier that arises between the teacher and students, which is erected by an unreasonable organization of communication, when in the lower grades one from the other closes a notebook with his hand, when children's complaints against each other are frequent, when any valuable impulse to help a comrade, to get him out of difficulty, is suppressed. And if children expect every meeting with a teacher as desirable and joyful, then this happens precisely because these teachers provide a fertile atmosphere for learning, where the joys of learning and communication are inseparable.

The learning process is a complex unity of the activities of the teacher and the activities of students aimed at a common goal - equipping students with knowledge, skills, their development and education. Learning is a two-way process.

The activity of a teacher is teaching. The activity of the student is teaching. The teacher not only teaches, but also develops and educates students. Teaching is not only a process of mastering what is given by the teacher, it is a complex process of cognitive activity in which the development of generalized experience accumulated by mankind in the form of knowledge takes place.

At the center of the learning process is the cognitive activity of the student, his teaching, his constant movement towards the knowledge of ever deeper and more significant connections and dependencies between the studied processes and areas of scientific knowledge, a wide range of phenomena and processes.

Cooperation in cognition, where the mastery of the experience of mankind takes place, L.S. Vygotsky considered the most important act of transformation of historically established social formations into ontogenetic development. He saw the logic of the transition of social formations into the individual experience of the child precisely in the fact that the knowledge of the most complex forms is first accomplished in cooperation, in decision with adults, where one can see the zone of proximal development, and only then this new formation enters the fund of the actual development of the child (8 ). Psychologist B. G. Ananiev considered knowledge, communication and work to be the sources of human development. It is their interdependent influence that contributes to the comprehensive development of people (1).

The problem of interaction can be considered from different positions, including from the standpoint of the activity of the teacher and the student within the framework of the relationship style. In one case, the focus is on a combination of exactingness and respect on the part of the teacher for the student. There are: an authoritarian style of relations, when the manifestation of the initiative, the activity of the teacher occurs to the detriment of the initiative and activity of the student; democratic style, when looking for the optimal solution to the activity of the teacher and student; liberal style, when the initiative and activity of the student dominate in the interaction. There is also a style of pedagogical relations depending on the manifestation of volitional principles in interaction: autocratic (autocratic), (that is, when the student's personality is not taken into account), imperious (when the teacher tries to establish his power over students), democratic (combination of power with the development of initiative on the part of the student), ignoring (inconsistent).

The pedagogical process is considered as “freedom in which there is order”, which implies the organization of constant feedback, based on pedagogical diagnostics and self-control of students. This direction towards the organization of interaction in the educational process is reflected in the joint design of a management system by teachers and students, group work of students, and various technological training projects.

Humanistic theories are only one of the directions, in accordance with the ideas of which interaction can be designed. In this theory, in contrast to the theories based on social needs and cultural and social development of the individual, the main emphasis is placed on two individualistic human needs - the need for a positive attitude, which is satisfied in a child when he experiences approval from others and love, when and needs self-esteem, which develops as the first is satisfied.

Humanistic ideas for organizing interaction with students, but considered from the standpoint of the student's acceptance of the social and moral norms of society, are expressed in the ideas of the American scientist Lawrence Kohlberg, who believed that democratic school management is an important educational tool. L. Kohlberg owns the idea of creating “just societies”, which had a direct impact on the practice of education and on the basis of which cooperation between teachers and students was organized in American universities and schools.

The humanistic activity of L. Kolberg was connected with the organization of an education system in schools on the basis of justice. The scientist called justice not a character trait, but “a reason for action.” An analysis of the views of John Dewey helped the scientist to come to the conclusion that it is necessary to organize school life on the basis of democracy and justice.

In line with our research, it is appropriate to recall the ideas expressed by C. Rogers in his books “A look at psychotherapy, becoming a person” and “Freedom to learn for the 80s”. Based on these ideas, a whole trend in pedagogy has grown, which has received significant recognition.

At the same time, teachers were getting acquainted with the position of accepting a student (C. Rogers) - this largely served as the necessary cognitive and emotional-motivational basis for conducting communication trainings and creative seminars based on the technology of developing cooperation and other psychological and pedagogical methods for developing pedagogical skills (A. V. Kan-Kalik, A.V. Mudrik and others).

Supporters of roles believe that when organizing interaction, it is necessary to strive for the adoption of various roles - “child”, “parent”, “adult” and in communications to take a worthy position in relation to others and to oneself. Such a position is metamorphically formulated by E. Berne as “I am good”, “You are good”, which is deciphered as follows: “I am good and everything is fine with me, you are good and everything is fine with you”. This is the position of a healthy personality, the basic position reflecting its success (3.2). A special problem is the ability of a participant in the educational process to dialogical thinking and communication. The creation of a scientific socio-cultural concept of dialogic relations belongs to M. M. Bakhtin.

This theory has become the starting point for many studies of the influence of dialogue on the development and formation of personality, the development of sociocultural phenomena and processes, including processes in the educational environment and systems.

To understand the meaning of designing a dialogue in pedagogical processes, we highlight several significant provisions:

1. dialogue can be realized in the presence of different semantic positions (dialogical relations) regarding a certain object of consideration;

2. dialogue requires a formulated attitude to the statement (modal information);

3. for the formation of consciousness, understanding of the subject of study, discussion, it is not enough to acquire knowledge, it is necessary to have an expressed attitude towards them (dialogical communication with them);

4. In dialogic relations, there are 2 forms of dialogue - internal and external, for which it is important to create conditions for their occurrence.

When creating conditions for an internal dialogue, you can design situational tasks of the following nature:

Choosing a solution from alternatives

Resolving problem situations

Search for judgments on a certain fact or phenomenon,

Solving problems of an indefinite nature (having no unique solution),

Putting forward hypotheses and proposals.

To create conditions for an external dialogue, the following are being designed:

interrogative communication,

Exchange of thoughts, ideas, positions, discussions, collective generation of ideas, opposing ideas, proposals, evidence,

Multifunctional analysis of ideas and hypotheses,

Creative workshops.

To stimulate an external dialogue, it is assumed in advance: inconsistency, the possibility of evaluation, questioning and the opportunity to express their point of view for each participant in the dialogue (31).

The design of dialogic communication involves setting the openness of the positions of its participants. If the teacher does not take an open position, the dialogue is broken and is artificial, the forms and internal content of communication do not agree. According to modern international studies, 83% of teachers dominate in the dialogue, 40% of teachers prefer the monologue form in teaching.

Recently, scientists have singled out a special category - value interaction.

Having examined in detail the theoretical prerequisites for the “teacher-student” interaction and taking them as a basis, we move on to the specific practice of interaction.

In the practical part, we consider verbal and non-verbal means of interaction.

Subject-object relations (paternalistic position)

I, as a doctor-subject, subordinate you to myself and make you my patient-object, because in this way you can most likely become a subject again.

This position is protective, corresponds to the beginning of a new time; from a moral-theoretical point of view, it is preconventional; in its orientation and ethically it is egological; speaking of position, the Other is below me.

Since I have an undeniable advantage in competence, knowledge and power, it is only reasonable that You obey me and completely trust me. In response, I study, question You, diagnose and prescribe You treatment. The signals given to me by You are known to me, the know-it-all. Therefore, I will answer them immediately and in such a meaningful way that I can eliminate Your disorders and restore the disturbed order of things and Your health. For a while, I appropriate You for myself, I restore You (Restitutio ad integrum).

This position does not threaten honor, but corresponds to the eternal magic dream of all doctors and all patients - the model of "elimination of the disease" or "self-healing". In addition, the more acute the disease, the more it is an emergency or the intervention of a narrow specialist, the more the elements of such a model are a way out of the situation. In addition, technological progress in medicine brings confirmation that in a slowly increasing proportion of diseases, this self-healing model can indeed work.

It does not require excessive expectations from the doctor or the patient. But being able to recognize this is not always taken for granted in the fight against paternalism. To the extent that the struggle for the patient's right to self-determination is successful, the more paradoxical consequences arise, including the development of a kind of neopaternalism, which we will discuss later.

Subject-subject relations (position of partnership or confrontation)

I, the doctor-subject, recognize You, the patient, also as a subject and thus make it possible for us to meet on an equal level for both.

This position, speaking of mutual expectations, is built on partnership. It is characteristic of modern times after 1945 and, above all, of democratic societies. It is conventional from the point of view of moral theory, as it is based on "working unions" and legal contractual relations. There are two directions and two egology here, opposing each other and interacting with each other, which leads to the emergence of an ethics of dialogue. With this position, the Other stands on the same level with me.

With this position, I recognize the Other as my partner, I proceed from the balance of our interests, which contributes to the fact that each of us makes his contribution in order to solve the problem we face - the disease. In this situation, our joint action aimed at reaching a consensus is decisive. Thus, we come to the "general reality", which justified itself not only in acute, but also in chronic diseases, including those affecting the patient's personality. It can not only lead to the restoration of the old order, but also to develop a new productive order corresponding to the new condition of the patient, thanks to reflection on the meaning of the disease.

This is exactly the position that particularly contributes to the cultivation of social relations; it was formulated in the concepts of “integrated medicine”, or “relationship medicine”, according to Uxkyl, and is regarded by the public as ideal precisely in the approach to serious and long-term diseases. This position criticizes the paternalistic approach and allows you to control its dangerous manifestations, and also recognizes the right of the patient with the "right to vote" to self-determination. It makes this right a prerequisite for further action, since both parties, cooperating, each make their own contribution, exchange them in order to reach the optimal result as partners.

While the partnership position model remains ideal, it unfortunately suffers from wishful thinking and a lack of leadership. The main disadvantage of such a position mentioned is that in reality (so far) patients, and even more so doctors, for the most part are not able and not ready to trust this system. Therefore, it happens that both autonomous subjects reduce their partnership position to the formal and rhetorical side.

They act as if they are trying to outdo each other, emphasizing the patient's right to self-determination. On a substantive level, this often means that I, as a doctor, use my real advantages in knowledge and power and apply them in practice without notifying the patient. Thus, on the one hand, I satisfied all the expectations of responsibility regarding partnership and the right to self-determination, and on the other hand, I returned to my paternalistic position in a way that no one notices now.

In connection with this shortcoming, I propose a modified position, which I call the position of opponents in the relationship between doctor and patient. The first position could be designated as 2a, and the second as 26.

To illustrate the position of the opponents, the following comparison seems to me worthy of attention: when meeting with each other, it is not friends or enemies that collide, but opponents. This verbal image turns out to be even more rigid in other European languages (the Latin word contra is found in Italian recontrare, in French rencontre, and in the seemingly softer English encounter).

In this sense, the term "adversary" (Gegner) means: I assume, admit, assume - up to the proof of the opposite - that you as a patient and I as a doctor do not pursue common, but different interests. That is, starting from the first meeting in the relations that are developing between us, I recognize this tough, but known to both, the possibility of a difference of interests. It cannot be otherwise, and by no means only because we still do not know each other at all, not only because of the fundamental alienation of the Alien and the otherness of the Other, but also because of the extraordinary peculiarity of the situation with the disease.

Illness, however slightly serious, always means existential insecurity, fear of death, self-obsession, crisis and resentment (Krankung). It also signifies the annihilation and devaluation of my ordinary relationship to the Other, to the world and to myself on the one hand, and on the other hand, the uncriticized search for a straw, support at almost any price and, therefore, the extreme suggestibility of any doctor's proposals.

The patient is inclined to accept these proposals (even if he internally disagrees with them), and further actions are entirely on the doctor's conscience. At the latest since the advent of the "multifaceted personality" idea in the postmodern era, we know that if a doctor suspects something in his patients in trouble, he will conduct research in such a way that many will be ready to re-examine their life history and find in it indisputable evidence of childhood experiences of violence that would fit into this concept, and report them, even if in reality there was nothing of the kind. Doctors tend to find exactly what they are looking for (see epigraph).

These are just a few of the many reasons that demonstrate that the need to take into account the potentially different interests of the doctor and the patient and from their relationship as adversaries is vital. Thus, misunderstandings of the friend-foe formula are eliminated, when you or the patient, based on your own desire, develop a more friendly attitude than you are ready for, and which, due to subsequent disappointment, easily turns into hostility with various destructive consequences. Such a consequence could be, for example, that you transfer the patient to a specialist colleague who ostensibly specializes in the relevant diseases, and thereby remove him "out of sight", or refer him to a shelter as "hopeless".

Recognition of the initial differences in interests allows the participants in the relationship to “put each other on the shoulder blades” without mutual resentment, although the rules of the game in this case created by the participants at the beginning of their relationship. Even the use of violence on one side or the other in such a situation cannot be ruled out, rather it is to be expected. Ultimately, from the position of the enemy, you express respect for the deepest alienation of the otherness of the Other and, therefore, for the exceptional dignity of his personality. You give the relationship a free hand with multiple options, one of which, of course, is consensus.

If the paternalistic position is initially directly oriented towards consensus, then the "attitude of opponents" really means a detour through disagreements. While the social model of coexistence is the background for the first position, the second one is based on the model of conflict in society, that is, the coexistence of many different Aliens who do not know about each other's intentions. The institutions of democracy are most suitable for such a model, as we have already noted earlier. Partnership is always under the threat that the biological ideas about the functional order (action - reaction), and with them about the harmonious balance in a closed system (from the point of view of systems theory) will be transferred to the coexistence of people in society.

At the same time, the confrontation model is more focused on the sociological perspective of a society of conflicts with an anthropological background of openness to the world, lack of balance and impermanence of a person.

The “adversarial attitude” develops in everyday practice the courage to exchange different judgments, sometimes in a struggle, precisely because its constructive significance for solving the problem of the doctor-patient relationship is generally recognized as a legitimate expression of the market-economic, competitive spirit of a democratic society. Therefore, terms from the field of sports games - chess, football, tennis - are often used to denote the relationship between a doctor and a patient, which is quite justified.

Naturally, the position of opponents has some common weaknesses with the position of partners, despite the better adaptation of the former to the daily reality of society. Thus, here one can also simply speak of an equalization of interests, while in reality this means a return to the level of purely formal reciprocity. This makes it easier for me to hide the fact that I, as a doctor, remain in the paternalistic sense of the position due to my knowledge and power. To control this danger, we need a third position.

MOU "Multiprofile language gymnasium No. 4", Chita

abstract
Subject-subject relations in the educational process

Completed by: Maininger A.V.

Chita - 2007

4. Humane-personal relations in the lesson as a manifestation of subject-subject relations 17

5. Conclusion 22
6. Literature 27
7. Application 28

Introduction
At all times, teachers have been looking for the best ways to help people use the opportunities given to them by nature, the formation of moral qualities. For thousands of years, the necessary knowledge was accumulated bit by bit, pedagogical systems were created, tested and rejected one after another, until the most viable, most useful ones remained. The science of education is also developing, the main task of which is the accumulation and systematization of scientific knowledge about the education of a person.

Subject-subject relationship between teacher and students in the educational process
The multidimensional ideal of a teacher - worldview, ethical, aesthetic - is realized only in the conditions of interaction with children, cooperation and co-creation, these unique situations. In every microelement of pedagogical work, there is a careful touch on the personality of the child. As V.A. Sukhomlinsky figuratively put it, one must touch the flowers in such a way that not a single drop of dew trembling on the petals falls to the ground. In situations of interaction, the broad and multifaceted phenomena that make up the educational process (Education, Enlightenment, Teaching, Teaching, Development, Self-development, etc.), functioning more or less autonomously from each other, “as if dissolve”. Sh.A. Amonashvili writes: “... autonomy will disappear, and a qualitatively different pedagogical phenomenon will arise.” N.M. Talanchuk called this integrated interaction a “phenomenon”, which makes it possible to ensure the integrity of the educational process. He embraces the child completely, "with all his nature", accepts him as he is, and "creates in him a developed, free and educated person." Collaborative relations develop as a quality of the child's personality, acquire an educative, and hence humane and personal meaning, moral and cognitive value. This contributes to the creation of internal conditions that realize the creative potential of the child. The inner world of the child is cognizable in situations of teacher inspiration, intuition, creative experience and empathy, insight. Pedagogy requires gradual creativity. Success today does not guarantee success for tomorrow, because tomorrow is a new test. Educational relations, as a subject of special concern for the teacher, are relations of an “evaluative” orientation, requiring involvement, mutual capture of the teacher and students. This complex activity requires certain emphasis in technological solutions. A.M. Lobok considers it important not to adjust the world of childhood to the tasks of the adult world, so as not to lose the surprisingly important opportunities that were concluded only in childhood. The technology of planning the pedagogical process should not imply a rigidly outlined scenario. What is important is the inner world of the child, the diversity of the process of its development. The scientist writes: “We must understand childhood as a single, continuous phenomenon that does not fit into an adult future, but creates itself from itself.” Education should be understood as the process of forming a certain personality, intellectual, spiritual, etc. the integrity of the student, and not just immersion in learning, immersion in learning activities. Consequently, the development of humane-personal relations in the process of the content component of the lesson, its methods and cognitive activity, the form of organization of education, the atmosphere of the lesson and the personality of the teacher itself is a certain integrity, where the unifying principle is the open personality of the teacher with all its inherent virtues. This universal principle (the will of the teacher, his feeling, joys common with children, conscience) is the basis for the unity of the above-mentioned components of the process of technology for the development of subject-subject relations.

This problem can be solved by several technological solutions.

Kharchenko Ekaterina proposed "The Tale of the Stupid Serpent Gorynych, the Cunning Moth and the Self-Shaking Purse."

The Serpent Gorynych lived in the world.

He was a three-headed creature.

Was greedy and stupid

And he was friends with a white moth.

The moth was vicious

And all the intrigues weaved.

Many years ago

Moth and Gorynych decided

Defeat a Platoon of Angry Dust.

The dust owned the purse

Not simple, but self-shaking.

In a thick wallet

There was a lot of money.

Gorynych wanted the brave

Drag a holey purse

And buy yourself in the market

Real boots.

And in addition -

Yacht, wheelbarrow, cottage.

Moth - a malicious old woman,

Scratching the golden belly,

She spoke with a bold word:

You, Gorynych, do not hurry!

Better think!

How to distract us from the bad dust

And steal the purse blindly?

And Gorynych answered her

Without saying yes or no

He himself went into a terrible battle

And a fountain of passionate blood

It poured down on human land.

At this time, moth quietly

Carrying a huge cannon

She started shooting at everyone.

And while Gorynych fought,

Moth crept up not in vain.

Having stolen a thick self-shaker,

She jumped up and down...

Subject-subject relations and "situation of success in learning" in the author's system of E.N. Ilyin
“Each of us has one ideal and one goal - “to dress like a man,” as F.M. Dostoevsky said. We simply have no other way to find the foundations and supports of inner well-being, moral stability in the euphoric rumble of the negative, in the blurring of criteria and relationships, in the uncertainty of tomorrow ... Never before has the mission of a teacher been so significant. The soul of a child truly becomes a battlefield of good and evil .., only it is able to withstand any cataclysms, to neglect itself, and therefore not become a toy in the hands of those forces that lie outside it. ”(E.N. Ilyin).

Approach to the child: personality-oriented.

According to the prevailing method: explanatory and illustrative with elements of dialogue, problems, creativity.

In the direction of modernization: humanization and democratization of pedagogical relations.

Moral and emotional education of the individual, during which the necessary training is carried out.
Teaching literature as an art.

Conceptual positions and hypotheses.

Assimilation of the fundamentals of sciences, which constitute the main content of academic subjects, creates an opportunity for students to form a scientific worldview, views and beliefs that are necessary for modern man.
The principle of humanization: the moral potential of books gives rise to a special system of humanistic knowledge-beliefs.
Artistry: a literature lesson is built according to the laws of art (artistic analysis of a work of art), the law of three O: about enchant with a book about wing hero, about dazzle the writer.
The principle of teaching education: education is not a dominant absolute, but an integral part of the education program. In the process of educational activity, schoolchildren can be brought up with such important personality traits as patriotism, cognitive need, the need for continuous self-education and self-development, emotional sensitivity, aesthetic, moral foundations, respect and willingness to work.
Go to the guys not only with the topic of the lesson, but with a burning problem.
Moral categories of communication with a book are more significant than educational and theoretical tasks and exercises.
Knowledge through communication and communication through knowledge is a dual process of moral development.
The very personality of teachers, class teachers, school leaders, their moral character, pedagogical skills can have the greatest influence on the formation of the personality of students, on educating in them the best qualities of citizens of our country.
Pedagogy of the philologist is the pedagogy of expression "word+feeling".
Personal approach formula: love + understand + accept + compassion + help.
Spiritual contact method.
Democracy: communication with the student as a person spiritually equal to the teacher.
Subject teacher, artist, doctor.
The work and life of a language teacher cannot be divided.

GK Selevko also defines the features of the content.

the question was for modern students burning, topical, personally significant;
was, if possible, addressed not to students in general, but specifically to schoolchildren of a given class or even to a specific student;
the answer to it, the resolution of the problem contained in the question, required a thorough study of the work, textbook and additional literature, familiarization with the history of the work under study and the biography of the author.

The features of E.N. Ilyin's methodology lie in the development formula, which looks like this: from the experience of a person to the analysis of a work of art and from it to a book.

Literature lesson is:

1. a human-forming process, a lesson - communication, and not just work, this is an art, and not just a training session, life, not hours in the schedule;

2. a kind of one-act performance with several phenomena, the co-creation of two moralists - a writer and a teacher;

3. not arguments and facts, but discoveries;

4. joint activity of a teacher and a student on a creative basis, spiritual equality and interpersonal communication.

Teaching and educating is like a zipper on a jacket: both sides are fastened simultaneously and firmly with a leisurely movement of the lock - creative thought.

Humane-personal relations in the lesson as a manifestation of subject-subject relations
The meaning of a teacher's life is a student! It determines its position, creative principles. E.N. Ilyin writes that for him a lesson is art, because it is able to educate a young soul, captivate with life, “human affairs”. Therefore, in the analysis of a work of art, it is more rational to use the same means that a writer uses. Therefore, he builds a lesson on the basis of a bright constructive detail, a difficult moral question, a creative technique.

Undoubtedly, Ilyin is right, because it is by such means that humane-personal relations can be achieved in the classroom. The desire to see and grow the best in a person is the meaning of our work.

Belomestnova Ekaterina: “... Aleko, who demands freedom for himself, does not want to recognize it for others, especially if this freedom affects his interest, his rights:

I am not like that. No, I'm not arguing

I will not renounce my rights;

Or at least enjoy revenge ...

Sakhnenko Ivan: “... Aleko appears in the gypsy camp, who is hiding from the law. He wants to find freedom among the gypsies, but it turns out that while demanding freedom for himself, he does not want to recognize it for others. Aleko imposes his rules on others, does wrong... Such a person, with a similar understanding of life, can appear at any time and in any society. But such people will always be misunderstood and rejected.”

Baturina Anastasia: “Such a hero, of course, can be in our time. And in our time, a person who has committed a crime leaves this or that society. If we consider this issue not from the side of exile, but from the side of love, then it turns out that Aleko killed his wife in the name of love. I know many similar cases when crazy people, obsessed with the betrayal of a loved one, are ready to kill everyone in their path. On the basis of such events, songs are still being written.

Kozlova Tatiana: “... This proverb expresses the main idea of the work. Aleko used to live in another world. According to other laws. When he came to live with the gypsies, he brought with him what he used to do and see around him. He left his past life not of his own free will, he was expelled. I thought that for the murder, because he easily killed later, when he lived in a camp. He killed his rival and, most importantly, his beloved woman. He - the owner, did not accept the customs of the free people. For this, he was expelled from the camp. It is not known what awaits Aleko ahead, but if he does not change his views on life, his principles, he will forever be an exile.

Davydova Victoria: “Aleko, the protagonist of the poem, is a fugitive from his environment. In the gypsy camp, among the simple free people, he seeks to find his happiness. Little is known about the hero's past: "he is pursued by the law." The accusatory speeches of the hero against the entire social order, in which “love is ashamed, thoughts are driven, they sell their will”, “they ask for money and chains” and “they bow their heads before idols”, make one think about Aleko’s possible conflict with society. But the passions that ruled his soul could also provoke another conflict, which had personal reasons.

The love story of the hero and Zemfira ends with the murder of a young gypsy and testifies that Aleko longs for freedom only for herself, denying others the right to it ...

The poem shows the tragedy of modern individualism, and in the image of Aleko - the character of an outstanding personality.

Kharchenko Ekaterina: “We are presented with two people whose life is closely connected with music, but the goals and motives of creativity are different ... Salieri refers to writing works as hard work, a well-deserved reward for which are success and fame:

Strong, tense constancy

I'm finally in art limitless

Reached a high degree. Glory

I smiled...

I think that it is true talent and inner freedom that put Mozart above Salieri, who will forever lose out after the death of his wonderful friend.

Artamonov Alexey presented to our attention the work of the following content: “Everyone says: there is no truth on earth. But there is no truth - and higher. Pushkin begins the work with this phrase, and carries the same thought through the entire work. He combines two incompatible things: truth and lies, genius and villainy. "And I'm not a genius? Genius and villainy are two incompatible things. Not true". I don't agree either. Let Salieri be bad, let him be guilty, and I'm not trying to get an excuse. He is guilty, no doubt, but who said that he is not a genius? After all, Mozart took him for an equal. He considered him a friend. "To your health, friend, for the sincere union that binds Mozart and Salieri, two sons of harmony." We are all used to considering them antipodes, two opposite personalities that music unites. No. Like yin and yang: there is no pure good, just as there is no evil. Everything in the world is connected.

“And Bonarotti? Or is it a fairy tale of a stupid, senseless crowd - and the creator of the Vatican was not a murderer?

Conclusion
The subject-subject relationship is an invisible core that binds not only lessons, but also teachers and students. The lesson cannot be without relationships of this type. Even at the lesson-lecture, they are, because questions will be asked of both the trainees and the teacher, and vice versa, some problems will be discussed and analyzed.

In my opinion, it would be most appropriate to place it in the conclusion of the lesson plan on the Russian language in grade 5 as evidence that subject-subject relations take place not only in literature lessons.
Parts of speech in Russian (grade 5)
Methodological goal: implementation of subject-subject relations in the course of solving educational problems.

Target: deepening students' knowledge about the classification of parts of speech in Russian.

Tasks: to teach to determine the part of speech by linguistic features;

to develop the written and oral monologue speech of students, to develop the ability to determine the part of speech according to linguistic characteristics, to develop spelling vigilance;

to cultivate a sensitive attitude to the native word and the beauty of nature through the poems of A.N. Maykov and a photograph depicting an autumn landscape.
During the classes:

1. Organizing moment

2. Actualization of students' knowledge

Vocabulary dictation: to equip on the road, rapidly spinning, a lovely child, a night butterfly, a driller and a bricklayer, a boastful little boy.

What spellings do these phrases show?

3. In-depth study of the material

Whatever they say, but grammar teaches nothing else than the correct use of the language, that is, to speak, read and write correctly ...

V. G. Belinsky.

Read the epigraph carefully and highlight the key words, please.
Read this epigraph expressively?
What section of linguistics will we begin to study in today's lesson?

Grammar (originally) is the art of reading and writing letters.

What is meant by grammar today? (on page 100 you can find the answer to this question)
What does morphology study? Define textbook morphology.
What do you know about parts of speech in Russian?
Skim the text under the heading "Theoretical information" and determine which new does it contain information for you?

Answer 2-3 students

4. Consolidation of the studied

An exercise 267 - verbal statement.

Using the scheme, tell about the parts of speech in Russian. Illustrate your story with examples from the dictionary dictation and the "Theoretical information" section.

Work at the blackboard (spelling analysis, selection of synonyms in the dictionary)

Sh..rina

S..mp..quiet ( beautiful, beautiful, attractive, interesting, comely, charming, pretty, attractive, charming, captivating, charming, enchanting, charming, likable, pleasant )

B..sp..koit..sya ( to worry, to worry, to be afraid, not to know peace, to feel anxiety, to worry; take care of, take care of, look after

Fill in and explain the missing spellings.
Find synonyms for the last 2 words, if necessary, refer to the synonym dictionary on page 33 part 3 for help)
Determine the part of speech of each word.

In parallel with the work at the blackboard - individual work on the cards.

1 card

Add 3 words for each part of speech.

Nouns: tenderness, chop, silence, ....

Adjectives: fleeting, cheerful, cute, ....

2 card

Eliminate the third superfluous.

Red, cheerful, fun.

Sadness, sadness, tenderness.

Arming, belated, rage.

How was it determined? What helped with the discussion?
And now let's see what other linguistic features of the word should be taken into account when determining the part of speech. (p. 102 "Know and Apply")

An exercise 272 ( to prove that by the presence of typical suffixes and endings in the model of a word, it can be proved that it belongs to a certain part of speech) - work at the blackboard 3 people

1) - ut (run, guard)

2) -ist-th (radiant, silver)

3) - chat-th (toothed, log)

4) -ovate (grayish, whitish)

5) –t (run, talk)

6) -ost (pity, stupidity)

7) -ami (rays, eyes)

8) -wear (whiteness, curvature)

9) -eat (think, reason)

What feature of the definition of parts of speech are we working on now?
What else needs to be considered when determining the part of speech?

5. Checking homework

Tell me, what work did you do at home for today's lesson?
Read the autumn words - nouns, adjectives and verbs.

6. Creative work

An exercise 271 (using material prepared at home, describe what they see in the photo)

3-4 students read out the work.

What role do adjectives play in creating descriptive text?

7. Reflection

What material from today's lesson did you already know?
What did you learn about for the first time?
What seemed more interesting?

8. Generalization

What parts of speech did we work with today?
What group do they belong to?
List the rest of the parts of speech included in the group of independent parts of speech?
Name other groups of parts of speech in Russian.

9. Grading

10. Homework

pp. 100-102 – theory

exercise 274 (write a short passage from your favorite poem, write the names of parts of speech above verbs, nouns and adjectives)
Literature

Amonashvili Sh.A. School of Life. - M., 1998.
Akhmetova M.N. Fundamentals of Modeling Educational Discipline.-Chita.-1995.
Akhmetova M.N. Pedagogy of the new time. Education.Part 1.-Chita.-2002.
Akhmetova M.N. Teacher and students: interaction, relationship of cooperation. - Chita. - 1993.
Zelentsova A. Responsibility for trust.// Public education.-1998.
Ilyin E.N. The hero of our lesson.-M.-1991.

7. Ilyin E.N. The path to the student.-M.-1988.

8. Podlasy I.P. Pedagogy.-M.-1999.

9. Selevko G.K. Modern educational technologies.-M.-1998.

10. Sidorkin A.M. Dialogue in education.//People's education.-1995.-№8-9.

Appendix
Russian language lesson in 7th grade
Subject : "Repeat what we learned in grades 5-7" (2005-2006 academic year).

Target : actualization of students' knowledge about alternating vowels in the root, about the morphemic analysis of independent parts of speech, about the syntactic analysis of a complicated simple sentence.

Tasks : repeat the spelling of words with alternating vowels in the root through a dictionary dictation; to consolidate the ability to distinguish participial and adverbial phrases in a sentence; repeat morphemic analysis of changeable and unchangeable parts of speech;

to promote the development of creative thinking of students and the development of written monologue speech;

promote the education of patriotism through the text of a free dictation.
During the classes:

1. Organizing moment

2. Vocabulary dictation (work with the spelling "Alternating vowels"). Irrelevant about gentle, adj a dumb, under a become, nar a shaving, washing about chenny, m a whip, oz a rush, rise about resolution, angle a r, open a writhe, skl about hired, bl e stet, zap and fight, break and army, distance e pour.

3. Checking homework (read the words, following the pronunciation of sounds)

Was it interesting to complete the task?
What dictionaries did you work with?

4. Generalizing repetition

exercise 505

1 student at the blackboard performs morphemic analysis of words: admired, blinded, brightened, every minute, cleared.

2 the student writes off the sentence at the blackboard, placing punctuation marks, and performs a complete parsing. I admired the storm, sitting in the dark library, stunned every minute by the thunder and blinded by some kind of tin green-white flame, illuminating the room to an unbelievable light.

The rest of the children at this time work independently with the exercise.

Exercise 508 - reserve (disassemble the "artificial" sentence by the members of the sentence, indicating how each of them is expressed, based on your knowledge of morphology)

Drambunik latko creaked some city dweller.

5. Free dictation (preparatory stage for the final examination)

The motherland is like a huge tree on which there are no leaves to count. And everything that we do good, adds strength to him. But every tree has roots. Without the roots, even a slight wind would have knocked it down. Roots feed the tree and bind it to the ground. Roots are what we lived yesterday, a year ago, a hundred, a thousand years ago. This is our history. These are our grandfathers and great-grandfathers, our ancestors. These are their deeds, silently living with us in the steppe stone women, in carved architraves, in wooden toys and outlandish temples, in amazing songs and fairy tales. These are the glorious names of commanders, poets and fighters for the cause of the people. A people without such deep roots is a poor people, no matter how fast its planes, no matter how high its buildings of aluminum and glass.

6. Summing up the lesson through generalization

7. Homework (Using reference material, write nouns in the genitive plural form).

Russian language lesson in 8th grade
Subject: "Another meeting with I.A. Krylov" (2006-2007 academic year).

Target: consolidation of students' knowledge on the topic "The meaning of particles not and neither" on the example of I.A. Krylov's fables.

Tasks: to consolidate the ability to correctly use particles not and neither in written speech; when analyzing fables, repeat and fix the meaning of the particles not and neither; identify the frequency of use of particles not and neither in fables and determine their role in literary texts;

to promote the development of creative thinking of students and the development of oral monologue speech; to introduce to the reading of Russian classical literature;

revealing the moral of the fable, to cultivate a positive attitude towards the positive qualities of a person’s character and a negative attitude towards human vices.

During the classes:
Krylov's fables, of course, ... fables, but, moreover, something more ...

V. G. Belinsky.

1. Organizing moment

2. Spelling work (insert missing particles, explaining their spelling).

Krylov's fables - not just fables: this is a story, a comedy, a humorous essay, an evil satire, in a word, whatever you want, only not just a fable. (V. G. Belinsky)

In the best fables of Krylov there is no neither bears, neither foxes, although these animals seem to act in them, but there are people, and moreover, Russian people. (V.G. Belinsky)

Write down your favorite sentence in your notebook.
What can we, readers, according to the critic, see in the fables of I.A. Krylov?
We will see that the fabulist teaches man to be a Man.

3. Study-analysis of fables

"Demyanov's ear" (note in which episode the particles are not and are not used more often).

1. Reading by roles.

2. Working with a passage that uses negative particles.

3. Designation of particles with a different meaning.

4. Work with morality (what particle is used?)

5. Write down this episode and highlight the particles not and neither in it, pay attention to the repeating particles nor.

6. How did you understand the meaning of the fable? What is her moral?

"The Cat and the Nightingale"

1. What is the meaning of this fable?

2. What particles are used in the fable more often than others? Why?

4. Do not all particles give sentences the same meaning?

5. What syntactic feature of particles can be illustrated by examples from this fable?

6. Write down any sentence from the fable and prove that the particle is not part of the members of the sentence.

4. Independent work (Write out sentences with particles not and neither from the fable "The Pig under the Oak", highlight the particles and determine their meaning. Reveal the meaning of the fable, that is, morality.)

5. Generalization

Reading and analyzing the fables of I.A. Krylov, we were convinced that the fabulist very often uses particles not and neither in his texts, mainly using them in negative, affirmative and amplifying meanings. Thus, Krylov points out and denounces human shortcomings, vices, and encourages readers to reason.
What now, after studying 3 fables, can you say about the words of the critic V. G. Belinsky?

6. Summing up the lesson

7. Homework (analysis of a favorite fable)

Self-analysis of the Russian language lesson in grade 5 "Parts of speech in Russian"
This lesson is an introduction to the topic "Morphology", which takes 6 hours to study.

At the lesson, she tried to show the possibility of establishing subject-subject relations in the course of implementing educational tasks (methodological goal). Subject-subject relationships are established in the classroom to reveal the internal potential of students, which involves the use of the educational and methodological complex in the Russian language for the 5th grade of a general education school, edited by S.I. Lvova.

The purpose of the lesson is to deepen students' knowledge about the classification of parts of speech in Russian. Tasks - to teach to determine the part of speech by linguistic features; to develop the written and oral monologue speech of students, to develop the ability to determine the part of speech according to linguistic characteristics, to develop spelling vigilance; to cultivate a sensitive attitude to the native word and the beauty of nature through the poems of A.N. Maikov and a photograph depicting an autumn landscape.

To establish subject-subject relations in the classroom, children need to be prepared for the perception of new material through the actualization of previously acquired knowledge. This stage is necessary not only for determining the topic and setting the task by students, but also for the development of their cognitive activity.

During the frontal conversation, they recalled what was already known about the parts of speech, after which they turned to the heading "Theoretical information". Having skimmed through the material, the children determined what new information it contained.

Then, through an oral statement (exercise 267), work at the blackboard with spelling and selection of synonyms for the words cute and worry, and through exercise 272, where students, by the presence of typical suffixes and endings in the model of the word, proved that the word belongs to a noun, an adjective or verb, there was a development of the acquired knowledge.

To implement the feedback, subject-subject relations, as well as developmental learning, require a creative task. Using the material prepared at home, the children write a miniature essay based on a photograph. After listening to several works of students, we determined the role of adjectives in creating a descriptive text.

At the stage of reflection, each child, answering questions, is aware of the new addition that he received to the old knowledge. Homework involves continuing to work on the topic studied (in an excerpt from a favorite poem, children will find and write the names of parts of speech above verbs, nouns and adjectives).

Methods and methodological techniques of the lesson: essay-miniature, oral statement; work with text (expressive reading, fluent reading of the text), work with a dictionary of synonyms, spelling analysis of words ... were achieved using the following forms: frontal survey, individual work, dialogue.

Portal for the student. Self-training

Subject-object relations (paternalistic position)

Subject-subject relations (position of partnership or confrontation)

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