Pedagogy Test
for teachers and teachers of general education disciplines,
applicants for the highest and first qualification categories
Choose the correct answer
The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
1. Educational program.
2. Curriculum.
3. State educational standard.
4. Law "On Education".
Correct answer: state educational standard
The source of educational information that reveals the content provided for by educational standards in an accessible form for students is:
1. Textbook.
2. Curriculum.
3. Curriculum.
4. Workbook.
Correct answer: textbook
The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:
1. Law "On Education".
2. National doctrine of education in the Russian Federation
3. Basic curriculum.
4. State educational standard.
Correct answer: basic curriculum
Under the system of value relations of students formed in the educational process - to themselves, other participants in the educational process, the educational process itself, objects of knowledge, the results of educational activities in the new standard of general secondary education are understood as:
1. Personal results
3. Subject results
Correct answer: personal results
Stable, objective, significant links between the parties of the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, pedagogical practice are built. - This
1. Pedagogical technologies
2. Pedagogical rules
3. Pedagogical patterns
4. Pedagogical principles.
Correct answer: pedagogical patterns
The fundamental basis of pedagogical activity, based on a certain concept, is:
1. Strategy
3. Technology
4. Methodology
Correct answer: an approach
The priority development of the education sector against the background of other socio-economic structures implies the principle:
1 Principle of fundamentalization
4. The principle of completeness of education.
Correct answer: principle of advanced education
The inclusion of activity components in the content of education - goal-setting, planning, educational technologies, as well as types of student activities - research, discussions, design, etc. is a reflection of:
1. The principle of structural unity of the content of education at various levels of generality and at the interdisciplinary level
2. The principle of unity of the content and procedural-activity aspects of learning
3. The principle of accessibility and natural conformity of the content of education.
4. The principle of taking into account social conditions and the needs of society.
Correct answer: the principle of unity of the content and procedural-activity aspects of education
Question: The need for the exchange of cultural experience between generations is the basis for:
Correct answer: information function of pedagogical activity
Will be replaced by
The totality of certain knowledge, skills and abilities in which a person must be aware and have practical work experience is:
1. Competence
2. Competence
3. Mode of operation
4. Ability
Correct answer: competence
The requirement for the standard actions of a teacher who transmits cultural patterns to other people forms the basis of:
1. The transformative function of pedagogical activity
2. Information function of pedagogical activity
3. The communicative function of pedagogical activity
4. Demonstration function of pedagogical activity
Correct answer: demonstration function of pedagogical activity
Question: Pedagogical support refers to the types of pedagogical activities called:
1. Directly-pedagogical
2. Organizational and pedagogical
3. Corrective
4. Methodical
Correct answer: corrective
Replaced with:
Methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all subjects, are
1. Personal results
2. Subject results
Correct answer: metasubject results
Pedagogical diagnostics refers to the types of pedagogical activities called:
1. Methodical
2. Creative and pedagogical
3. Organizational and pedagogical
4. Direct-pedagogical
Correct answer: organizational and pedagogical
The judgment “They determine the tactics of pedagogical activity, have applied, practical significance, are aimed at solving particular pedagogical problems, reflect a particular pedagogical pattern or a separate causal relationship” characterizes
1. Pedagogical principles
2. Pedagogical techniques
3. Pedagogical rules
4. Pedagogical methods
Correct answer: pedagogical rules
The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:
1. Methodical reception
2. Rule
4. Technology
Correct answer: method
The principle that ensures the unity of general, special and additional education in all types of educational institutions is:
1. The principle of openness
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education
Correct answer: principle of completeness of education
The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of pedagogical technology
2. Reproducibility of pedagogical technology
3. Manageability of pedagogical technology
4. Conceptuality of pedagogical technology
Correct answer: manageability of pedagogical technology
Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is
2. Methodology
3. Technology
Correct answer: technology
The principle indicating the objective need to bring any pedagogical activity in line with human nature is:
1. The principle of cultural conformity
2. The principle of individualization
3. The principle of naturalness
4. The principle of personal orientation
Correct answer: principle of naturalness
1. Typical
2. Creative
3. Non-standard
4. Improvisational
Correct answer: creative
Among the listed types of pedagogical activity, service activities include:
1. Learning
2. Research
3. Pedagogical communication
4. Education
Correct answer: study
Among the listed types of pedagogical activity, the basic ones include:
1. Design
2. Research
3. Organizational and methodological work
4. Pedagogical communication
Correct answer: pedagogical communication
A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:
1. Innovation
2. Innovation
3. Innovation
4. Technology
Correct answer: innovation
In the classification of teaching methods, verbal, visual and practical methods are distinguished by:
1. Leading source of knowledge.
2. The nature of the mental activity of students.
3. Leading didactic goal.
4. Logic of reasoning.
Correct answer: leading source of knowledge
The program-methodical complex "Information Culture" as an element of the content of general secondary education refers to:
1. The level of general theoretical representation
2. Subject level
3. The level of educational material
4. The level of the learning process
Correct answer: subject level
A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another - this is:
1. Innovation
2. Innovation
3. Technology
4. Experiment
Correct answer: Innovation
Pedagogy Test
for certified teachers
Choose the correct answer
- The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
- Educational program.
- Academic plan.
- State educational standard.
- Education Act".
2. The source of educational information that discloses the content provided for by educational standards in an accessible form for students is:
- Textbook.
- Academic plan.
- Training program.
- Workbook.
3. The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:
- Education Act".
- National Doctrine of Education in the Russian Federation
- Basic curriculum.
- State educational standard.
4. The system of value relations of students formed in the educational process is:
- Personal Outcomes
- Metasubject Results
- Subject Results
5. Methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects, are:
- Personal Outcomes
- Metasubject Results
- Subject Results
6. Stable, objective, significant links between the sides of the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, pedagogical practice are built. - This
- Pedagogical technologies
- Pedagogical rules
- Pedagogical patterns
- Pedagogical principles.
7. The fundamental basis of pedagogical activity, based on a certain concept, is:
- Strategy
- An approach
- Technology
- Methodology
8. The priority development of the education sector against the background of other socio-economic structures implies the principle:
- Fundamentalization principle
- The principle of education variability
- The principle of advanced education
- The principle of completeness of education.
9. The inclusion in the content of education of the types of activities of students for its development is a reflection of:
- The principle of structural unity of the content of education at various levels of generality and at the interdisciplinary level
- The principle of unity of the content and procedural-activity aspects of education
- The principle of accessibility and natural conformity of the content of education
- The principle of taking into account social conditions and the needs of society
- The need to exchange cultural experience between generations is the basis for:
- The requirement for the standard actions of a teacher who transmits cultural images to other people forms the basis of:
- The transformative function of pedagogical activity
- Information function of pedagogical activity
- The communicative function of pedagogical activity
- Demonstration function of pedagogical activity
- Pedagogical support refers to the types of pedagogical activities called:
- Corrective (psychological)
- methodical
- Pedagogical diagnostics refers to the types of pedagogical activities called:
- methodical
- Creative and pedagogical
- Organizational and pedagogical
- Direct-pedagogical
- The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:
- Methodical reception
- rule
- Method
- Technology
15. The principle that ensures the unity of general, special and additional education in all types of educational institutions is:
1. The principle of openness
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education
16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of pedagogical technology
2. Reproducibility of pedagogical technology
3. Controllability of pedagogical technology
4. Conceptuality of pedagogical technology
17. Lawful pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, guaranteed result is
1. Approach
2. Methodology
3. Technology
4. Method
18. The principle indicating the objective need to bring any pedagogical activity in line with human nature is:
- The principle of cultural conformity
- The principle of individualization
- The principle of naturalness
- The principle of personal orientation
- Typical
- Creative
- contingency
- improvised
20. Among the listed types of pedagogical activities, service activities include:
- Learning
- Study
- Pedagogical communication
- Upbringing
21. Among the listed types of pedagogical activity, the basic ones include:
- Design
- Study
- Organizational and methodological work
- Pedagogical communication
22. A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:
- Innovation
- Innovation
- Innovation
- Technology
23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:
- Leading source of knowledge.
- The nature of mental activity of students.
- Leading didactic purpose.
- The logic of reasoning.
24. The program and methodological complex "Information Culture" as an element of the content of general secondary education refers to:
- The level of general theoretical representation
- subject level
- The level of educational material
- The level of the learning process
25. A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another - this is:
- Innovation
- Innovation
- Technology
- Experiment
26. Match the essence of the criterion of the correctness of the pedagogical action:
Success - 3 | Thanks to this action, the achievement of the goal is facilitated or becomes possible. |
|
Manufacturability - 2 | The ability, as a result of an action, to produce a planned change with a high degree of probability |
|
Utility - 1 | Achievement of all specified goals in the most optimal way |
|
Efficiency - 4 | The desired results are achieved at the lowest cost |
27. Match the type of competence of a teacher with its parameter:
Information - 1 | The ability to formulate learning problems in various information and communication ways |
|
Legal - 4 | The quality of the employee's actions that ensure the effective construction of direct and feedback with another person |
|
Communicative - 2 | The use of methodological ideas, new literature and other sources of information in the field of competence and teaching methods to build modern classes with students (pupils, children) |
|
Professional - 3 | The quality of the employee's actions that ensure the effective use of legislative and other regulatory legal documents of the authorities in professional activities to solve relevant professional tasks |
28. Match the name of the approach to the design of educational programs and its essence
Linear - 2 | Without losing sight of the original problem, the range of knowledge related to it is being expanded and deepened. |
|
Concentric - 1 | Separate parts (portions) of educational material are built sequentially one after another without duplication of the topics studied in different years of study. |
|
Spiral - 3 | It is possible to return to the same material at different periods of study, for example, after several years, providing for the complication and expansion of its content. |
29. Match the teaching method with the corresponding didactic goal
cognitive method - 4 | Generalization and systematization of knowledge |
|
Control Method - 3 | Creative application of skills and abilities |
|
Converting Method - 2 | Identification of the quality of mastering knowledge, skills and abilities, their correction |
|
Systematizing method - 1 | Perception, comprehension, memorization of new material |
30. Match the evaluation function with its characteristics
31. To align with the methodological requirement for pedagogical technology its content:
Reproducibility - 4 | Optimal cost, guarantee of achieving a certain level of results |
|
Handling - 3 | Philosophical, psychological, didactic and socio-psychological rationale for achieving educational goals |
|
Conceptuality - 2 | The possibility of diagnostic goal-setting, planning, designing the educational process, diagnostics, varying means and methods in order to correct the result |
|
Efficiency - 1 | The possibility of using pedagogical technology in other institutions, other subjects |
32. Match the form of education with its characteristics:
Individual - 4 | Organization of joint activities of schoolchildren on various grounds |
|
Front - 3 | The interaction of the teacher with the class based on the division of labor and the principle of individual responsibility of each for the overall result |
|
Collective - 2 | The work of the teacher with the whole class at the same pace with common tasks |
|
Group - 1 | Interaction between a teacher and a student |
33. Match the aspect of the content of the pedagogical idea and its essence:
Socio-practical aspect - 2 | The correlation of an idea with certain attitudes, individuals, groups of people (communities) or society as a whole, compliance with sociocultural norms |
|
Value-semantic aspect - 1 | Generalized characteristics of the subjects of pedagogical activity, regional and cultural-historical characteristics, temporal and spatial possibilities for implementing the idea, social, pedagogical, material and other conditions for training and education |
|
Activity aspect - 4 | The mechanism for managing the functioning and development of the idea |
|
Prognostic aspect - 3 | The way to implement the idea in practice |
34. Match the educational approach and the features of its application in the educational process
Activity - 1 | Formation of personal qualities of students in activities adequate to the nature of this quality |
|
Learner-Centered - 3 | Formation of an “active person”, the subject of action, concentration on the basic values of social groups that are most significant for a certain type of society |
|
sociocultural - 2 | Modeling the pedagogical conditions for the actualization and development of personal experience |
|
hermeneutical - 4 | Creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning |
35. Match the teaching method and the features of its implementation
Explanatory-illustrative - 4 | Independent search activity of students (practical or theoretical) |
|
Reproductive - 3 | The teacher poses a problem to the children and shows the way to solve it; students follow the logic of solving the problem, receive a model of the deployment of knowledge |
|
Problem statement - 2 | The student follows the example of the teacher |
|
Research - 1 | The teacher communicates the information, the students perceive it |
36. Match the name of the component of the textbook with its essential characteristic
Informative component - 2 | Focuses on general educational, subject-cognitive and practical actions |
|
reproductive component - 1 | Presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge) |
|
Creative component - 4 | Reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations |
|
Emotional-value component - 3 | It is set with the help of a problem statement, problem questions and tasks |
37. Matchtype of pedagogical analysis and its main task:
Didactic type of lesson analysis - 4 | Evaluate the end result of the lesson by comparing what was planned with what was done, taking into account the success and progress of students |
|
Methodical type of analysis - 2 | The study and evaluation of the activities of the teacher and students through the subject content |
|
Psychological type of analysis - 3 | The study of the teacher's work style, students' well-being at all stages of the lesson, the level of understanding and formation of educational activities |
|
Introspection - 1 | Evaluation of the representation in the lesson of the following categories: purpose, principles, logic of teaching materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness |
38. Match the type of pedagogical experience and the characteristics of the appropriate level of professional pedagogical competence:
Personal experience - 4 | Designing new educational norms, pronounced authorship in all components of the pedagogical system |
|
Mass experience - 3 | Orientation to pedagogical search in the framework of improving individual components of the pedagogical system |
|
Excellence Excellence - 2 | Possession of the highest examples of technologies, methods, techniques known in pedagogical science |
|
Best transformative experience - 1 | Possession of the basics of the profession |
39. Match the form of control of educational results and the target orientation of control:
Preliminary control - 2 | Comprehensive verification of educational results for all key goals and areas of the educational process |
|
current control - 4 | Determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity |
|
Periodic control - 3 | Diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas |
|
Final control - 1 | Systematic verification and evaluation of the student's educational results on specific topics in individual lessons |
40. Match the group of methods with the basis of their classification
logical approach - 4 | Informing, the formation of skills and abilities, the consolidation of ZUNs, the verification of ZUNs |
|
The degree of activity of cognitive activity - 3 | Information-generalizing, performing, explanatory and motivating and partially exploratory, motivating and exploratory |
|
Correlation between the activities of the teacher and students - 2 | Explanatory-illustrative, problematic, heuristic, research |
|
Didactic goal - 1 | Inductive, deductive, analysis, synthesis |
41. Establish a sequence of levels of the content of education as a pedagogical model of social experience in the logic of the transition from theory to practice:
- Level of general theoretical understanding
- Subject level
- Level of teaching material
- Level of learning process
- The level of the student's personality structure
42. Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:
- Information-receptive method
- reproductive method
- Problem presentation method
- Partial search method
- research method
43. Establish a sequence of stages for organizing problem-based learning:
- Updating the knowledge and skills of students required to solve a problem situation
- Introduction of a problem situation
- Putting forward a hypothesis (projected result of solving a problem)
- Verification of the above solution
- Reflection
44. Establish a sequence of levels of representation of the content of education in the order of its external manifestation
- Education content concept
- The content of education by levels and branches of education
- Content of training courses
- Course content
- The content of the academic discipline within the course
45. Establish the correct sequence of stages of working with information in the course of the analysis of the educational process:
- Formulation of a request for the necessary information
- Development, formulation and adoption of general, agreed norms and criteria for assessing the educational process as a whole and its analyzed elements
- Organization of collection and processing of information
- Summarizing and summarizing the results obtained, their self-assessment, preparation of conclusions for making decisions about changes in the educational process
- Self-analysis and self-assessment of the results and course of the analytical survey
46. Establish the sequence of stages of thematic planning of training sessions:
- Studying the educational program of the training course
- Definition of the main blocks of the thematic plan
- Distribution of the total number of annual teaching hours by sections and topics of the course
- Planning of training sessions within each block of the training course
- Final layout and design of the annual thematic plan
47. Set the sequence of stages of the innovation process:
- Identification of the need for changes in the areas of the educational process
- Identification of the need for changes in the subjects of the educational process
- Developing ways to solve problems (innovation design)
- Introduction and dissemination of innovation
- Transferring an innovation to permanent use4
48. Set the sequence of elements of the structure of the creative lesson:
- Identification of personal experience and attitudes of students regarding the object under study
- Creating an educational situation that motivates students to be creative
- Performing creative work personally by each student (group of students)
- Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical counterparts
- Reflection of own actions to solve a creative problem
49. Establish the sequence of elements of the teacher's speech with self-analysis of the lesson
- Brief description of the class, selection of groups of students with different levels of mastery of program material
- Content characteristics of the topic of the lesson
- Justification of the objectives of the lesson, the choice of its type and structure
- Identification of the main stage of the lesson and its full analysis based on the actual learning outcomes in the lesson
- Assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities
50. Establish a sequence of stages of generalization of advanced pedagogical experience
- Organizational stage
- Theoretical search
- Accumulation and processing of factual material
- Evaluation of factual material and decision making
- Promotion, dissemination, implementation of experience
Pedagogy Test
for certified teachers
Choose the correct answer
- The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
- Educational program.
- Academic plan.
- State educational standard.
- Education Act".
- Textbook.
- Academic plan.
- Training program.
- Workbook.
- Education Act".
- National Doctrine of Education in the Russian Federation
- Basic curriculum.
- State educational standard.
- Personal Outcomes
- Metasubject Results
- Subject Results
- Personal Outcomes
- Metasubject Results
- Subject Results
- Pedagogical technologies
- Pedagogical rules
- Pedagogical patterns
- Pedagogical principles.
- Strategy
- An approach
- Technology
- Methodology
- Fundamentalization principle
- The principle of education variability
- The principle of advanced education
- The principle of completeness of education.
- The principle of structural unity of the content of education at various levels of generality and at the interdisciplinary level
- The principle of unity of the content and procedural-activity aspects of education
- The principle of accessibility and natural conformity of the content of education
- The principle of taking into account social conditions and the needs of society
- The need to exchange cultural experience between generations is the basis for:
- Information function of pedagogical activity
- Demonstration function of pedagogical activity
- The requirement for the standard actions of a teacher who transmits cultural images to other people forms the basis of:
- The transformative function of pedagogical activity
- Information function of pedagogical activity
- The communicative function of pedagogical activity
- Demonstration function of pedagogical activity
- Pedagogical support refers to the types of pedagogical activities called:
- Organizational and pedagogical
- Corrective(psychological)
- methodical
- Pedagogical diagnostics refers to the types of pedagogical activities called:
- methodical
- Creative and pedagogical
- Organizational and pedagogical
- Direct-pedagogical
- The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:
- Methodical reception
- rule
- Method
- Technology
1. The principle of openness
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education
16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of pedagogical technology
2. Reproducibility of pedagogical technology
3. Controllability of pedagogical technology
4. Conceptuality of pedagogical technology
17. Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is
1. Approach
2. Methodology
3. Technology
4. Method
18. The principle indicating the objective need to bring any pedagogical activity in line with human nature is:
- The principle of cultural conformity
- The principle of individualization
- The principle of naturalness
- The principle of personal orientation
- Typical
- Creative
- contingency
- improvised
- Learning
- Study
- Pedagogical communication
- Upbringing
- Design
- Study
- Organizational and methodological work
- Pedagogical communication
- Innovation
- Innovation
- Innovation
- Technology
23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:
- Leading source of knowledge.
- The nature of mental activity of students.
- Leading didactic purpose.
- The logic of reasoning.
- The level of general theoretical representation
- subject level
- The level of educational material
- The level of the learning process
- Innovation
- Innovation
- Technology
- Experiment
| Information - 1 | 1. | The ability to formulate learning problems in various information and communication ways |
| Legal - 4 | 2. | The quality of the employee's actions that ensure the effective construction of direct and feedback with another person |
| Communicative - 2 | 3. | The use of methodological ideas, new literature and other sources of information in the field of competence and teaching methods to build modern classes with students (pupils, children) |
| Professional - 3 | 4. | The quality of the employee's actions that ensure the effective use of legislative and other regulatory legal documents of the authorities in professional activities to solve relevant professional tasks |
28. Matchthe name of the approach to the design of educational programs and its essence
29. Match the teaching method with the corresponding didactic goal
30. Match the evaluation function with its characteristics
31. To align with the methodological requirement for pedagogical technology its content:
| Reproducibility - 4 | 1. | Optimal cost, guarantee of achieving a certain level of results |
| Handling - 3 | 2. | Philosophical, psychological, didactic and socio-psychological rationale for achieving educational goals |
| Conceptuality - 2 | 3. | The possibility of diagnostic goal-setting, planning, designing the educational process, diagnostics, varying means and methods in order to correct the result |
| Efficiency - 1 | 4. | The possibility of using pedagogical technology in other institutions, other subjects |
33. Match the aspect of the content of the pedagogical idea and its essence:
| Socio-practical aspect - 2 | 1. | The correlation of an idea with certain attitudes, individuals, groups of people (communities) or society as a whole, compliance with sociocultural norms |
| Value-semantic aspect - 1 | 2. | Generalized characteristics of the subjects of pedagogical activity, regional and cultural-historical characteristics, temporal and spatial possibilities for implementing the idea, social, pedagogical, material and other conditions for training and education |
| Activity aspect - 4 | 3. | The mechanism for managing the functioning and development of the idea |
| Prognostic aspect - 3 | 4. | The way to implement the idea in practice |
34. Match the educational approach and the features of its application in the educational process
| Activity - 1 | 1. | Formation of personal qualities of students in activities adequate to the nature of this quality |
| Person-Centered - 3 | 2. | Formation of an “active person”, the subject of action, concentration on the basic values of social groups that are most significant for a certain type of society |
| Sociocultural - 2 | 3. | Modeling the pedagogical conditions for the actualization and development of personal experience |
| Hermeneutic - 4 | 4. | Creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning |
35. Match the teaching method and the features of its implementation
36. Match the name of the component of the textbook with its essential characteristic
| Informative component - 2 | 1. | Focuses on general educational, subject-cognitive and practical actions |
| Reproductive component - 1 | 2. | Presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge) |
| Creative component - 4 | 3. | Reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations |
| Emotional-value component - 3 | 4. | It is set with the help of a problem statement, problem questions and tasks |
37. Match type of pedagogical analysis and its main task:
| Didactic type of lesson analysis - 4 | 1. | Evaluate the end result of the lesson by comparing what was planned with what was done, taking into account the success and progress of students |
| Methodical type of analysis - 2 | 2. | The study and evaluation of the activities of the teacher and students through the subject content |
| Psychological type of analysis - 3 | 3. | The study of the teacher's work style, students' well-being at all stages of the lesson, the level of understanding and formation of educational activities |
| Introspection - 1 | 4. | Evaluation of the representation in the lesson of the following categories: purpose, principles, logic of teaching materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness |
38. Match the type of pedagogical experience and the characteristics of the appropriate level of professional pedagogical competence:
| Personal experience - 4 | 1. | Designing new educational norms, pronounced authorship in all components of the pedagogical system |
| Mass experience - 3 | 2. | Orientation to pedagogical search in the framework of improving individual components of the pedagogical system |
| Excellence Excellence - 2 | 3. | Possession of the highest examples of technologies, methods, techniques known in pedagogical science |
| Best Transformative Experience - 1 | 4. | Possession of the basics of the profession |
39. Match the form of control of educational results and the target orientation of control:
| Preliminary control - 2 | 1. | Comprehensive verification of educational results for all key goals and areas of the educational process |
| Current control - 4 |
2. | Determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity |
| Periodic control - 3 |
3. | Diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas |
| Final control - 1 |
4. | Systematic verification and evaluation of the student's educational results on specific topics in individual lessons |
40. Match the group of methods with the basis of their classification
| Logical approach - 4 |
1. | Informing, the formation of skills and abilities, the consolidation of ZUNs, the verification of ZUNs |
| The degree of activity of cognitive activity - 3 | 2. | Information-generalizing, performing, explanatory and motivating and partially exploratory, motivating and exploratory |
| Correlation between the activities of the teacher and students - 2 | 3. | Explanatory-illustrative, problematic, heuristic, research |
| Didactic goal - 1 | 4. | Inductive, deductive, analysis, synthesis |
41. Set sequence levels of education content as a pedagogical model of social experience in the logic of transition from theory to practice:
- Level of general theoretical understanding
- Subject level
- Level of teaching material
- Level of learning process
- The level of the student's personality structure
- Information-receptive method
- reproductive method
- Problem presentation method
- Partial search method
- research method
- Updating the knowledge and skills of students required to solve a problem situation
- Introduction of a problem situation
- Putting forward a hypothesis (projected result of solving a problem)
- Verification of the above solution
- Reflection
- Education content concept
- The content of education by levels and branches of education
- Content of training courses
- Course content
- The content of the academic discipline within the course
- Formulation of a request for the necessary information
- Development, formulation and adoption of general, agreed norms and criteria for assessing the educational process as a whole and its analyzed elements
- Organization of collection and processing of information
- Summarizing and summarizing the results obtained, their self-assessment, preparation of conclusions for making decisions about changes in the educational process
- Self-analysis and self-assessment of the results and course of the analytical survey
- Studying the educational program of the training course
- Definition of the main blocks of the thematic plan
- Distribution of the total number of annual teaching hours by sections and topics of the course
- Planning of training sessions within each block of the training course
- Final layout and design of the annual thematic plan
47. Set the sequence of stages of the innovation process:
- Identification of the need for changes in the areas of the educational process
- Identification of the need for changes in the subjects of the educational process
- Developing ways to solve problems (innovation design)
- Introduction and dissemination of innovation
- Transferring an innovation to permanent use4
- Identification of personal experience and attitudes of students regarding the object under study
- Creating an educational situation that motivates students to be creative
- Performing creative work personally by each student (group of students)
- Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical counterparts
- Reflection of own actions to solve a creative problem
- Brief description of the class, selection of groups of students with different levels of mastery of program material
- Content characteristics of the topic of the lesson
- Justification of the objectives of the lesson, the choice of its type and structure
- Identification of the main stage of the lesson and its full analysis based on the actual learning outcomes in the lesson
- Assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities
- Organizational stage
- Theoretical search
- Accumulation and processing of factual material
- Evaluation of factual material and decision making
- Promotion, dissemination, implementation of experience
applicants for the highest and first qualifying categories.
Choose the correct answer
The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
1. Educational program.
2. Curriculum.
3.State educational standard.
4. Law "On Education".
The source of educational information that reveals the content provided for by educational standards in an accessible form for students is:
1. Textbook.
2. Curriculum.
3. Curriculum.
4. Workbook.
The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:
1. Law "On Education".
2. National doctrine of education in the Russian Federation
3. Basic curriculum.
4. State educational standard.
The process of internal change of a person, which ensures the realization of his life potential and purpose, is:
1.Education
2. Training
3. Education
4. Development
Stable, objective, significant links between the parties of the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, pedagogical practice are built.
1. Pedagogical technologies
2. Pedagogical rules
3. Pedagogical patterns
4. Pedagogical principles.
The fundamental basis of pedagogical activity, based on a certain concept, is:
1.Strategy
2. Approach
3.Technology
4.Method
The priority development of the education sector against the background of other socio-economic structures implies the principle:
1 Principle of fundamentalization
4. The principle of completeness of education.
The idea of the "with children to the subject" movement refers to:
1. Nature-friendly education system
2. Creative learning system
3. Student-centered learning system
4. Culturally appropriate system of education
The process of adaptation of an individual to life in society, the process of assimilation and reproduction by a person of social experience, norms, values is
1.Education
2.Education
3.Socialization
4. Development
A document that fixes and reasonably presents the purpose of the educational process, thematic and curricula, ways and methods of their implementation, criteria for evaluating results in a particular educational institution is:
1. Educational standard.
2. Basic curriculum.
3. Calendar-thematic planning.
4.Educational program
A purposeful and organized process of interaction between teachers and children, aimed at mastering schoolchildren with knowledge, skills and abilities is:
1. Education.
2. Training.
3. Education.
4. Development.
The process of purposeful, systematic formation of a personality in order to prepare it for active participation in social, industrial and cultural life -
This:
1.Education
2.Training
3. Development
4.Education
The judgment “They determine the tactics of pedagogical activity, have applied, practical significance, are aimed at solving particular pedagogical problems, reflect a particular pedagogical pattern or a separate causal relationship” characterizes
1. Pedagogical principles
2. Pedagogical techniques
3. Pedagogical rules
4. Pedagogical methods
The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:
1. Methodical reception
2.Rule
3.Method
4.Technology
What principle ensures the unity of general, special and additional education in all types of educational institutions?
1. The principle of openness
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education
The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of pedagogical technology
2. Reproducibility of pedagogical technology
3. Manageability of pedagogical technology
4. Conceptuality of pedagogical technology
Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is
1. Approach
2. Methodology
3. Technology
4. Method
The principle indicating the objective need to bring any pedagogical activity in line with human nature is:
1. The principle of cultural conformity
2. The principle of individualization
3.The principle of naturalness
4. The principle of personal orientation
Methodological orientation in cognitive and practical activities, involving the use of a set of ideas, concepts and methods in the study and management of open nonlinear self-organizing systems is:
1.Synergetic approach
2. Paradigm approach
3.Technological approach
4. Activity approach
In domestic pedagogy, the developer of the method of parallel pedagogical action, when in the educational process the interaction "teacher-student" is supplemented by the interaction "team-student" is;
1.S.T. Shatsky
2.N.K. Krupskaya
3.V.A. Sukhomlinsky
4.A.S. Makarenko
A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:
1. Innovation
2.Innovation
3.Innovation
4.Technology
The lesson type is easiest to determine:
1. For didactic purposes;
2. By the sequence of the elements of the lesson;
3. By the amount of time allotted to achieve the main goal of the lesson;
4.
According to the activities of the teacher
In the classification of teaching methods, verbal, visual and practical methods are distinguished by:
1. Leading source of knowledge.
2. The nature of the mental activity of students.
3. Leading didactic goal.
4. Logic of reasoning.
The basis of the modern theory of education can be considered:
1. The personality of the educator;
2.Family;
3.Team;
4. Personality of the child.
Choose the correct answer
A purposeful transformation of the practice of education, carried out in order to increase the efficiency of the educational system as a whole or its individual parts, is:
1.Project activity
2.Research activity
3.Innovation activity
4. Implementation activities
Match
pedagogical discoveryThe first fundamental work on the theory of learning "Great Didactics" The principle of nurturing learningPrinciples of natural and cultural conformity of education and upbringingProgressive didactic concept of "learning by doing"the name of the scientist-teacher who made itF.A.V. Disterveg Ya.A. Comenius J. Dewey I.F. Herbart
Match group of competencies(tocommunicative competencies; socio-cultural competencies; environmental and health-saving competencies; educational and cognitive competencies) in the possession of various types of speech activity; the ability to act in everyday situations of the family and household sphere; knowledge and application of the rules of behavior in an extreme situation; the ability to set a goal and organize its achievement)
Match analytical skills, predictive skills, projective skills, reflective skills (ability to diagnose pedagogical phenomena,selection of ways to achieve pedagogical goals, control based on an analysis of the results of actually performed actions, translation of the goal and content of education into specific pedagogical tasks) related to the content of the theoretical readiness of the teacher
Match teaching method ( cognitive method; control method; conversion method; systematizing method) and the corresponding didactic goal (perception, comprehension, memorization of new material; creative application of skills and abilities; generalization and systematization of knowledge; identification of the quality of assimilation of knowledge, skills and abilities, their correction)
Match evaluation functions ( motivational; diagnostic; educational; informational) its characteristic ( o determining the degree of success of the student in the development of educational material; identifying the causes of educational outcomes; encouragement and stimulation of educational activities; formation of adequate self-esteem of the student)
Match group of competencies ( withsociocultural competencies; value-semantic competences; educational and cognitive competencies; information competencies) and personality traits of a school graduate ( the presence of experience in perceiving a picture of the world; possession of cultural norms and traditions; the ability to make decisions, take responsibility for their consequences; ability to navigate information flows
Match form of education ( individual; frontal; collective; group) its characteristic (organization of joint activities of schoolchildren on various grounds; the interaction of the teacher with the class based on the division of labor and the principle of individual responsibility of each for the overall result; the work of the teacher with the whole class at the same pace with common tasks; teacher-student interaction)
Match private pedagogical skill (developing skills; motivational skills; communication skills; information skills) corresponding group of pedagogical skills (logically correct construction and conduct of a story, explanation, conversation; the ability to attract attention in different ways (verbally and non-verbally); reasonable use of methods of encouragement and punishment; creating problem situations) related to the content of the practical readiness of the teacher
Match educational approach (activity; synergistic; hermeneutic; student-centered) and features of its application in the educational process (creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning; using the ability of socio-pedagogical systems to adapt to the environment on the basis of self-organization; modeling the pedagogical conditions for the actualization and development of personal experience; using the ability of socio-pedagogical systems to adapt to the environment on the basis of self-organization the formation of personal qualities of students in activities that are adequate to the nature of this quality)
Match teaching method ( explanatory and illustrative; problem statement; research; reproductive) and features of its implementation(the teacher reports information, the students perceive it; independent search activity of students (practical or theoretical); the teacher poses a problem to the children and shows the way to solve it; students follow the logic of solving the problem, receive a model for the deployment of knowledge; the student performs actions on the model of the teacher)
Match the name of the textbook component ( emotional-value component, reproductive component, informative component, creative component ) its essential characteristic ( presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge); focuses on general educational, subject-cognitive and practical actions; is set with the help of a problem statement, problem questions and tasks; reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations)
Match type of pedagogical analysis (didactic type of lesson analysis; psychological type of analysis; introspection; methodical type of analysis) and its main task ( o assessment of the representation in the lesson of the following categories: purpose, principles, logic of teaching materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness; about assessment of the final result of the lesson by comparing the planned with the implemented, taking into account the success and progress of students; andlearning the style of the teacher's work, the well-being of students at all stages of the lesson, the level of understanding and formation of educational activities; study and evaluation of the activities of the teacher and students through the subject content)
Match type of teaching experience (personal experience; best practices for excellence; best transformative experience; mass experience) and characteristics of the appropriate level of professional pedagogical competence ( P projecting new educational norms, pronounced authorship in all components of the pedagogical system; about mastering the basics of the profession; orientation to pedagogical search within the framework of improvement of individual components of the pedagogical system; possession of the highest examples of technologies, methods, techniques known in pedagogical science)
Match form of control of educational results (preliminary control;final control; periodic control; current control) and control target orientation ( o determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity; diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas; comprehensive verification of educational results for all key goals and areas of the educational process; systematic verification and evaluation of the student's educational results on specific topics in separate classes)
Match method group base (correlation between the activities of the teacher and students; the degree of activity of cognitive activity; didactic purpose; logical approach) their classification (inductive, deductive, analysis, synthesis;information-generalizing, performing, explanatory and motivating and partially exploratory, stimulating and exploratory; explanatory-illustrative, problematic, heuristic, research; informing, formation of skills, consolidation of ZUNs, verification of ZUNs)
Establish a sequence in the logic from theory to practice of the levels of the content of education as a pedagogical model of social experience ( the level of the student's personality structure; the level of the learning process; level of educational material; the level of the subject; level of general theoretical understanding )
Establish a sequence of teaching methods in the logic of increasing the degree of independence of students ( partly search method; reproductive method ; research method; information-receptive method; problem presentation method )
Establish the sequence of stages in the methodology for organizing student reflection in the lesson ( adjustment of subsequent substantive activities; completion or special stop of ongoing subject activity; comparison of the purpose of the subject activity and the sequence of actions performed; restoration of the sequence of actions of the completed subject activity; formulation of reflection results)
Establish a sequence of levels of representation of the content of education in the order of its external manifestation (
the content of the cycles of training courses; the concept of the content of education; the content of the academic discipline within the course; content of education by levels and branches of education; course content )
Establish a sequence of documents in the order of specification of the pedagogical goal (
Law of the Russian Federation "On Education"; a comprehensive regional target program for the development of education in the Nizhny Novgorod region for 2006-2010; lesson plan; educational program of the school; the concept of modernization of Russian education for the period up to 2010)
Establish the sequence of stages of thematic planning of training sessions (
final layout and design of the annual thematic plan; study of the educational program of the training course; definition of the main blocks of the thematic plan; distribution of the total number of annual training hours by sections and topics of the course; planning of training sessions within each block of the training course)
Establish a sequence of stages of the innovation process (
Transfer of innovation to the mode of continuous use Identification of the need for changes in the areas of the educational process Identification of the need for changes in the subjects of the educational process Implementation and dissemination of innovation Development of ways to solve problems (designing innovation) )
Set the sequence of stages of the problematic lesson (
verification of the proposed hypothesis; updating the knowledge and skills of students necessary to solve a problematic problem; putting forward a hypothesis as a projected result of solving a problematic problem; reflection of the results and the course of solving the problem problem; introduction of a problem situation)
Establish the sequence of elements of the teacher's speech with self-analysis of the lesson (
assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities; a brief description of the class, the selection of groups of students with different levels of mastery of the program material; content description of the topic of the lesson; justification of the objectives of the lesson, the choice of its type and structure; highlighting the main stage of the lesson and its full analysis, based on the actual learning outcomes in the lesson)
Establish the sequence of stages of generalization of advanced pedagogical experience (
promotion, dissemination, implementation of experience; assessment of factual material and decision-making; theoretical search; organizational stage; accumulation and processing of factual material)
