Principles of the pedagogical process

Applied to the choice of educational targets principles apply:

Humanistic orientation of the pedagogical process;

connection with life and field trip;

Combining training and education with labor for the common good.

Development of means for presenting the content of education and upbringing guided by the principles:

scientific;

Accessibility and feasibility of teaching and educating schoolchildren;

The combination of visibility and abstraction in educational process;

Aestheticization of all children's life, especially education and upbringing.

When choosing forms of organization of pedagogical interaction it is advisable to follow the principles:

Teaching and educating children in a team;

Continuity, consistency, systematic;

Consistency of school, family and community requirements.

Teacher activity governed by the principles:

Combinations pedagogical management with the development of initiative and independence of pupils;

Reliance on the positive in a person, on the strengths of his personality;

Respect for the personality of the child, combined with reasonable demands on him.

Participation of the students themselves in the educational process is guided by the principles of consciousness and activity of schoolchildren in a holistic pedagogical process.

Choice of Methods pedagogical impact in teaching and educational work guided by the principles:

Combinations of lines and parallels pedagogical actions;

Taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction ensured by following the principles:

Focus on the formation in the unity of knowledge and skills, consciousness and behavior;

Strength and effectiveness of the results of education, upbringing and development.

Besides, in pedagogical literature it is considered appropriate to combine these principles into two large groups covering two sides of the pedagogical process - organizational and activity. The first group of principles is the principles of organization of the pedagogical process, which regulate the choice of goals, content and forms of interaction. The second group - the principles of managing the activities of pupils - offers a system of requirements for the implementation of the process of pedagogical interaction, its methods and results.

The regularities of the pedagogical process reflect its objective, necessary, essential, repetitive connections.

Among general patterns of the pedagogical process stand out as follows:

1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant final result.

2. The pattern of personality development in the pedagogical process. pace and achieved level personality development depend on: a) heredity; b) educational and learning environment; c) inclusion in educational activities; d) the means and methods of pedagogical influence used.

3. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on: a) the intensity of feedback between students and teachers; b) the magnitude, nature and validity of corrective actions on educators.

4. Pattern of stimulation. The productivity of the pedagogical process depends on: a) the action of internal incentives (motives) for educational activities; b) the intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of training educational process depends on: a) the intensity and quality of sensory perception; b) logical comprehension of the perceived; in) practical application meaningful.

6. The regularity of the unity of the external(pedagogical) and internal(cognitive) activities. Since the goal of education is a comprehensive and harmonious development personality, therefore, in the process of its implementation, it is necessary to include students in a variety of activities. These include, in particular:

Educational-cognitive and technical-creative activity, during which the tasks of mental and technical development;

Civil-public and patriotic activities related to civic and patriotic education;

Socially useful, productive labor, which forms the desire for creative activity and "cementing" the development of all other aspects of personality development;

Moral-cognitive and moral-practical activity (protection of the weak, mutual assistance in studies, patronage);

Artistic and aesthetic activities that contribute to aesthetic development;

Physical culture and health-improving and sports-mass work, providing physical development.

7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on:

The needs of society and the individual;

Opportunities (material, technical, economic, etc.) of society;

Process flow conditions (moral-psychological, sanitary-hygienic, aesthetic, etc.)

Without knowledge of the deep patterns of education, it is difficult to count on its improvement. Real life shows that only the knowledge of the laws and contradictions of the development and formation of the personality provides the necessary theoretical and methodological basis for the implementation of practical measures in the field of education.

To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:

Connections of the pedagogical process with broader social processes and conditions;

Links within the pedagogical process;

Connections between tasks, content, methods, means and forms of organization of the pedagogical process.

The content of a specific upbringing and educational process is naturally conditioned by the tasks set. The methods of pedagogical activity and the means used in this are determined by the tasks and content of a particular pedagogical situation. The forms of organization of the pedagogical process are naturally determined by its tasks, content, chosen methods and means of education. Only a holistic consideration of all external and internal interconnections of the pedagogical process naturally ensures the achievement of the maximum possible results of education in the given conditions in the allotted time. The effective functioning of the pedagogical process naturally depends on the unity of actions of all subjects of education.

Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Main stages of the pedagogical process can be called: preparatory, main, final.

At the preparatory stage of the pedagogical process

Proper conditions are created for the process to proceed in given direction and at a given speed;

Such tasks are solved as: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.

The main stage of the pedagogical process includes

Statement and clarification of the goals and objectives of the forthcoming activities;

Interaction between teachers and students;

The planned methods, means and forms of the pedagogical process are used;

Creation favorable conditions;

Implementation of various measures to stimulate the activities of students;

Ensuring the connection of the pedagogical process with other processes.

On the final stage pedagogical process the analysis of the achieved results is carried out.

Questions for self-examination

1. Expand the concept of the pedagogical process.

2. Describe the components of the pedagogical process.

3. What is the essence of pedagogical interaction?

4. Analyze the main stages of the pedagogical process.

If patterns express an essential, necessary connection between cause and effect, then the principles that come from patterns are the main requirements that determine the general direction of the pedagogical process, its goals, content and organization methodology.

The principles of the pedagogical process (lat. principium - basis, beginning) - a system of basic requirements for training and education, the observance of which allows you to effectively solve the problems of the comprehensive development of the individual.

The formulation of the unified principles of a holistic pedagogical process does not exclude the specifics of training and education, since each of the principles is due to the originality of the content, forms and methods of pedagogical activity.

In the system of pedagogical principles, there are general principles holistic pedagogical process, which include:

1. The principle of purposefulness of the pedagogical process. It expresses the demand to organize educational work with the aim of the comprehensive development of each child, preparing it for participation in the reorganization of society, for life in a democratic legal state. The target orientation of the content, organization of training and education contributes to the formation of a holistic scientific worldview, national consciousness, emotional-volitional sphere, norms of behavior of students. By designing the student's personality, the teacher seeks to make common goals, tasks of training and education own goals and goals for each student.

2. The principle of connection between school and life. It is implemented through the connection of the content of education and training with the development of a market economy, the democratization of public life, and the reform of the education system. Schoolchildren should also be involved in these processes, which will contribute to the formation of their moral, psychological and practical readiness for independent social life and work.

3. The principle of scientific content of education and training. It requires that training and education reveal to students an objective scientific picture of the world, the laws of development of nature, society, culture, and thinking. It is implemented primarily in the development of educational programs, curricula and textbooks. In addition to the formation of a scientific worldview, this principle involves the development of students' skills and abilities of scientific research, their mastering the methods of scientific organization of labor.

4. The principle of accessibility, taking into account the age and individual characteristics of students. It means that training and education should take into account the level of students' abilities, not create intellectual, physical and moral overloads for them. For too complex content, inaccessible forms and methods of teaching, motivation and working capacity decrease, the strong-willed efforts of children weaken, and excessive fatigue appears. However, the simplification of the content reduces the interest in learning, makes it impossible to form volitional efforts, the development of educational performance, makes the developmental influence of training in general problematic.

5. The principle of systematicity, consistency. It is implemented in various forms planning (thematic, lesson) and writing plans, which involves the formation of students' skills rational organization learning activities, as well as such a construction of the educational process, in which each educational event is a natural and logical extension previous work, consolidates and develops what has been achieved, raises education and development to a higher level.

6. The principle of consciousness, activity, initiative, creativity of students in the pedagogical process. Promotes the formation of conscious, active, independent and creative people. Ignoring it in training and education gives rise to lack of initiative, passivity, indifference.

7. The principle of connection of education and upbringing with socially useful, productive work. It educates young people as creators of social values. After all, work helps to know oneself and other people, cultivates respect for oneself as a person and those who are nearby, enriches one with social experience, helps one choose a life path and assert oneself.

8. The principle of visibility. Provides for the use of visualization not only as a means of illustration, but also for teaching students independent work with an image, especially an artistic one, as a source of information that contains the general and the individual, the special and the individual. Such work with clarity sharpens attention, develops analytical thinking, the ability to achieve a figurative expression of various technical and social problems.

9. Principle collective nature education and training. Requires a consistent combination of mass, collective, group and individual forms work. Training young man to life in society requires the accumulation of work experience and an active social life in the work collective, mastering the skills of collectivist relations (solidarity, mutual assistance, mutual control, mutual demands). The collective norms of upbringing and education, combined with group and individual ones, make it possible to simultaneously influence the masses in general and each young person in particular.

10. The principle of respect for the personality of the child, combined with reasonable demands on it. Respect and exactingness for the child instill in him a feeling human dignity, form ideas about the humane principles of human relations. Pedagogical value the unity of respect and exactingness lies in the fact that Active participation in important public affairs and responsibility contribute to self-affirmation, elevate the personality in their own eyes, inspire and inspire.

11. The principle of choice best practices, forms, means of training and education. It is based on the realization of the impossibility of universal approaches to training and education that work in any pedagogical situations. Successfully solve pedagogical problem can different combinations forms and methods of work. This principle reflects the democratic working conditions modern school that give teachers the right to choose scientific basis optimal conditions for them, methods, forms and methods of work.

12. The principle of strength, awareness and effectiveness of the results of training, education and development. It requires ensuring the unity of the educational, upbringing, developmental effect of the pedagogical process, without which stable moral convictions, learning skills are impossible. cognitive activity, public meaningful behavior And so on. It provides for the need to realize the acquired knowledge, focuses on the formation of effective knowledge, skills, abilities and ways of behavior.

13. The principle of an integrated approach to training and education. Manifested in the organic connections of educational, labor activity schoolchildren with the formation of a worldview, motives of behavior valuable for society, with a moral attitude to study, work, nature, themselves, and other people. An integrated approach that ensures the unity of the organization and results of education and training is embodied primarily in interdisciplinary connections. The complexity of the content of the educational process is carried out in the program of educational work, which involves the involvement of schoolchildren in all types of activities. In general, this principle reflects the objective requirement to ensure the unity of education, upbringing and life of students.

In the real pedagogical process, the principles of education and upbringing are implemented in close relationship, mutually reinforce each other, none of them can be used separately, that is, without taking into account and using others.

Patterns of the pedagogical process

parenting trend as social phenomenon lies in the appropriation by the younger generation social experience seniors.

This is the basic law of the pedagogical process. There are also specific laws that manifest themselves in the form of pedagogical patterns. This is the dependence of the content, forms and methods of pedagogical activity on the level of development of the productive forces in society and the corresponding industrial relations. The level of education is also determined by the interests of the ruling stratum of society, the policy and ideology of the state.

The effectiveness of the pedagogical process depends on material, hygienic, moral and psychological conditions. These conditions depend on the socio-economic situation of the country and on the actions of the subjects, in particular representatives of the educational authorities. Objective is the dependence of the results of education on the characteristics of the interaction of children with the outside world. The essence of the pedagogical pattern lies in the results of training and education, depending on the nature of the pupil's activity. What is important is the consistency of the content, forms and methods of the pedagogical process with the age and characteristics of the students. For the practice of the pedagogical process, it is important to understand the internal links between the functional components. For example, the content of a certain upbringing and educational process is determined by the tasks set. Methods of pedagogical activity and means depend on the tasks and content of a particular pedagogical situation.

Principles of the pedagogical process

The patterns of the pedagogical process are expressed in the provisions that determine its organization, content, forms and methods. Thus, regularities are expressed in principles.

Principles are, in fact, the main provisions of the theory, its ideas. The principles of the pedagogical process itself reflect the main requirements for the organization of pedagogical activity, indicate its direction, and help to creatively build the pedagogical process.

The principles of the pedagogical process are formulated on the basis of regularities. They are the result of achievements. pedagogical science and modern pedagogical practice. Their basis is expressed by natural connections between teachers and students. A reflection of the relationship between training, education and development was the emergence of such principles as:

• developmental nature of education,
• educational character of education,
• unity of education and upbringing.

The dependence of the pedagogical process on the level of development of the productive forces gave rise to the principle of the connection between the pedagogical process and life and practice.

AT functional approach the principles of training and education are considered in isolation. From the point of view of a holistic pedagogical process, two groups of principles are distinguished:

• organization of the pedagogical process,
• management of student activities.

Pedagogical rules are interconnected with the principles of the pedagogical process. They are based on principles, obey them and specify them. Rules dictate character individual actions in the activities of the teacher, which lead to the implementation of the principles. The rule is used depending on the specific pedagogical situation.

Principles of organizing a holistic pedagogical process

The principle of humanism of the pedagogical process is the main principle of education, which expresses the need to combine the goals of society and the individual. The implementation of this principle requires the subordination of educational work to the tasks of forming a comprehensive developed personality. In this theory, spontaneous, spontaneous development of children is impossible.

An important place in the organization of the pedagogical process is given to its connection with real life and industrial practice. This principle makes it impossible for an abstract educational orientation in the formation of personality. This principle assumes that the content of education and the forms of pedagogical work correspond to changes in the economy, politics, culture and public life of the state and in the world. To implement this principle, constant familiarization of students with current events is required. Pupils should be actively involved in social activities, participate in various events.

The connection of the pedagogical process with industrial practice is necessary because practical activity is the source of cognitive activity, the correct criterion of truth and the area of ​​application of the results of cognition.

The study of theory can be based on the experience of the students. Implementation of the principle of connection with life and practice is possible through the involvement of students in different kinds activities, including work. Labor at the same time should bring satisfaction from the process of creation and creativity. Collective work helps in the formation public behavior and valuable personal and business qualities. It is important that it is not labor itself that educates, but its social and intellectual content, organization and moral orientation.

The principle of scientificity makes it possible to bring the content of education in line with the level of development of science and the experience accumulated by world civilization. Scientific nature is manifested in the development of curricula, programs and textbooks. According to this principle pedagogical interaction is directed to the development of cognitive activity of children, to the formation of skills and abilities of scientific research. The implementation of this principle occurs through situations moral choice, observation of phenomena, fixation and analysis of the results of observations, scientific disputes, defending one's opinion in these disputes, use of scientific literature.

The fundamental principle of the organization of the pedagogical process is the principle of training and education in a team. This principle involves a combination of collective, group and individual forms of organization of the pedagogical process. A person becomes a person through communication and isolation associated with it. Communication and isolation is the source of human social wealth. In the team, each individual personality develops and manifests itself most fully. With the help of the team, feelings of responsibility, collectivism, and mutual assistance are brought up and developed. In a team, a person learns the rules of communication, behavior, develops organizational skills of leadership and subordination.

Another important principle is the requirement of continuity, consistency and systematicity, which is aimed at consolidating knowledge, skills and abilities, their consistent development and improvement. Communication and continuity of the tasks of the pedagogical process, provide a transition from simple to more complex forms behavior and activities, their consistent enrichment and development.

Continuity requires building a system and consistency in training and education. Systematicity and consistency make it possible to achieve great results in less time. In practice, the principle of continuity, consistency and consistency is implemented in the planning process.

The most important organizing provision of a holistic pedagogical process is the principle of visibility. Visibility in the pedagogical process is based on the patterns of cognition of the surrounding world and the development of thinking, which develops according to the principle: from the concrete to the abstract. Visualization in the pedagogical process is provided by illustrations, demonstrations, laboratory and practical work, the use of examples and life facts.

Management principles

Pedagogical management focuses on the activity, independence and initiative of children. From this follows the principle of combining pedagogical management with the development of the independence of pupils. The pedagogical management serves to support the useful undertakings of children, to teach them how to perform various jobs, to encourage initiative and creativity.

The principle of consciousness and activity of students in a holistic pedagogical process lies in the active role of the pupil in the pedagogical process. The activity of the child should be directed not to mere memorization and attention, but to the process of self-searching for knowledge.

The unity and integrity of the educational process is possible only with the interaction of all pedagogical systems.

Let us define the main principles of the pedagogical process.
1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.
2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. AT this case this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and changes and phenomena taking place in the entire public life of the country - economy, politics, culture, on the other hand.
3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of ​​practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.
4. The principle of scientific character, which means the need to bring the content of education in line with a certain level scientific and technological achievements society, as well as in accordance with the already accumulated experience of civilization.
5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.
6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.
7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills, personal qualities that were acquired in the learning process, as well as their systematic and consistent development.
8. The principle of visibility. This is one of important principles not only the learning process, but the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world which lead to the development of thinking from the figurative-concrete to the abstract.
9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value public principles.
10. The principle of the relationship between pedagogical management and independence of schoolchildren. It is very important from childhood to teach a person to perform certain types work, encourage initiative. This is facilitated by the principle of combining effective pedagogical management.
11. The principle of consciousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process.
12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.
13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.
14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.
15. The principle of influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.
16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work mental activity. As a rule, knowledge that is acquired independently becomes strong.

25. DIDACTICS AS A PEDAGOGICAL THEORY OF TRAINING AND EDUCATION….

Didactics is a branch of pedagogy that studies the theoretical foundations of education and its content. The term "didactics" comes from Greek words didaktikos - teaching and didasko - studying.

Methodological basis of education is epistemology - the theory of knowledge. Didactics is associated with psychology (general, age, pedagogical, social, personality psychology), physiology of higher nervous activity, formal logic, sociology, cultural studies, cybernetics, computer science, history of pedagogy, aesthetics, methods of teaching specific subjects. Therefore, it is legitimate to talk about the physiological, psychological, socio-cultural, informational foundations of didactics. Regulatory Framework didactics are related to the fact that the content of education is regulated by educational standards and normative documents, which are developed on the basis of standards.

The subject of didactics is the natural connections between the activities of the teacher and the student, as well as between the components of the learning process. According to well-known didactics, the subject of didactics is “connection, interaction of teaching and learning, their unity” (V.V. Kraevsky), “conditions necessary for the process of teaching-learning” (Ch. Kupisevich). Did-a is the most developed scientific branch of pedagogy. It is both theoretical and normative-applied science. Did-a solves the trace of the problem. 1 Defines the tasks of learning, answers the question “why to teach?”. 2 Study the most general laws of learning, formulates on their basis the principles and rules of learning. , develops educational standards, educational programs and educational and methodological complexes, the question "what to teach?" -in training, playing essential role in the educational process “with what to teach?”.6 Examines issues related to the methodology of researching problems of learning.7 teacher experience, studies innovations and innovations in the learning process.

The main categories and concepts of didactics: learning, learning process, learning, teaching, patterns of learning, principles of learning, learning content, forms of learning, learning methods, learning tools, learning technology. Didactics also operates with the concepts related sciences(system, content, form, method, learning skills, skills, motives, cognitive interest, thinking, etc.).

Learning is a specially organized, purposeful process of interaction between a teacher and students, as a result of which the assimilation of a certain system of knowledge, ways of thinking and activities, as well as the experience of emotional-valuable attitudes towards oneself and the world around is ensured.

The law of learning is a set of objective, general, essential, necessary, steadily recurring connections between didactic phenomena, components of the learning process, the nature of their development and functioning. Principles of learning - the most general (guiding) provisions that determine the requirements for the content, organization and implementation of the learning process.

Teaching is the management of educational activities of students, helping them to master knowledge, to master methods.

The content of education has a historical character. It is determined by the goals and objectives of education at a particular stage of the development of society and changes under the influence of the requirements of life, production and the level of development of scientific knowledge.
Main theories school education were determined at the end of the 18th - beginning of the 19th century. They got the name theories of the material and formal content of education.
Supporters theories of the material content of education(theories of didactic materialism or encyclopedism) believed that the main goal of education is to transfer to students as much knowledge as possible from various areas Sciences. This belief was shared by many famous teachers of the past (Ya. A. Komensky, G. Spencer, and others).
Supporters theories of the formal content of education(theories of didactic formalism) considered learning as a means of developing abilities, cognitive interests students, their attention, memory, ideas, thinking. This theory was shared by such famous teachers as J. Locke, I. G. Pestalozzi, I. Herbart and others.
Both of these theories are pure form criticized by K. D. Ushinsky. In his opinion, the school should develop the intellectual powers of a person, enrich him with knowledge, teach him to use them. K. D. Ushinsky laid the foundation for the idea of ​​the unity of didactic materialism and didactic formalism, supported by modern educators.
At the turn of the XIX and XX centuries. appears theory of didactic pragmatism formation of the content of education (the theory of didactic utilitarianism) as a response to dissatisfaction with the theories of the material and formal content of education. In the USA, its foundations were laid by the famous educator J. Dewey; in Europe, similar views were expressed by the German educator G. Kershensteiner.
Supporters of this theory believed that the source of the content of education lies not in individual subjects, but in the social and individual activities of the student, who was given maximum freedom in choosing educational subjects.
In the 1950s, under the leadership of K. Sosnitsky, a theory of operational structuring of the content of education (structuralism) was developed. Its meaning is that the content should be organized in the form of a lattice of large structures containing the main backbone components, that is, the most important material, reflecting the fundamental provisions of science and at the same time going back to its historical origins and recent achievements scientific thought.
^ Problem-Complex Theory the content of education was developed under the leadership of B. Sukhodolsky in the sixties of the XX century. According to this theory, the study individual items not separately, but in a complex way: the subject of students' cognitive activity is problems, the solution of which requires the use of knowledge from various fields.

The two theories that have been most widely used in the past are:

1. The theory of formal education (end of the 18th-middle of the 19th century) - you do not need to give a large amount of knowledge, it is still impossible to assimilate it. It is necessary to give only the material that develops memory, etc. intellectual ability. It is not the knowledge itself that is valuable, but its developing ability.

2. Theory material education(arose in the era of the development of capitalism). The basis for the selection of the content of education was the degree of suitability of the subjects studied for life. Intellectual features develop automatically in the process of assimilation of "useful" knowledge. This theory formed the basis of real education.

Lack of 2 theories: one-sidedness.

Today they proceed from the fact that the only source of the content of education is social. experience gained in society.

Social Experience has 4 main components:

1. Knowledge obtained by society about the surrounding reality: nature, society, methods of activity, methods of cognition, etc.

2. Skills and skills as an exercise known ways activities. They are divided into intellectual (analysis, comparison, generalization, compilation logic circuits) and practical (reading, writing, counting, problem solving).

3. The system of emotional-value relations to the outside world. The concern of the teacher is not only the presentation scientific truths but also the formation of a positive attitude towards them among schoolchildren.

4. The experience of creative activity, which ensures the further development of the culture of society, which is impossible without creative activity.

Characteristics of the components of the content of education

1. Knowledge is information about the surrounding world. These include categories, concepts, facts.

2. Skills and skills - intellectual and practical.

3. Emotional-value relations - communicative and personal guidelines.

4. Creative experience:

1. Combining the new from the elements of the known.

2. Finding new solutions.

3. Vision of the problem.

4. Transferring knowledge to a new situation.

Academic plan- this is Mrs. a document establishing for each type of school a list of subjects, their distribution by year, weekly and annual amount of time allotted for each subject. The school board decides on what plan the school will operate.

Training program- this is Mrs. a document that defines the mandatory volume and content of ZUN for each academic subject, determining the structure and content of individual sections and topics with their distribution by year of study.

The law of the Russian Federation on education states that general education programs should be aimed at the formation common culture personality, adaptation of the individual to life in society, creating the basis for conscious choice and development of professional educational programs. General education programs include: preschool education, primary general education, basic general education, secondary (complete) general education.

A textbook is a book that lays out the basics scientific knowledge in a particular subject in accordance with the learning objectives, program and didactics requirements.

Requirements for the content of education

1. match state of the art development of science, culture, technology.

2. connection with life.

3. optimal volume educational material to be assimilated

4. reflection within and interdisciplinary connections.

5. educational orientation.

6. Structural unity of the content of education on different levels its formation.

7. humanization is important: a focus on respect for the personality of the child, the formation of independence.

8.​ main part humanization - humanitarization:

1. building up in the content of knowledge about man, humanity and humanity

2. highlighting the humanitarian aspect in all academic subjects

3. Improving the quality of teaching the humanities

4. any school subject should promote humanization.

(7. and 8. - according to Kraevsky).

In the law of the Russian Federation on education (Article 14 " General requirements to the content of education") it is written that the content of education should be focused on:

1. Humanistic character, priority of universal values.

2. Reflection of national cultures in a multinational state-va.

3. Promoting cooperation between people.

4. Ensuring self-determination of the individual, free choice beliefs.

5. Strengthening the rule of law, the development of civil society.

6. Reproduction and development of the personnel potential of the society.

4. Patterns and principles of the pedagogical process

Among the general patterns of the pedagogical process (objectively existing, repetitive, stable, significant connections between phenomena, individual aspects of the pedagogical process), the following are distinguished:

The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result. We see the consequences of the operation of the law at every step - that student will have higher common achievements, which had higher intermediate results.

The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depend on: 1) heredity; 2) educational and learning environment; 3) inclusion in educational activities; 4) the means and methods of pedagogical influence used.

The pattern of management of the educational process. The effectiveness of pedagogical influence depends on: 1) the intensity of feedback between educators and students; 2) the magnitude, nature and validity of corrective actions on educators.

Pattern of stimulation. The productivity of the pedagogical process depends on: 1) the action of internal incentives (motives) for educational activities; 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on: 1) the intensity and quality of sensory perception; 2) logical understanding of the perceived; 3) practical application of meaningful.

The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on: 1) the quality of pedagogical activity; 2) the quality of the students' own educational activities.

The regularity of the conditionality of the pedagogical process. The course and results of the educational process depends on: 1) the needs of society and the individual; 2) opportunities (material, technical, economic, etc.) of society; 3) the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

The basic principles of the organization and functioning of the pedagogical process (initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic pedagogical process; guiding ideas, regulatory requirements to its organization and conduct):

the principle of a holistic approach to education;

the principle of continuity of education;

The principle of purposefulness in education;

The principle of integration and differentiation joint activities teachers and pupils;

the principle of natural conformity;

the principle of cultural conformity;

the principle of education in activity and in a team;

the principle of consistency and systematicity in training and education;

the principle of unity and adequacy of management and self-government in the pedagogical process;

the principle of optimization (Yu.K. Babansky) - the constant bringing of methods and techniques of activity in accordance with the goals and content of the pedagogical process, real psychological situation.

5. The laws of learning that distinguish Yu.K. Babansky, I.Ya. Lerner, M.I. Makhmutov, M.N. Skatkin and others.

1. The law of social conditionality of goals, content and methods of teaching. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It's about about using this law, fully and optimally transfer the social order to the level of pedagogical means and methods.

2. The law of the relationship between theory and practice in teaching.

3. The law of interdependence of individual and group organization of educational activities.

4. The law of upbringing and developing education reveals the correlation of knowledge possession, methods of activity and comprehensive development of the individual.

Patterns of learning, considered as an expression of the operation of laws in specific conditions, are objective, essential, stable, recurring connections between constituent parts, components of the learning process. External regularities of the learning process and internal ones are distinguished. The first characterize the dependence of learning on public processes and conditions: socio-economic, political situation, the level of culture, the needs of society in a certain type of personality and the level of education.

The internal regularities of the learning process include links between its components: between goals, content, methods, means, forms. Didactic pattern: learning outcomes (within certain limits) are directly proportional to the duration of training. Epistemological regularity: learning outcomes (within certain limits) are directly proportional to the ability of students to learn. Psychological pattern: the productivity of training (within certain limits) is directly proportional to the interest of students in learning activities. Cybernetic regularity: the effectiveness of training (within known limits) is directly proportional to the frequency and volume feedback. Sociological regularity: the development of an individual is conditioned by the development of all other individuals with whom he is in direct or indirect communication. Organizational pattern: learning outcomes (within certain limits) are directly proportional to the attitude of students to educational work, their academic duties.

6. Individual style of the teacher's activity. Psychology of styles. Pedagogical tact and culture of the teacher's personality. pedagogical conflict. Permission pedagogical conflict

The individual style of the teacher's activity is an integral dynamic characteristic of individuality, which is a relatively stable, open, self-regulating system of interconnections of individually-peculiar actions, and reflects the specifics of the interaction between the teacher and students in the process of professional activity. This is a system of techniques, a manner of communication, ways of resolving conflicts. In the works of different scientists, various classifications of styles of pedagogical activity are proposed. According to A.K. Markova, styles are differentiated into three general view: authoritarian (the teacher single-handedly makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and the opinions of students, does not justify his actions to students. The main methods of influence of such a teacher are orders, teaching.), democratic (the teacher takes into account the opinion students, encourages independence of judgment, in addition to academic performance, takes into account and personal qualities students. The methods of influence are inducement to action, advice, request) and liberal-permissive (The teacher avoids making decisions, transferring the initiative to students, colleagues.). Classification of styles of pedagogical activity, proposed by I.F. Demidova is: emotional-improvisational, emotional-methodical, reasoning-improvisational, reasoning-methodical.

Pedagogical tact is the observance of universal norms of communication and interaction with children, taking into account their age and individual psychological characteristics. The main elements of the pedagogical tact are: exactingness and respect for the pupil; the ability to see and hear the student, empathize with him; business tone of communication; attentiveness, sensitivity of the teacher. Professional tact is manifested: in appearance teacher; in the ability to quickly and correctly assess the current situation and at the same time not to rush to conclusions about the behavior and abilities of pupils; in the ability to restrain one's feelings and not lose self-control in difficult situation; in a combination of reasonable exactingness with a sensitive attitude towards students; in good knowledge of the age and individual characteristics of students; self-critical evaluation of their work. Pedagogical culture is a universal characteristic pedagogical reality, which is a specific design of a common culture in the sphere of pedagogical activity. Conflict is a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case of internal conflict), arising from a mismatch of desires, interests, values ​​or perceptions. Objective reasons for the appearance of ped. conflicts: student fatigue, conflicts in the previous lesson, responsible test, quarrels at recess, the ability or not the ability of the teacher to organize the work in the lesson. Conflict resolution:

1. Analysis of data on the situation, identification of the main accompanying contradictions;

2. Determination of means and ways of resolving situations;

3. planning the course of pedagogical influence, taking into account the possible response actions of the participants in the conflict;

4. Analysis of the results;

5. Correction of the results of pedagogical influence;

6. Self-esteem class teacher, mobilization by him of his spiritual and mental forces.

7. The concept of lifelong education (UNESCO, 1995). Creation complete system continuous vocational education. Software and methodological support of continuing professional education

Lifelong learning is holistic process, which ensures the progressive development creativity personality and comprehensive enrichment of her spiritual world. For the first time the concept of "lifelong education" was presented at the UNESCO forum (1965) by the greatest theoretician P. Lengrand.

The interpretation of lifelong education proposed by P. Lengrand embodies the humanistic idea: it puts a person at the center of all educational principles, who should create conditions for the full development of his abilities throughout his life. The stages of human life are considered in a new way, the traditional division of life into the period of study, work and professional deactivation is eliminated. Understood in this way, lifelong learning means a lifelong process in which the integration of both individual and social aspects human personality and its activities.

Basic for theoretical and then practical development The concept of lifelong education was the study of R. Dave, who determined the principles of lifelong education. Their list includes the following principles: coverage of education throughout a person's life; understanding educational system as a whole, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms; inclusion in the education system, in addition to educational institutions and centers for pre-training, formal, non-formal and non-institutional forms of education; universality and democracy of education; linking general and vocational education; emphasis on self-education, self-education, self-esteem; emphasis on self-management; individualization of teaching; stimulation of motivation to study; creation of appropriate conditions for study; consistency of the principles of the educational process.

Continuing professional education in the context of international documents is presented as a comprehensive training activity carried out on an ongoing basis in order to increase the level of knowledge, skills and professional competence.

Continuous professional development includes stages of compulsory vocational education to acquire relevant skills; updating knowledge, skills, teaching not only professional skills, but also other vital, necessary and simply interesting competencies for a person.

Continuing professional development methods:

formal ( initial receipt vocational education, additional vocational education, updating knowledge, skills and abilities inherent in a person's already existing level of education through institutionalized structures);

non-formal - learning outside the institutionalized sector of education (in the workplace, in museums, community centers, clubs, trade unions, etc.).

Continuing education programs should be based on such principles as: consistency, modular structure of programs, competence-based approach, optimization of classroom activities, the use of modern educational and information technologies, accumulative system of education.

Among the tasks, the solution of which is necessary for the development of the system of continuous education, the following should be singled out: the transition to modular principle building educational programs; widespread use of new educational technologies, including "open education" technologies, interactive forms training, project and other methods that stimulate the activity of students; updating the material and technical base and infrastructure of education, its more intensive informatization; ensuring the innovative nature of vocational education through the integration of education, science and production.

The need to create an integral system of lifelong education dictates the need to rethink the target functions of education as a system and its individual links, to revise traditional ideas about the social, historical, cultural, value essence of education, its relationship with other types and forms of social practice, the place and role of education as social institution in human life and society.

final grade Corresponds to the achievement of the goal And this algorithm is reproduced again in new topic. AT modern didactics Today, a wide variety of technologies are presented, since each author and performer brings something of their own to the pedagogical process, and therefore they say that each technology is recognized as copyright. However, due to numerous similarities and common features can...

Incorrect organization and regulation of intellectual and information loads lead to overwork of schoolchildren, and as a result, to malaise and various kinds of diseases. It follows that the improvement of the system of continuous education, the increase in the effectiveness of the educational process while maintaining the physical and mental health of students is impossible without...