Pedagogical process is a specially organized interaction between a teacher and a student, taking into account the content of education and upbringing, using various pedagogical means, aimed at the implementation of pedagogical tasks that ensure the satisfaction of the needs of society and the individual himself in his development and self-development.

The pedagogical process is presented as five element system: purpose of learning (why to teach); the content of educational information (what to teach); methods, teaching methods, means of pedagogical communication (how to teach); teacher; student.

The pedagogical process is created by the teacher. Wherever the pedagogical process takes place, no matter what teacher creates it, it will have the following structure:

Purpose - Principles - Content - Methods - Means - Forms.

Target reflects the end result of pedagogical interaction, which the teacher and the student strive for.

Principles designed to determine the main directions for achieving the goal.

Methods- these are the actions of the teacher and the student, through which the content is transmitted and received.

Means as materialized subject methods of working with content are used in unity with methods.

Forms organization of the pedagogical process give it a logical completeness, completeness.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

- pedagogical;

- methodical;

- psychological.

For creating methodological structure the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and the student are determined.

The pedagogical and methodological structures of the pedagogical process are organically interconnected.

Psychological structure pedagogical process: processes of perception, thinking, comprehension, memorization, assimilation of information; manifestation by students of interest, inclinations, motivation for learning, dynamics of emotional mood; the rise and fall of physical neuropsychic stress, the dynamics of activity, performance and fatigue.

Consequently, in the psychological structure of the pedagogical process, three psychological substructures can be distinguished: cognitive processes; motivation for learning; voltage.

In order for the pedagogical process to "set in motion", management is necessary.

Pedagogical management- this is the process of transferring the pedagogical situation, processes from one state to another, corresponding to the goal.

Components of the management process: goal setting; information support (diagnosing the characteristics of students); formulation of tasks depending on the purpose and characteristics of students; design, planning activities to achieve the goal; project implementation; control over the progress of execution; adjustment; summarizing.

Pedagogical process- This labor process, it is carried out to achieve socially significant tasks. The specificity of this process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants - pedagogical interaction.

Education is a pedagogical process of moving a given goal through the subjective-objective actions of teachers and trainees. The formation of a person as a person, his formation in accordance with the social ideal is unthinkable outside the pedagogical process (the concept of "educational process" is used as a synonym).

The pedagogical process is a specially organized interaction of teachers and pupils, aimed at solving educational, educational and developmental tasks. In other words, the pedagogical process is understood as a holistic process of the implementation of education in the broad sense by ensuring the unity of education, education (in its narrow special sense).

At its core, the pedagogical process is a social process. The social order of society is expressed in the main goal of the pedagogical process - to ensure the comprehensive preparation of people for the successful solution of the tasks assigned to them. In the pedagogical process, there is a transfer and active assimilation of social experience, carried out through purposefully organized activities (educational, cognitive, gaming, industrial, artistic and creative, etc.), through communication between educators and educatees, systematic influence on the consciousness, will and emotions of the latter.

The defining components of the pedagogical process are the processes of education and upbringing, which determine the internal processes of changing education, upbringing and personal development. In turn, the processes of education and upbringing consist of certain interrelated processes: the process of education - from teaching and learning, the process of education - from educational interactions and the process of self-education arising from this.

The main functions of the pedagogical process are:

Informational (education of pupils);

Educational (personal change of pupils);

Developing (comprehensive development of pupils);

Axiological (value orientation of pupils, the formation of their attitudes to objects and phenomena);

Social adaptation (adaptation of pupils to life in real conditions).

The structure of the pedagogical process is considered from two positions: the subject composition (participants in the pedagogical process) and the procedural composition.

The subjects of the pedagogical process are pupils and educators, whose composition is very diverse: pupils - from preschoolers to the elderly and old people; educators - from parents, professional educators to the media, customs, religion, language, nature, etc. The interaction of the subjects of the pedagogical process has as its ultimate goal the appropriation by pupils of the diverse experience accumulated by mankind.

In the procedural structure of the pedagogical process, the following components are distinguished:

“target (determination of the goals of training and education). The goal, understood as a multilevel phenomenon, acts as a system-forming factor in the pedagogical process;

Operational and activity (establishment of procedures for training, education and interaction of participants in the process, organization of the activities of teachers and educators in accordance with certain principles, the use of means, forms, methods of work to achieve the goal);

emotional and motivational(formation and development of positive motives for the activities of educators and pupils, the establishment of positive emotional relations between the participants in the process);

Control and evaluation (monitoring the progress and results of the pedagogical process at all levels, assessment and self-assessment of the formation of personal qualities);

Effective (the effectiveness of the pedagogical process, progress in achieving the goal).

The pedagogical process is not just a combination of subjective and procedural composition, but a complex dynamically developing system, a holistic education that has new qualitative characteristics that are not contained in its constituent components. A holistic pedagogical process is characterized by both the internal unity of its constituent components, their harmonious interaction, and movement, overcoming contradictions, and the formation of a new quality. The progressive movement of the pedagogical process is carried out in the process as a result of scientifically based resolution of objective and subjective (resulting from erroneous pedagogical decisions) pedagogical contradictions, which are the driving force, the source of functioning and development of the pedagogical process.

The pedagogical process has its own special patterns. The patterns of the pedagogical process are objectively existing, repetitive, stable, essential links between phenomena, individual aspects of the pedagogical process.

Among the general patterns of the pedagogical process, I.P. Podlasy highlights the following:

Dynamics of the pedagogical process. In the pedagogical process, the magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. The higher the previous achievements, the more significant the final result. This means that the pedagogical process, as a developing interaction between teachers and students, has a gradual, “step-by-step” character. This pattern is a manifestation of the consequence of the law: that student has higher overall achievements, who has higher intermediate results;

Personal development in the pedagogical process. The pedagogical process contributes to the development of the individual. The pace and achieved level of personal development depend on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used;

Management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between educators and teachers,

the magnitude, nature and validity of corrective actions on students;

Stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) of educational activities, the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives;

Unity of sensual, logical, practical in the pedagogical process. The effectiveness of the educational process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of the meaningful;

Unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends both on the quality of pedagogical activity and on the quality of the students' own educational and cognitive activity;

Conditions of the pedagogical process. The course and results of the educational process depend on the needs of society and the individual, the possibilities (material, technical, economic, etc.) of the individual and society, the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

From these and other regularities follow principles of the pedagogical process - the initial leading requirements for training and education, specified in a number of rules, recommendations. (The principles of training and education will be discussed in the relevant sections).

In any pedagogical process, there are stages, those. certain sequence of development. The main stages of the pedagogical process are the following:

Training pedagogical process (preparatory);

Implementation of the pedagogical process (main);

Analysis results of the pedagogical process (final).

Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developmental and educational problems. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.

The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:

goal and tasks;

organization and management;

methods of implementation;

results.

The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.

Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own educational activities;

¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.

The regularities of the pedagogical process find concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e., in principles.

Principles in modern science, these are the basic, initial provisions of any theory, guiding ideas, the basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.

Thus, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. As well as general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;

¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using the positive qualities of a person as a support, the strengths of his personality, etc .;

¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.

At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"one. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.

When highlighting system of principles of teaching in higher education should be considered features of the educational process this group of educational institutions:

- in higher education, not the basics of sciences are studied, but the sciences themselves in development;

- independent work of students is close to the research work of teachers;

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of didactics of higher education considered:

scientific;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Connection of individual search for knowledge with educational work in a team;

The combination of abstract thinking with visibility in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.

2. The main systems of organization of the pedagogical process

In didactics, there are three main systems for organizing the pedagogical process:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system. These systems differ from one another:

The number of students enrolled in these systems;

The ratio of collective and individual forms of organizing the activities of pupils;

The degree of their independence;

The specifics of the management of the educational process by the teacher.

1. The system of individual training and education developed in primitive society as the transfer of experience from one person to another, from older to younger.

With the development of scientific knowledge in connection with the development of agriculture, animal husbandry, navigation and awareness of the need to expand access to education for a wider range of people, the system of individual education was transformed into individual-group. The content of training and education was strictly individualized, so the group could have students of different ages, different degrees of preparedness. The beginning and end of classes for each student, as well as the terms of training, were also individualized.

2. Classroom system replaced the individual and individual-group. This system approves a strictly regulated mode of educational work:

Permanent place and duration of classes;

A stable composition of students of the same level of preparedness, and later - of the same age;

Stable class schedule.

The emergence and approval of the class-lesson system is associated with the activities of the Strasbourg school of I. Sturm (1538), which had separate classes and training was carried out on the basis of an approved curriculum with alternating classes and rest. In the 20-30s. 16th century The class-lesson system has already been used in public elementary schools in the Czech Republic, Poland, Hungary, Lithuania, and Saxony. The theoretical substantiation of this system of education was given by Ya. A. Comenius. In the second half of the XVIII century. the class-lesson system has also become widespread in Russia.

According to Ya. A. Komensky, the main form of organizing education within the framework of the class-lesson system should be a lesson. Lesson - the main unit of the educational process, clearly limited by the time frame, work plan and composition of participants.

The further development of the classical teaching of Comenius about the lesson in domestic pedagogy was carried out in the 19th century. K. D. Ushinsky. He scientifically substantiated all the advantages of the class-lesson system and created a coherent theory of the lesson, in particular, substantiated its organizational structure and developed the following lesson typology:

Blended lessons;

Lessons of oral and practical exercises;

Lessons of written exercises;

Knowledge Assessment Lessons.

In modern didactics, many scientific works are devoted to the allocation of types of lessons, and today there are several lesson classifications, each of which is based on some defining feature proposed by different authors:

- didactic purpose (I. S. Ogorodnikov);

- the goals of organizing classes (M. I. Makhmutov);

- the main stages of the educational process (S. V. Ivanov);

– teaching methods (I. N. Borisov);

- ways of organizing the educational activities of students (F. M. Kiryushkin).

As an example, we give a classification according to didactic purpose:

Lessons of studying new educational material;

Lessons in the formation and improvement of skills and abilities;

Lessons of generalization and systematization of knowledge;

Lessons of control and correction of knowledge, skills and abilities;

Combined (mixed) lessons.

3. Lecture and seminar system, originated with the creation of the first universities, has deep historical roots, but it has practically not undergone significant changes since its inception.

Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of education within the lecture-seminar system. Its invariable attributes are colloquia, tests and examinations.

The lecture-seminar system in its pure version is used in the practice of professional training, i.e. in conditions when students already have some experience in educational and cognitive activity, when basic general scientific skills have been formed and, above all, the ability to independently acquire knowledge. It allows you to organically combine mass, group and individual forms of education, although the dominance of the former is predetermined by the peculiarities of the age of students: students, students of the advanced training system, etc. lesson system.

3. Management cycle

In pedagogy, the concept management cycle is revealed through standing in series and interconnected functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control.

Function pedagogical analysis in its modern sense, it was introduced and developed in the theory of pedagogical management by Yu. A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the managerial cycle: any managerial cycle begins and ends with it. The exclusion of pedagogical analysis from the general chain of managerial activity leads to its disintegration, since the remaining functions do not receive rationale and completion in their development.

Main purpose pedagogical analysis as a management function is to study the state and trends in the development of the pedagogical process, in an objective assessment of its results, followed by the development of recommendations on this basis for improving and optimizing the controlled system. This function is one of the most time-consuming in the structure of the management cycle, since analysis involves the selection of parts in the object under study, the assessment of the role and place of each part, the reduction of parts into a single whole, the establishment of links between facts, etc.

In the theory and practice of management, the main types of pedagogical analysis: parametric, thematic and final.

Parametric analysis is aimed at studying daily information about the course and results of the educational process, to identify the causes that violate it. The subject of parametric analysis is the study of current academic performance, discipline, attendance, adherence to class schedules, etc.

Thematic Analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process. In the content of the thematic analysis, a systematic approach is manifested to a greater extent.

Final analysis covers a larger time, space or content framework. It is held at the end of the semester and academic year and is aimed at studying the main results, prerequisites and conditions for their achievement.

The management process of any pedagogical system involves goal setting or goal setting.

Peculiarities goal setting in the management of pedagogical systems are that when developing a "tree" of goals, it is not enough to know only the objective requirements of society. It is important to correlate the overall goal of managerial activity with the age and individual psychological characteristics of students, when pedagogical goals are the result of the implementation of the requirements imposed on a person by society. When determining the "tree" of management goals, it is necessary to present the general, general goal in the form of a number of specific private goals, i.e., decompose it. Thus, the achievement of a common, general goal is carried out through the achievement of its constituent private goals.

Planning in management, it acts as a decision-making based on the correlation of the data of the pedagogical analysis of the phenomenon under study with the programmed goal. Allocate perspective, annual and current educational institution work plans:

perspective plan develop, as a rule, for five years on the basis of a deep analysis of work in recent years;

annual plan covers the entire academic year including holidays;

current plan make up for a certain part of the academic year - it is a specification of the general annual plan.

The presence of these plans allows you to coordinate the activities of the teaching staff. They are strategic in relation to the work plans of teachers.

Organization function implementation of decisions made and regulation function of this process are implemented by specific people: the administration of the educational institution, teachers, students, members of the public.

In the structure of the manager's organizational activity, an important place is occupied by the motivation of the upcoming activity, instruction, the formation of conviction in the need to fulfill this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, choosing the most appropriate forms of stimulating activities, assessing the progress and results of a specific affairs.

With sufficient development control function management remains complex and time-consuming. The complexity of control is explained by the lack of a reasonable system of criteria for evaluating the educational process, especially its educational component.

Control is closely connected with all the functions of the management cycle, this connection with the function of pedagogical analysis is especially noticeable, since the information obtained during the control becomes the subject of pedagogical analysis. Control provides rich, systematized information, shows the degree of discrepancy between the goal and the result, while pedagogical analysis is aimed at identifying the causes, conditions for the occurrence of these differences and deviations.

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FGBOU VPO "Volgograd State Agrarian University"

Department "Pedagogy and MPO"

ESSAY

discipline: "Pedagogy and psychology"

on the topic: "Pedagogical process"

Performed:

1st year student, gr. Z-12

Rumyantseva Victoria Alexandrovna

Volgograd, 2015

Introduction

The concept of the pedagogical process

The concept of the pedagogical situation

The structure of the pedagogical process

Driving Forces of the Pedagogical Process

Conclusion

Introduction

The development of human society presupposes the continuity of social experience from generation to generation. The transfer of social experience can occur in different ways. However, practice shows that the greatest effect is achieved with the active participation of the person himself in this process, when included in his creative activity aimed at understanding, mastering and transforming the surrounding reality.

Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. The most significant of them are the tasks of mental, emotional, moral, physical development, as well as the tasks of individual-personal development and cultural education (assimilation by pupils of the highest values ​​of world artistic culture). The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual - the general goal of a holistic pedagogical process.

With this theoretical study, we will try to concretize the essence of the pedagogical process and give its characteristics.

The concept of the pedagogical process

The Latin word "processus" means "moving forward", "change". The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, it is a process in which social experience is molded into personality traits.

P. F. Kapterev, A. I. Pinkevich, Yu. K. Babansky and other teachers have shown that this concept does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

Upbringing is not the adaptation of pupils to the existing forms of social existence, not fitting to a certain standard. Education is understood as the purposeful development of each growing person as a unique human individuality, ensuring the growth and improvement of the moral and creative forces of this person, through the construction of such social practice, in which what is in the child in its infancy turns into reality. As a result of the appropriation of socially developed forms and methods of activity, further development occurs - the formation of children's orientation towards certain values, independence in solving complex moral problems. “To educate means to direct the development of the subjective world of a person”, acting in accordance with the moral ideal that embodies the requirements of society for a growing person, and at the same time, pursuing the goal of maximizing the development of the individual characteristics of the child.

As L. S. Vygotsky pointed out, “from a scientific point of view, the teacher is only the organizer of the social educational environment, the regulator and controller of its interaction with each student.” This approach to building the process of education is consistent with the methodological approach to assessing the role of society and the place of the genotype of a growing person in the development of his personality.

The achievements of modern science, including domestic philosophers and psychologists, teachers and physiologists, lawyers and geneticists, indicate that only in the social environment in the process of purposeful education is the development of programs for human social behavior, a person is formed as a person. Moreover, the social conditioning of personality development is of a concrete historical nature. But the socio-historical formation of personality is not a passive reflection of social relations. Acting as both the subject and the result of social relations, the personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in this process that the most important need for the good of another is formed in a person, which defines him as a developed personality.

The concept of the pedagogical situation

The pedagogical situation is an integral part of the pedagogical process, characterizing its state at a given moment and in given conditions.

The pedagogical process can be viewed as a continuous chain of interrelated and continuing situations.

So, a pedsituation is a kind of act in a play, which differs from others by the participants, the place and time of the performance, the ideas laid down, and other factors. This cell of the pedagogical process concentrates all its advantages and disadvantages.

Pedagogical situations can be spontaneous and pre-designed by the teacher. According to the place of occurrence and course, situations are distinguished in the lesson, at home, on the street, after school, etc. According to the degree of originality: standard, non-standard. According to the inherent contradictions: conflict and non-conflict.

In the educational process, problematic and production situations, situations of success, etc. are used.

Often situations initiate creativity both on the part of the student and the teacher. These, for example, include situations of moral creativity that contribute to the search for new moral ways to resolve the conflict.

The structure of the pedagogical process

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation allows one to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process is a complex system that includes many subsystems embedded one into the other or interconnected by other types of links. It is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow. Thus, the pedagogical (educational) process is an organic unity of the processes of training, upbringing, education, formation and development.

The pedagogical process as a complex multi-level system has its own structure. Let's consider it.

Under the structure (from the Latin. structura - structure) refers to the arrangement of elements in the system. Links in a pedagogical system are not like links between components in a system. other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.

The mutual activity of the teacher and the student in the pedagogical process is most fully reflected in the term "pedagogical interaction", which includes in unity the pedagogical influence, its active perception, assimilation by the object, the student's own activity, manifested in the impact on himself (self-education). In the course of pedagogical interaction, various connections between the subjects and objects of education are manifested. Especially common are information connections, which are manifested in the exchange of information between educators and students, organizational and activity connections. The links between management and self-government in the pedagogical process are of great importance. The success of the whole process largely depends on the correct ratio of them. In turn, management links are based on information, organizational-activity and other types of links.

When analyzing pedagogical interaction, it is necessary to take into account causal relationships, identifying especially important ones among them. For example, the identification of particularly important causes of shortcomings and successes in the pedagogical process, then allows you to more successfully design new stages of its improvement. Where it is rational, it is also useful to identify functional connections between pedagogical phenomena, describing them in a mathematically correct form. But at the same time, it is especially important to comply with the requirements for the leading role of a qualitative analysis of pedagogical phenomena, since the extreme complexity and multifactorial nature of these processes often defy a correct mathematical description.

Human development requires the organization of two interrelated processes - training and education. These two processes have different tasks and therefore, intersecting with each other, and sometimes even coinciding in time, fundamentally differ from each other in methods and forms of organization. Let us consider the main theoretical problems of upbringing and education.

Education is a relatively independent process that has a number of features:

First, education is a purposeful process. Education becomes effective when the teacher specifically highlights the goal of education, to which he aspires. The greatest efficiency is achieved when this goal is known and understood by the pupil, and he agrees to accept it.

Secondly, education is a multifactorial process. In its implementation, the teacher must take into account and use a huge number of objective and subjective factors. The personality is exposed to many multifactorial influences and accumulates not only positive, but also negative experience that needs to be adjusted. Multifactoriality explains the effect of the ambiguity of the results of education.

Thirdly, the personality of the teacher plays a huge role in the process of education: his pedagogical thinking, character traits, personal qualities, and value orientations.

Fourthly, the educational process is characterized by the remoteness of the results from the moment of direct educational impact. Education does not give an instant effect. Its results are not that tangible, they do not reveal themselves as clearly as, for example, the results of the learning process.

Fifth, a feature of the pedagogical process is its continuity. Education, carried out in the course of the pedagogical process, is a process of systematic interaction between educators and pupils. One event, no matter how bright it may be, is not able to greatly influence the behavior of the educated person, in particular the student. If the process of upbringing is not regular and goes on from case to case, then the educator has to re-fix what the student has already mastered and then forgotten.

Education, as an integral system, contains many interrelated elements: the goal, educational information, the means of pedagogical communication between the teacher and students, the forms of their activities and the ways of implementing pedagogical management of studies and other activities and behavior of students.

The system-forming concept of the learning process, as a system, is the goal of learning, the activity of the teacher (teaching), the activity of students (teaching) and the result. The variable components of this process are the means of control. They include:

Teaching methods;

Material teaching aids (visual, technical, teaching aids, etc.);

Organizational forms of learning as a process and learning activity of students.

The learning process is considered in didactics as an activity, and therefore it clearly shows:

Analysis of the initial situation, the definition and setting of the goal of learning and its acceptance by students;

Work planning, selection of content and means to achieve the goal - presentation of a new piece of educational material in various ways and its conscious perception;

Execution of teaching and learning operations, organization of joint work of the teacher and students;

Organization of feedback, control and correction of work on the assimilation of the content of the material and self-control;

Analysis and introspection, evaluation of learning outcomes;

Preparation and work of students outside the school.

In a holistic pedagogical process, the specificity of the forms of education and upbringing is clearly manifested. If lessons, seminars, practical, laboratory work, labor training assignments, etc. are mainly used in training, then the educational process is characterized by educational activities of a collective nature, the fulfillment of instructions, various types of socially useful work, and individual educational influences.

In the educational process, the leading role belongs to the teacher, who relies in his work on the student team, involving him in the interaction necessary to develop interest in learning, responsibility, and discipline. In education (when it is skillfully staged), the team, its asset, which is assisted by teachers and educators, has a dominant role.

In the current program for the course of pedagogy, three main groups of upbringing methods are distinguished:

1. Methods for the formation of personality consciousness (views, beliefs, ideals). These include lectures, stories, reports, conversations, disputes, conferences, etc.

2. Methods for organizing activities and forming the experience of social behavior. These include pedagogical requirements, instructions, the creation of educational situations.

3. Methods for stimulating activity and behavior. These include methods of encouragement, competition, censure.

Thus, in the classifications of methods we compare, both education and training, there is much in common. In both cases, the organization of activity and communication is taken as the basis. Only in teaching, the emphasis is on educational and cognitive activity when using all its other types, and in the process of education - on social activities in its most diverse forms. Both processes simultaneously affect the consciousness, activity, attitudes, will and emotions of the individual and lead it to general development. But the first of them predominantly affects the intellectual, and the second on the motivational and effective-emotional spheres.

drivingforces of the pedagogical process

pedagogical education social personality

The driving force behind the development and improvement of a holistic pedagogical process are contradictions. They are divided into:

Objective:

Contradictions between the level of development of the child, the state of his knowledge, skills and increasing demands of life. It is overcome through continuous education, intensive training, labor, civil, physical, moral education.

The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, socially useful nature and the real possibilities for their implementation. Consequently, the task of the teacher is to master the ability to study well the student and teaching teams, as well as its individual members, skillfully project close, medium and distant development prospects and turn them into concrete tasks constantly calling forward.

Between the active nature of the child and the socio-pedagogical conditions of life.

Subjective:

Contradictions between the individual creative process of personality formation and the mass-reproductive nature of the organization of the pedagogical process. Constant changes in public life, the emergence of new situations, relationships, requirements for children make it impossible to create an unchanging pedagogical system, an absolutely perfect pedagogical integrity.

Between the growing role of humanitarian subjects in the formation of a person and the tendencies of technocratization of the pedagogical process.

Conclusion

The pedagogical process is called the developing interaction between educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of educators. In the pedagogical process, as a system that unites individual processes, the processes of formation, development, upbringing and education are connected together with all the conditions, forms and methods of their implementation. The general system is irreducible to any of its subsystems, no matter how large and independent they may be.

The pedagogical process is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system: target, meaningful, active, productive.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements.

The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component in the literature is also called procedural, organizational or organizational and managerial. Finally, the resultant component of the process reflects the effectiveness of its course, characterizes the results achieved in accordance with the goal.

The dominant function of the learning process is learning, upbringing - upbringing, etc. But each of these processes performs accompanying functions in a holistic process: upbringing performs not only educational, but also developing and educational functions, and learning is unthinkable without the accompanying upbringing and development .

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An appeal to the origins of the emergence of the teaching profession shows that the differentiation and integration that spontaneously proceeded within its framework led first to a distinction, and then to a clear opposition of teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the XIX century. In the works of progressive teachers, more and more often, well-founded arguments in favor of the objective unity of education and upbringing began to be encountered. This point of view was most clearly expressed in the pedagogical views I. F. Herbart, who noted that education without moral education is a means without an end, and moral education (or education of character) without education is an end devoid of a means.

More deeply, the idea of ​​the integrity of the pedagogical process was expressed K. D. Ushinsky. He understood it as the unity of the administrative, educational and educational elements of school activities. From the combination of the basic elements of any school, he noted, its educational power depends most of all, without which it is a decoration that closes the gap in public education from the uninitiated. progressive ideas K. D. Ushinsky reflected in the writings of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and etc.

A special place among researchers of the pedagogical process is occupied by P. F. Kapterev. The general education course of the school, according to his plan, was designed to ensure the correct balance between education and upbringing in order to comprehensively improve the personality of a citizen. A great contribution to the development of ideas about the integrity of the pedagogical process, already in the new socio-economic and political conditions, was made by N. K. Krupskaya, A. P. Pinkevich, S. T. Shatsky, P. P. Blonsky, M. M. Rubinstein, A. S. Makarenko. However, since the 1930s, the main efforts of teachers have been directed towards an in-depth study of training and education as relatively independent processes.

Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There have also been various approaches to understanding the integral pedagogical process (Yu. K. Babansky, M. A. Danilov, V. S. Ilyin, V. M. Korotov, V. V. Kraevsky, R. T. Likhachev, Yu. P. Sokolnikov and others). This is due to the complexity of the pedagogical process. The authors of modern concepts are unanimous in their opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it "only on the basis of the methodology of a systematic approach."

The formation of any field of scientific knowledge is associated with the development of concepts that, on the one hand, indicate a certain class of essentially unified phenomena, and on the other hand, construct the subject of this science. In the conceptual apparatus of a particular science, one, the central concept, can be distinguished, which designates the entire area of ​​study and distinguishes it from the subject areas of other sciences. The remaining concepts of the apparatus of a particular science, in turn, reflect the differentiation of the original, core concept.

For pedagogy, the role of such a core concept is played by " pedagogical process". On the one hand, it denotes the whole complex of phenomena that are studied by pedagogy, and on the other hand, it expresses the essence of these phenomena. An analysis of the concept of "pedagogical process" therefore reveals the essential features of the phenomena of education as a pedagogical process, in contrast to other related phenomena.

Pedagogical process- specially organized, developing in time and within a certain educational system, purposeful interaction of educators and pupils ( pedagogical interaction), aimed at achieving the set goal, solving developmental and educational tasks.

The pedagogical process is a way of organizing educational relations, which consists in the purposeful selection and use of external factors for the development of participants. The pedagogical process is created by the teacher. Wherever the pedagogical process is organized, it has the following structure (Fig. 5).

GOAL

TASKS

Rice. 5. The structure of the pedagogical process

The structure of the pedagogical process represented by the following main components :

target- includes goals (strategic and tactical) and tasks that could be defined as subordinate (localized) goals implemented under certain conditions;

active- characterizes the forms, ways, means, methods of organizing and implementing educational interaction aimed at realizing the goals and objectives, mastering the content of the pedagogical process;

resource- reflects the socio-economic, moral-psychological, sanitary-hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information, methodological, logistical, financial support;

productive- the results achieved and the degree of effectiveness of the pedagogical process, ensures the quality management of educational activities.

In its first approximation to the definition pedagogical process- this is a movement from the goals of education to its results by ensuring the unity of training, education and development . The essential characteristic of the pedagogical process is therefore integrity as the internal unity of its components, their relative autonomy. Only in a holistic pedagogical process is it possible to achieve the goal of its implementation: the formation of a whole, harmonious personality.

Integrity- the synthetic quality of the pedagogical process, characterizing the highest level of its development, the result of stimulating conscious actions and the activities of the subjects functioning in it. A holistic pedagogical process is characterized by the internal unity of its constituent components, their harmonious interaction. Movement, overcoming of contradictions, regrouping of interacting forces, formation of a new quality are constantly taking place in it.

A holistic pedagogical process involves such an organization of the life of pupils that would meet their vital interests and needs and would have a balanced impact on all spheres of the personality: consciousness, feelings and will. Any activity filled with moral and aesthetic elements, causing positive experiences and stimulating a motivational and value attitude to the phenomena of the surrounding reality, meets the requirements of a holistic pedagogical process.

A holistic pedagogical process cannot be reduced to the unity of the processes of education and upbringing, objectively functioning as a part and a whole. Nor can it be considered as a unity of the processes of mental, moral, aesthetic, labor, physical and other types of education, i.e., as a reverse reduction into a single stream of mechanically torn parts from a single whole. There is a single and indivisible pedagogical process, which, through the efforts of teachers, must constantly approach the level of integrity through the resolution of the contradiction between the integrity of the student's personality and specially organized influences on him in the process of life.

For example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and education of the individual, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, but at the same time ideas, knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its own means. In practice, the principle of integrity is implemented by a set of lesson tasks, learning content, that is, the activities of the teacher and students, a combination of various forms, methods and teaching aids.

Thus, the pedagogical process is not a mechanical combination of the processes of education, training and development, but a new quality education. Integrity , commonality and unity , – main characteristics of the pedagogical process.

The pedagogical process as an integrity can also be considered from the standpoint of a systematic approach, which allows you to see in it, first of all, pedagogical system (Yu. K. Babansky).

« System - an ordered set of interrelated elements identified on the basis of certain features, united by a common goal of functioning and unity of control and acting in interaction with the environment as an integral phenomenon ». In pedagogical literature and educational practice, the concept of "system" is often used without regard to its real, true content. Often this concept is personified (for example, the Makarenko system, the Sukhomlinsky system, etc.), sometimes it correlates with a particular level of education (the system of preschool, school, vocational, higher education, etc.) or even with educational activities specific educational institution. However, the concept of "pedagogical system" goes beyond the narrowly understood personalization. The fact is that for all the originality, uniqueness and multiplicity of pedagogical systems, they obey the general law of the organizational structure and functioning of the system as a process.

In this regard, under pedagogical system it is necessary to understand the multitude of interconnected structural components united by a common educational goal of personality development and functioning in a holistic pedagogical process. The structural components of the pedagogical system are basically adequate to the components of the pedagogical process, which is also considered as a system.

The pedagogical process is carried out within the framework of pedagogical system. The interaction of the components of the pedagogical system generates the pedagogical process, and the actual pedagogical system is created and functions in order to ensure the optimal flow of the pedagogical process. Exist static and dynamic pedagogical systems.

To static pedagogical systems includes preschool institutions, secondary schools, alternative educational institutions (gymnasiums, lyceums, colleges, etc.), author's pedagogical systems, professional educational institutions (schools, technical schools, lyceums, colleges, universities), institutions of additional education (sports, art, music schools , stations for young naturalists, young technicians, tourists, etc.), advanced training institutions, etc.

Scientists believe that to understand the pedagogical system in statics, it is enough to single out four interrelated components : teachers and pupils (subjects), the content of education and the material base (funds).

The pedagogical process is dynamic pedagogical system (Fig. 6) , the system-forming element of which is the goal, which ensures the subordination of the elements of the system along the vertical. The purpose of the pedagogical process advocates it system-forming factor and is a multilevel phenomenon. It is focused on the goals of education, training, development and for their implementation, the goal of the pedagogical process is entirely subordinate to the goals of education. Horizontally, the system is coordinated by the level of development and preparedness of the subjects of the pedagogical process.

The object of assimilation is the content of education, to which the activity (interaction) of subjects is directed. Content - this is that part of the experience of generations, which is transmitted to students to achieve the goal in accordance with the chosen directions.

In pedagogy, it is customary to single out two organically interconnected areas in the content of the pedagogical process - content of education and content of education. Each of these areas has its own specifics, which could be very conditionally defined as follows: the content of education answers the question "What to teach?", the content of education - "What qualities, properties, relationships, etc. personality should be formed? The very wording of the questions gives an idea that the content of education is realized primarily in the process of learning and self-education, that is, in intellectual activity (by the way, this problem is studied mainly within the framework of didactics), the content of education is related to the process of purposeful formation personality in all spheres of her life (in education, work, communication, etc.). It has already been noted above that this division is conditional: all the functions of the pedagogical process act only in unity.

Rice. 6. The structure of the pedagogical process as an integral dynamic system

Ways to implement the pedagogical process are education and training. Therefore, the pedagogical process performs three main functions :

· educational (formation of motivation, methods and experience of educational and cognitive and practical activities, mastering the foundations of scientific knowledge, value orientations and relationships;);

· educational (formation of certain qualities, properties and relations of a person);

· developing (formation and development of mental processes, properties and qualities of a person).

All three functions act in an organic unity: in the process of learning, the tasks of education and development are solved. (L.S. Vygotsky points out that learning should be ahead of development); upbringing objectively contributes to education and development; development creates favorable conditions for training and education.

The implementation in unity of all components of the content of education, and they reflect educational, developmental and educational tasks, subject to the integrity of the teacher’s activity and the integrity of the pupil’s activity, is the essential characteristic of the pedagogical process as an integral phenomenon.

The integrity of the pedagogical process is objectively embedded in the integrity of the content of education, the integrity of pedagogical activity and the activity of students. The integrity of the content of education lies in the unity of its four components: knowledge (including how to perform actions), skills and abilities, experience of creative activity, experience of emotional-value and volitional attitude to the world around (to learning, work, man, nature, society , to myself).

Thus, an integral pedagogical process is characterized by internal unity and interaction of its components (Table 3).

Table 3

Separate aspects of a holistic pedagogical process

Aspect	The content of the aspect of the pedagogical process
Target	The unity of the functions of training, education and personal development
Informative	Reflection in the content of education elements (in their relationship): knowledge, including skills and abilities; experience of creative activity; experience of emotional-valuable and volitional attitude to the world around
Procedural (organizational)	The unity of the processes of pedagogical, mutual, subject and personal interaction, education and self-education
Operational and technological	The internal integrity of all relatively independent components of the pedagogical process, the unity of teaching and learning, learning and other activities

AT content plan the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of the experience accumulated by mankind in the relationship of its four elements: knowledge, including about how to perform actions; skills and abilities; experience of creative activity and experience of emotional-valuable and volitional attitude to the world around. The implementation of the main elements of the content of education is nothing more than the implementation of the unity of the educational, developmental and educational functions of the goal of the pedagogical process.

AT organizational plan the pedagogical process acquires the property of integrity if unity is ensured only with respect to independent processes-components:

1) the process of mastering and designing (didactic adaptation) of the content of education and the material base (content-constructive, material-constructive and operational-constructive activity of the teacher);

2) the process of business interaction between teachers and pupils regarding the content of education, the assimilation of which by the latter is the goal of interaction;

3) the process of interaction between teachers and pupils at the level of personal relationships (informal communication);

4) the process of mastering the content of education by pupils without the direct participation of the teacher (self-education and self-education).

As you can see, the first and fourth processes reflect subject relations, the second - actually pedagogical, and the third - mutual, therefore, cover the pedagogical process in its entirety.

The results of the pedagogical process are analyzed by its subjects and compared with the goal. If necessary, appropriate adjustments are made, and pedagogical interaction continues. Thus, the pedagogical process is a self-adjusting system. Relatively stable elements of this system are the goal, the activities of the subjects and the content of education, and the most mobile are the methods, means and organizational forms, with the help of which the pedagogical process is mainly managed.

A holistic pedagogical process decides tasks in the following order:

Structuring, specifying the goals of training and education;

Transformation of educational content into educational material;

Analysis of intersubject and intrasubject communications;

The choice of methods, means and organizational forms of the pedagogical process;

Analysis of the results and effectiveness of the pedagogical process, etc.

Any process is a successive change from one state to another. In the pedagogical process, it is the result of the pedagogical interaction of teachers and pupils, who, as actors, subjects are the main components of the pedagogical process.

Pedagogical interaction- the process that takes place between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education. Pedagogical interaction is a complex process consisting of many components: didactic, educational and socio-pedagogical interactions. It is conditioned and indirectly by educational and educational activities, the goals of training and education.

The basis of pedagogical interaction is cooperation, which is the beginning of the social life of mankind. Pedagogical interaction is an essential and universal characteristic of the pedagogical process. The technology of pedagogical interaction is presented schematically (Fig. 7).

Rice. 7. Technology of pedagogical interaction

Even a superficial analysis of real pedagogical practice draws attention to a wide range of interactions: "student - student", "student - team", "student - teacher", "students - the object of learning", etc.

It is customary to distinguish types of pedagogical interactions , and hence also relations :

- pedagogical(relations between educators and pupils);

- mutual(relationships with adult peers, younger ones);

- subject(relations of pupils with objects of material culture);

- relationship with oneself.

It is important to emphasize that educational interactions also arise when pupils, even without the participation of educators, come into contact with surrounding people and objects in everyday life.

Pedagogical interaction always has two sides, two interdependent components :pedagogical impact and response of the pupil. Impacts can be : direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. So gemlike and student responses : active perception, processing of information, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.

Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, manifested in the response of direct or indirect influences on the teacher and on himself (self-education). The concept of "pedagogical interaction" is therefore broader than the categories of "pedagogical activity", "pedagogical influence", "pedagogical influence" and even "pedagogical attitude", which reduce the pedagogical process to subject-object relations. It implies the activity of the two most important participants in the pedagogical process - the teacher and the pupil, which allows us to consider them subjects of this process, influencing its course and results.

Such an understanding of pedagogical interaction makes it possible to single out two most important components in the structure of both the pedagogical process and the pedagogical system: teachers and pupils, who are the most active elements. The activity of the participants in pedagogical interaction allows us to speak of them as subjects of the pedagogical process, influencing its course and results.

This approach contradicts the traditional understanding of the pedagogical process as a specially organized, purposeful, consistent, planned and comprehensive impact on the student in order to form a personality with the desired qualities. The traditional approach identifies the pedagogical process with the activities of the teacher, pedagogical activity – a special kind of social(professional) activities aimed at achieving the goals of education: the transfer from older generations to younger generations of the culture and experience accumulated by mankind, the creation of conditions for their personal development and preparation for the performance of certain social roles in society. This approach consolidates the subject-object relationship in the pedagogical process.

It seems that the traditional approach is the result of an uncritical, and therefore mechanistic transfer to pedagogy of the main postulate of management theory: if there is a subject of management, then there must be an object. As a result, in pedagogy, the subject is a teacher, and the object, of course, is a child, a schoolboy, or even a student under someone else's

adult guidance. The notion of the pedagogical process as a subject-object relation was fixed as a result of the establishment of authoritarianism as a social phenomenon in the education system. But if the student is an object, then not the pedagogical process, but only pedagogical influences, i.e. external activities aimed at him. Recognizing the pupil as the subject of the pedagogical process, humanistic pedagogy thereby affirms the priority of subject-subject relations in its structure.

The pedagogical process is carried out in specially organized conditions, which are associated primarily with the content and technology of pedagogical interaction. Thus, two more components of the pedagogical process and system are distinguished: content of education and means of education(material-technical and pedagogical - forms, methods, techniques). The interconnections of such components of the system as teachers and pupils, the content of education and its means give rise to a real pedagogical process as a dynamic system. They are necessary and sufficient for the emergence of any pedagogical system.

In a complex and dynamic educational process, the teacher has to solve countless typical and original pedagogical tasks, which are always the tasks of social management, since they are addressed to the comprehensive development of the individual. As a rule, these problems have many unknowns, with a complex and variable composition of initial data and possible solutions. With the help of methods, means and organizational forms of the pedagogical process, the interaction of its subjects is carried out. In order to confidently predict the desired result, to make unmistakable scientifically based decisions, the teacher must professionally master the methods of pedagogical activity.

Under methods for implementing a holistic pedagogical process one should understand the ways of professional interaction between the teacher and students in order to solve educational problems. Reflecting the dual nature of the pedagogical process, methods are one of those mechanisms that ensure the interaction of the educator and pupils. This interaction is not built on an equal footing, but with the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically expedient life of students' ideas.

The method of implementation of the pedagogical process is divided into its constituent elements (parts, details), which are called methods . For example, drawing up a plan of the material being studied, used when communicating new knowledge, when working with a book, etc. In relation to the method, the techniques are of a private subordinate character. They do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

Methods for the implementation of the pedagogical process and methodological techniques are closely related to each other, they can make mutual transitions, replace each other in specific pedagogical situations. In some circumstances, the method acts as an independent way of solving a pedagogical problem, in others - as a technique that has a private purpose. Conversation, for example, is one of the main methods for the formation of consciousness, attitudes, and beliefs. At the same time, it can become one of the main methodological techniques used at various stages of the implementation of the teaching method.

Thus, the method includes a number of techniques, but is not itself a simple sum of them. Receptions at the same time determine the originality of the methods of work of the teacher, give individuality to the manner of his pedagogical activity. In addition, using a variety of techniques, you can get around or smooth out the complexities of a dynamic educational process.

Often, methodological techniques and methods are identified with teaching aids and education , which are closely related to them and are applied in unity. The means include, on the one hand, various types of activities (playing, educational, labor, etc.), and on the other hand, a set of objects and works of material and spiritual culture involved in pedagogical work (visual aids, historical, artistic and popular science literature, works of visual and musical art, technical devices, mass media, etc.).

The most important expression of the act of educational interaction between the teacher and students is forms of organization of the pedagogical process . The form is characterized by the number of participants in educational interaction, the place, time and procedure for its implementation. In pedagogy, it is customary to single out forms of education and training, forms of organization of the educational process and forms of organization (organizational forms) of education.

Thus, the pedagogical process as a special case of social relations expresses the interaction of two subjects, mediated by the object of assimilation, that is, the content of education.

A prerequisite for the emergence of pedagogical systems is goal education as a set of society's requirements in the field of spiritual reproduction, as a social order. Interaction of subjects of the pedagogical process(exchange of activities) its ultimate purpose is the appropriation by pupils of the experience accumulated by mankind in all its diversity. This goal contributes to a pre-planned change in the state, the transformation of the properties and qualities of the educated. In other words, in the pedagogical process, social experience is transformed as a formed person ( personalities). And successful assimilation of experience, as is known, is carried out in specially organized conditions with a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a content basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.

Thus, goal , being an expression of the order of society and interpreted in pedagogical terms, it acts as a backbone factor, and not an element of the pedagogical system, that is, an external force in relation to it. The pedagogical system is created with a goal orientation. Ways (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education. Those internal changes that occur both in the pedagogical system itself and in its subjects - teachers and pupils - depend on their pedagogical instrumentation.

Being an integral part of education, training differs from it in the degree of regulation of the pedagogical process by normative prescriptions of both content and organizational and technical plans. For example, in the learning process, the state standard (level) of the content of education should be implemented. Education is also limited by time frames (academic year, lesson, etc.), requires certain technical and visual teaching aids, electronic and verbal-sign media (textbooks, computers, etc.).

Education and training, as ways of implementing the pedagogical process, thus characterize educational technologies (or pedagogical technologies), in which expedient and optimal steps, stages, stages of achieving the proposed goals of education are fixed. Pedagogical technology as a whole is a consistent, interdependent system of teacher actions, associated with the use of a particular set of methods of education and training and carried out in the pedagogical process in order to solve various pedagogical problems: structuring and concretizing the goals of the pedagogical process; transformation of the content of education into educational material; analysis of intersubject and intrasubject communications; choice of methods, means and organizational forms of the pedagogical process, etc.

It is the pedagogical task that is the unit of the pedagogical process, for the solution of which pedagogical interaction is organized at each specific stage. Pedagogical activity within the framework of any pedagogical system, therefore, it can be represented as an interconnected sequence of solving countless tasks of different levels of complexity , which is inevitably included in interaction with teachers and pupils.

The main relationship of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil." However, the initial one, which ultimately determines its results, is the relation “pupil – object of assimilation”.

Holistic pedagogical activity contributes to the implementation of all components of the content of education (Fig. 8). Holistic activity of students - it is the unity of teaching and other activities.

Rice. 8. Holistic pedagogical activity and components of the content of education

As noted earlier, the main initial attitude in the pedagogical process is the actual pedagogical attitude from the standpoint of the subject-subject approach in the “teacher-pupil” system. In the course of interaction, teachers and pupils solve a certain pedagogical task, which is the main unit of the pedagogical process.

The basic unit of the pedagogical process is pedagogical task. Pedagogical task - this is a specific pedagogical situation, characterized by the interaction of teachers and pupils with a specific goal, correlated with the goal of pedagogical activity and the conditions for its implementation. The main difference between the pedagogical task and all others lies in the fact that its goal and result are to change the acting subject himself, mastering certain modes of action. Thus, the "moments" of the pedagogical process can be traced from the joint solution of one problem to another.

Pedagogical tasks can be solved and solved only through the activity of students led by the teacher, their activity. D. B. Elkonin noted that the main difference between a learning task and any other is that its goal and result is to change the acting object itself, which consists in mastering certain methods of action.

Developing in time, the pedagogical task must satisfy the following conditions : have all the essential features of the pedagogical process; be common in the implementation of any pedagogical goals; be observed during isolation by abstraction in any real process. These conditions are met by the pedagogical task as a unit of the pedagogical process.

In real pedagogical activity, as a result of the interaction of teachers and pupils, various situations arise. The introduction of goals into pedagogical situations gives the interaction purposefulness. The pedagogical situation, correlated with the purpose of the activity and the conditions for its implementation, is pedagogical task .

Since pedagogical activity within the framework of any pedagogical system has a task structure, i.e. can be represented as an interconnected sequence of solving countless tasks of different levels of complexity, and pupils, in turn, are included in their solution, since they interact with teachers, then from this point of view, there is every reason to consider the materialized pedagogical task as an educational task as a unit of the pedagogical process. a situation characterized by the interaction of teachers and pupils with a specific goal. Thus, the movement of the pedagogical process, its stages should be traced in the transition from solving one problem to another.

It is customary to distinguish between tasks of different classes, types and levels of complexity, but they all have common property , namely: are the tasks of social management. However, only operational tasks can be considered a “cell” of the pedagogical process, a line-up of which leads to the solution of tactical, and then strategic tasks. What unites them is that they are all solved in compliance with the principle scheme, which involves the passage of four interconnected stages :

1) analysis of the situation and formulation of the pedagogical task;

2) designing solutions and choosing the optimal solution for given conditions;

3) implementation of the plan for solving the problem in practice, including the organization of interaction, regulation and correction of the course of the pedagogical process;

4) analysis of the results of the solution.

The structure of the pedagogical process is universal: it is inherent both in the whole process of purposeful formation of the personality in the conditions of a certain educational system, and in any process of educational interaction that is local in terms of goals and objectives.

Upbringing and training determine the qualitative characteristics of education - the results of the pedagogical process, reflecting the degree of realization of the goals of education. In turn, the results of education as a pedagogical process are associated with strategies for the development of education that are oriented towards the future.

The progressive movement of the pedagogical process from solving some problems to others, more complex and responsible, is carried out as a result of scientifically based resolution of objective and timely awareness and elimination of subjective pedagogical contradictions which are the result of erroneous pedagogical decisions. These contradictions are driving forces of the pedagogical process :

1. The most general internal contradiction of an objective nature, is a contradiction between the level of development of the child, the state of his knowledge, skills and increasing demands of life. The complication of social life, the constant growth of requirements for the volume and quality of mandatory information, the skills that a student must possess, gives rise to a number of difficulties associated with an increase in the number of compulsory subjects, types of educational, labor, physical and other activities.

2. The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, socially useful nature and the real possibilities for their implementation. Only tasks focused on tomorrow's development arouse interest and need to solve them. This indicates the need to design close, medium and distant prospects for the team and individual pupils, their concretization and ensuring acceptance by the children themselves.

3. The main internal contradiction of the pedagogical process and personality development in childhood, represents a discrepancy between the active nature of the child and the socio-pedagogical conditions of his life. This contradiction is concretized by a number of secondary ones: between public interests and the interests of the individual; between the team and the individual; between the complex phenomena of social life and the lack of childhood experience to understand them; between the rapidly growing flow of information and the possibilities of the educational process, etc.

4. Subjective contradictions of the pedagogical process: between the integrity of the individual and the functional approach to its formation, the one-sidedness of the pedagogical process; between the lag in the process of generalization of knowledge and skills and the growing need to apply predominantly generalized knowledge and skills; between the individual creative process of personality formation and the mass-reproductive nature of the organization of the pedagogical process; between the determining value of activity in the development of the personality and attitudes mainly towards verbal education; between the growing role of humanitarian subjects in the civil development of a person and the trend towards technocratization of the pedagogical process, etc.

The most common sustainable trend of education as a social phenomenon is in the obligatory appropriation by the younger generations of the social experience of the older generations. This is the basic law of the pedagogical process .

Specific laws are closely related to the basic law, manifesting themselves as pedagogical patterns. The patterns of the pedagogical process can be determined by social reasons (the nature of training and education in specific historical conditions is determined by the needs of society), the nature of a person (the formation of a person’s personality proceeds in direct proportion to his age and individual characteristics), the essence of the pedagogical process (training, education and personality development are inseparable from each other), etc.

In pedagogy, the following laws and patterns of the pedagogical process:

1. The law of social conditionality of goals, content and methods of the pedagogical process. 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.

2. The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical guidance and the development of students' own activity, between the ways of organizing learning and its results.

3. The law of integrity and unity of the pedagogical process. It reveals the ratio of the part and the whole in the pedagogical process, necessitates the unity of the rational, emotional, reporting and search, content, operational and motivational components in learning.

4. The law of unity and interconnection of theory and practice.

5. 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 the teacher and the student has a gradual character. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

6. The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depend on: heredity, educational and learning environment, the means and methods of pedagogical influence used.

7. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on:

The intensity of feedback between the student and teachers;

The magnitude, nature and validity of corrective actions on educatees

8. Pattern of stimulation. The productivity of the pedagogical process depends on:

Actions of internal incentives (motives) of pedagogical activity;

The intensity, nature and timeliness of external (social, moral, material, etc.) incentives.

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

10. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on: the quality of pedagogical activity, the quality of the students' own educational activities.

11. The regularity of the conditionality of the pedagogical process:

The needs of society and the individual;

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

Conditions for the course of the process (moral-psychological, aesthetic, etc.).

12. Exists natural connection between education and upbringing: the teaching activity of the teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.

13. The pattern of dependence between the interaction of a teacher and a student and the result of training. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A frequent expression of this pattern is the correspondence between the goals of the teacher and students, with a mismatch of goals, the effectiveness of teaching is significantly reduced.

14. The pattern of interaction of all components of learning, ensuring the achievement of results corresponding to the goals set. This pattern, as it were, connects all the previous ones into a system. If the teacher correctly chooses tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to improve them, then lasting, conscious and effective results will be achieved.

Considering all of the above, it can be conditions for building a holistic pedagogical process :

The predominance of subject-subject relations between teachers and pupils;

Implementation in the pedagogical process of the activities of teachers and pupils according to the algorithm: analysis of the situation, planning, implementation of educational activities, correction, analysis of effectiveness;

The implementation by the subjects of the pedagogical process of a holistic activity aimed at simultaneously mastering the content of education and transforming one's personality both in school and outside school hours;

Comprehensive planning of educational, developmental and educational tasks;

The orientation of the holistic activity of teachers to the organization of socially and morally meaningful developing life of students.

Compliance with these conditions contributes to the formation of the basic culture of the individual, its intellectual, moral, aesthetic and physical development.