PEDAGOGICAL PROCESS is a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the personality of the pupil. The process that realizes the goals of education and upbringing in the conditions of ped. systems in which educators and students interact in an organized manner (educational, educational, vocational and educational institutions, children's associations and organizations).

Pedagogical dictionary. - M.: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005 .

See what the "PEDAGOGICAL PROCESS" is in other dictionaries:

Pedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of passing on by the older and mastering the social experience necessary for life and work in society. The expression "pedagogical process" ... ... Wikipedia

PEDAGOGICAL PROCESS- purposeful, content-rich and organizationally formalized interaction of teachers and students, aimed at the conscious and lasting assimilation of knowledge, skills and abilities by the latter, the formation of the ability to apply them in practice. ... ... Professional education. Vocabulary

pedagogical process- pedagoginis procesas statusas T sritis švietimas apibrėžtis Tikslingas žmogaus ugdymo vyksmas ugdymo veikėjams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, remiantis objektyviomis vertybėmis, ugdymo priemonėmis, būdais, metodais ir… … Enciklopedinis edukologijos žodynas

pedagogical process- pedagoginis vyksmas statusas T sritis Kūno kultūra ir sportas apibrėžtis Tikslinga žmogaus ugdymo eiga ugdytojams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, veikiant juos įvairiomis ugdymo priemonėmis, būdais, metodais ųžų žir…

Pedagogical process- successive change of states of the pedagogical system. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Ch312.1 ... Pedagogical terminological dictionary

Pedagogical process Dictionary-reference book on educational psychology

Pedagogical process- this is a system in which the processes of upbringing, development, formation and training of the younger generation, along with all the conditions, forms and methods of their flow, are merged together on the basis of integrity and commonality; purposefully, consciously Glossary of terms on general and social pedagogy

Pedagogical process- directed and organized interaction between adults and children, realizing the goals of education and upbringing in the conditions of the pedagogical system ... Dictionary of Educational Psychology

Military-pedagogical process- the category of military pedagogy, denoting the cumulative, organized and purposeful activities of commanders and chiefs in the training, education, development and psychological preparation of soldiers, as well as the activities of military personnel, military ... ... Psychological and pedagogical dictionary of the officer of the educator of the ship unit

Pedagogical dialogue in a survey situation- educational speech situation with the task of testing the knowledge, skills and abilities of students. The questioning situation, like any other educational speech situation, includes a set of semantic components that, being interdependent, determine ... ... Pedagogical speech science

Books

• The pedagogical process in higher education, VN Zaichenko. The manual was developed taking into account the requirements for the training of highly qualified specialists and is designed to contribute to the understanding of the guidelines and main directions of the psychological and pedagogical ... Buy for 320 rubles electronic book
• Russian Literature and the World Literary Process, . The collection "Russian Literature and the World Literary Process" reflects one of the areas of scientific work of teachers and graduate students of the Department of Foreign Literature of the Leningrad State Pedagogical Institute. A. I. Herzen.…

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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 placed 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, transformation of the properties and qualities of educators. In the pedagogical process, as a system that unites individual processes, the processes of formation, development, education and training 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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Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characterization of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. The mean pedagogical process is called "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" .

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

the goal is achieved through the use of special means in the course of the pedagogical process;

the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

the purpose of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

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. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

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

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

teaching and educating children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

combination of 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.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:

combinations of direct and parallel pedagogical actions;

taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is 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.

2. Components of the pedagogical process. Effects of the pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.

According to N.N. Nikitina, these processes can be defined as follows:

“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.

Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.

In doing so, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

) manages the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) shows initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.

Teaching is the activity of the teacher in:

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

assessment of students' educational achievements.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Upbringing is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

“good” as behavior for the benefit of another person (group, collective, society as a whole);

"truth" as a guide in assessing actions and deeds;

"beauty" in all forms of its manifestation and creation.

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

Important in the modern world are the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

the maximum allowable amount of teaching load for schoolchildren by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.

The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.

The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.

The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.

State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.

pedagogical process

3. Methods, forms, means of the pedagogical process

A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].

verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.

A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."

The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.

The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to intensify their creative activity and put them before the moral problem of choice.

The verbal methods of pedagogical influence also include the method of working with a book.

The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction literature.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with the experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.

A relatively independent group of practical methods is laboratory work - a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate the cognitive process.

visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.

The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the objectives of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the framework of the class-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person projected by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.

Bibliography

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

The pedagogical process is considered in pedagogy as a purposeful, content-rich and organizationally formalized interaction between adults and children. It is a certain system, the components of which are the content, means, methods, forms of interaction between the educator and the educated. The word "process" testifies to the prolongation in time, and the word "pedagogical" - to the focus on the transformation of the personality of a person (child).

The concept of "pedagogical process" is used in a narrow and broad sense. In a broad sense, it is a set of all conditions, means and methods aimed at solving one global problem. For example, the pedagogical process of a preschool institution is aimed at the comprehensive upbringing and development of a preschool child. The pedagogical process in a broad sense includes both a large, global task and a combination of all components of the impact on the individual.

Using the concept of "pedagogical process" in the narrow sense, we mean the concentration of the content of education, its means, methods, forms of organization on some more specific task. For example, the pedagogical process aimed at solving the problems of moral, aesthetic and other aspects of education; or even more narrowly - aimed at educating honesty, cultural behavior skills, the beginnings of creativity, etc.

The attention of the teacher (more often - the teacher-researcher) is focused on the selection of methods, means, forms of organization that will help solve this problem. But it is realized against the background of other tasks of upbringing and development of the personality and simultaneously with their solution. This is because the pedagogical process has integrity, commonality and unity.

Despite some differences, the same type of stages can be distinguished in the development of all pedagogical processes: preparatory, main, final.

At the first, preparatory, stage of the pedagogical process, the goal and specific tasks are determined, the state of the issue is clarified, methods of influence are planned, selected, taking into account the main task, the age of children and the concept of education (at the present stage, this is the concept of a personality-oriented approach that involves the implementation by the educator of the Declaration of the Rights of the Child ").

Thus, the educator considers it important to educate children in a positive attitude towards work. This goal is specified taking into account age. Then the nature of the attitude towards work in this group is studied, tasks are set in relation to specific children, the components of the impact are selected, and the desired result is formulated.

The preparatory stage ends with a long-term work plan, adjusted on the basis of clarifying the state of the issue in practice and predicting the result.

The plan is implemented at the second, main, stage of the pedagogical process. At the main stage, pedagogical interaction between the pupil and the educator is carried out, constant operational monitoring of intermediate results is carried out. Operational control helps to detect deviations, errors and immediately make corrections, make the necessary additions or changes. A thinking teacher does not hide from the analysis of mistakes, is not seduced by the first positive results, but finds out their causes. This stage is called the main one because it is in the process of its implementation that educational tasks are solved.

It is very important at this stage to constantly maintain and take into account the feedback - the child's response to the impact.

The third and final stage is designed to analyze the results. The analysis took place at the main stage, but now an exhaustive analysis of the reasons for obtaining positive results and the formation of shortcomings is being carried out. Once again, the legitimacy of the tasks set, the adequacy of the chosen means, methods, forms of organization are considered. It reveals what gave the best result, and what turned out to be ineffective.

Despite the complexity of this work, it is very important for the development of a real teacher.

There are several principles for constructing the pedagogical process in a preschool institution:

- take into account the age capabilities of children;

- be based on the interests of the child;

- to solve educational and educational tasks in their unity;

- take into account the provision on the leading activity, its change and the compensatory relationship of different types of activity in a single pedagogical process;

- to carry out the interaction of the educator with the children with the leading role of an adult;

- create a natural, relaxed environment in which a free creative person will develop;

- to stimulate in the pedagogical process the educator and pupils to mutual respect and observance of the "Declaration of the Rights of the Child".

In the history of domestic preschool pedagogy, there were several options for constructing the pedagogical process. In the 20-30s. 20th century it was built according to organizing moments. Each of them includes the following parts of the program: socio-political, labor, physical education, natural history, fine arts, mathematics. The content of each subsection was revealed and specific forms of interaction were proposed. At the end of each organizing moment, the content of work with parents was indicated.

The work on organizing moments assumed that in the time allotted for it, the children would receive the necessary knowledge, consolidate them in games, work, fine arts, etc.

The positive thing about this approach was that the children had the opportunity to focus on certain cognitive material for quite a long time; they formed the skills of social behavior, worldview.

The general guidelines specifically note that the educator should be attentive to what and how children learn.

The negative thing was that the construction of the pedagogical process on the basis of the allocation of "organizing moments" led to formalism and overorganization. In the future, other forms were also used: thematic and complex. The essence of the thematic form lies in the fact that some topic was singled out as the basis of the pedagogical process. Its content was revealed, as a rule, in the classroom. The study of one topic covered several classes. Another topic, similar in content, could be included in the topic. The content of the topics could be one section of the program (most often - the section of socio-political education), while other sections were studied in parallel.

The complex construction of the pedagogical process (“complexes”) was characterized by an attempt to establish a logical relationship between different sections. One "complex" included various types of children's activities or different, but related content. All these approaches to the construction of the pedagogical process are marked by the desire to group, bring together educational influences, to give them in a concentrated, purposeful manner. This idea corresponds to the characteristics of preschool age. But the principle of concentration cannot be applied to all content at once, and then some of its aspects become secondary, and the teacher's attention to their development decreases. The main thing that suffers is the versatile development of the personality. In addition, the choice of the theme or content of the "complex" often had a subjective, "taste" character.

The modern approach to this problem is the organization of the pedagogical process based on the allocation of dominant educational goals. The educational task is put forward as the leading goal. Its content is dictated by the peculiarities of the development of the child at a certain age stage and the specific tasks of education. The dominant goal determines the relationship and hierarchy of upbringing and educational tasks. The versatility of content and forms makes it possible to satisfy and develop the diverse interests and abilities of children, and a single motivation to direct this development into a common pedagogically valuable channel.

A distinctive feature of such a process is that the dependence between different types of activity changes. To the fore come, changing, various types of activities that are most optimal for the realization of the dominant goal. Other activities play a supporting role. For example, in the older group, the goal of cultivating positive relationships between children was put forward as the dominant one.

The central form of work with preschoolers is becoming a joint activity that allows you to exercise children in positive relationships. It can be a game, work, organized on the principle of jointness. Accompanying activities are classes (ethical conversations), independent individual artistic activities (the child prepares something for the whole group or makes a gift for a friend), holidays, etc.

Similar information.

The essence of the concept of "pedagogical process"

The pedagogical process is one of the fundamental categories of pedagogy. The Latin word - "processus" means "moving forward."

In the Modern Dictionary of Foreign Words, the meaning of the word "process" is explained as follows:

• 1. successive change of states, the course of development of something;
• 2. a set of consistent actions to achieve some result.

Based on this, the concept of "Pedagogical process" can be defined as follows.

The pedagogical process is a developing interaction between educators and educators, not directed towards achieving a given goal and leading to a pre-planned change in state, a transformation of the properties and qualities of educators.

The main properties of the pedagogical process are its integrity and generality.

The integrity of the pedagogical process is understood as the interconnection and interdependence of all processes and phenomena in it that arise and flow, in the relationship of all subjects of the pedagogical process, in the connections of the pedagogical process with the phenomena of the external environment.

Pedagogical process - a holistic process of implementing education in its broadest sense by ensuring the unity of education and upbringing (in its narrow special sense). The unity of training, upbringing, development, the pedagogical process provides, realizing such functions as educational, educational and developing.

The generality of the pedagogical process is expressed in the fact that both the process of education (educational event) and the learning process (lesson) are implemented in the form of a pedagogical process.

The meaning of the concept of "pedagogical process" can be expressed by the formula "Teaching to educate, educate to teach." Training and education as the basis of the educational process carry out the development of the individual. From here it is possible to clarify the essence of the pedagogical process: it is the development of the personality on the basis of the integrity of education and upbringing.

The pedagogical process as a system

It is advisable to consider the pedagogical process as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. The common quality of all components of the system is the interaction of the teacher and students, in which the tasks of teaching, educating and developing the personality are realized in their unity and interconnection.

K.D. Ushinsky expressed the idea of ​​the pedagogical process as a unity of administrative, educational and educational elements of pedagogical activity. To reveal the essence of the pedagogical process, according to the authors of modern concepts, is possible only on the basis of the methodology of a systematic approach.

The system approach considers pedagogical objects as systems. To determine the composition, structure and organization of the main components, it is necessary to establish the leading relationships between them, to identify the external connections of the system, to single out the main one from them, to determine the functions of the system and its role among other systems, to establish on this basis the patterns and trends in the development of the system in the direction of its integrity. The pedagogical process is generated by the interaction of the components of the pedagogical system, that is, the system is created and functions in order to ensure the optimal flow of the pedagogical process.

The pedagogical process as a system functions in certain external conditions: natural-geographical, social, industrial, cultural, the environment of the school and its microdistrict. Intra-school conditions include educational-material, school-hygienic, moral-psychological and aesthetic conditions.

As a system of five elements, the pedagogical process is presented by N.V. Kuzmina:

• 1) the purpose of learning (why to teach?);
• 2) the content of educational information (what to teach?);
• 3) methods, teaching methods, means of pedagogical communication (how to teach?);
• 4) teacher;
• 5) student.

E.L. Belkin Presents Pedagogical the process as a pedagogical system is part of the social system. His pedagogical system consists of six elements and is presented in the form of an inverted tree (all elements are interconnected):

The goals of training and education

Technologies of training and education (methods, techniques, forms)

Organizational forms

Student

The pedagogical process is created by the teacher. Regardless of the location of the leak, its creator, it always has the same structure:

PURPOSE - PRINCIPLES - CONTENT - METHODS - MEANS - FORMS.

The goal reflects the end result of pedagogical interaction, which the teacher and the student are striving for. This is the system-forming factor of the pedagogical process. The goal is inherent in the pedagogically interpreted social experience, it is necessarily present in the means and activities of teachers and pupils.

The principles are intended to determine the main directions for achieving the goal.

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

Means as materialized objective ways of "working" with content are used in unity with methods.

Forms of organization of the pedagogical process, reflecting the external features of the interaction, give it a logical completeness.

Maybe a different representation of the structure of a holistic pedagogical process, if we approach the pedagogical process from the position of the activities of the educator and pupil (subjects of activity).

Based on the fact that the pedagogical process is an activity of interaction between the teacher and the pupil, the following components can be distinguished in the structure of the pedagogical process.

Target Component includes goals (strategic and tactical) of educational and extracurricular activities.

The activity component involves the organization of joint activities of teachers and students, characterizes the forms, methods, means of organizing and implementing cognitive and educational interaction aimed at achieving goals, mastering the content.

The effective component reflects the results achieved and the degree of effectiveness of the pedagogical process.

The resource component is responsible for the implementation of socio-economic, moral-psychological, sanitary-hygienic and other conditions for the course of the pedagogical process. The resource component includes: financial, personnel, information, regulatory and legal support.

The structure of the pedagogical process is universal: it is inherent both in the learning process as a whole and in any local process of educational interaction.

The absence of one of the components violates the integrity of the pedagogical system.

The means of activity, forms, methods of communication between the subjects of pedagogical interaction serve as the basis for managing the educational process. This structure is set from the standpoint of the activity approach.

Patterns of the pedagogical process

Regularities reflect objective, necessary, essential, recurring connections. In view of the fact that the pedagogical process is a complex, dynamic system, there are quite a lot of significant, repetitive, objective connections in the process of functioning of this system.

Especially many connections are established in the exchange of information between educators and educators. These are organizational and activity ties, communicative ties.

Relations between management and self-government are of great importance in the pedagogical process. The success of the whole process depends on their correct ratio. In turn, management links are based on information, organizational-activity and other types of links.

So let's consider the main regularities of the pedagogical process.

• 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 the final result.
• 2. The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on the following factors:
• 1) heredity;
• 2) educational and learning environment;
• 3) the inclusion of the individual in educational activities;
• 4) applied means and methods of pedagogical influence.
• 3. The regularity of the management of the educational process.

The effectiveness of pedagogical influence depends on:

• 1) the intensity of feedback between students and teachers;
• 2) the magnitude, nature and validity of corrective actions on educators.
• 4. Regularity of stimulation. The productivity of the pedagogical process depends on:
• 1) the action of internal incentives (motives) of educational activities;
• 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives.
• 5. 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.
• 6. 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 their own teaching and educational activities of the students.
• 7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on:
• 1) the needs of society and the individual;
• 2) opportunities (material, technical, economic and others) of the society;
• 3) the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic and others).

It is necessary to warn against the erroneous idea that the relationships that operate in the pedagogical process are exhausted by the laws outlined. There are many more of the latter, and researchers are just approaching the study of deep connections.

Driving Forces for the Development of the Pedagogical Process

The internal driving force of the pedagogical process is the resolution of the contradiction between the requirements put forward and the real possibilities of pupils for their implementation. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development (L.S. Vygotsky) of the students' abilities (the pedagogical system of A.S. Makarenko, the pedagogical systems in Athens and Sparta). If the tasks turn out to be excessively difficult or easy, the tasks turn out to be excessively difficult or easy, then this contradiction will not contribute to the optimal development of the system. In this regard, it is necessary to study students well, to skillfully project near, medium and long-term development prospects, and turn them into specific educational tasks. The effectiveness of the organization of the pedagogical process is based on the motivation of students' activities.

Among existing contradictions can be divided into external and internal contradictions.

External contradictions are sometimes called socio-pedagogical. These are contradictions between the organization of the pedagogical process and the leading social processes: economic, political, spiritual and moral, everyday, cultural. These social processes play a dominant role in relation to the pedagogical process. In this regard, the existing contradictions are reflected in the public consciousness as a lag in pedagogy from the requirements of life. External contradictions, as a rule, are objective.

The resolution of these contradictions leads to the improvement of the pedagogical process.

Internal contradictions reflect the dialectic of the pedagogical process itself. They are called actually pedagogical. Actually pedagogical contradictions can be objective and subjective.

Examples objective internal contradictions:

• · The contradiction between the active nature of the child and the socio-pedagogical conditions of his life.
• · The contradiction between social requirements for the personality of the child and his own interests.
• · The contradiction between the rapid growth of scientific knowledge and the possibility of conveying them to students in the educational process.

Examples subjective internal contradictions:

• · The discrepancy between the integral intellectual and emotional nature of the child, the activity nature of the child and the formalization of the activity approach.
• · The discrepancy between the practical orientation in the nature of the child and the provision of information in most cases by verbal methods.
• · The discrepancy between the growing role of the subjects of the humanities cycle and the unformed methods of their teaching or the inability to resolve issues of personnel policy.
• · The discrepancy between uniform requirements for basic general education and the growing need for individual development of the individual.

The presence of these groups of contradictions indicates that within the framework of the pedagogical system, including the pedagogical process, the dialectical law of unity and struggle of opposites operates. The scientific organization of the pedagogical process must also take into account other laws of dialectics: the law of the transition of quantitative changes into qualitative ones and the law of negation of negation.

Pedagogical process as pedagogical interaction

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

Term"pedagogical interaction" reflects the mutual activity of the teacher and the student in the pedagogical process. It includes the unity of pedagogical influence, its active perception, the assimilation of social experience by the object, the student's own activity, manifested in response direct or indirect influences on the teacher and on himself (self-education).

As in other labor processes, objects, means, and products of labor are distinguished in the pedagogical process. The objects of the teacher's activity are a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche - the features of perception, understanding, thinking, the formation of will and character

The subject of pedagogical work is the organization of such interaction in which the formation of personality traits takes place.

Facilities(tools) of labor is what a person places between himself and the object of labor in order to achieve the desired effect on this object. In the pedagogical process, the tools of labor are also very specific. These include not only the knowledge of the teacher, his experience, personal impact on the student, but also the types of activities to which he should be able to switch students, ways of cooperating with them, the method of pedagogical influence. These are spiritual means of labor.

Product pedagogical work, the creation of which the pedagogical process is aimed at, is an educated person, prepared for life in society.

The pedagogical process, like any other labor process, is characterized by levels of organization, management, efficiency, manufacturability, economy, the selection of which opens the way for substantiating criteria that make it possible to give not only qualitative, but also quantitative assessments of the levels achieved. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that allows you to reliably judge how quickly and efficiently this process proceeds.

Thus, a holistic pedagogical process is a complex pedagogical phenomenon, understanding the essence of which will help the teacher to organize it consciously and in the interests of the student's personality.

Questions for self-test

• 1. What key concepts are used to explain the essence of the concept of "pedagogical process"?
• 2. Give a description of the pedagogical process as a system.
• 3. Thoughtfully and carefully study the general patterns of the pedagogical process. Try not just to memorize, but to understand their all-encompassing effect. To do this, under each regularity, sum up the facts and examples known to you, and also try to find a natural explanation for the events that you have recently observed in the school, university pedagogical process.
• 4. List the components of the pedagogical process.
• 5. What is the integrity and generality of the pedagogical process?
• 6. Illustrate with examples the internal and external contradictions of the pedagogical process.
• 7. Describe the pedagogical interaction that occurs during the pedagogical process.

Lecture 7. SYSTEM OF PEDAGOGICAL PRINCIPLES

The general scientific concept of "principle". The essence of pedagogical principles, their implementation

In order for the pedagogical process to achieve its goal, it is necessary to build a rigorous theoretical concept, starting from which it is possible to understand and effectively implement the process itself, therefore, the question arises about some laws and patterns that bring a stable order between its elements.

Laws and patterns give a general understanding of the picture of the pedagogical process and do not contain direct instructions for the practical activities of the teacher. Pedagogical principles are a kind of bridge between knowledge of regularities and pedagogical practice.

Pedagogical principles are the main ideas, following which helps to achieve the set goals in the best way. Principles - "translators" (V.S. Bezrukova), which determine the mechanisms of interaction of the structural components of the pedagogical process. Communications between components are carried out by realization of principles.

Pedagogical principles serve as a normative basis for choosing the content, forms, methods, means that ensure the construction of relationships in the pedagogical process. This is their main and main function.

It follows from the foregoing that pedagogical principles are an obligatory component of the pedagogical process.

Principles are implemented through a system of rules that reflect the particular provisions of the principle and apply to its individual aspects.

rule(in pedagogical interpretation) is a description of pedagogical activity based on general principles in certain conditions to achieve the goal. The rules define the typical way the teacher acts in typical situations.

The logical relationship of the considered concepts can be represented as a chain:

REGULARITIES - LAWS - PRINCIPLES - RULES

To organize the pedagogical process, both the principles of education and the principles of education should be considered. It should be remembered that the division of all principles into separate constituent parts of a holistic pedagogical process is conditional. Consider a system of didactic principles.

System of didactic principles

The principles can be distinguished by their relation to the assimilation of the content of education (on the ideological side) and to the organization of the learning process (on the procedural and technical side). In the first case, these are the principles of upbringing and comprehensive development, scientific character, consciousness, the connection of learning with practice, and individualization in learning. And in the second case, we highlight the principles of visibility, systematic and consistent training, accessibility, strength. It should be noted that a strict system of principles does not yet exist today.

Yu.K. Babansky carried out work on the systematization of principles, revealed a system-forming connection. In his opinion, the system of principles in its totality should ensure the optimization of all components of education. Yu.K. Babansky determined the relationship between the principles of education and the structure of the educational process. This made it possible to create a specific sequence of principles that corresponds to the order of the main links of the learning process.

As a result of the research, a modern system of didactic principles was formed, which includes:

• 1. the principle of scientific and accessibility;
• 2. the principle of systematic and consistent learning;
• 3. the principle of education and comprehensive development of the individual;
• 4. the principle of visibility;
• 5. the principle of consciousness and activity;
• 6. the principle of strength and development of cognitive forces;
• 7. the principle of individualization in education;
• 8. the principle of connection between learning and life and practice.

Consider the essence and mechanisms for the implementation of some didactic principles.

The principle of visualization of teaching. This is one of the most famous and intuitively accepted principles of learning, implemented since ancient times. Today, this principle is scientifically substantiated, patterns of different sensitivity of the sense organs to external stimuli have been revealed. In most people, the organs of vision are the most sensitive. The theory suggests practice to implement this principle through the following rules:

• memorization of objects presented in kind (images, models) is better, easier and faster than memorization presented in verbal form;
• to guide the cognitive activity of the student in the process of using visual aids;
• The golden rule: everything that is possible should be provided for perception by the senses (visible - by sight, heard - by hearing, smells - by smell, given the opportunity to be perceived by touch, taste);
• Not limited to visibility, visibility is not a goal, but a means of learning;
• Use visualization as an independent source of knowledge to create problem situations, etc.

The principle of accessibility. The principle of accessibility is due to the laws of age development of students, the organization and implementation of the didactic process in accordance with the level of development of students. This principle has been worked out by centuries of practice - only what is available to a person that corresponds to his amount of accumulated knowledge, skills, ways of thinking (thesaurus law). Many rules for the practical implementation of this principle were formulated by Ya.A. Comenius. The theory and practice of modern education supplemented this list:

• · go from easy to difficult;
• move from the known to the unknown, from the simple to the complex;
• take into account the age and individual characteristics of students, their level of training, performance characteristics;
• · teach at the optimal pace, dose the study of new material, choose the optimal level of complexity of the educational material;
• use comparison, contrast, examples when explaining new material;
• present the educational material clearly, convincingly, emotionally;
• Teaching in dialogue
• draw on the experience of students.

The principle of systematic and consistent. The principle is based on many natural principles: effective knowledge is possible only when there is a clear picture of the external world, representing a system of interrelated concepts; a universal way of forming a system of scientific knowledge is organized training in a certain way; if skills are not systematically exercised, they are lost, and so on. The important rules for implementing this principle are as follows:

• Divide the content of the educational material into logically completed steps;
• study the material in small logical portions;
• Show intersubject and intrasubject communications;
• use diagrams, plans, reference notes, structural and logical diagrams;
• organize the repetition of educational material;
• use the lessons of generalization and systematization of knowledge;
• Adhere to the logic of the subject.

The principle of consciousness and activity. Actively and consciously carried out educational and cognitive activity helps pupils to master the material and develop their mental potential. If at the same time the teacher creates situations of independent search, a creative approach by the pupil, then pedagogical interaction will give a positive result in self-actualization of both sides. But it should be remembered that cognitive activity encourages activity under the following conditions:

• Clarity of the tasks of the forthcoming work;
• creating conditions for understanding what is happening;
• avoid mechanical actions;
• diversify the types of cognitive activity (comparison, generalization, classification);
• use mutual learning, teach to learn;
• use questions to determine cause-and-effect relationships;
• use problem situations, examples, arguments;
• organize the application of acquired knowledge in practice;
• use students' independent work;
• • training should be aimed at teaching how to ask questions and listen to answers;
• use creative tasks.

Strength principle. The assimilation and memorization of any material is influenced by many factors, including the subjective attitude of students to the content of educational material, training, and the teacher. The student's memory is selective, so there is a direct relationship: the more important and interesting for them this or that material, the more firmly this material is fixed and preserved. Here are some rules for implementing this principle:

• Thinking should take precedence over memory;
• organize the material that needs to be memorized in a special way;
• organize regular repetition of the material, the frequency of repetition should correspond to the course of the forgetting curve (at first - more often, then - less often);
• to form interest in the study of new material;
• follow the logic of the presentation of the material;
• develop the arbitrariness of memory;
• To acquaint with various mnemonics;
• use a vivid emotional presentation of educational material;
• when studying educational material, rely on the experience and knowledge of students;
• Organize independent repetition of educational material.

All principles of a holistic pedagogical process are interconnected and complement each other.

Questions for self-examination

• 1. Why is there no clear distinction between the concepts of “law”, “regularity” in pedagogy?
• 2. What, in your opinion, will result from non-compliance with the established principles of training and education?
• 3. Illustrate each didactic principle with specific examples from the practice of education and training (based on real life examples).
• 4. Prove that all the principles of a holistic pedagogical process are interconnected.