The meaning and logic of goal-setting in training, education and pedagogical activity.
Personal Development Factors
Factor - driving force, the cause of any process, phenomenon. In pedagogy, two groups of main factors affecting the development of the child are distinguished: biological and social.
Biological prerequisites for the development of children
Heredity is what is passed down from parents to children, which is in the genes. An analysis of the facts accumulated in experimental studies allows us to draw the following conclusion: inheritednot ability, butmakings. The inclinations inherited by a person can then develop or, under unfavorable circumstances, remain unrealized. It all depends on whether a person gets the opportunity to transfer hereditary potency into specific abilities, and is determined by such circumstances as living conditions, upbringing, the needs of a person and society. All normal people receive from nature high potential opportunities for the development of their mental and cognitive powers and are capable of practically unlimited spiritual development. Differences in the types of higher nervous activity change only the course of thought processes, but do not predetermine the quality and level of intellectual activity itself. At the same time, teachers all over the world recognize that heredity can be unfavorable for the development of a person's intellectual abilities. In addition to the general inclinations for intellectual activity, inherited special, for example: musical, artistic, mathematical, linguistic, etc. It is necessary to distinguish between innate inheritance and genetic. Small random deviations in the characteristics of the development of the embryo can change both the direction and quality of development. In recent years, a new branch of pedagogy has emerged - prenatal pedagogy. Its appearance is due to the fact that scientists have discovered the possibility of influencing the development of the embryo. At the same time, it was noted that it is possible to influence not only the health of the unborn baby, but also his emotional sphere, and through it, aesthetic and intellectual development. On the basis of scientific data indicating the possibility of influencing the unborn child through the mother's lifestyle, her emotional state, communication with the fetus, a pedagogical strategy began to be developed.
FROMsocial factors. Human development occurs not only under the influence of heredity, but also under the influence of the environment and upbringing. The concept of "environment" can be considered in a broad and narrow sense.
Wednesday in the broadest sense includes:
climatic, natural conditions in which the child grows;
the social structure of the state and the conditions it creates for the development of children;
culture and life, traditions, customs of the people;
In a narrow sense, the environment is the immediate subject environment. From the moment a child is born, he is surrounded by many objects that help him to learn the social world and develop. The subject environment significantly affects the level of comprehensive development of children. In modern pedagogy, there is the concept of "developing environment" (V.A. Petrovsky). Under development environment not only subject content is understood. It must be built in a special way in order to most effectively influence the child. The influence of the environment on the formation of personality is constant throughout a person's life. The environment can have both negative and positive influences, that is, it can hinder development, or it can activate it, but it cannot be indifferent to development.
An important factor influencing the formation of personality is upbringing, which is:
in the social, broad sense- the function of society to prepare the younger generation for life, carried out by the entire social structure: public institutions, organizations, the church, the media and culture, the family and the school;
in a narrower, pedagogical sense- a specially organized and controlled process of human formation, carried out by teachers in educational institutions and aimed at personal development; the transfer of socio-historical experience to new generations in order to prepare them for social life and productive work.
corrects the influence of heredity and environment;
the main force capable of "correcting" the shortcomings of nature and the negative effect of the environment;
the power of education lies in the purposeful, systematic and qualified leadership of development;
cannot completely change a person;
ensures the development of certain qualities, based on the inclinations laid down by nature;
constantly relies on the achieved level of personality development;
effectiveness is determined by the level of readiness of the child to perceive the educational impact;
Realization of real goals in training, education and pedagogical activity
The doctrine of the all-round development of the individual as the goal of education was developed by the founders of Marxism, who believed that a communist society would require a fully developed personality and that such a person was the goal of the historical process. The goal thus bore the character of an ideal of the future. In accordance with it, educational programs were drawn up and work was organized in the Soviet school.
At present, teachers recognize the impracticability of such an ideal of education in the new socio-economic conditions. Experts do not, however, have unity in this. There is an opinion that until the 90s the goals of education were determined from the needs of society and were of an ideological nature, and now it is necessary to go from the needs of the individual in self-realization, the development of his abilities (A.V. Petrovsky). Therefore, the goal of education in the most general form is formulated as assistance to the individual in diversified development. This is reflected in the Law of the Russian Federation "On Education". Education serves to solve "the problems of forming a general culture of the individual, its adaptation to life in society, assistance in a conscious choice of profession." Education, according to the Law, should ensure the self-determination of the individual, the creation of conditions for its self-realization, the formation in the minds of students of a picture of the world that is adequate to modern knowledge, the formation of a citizen integrated in society and aimed at its improvement. Fundamental among all procedures is the procedure goal setting.
Goal-setting, a fundamental concept in activity theory, is widely used in the social sciences.
Firstly, goal setting is the process of choosing and actually defining a goal, which is an ideal image of the future result of an activity. In this regard, goal setting performs a number of important methodological and methodological functions and tasks, namely:
acts as a real integrator of various actions in the system "goal - means of achievement - the result of a particular type of activity";
involves the active functioning of all factors determining activity: needs, interests, incentives, motives.
Secondly, goal-setting determines the algorithm that determines the order and basic requirements for the results of activities. Any activity can be interpreted as a process of achieving a goal. When setting goals, keep the following in mind:
the goal must be justified and reflect the requirements of the laws of development of the object of influence;
the goal should be clear and achievable;
the main goal must be connected and correlated with the goal of a higher order;
the goal is formed by people, so there is always an element of the subjective in it.
The main stages of goal formulation: selection of the necessary characteristics and states of the object and their inclusion in the target setting of a particular type of activity; identification of possible, but undesirable circumstances caused by a particular type of activity; limiting the goal from desirable, but objectively unattainable results;
Distinguish several types of goals: concrete and abstract; strategic and tactical; individual, group, public; set by the subject of activity and set from the outside.
specific purpose- this is an ideal image of the product of direct activity.
abstract goal- this is a general idea of a certain ideal, for the sake of achieving which human activity is carried out. Strategic and tactical goals are determined and determined by the temporal factors of their implementation and are correlated as a whole and a part. The goal set by the subject of the action, is developed as a result of the internal development of his own activity, creative attitude and responsibility for the task assigned.
Outside goal, can be defined as an objective requirement or problem to be solved.
The methodological aspect of goal-setting is to ensure the continuity and connection of general and specific tasks in determining ways to solve social problems at various levels.
The purpose of education is a fundamental category of pedagogy. The tasks, content, methods of education, as well as the organization of pedagogical activity depend on it.
Independent work
Preparation of a report on the influence of various factors on the development of the personality of a person (child).
Definition according to the "Concept of preschool education" of the purpose of education and the model of interaction between the educator and children.
Drawing up a scheme of personality development factors, characterization of factors, description of their influence on personality development.
Pick up proverbs, sayings that reflect the ideal of a person that has developed in folk pedagogy.
Questions and tasks for self-control
Goal setting in pedagogy
Give evidence or refutation of the correctness of the comprehensive harmonious development of the personality as the goal of education.
How do you understand the modern goal of education?
Prove or give a refutation of the legitimacy of the versatile development of the individual as the goal of education.
What is the meaning of the term "educational standard"?
Can the contradiction between the need to comply with educational standards and the teacher's creativity in choosing the content of education be resolved?
Complete the table below.
| Questions | Participation in the process |
||
| analysis | goal setting | planning |
|
| one . What gives the teacher | |||
| 2. What develops in children | |||
| 3. How to determine the effectiveness | |||
^ Essence, meaning of purpose and goal setting
The goal is a conscious, verbalized anticipation of the future result of pedagogical activity. The goal is also understood as a formal description of the final state given to any system.
There are various definitions of purpose in the pedagogical literature:
a) the goal is an element of the educational process; system-forming factor;
b) the goal (through goal-setting) is the stage of managerial activity (self-government) of the teacher and pupil;
c) the goal is a criterion for the effectiveness of the system, process and management of education as a whole;
d) the goal is what the teacher and the educational institution as a whole strive for.
Teachers are responsible for the correctness, timeliness and relevance of the goal. An incorrectly set goal is the cause of many failures and mistakes in pedagogical work. The effectiveness of the activity is evaluated primarily in terms of the goal set, so it is very important to determine it correctly.
In the educational process, not only the goal itself is important, but also how it is defined and developed. In this case, it is necessary to talk about goal-setting, goal-setting activities of the teacher. The goal becomes the driving force of the educational process if it is significant for all participants in this process.
cessa, appropriated by them. The latter is achieved as a result of pedagogically organized goal-setting.
In pedagogical science, goal-setting is characterized as a three-component education, which includes:
a) justification and setting goals; b) determining ways to achieve them; c) designing the expected result.
Goal setting is an ongoing process. The non-identity of the goal and the actually achieved result become the basis for rethinking, returning to what it was, searching for unrealized opportunities from the standpoint of the outcome and prospects for the development of the pedagogical process. This leads to constant and endless goal setting.
The nature of the joint activity of teachers and students, the type of their interaction (cooperation or suppression) depends on how goal-setting is carried out, the position of children and adults is formed, which manifests itself in further work.
Goal setting can be successful if it is carried out taking into account the following requirements.
1) Diagnostics, i.e. promotion, substantiation and adjustment of goals based on a constant study of the needs and capabilities of the participants in the pedagogical process, as well as the conditions of educational work.
Scheme 3
2) Reality, i.e. setting and justifying goals, taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal, projected results with real conditions.
3) Continuity, which means: a) the implementation of links between all goals and objectives in the educational process (private and general, individual and group, etc.);
b) nomination and justification of goals at each stage of pedagogical activity.
4) Identification of goals, which is achieved through the involvement in the goal-setting process of all participants in the activity.
5) Orientation to the result, "measuring" the results of achieving the goal, which is possible if the goals of education are clearly defined.
The study shows that if goal-setting activity is organized and permeates the entire pedagogical process, then children develop a need for independent goal-setting at the level of group and individual activity. Schoolchildren acquire such important qualities as purposefulness, responsibility, efficiency, they develop predictive skills.
^ Features of the goal setting process
In the educational process, the teacher has to participate in goal-setting at different levels. There is a wide variety of goals and approaches to their classification.
First of all, there are general, group and individual goals of education. The goal of education appears as a general one when it expresses the qualities that should be formed in all people; as a group - for people who participate in a joint group; as an individual, when the upbringing of an individual person is supposed. It is important that teachers and students participate in determining the goals of education, and that parents have the opportunity to express their order.
A common goal can be given to the group from the outside, it can be developed by the group itself, or it is formed in the unity of the external task and the internal initiative of the group. The definition of ways to achieve goals can also go differently. Based on the materials of the conducted research, we conditionally distinguish the following types of goal-setting: “free-
noe”, “rigid” and “integrated”, combining elements of the first two 1 .
Let us briefly characterize these types.
With free goal-setting, the participants in the interaction develop, construct their own goals, draw up an action plan in the process of intellectual communication and joint search; with a hard one, the goals and programs of action for schoolchildren are set from the outside, only the concretization of tasks and their distribution in the process of interaction takes place. Free goal-setting gives a variety of content goals for the individual and for the group. These goals reflect the individual needs and capabilities of each, are guided by individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others - inaccessible, although outwardly they can unite the participants in joint activities. With integrated goal setting, the goals of the group can be set from the outside by the teacher, the leader of the group, but the ways to achieve them. the distribution of actions is carried out in the process of joint search, taking into account the interests and needs of children (see table 9).
Table 9Characteristics of the types of goal setting in the group
| No. p / p | Free goal setting | Integrated goal setting | Rigid goal setting |
| 1. | Search for common goals | Determination of goals | Determination of goals |
| in the process of joint | teachers, | teachers, |
|
| intellectual | leaders | leaders |
|
| communication. | groups. | groups. |
|
| 2, | Accounting for achievements | Accounting for planned | Accounting for planned |
| results. | results. | results. |
|
| 3. | cash orientation | Focus on motives | Orientation |
| needs. | debt and personal | on motives |
|
| interests. | debt. |
||
| 4. | Collective | Collective | Action Program |
| program development | action development | given |
|
| action to implement | to achieve the goal | teachers. |
|
| goals. |
For specific groups and the conditions of their activity, all types of goal-setting are real. The type of goal-setting depends on the
1 Lebedev O. E. Theoretical foundations of pedagogical goal-setting in the education system: Abstract of the thesis. two. doc. ped. Sciences. - SPb., 1992. - S. 28.
features of the association: the age, quantitative and qualitative composition of the group, the duration of existence, the method of occurrence, the availability of the content of the activity, as well as the skill of teachers. Undoubtedly, free goal-setting is the most effective.
In all organized groups, at the first stage, the common goal, as a rule, is set from the outside by teachers, organizers of work. It is the basis for uniting schoolchildren in this group. Thus, a socially significant goal is set before the class: the organization of school duty. But in this case, it is also possible to move from rigid to integrated, and then to free goal-setting.
This will depend on how problem situations (situations of the creative process) are created by teachers when setting goals at the subsequent stages of organizing school duty. It is important that in the process of goal-setting, everyone can discover the personal meaning of the activity in the goal of the group. And this also depends on how the interaction between teachers and students is built in the process of goal-setting activity: not on the basis of suppression, but on the basis of cooperation, partnership between adults and children.
Based on the research of V.V. Gorshkova, it is possible to present the process of goal-setting as an inter-subject, partnership interaction using two models 1 .
^ First model: one partner introduces to his way of thinking, the experience of relationships, the values of the other at his request, looks for a “foothold” in his personality to establish contact with him and develop in himself a readiness to understand and accept from him and in him something unfamiliar to himself.
^ Second model: the individual tries to join the way of thinking, values, attitudes of another individual, expresses confidence that the partner has established personal attitudes, seeks to adequately understand them and make the process of familiarization with the values of his partner a way of his own movement, change.
The implementation of these models, the coordination of the activities of subjects in the process of goal-setting is possible if the participants are oriented towards universal human values and have a high culture of communication.
1 See: ^ Granovskaya R. M. Bereznaya I. Ya. Intuition and artificial intelligence. L.: LSU, 1991.-p.21.
System of goals and objectives
In practice, the teacher most often has to solve the problem of an organic combination of group and individual goals, as well as their interaction in organizing group activities of children and parents at each stage of work.
A variety of goals, many of their types determine the multidimensionality, multilevel nature of the goal-setting process. Organizing goal-setting in a particular situation, the teacher must take into account the already achieved and promising, more general and particular, group and individual goals, establish the relationship between them, carry out the composition and decomposition of goals and objectives at different levels.
Composition refers to the process of logical construction and compilation, arrangement and correlation of subgoals into a common goal. Decomposition is the dismemberment, separation of the goal into its component parts, subgoals. However, in the process of decomposition, the integrity of the goal should not be violated; all parts of the overall goal should represent a hierarchical structure. Harmony, consistency of goals is an indicator of successful goal-setting of the joint activities of the participants in the pedagogical process.
Two processes, composition and decomposition of goals, are closely interconnected and can be carried out simultaneously towards each other, for example, along the following main lines:
1) the goal of the individual the goal of the microgroup the goal of the small group (primary team) 4-> the goal of the school community the goal of society;
2) long-term goal of the group the goal of the next stage in the work the purpose of the action is the purpose of a particular action.
These are just some of the "cuts" in the group's goal-setting system. They do not exhaust all the complexity and diversity of the process under consideration, they are closely interconnected and intersect in a particular situation. So, for example, the definition of the goals of a particular case is associated with the decomposition of the long-term goals of the group. In turn, the general goals of the group business are then specified by private, personal goals.
Conditionally, the relationship between the goals of a particular action of the teacher and the system of other goals can be shown using Scheme 4.
One of the real practical problems facing the teacher is the definition of not only the goals, but also the tasks of education. The goal and objectives are related as a whole and a part. Tasks can
Scheme 4
but defined as a particular expression of purpose. The goal of education is also considered as a system of educational tasks to be solved. Tasks arise and are set in the course of achieving goals. For example, the general goal of education according to O.S. Gazman - the upbringing of a worker, a family man, a citizen, which is achieved through a system, a set of educational tasks proposed by the author in the work "On the main approaches to the content of the class teacher in the new conditions."
Tasks in relation to the goal can also be considered as the main ways to achieve the goal. For example, the goal - “educating independence in a child” is achieved through the formation of self-organization skills in him, the development of the need and skills to set goals and objectives in a particular job, the skills to plan work and exercise self-control, etc.
Other approaches to establishing the relationship between goals and objectives are also possible. So, V.P. Bespalko conditionally defined the educational task as the concretization of the goal in specific conditions and its implementation with the help of specific means and actions. Thus, the educational task includes three components: goal, condition, action 1 .
Educational task: goal + condition + action.
For example:
a) development of cognitive interests of students through the creation of a system of additional classes of choice;
b) the development of the cognitive interests of students during extracurricular time in the process of conducting collective cognitive activities;
c) the development of cognitive interests through the organization of the activities of club associations, etc.
1 See: Bespolko V.P. Components of pedagogical technology. - M., 1989. 190
Note that the distinction between educational goals and objectives is very relative. It all depends on what and in what system of goals and objectives is taken as a starting point. Thus, the development of the cognitive interests of students can act as a task in relation to the goal of "preparing students for a conscious choice of profession." In another case, “development of the cognitive interests of students” may be the goal of the work of the class teacher in a particular academic year.
From the whole variety of typologies of goals and the organization of the corresponding levels of goal-setting, let us dwell on the definition of the following; common goals and objectives of teachers and students; goals and objectives of students; goals and objectives of teachers.
Common goals, tasks of teachers and students are developed at the stage of planning the joint activities of teachers and children and are conditionally called life-practical. Although they express the common needs and interests of the participants in the interaction, the interests and needs of the children are decisive. In terms of content and formulation, life-practical goals and objectives can be very different, oriented towards the transformation of the surrounding reality, relations in the team, and the improvement of oneself. The main thing is that they should be understandable, conscious and accepted by schoolchildren.
Common goals, tasks developed in the process of interaction between teachers and schoolchildren become the basis for combining their efforts in further joint work. Given this, teachers define goals and objectives that are focused on the development of students and their relationships, that is, vital practical tasks play the role of the main means in solving specific problems. At the same time, teachers decompose educational tasks into professional ones related to the organization of the educational process (organizational and pedagogical tasks) and the growth of their pedagogical skills.
Thus, having determined the general goal of joint activity, each party specifies its role, individual goals, reflecting the general position, and capabilities of the goal-setting participants. The purpose of the joint activity of teachers and students may be to create the final material product, to solve organizational issues, and often it is decomposed into educational goals and pedagogical tasks, the solution of which creates conditions for
the formation of moral qualities in schoolchildren, relationships to each other and the world around them.
Educational tasks are focused on the development of students, their relationship with the people around them and the world, uniting the team of children and improving relations in it.
Organizational and pedagogical tasks are aimed at organizing the educational process. Let's give an example showing the relationship of tasks (Table 10).
^ Table 10
The relationship of vital-practical, educational and organizational-pedagogical tasks
| Vital and practical tasks | Organize interesting and useful free time, leisure of students |
| Educational tasks | Develop the need for cultural spending free time, creativity, communication skills |
| Organizational and pedagogical tasks | To study the interests and needs of children; to form interest groups and, taking this into account, build the planning and organization of extracurricular work; identify the possibilities of parents in organizing the free time of children and involve them in extracurricular educational work, etc. |
Note that educational tasks can be the same for teams, groups of children and individual students. Organizational and pedagogical tasks are determined and specified depending on the conditions, opportunities, needs of children and therefore will differ in each specific case.
From the foregoing, it is obvious that goal-setting is a multi-level mental process that includes the most complex operations (analysis, synthesis, forecasting) and takes place explicitly or latently at every stage, in every link of the educational process. The goal appears as the result of a conclusion, expressed orally or in writing.
^ Goal setting technique
Pedagogical goal-setting can be conditionally represented in a general way by the following stages:
a) diagnostics of the educational process, analysis of the results of previous joint activities of the participants in the work;
b) modeling by teachers of educational goals and objectives,
possible results;
c) organization of collective goal-setting, joint goal-setting activities of teachers, students, parents;
d) clarifying educational goals and objectives by teachers, making adjustments to the initial plans, drawing up a program of pedagogical actions for their implementation, taking into account the proposals of children, parents and predicted results.
In order for the goals and objectives, plans for their implementation to be relevant, real and accessible, it is necessary to carry out a diagnosis of the initial situation in which the participants in the joint activity are located. It is advisable to study the state of the educational process, the individual and age characteristics of children, the results of their activities at the previous stage, the experience of organizing joint work, relying primarily on the assessment and information of the students themselves. The participation of children in understanding their previous experience allows them to consciously approach the definition of common and individual goals, to achieve their harmony.
The stage of diagnostics in goal-setting is especially important, as it allows teachers to identify the most significant pedagogical tools, effective moments in previous experience, correlate assessments of the effectiveness of work by adults and children, and therefore better understand the needs and needs of schoolchildren, evaluate the joint activities of teachers and students from the position of themselves. children.
On the basis of materials, information obtained in the course of diagnostics, joint analysis, the first version of educational, organizational and pedagogical tasks is determined. At this stage, goal-setting is carried out as an individual mental activity of the teacher in developing goals and objectives, determining the main ways to achieve them. To design relevant and realistic goals, tasks at the school level, it is necessary to collect information on the following issues:
a) what are the general goals of education;
b) what are the features of the goals of education in the region given
institution, team;
c) what tasks the school faced this year and what are the successes in their solution;
d) what tasks the team approached to solve at the next stage;
e) what opportunities a school, microdistrict, district, city, etc. can provide for the implementation of goals;
f) to what extent the student team is ready to solve immediate problems.
At the third stage, the essence of the interaction between teachers and schoolchildren is to transform the educational tasks facing teachers into the tasks and plans of schoolchildren, and the problems expressing the interests of children and updated at the first stage of goal-setting (at the stage of diagnosis) are specifically and consciously formulated into common goals of joint activities of teachers and children. In this case, various methods are used: together with the children, they recall the problems, difficulties that arose in the previous period of the life of the team, help to formulate questions that will prompt these problems to schoolchildren.
Students perceive the goal faster and more consciously, assign it if what the teachers offer: a) is connected with their specific life, with the need to become adults as soon as possible;
b) expressed seriously, meaningfully, confidentially; c) will lead to tempting results; d) accessible and understandable; e) brightly and emotionally 1 .
The fourth stage of goal-setting to a certain extent repeats the second, but in terms of content and scope of work it can differ significantly. Here it is advisable for the teacher to analyze to what extent it was possible: a) to organize the interaction of students in the process of goal-setting; b) identify the general and personal goals of children, pedagogical and life-practical tasks; c) predict, provide for the interests, needs of children; d) implement their pedagogical ideas.
The identification of the stages of goal-setting is rather conditional, since
they are all interconnected, in real practice they permeate each other.
The description of the stages of goal-setting is of a generalized nature and can be applied to various types of goal-setting.
" Cm.: Bezrukova V.S. Pedagogy. - Yekaterinburg, 1996. - S. 25.
niya. At the same time, the goal-setting methodology will differ in terms of time frames, a set of pedagogical techniques and actions of children. Let's show it on a number of examples.
In practice, perspective goal-setting has become widespread, organized as a modeling of the personality of a school graduate.
The graduate model is considered as a common goal of an educational institution, in the development of which all class teams, students and parents can participate under the guidance of teachers. Representatives of these teams at the general meeting defend their version. Materials are processed by the creative team. A generalized version of the graduate model is submitted for discussion by the teaching staff, the asset of parents and students. In any case, the very process of understanding their perspective by each child, parent is important, especially if it is based on diagnostics, assessment, self-assessment, self-testing by children of their own qualities. Questions and tasks can be formulated in different ways to understand their perspective and the school as a whole, depending on the age of the children, the psychological and pedagogical training of the goal-setting participants. For example, in one of the schools, at the gathering of the asset of students, parents and teachers, the following questions were proposed for discussion:
What qualities are necessary for a modern person?
What qualities should a graduate of our school have in order to find a place in life?
What qualities does our school successfully form?
What qualities are missing or poorly developed in today's schoolchild?
What needs to be changed in the school in order to nurture the desired qualities in students?
Determining the overall goal of education in an educational institution leads children and parents to the need to develop individual properties, personality traits, taking into account the graduate model they have created, which determines the growth program for the near future and the future.
Goal-setting in the class team for the academic year can be aimed at defining and justifying both group and individual goals, objectives, and ways to solve them. Diagnostics of the level of development of the team, the level of relations and self-government in it is carried out. Students get acquainted with the results of this study, and they are invited to characterize their team, determine the level of its development,
using the “Who are we? What are we? based on the stages of development of the team according to A.N. Lutoshkin 1 . Students are offered the characteristics of each stage ("Sand Placer", "Soft Clay", "Flickering Lighthouse", "Scarlet Sail", "Burning Torch"). Then the children answer individually or in small groups discuss the following questions:
At what stage of development is our class? Justify your point of view using specific examples and facts.
What prevents our class from being at a higher level of development?
What prevents the creation of a real friendly team in our class?
What needs to be done, undertaken so that our team advances in its development, rises to a higher level?
As a result of the discussion of these issues, vital practical tasks, problems and the main ways to solve them in the class team are determined. The materials of collective goal-setting become the basis for the class teacher to clarify educational tasks, plans, and ideas for the academic year.
The steps and methodological recommendations proposed above can be used when setting goals at the level of an educational institution, a primary team, a specific person, for the future, a year, a period, for a specific case. In any case, the effectiveness of goal-setting is determined by the degree of assignment of a common goal, finding and understanding personal meaning in it, as well as the correspondence between goals and the achieved result.
Questions for self-examination
1. How are goals and goal setting related in the educational process?
2. What are the requirements for goal setting.
3. Show with examples how goals and objectives are interrelated in the educational process.
4. How to determine the effectiveness of goal setting?
5. What is the difference between “free*” and “hard” goal setting?
6. Name the stages of pedagogical goal setting.
1 See: LutoshkinA. N.How to lead. - M., 1986. 196
Message
On the topic: "The meaning and logic of goal-setting in communication and pedagogical activity"
Prepared
Student sh-21 group
Shmalko Galina
The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.
Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities. In educational technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values that reflect the idea of society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goal of educating people of a certain age. At the last two levels, goals in educational technology are usually formulated in terms of behavior, describing the planned actions of the educated. In this regard, there are proper pedagogical tasks and functional pedagogical tasks. The first of them are tasks for changing a person - transferring him from one state of upbringing to another, as a rule, of a higher level. The latter are considered as tasks for the development of specific personality traits.
The real sources of pedagogical goal-setting are 1) the pedagogical demand of society as its need for a certain nature of education, expressed in objective trends in the development of society and in consciously expressed educational demands of citizens; 2) a child, the subject of childhood as a special social reality that has an independent value not only as a period of preparation for something, and 3) a teacher as a bearer of human essence, as a special social subject, most effectively realizing the “essential ability to create another” (And .A. Kolesnikov). The specific weight of these source factors at different stages of the development of the process of education and the specification of its goal may change, but none of them disappears.
The category of meaning helps to distinguish between the goals of teachers and pupils. “It can be argued,” E.V. Titova (1995, p. 97), - that the meaning of the teacher's activity is not to directly and directly influence the child's personality, trying to "transform" it, but precisely to organize the child's activity, in which his personality will be manifested and transformed. personality." A rather controversial statement in terms of the possibilities of activity turns out to be impeccable in a statement about meaning, even if we put a pupil in the place of a teacher. And such a check is necessary when it comes to education as an activity, an event, a state. Thus, the meaning of activity in the upbringing of the child and the teacher can be common, but the goals, as a rule, are different.
In the process of goal-setting, as we see, our mastery of the methods of psychological and pedagogical diagnostics plays an important role. The teacher needs not only to have a sufficient number of mastered methods, but also to design a program for studying the child and groups of students from them. Moreover, the study should be woven into the educational process, and not be a separate activity, additional to the main one.
Thus, the goal itself and the process of goal-setting in the structure of educational activities perform the functions of managing the educational process. The effectiveness of goal-setting increases if it is based on the forecast (identification of intentional characteristics) of the educational process and the conceptual vision of the result of education as obtaining a “human quality in a person”. The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state.
The pedagogical process - this concept includes the method and way of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of subjects of education. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires the environment of a certain pedagogical system.
The concept of "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of education, upbringing and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous.
The teaching process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.
The structure of the pedagogical process includes:
1. The goal is to identify the final result.
2. Principles are the main directions in achieving the goal.
4. Methods is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.
5. Means - ways to "work" with the content.
6. Forms - this is a consistent receipt of the result of the pedagogical process.
The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc.
Russia's regulatory documents present the following understanding of goals.
1. The system of goals in the standard provisions on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of a basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).
- The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for future professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.
Test questions:
1. 1. Expand the essence and functions of a holistic pedagogical process
2. What is the integrity of the pedagogical process?
3. List and reveal the stages of a holistic pedagogical process
4. What are the conditions for the effectiveness of the pedagogical process?
5. What is the basic methodological basis for determining the patterns in pedagogy, which involves the consistent identification of significant, regular connections of the pedagogical system
6. What are the driving forces of a holistic pedagogical process?
7. What are the laws of a holistic pedagogical process?
THE CONTENT OF THE WORK
INTRODUCTION……………………………………………………………………........3-4
1. The meaning and logic of goal-setting in training, education and pedagogical activity………………………………………………………………………....5-8
2. Factors of personality development……………………………………………………..9-11
3. Realization of real goals in training, education and pedagogical activity……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
CONCLUSION………………………………………………………………………..15
LIST OF USED LITERATURE ………………………………..16
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Introduction
The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.
Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities.
In teaching technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values that reflect the idea of society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is the goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goals of educating people of a certain age.
At the last two levels, goals in teaching technology are usually formulated in terms of behavior, describing the planned actions of the students. In this regard, there are actually pedagogical tasks and functional pedagogical tasks. The first of them are the tasks of changing a person - transferring him from one state of upbringing to another, as a rule, of a higher level. The latter are considered as tasks for the development of specific personality traits. In the history of human society, the global goals of learning are
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have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a good family man. The humanistic, liberal pedagogy of Western Europe proclaims the goal of education to be the formation of an autonomous personality with critical thinking and independent behavior, realizing their needs, including the highest need for self-actualization, the development of the inner “I”. At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination.
In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. It proceeded from the pedagogical traditions of Ancient Greece, Renaissance Europe, Western and Russian utopians, French Enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents.
The purpose of this work is to highlight the issues of goal setting in thematic planning in education.
Tasks of control work:
1. Expand the concept of the essence of goal setting.
2. Consider the meaning and logic of goal setting in learning.
3. Realization of real goals in training, education and pedagogical activity.
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1. Meaning........
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BIBLIOGRAPHY
1. Borytko N. M. In the space of educational activities: Monograph / Nauch. ed. N. K. Sergeev - Volgograd: Change, 2001.
2. Preschool pedagogy S.A. Kozlova, T.A. Kulikov, 5th ed. Moscow 2004
3. Ilyina, T.V. Pedagogical goal-setting in educational institutions./ T.V. Ilyin. Yaroslavl, 2005.
