SCIENTIST FROM THE OUTSIDE
Slastyonin Vitaly Alexandrovich
Live with patience
Do not measure distance with an empty dream,
Work tirelessly - and on time
Glory and recognition will come to you.
Far beyond, our Gorny Altai is known and famous for its beauty and originality. It is famous for its unique nature, the beautiful Katun with its extraordinary beauty of the shores, islands, a special color of water, its pearl - Lake Teletskoye and mountain peaks covered with eternal snow.
However, our native Altai is no less rich in extraordinary people. The land of the Republic of Altai, including our school, has become a launching pad for many celebrities - people of different specialties. Among them are prominent scientists, writers, artists, military men, outstanding athletes, teachers, etc.
“We all, to one degree or another, carry salt and air, secret signs and “birthmarks” of our land. By nature, I am a Russian son of Gorny Altai, ”says one of our celebrities from his hometown of Gorno-Altaisk, school No. 8 of the Pedagogical College, SLASTENINVITALY ALEKSANDROVICH, about himself.
On September 5, 1930, in the small town of Gorno-Altaisk, Vitaly Slastenin was born into a peasant family. His father, Alexander Timofeevich Slastenin, worked in the Trudovik and Alferovo agricultural artels. He was respected for justice, honesty and great diligence, natural ingenuity. That's exactly what he stated
the foundations of those personal qualities that became decisive in the character of the son.
About the mother of Vitaly Slastenin, Klavdi Nikolaevna, people still remember with special warmth. She taught both her children and strangers in the kindergarten of the garment factory kindness, understanding of someone else's pain, compassion and the desire to help those who feel bad today.
“I have the most tender memories of my childhood, although life was not easy. From the earliest years as teenagers, we worked on the collective farm, and during the war years we replaced our fathers. I had a chance to work both as a shepherd and in the field plowing and harrowing. They did everything, ”recalls Vitaly Alexandrovich.
It happened that he grazed the collective farm herd of 300 cows. They worked from 5 until late every day, in hot and cold weather, helping the family to earn a living.
Vitaly's talent as a teacher was revealed early. There were three children in the family, Vitaly was the eldest. He had to take care of his brother and sister, tell them stories, compose stories, make toys. And then, with a canvas student bag from Ulalushinskaya street, he walked to elementary school No. 8. About the new school under construction, he wrote to us in a letter from Moscow: “When a new school was being built at the end of Karaguzhinskaya (now P. Kuchiyak) Street, it seemed to us, collective farm boys and girls, a gigantic structure.”
Vitaly was an inquisitive inquisitive boy, he always studied well, went in for sports at school: he ran skiing, went in for athletics, and then, having entered the Gorno-Altai Pedagogical College, he continued to study excellently and play sports. He has always been an activist...
In our school, he was the secretary of the Komsomol Committee.
In his letter from Moscow about the years of study at school, he writes: “My schooling was in time with the Great Patriotic War .. But, perhaps, it was this ordeal that made us friendly, honest, hardworking. Do not take this as an exaggeration, but the truth is that school lessons have become real life lessons for me. I formulated the most important of these lessons for myself as follows: “Happiness does not fly on the ghostly wings of luck - happiness is obtained in labor.” There were many evacuees among the teachers, so they often changed. But I always remember my first teacher, Claudia Matveevna Selyutina. I said a kind word about her in the magazine "Primary School", 1981. No. 4.
In 1944 he joined the Komsomol and for one year was the secretary of the Komsomol committee.
It is surprising that Vitaly Alexandrovich still remembers who was an outstanding athlete and even who won first place in the race.800 meters .: “The most outstanding all-around athlete we had was Mikhail Krechetov ... Sergey Melnikov later became a multiple champion of the region, city, region. Masha Shanina was the champion of the region at 80 meters ... "
In 1945, Vitaly graduated from the seven-year school and entered the Gorno-Altai Pedagogical School, where he met a man who predetermined his future, awakened an interest in the subtle art of education. This man was Viktor Nikolaevich Soroka-Rosinsky. Vitaly Slastenin spent all his free time in the library, which went to the Pedagogical School from the Moscow Pedagogical Institute. K. Liebknecht. There he met with smart bright books by S.T. Shatsky.
VN Soroka-Rosinsky was torn out of the Leningrad blockade, he was a pioneer of the new socialist pedagogy, at that time he was already an old sick man. He said to his inquisitive students: “My dear young Shkrabs! Stanislav Teofilovich was from a breed of whole, uncompromising people, whom we call real. And real people, as you know, live much more difficult than fake people, because real people create, fight, think, search. They seek, they find, they lose, they make mistakes, they rise and go forward again ... "
These are the words we should take on our journey.
In 1948, Vitaly Slastenin entered the Moscow State Pedagogical Institute. V.I. Lenin. Student life captured him, and there, in addition to studying, he continues to play sports - a repeated champion of the institute, he fulfilled the standard of a candidate for a master of sports in cross-country skiing. At the university, he has many wonderful mentors, but he considers Ivan Fomich Svadovsky to be the main one, who is even more fascinated by the problems of pedagogy.
In 1952, Slastenin graduated from the Moscow State Pedagogical Institute. V.I. Lenin, and in the same year he enters graduate school at the Department of Pedagogy of Primary Education. In addition to studying and sports, Vitaly Aleksandrovich loves journalism very much; he is a participant in the creation of the institute's newspaper "Leninets". In the newspaper, he led several headings and called himself a "multi-station operator." And many of his comrades later became journalists, sports columnists, poets. Vitaly Aleksandrovich also captures poetry, many wonderful poems come out from his pen.
In 1956, having defended his dissertation, the 26-year-old candidate of sciences went to work at the Tyumen Pedagogical Institute and almost immediately became vice-rector for academic and scientific work. In Tyumen, he was admitted to the Union of Journalists. Writes essays, published in the newspaper "Star of Altai"; he is the author of the newspaper "Tyumenskaya Pravda", regional radio and television, where he broadcasts "I and Time".
Who gave him knowledge in the "mighty" Russian language? Instilled respect for the native word?
According to V.A. Slastenin, all this was given to him by Olga Mikhailovna Chepkina, who taught Russian at the teacher training college: “Oh, how she drove us, demanded!? Because of her, only I “hated” the Russian language so much that I became a member of the journalists of the USSR.”
In 1966, for high achievements in science and social activities, he was awarded the Order of the Badge of Honor.
In 1969, he was taken to the apparatus of the Ministry of Education of the Russian Federation. From under his pen come new scientific works on the training of teachers of various specialties: chemistry, biology, literature, Russian language, physical education, labor, foreign languages and others. He lectures on the preparation of term papers and theses for students of Moscow State Pedagogical Institute named after V. Lenin.
At the same time, he combines administrative, scientific and teaching work. You wonder how one person can do all this?! After all, it's up to the team. It seems that even a day should not be enough to complete such a huge work.
1977 - V.A. Slastenin defended his doctoral dissertation.
1978 - he is elected head of the Department of Pedagogy of Primary Education. In the same year he was awarded the title of professor.
1982 - elected dean of pedagogical psychology of higher education. At the same time, V.A. Slastenin was awarded one of the most honorable awards for a teacher - the K.D. Ushinsky medal.
Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor A.V. Mudrik notes that V.A. Slastenin is a bright and extraordinary phenomenon in the theory and practice of pedagogical education.
This is the largest Russian scientist. The number of his works reached more than 350. He created more than two dozen textbooks and manuals on pedagogy, most of which have been translated into other languages. His books have been published in 20 languages: German, Chinese, Latvian, Bulgarian, Lao, Vietnamese, Spanish, Czech, Finnish, Japanese and other languages.
He is an indefatigable worker, a gifted organizer, he brought up a powerful team of like-minded researchers who also enjoy world recognition.
The pride of the scientist is his students. These are about 200 candidates of sciences, about 50 doctors of sciences.
It is interesting for young people to communicate with him, because. he encourages independence of judgment, independence of students, is always ready to help and support a person. Students appreciate him for his subtle humor, tact, modesty. He pays special attention to fellow countrymen from Gorny Altai, he remembers them and maintains good relations and connections with them.
He once said to first-year students: None of us promises you an easy path ... Do not consider university only a step into a great life - this is life itself, the main content of which is painstaking everyday work up to a sweat. Otherwise, it is in vain to expect good results in the affairs that you will do.”
This Vitaly Alexandrovich has the right to speak. This is the Teacher of many teachers, scientists, the founder of the pedagogical dynasty of the Slastenins. Wife - Elena Sergeevna - teacher of biology, candidate of biological sciences, associate professor, senior researcher; the eldest daughter Marina is a teacher of foreign languages, candidate of philological sciences, professor at the Moscow Technological University; the second daughter is Larisa Vitalievna (this year she visited our school, our museum, in her father’s homeland) is a psychologist, candidate of psychological sciences, vice-rector for scientific work, laureate of the Government Prize R.F. in the field of education; son-in-law - Mikhail Dmitrievich - candidate of pedagogical sciences, professor of Moscow University.
Grandchildren are growing up and, presumably, they will also continue the work of their famous grandfather.
What is the most important thing in this person?
Probably, this is broad erudition, huge1 creative work up to a sweat, reliability, accessibility, kindness, careful, respectful attitude towards people, regardless of who they are.
- Did you manage to do everything that was planned? - asks Vitaly Slastenin
a question from the Star of Altai correspondent. He talks about what worries him the most today. He watches with bitterness as one of the world's most resilient and supportive education systems is in crisis. He is very upset that lately our schoolchildren have not won at international olympiads and competitions. But for a long time there was no equal to our rural schoolchildren from the Oryol and Kaluga regions.
He visited Zimbabwe. A small African country, but there more than 12% of the national income goes to education, while in our country it is 0.4%. His soul aches about the fate of the modern school; about the fact that the humanitarian component is being emasculated from the content of education, that history is being distorted, and that speech culture is being neglected. According to V.Slastenin, young people who are going to replace the country can stretch and save the country: educated, highly qualified, patriotic.
“Here we are copying America, but we are not borrowing their approach to the greatest value - patriotism, which is brought up there from early childhood. In our country, one has only to talk about patriotism, they begin to reproach for nationalism. But after all, a person without roots, without love for the Motherland will never join the world culture, civilization, ”this scientist notes bitterly. And he also very accurately claims, answering the questions of a journalist from Stars of Altai: "A country that does not care about school, education, has no future."
Vitaly Alexandrovich happened to visit the USA, at the famous Harvard University, which trains the US elite. He proudly claims that in terms of depth and breadth of teaching, he is inferior to many of our regional universities, not to mention Moscow State University.
But it is somewhat reassuring that recently the competition for universities has been growing. And this means that young people understand that without education, without knowledge, it is difficult to live with dignity in the modern world. “Society is more and more imbued with concern for the school, and therefore there is hope that we will still not allow our unique system to be completely destroyed,” says V.A. Slastenin with hope.
He considers LOVE FOR A PERSON to be the most important thing in the profession of a teacher: “The highest happiness for me is when someone manages to do good, to help find a place in life to straighten up spiritually - this drives all my actions and thoughts.”
That's about such an extraordinary person, a scientist from the provinces, Teacher of teachers, our graduate, who lived and studied in our Gorno-Altaisk, and I wanted to tell today. This is the pride of our school, pedagogical college, city, Republic and our country.
Slastenin Vitaly Alexandrovich is a full member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of Higher Education, Laureate of the Prize of the Government of R.F. in the field of education, Honored Worker of Science RF, member of the Union of Journalists and so on.
And all this is one person - Slastenin Vitaly Alexandrovich - a graduate of our school in 1945.
I would like to end with his poem:
What does life mean - a wave of a bird's wing
Or a kiss, bestowed furtively,
The eternal struggle between good and evil
Passions cruel fierce fight?
Some barely drag out their long life,
Others are wasting their time.
Life is multifaceted, like a person,
And, like him, she is diverse.
Years fly, vicissitudes are full,
And you can't even look back
How your days are already numbered
And at the threshold of death stands guard.
And there is no one to give you a candle,
So that you can light the way to the sun,
And the most skillful doctor
Do not heal the anxiety in your soul.
And there is no one to bewitch you
From sickness and from all sorts of misfortunes.
So what to do? You just have to live.
And value your life as happiness is valued.
Live in such a way that the fire in the blood does not go out,
About what did not come true, without regret,
And glorify life, if from your love
Some people got a little warmer.
Pedagogy
V. A. Slastenin, I. F. Isaev, E. N. Shiyanov
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.
§ 6. Logic and conditions for building a holistic pedagogical process
Section III. THEORY OF LEARNING
Chapter 10
§ 1. Education as a way of organizing the pedagogical process
§ 2. Learning functions
§ 3. Methodological foundations of teaching
§ 4. The activities of the teacher and students in the learning process
§ 5. The logic of the educational process and the structure of the learning process
§ 6. Types of training and their characteristics
Chapter 11
§ 1. Patterns of learning
§ 2. Principles of teaching
Chapter 12
§ 1. Characteristics of the main concepts of developmental education
§ 2. Modern approaches to the development of the theory of personality-developing education
Chapter 13
§ 1. The essence of the content of education and its historical character
§ 2. Determinants of the content of education and the principles of its structuring
§ 3. Principles and criteria for selecting the content of general education
§ 4. State educational standard and its functions
§ 5. Normative documents regulating the content of general secondary education
§ 6. Prospects for the development of the content of general education. Model for building a 12-year general education school
Chapter 14
§ 1. Organizational forms and systems of education
§ 2. Types of modern organizational forms of education
§ 3. Teaching methods
§ 4. Didactic means
§ 5. Control in the learning process
Section IV. THEORY AND METHODOLOGY OF EDUCATION
Chapter 15
§ 1. Education as a specially organized activity to achieve the goals of education
§ 2. Goals and objectives of humanistic education
§ 3. Personality in the concept of humanistic education
§ 4. Patterns and principles of humanistic education
Chapter 16
§ 1. Philosophical and ideological training of schoolchildren
§ 2. Civic education in the system of formation of the basic culture of the individual
§ 3. Formation of the foundations of the moral culture of the individual
§ 4. Labor education and professional orientation of schoolchildren
§ 5. Formation of aesthetic culture of students
§ 6. Education of physical culture of the individual
Chapter 17
§ 1. The essence of the methods of education and their classification
§ 2. Methods for the formation of personality consciousness
§ 3. Methods of organizing activities and forming the experience of social behavior of the individual
§ 4. Methods of stimulating and motivating the activity and behavior of the individual
§ 5. Methods of control, self-control and self-esteem in education
§ 6. Conditions for the optimal choice and effective application of educational methods
Chapter 18
§ 1. Dialectics of the collective and the individual in the education of the individual
§ 2. The formation of personality in a team is the leading idea in humanistic pedagogy
§ 3. The essence and organizational foundations of the functioning of the children's team
§ 4. Stages and levels of development of the children's team
§ 5. Basic conditions for the development of the children's team
Chapter 19
§ 1. Structure and stages of development of the educational system
§ 2. Foreign and domestic educational systems
§ 3. Class teacher in the educational system of the school
§ 4. Children's public associations in the educational system of the school
Section V. PEDAGOGICAL TECHNOLOGIES
Chapter 20
§ 1. The essence of pedagogical technology
§ 2. The structure of pedagogical excellence
§ 4. Types of pedagogical tasks and their characteristics
§ 5. Stages of solving the pedagogical problem
§ 6. The manifestation of the professionalism and skill of the teacher in solving pedagogical problems
Chapter 21
§ 1. The concept of the technology of constructing the pedagogical process
§ 2. Awareness of the pedagogical task, analysis of the initial data and the formulation of a pedagogical diagnosis
§ 3. Planning as a result of constructive activity of the teacher
§ 4. Planning the work of the class teacher
§ 5. Planning in the activities of a subject teacher
Chapter 22
§ 1. The concept of technology for the implementation of the pedagogical process
§ 2. The structure of organizational activity and its features
§ 3. Types of activities of children and general technological requirements for their organization
§ 4. Educational and cognitive activity and technology of its organization
§ 5. Value-oriented activity and its connection with other types of developing activities
§ 6. Technology for organizing developing activities for schoolchildren
§ 7. Technology of organization of collective creative activity
Chapter 23
§ 1. Pedagogical communication in the structure of the activity of the teacher-educator
§ 2. The concept of the technology of pedagogical communication § 3. Stages of solving a communicative task
§ 4. Stages of pedagogical communication and technology for their implementation
§ 5. Styles of pedagogical communication and their technological characteristics
§ 6. Technology for establishing pedagogically appropriate relationships
Section VI. MANAGEMENT OF EDUCATIONAL SYSTEMS
Chapter 24
§ 1. State-public education management system
§ 2. General principles of management of educational systems
§ 3. School as a pedagogical system and an object of scientific management
Chapter 25
§ 1. Managerial culture of the head of the school
§ 2. Pedagogical analysis in intra-school management
§ 3. Goal-setting and planning as a function of school management
§ 4. The function of the organization in the management of the school
§ 5. Intra-school control and regulation in management
Chapter 26. Interaction of social institutions in the management of educational systems
§ 1. School as an organizing center for joint activities of the school, family and community
§ 2. The teaching staff of the school
§ 3. Family as a specific pedagogical system. Features of the development of a modern family
§ 4. Psychological and pedagogical foundations for establishing contacts with the schoolchild's family
§ 5. Forms and methods of work of a teacher, class teacher with parents of students
Chapter 27. Innovative processes in education. Development of professional and pedagogical culture of teachers
§ 1. Innovative orientation of pedagogical activity
§ 2. Forms of development of professional and pedagogical culture of teachers and their certification
SECTION I
INTRODUCTION TO PEDAGOGICAL ACTIVITIES
CHAPTER 1
GENERAL CHARACTERISTICS OF THE PEDAGOGICAL PROFESSION
§ 1. The emergence and development of the teaching profession
In ancient times, when there was no division of labor, all members of a community or tribe - adults and children - participated on an equal footing in obtaining food, which was the main reason for existence in those distant times. The transfer of the experience accumulated by previous generations to children in the prenatal community was "woven" into labor activity. Children, being involved in it from an early age, acquired knowledge about the methods of activity (hunting, gathering, etc.) and mastered various skills and abilities. And only as the tools of labor improved, which made it possible to obtain more food, it became possible not to involve the sick and old members of the community in this. They were charged with being fire keepers and looking after children. Later, as the processes of conscious manufacturing of tools of labor became more complicated, which entailed the need for a special transfer of labor skills and abilities, the elders of the clan - the most respected and wise in experience - formed, in the modern sense, the first social group of people - educators, whose direct and only duty was transfer of experience, concern for the spiritual growth of the younger generation, its morality, preparation for life. Thus, education became the sphere of human activity and consciousness.
The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older one, had to start all over again, without creative assimilation and use of the experience that it inherited.
The etymology of the Russian word "educator" is interesting. It comes from the stem "nourish". Not without reason today the words "educate" and "nurture" are often considered as synonyms. In modern dictionaries, an educator is defined as a person engaged in educating someone, taking responsibility for the living conditions and development of the personality of another person. The word "teacher", apparently, appeared later, when mankind realized that knowledge is a value in itself and that a special organization of children's activities is needed, aimed at acquiring knowledge and skills. This activity is called learning.
In ancient Babylon, Egypt, Syria, the teachers were most often priests, and in ancient Greece, the most intelligent, talented civilians: pedonomes, pedotribes, didascals, and teachers. In ancient Rome, on behalf of the emperor, state officials were appointed as teachers, who knew science well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC. there was a ministry in the country that was in charge of the education of the people, appointing the wisest representatives of society to the post of teacher. In the Middle Ages, teachers, as a rule, were priests, monks, although in urban schools and universities they increasingly became people who received a special education. In Kievan Rus, the duties of a teacher coincided with those of a parent and ruler. Monomakh's "Instruction" reveals the main set of rules of life that the sovereign himself followed and that he advised his children to follow: love your homeland, take care of the people, do good to loved ones, do not sin, evade evil deeds, be merciful. He wrote: “What you can do well, then don’t forget, and what you don’t know how to do, learn it ... Laziness is the mother of everything: what one knows how, he will forget, and what he can’t, he won’t learn. what good..." In ancient Russia, teachers were called masters, thus emphasizing respect for the personality of the mentor of the younger generation. But the craftsmen who passed on their experience were also called and now, as you know, they are called respectfully - the Teacher.
1 See: Anthology of pedagogical thought of Ancient Russia and the Russian state of the XIV-XVII centuries. / Comp. S. D. Babishin, B. N. Mityurov. - M., 1985. - S. 167.
Since the emergence of the teaching profession, teachers have been assigned, first of all, an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civil, human destiny. This is exactly what A. S. Pushkin had in mind, dedicating the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoye Selo Lyceum): "He created us, he raised our flame ... He laid the cornerstone, they have a clean lamp excited."
2 Pushkin A. S. Complete works: In 10 volumes - L., 1977. - T. 2. - S. 351.
The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from education to education and vice versa. However, the state policy in the field of education almost always underestimated the dialectical unity of education and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, so it is also impossible to solve educational problems without equipping pupils with a rather complex system of knowledge, skills and abilities. Leading thinkers of all times and peoples have never opposed education and upbringing. Moreover, they considered the teacher primarily as an educator.
Outstanding teachers were among all peoples and at all times. So, the Chinese called Confucius the Great Teacher. In one of the legends about this thinker, his conversation with a student is given: "This country is vast and densely populated. What does it lack, teacher?" - the student turns to him. "Enrich her," replies the teacher. "But she is already rich. How can she be enriched?" the student asks. "Teach her!" - exclaims the teacher.
A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Komensky was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the combined wisdom of the world. He wrote dozens of school textbooks, over 260 pedagogical works. And today, every teacher, using the words "lesson", "class", "vacation", "training", etc., does not always know that they all entered the school along with the name of the great Czech teacher.
Ya.A. Comenius asserted a new, progressive view of the teacher. This profession was for him "excellent, like no other under the sun." He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds up knowledge in all corners of the human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.
1 See: Comenius Ya.A. Selected pedagogical works. - M., 1995. - S. 248-284.
The Swiss educator Johann Heinrich Pestalozzi spent all his savings on the creation of orphanages. He devoted his life to orphans, tried to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: "Everything - for others, nothing - for yourself."
The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russian teachers. The textbooks he created have withstood an unprecedented circulation in history. For example, "Native Word" was reprinted 167 times. His legacy is 11 volumes, and pedagogical works are of scientific value today. He described the social significance of the profession of a teacher in this way: “The educator, standing on a level with the modern course of education, feels like a living, active member of a great organism, struggling with ignorance and the vices of mankind, a mediator between everything that was noble and high in the past history of people, and a new generation, the keeper of the holy testaments of people who fought for the truth and for the good, "and his cause," modest in appearance, is one of the greatest deeds of history. States are based on this deed and entire generations live by it.
1 Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T. 2. - S. 32.
The search for Russian theorists and practitioners of the 20s. 20th century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite those established in education, as elsewhere in the country, in the 30s. command and administrative methods of management, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative forces and capabilities of man. The theoretical legacy and experience of A. S. Makarenko have gained worldwide recognition. Of particular importance is the theory of the children's collective created by A. S. Makarenko, which organically includes a subtle in terms of instrumentation and a unique method of individualization of education in terms of methods and methods of implementation. He believed that the work of an educator is the most difficult, "perhaps the most responsible and requiring from the individual not only the greatest effort, but also great strength, great abilities."
2 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. V. - S. 178.
§ 2. Features of the teaching profession
The nature of the teaching profession. A person's belonging to a particular profession is manifested in the features of his activity and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
The main content of the teaching profession is relationships with people. The activities of other representatives of professions such as "man-to-man" also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.
The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.
Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of novice teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common "barriers" of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of the communication function, negative attitude towards the class , fear of pedagogical error, imitation. However, if novice teachers experience psychological "barriers" due to inexperience, then teachers with experience - due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children turn out to be impoverished, without whose emotional richness a person's productive activity inspired by positive motives is impossible.
The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.
The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.
On the one hand, the teacher prepares his pupils for the needs of the moment, for a certain social situation, for the specific demands of society. But on the other hand, while objectively remaining the guardian and conductor of culture, he carries a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.
The work of a teacher always contains a humanistic, universal principle. Its conscious promotion to the fore, the desire to serve the future characterized progressive educators of all times. So, a well-known teacher and figure in the field of education of the middle of the XIX century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward the universal goal of education: serving truth, goodness, beauty. "In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human goals." In the realization of this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality wins him respect, spiritual strength and spiritual influence. The value of the school is equal to the value of the teacher.
1 Disterweg A. Selected pedagogical works. - M., 1956. - S. 237.
The great Russian writer and teacher Leo Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for work,” Tolstoy wrote, “he will be a good teacher. If a teacher has only love for a student, like a father, mother, he will be better than that teacher who has read all the books, but has no love for work ", nor to the students. If the teacher combines love for both the cause and the students, he is a perfect teacher. "
2 Tolstoy L.N. Pedagogical essays. - M., 1956. - S. 362.
LN Tolstoy considered the freedom of the child to be the leading principle of education and upbringing. In his opinion, a school can be truly humane only when teachers do not regard it as "a disciplined company of soldiers, commanded today by one, tomorrow by another lieutenant." He called for a new type of relationship between teachers and students, excluding coercion, defended the idea of personality development as central to humanistic pedagogy.
In the 50-60s. 20th century The most significant contribution to the theory and practice of humanistic education was made by Vasily Alexandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. "The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening today. The world is entering the Age of Man. More than ever, we are now obliged to think about what we put into the human soul" .
1 Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes - M., 1981. - V. 3. - S. 123-124.
Education in the name of the happiness of the child - such is the humanistic meaning of the pedagogical works of V. A. Sukhomlinsky, and his practical activities are convincing proof that without faith in the child's abilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and education are untenable.
The basis of the teacher's success, he believed, is the spiritual wealth and generosity of his soul, the upbringing of feelings and the high level of general emotional culture, the ability to delve deeply into the essence of the pedagogical phenomenon.
The primary task of the school, noted V. A. Sukhomlinsky, is to discover the creator in every person, to put him on the path of original creative, intellectually full-blooded work. "Recognizing, revealing, revealing, nurturing, nurturing in each student his unique individual talent means raising the personality to a high level of flourishing human dignity."
2 Sukhomlinsky V.A. Selected works: In 5 volumes - Kyiv, 1980. - V. 5. - S. 102.
The history of the teaching profession shows that the struggle of advanced teachers to free its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional way of life adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.
Carl Rogers, one of the founders of the modern humanistic direction in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (opportunists). This is due to the needs of industry, the army, the inability and, most importantly, the unwillingness of many, from an ordinary teacher to top leaders, to part with their albeit small, but power. “It is not easy to become deeply human, to trust people, to combine freedom with responsibility.
The path presented by us is a challenge. It involves more than simply assuming the circumstances of the democratic ideal.
1 Rogers C. Freedom to learn for the 80s. - Toronto; London; Sydney, 1983. - P. 307.
This does not mean that the teacher should not prepare his students for the specific demands of the life in which they will need to be included in the near future. By educating a student who is not adapted to the current situation, the teacher creates difficulties in his life. By educating a member of society who is too adapted, he does not form in him the need for a purposeful change both in himself and in society.
The purely adaptive orientation of the teacher's activity has an extremely negative effect on himself, as he gradually loses his independence of thinking, subordinates his abilities to official and unofficial prescriptions, ultimately losing his individuality. The more the teacher subordinates his activity to the formation of the student's personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of progressive teachers to oppose the world of violence and lies with human care and kindness inevitably resonates in the hearts of the pupils. That is why I. G. Pestalozzi, noting the special role of the personality of the educator, his love for children, proclaimed it as the main means of education. "I knew neither the order, nor the method, nor the art of education, which would not be the result of my deep love for children."
2 Pestalozzi I.G. Selected pedagogical works: In 2 volumes - M., 1981. - T. 2. - S. 68.
The point, in fact, is that the humanist teacher not only believes in democratic ideals and the high purpose of his profession. With his activity, he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. So, teachers are often overactive in their desire to "educate". Acting as the subject of the educational process, the teacher must recognize the right to be subjects of the students as well. This means that he must be able to bring them to the level of self-government in conditions of confidential communication and cooperation.
The collective nature of pedagogical activity. If in other professions of the "person-to-person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence
into a qualitative transformation of the subject of activity - the pupil.
With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of the total subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.
AS Makarenko attached great importance to the formation of the teaching staff. He wrote: "There must be a team of educators, and where educators are not united in a team and the team does not have a single plan of work, a single tone, a single precise approach to the child, there can be no educational process."
1 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. 5. - S. 179.
Certain features of the collective are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called the psychological climate of the team.
A. S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he considered, “is an absolutely defining thing, and the youngest, most inexperienced teacher in a single, cohesive team headed by a good master leader will do more than any experienced and talented teacher who goes against the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful ". A. S. Makarenko argued that the question of education should not be raised depending on the quality or talent of a single teacher, a good master can only become a teaching staff.
2 Ibid. - S. 292.
An invaluable contribution to the development of the theory and practice of the formation of the teaching staff was made by V.A. Sukhomlinsky. Being himself for many years the head of the school, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Exploring the influence of the teaching staff on the team of pupils, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully guarded in the teaching staff, the more clearly the team of pupils acts as an active, effective force, as a participant in the educational process, as an educator. V. A. Sukhomlinsky came up with the idea, which, presumably, is still not fully understood by the leaders of schools and educational authorities: if there is no teaching staff, then there is no student team. When asked how and why a pedagogical team is created, V. A. Sukhomlinsky answered unambiguously - it is created by a collective thought, idea, creativity.
The creative nature of the teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve their professional qualifications, replenish knowledge and study the experience of the best schools and teachers.
The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.
In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.
However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity in creative activity. Nevertheless, the solution of specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition development of the creative potential of the teacher's personality.
The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible - while ensuring the constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.
Often the sphere of manifestation of creativity of the teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the teacher's creativity is no less manifested in solving communicative problems, which act as a kind of background and basis for pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the creative activity of the teacher, the subjective-emotional one, specifies in detail the communication skills, especially manifested in solving situational problems. Among these skills, first of all, one should include the ability to manage one’s mental and emotional state, to act in a public setting (to assess the situation of communication, to attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative personality is also distinguished by a special combination of personal and business qualities that characterize her creativity.
E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristic, fantasy, activity, concentration, clarity, sensitivity. The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, purposefulness, the breadth of associations, observation, and developed professional memory.
Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.
§ 3. Prospects for the development of the teaching profession
In the sphere of education, as well as in other areas of material and spiritual production, there is a tendency towards intraprofessional differentiation. This is a natural process of the division of labor, which manifests itself not only and not so much in fragmentation, but in the development of more and more perfect and effective separate types of activity within the teaching profession. The process of separating the types of pedagogical activity is primarily due to a significant "complication" of the nature of education, which, in turn, is caused by changes in the socio-economic conditions of life, the consequences of scientific, technological and social progress.
Another circumstance leading to the emergence of new pedagogical specialties is the increase in demand for qualified training and education. Yes, in the 70s and 80s. a tendency to specialize in the main areas of educational work began to be clearly manifested, caused by the need for more qualified guidance of art, sports, tourism, local history and other activities of schoolchildren.
So, a professional group of specialties is a set of specialties united according to the most stable type of socially useful activity, which differs in the nature of its final product, specific objects and means of labor.
Pedagogical specialty - a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned.
Pedagogical specialization - a certain type of activity within the framework of a pedagogical specialty. It is associated with a specific subject of labor and a specific function of a specialist.
Pedagogical qualification - the level and type of professional and pedagogical readiness, which characterizes the capabilities of a specialist in solving a certain class of problems.
Pedagogical specialties are united in the professional group "Education". The basis for the differentiation of pedagogical specialties is the specificity of the object and goals of the activities of specialists in this group. The generalized object of the professional activity of teachers is a person, his personality. The relationship between the teacher and the object of his activity is formed as a subject-subject ("man-man"). Therefore, the basis for the differentiation of the specialties of this group are various subject areas of knowledge, science, culture, art, which act as a means of interaction (for example, mathematics, chemistry, economics, biology, etc.).
Another basis for the differentiation of specialties is the age periods of personality development, which differ, among other things, in the pronounced specifics of the interaction of a teacher with a developing personality (preschool, primary school, adolescence, youth, maturity and old age).
The next basis for the differentiation of pedagogical specialties are the features of personality development associated with psychophysical and social factors (hearing, visual impairment, mental disability, deviant behavior, etc.).
Specialization within the teaching profession led to the identification of types of pedagogical activity and areas of educational work (labor, aesthetic, etc.). It is obvious that such an approach contradicts the fact of the integrity of the personality and the process of its development and causes the reverse process - the integration of the efforts of individual teachers, the expansion of their functions, areas of activity.
The study of pedagogical practice leads to the conclusion that, just as in the sphere of material production, in the field of education, the effect of the law of the generalized nature of labor is increasingly manifested. In conditions of more and more clearly manifested intra-professional differentiation, the activity of teachers of different specialties is nevertheless characterized by common homogeneous elements. More and more, the commonality of the organizational and purely pedagogical tasks being solved is noted. In this regard, awareness of the general and particular in different types of pedagogical activity, as well as the integrity of the pedagogical process, is the most important characteristic of the pedagogical thinking of a modern teacher.
§ 4. The specifics of working conditions and activities of a teacher in a rural school
To the specifics of the work of a teacher for a teacher in a rural school, some more special conditions are added, ignoring which can lead to serious miscalculations in the organization of the educational process. The characteristics of the work and activity of a teacher in a rural school are determined by the peculiarity of social relations in the countryside, the way of life and the productive activity of the rural population. In many ways, they are also due to the fact that the rural school, along with the solution of functions common to all types of general educational institutions, also performs a number of specific ones, caused by the need to prepare schoolchildren for work in the agrarian complex.
Many factors that determine the specifics of the work and activities of a teacher in a rural school can be combined into two groups: permanent and those of a temporary, transient nature. The first group of factors is due to the agricultural and natural environment, and the second - some lag in the socio-economic development of the village compared to the city.
The agricultural environment of the school creates extremely favorable conditions for ensuring the connection between the education and upbringing of rural schoolchildren with life, conducting observations in nature, enriching lessons and extracurricular activities with specific material, introducing students to feasible socially useful work, and inculcating respect for the agricultural professions of rural workers.
The peculiarities of the work and activity of a teacher in a rural school are also due to some peculiarity of the life and way of life of the rural population. In the countryside, where people know each other well in all their manifestations, the teacher's activity takes place under conditions of increased social control. His every step is in plain sight: actions and deeds, words and emotional reactions, due to the openness of the nature of social relations, as a rule, become known to everyone.
The family of a rural worker has its own characteristics. Preserving the features common to families of modern society, it is characterized by greater conservatism, the strength of customs and traditions. Children are sometimes affected by the insufficient cultural level of individual families, the poor awareness of parents in matters of upbringing.
The factors hindering the organization of the pedagogical process in a rural school include the understaffing of most rural schools. Teachers who are forced to combine the teaching of two or three subjects often do not have the appropriate education for this. The low occupancy of classes also has an impact on the organization of the pedagogical process.
Undoubtedly, special preparation of the teacher for work in an ungraded school - a universal teacher is necessary.
Questions and tasks
1. What factors led to the emergence of the teaching profession?
2. What is the relationship between the concepts of "teacher", "teacher", "educator"?
3. Find and write down the statements of public figures, scientists, writers, teachers about the teacher and the teaching profession.
4. Pick up proverbs and sayings about the teacher and the teaching profession.
5. Name outstanding teachers of different times. What are their services to humanity?
6. What causes the increasing role of the teacher in modern society?
7. What are the social and professional functions of a teacher?
8. What is the originality of the teaching profession?
9. Expand the essence of the humanistic function of the teacher.
10. What is the collective nature of pedagogical activity?
11. Why is pedagogical activity classified as creative?
12. Compare the concepts of "teaching profession", "teaching specialty", "teaching qualification".
13. List modern pedagogical specialties and qualifications.
14. Write a micro essay on the topic "The teaching profession in the 21st century."
15. What are the specifics of working conditions and activities of a teacher in a rural school?
16. Prepare an essay on the topic "Modern society and the teacher."
Literature for independent work
Borisova S. G. Young teacher: Work, life, creativity. - M., 1983.
Vershlovsky S. G. Teacher about himself and his profession. - L., 1988.
Zhiltsov P.A., Velichkina V.M. Village school teacher. - M., 1985.
Zagvyazinsky V. I. Pedagogical creativity of the teacher. - M., 1985.
Kondratenkov A. V. Work and talent of a teacher: Meetings. Facts of Thought - M., 1989.
Kuzmina N.V. Ability, giftedness, talent of a teacher. - L., 1995.
Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov-on-Don, 1997.
Mishchenko AI Introduction to the teaching profession. - Novosibirsk, 1991.
Soloveichik S.L. Eternal joy. - M., 1986.
Shiyanov E.N. Humanization of education and teacher training. - M.; Stavropol, 1991.
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Outstanding Russian scientist and teacher |
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1948 |
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1956 Since March, having defended his Ph.D. thesis, V. A. Slastenin has been working at the Tyumen Pedagogical Institute as a teacher in the Department of Pedagogy and Psychology. In October 1957, the 27-year-old scientist became vice-rector of the Tyumen Pedagogical Institute for academic work, and then for scientific work. In this position, he proved himself to be a talented organizer of pedagogical education. |
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1969 |
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1977 Vitaly Alexandrovich Slastenin comes to work at the Moscow State Pedagogical Institute. V. I. Lenin (since 1991 - Moscow State Pedagogical University) head of the Department of Pedagogy of Primary Education. He organizes here the department of pedagogy and psychology of the higher school, which he currently heads. |
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1985 V. A. Slastenin is the permanent dean of the Faculty of Pedagogy and Psychology, unique in the Russian education system. The scientist creates and implements an original concept of multi-level pedagogical education, develops state educational standards for higher education of a new generation in the specialties "pedagogy", "social pedagogy", "pedagogy and psychology". |
As a scientist, B. A. Slastenin occupies a leading position in the field of methodology, theory and practice of teacher education. He is one of the developers of the general concept of teacher education, the author of more than 300 scientific papers, including 16 monographs and 6 textbooks on pedagogy"
VL Slastenin's works have been translated into 15 languages and published in the USA, Great Britain, France, Germany, Japan, China and other countries of the world.
Professor V. L. Slastenin created a powerful scientific school, which is represented in almost all regions of the Russian Federation, He trained 200 doctors and candidates of pedagogical and psychological sciences"
V. L. Slastenin - Member of the Council for Pedagogical Education of the Ministry of Education of the Russian Federation, Chairman of the Head Council "Problems of Pedagogy" and the Educational and Methodological Council for General and Social Pedagogy and Psychology of the UMO of Pedagogical Universities, Deputy Chairman of the Expert Council of the Higher Attestation Commission for Pedagogy and Psychology, Chairman of the Council for the defense of dissertations for the degree of Doctor of Pedagogical Sciences, editor-in-chief of the journals "Proceedings of the Russian Academy of Education" and "Pedagogical Education and Science".
He was awarded the Order of the Badge of Honor, medals named after K. D. Ushinsky, N. K. Krupskaya, S. I. Vavilov, A. S. Makarenko, I. Altynsarin, K "N. Kary-Niyazov. Excellence in Education of the USSR and a number of republics of the former Union.
Since January 1989 - Corresponding Member of the Academy of Pedagogical Education of the USSR, since June 1992 - full member of the Russian Academy of Education, since July 1999 - President of the International Academy of Sciences of Pedagogical Education. Academician of a number of public academies,
In March 1996, Professor V. A. Slastenin was awarded the honorary title "Honored Worker of Science of the Russian Federation",
In 1999, Vitaly Alexandrovich Slastenin was awarded the Prize of the Government of the Russian Federation in the field of education.
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Replication of information resources is prohibited for the purpose of extracting commercial benefits, as well as their other use in violation of the relevant provisions of the current legislation on copyright protection.
TEACHING AID FOR HIGHER EDUCATIONAL INSTITUTIONS
V.A. Slastenin
I.F. Isaev
E.N. Shiyanov
GENERAL
PEDAGOGY
Edited by V.A. Slastenina
In two parts
Part 1
Approved by the Ministry of Education
Russian Federation as a teaching aid
for, students in the discipline "Pedagogy" of the cycle
"General professional disciplines" of higher educational
institutions studying pedagogical
specialties
BBC 74.00ya73
Slastenin V.A., Isaev I.F., Shiyanov E.N.
C47 General Pedagogy: Proc. allowance for students. higher studies, institutions / Ed. V.A. Slastenina: At 2 o'clock - M .: Humanit. ed. center VLADOS, 2002. - Part 1. - 288 p.
ISBN 5-691-00950-8.
ISBN 5-691-00951-6(I).
The textbook has been prepared in accordance with the State Educational Standard in areas and specialties of higher pedagogical education and consists of two parts.
Part 1. The basic concepts of pedagogy as an integral pedagogical process are revealed, regularities, principles, forms and methods of teaching are considered.
Addressed to students of higher pedagogical educational institutions, as well as students of universities in which the course of pedagogy has been introduced as a basic discipline of a general humanitarian block or a course of choice.
BBC 74.00ya73
© Slastenin V.A., Isaev I.F., Shiyanov E.N., 2002
© Humanitarian Publishing Center VLADOS, 2002
© Serial cover design. "Humanitarian Publishing Center VLADOS", 2002
ISBN 5-691-00950-8.
ISBN 5-691-00951-6(I).
TO THE READER
Ancient wisdom says: “He who thinks about today cares about daily bread. The one who is about tomorrow peers into young faces.
Thinking about the future of Russia, today we are looking at those who fill the classrooms and student audiences and who will become the master and citizen of the country, lead it to a revival and a new life. What will be this coming generation to replace us, largely depends on education.
The State Council of the Russian Federation in August 2001 set the task: education should be included in the main priorities for the development of Russian society and the state for the entire foreseeable future, the goal of educational policy should be to achieve a new, modern quality of education, its compliance with the current and future needs of the individual, society and states.
A worthy status of Russia in the world will be ensured only by such an education system that can preserve and multiply the humanistic traditions of domestic and world culture, a system that is flexible, variable in terms of types of schools and educational levels, open, correlated with Western models, but, above all, taking into account the needs and requirements of our country organically connected with the foundations of its social structure.
As the most important life-supporting social institution, education is object interdisciplinary research. Philosophy, psychology, sociology, political science, economics, and jurisprudence address the problems of education. But there is only one science for which education has become subject. This science is pedagogy, a wide area of humanitarian knowledge about the patterns of formation and development of personality in educational processes of various types and levels.
The manual is addressed to all who begin to study pedagogy, theory, methodology and practice of education.
SECTION 1. INTRODUCTION TO GENERAL PEDAGOGY
Chapter 1. PEDAGOGY AS A SCIENCE
§one. General idea of pedagogy as a science
The general cultural and ideological self-determination of the individual, and for the teacher and professional, presupposes its orientation in the deep layers of that part of the culture that is pedagogy. It has a long history, inseparable from the history of mankind.
Word pedagogy comes from Greek raidagō gikē, which is formed from Raidagō gos- educator, teacher, lecturer (rais, raidos– child + ago- I lead) and literally means "children's education". In ancient Greece, teachers were originally called slaves who accompanied the children of their master to school. Later, teachers were already civilian employees who were engaged in instructing and teaching children. In Russia in the 12th century teachers called "master". The masters were free people (clerks or laymen), who at home began to teach children to read, write, pray, or, as it is said in one "Life": "Write books and teach students literate tricks."
It should be noted that each person acquires certain pedagogical knowledge by experience, establishes some dependencies between various pedagogical phenomena. So, already primitive people had knowledge of education, which they passed on from one generation to another in the form of customs, traditions, games, worldly rules. This knowledge was later reflected in sayings and proverbs (for example, “repetition is the mother of learning”, “live and learn”, etc.), in myths and legends, fairy tales and anecdotes that made up the content folk pedagogy, whose role in the life of society, an individual family, a particular person is extremely large, as it helps to interact with other people, communicate with them, engage in self-improvement, and perform parental functions.
Folk pedagogy, having arisen as a response to an objective social need for education, due to the development of people's labor activity, of course, cannot replace books, schools, teachers, and science. But it is older than pedagogical science, education as a social institution, and originally existed independently of them.
However, pedagogical science, in contrast to everyday knowledge in the field of education and training, generalizes disparate facts, establishes causal relationships between phenomena. She does not so much describe them as explains, answers the questions why and what changes occur in human development under the influence of training and education. Scientific knowledge is necessary to manage the pedagogical process of personality development. The great Russian teacher K.D. Ushinsky warned against empiricism in pedagogy, rightly pointing out that it is not enough to rely only on personal, even successful, experience in education. He compared pedagogical practice without theory with quackery in medicine.
At the same time, everyday pedagogical experience, despite the oral form of its existence, did not disappear, but was passed down from century to century, withstood the test of time, changed orientations and values, but on the whole was preserved in the form of the pedagogical culture of the people, their pedagogical mentality and today is basis of scientific pedagogical knowledge. That is why K.D. Ushinsky, speaking out against empiricism in teaching and upbringing, did not identify it with folk pedagogy, but, on the contrary, argued that, turning to it, the educator will always find an answer and assistance.
§2. Object, subject and functions of pedagogy
To define pedagogy as a science, it is important to establish the boundaries of its subject area or answer the question of what it studies. The answer to this question involves understanding its object and subject.
In the views of scientists on pedagogy, both in the past and now, there are three approaches (concepts).
Some believe that pedagogy is an interdisciplinary field of knowledge. This approach actually denies pedagogy as an independent science. In this case, a variety of complex objects of reality (space, politics, etc.) are represented in pedagogy.
Other scientists assign pedagogy the role of an applied discipline, the function of which is the indirect use of knowledge borrowed from other sciences (psychology, sociology, etc.) and adapted to solve problems in the field of education or upbringing. So, at first glance, the object of scientific pedagogy is any person who is taught and educated. However, in this case, both pedagogy and psychology study psychic reality (the human psyche), and pedagogy is only an applied part of psychology, its “practical application”. This approach explains attempts to replace pedagogy with psychopedagogy.
In fact, supporters of both the first and second concepts deny the right of pedagogy to their subject and, consequently, their own theoretical knowledge, replacing it with a set of provisions taken from other sciences. This circumstance negatively affects pedagogical practice. None of the sciences related to pedagogy studies pedagogical reality in a holistic and specific way. With such an approach, a coherent fundamental basis for pedagogical practice cannot be developed. The content of such pedagogy is a set of fragmentary ideas about individual aspects of pedagogical phenomena.
Productive, according to V.V. Kraevsky, is only the third concept, according to which pedagogy is an independent discipline that has its own object and subject of study.
The object of pedagogy. A.S. Makarenko, a scientist and practitioner who can hardly be accused of promoting "childless" pedagogy, in 1922 formulated the idea of the specifics of the object of pedagogical science. He wrote that many consider the child to be the object of pedagogical research, but this is not true. The object of research in scientific pedagogy is a pedagogical fact (phenomenon). In this case, the child, the person is not excluded from the attention of the researcher. On the contrary, being one of the sciences about a person, pedagogy studies purposeful activities for the development and formation of his personality.
Consequently, pedagogy has as its object not the individual, his psyche (this is the object of psychology), but a system of pedagogical phenomena associated with his development. That's why the object of pedagogy is the phenomena of reality, which determine the development of the human individual in the process of purposeful activity of society. These phenomena are called education. It is that part of the objective world that pedagogy studies.
The subject of pedagogy. Not only pedagogy studies education. It is studied by philosophy, sociology, psychology, economics and other sciences. So, an economist, studying the level of real possibilities of "labor resources" produced by the education system, tries to determine the costs of their preparation. The sociologist wants to know whether the education system is preparing people who are able to navigate the social environment, to promote scientific and technological progress and social transformation. The philosopher, in turn, applying a broader approach, asks the question of the goals and general purpose of education - what they are today and what they should be. A psychologist studies the psychological aspects of the pedagogical process. A political scientist seeks to determine the effectiveness of the state educational policy at a particular stage in the development of society.
The contribution of numerous sciences to the study of education as a social phenomenon is undoubtedly valuable and necessary, but these sciences do not affect the essential aspects of education associated with the daily processes of human development, the interaction of teachers and students in the process of this development and with the corresponding institutional structure. And this is quite legitimate, since the study of these aspects determines that part of the object (education), which should be studied by a special science - pedagogy.
Subject of Pedagogy – this education as a real holistic pedagogical process, purposefully organized in special institutions(family, educational and cultural institutions). Pedagogy studies the essence, patterns, trends and prospects of the pedagogical process (education) as a factor and means of human development throughout his life, develops a theory and technology for organizing this process, forms and methods for improving the activities of a teacher and various types of student activities, strategies and methods of interaction teacher and student.
Functions of Pedagogy. The functions of pedagogy are determined by its subject. These are theoretical and technological functions carried out in organic unity.
theoretical function implemented at three levels:
descriptive (study of advanced and innovative pedagogical experience);
diagnostic (determining the state of pedagogical phenomena, the effectiveness of the teacher and students, as well as the conditions that ensure this efficiency);
prognostic (experimental studies of pedagogical reality and the construction on their basis of models for the transformation of this reality). The prognostic level of the theoretical function is associated with the disclosure of the essence of pedagogical phenomena, the finding of deep phenomena in the pedagogical process, the scientific substantiation of the proposed changes. At this level, theories of training and education, models of pedagogical systems are created that are ahead of educational practice.
Technological function Pedagogy also involves three levels of implementation:
projective (development of methodological materials: curricula, programs, textbooks and teaching aids, pedagogical recommendations - embodying theoretical concepts and defining the Plan of pedagogical activity, content and nature);
transformational (introduction of the achievements of pedagogical science into educational practice in order to improve and reconstruct it);
reflexive and corrective (assessment of the impact of scientific research results on the practice of training and education, subsequent correction in the interaction of scientific theory and practice).
§3. Education as a social phenomenon
Any society exists if its members follow the values and norms of behavior accepted in it, due to specific natural and socio-historical conditions. A person becomes a person in the process socialization, through which he acquires the ability to perform social functions. Some scholars understand socialization as a lifelong process, linking it to a change in place of residence, a team, a change in marital status, and age. However, this is only social adaptation. Socialization is not limited to it, it implies development, self-determination, and self-realization of the individual. Such tasks are solved both spontaneously and purposefully, both by institutions specially created for this purpose, and by the person himself. The purposefully organized process of managing socialization is called education, which is the most complex socio-historical phenomenon.
Education is understood as a single process of the physical and spiritual formation of a person, his socialization, consciously oriented to some ideal images, to social standards historically fixed in the public consciousness,(e.g. Spartan warrior, virtuous Christian, energetic entrepreneur, harmoniously developed personality). In this understanding, education acts as an integral part of the life of all societies and all individuals without exception. Therefore, it is primarily a social phenomenon, which is a purposeful process of education and training in the interests of a person, society and the state.
Education has become a special sphere of social life from the time when the process of transferring knowledge and social experience stood out from other types of people's activities and became the business of people who are specially involved in training and education. However, education as a social way of ensuring the inheritance of culture, socialization and development of the individual arises along with the emergence of society and develops along with the development of labor activity, thinking, and language.
Scientists involved in the socialization of children in primitive society believe that in that era education was woven into the system of social production activities. The functions of training and education, the transfer of culture from generation to generation were carried out by all adults directly in the course of involving children in the performance of labor and social duties.
Each adult member of society became a teacher in the course of daily activities, and in some developed communities, such as the Jagua (Colombia, Peru), the younger children were brought up mainly by older children. Education was inextricably linked with the life of society. Children, together with adults, got food, guarded the hearth, made tools and studied at the same time. Women gave girls lessons in housekeeping and childcare, men taught boys to hunt and use weapons. Together with adults, children tamed animals, grew and harvested crops, rejoiced in successful hunting, military victories, danced and sang, i.e. education was carried out comprehensively and continuously in the process of life.
However, the idea of a primitive society as a society in which the educational process took place spontaneously, without the application of special efforts, is not correct. The researchers found that the people of that time had a developed system of accumulation of information and its transmission from generation to generation. These studies made it possible to move away from traditional views on labor only as a means of subsistence and to understand its great humanistic value.
In this regard, of particular interest are the classic works of the American ethnographer Margaret Mead, who studied the life of the natives on the islands of Samoa in the Pacific Ocean. In Samoa, there is practically no difference between the work of adults and the play of children. “The Samoan child,” notes M. Mead, “has no desire to turn the activities of adults into a game, to transfer one sphere to another ... They never make toy houses, they never let toy boats. Little boys get on real canoes and learn to steer them in the safe waters of the lagoon.”* All members of the community, including the smallest children, take part in all vital activities: harvesting, cooking, fishing, building houses, caring for children, receiving guests.
* Mead M. Culture and the world of childhood. - M., 1988. - S. 169.
The process of socialization among primitive peoples was far from simple and required adults to understand the process of child development. This clearly illustrates the initiation rite, marking the transition from childhood to adulthood. Young men and women in the presence of the whole tribe demonstrated knowledge, skills, dexterity, proved the ability to endure pain, overcome fear.
Education in primitive society should not be presented as something undifferentiated, uniform among all tribes. The content and technologies of education and upbringing were different among different peoples and, accordingly, led to different results.
For example, the inhabitants of the island of Alora in the Pacific Ocean were characterized by an indifferent attitude towards children who were not taught anything, poorly fed, and did not show any care for them at all. This attitude led to depression and anger in children. The process of socialization took place with difficulty and delay. The tribe was distinguished by unkind relations, constant skirmishes, low emotionality. On the contrary, the Comanche Indian tribe was characterized by constant care for children by the mother or father, combined with reasonable demands. After the first successful hunt, the teenager acquired independence. As a result of an emotional and rather strict upbringing, a strong and self-confident personality developed, not knowing the fear of death. The relationship of adults to each other was imbued with care and participation*.
* Sokolov E.V., Dukovich B.N. Family as a source of educational influences. Family as an object of philosophical and sociological research. - L., 1974. - S. 133-135.
With all the differences and nuances, education in pre-class society was of a public nature, since it was carried out in the process of everyday social, primarily industrial, life. In addition, all adults performed pedagogical functions in relation to all children, and not just their own, and the older children were engaged in educating the younger ones. It is this feature of education in primitive society that makes it possible to call it an archaic type of education (L.F. Kolesnikov, V.N. Turchenko, L.G. Borisova).
The expansion of the boundaries of communication, the development of language and a common culture have led to an increase in information and experience to be passed on to young people. However, the opportunities for its development were limited. This contradiction was resolved by creating public structures or social institutions specializing in the accumulation and dissemination of knowledge.
For example, in order to keep in mind all the richness of folklore, the priests of the Tohunga (Maori tribes of New Zealand) practiced endless repetition of myths and legends for hours every day. In each tribe, social schools were created - ware vananga (houses of knowledge), in which the most knowledgeable people passed on the knowledge and experience of the tribe to the young, introduced them to rituals and traditions, and initiated them into the art of black magic and witchcraft. The young men spent many months at school memorizing the spiritual heritage word for word. In the wanang wara, young people were also taught various crafts, the practice of agriculture, they were introduced to the lunar calendar, they were taught to determine the favorable dates for the start and completion of agricultural work by the stars. A full course of study at such a school took several years. Schools of this type existed not only among the Maori, but also among other tribes*.
* Bakhta V.M. Aotearoa. - M., 1965. - S. 53-54.
The spread of such schools significantly accelerated the progress of mankind, made society more adapted to environmental changes.
The emergence of private property, the separation of the family as an economic community of people led to the separation of students and educational functions and the transition from public education to family, when the role of the educator shifted from the community to the parents. The main goal of education was the formation of a good owner, heir, able to preserve and increase the property accumulated by parents as the basis of family well-being.
However, the thinkers of antiquity already realized that the material well-being of individual citizens and families depends on the power of the state. This power can be achieved not by family, but by social forms of education. Thus, the ancient Greek philosopher Plato, for example, considered it obligatory for the children of the ruling class to receive education in special state institutions. His views reflected the education system that developed in ancient Sparta, where state control over education began from the first days of a child's life. From the age of seven, boys were sent to boarding schools, in which a harsh way of life was established. The main goal of education was to educate strong, cruel, hardy, disciplined and skillful warriors capable of selflessly defending the interests of slave owners. A similar system of education existed in ancient Athens.
abstractPedagogy: educational allowance for students of pedagogical training institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - M., 1998. Radugin A.A. Pedagogy. Educational allowance for higher training establishments...
The program of the final interdisciplinary exam for bachelors of the direction of training 050100. 62 Pedagogical education, profile "primary education" omsk
Program... training institutions - 9th ed., Sr. / Slastenin V.A., Shiyanov E.N., Isaev I.F. - M., Academy, 2008. Additional literature Zagvyazinsky V.I., Emelyanova I.N. General pedagogy: Educational allowance... documents [text]: educational allowance for universities/ A.M. ...
The program of the entrance test in pedagogy for applicants for the direction of preparation of the magistracy 44. 04. 01
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After a long time, the individual-creative approach to the formation of the teacher's personality, proposed by the academician, has proved its effectiveness and prospects in practice. For a modern leader, the ideal model should be a person with professional competence, endowed with a special type of professional consciousness, focused in his pedagogical activity on the development of the student as a person, individuality, subject of knowledge, communication and work.
The textbook reveals the essence and structure of pedagogical technology, which is based on the idea of complete control over the pedagogical process, its planning, design, as well as the possibility of a detailed analysis using phased reproduction. Pedagogical technology is based on the fact that by means of constant feedback to guarantee the achievement of certain goals. It follows from this that goal setting is the most important stage of pedagogical technology.
Pedagogical technologies have their own industry specifics, determined by the methods and means they operate, as well as the source material they work with. The specificity of the methods and means of pedagogical technologies is manifested both by the presence of a certain educational component and the need to take into account the philosophical, psychological, anthropological and environmental aspects.
As an example of how other specialists in this field consider the problem of pedagogical technologies, one should cite the works T.A. Stefanovskaya, V.A. Slastenin and G.K. Selevko. In works G.K. Selevko pedagogical technology seems to be closely related to the educational process, the interaction between the student and the teacher. The structure of pedagogical technology, according to his theory, consists of the following components. Firstly, it is a conceptual framework, secondly, the substantive part, and thirdly, the procedural part.
In the textbook, the essence of pedagogical technology is revealed in a slightly different aspect. The author considers planning and design, including analysis, diagnostics, forecasting and development of an activity project, to be the decisive condition for the success of the pedagogical process. According to the theory, pedagogical technology includes three main components. The first is an analysis with a diagnosis. The second is forecasting and design. And the third is the idea that analysis, forecast and project are an inseparable triad for solving any pedagogical problem.
According to T.A. Stefanovskaya technology of teaching pedagogy should be based on the following ideas. First of all, it is the integration of pedagogical disciplines. In second place is the intensification of the learning process through the use of mnemonic diagrams. And, finally, the diagnostic basis and content of academic disciplines, determined by the relationship of objective and subjective conditions. As the main components of pedagogical technology T.A. Stefanovskaya identifies the target setting, the content component, the actual technological component and the expert evaluation component.
In practice, the implementation of pedagogical technology is carried out by adding all the components that make it up. According to NOT. Shchurkova, the core component of pedagogical technology is pedagogical technique, that is, the teacher's possession of his own psychophysical apparatus and the ability to understand the student's attitude in his psychophysical apparatus, which includes facial expressions, gestures and speech. The main way for the teacher to correct student behavior is pedagogical assessment.
In modern pedagogical practice, the most popular are such personal qualities of a teacher as openness and sincerity, goodwill, the art of communication, erudition, outlook, charm, artistry, improvisation, fantasy, reflection, the ability to timely detect changes in the relationship of children, their moods and reactions.
How do they think V.A. Slastenin and N.E. Shchurkova, a real revolution is taking place in the modern educational process, which consists in a change in key pedagogical positions and modifications of the theoretical picture of education as a psychological and pedagogical phenomenon. This very revolution, in their opinion, gave rise to completely new characteristics of the educational process, which are derived from the latest principles, such as the principle of value orientations, subjectivity and givenness.
The principle of value orientations requires the teacher to fill interaction with students with a certain value content, focused on such higher universal values as man, life, nature, work, communication and knowledge. The principle of subjectivity directs the activity of the teacher to the constant initiation in the child of the ability to be the subject of his own actions. The principle of givenness presupposes an attitude to the child as an unconditional value and givenness, a respectful attitude to the history of his life, the specifics of the development and formation of his personality.
