Achieving positive, socially and personally significant results education is possible precisely in a holistic pedagogical process, in which certain patterns are found.
Patterns of the pedagogical process- these are objective, essential, recurring connections between pedagogical phenomena, processes that determine their development.
The following groups of regularities of the pedagogical process are distinguished, conditioned:
■ human nature;
■ the essence of education and training.
The pattern, due to social conditions,- the dependence of education and training on social needs, opportunities and conditions. They depend on the purpose and specific tasks education and training, the conditions in which they will be carried out, the use of the results obtained.
Patterns due to human nature:
■ the determining role of the nature of activity and communication in the formation of personality;
■ dependence of upbringing and education on the age, individual and gender characteristics of the child.
Patterns due to the essence of upbringing, training, education and personal development- relationship:
■ processes of upbringing, training, education and personal development;
■ groups and individuals in the educational process;
■ Pedagogical influence, interaction and vigorous activity of educatees.
In such a complex, large and dynamic system, as a pedagogical process, is manifested a large number of various connections and dependencies. Most general patterns of the pedagogical process the following:
- the dynamics of the pedagogical process assumes that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant final result(regularity of the growth of achievements);
- the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence (the pattern of influence of factors, the pattern of the relationship between training, education and development);
- the effectiveness of pedagogical influence depends on the management of the pedagogical process (regularity of controllability);
- the productivity of the pedagogical process depends on the action of internal incentives (motives) pedagogical activity, on the intensity and nature of external (social, moral, material) incentives (pattern of motivation);
- the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own learning activities (the pattern of the relationship between education and self-education);
- the pedagogical process is conditioned by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out (pattern of social and other conditions).
The patterns described above find their concrete expression in the principles of the pedagogical process. AT modern science principles- these are the basic, initial provisions of c.-l. theories, basic rules of behavior, actions.
Principles of a holistic pedagogical process reflect the basic requirements for the organization of pedagogical activity, indicate its direction, and ultimately help to creatively approach the construction of the pedagogical process.
Previously, the principles of the pedagogical process were derived from the practice of training and education (for example, "repetition is the mother of learning"). Now these are the conclusions theoretical laws and regularities about the essence, content and structure of the pedagogical process, expressed in the form of activity standards, guidelines for design teaching practice.
IN AND. Zagvyazinsky claims that essence of principle in that it is a recommendation on how to regulate relations opposite sides, educational trends educational process, about ways to resolve contradictions, about achieving measure and harmony, allowing you to successfully solve educational problems.
Different pedagogical systems may differ in the system of views on the education and upbringing of the individual and the system of principles that implement them in practice.
In modern pedagogical systems ah stand out the following most general principles training and education students (pupils):
1. The principle of humanistic orientation of the pedagogical process.
2. The principle of democratization of education.
3. The principle of natural conformity.
4. The principle of cultural conformity.
5. The principle of visibility.
6. The principle of consciousness and activity of students (pupils).
7. The principle of accessibility and feasibility of training and education of the individual.
8. The principle of connection between theory and practice, training and education with life.
9. The principle of strength and awareness of the results of education, training and development.
10. The principle of systematicity and consistency.
Let's consider some of them.
The principle of humanistic orientation of the pedagogical process- one of the leading principles of education, expressing the need to combine the motives and goals of society and the individual. Humanistic ideas originated in antiquity. The essence of humanization is the priority interpersonal relationships students among themselves and with teachers, interaction on the basis of universal values, establishing an emotional atmosphere favorable for the development of the individual. The rules for implementing this principle include: full recognition of the rights of the pupil and respect for him, combined with reasonable exactingness; reliance on positive traits pupil; creating a situation of success; creation of conditions for the education of independence.
The principle of democratization of education is to provide all participants in the pedagogical process with certain freedoms for self-development, self-regulation, self-determination and self-education. For this, it is necessary to carry out following rules:
Creation of conditions for education by all categories of citizens (accessibility of education);
Mutual respect and tolerance in the interaction of all participants in the pedagogical process;
Organization of the pedagogical process, taking into account national characteristics students;
Individual approach to each student;
Introduction of self-government of students in the process of organizing their lives;
Creation of an open educational environment with the possibility of participation in the organization and control by all interested participants in the pedagogical process.
Such interested participants in the pedagogical process can be both the students themselves and their parents and teachers, as well as public organizations, government bodies, commercial organizations, individuals.
The principle of natural conformity known from ancient times. Its essence lies in the choice of the path of natural development of the child in accordance not only with his age and individual capabilities (his nature), but also with the specifics environment in which this child lives, learns and develops. The main and determining factors in the organization of the pedagogical process in this case become the nature of the pupil, his state of health, physical, physiological, mental and social development. At the same time, the following rules for implementing the principle of natural conformity are distinguished:
Maintain and improve the health of students;
Organize the pedagogical process, taking into account the age and individual characteristics of students;
To be aimed at self-education, self-education, self-education;
Rely on the zone of proximal development, which determines the capabilities of students.
The principle of cultural conformity - this is a principle that continues the principle of conformity to nature, it means taking into account the conditions in which a person is located, as well as culture this society in the process of upbringing and education.
The modern interpretation of the principle of cultural conformity suggests that education should be based on universal values and is built taking into account the peculiarities of ethnic and regional cultures solve the problems of introducing a person to different layers culture (household, physical, sexual, material, spiritual, political, economic, intellectual, moral, etc.).
This is the maximum use in the upbringing and education of the culture of the environment in which a particular educational institution(culture of the nation, society, country, region). Rules for the implementation of the principle of cultural conformity:
■ understanding of the pedagogical process as an integral part of the culture of society and the family, as a cultural and historical value that contains past experience upbringing, education and training and pawning their future;
■ maximum use of family, regional, confessional, folk material and spiritual culture;
■ ensuring the unity of national, international, interethnic principles in upbringing and education;
■ formation creativity and attitudes of students to the consumption, preservation and creation of new cultural values.
The principle of visibility- means that the effectiveness of training depends on the appropriate involvement of the senses in the perception and processing of educational material. This is " Golden Rule»didactics was formulated by Y.A. Comenius. In the process of learning, children should be given the opportunity to observe, measure, conduct experiments, work practically - and through this lead to knowledge. If it is not possible to give real objects at all stages of the pedagogical process, visual aids are used: models, drawings, laboratory equipment etc. According to the line of increasing abstractness, the following are distinguished visualization types:
Natural (items objective reality);
Experimental (experiments, experiments);
Volumetric (layouts, figures, etc.);
Visual (paintings, photographs, drawings);
Sound (audio materials);
Symbolic and graphic (maps, diagrams, graphs, formulas);
Internal (images created by the teacher's speech).
However, the use of visualization should be to the extent that it contributes to the formation of knowledge and skills, the development of thinking. Demonstration and work with objects should lead to the next stage of development, stimulate the transition from concrete-figurative and visual-effective thinking to abstract, verbal-logical.
The basic rules that reveal the application of the principle of visibility in the organization of the pedagogical process:
The use of visualization is necessary either to revive the interest of students by including the senses, or to study those processes and phenomena that are difficult to explain or imagine (for example, a model of economic circulation, the interaction of supply and demand in the market, etc.);
Do not forget that abstract concepts and theories are easier to understand and understand by students if they are supported by concrete facts, examples, images, data;
When teaching, never limit yourself to only one visualization. Visibility is not a goal, but only a means of learning. Before demonstrating anything to students, it is necessary to give an oral explanation and a task for the intended observation;
Visualization, which is always on the review of students, is less effective in the learning process than the one that is used at a specific scheduled time.
The principle of humanistic orientation of the pedagogical process- the leading principle of education, expressing the need to combine the goals of society and the individual. The implementation of this principle requires the subordination of all educational work in a military university the tasks of forming a comprehensive developed personality future officer.
Scientific principle is the leading reference point in bringing the content of education in line with the level of development of science and technology, the experience accumulated by world civilization. Having direct relationship to the content of education, it manifests itself primarily in the development curricula, curricula and textbooks. The principle of scientificity is related to the methods of pedagogical activity and the activities of students. According to this, pedagogical interaction should be aimed at developing the cognitive activity of students, the formation of their skills and abilities. scientific research, familiarization with the ways scientific organization educational work, which is facilitated by the widespread use of problem situations, including situations of moral choice. Such training makes it possible to ensure the formation of the skills of cadets and students to observe phenomena, record and analyze the results of observations, conduct a scientific dispute, prove their point of view, rationally use scientific literature, etc.
The scientifically based construction of a holistic pedagogical process presupposes its orientation on the formation in the unity of knowledge and skills, consciousness and behavior. This requirement stems from the generally accepted domestic psychology and pedagogy of the law of the unity of consciousness and activity, according to which consciousness arises, is formed and manifests itself in activity. However, as a set of concepts, judgments, assessments, and beliefs, consciousness directs the actions and actions of a person and at the same time is itself formed under the influence of behavior and activity. More precisely, the implementation of this principle in a military university requires the organization of activities in which cadets and students would be convinced of the truth and vitality of the acquired knowledge and ideas, would master the skills and habits of socially valuable behavior.
One of the fundamental principles of the organization of the pedagogical process in a military university is the principle of training and education in the team and through the team, which involves the optimal combination of collective, group and individual forms of organizing a holistic pedagogical process. The very nature of this process, with its task structure, the properties of gradation and concentricity, elevates it to the rank of organizational principle requirement of continuity, consistency and systematicity, aimed at consolidating previously acquired knowledge, skills, personal and psychological qualities, their consistent development and improvement.
Principles of managing the activities of students in a holistic pedagogical process.
A military teacher plays a leading role in organizing the activities of cadets and students. His pedagogical guidance It is aimed at arousing their activity, independence and initiative. Hence the importance the principle of combining pedagogical management with the development of initiative and independence of students.
Important role in the organization of a holistic pedagogical process in a military university plays the principle of consciousness and activity in it of the students themselves. The activity of the individual is social in nature, it is a concentrated indicator of its activity essence.
The most important principle of organization cognitive activity – respect for the personality of the student, combined with reasonable demands- follows from the essence of humanistic education. Demanding is a kind of measure of respect for the personality of a cadet (listener). Here the two sides are interconnected as essence and phenomenon. The practical implementation of this principle is closely related to the principle of relying on the positive in a person, on strengths his personality. Successful implementation the last two principles is possible only if one more is observed - consistency of the requirements of the military university, the staff and the public.
In accordance with the principle of accessibility and feasibility training and education of cadets and students, their activities should be based on taking into account real possibilities, preventing intellectual, physical and neuro-emotional overloads that adversely affect physical and mental health. Closely related to this principle the principle of taking into account the age and individual characteristics of students in the organization of their activities. The organizing principle of managing the activities of cadets and students is the principle of strength and effectiveness of the results of education, upbringing, psychological preparation and personal development. Its implementation is rightly associated primarily with the activity of memory, but not mechanical, but semantic. Only the linking of the new with the previously learned, the introduction of new knowledge into the structure of the personal experience of students can ensure their strength. As pedagogical experience shows, only those knowledge that are obtained independently become durable. They settle in the mind for a long time and tend to turn into beliefs. Great importance has and emotional background accompanying the study and assimilation of educational material, the development of skills and abilities.
The implementation of the considered laws, patterns and principles in the educational activities of a military university allows us to consider the pedagogical process as holistic phenomenon which provides high-quality training of future officers for professional activities.
QUESTIONS AND TASKS
1. What is the essence systems approach to the consideration of the phenomena of pedagogical reality?
2. Expand and justify the structure of the pedagogical process in a military university as a pedagogical system. What functions does each of the components of the pedagogical process perform?
3. What character traits of the pedagogical process in a military university, how can you single out the systems?
4. Justify the possibility of considering the pedagogical process in a military university as an integrity.
5. How is the integrity of the pedagogical process manifested through its laws and patterns?
6. Name and reveal the essence of the basic principles of organizing a holistic pedagogical process in a military university.
7. Describe the basic principles of managing the activities of cadets and students in a holistic pedagogical process.
Pedagogy, wrote A.S. Makarenko, is the most dialectical science. This is confirmed by the pronounced inconsistency of the pedagogical process, which is a reflection of the dialectical law of unity and struggle of opposites. Pedagogical contradictions arise and manifest themselves where there is a lag practical pedagogy from the demands of life; where there is a discrepancy between traditional, outdated ideas, concepts, views, approaches to the changed conditions of social development and the increasingly complex requirements of life for the emerging personality.
In the pedagogical process, the operation of the law of the transition of quantitative accumulations into qualitative changes is clearly manifested. All integrative personal characteristics are the result of a gradual accumulation, an increase in quantitative changes. These include beliefs, value orientations, motives, needs of the individual, her individual style of activity, skills and abilities. Targeted consistent and systematic pedagogical influences do not immediately reveal their effectiveness, but only after a certain time has passed; as a result of repeatedly repeated actions, exercises, this or that quality manifests itself as a stable personal formation.
The transition of quantity into quality occurs by the mechanism of negation, i.e. dialectical "removal", preservation of essential properties and features at subsequent stages of development. So, complex mental neoplasms absorb everything previously accumulated by the psyche. Integrative qualities, progressive aspirations and new forms of life activity "deny" the previously established ones. good example periodical dialectical removals is the transition from one age stage to another, where the removal is provided by the transition to a new leading type of activity, in which the contradictions characteristic of a particular age are resolved. The development of the individual and the movement of the team from one stage to another is a spasmodic process with an invariable return back, breaks in gradualness.
The action of the mechanism of denial is manifested in the process of forming learning skills, when, on the basis of multiple repetitions, separate actions add up to a system, expressing a complex skill, for example, oral counting, literate writing, expressive reading etc.
The scientifically substantiated construction of the pedagogical process also requires an appeal to dialectical categories that perform independent cognitive-transformative functions. Thus, the categories "part" and "whole" are oriented toward overcoming functionalism, taking into account the fact that individual pedagogical influences, disparate events do not affect the emerging personality as a whole. The categories "general", "special" and "individual" require the correlation of universal, national and individual in education, the formation of universal qualities and the development of inclinations, abilities and talents of the individual, as well as careful consideration of the specific conditions for the functioning of a particular pedagogical system.
The category "measure" is of great importance for the organization and implementation of the pedagogical process. First of all, it introduces into pedagogical theory and practice the principle of optimality, measures in the choice of methods, forms and pedagogical influences themselves. The phenomenon of pedagogical tact is most directly connected with the category of measure. Behind the interrelated categories "essence" and "phenomenon" is the need for a thorough analysis of pedagogical facts in the context of a holistic pedagogical reality in order to get to the bottom, not to make a mistake in choosing measures of pedagogical influence.
The same entity has many forms external manifestation. The unity of content and form in pedagogical practice requires the search for adequate forms for the implementation of the content of certain types of activities, the choice of appropriate paraphernalia that accompanies various activities. The category "necessity" draws attention to the search for and strict adherence to the laws of the functioning of the pedagogical process. No less significant is the category of "accident". How do random, uncontrolled influences affect the formation of personality? What methods and techniques of their neutralization are most effective? These and similar questions should always be in the teacher's field of vision. The category of "randomness" is manifested both in the phenomenon of side effects of pedagogical influences, and in the phenomenon of stochastic pedagogical influences, according to which the same pedagogical action obviously implies the variability of pupils' responses and many ways to solve the same pedagogical task. AT last years special study the specific conditions of functioning in pedagogy of the category "time" were also subjected. Pedagogical time is not identical to its astronomical calculation.
§ 2. Laws and patterns of the pedagogical process
The most common sustainable trend of education as social phenomenon consists in the obligatory appropriation by the rising generations social experience older generations. This is the basic law of the pedagogical process.
Specific laws are closely related to the basic law, manifesting themselves as pedagogical patterns. First of all, this is the conditionality of the content, forms and methods of pedagogical activity by the level of development of the productive forces of society and the production relations and superstructure corresponding to them. The level of education is determined not only by the requirements of production, but by the interests of the social strata that dominate the society and direct the policy and ideology.
The effectiveness of the pedagogical process naturally depends on the conditions in which it proceeds (material, hygienic, moral and psychological, etc.). In many ways, these conditions depend on the socio-economic situation in the country, as well as on the actions of a subjective factor - the heads of educational bodies. Dependence is objective educational results on the characteristics of the interaction of children with the outside world. The essence of the pedagogical regularity lies in the fact that the results of training and education depend on the nature of the activity in which the pupil is included at one stage or another of his development. No less important is the regularity of the correspondence of the content, forms and methods of the pedagogical process to the age characteristics and abilities of the pupils.
For the direct practice of organizing the pedagogical process, it is of great importance to understand the internal regular relationships between functional components. Thus, the content of a specific upbringing and educational process is naturally conditioned by the tasks set. The methods of pedagogical activity and the means used in this case are determined by the tasks and content of a particular pedagogical situation. The forms of organization of the pedagogical process are determined by the content, etc.
§ 3. The concept of the principles of the pedagogical process
The regularities of the pedagogical process find their concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e. in principles.
In modern science, principles are the basic, initial provisions of any theory, guiding ideas, basic rules of behavior, actions. 2 The principles of the pedagogical process, thus, reflect the basic requirements for the organization of pedagogical activity, indicate its direction, and ultimately help to creatively approach the construction of the pedagogical process.
The principles of the pedagogical process are derived from regularities. At the same time, they are the result of a scientific understanding of the achievements of the pedagogical thought of the past and a generalization of the advanced modern pedagogical practice. They have an objective basis, expressing natural connections between teachers and pupils. The emergence of "new" principles, such as the developmental nature of education, the upbringing nature of education, the unity of education and upbringing, has become a reflection of the interconnection between education, upbringing and development. The principle of the connection between teaching and upbringing and life and practice follows from the level of development of the productive forces due to the intensity of the pedagogical process.
Until recently, within the framework of the functional approach, the principles of training and education were considered in isolation, despite the fact that they have a single methodological basis. In the context of a holistic pedagogical process, it is advisable to single out two groups of principles: the organization of the pedagogical process and the management of the activities of pupils.
Closely related to the principles of the pedagogical process pedagogical rules. They follow from the principles, obey them and make them concrete. The rule determines the nature of individual steps in the activity of the teacher, which lead to the implementation of the principle. The rule does not have the power of universality and binding. It is used depending on the emerging specific pedagogical situation.
§ 4. Principles of organization of the pedagogical process
The principle of humanistic orientation of the pedagogical process. - the leading principle of education, expressing the need to combine the goals of society and the individual. The implementation of this principle requires the subordination of all educational work to the tasks of forming a comprehensively developed personality. It is incompatible with theories of spontaneous, spontaneous development of children.
Of great importance in the organization of the pedagogical process is the provision of its connection with life and industrial practice. This principle denies the abstract educational orientation in the formation of personality and involves the correlation of the content of education and forms of educational work with transformations in the economy, politics, culture and the whole public life country and beyond. The implementation of this principle requires the systematic familiarization of schoolchildren with current events; wide involvement in the classes of local history material. In accordance with it, pupils should be actively involved in social useful activity both at school and outside it, participate in excursions, hikes, mass campaigns.
The need to link the pedagogical process with industrial practice is due to the fact that practice is the source of cognitive activity, the only objectively correct criterion of truth and the area of application of the results of cognition and other activities. The study of theory can be based on the experience of the pupils. For example, studying trigonometric dependencies between sides and corners takes on special meaning if it is intended to determine the distances to inaccessible objects.
One of the ways to implement the principle of connection with life and practice is to involve pupils in feasible labor and other activities. At the same time, it is important that labor brings satisfaction from the joy of creation and creativity. The combination of education and upbringing with labor for the common good is a principle closely related to the previous principle of organizing the pedagogical process. Participation in collective work ensures the accumulation of experience public behavior and formation of socially valuable personal and business qualities. However, it must be remembered that it is not labor itself that educates, but its social and intellectual content, inclusion in the social system. significant relationships, organization and moral direction.
The principle of science. is the leading reference point in bringing the content of education in line with the level of development of science and technology, with the experience accumulated by world civilization. Being directly related to the content of education, it manifests itself primarily in the development of curricula, curricula and textbooks. The principle of scientific character is also relevant to the methods of pedagogical activity and the activities of children. In accordance with it, pedagogical interaction should be aimed at developing the cognitive activity of students, at developing their skills and abilities of scientific research, at familiarizing them with the methods of scientific organization of educational work. This is facilitated by the widespread use of problem situations, including situations of moral choice, special training of pupils in the ability to observe phenomena, record and analyze the results of observations, the ability to conduct a scientific dispute, prove their point of view, rationally use scientific literature and scientific bibliographic apparatus.
When implementing the principle of scientificity, two dialectical contradictions appear. The first is related to the fact that knowledge needs to be brought to scientific concepts, although they should be available. The second is due to the fact that the school provides material that is not debatable, while in science there is no single point of view regarding certain issues.
The scientifically based construction of the pedagogical process presupposes its focus on the formation of knowledge and skills, consciousness and behavior in the unity. This requirement follows from the law of the unity of consciousness and activity generally recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity. However, as a set of concepts, judgments, assessments, beliefs, consciousness directs the actions and actions of a person and at the same time is itself formed under the influence of behavior and activity. That is, the implementation of the principle of orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in the unity requires the organization of activities in which students would be convinced of the truth and vitality of the knowledge and ideas received, would master the skills of socially valuable behavior.
One of the fundamental principles of the organization of the pedagogical process is the principle of teaching and educating children in a team. It involves the optimal combination of collective, group and individual forms of organizing the pedagogical process.
The individual becomes a personality through communication and isolation associated with it. reflecting specifically human need in an environment of their own kind, communication is a special kind of activity, the subject of which is another person. It is always accompanied by isolation, in which a person realizes the appropriation of social essence. Communication and isolation are the source of the social wealth of the individual.
Best conditions for communication and isolation creates a team as the highest form of social organization, based on common interests and relations of comradely cooperation and mutual assistance. In the team, the individual personality develops and manifests itself most fully and vividly. It is only in the collective and with its help that feelings of responsibility, collectivism, comradely mutual assistance and
Other valuable qualities In the team, the rules of communication, behavior are assimilated, organizational skills of leadership and subordination are developed. The collective does not absorb but liberates the personality, opens wide scope for its comprehensive and harmonious development.
The very nature of the pedagogical process, with its task structure, the properties of gradation and concentricity, elevates to the rank of an organizational principle the requirement of continuity, consistency and systematicity, aimed at consolidating previously acquired knowledge, skills, personal qualities, their consistent development and improvement.
The requirement of continuity implies such an organization of the pedagogical process, in which this or that event, this or that lesson is a logical continuation of the previously carried out work, it consolidates and develops what has been achieved, raises the pupil to more high level development. The teaching and upbringing process is always directed towards holistic personality. But at every single moment the teacher decides a specific pedagogical task. The connection and continuity of these tasks ensure the transition of students from simple to more complex forms of behavior and activity, their consistent enrichment and development.
Continuity involves the construction of a certain system and sequence in training and education, since complex tasks cannot be solved in short term. Systematism and consistency allow you to achieve great results in less time. K. D. Ushinsky wrote: "Only a system, of course, reasonable, emerging from the very essence of objects, gives us complete power over our knowledge"".
Consistency and systematicity in teaching allow resolving the contradiction, where, on the one hand, the need to form a system of knowledge, skills and abilities in subjects, and on the other hand, the need to form a holistic worldview about the unity and conditionality of the phenomena of the surrounding world. First of all, this is ensured by the construction of programs and textbooks for subject teaching, with the obligatory establishment of intersubject and intrasubject communications. Currently, a predominantly linear principle of constructing curricula is used, less often a concentric one. The decrease in the share of concentricity is due to the fact that learning programs more and more closely linked.
In practice, the principle of continuity, systematicity and consistency is implemented in the planning process. In the course of thematic planning, the teacher outlines the sequence of studying individual issues of the topic, selects the content, outlines a system of lessons and other forms of organization of the pedagogical process, plans repetition, consolidation and forms of control. In lesson planning, the teacher arranges the content of the topic in such a way that the initial concepts are studied earlier, and the training exercises, as a rule, would follow the study of the theory.
The most important organizing position not only of the learning process, but of the entire holistic pedagogical process is the principle of visibility .. Ya. learners true and reliable knowledge, then in general we should strive to teach everything with the help of personal observation and sensual visualization.
Visibility in the pedagogical process is based on the patterns of cognition of the surrounding reality and the development of thinking, which develops from the concrete to the abstract. In the early stages of development, the child thinks more in images than in concepts. However, scientific concepts and abstract propositions reach students more easily if they are supported by concrete facts in the process of comparison, analogy, etc.
Visibility in the pedagogical process is ensured by the use of a variety of illustrations, demonstrations, laboratory and practical work, the use of vivid examples and life facts. Special place in the implementation of the principle of visibility has an application visual aids, transparencies, maps, diagrams, etc. Visualization can be applied at all stages of the pedagogical process. According to the line of increasing abstractness, it is customary to subdivide the types of visualization as follows: natural (objects of objective reality); experimental (experiments, experiments); volumetric (layouts, figures, etc.); fine art (paintings, photographs, drawings); sound-visual (cinema, television); sound (tape recorder); symbolic and graphic (maps, graphs, diagrams, formulas); internal (images created by the speech of the teacher) (according to T. I. Ilyina).
In order not to hinder the development abstract thinking students, in the use of visibility, a sense of proportion is important. Of great importance is the combination of the use of visual aids with the creative work of children in creating visual aids. There should be variability in the use of visualization so that no specific image of an object or phenomenon is imprinted in the minds of pupils. So, some students experience great difficulties in proving theorems, if all of them were revealed on standard position right triangle etc.
The principle of aestheticization of all children's life is closely connected with the principle of visibility, especially teaching and education. The formation of an aesthetic attitude to reality among pupils allows them to develop a high artistic and aesthetic taste, to give them the opportunity to learn true beauty public aesthetic ideals. The subjects of the natural-mathematical cycle help to reveal the beauty of nature to children, to cultivate the desire to protect and preserve it. Items humanitarian cycle show an aesthetic picture human relations. The artistic and aesthetic cycle introduces children to the magical world of art. The objects of the utilitarian-practical cycle allow one to penetrate the secrets of the beauty of labor, human body, teach the skills to create, preserve and develop this beauty. It is important for the teacher in the classroom to approve the beauty mental labor, business relations, knowledge, mutual assistance, joint activities. Great Opportunities aestheticization of life are revealed to schoolchildren at work public organizations, in amateur performances, in the organization of productive and socially useful labor, in the formation of everyday relationships and behavior.
§ 5. Principles of managing the activities of pupils
In organizing the activities of pupils, the teacher plays a leading role. Pedagogical guidance aims to evoke activity, independence and initiative in children. Hence the importance of the principle of combining pedagogical management with the development of initiative and independence of pupils.
The pedagogical management is designed to support the useful undertakings of children, teach them how to perform certain types of work, give advice, encourage initiative and creativity. A necessary condition for the development of initiative and independence of schoolchildren is the development of student self-government. At the same time, one should avoid idealizing the strengths and capabilities of children, spontaneity and drift. The success of the case here is decided by the pedagogical leadership, the logic of which necessarily leads to the construction and implementation of pedagogical systems that give rise to creative activity, initiative and self-activity of students. To this end, in all spheres of activity, both in academic and extracurricular activities, they should, as far as possible, be confronted with the need to make a choice, to accept independent solutions actively participate in their implementation.
In striving for the development of children's self-government, it is necessary to set exciting goals and evoke the need for collective activity; give up excessive regulation, unnecessary guardianship, administration, suppression of initiative, independence and creativity; rely on trust, diversify the types of assignments; ensure timely change of positions of leadership and subordination.
The principle of consciousness and activity of students in a holistic pedagogical process reflects active role pupil in the pedagogical process. The activity of the individual is social in nature, it is a concentrated indicator of its active essence. However, the activity of schoolchildren should be focused not so much on simple memorization and attention, but on the process of self-acquisition of knowledge.
In relation to teaching, the importance of consciousness and activity was successfully expressed by L. V. Zankov, who gave a broad interpretation of this principle: in teaching, the mastery of theoretical knowledge, which means their comprehension and assimilation at the conceptual level and awareness applied value theoretical ideas; students must be aware of the technology of learning and master the methods of educational work, i.e. knowledge acquisition technology. The implementation of these conditions requires high activity and consciousness of trainees.
The most important principle of organizing children's activities is respect for the personality of the child, combined with reasonable demands on him .. It follows from the essence of humanistic education. Demanding is a kind of measure of respect for the personality of the child. These two sides are interconnected as essence and phenomenon. Reasonable exactingness always justifies itself, but its educational potential increases significantly if it is objectively expedient, dictated by the needs of the educational process, tasks comprehensive development personality. The teacher who makes demands must be perceived by the student as a person who is sincerely interested in his fate and deeply confident in the progress of his personality. In this case, exactingness will act as a necessity, and not as a personal interest, eccentricity or whim of the teacher. In a good teacher, exactingness towards students is organically and dynamically combined with exactingness towards oneself. Such exactingness implies respect for the opinions of their pupils about themselves.
The practical implementation of the principle of respect for the individual, combined with reasonable exactingness, is closely related to the principle of relying on the positive in a person, on the strengths of his personality.
In school practice, one has to deal with students who are different levels upbringing. Among them, as a rule, there are those who study poorly, are lazy, and neglect the interests of the team, public duties and assignments. However, it has been noticed that even the most difficult children have a desire for moral self-improvement, which is easy to extinguish if you address them only with the help of shouts, reproaches and lectures. But it can be supported and strengthened if the teacher notices in time and encourages the slightest impulses of the student to destroy the usual forms of behavior.
Revealing the positive in the student and relying on it, relying on trust, the teacher, as it were, anticipates the process of formation and elevation of the personality. If a student masters new forms of behavior and activity, achieves tangible success in working on himself, he experiences joy, inner satisfaction, which, in turn, strengthens self-confidence, the desire for further growth. These positive emotional experiences are intensified if progress in the development and behavior of the student is noticed and noted by teachers, comrades, and a group of peers.
The successful implementation of these principles is possible only if one more principle is observed - the consistency of the requirements of the school, family and community.
The unity and integrity of the educational process is ensured by the close interaction of all pedagogical systems. It is not difficult to imagine that if the educational influences emanating from these systems are not balanced, harmonized, will act in various directions, and even the opposite, the student learns to consider the norms and rules of behavior as something optional, established by each person at his own discretion. It is difficult to achieve, for example, success in educational work if some teachers seek order and organization from students, while others are undemanding.
big practical value in managing the activities of pupils has the principle of combining direct and parallel pedagogical actions.. The essence of parallel action lies in the fact that by influencing not an individual, but a group or collective as a whole, the teacher skillfully turns it from an object into a subject of education. At the same time, the educator seems to be interested only in the collective, but in reality he uses it as a tool for touching each individual. Each impact in accordance with this principle should be an impact on the team and vice versa.
On the background pedagogical requirements educator in a developed team, public opinion is formed, which performs regulatory functions in the system of collective and interpersonal relations. Strength and authority public opinion the higher and more influential, the more cohesive and organized the student team.
In accordance with the principle of accessibility and affordability, the education and upbringing of schoolchildren, their activities should be based on taking into account real opportunities, preventing intellectual, physical and neuro-emotional overloads that adversely affect their physical and mental health.
When presented with material that is inaccessible to assimilation, the motivational mood for learning sharply decreases, weakens into the left effort, working capacity decreases, and fatigue quickly sets in. At the same time, excessive simplification of the material also reduces interest in learning, does not contribute to the formation of learning skills, and, most importantly, does not contribute to the development of students.
Traditional Pedagogy in order to ensure accessibility and feasibility when presenting material and organizing children's activities, it recommends going from simple to complex, from abstract to concrete, from known to unknown, from facts to generalizations, etc. However, the same principle, but in a different didactic system, is realized if we start not from the simple, but from the general, not from the close, but from the main thing, not from the elements, but from the structure, not from the parts, but from the whole (V.V. Davydov). Consequently, the inaccessibility of learning and the difficulties faced by students in a particular activity depend not only on the content of the material, its complexity, but also on the methodological approaches used by the teacher.
The principle of taking into account the age and individual characteristics of pupils is closely connected with the previous principle. when organizing their activities.
The age approach primarily involves the study of the level actual development, upbringing and social maturity of children, adolescents and young men. It has been noticed that the effectiveness of educational work is reduced if the requirements and organizational structures lagging behind the age capabilities of students or unbearable for them.
Individual approach requires deep study of complexity inner peace schoolchildren and the analysis of their experience, as well as the conditions in which their personality was formed.
The principle of taking into account the age and individual characteristics of pupils requires that the content, forms and methods of organizing their activities do not remain unchanged at different age stages. In accordance with this principle, the temperament, character, abilities and interests, thoughts, dreams and experiences of pupils should be taken into account. It is equally important to take into account their gender and age characteristics.
The organizing principle of managing the activities of pupils is the principle of strength and effectiveness of the results of education, upbringing and development.
The implementation of this principle is rightly associated primarily with the activity of memory, but not mechanical, but semantic. Only linking the new with the previously learned, only the introduction of new knowledge into the structure of students' personal experience will ensure their strength. As a rule, knowledge that is acquired independently also becomes strong. They settle in the mind for a long time and tend to turn into beliefs. Of great importance is the emotional background that accompanies the study and assimilation of the material, the development of skills and abilities.
The strength and effectiveness of the results of activities are facilitated by exercises in the application of knowledge, skills, discussions and discussions, evidence and reasoned speeches, etc. A lasting asset of memory is that knowledge in which students experience a constant need, a need that they strive to apply in their practical activities.
QUESTIONS AND TASKS
1. Expand the contradictory, dialectical nature of pedagogical phenomena.
2. What does "regularity" mean in pedagogy? What are the main patterns of a holistic pedagogical process.
3. How are the patterns, principles and rules of the pedagogical process related?
4. Describe the basic principles of organization and management of a holistic pedagogical process.
5. Get acquainted with various approaches to the classification of patterns and principles in pedagogy (Yu. K. Babansky, M. N. Skatkin. B. T Likhachev, etc.).
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The principles of the pedagogical process (ped. Dictionary of G.M. Kodzhaspirov) are the initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic pedagogical process; guiding ideas, regulatory requirements to its organization and implementation. There are many principles of the pedagogical process, each pedagogical school complements this list, let's focus on the fundamental ones.
Principles of the pedagogical process ( pedagogical dictionary G.M. Kodzhaspirova):
1. Accessibility in training and education, according to which educational and educational work is built taking into account the age, individual and gender characteristics of students, their level of education and upbringing. In accordance with this principle, the teaching of the material is carried out with a gradual increase in difficulties from simple to complex, from known to unknown.
2. Individual approach in education - the implementation of the pedagogical process, taking into account the individual characteristics of students (temperament, character, abilities, inclinations, motives, interests, etc.), its essence is the flexible use by the teacher of various forms and methods of educational influence in order to achieve optimal educational results. - educational process in relation to each child;
3. The collective nature of upbringing and education, combined with the development of the individual characteristics of the personality of each child - the implementation of this principle is the organization of both individual and frontal work, and group work, which requires participants to be able to cooperate, coordinate joint actions, and be in constant interaction.
4. Visualization - the principle according to which training is based on specific samples that are directly perceived by students not only through visual, but also motor, as well as tactile sensations. Visibility in the educational process, provided with the help of various illustrations, demonstrations, TSO, laboratory and practical work and computerization, enriches the range of students' ideas, develops observation and thinking, helps to more deeply assimilate educational material.
5. Science in training and education - the principle according to which students are offered for assimilation only the provisions established in science and teaching methods are used that are close in nature to the methods of science, the foundations of which are being studied. It is necessary to acquaint students with the history of the most important discoveries and modern ideas and hypotheses; actively use problematic research teaching methods, technology active learning. Remember that no matter how elementary the transmitted knowledge is, it should not contradict science.
6. The principle of cultural conformity - the maximum use in the upbringing and education of the culture of the environment, nation, society, country, region in which a particular educational institution is located.
7. The principle of natural conformity is the starting position, requiring that the leading link of any educational interaction and the pedagogical process was performed by a child (teenager) with his specific features and level of development. The nature of the pupil, the state of his health, physical, physiological, mental and social. development - the main and determining factors of education that play a role environmental protection person.
8. The principle of cooperation - orientation in the process of education to the priority of the individual; creation of favorable conditions for its self-determination, self-realization and self-promotion in development, organization of the joint life of adults and children on the basis of intersubjective relations, dialogical interaction, the predominance of empathy in interpersonal relations.
9. Strength, awareness and effectiveness of the results of upbringing and education - the principle, the essence of which is that the mastery of knowledge, skills, abilities and worldview ideas is achieved only when they are thoroughly comprehended and well mastered, are stored in memory for a long time. This principle is implemented through constant, thoughtful and systematic repetition, exercise, consolidation, testing and evaluation of knowledge, skills, habits and norms and rules of conduct.
10. Connection of theory with practice - a principle that requires a harmonious connection of scientific knowledge with practice Everyday life. Theory gives knowledge of the world, practice teaches how to effectively influence it.
11. Systematicity and consistency - the observance of logical connections in the learning process, which ensures the assimilation of educational material in large volume and more durable. Systematism and consistency allow you to achieve great results in less time. Implemented in various forms planning and in a certain way organized training.
12. Consciousness, activity, self-activity - a principle, the essence of which boils down to the fact that one's own cognitive activity being taught and educated is an important factor in learning and upbringing and has a decisive influence on the pace, depth and strength of mastering the transmitted amount of knowledge and norms and the speed of developing skills, habits. Conscious participation in the educational process enhances its developmental influence.
13. Respect for the personality of the child, combined with reasonable demands on him, is a principle that requires the teacher to respect the pupil as a person. A peculiar form of respect for the personality of the child is reasonable exactingness, the educational potential of which increases significantly if it is objectively expedient, dictated by the needs of the educational process, the tasks of the full development of the personality. Demanding for students must be combined with the requirements of the teacher for himself, taking into account the opinion of his pupils about himself. Respect for the individual implies reliance on the positive in a person.
14. Optimization - it is necessary to use the most effective, adequate forms and methods.
Principles of the pedagogical process
Applied to choice targets education principles apply:
Humanistic orientation of the pedagogical process;
Connections with life and industrial practice;
Combining training and education with labor for the common good.
Development of means for presenting the content of education and upbringing guided by the principles:
scientific;
Accessibility and feasibility of teaching and educating schoolchildren;
The combination of visibility and abstraction in educational process;
Aestheticization of all children's life, especially education and upbringing.
When choosing forms of organization of pedagogical interaction it is advisable to follow the principles:
Teaching and educating children in a team;
Continuity, consistency, systematic;
Consistency of school, family and community requirements.
Teacher activity governed by the principles:
Combinations of pedagogical management with the development of initiative and independence of pupils;
Reliance on the positive in a person, on the strengths of his personality;
Respect for the personality of the child, combined with reasonable demands on him.
Participation of the students themselves in the educational process is guided by the principles of consciousness and activity of schoolchildren in a holistic pedagogical process.
The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:
Combinations of direct and parallel pedagogical actions;
Taking into account the age and individual characteristics of pupils.
The effectiveness of the results of pedagogical interaction ensured by following the principles:
Focus on the formation in the unity of knowledge and skills, consciousness and behavior;
Strength and effectiveness of the results of education, upbringing and development.
Besides, in pedagogical literature it is considered appropriate to combine these principles into two large groups covering two sides of the pedagogical process - organizational and activity. The first group of principles is the principles of organization of the pedagogical process, which regulate the choice of goals, content and forms of interaction. The second group - the principles of managing the activities of pupils - offers a system of requirements for the implementation of the process of pedagogical interaction, its methods and results.
The regularities of the pedagogical process reflect its objective, necessary, essential, repetitive connections.
Among general patterns pedagogical process stand out as follows:
1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result.
2. The pattern of personality development in the pedagogical process. pace and achieved level personality development depend on: a) heredity; b) educational and learning environment; c) inclusion in educational activities; d) the means and methods of pedagogical influence used.
3. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on: a) the intensity of feedback between students and teachers; b) the magnitude, nature and validity of corrective actions on educators.
4. Pattern of stimulation. The productivity of the pedagogical process depends on: a) the action of internal incentives (motives) for educational activities; b) the intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.
5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on: a) the intensity and quality of sensory perception; b) logical comprehension of the perceived; c) the practical application of meaningful.
6. The regularity of the unity of the external(pedagogical) and internal(cognitive) activities. Since the goal of education is the comprehensive and harmonious development of the individual, therefore, in the process of its implementation, it is necessary to include students in a variety of activities. These include, in particular:
Educational-cognitive and technical-creative activity, during which the tasks of mental and technical development;
Civil Society and patriotic activity associated with civil and patriotic education;
Socially useful, productive labor, which forms the desire for creative activity and "cementing" the development of all other aspects of personality development;
Moral-cognitive and moral-practical activity (protection of the weak, mutual assistance in studies, patronage);
Artistic and aesthetic activities that contribute to aesthetic development;
Physical culture and health-improving and sports-mass work, providing physical development.
7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on:
The needs of society and the individual;
Opportunities (material, technical, economic, etc.) of society;
Process flow conditions (moral-psychological, sanitary-hygienic, aesthetic, etc.)
Without knowledge of the deep patterns of education, it is difficult to count on its improvement. Real life shows that only the knowledge of the laws and contradictions of the development and formation of the personality provides the necessary theoretical and methodological basis for the implementation of practical measures in the field of education.
To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:
Connections of the pedagogical process with wider social processes and conditions;
Links within the pedagogical process;
Connections between tasks, content, methods, means and forms of organization of the pedagogical process.
The content of a specific upbringing and educational process is naturally conditioned by the tasks set. The methods of pedagogical activity and the means used in this are determined by the tasks and content of a particular pedagogical situation. The forms of organization of the pedagogical process are naturally determined by its tasks, content, chosen methods and means of education. Only a holistic consideration of all external and internal interconnections of the pedagogical process naturally ensures the achievement of the maximum possible results of education in the given conditions in the allotted time. The effective functioning of the pedagogical process naturally depends on the unity of actions of all subjects of education.
Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Main stages of the pedagogical process can be called: preparatory, main, final.
On the preparatory stage pedagogical process
Proper conditions are created for the process to proceed in given direction and at a given speed;
Such tasks are solved as: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.
The main stage of the pedagogical process includes
Statement and clarification of the goals and objectives of the forthcoming activities;
Interaction between teachers and students;
The planned methods, means and forms of the pedagogical process are used;
Creation of favorable conditions;
Implementation of various measures to stimulate the activities of students;
Ensuring the connection of the pedagogical process with other processes.
At the end of the educational process the analysis of the achieved results is carried out.
Questions for self-examination
1. Expand the concept of the pedagogical process.
2. Describe the components of the pedagogical process.
3. What is the essence of pedagogical interaction?
4. Analyze the main stages of the pedagogical process.
