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24. The structure of pedagogical activity and pedagogical skills

The following components are distinguished in the structure of pedagogical activity: gnostic, constructive, organizational and communicative.

The gnostic component is a system of knowledge and skills of the teacher, which form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The knowledge system includes worldview, general cultural levels and the level of special knowledge.

General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental problems; having meaningful interests and hobbies.

Special knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods.

The knowledge and skills that form the basis of the actual cognitive activity, i.e., the activity of acquiring new knowledge, are an important component of the gnostic component.

Constructive or design abilities are decisive in achieving a high level of pedagogical skill. The effectiveness of the use of all other knowledge depends on them. The psychological mechanism for the realization of these abilities is the mental modeling of the educational process.

Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the ultimate goal.

Constructive abilities ensure the implementation of tactical goals: structuring the course, selecting specific content for individual sections, choosing the forms of conducting classes, etc.

Organizational skills serve not only the organization of the actual learning process, but also the self-organization of the teacher's activities.

The level of development of communicative ability and competence in communication determines the ease of establishing contacts between the teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving pedagogical problems. Communication is not limited to the transfer of knowledge, but also performs the function of emotional infection, arousing interest, encouraging joint activities, etc.

There are several components of pedagogical skill (D. Allen, K. Rine).

1. Variation in student stimulation.

2. Pedagogically competent summing up the results of the lesson or its separate part.

4. Use of pauses or non-verbal means of communication.

5. Skillful application of the system of positive and negative reinforcement.

6. Statement of leading questions and verification questions.

7. Asking questions that lead the student to generalize the educational material.

8. The use of divergent type tasks in order to stimulate creative activity.

9. Determining the concentration of attention, the degree of involvement of the student in mental work according to the external signs of his behavior.

10. Use of illustrations and examples.

11. Use of reception of repetition.

The professional competence of a teacher implies that he has a wide range of professional knowledge and skills.

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The main elements and structure of the pedagogical system of the subject "Physical Education"

To understand the systemic nature of phenomena and processes occurring within the framework of didactic foundations that provide educational work in the subject "Physical Education", the role of knowledge about the composition and structure of the didactic system is great, i.e. on the quantitative composition of elements and the form of their arrangement in the system. And here comes to the fore element of didactic system subject "Physical culture". In the general theory of a system, an element is considered as its minimum component or the maximum limit of its division. The intrinsic structure of the elements is usually not taken into account. Moreover, an element cannot be described outside of its functional characteristics. Hence, it is important for the system in the first place to establish not what the element's substrate is, but what it does.

System element- the minimum unit that is able to perform a relatively independent function in the structure of the system. For this reason, any element must be required to realize its specific function.

The selection of structural elements is the most difficult for a social system. To determine the place of an element in a social system, the possibility of its inclusion in its structure, it is necessary to find answers to such questions as who acts? What is the action (activity) aimed at? How is the activity we are interested in carried out? What are the means, forms of organization and mechanisms for the implementation of this activity?

In the structure, the element occupies a strictly defined place. System structure- the form of arrangement of elements and the nature of the interaction of their parties1.

In the pedagogical system of the subject “Physical culture”, the term “structure” contains information about the number of elements that are united in integrity, about their nature (essence), methods of interconnection and features of the impact on the control object, information processes of interaction between teachers and students, etc.

The concept of "structure" means a transition to a more complex level of explaining why the quality of an integral pedagogical system of an educational subject differs from a simple sum of the properties of elements. Elements that before the formation of the system served as the scientific and methodological basis of the subject "Physical Education" (as well as any other academic discipline): the teacher (teacher), students, textbooks, programs, lessons, teaching and upbringing methods - act outside the system as participants in one general activity. At the same time, they may be little or insufficiently interconnected, without any patterns in the relationship.

In the structure of the pedagogical system, each element has its place, its function, due to this particular place, its connections with other elements, which are also determined by the position of the element relative to other elements. Thus, the concept of "structure" has a deeper content than the concept of "composition of elements" or "the sum of the properties of elements." The elements of the system under discussion interact with each other only by their specific aspects, properties, and not in general. Hence, the quality of the system under consideration depends on the form of arrangement of its elements.

In the pedagogical system, structures of two levels are distinguished: vertical and horizontal. Vertical structure- the structure of the pedagogical system, reflecting the relationship of its elements with the source of information. In this case, this is the social order of the state in the field of education and physical culture. The system-forming element of the pedagogical system of the subject receives informational energy from the functions of this discipline. Such is the vertical of information support of the pedagogical system of school physical culture, which has its own internal vertical structure.

horizontal structure- the structure of the pedagogical system, which reflects the internal interconnection of the elements of the system itself.

The mentioned structures in interconnection and interaction form the integrity, which is called the pedagogical system of the subject "Physical culture". Outside this structure, consistency is not formed, only in the structure the elements acquire properties and qualities that can ensure the functioning of the system as an integral mechanism.

The concept of "structure" is one of the categories of systems theory. However, its definition has not yet been established. The words “connection” or “set of connections” are used as key words.

Scientists also differ in questions of expressing the ultimate goal of the connections of elements or objects. Some authors do not indicate the orientation of the marked connections to anything. Others emphasize the purpose of element connections to preserve the basic properties of a particular object during various external and internal changes and ensure its integrity. Still others point to ensuring reproducibility under changing conditions.

The concept of "structure" in relation to the pedagogical system of the subject "Physical Education" can be defined as a set of stable connections that ensure the preservation of the main properties, the integrity and stability of the system itself when external and internal conditions of its functioning change.

Thus, the structure of the system under study reflects:

The number and nature of its components;

Ways of their relationship in the process of functioning;

Features of the influence of subjects on the objects of their interaction;

The main properties of the elements and the functions carried out, the originality of information processes and connections.

To understand the systematic nature of the pedagogical foundations of the subject "Physical Education", the concept of "element" is important. In philosophy, as the dominant characteristic feature of something that can be considered as an element of the system, its invariance is put forward, the need for direct participation in the formation of the system to such an extent that without it it cannot exist. Hence, an element of the system is defined as an indecomposable component of the system in the given way of considering it.

In the general theory of systems, noting the possibility of dividing the whole into parts in various ways, they are not limited to such a statement when characterizing an element. It is believed that the word "element" can only be applied to a clearly fixed method of division. A different division of a particular system may lead to the selection of another formation as the initial element.

The elemental composition of pedagogical systems is one of the most complex scientific problems.
There is no unity in the literary sources regarding the number of elements of the pedagogical (didactic, educational, educational) system and their specific names. In some textbooks and manuals on pedagogy and scientific and methodological materials, the number of elements of the system of a school subject ranges from 6 to 13 or more (teachers, students, school administration, goals, objectives of training, education, development; systems for organizing pedagogical processes; means and methods for implementing results of activities, conditions, etc.). In others, there is no specific information on this problem.

Based on the provisions of the general theory of systems and the theory of social systems of the subject "Physical culture", in the structure of the pedagogical system, the following are distinguished:

Subjects of activity (in accordance with the question of who acts: teacher-teacher and students);

The subject to which human activity is directed (the purpose and content of education in this academic discipline);

The mechanism of activity of subjects aimed at the subject of activity;

Ensuring the cumulative effect of the functioning of the system (didactic processes).

The latter contains such very important components as the forms of organization of the activities of subjects, methods and means of its implementation, etc.

The composition of the elements that form the structure of the pedagogical system of the subject "Physical Education" is determined taking into account their relevance and invariance. The need to avoid excessive complication of the structure of the system by a set was taken into account, i.e. attracting a large number of elements. In the invariant elements of the system under consideration, the following are distinguished:

The purpose of the subject;

Content of education and didactic processes;

Subsequent determination of the order of their location and justification of the links between them (Fig. 1).

(according to Yu.D. Zheleznyak, V.M. Minbulatov, 2004)

This scheme does not coincide in its structure, in the number of elements, in names, location, nature of relationships, content and form with the schemes of pedagogical systems proposed by other authors, since it represents a different perspective of the study of pedagogical systems.

Between the elements of the structure of the system under consideration, there are types of connections, interaction, generation, transformation, structure, functioning, development, control. From the variety of connections characteristic of the structure of the system, in this case, we single out the connections of the structure, or structural connections, the connections of the interaction and functioning of the system. It is necessary to identify the forces or connections that give impetus to the emergence (formation) of the system.

The element "didactic processes", being a complex formation, representing a kind of subsystem, transmits information to the elements that caused its occurrence, through feedback on the nature of the processes; causes the emergence of internal horizontal links, reflecting the links between the interaction of the teacher and students through the use of means, forms and methods of interaction.

Thus, in the structure of the didactic system, horizontal and vertical connections have arisen and are functioning, reflecting its structure - structure, interaction and functioning. The last type of connections arises in the process of a specific, in this case, didactic, interaction of the elements of the system. This interaction is mediated by the goals that are realized by each of the parties of interaction (teacher and students); it adequately reflects the specifics of the didactic approach to learning.

The connections between the elements of the structure of the pedagogical system reflect the main types of connections that exist in system studies: universal, regular, causal and functional, as well as characteristic of pedagogical systems.

The formation of the structure of the system under study gives it integrity and the ability to implement the social order of the state and society adequately to the purpose and functions of the subject "Physical culture" in the content of general secondary education.

The pedagogical system of the subject "Physical culture" is the fundamental basis for the development of many derivatives - didactic, educational, developing, combined (combining all three varieties) systems in accordance with the technology cycles of the educational process in this discipline in any type of general secondary education institutions , taking into account the real conditions of their functioning, the originality of the environment (city, village, terrain, climate, characteristics of the contingent of students, specific orientation of physical culture interests, ethnic heritage of the population, etc.).

Table of contents

The laws and patterns of the teacher have ............................... character

theoretical

normative

There are two levels of pedagogical theory: .................................. and

In the structure of pedagogical theory

components stand out

patterns,

principles

Theory is connected to practice with the help of .............................................. .

System of Pedagogical Sciences

Pedagogy is a vast science. The subject studied by it is so complex that a separate, even very broad, science is not able to capture its essence, all connections and mediations. Pedagogy, having passed a long way of development, having accumulated information, has turned by now into an extensive system of scientific knowledge. Therefore, it is more correct to call modern pedagogy a system of the sciences of education.

The system of pedagogical science, like any other complex system, can be analyzed according to various criteria, depending on the direction of study and the desire to get answers to certain questions. We are interested in the general architecture of pedagogical science, therefore, to begin with, we will choose a simple criterion - the sequence of connections between pedagogical branches that study the upbringing of a person throughout his development and formation.

The foundation of pedagogy is philosophy, and in particular that part of it that specifically deals with the problems of education, called the philosophy of education. The philosophy of education is a field of knowledge that uses the ideas of various philosophical systems in educational practice. One of the tasks of the philosophy of education, as it is defined by the English Philosopher A. Brent, is to determine the criterion and develop principles that make it possible to reveal the essence of the subject and methods of education.

1. Gnostic (cognitive) includes the skills: to analyze the pedagogical situation - to formulate strategic, tactical and operational tasks in the field of education and training (strategic tasks are super-tasks that determine the initial goals and final results of pedagogical activity, in the real pedagogical process, strategic tasks are transformed into tactical; operational tasks - these are current tasks that arise before the teacher at each individual moment of his pedagogical activity) - to develop strategies for solving pedagogical problems - to evaluate productive and unproductive solution projects and ways to implement them.

2. Design includes skills: to formulate a system of goals and objectives - to plan the activities of students - to plan their own activities.

3. Constructive includes skills: selection and compositional construction of educational material for transfer to students - designing students' activities in accordance with their age and individual characteristics, their own future activities and behavior, taking into account the capabilities of students.

4. Organizational. No matter how well the material is selected, no matter how interesting it is built, the teacher will not succeed if he fails to organize the activities of the students and his own. The organizational component involves the inclusion of students in various activities, the formation and organization of the student team. Thus, organizational activity is a practical solution to pedagogical problems.

5. Communicative. This is the establishment of pedagogically expedient relationships between the teacher and students, with other teachers, parents, and members of the public.

15. Competence of the teacher

Professional competence of the teacher:

Classification of professions

Professiogram of a teacher

Theoretical and practical readiness of the teacher

A profession is a certain type of labor activity, characterized by the sum of requirements for a person. A specialty is a type of knowledge within the framework of one activity. Teacher - the position of a teacher of one or more subjects in a general education school. Classification is a meaningful order of things, phenomena, their division according to some important features. Signs:

1) The nature of labor - mental or physical

2) The subject of labor - five subjects or groups of professions:

Man is technology

Man is man

Man is nature

Man is a sign system

Man is an artistic image

A teacher's professional profile is an ideal model of a teacher, lecturer, class teacher, teacher. An example, a standard, which presents: 1) the main qualities of a person that he must possess 2) knowledge, skills, skills, to perform his functions

Theoretical and practical readiness of the teacher. Competence - the personal capabilities of an official, his qualifications, knowledge, experience, allowing him to take part in the development of a certain range of decisions or solve issues, due to the presence of certain knowledge and skills.

Competence is a skill within competence. Professional competence is his theoretical and practical readiness to carry out pedagogical activities, which characterizes his professionalism.

16. The main features of professional pedagogical activity

Professional pedagogical activity is deliberate

It is separated from the daily activities of the child.

It is handled by a special person who has the necessary knowledge, skills and abilities.

For its implementation, there are certain forms: lesson, test, homework

It pursues a specific goal: to teach, develop, educate. The goal largely determines the content of upbringing and education.

The child usually also understands the special, serious nature of this activity - he is included in a special relationship with the teacher (business, official, regulated).

The results of pedagogical training activities can be checked, it is more difficult to check upbringing. A real teacher is not limited to strictly regulated activities, but conducts informal conversations, discusses problems, and provides assistance to students.

The teacher is a manager. He manages the learning activities of students. Control functions:

1) Planning

2) Organization

3) Coordination and management

4) Control

17. Analytical skills of the teacher

Formation of analytical skills is one of the criteria of pedagogical skill, because with their help knowledge is extracted from practice. It is through analytical skills that the generalized ability to think pedagogically is manifested. This skill consists of a number of sub-skills:

Analyze pedagogical phenomena

To comprehend each element of the pedagogical phenomenon in connection with the whole and in interconnection with others

Explain pedagogical phenomena in terms of theory

Diagnose pedagogical phenomena

Solve pedagogical problems

The theoretical analysis of facts and phenomena includes the isolation of a fact or phenomenon, its isolation from other facts and phenomena; establishing the composition of the elements of a given fact or phenomenon; disclosure of the content and allocation of the role of each of the elements of this structure; definition of this phenomenon in the educational process.

Here, a pedagogical fact is understood as one or another type of educational attitude, and a pedagogical phenomenon is the result of the interaction of such forms of activity as an event that occurred in the life of a student, the actions of a teacher based on the analysis of this event in connection with the task set by him, the actions of students and the pedagogical result of the action. teachers.

18. Projective skills of the teacher

The development of a project of educational work means the translation into the pedagogical language of the goals of education and upbringing, their maximum specification and justification of the methods for their phased implementation.

The next step is to determine the content and activities, the implementation of which by students ensures the development of predictable qualities and states. At the same time, it is important to provide for a combination of various types of activities and the holding of special events in accordance with the tasks set.

Projective skills include:

Highlighting a problem

Rationale for Implementation Methods

Translation of the purpose and content of education into specific pedagogical tasks

Planning the content of pedagogical activity

Selection of activities that are adequate to the tasks set, planning a system of joint creative affairs

Determination of forms, methods and means of the pedagogical process in their optimal combination

Planning a system of techniques to stimulate the activity of schoolchildren and the content of negative manifestations in their behavior

Planning the development of the educational sphere and relations with parents and the public

19. Reflective skills of the teacher

They take place in the implementation by the teacher of control and evaluation activities aimed at himself. It is usually associated only with the final stage of solving the pedagogical problem, understanding it as a kind of procedure for summing up the results of educational activities.

Reflexes - turning back, reflection; analysis of own actions and states. This is a control and evaluation activity, comprehension of one's actions.

Meanwhile, various types of control are known:

Control based on the correlation of the obtained results with the specified samples

Control based on the intended results of actions performed mentally

Control based on the analysis of finished results of actually performed actions

Reflective skills consist of the following skills:

Are the goals and objectives formulated correctly?

Compliance of content and tasks

Effectiveness of measures

Reasons for success and failure

20. Predictive skills of the teacher

Consist in:

Setting goals and objectives

Seeing difficulties and overcoming them

Selection Methods

Designing the content of the interaction of participants, hypotheses, modeling

The management of social processes, which is also educational, always involves orientation towards the final result clearly set by the consciousness of the subject of management.

Pedagogical forecasting, carried out on a scientific basis, is based on knowledge of the essence and logic of the pedagogical process, the laws of age and individual development of students. Depending on the object of forecasting, predictive skills can be divided into three groups:

1) Forecasting the development of the team: the dynamics of its structure, the development of a system of relationships

2) Forecasting the development of a personality: its personal and business qualities, feelings, will and behavior

Forecasting the pedagogical process: educational, educational and developmental opportunities for educational material, the difficulty of students in learning and other activities.

21. Organizational skills of the teacher

The organizational activity of the teacher ensures the inclusion of students in various types of activities and the organization of activities, the team, turning it from an object into a subject of education.

Organizational skills as general pedagogical ones include mobilization, information-didactic, developing and value-oriented.

1) Mobilization skills are associated with attracting the attention of students and developing their sustainable interests in learning, work and other activities; formation of needs for knowledge, equipping students with the skills of educational work and the basics of the scientific organization of educational work; stimulation of the organization of knowledge and life experience of pupils in order to form in them an active independent and creative attitude to the phenomena of the surrounding reality; reasonable use of methods of encouragement and punishment by creating an atmosphere of joint experience.

2) information and didactic skills are usually associated with the direct presentation of educational information, while they also take place in the methods of obtaining it. These are the skills and abilities of working with printed sources and bibliographic, the ability to extract information from other sources and adapt it, transform, i.e. the ability to interpret and adapt information to the tasks of training and education.

Information skills are manifested in:

Ability to present learning material clearly and concisely

It is logically correct to build and conduct a specific story, explanation, conversation

Form questions in an accessible form briefly

Express an idea using graphs, charts, diagrams

Use different methods

3) Developing skills of pedagogy - the zone of proximal development of individual students, the class as a whole. Creation of problem situations and other conditions for the development of cognitive processes, feelings and will of pupils. Stimulation of cognitive independence and creative thinking, the need to establish logical and fundamental relationships, the creation of conditions for the development of individual characteristics, the implementation of an individual approach to students for these purposes.

4) Orientation skills are aimed at the formation of moral and value attitudes of the scientific worldview, instilling a steady interest in learning activities, organizing joint creative activities aimed at developing socially significant personality traits.

22. Communication skills of the teacher

The organizational skills of the teacher are inextricably linked with the communicative ones, on which the establishment of pedagogically expedient relations between the teacher and students, colleagues, parents depends. With the help of the word, the teacher forms a positive motivation for the teaching of students, a cognitive orientation and creates a favorable psychological environment.

Communicative skills can be structurally represented as interrelated groups of perceptive skills, communication skills proper, and skills and abilities of pedagogical technique.

1) Perceptual skills:

Perceive and adequately interpret information about signals from a communication partner received in the course of joint activities;

To penetrate deeply into the personal essence of other people, to establish the individual originality of a person

To determine how a person belongs to what type of personality and temperament, to capture the nature of experiences by minor signs

To see the main thing in another person, to correctly determine his attitude to social values, to resist the stereotypes of perception of another person.

2) Skills of pedagogical communication. The organization of direct communication requires the ability to carry out a communicative attack, i. draw attention to yourself. 4 ways: speech, pauses, movement-sign variant, adjacent variant. At this stage, such an ability to establish psychological contact with the class is necessary, which contributes to the transfer of information and its perception.

3) Management of communication in the pedagogical process initially involves the ability to act organically and consistently in a public setting, organize joint creative activities with students, purposefully support communication by introducing elements of a conversation, rhetorical questions, etc.

Successful management of pedagogical communication requires the ability to distribute attention and maintain its stability.

Establishing feedback in the process of communication helps empathic processes that arise in the course of interaction between the teacher and pupils. Emotional feedback is comprehended through the ability to capture the general mood of the class through the behavior of students, from the eyes and faces, to feel in the process of communication the onset of a change in the emotional states of students, their readiness to work, to see in a timely manner the exclusion of individual students from the general activity.

23. Teaching career

Career is a general sequence of stages of human development in the main areas of life. The essential component of the concept of "career" is the movement forward.

Career - active promotion of a person in the developed areas and improvement of the way of life, ensuring its stability in the flow of social life

Career types:

Linear. A person from the very beginning of his labor activity chooses the area he likes and stubbornly climbs the hierarchical ladder throughout his life.

stable. A person still in his youth chooses the area of ​​his activity and remains in it to the end, not striving to move up the hierarchical ladder.

Spiral. Such a career is for restless people. They are happy to plunge into the work, work hard and do their job well, advance with their rank. After 5-7 years, their interest fades, they go to another job and everything repeats again.

Short-term. A person often moves from one job to another. He does not particularly choose the way of activity, and only occasionally and temporarily receives minor promotions.

Layered. If a person successfully copes with his duties, he is put forward. After a series of nominations, he reaches his competence, he will not be promoted again.

Decreasing. A person starts his career well and achieves a promotion, but something unexpected happens in his life that brings him to the very bottom.

In order to determine in which direction to move, you need to define what life success is. Success is an event that receives social and public support. It's a matter of your target setup, ie. subjective feeling.

Personal professionalism. Perspective (scheme of its construction):

1. Awareness of the value of honest work, the need for education after school.

2. Public orientation in the socio-economic situation in the country, forecasting its change

3. Knowledge of the world of professional work

4. Targeting

5. Understanding your strengths and weaknesses

6. The idea of ​​external obstacles to the goal

7. Availability of a system of backup options

8. Idea about the meaning of your future professional work

9. Beginning of the practical implementation of the professional work plan

It is very important for professional advancement to be able to create your own image. Reputation is only part of the image. It is a whole complex of personality traits and ways of self-expression.

For a teacher, the image is extremely important, because it is he who influences the formation of attitudes, values ​​and ideas among pupils. Personal qualities are important in the image, since the degree of trust depends on how moral he is.

24. Design and process of solving pedagogical problems

The pedagogical task is the basic unit of the pedagogical process. Must meet the following conditions:

Possess all the existing features of the pedagogical process

Be common in the implementation of any pedagogical goals

Observable during isolation by abstraction in any real process

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

All tasks are solved in compliance with the principle scheme, which involves the passage of four interrelated stages:

Situation analysis and problem setting

Designing solutions and choices that are optimal for given conditions

Implementation of the plan for solving the problem in practice, including the organization of interaction, regulation and correction of the course of the pedagogical process

Analysis of decision results

25. The essence of the learning process

This is a very complex process of objective reality. It includes a large number of diverse connections and relationships of many factors of various orders and nature. The concept of learning includes 2 components - teaching and learning.

Teaching is the activity of teachers in organizing the assimilation of educational material, teaching is the activity of students in assimilation of the knowledge offered to them.

The school should teach to think, to develop students in all respects. Learning is characterized by the following features:

1) Bilateral character

2) Joint activities of teachers and students

3) Guidance from the teacher

4) Special planned organization and management

5) Integrity and unity

6) Matching student development

7) Management of the development and education of students

26. The difference between the process of scientific knowledge and teaching

27. Drivers of the learning process

The learning process as a specific process of cognition should be considered as a process of constant movement and development, in which there are big and small jumps, recessions, unexpected turns of thoughts, possible insights.

The main contradiction of teaching is the contradiction between the ever-complicating requirements of the teacher and the student's capabilities (the level of their knowledge, development, motives, and the abilities of their activities that they possess). This contradiction is reflected and concretized in the contradictions of the contents of knowledge, skills, motivational and operational aspects of learning.

These include the contradictions between the student's personal worldly experience and scientific knowledge. Between old knowledge and new knowledge. Between knowledge and the ability to use it. Between a more complex cognitive task and the presence of previous insufficient methods for solving it.

The main contradiction is the driving force of learning because it is inexhaustible, i.e. makes sense in the eyes of students, and the resolution of the contradiction is clearly recognized or as a necessity.

The condition for the formation of contradictions as the driving force of learning is its proportionality with the cognitive potential of students.

In short: the driving force is knowledge of ignorance.

28. Basic elements of the learning process

Teacher	Elements	Student
Awareness by the teacher of the goals and objectives of the topic being studied. Teaching, educating, developing	Target	Acceptance of purpose and objectives
Stimulation, arouses interest, need	Stimulating and motivational	The emergence of positive learning motives
chooses	Content of training	Awareness of the studied information
Acts, selects appropriate methods, means, forms	Operational-activity	Consciously interact with the teacher
Teacher control	The control	Self-control of students
Evaluation by the teacher of learning outcomes, establishing compliance with their tasks, identifying the causes of deviations, designing new tasks	Estimated performance	Self-assessment by the student of the results achieved

29. The unity of the educational, upbringing and developmental functions of education

Upbringing, the harmonious development of the personality presupposes the unity of its education, upbringing and general development. All these components of comprehensive development are understood as the formation of knowledge, skills, upbringing of personal qualities and the development of the psychological sphere of the individual.

Educational function: scientific knowledge, special skills, general educational skills.

Educational function: the formation of a worldview

Developmental function: development of sensory perception

30. The system of didactic principles of teaching

The principles of education are determined by the goals of education and have a historical character. Some of them are losing their meaning. There is a restructuring of the content of the principles that have retained their significance for new purposes, and new principles appear that reflect the new requirements of society for learning.

Modern principles determine the requirements for all components of the educational process - logic, goals, objectives, content formation, choice of forms and methods, stimulation, planning and analysis.

The following principles are identified as fundamental:

1) Consciousness and activity

2) Visibility

3) Systematic and consistent

4) Strength

5) Scientific

6) Availability

7) Links between theory and practice

Similar information.

The ultimate goal of any pedagogical research is to identify order, regularity in the process being studied, that is, to establish patterns. A scientific regularity can be defined as the presence of a constant and necessary relationship between phenomena, processes or factors. If this connection always exists under certain conditions, manifests itself constantly, then a regularity is obvious here.

Science scholars are trying to clarify the limits of this category, to establish differences between the concepts of "regularity" and "law", which are the same in essence. When talking about patterns, here, first of all, the fact of the existence of a constant and necessary connection between phenomena is emphasized, although this connection itself may not yet be fully explored. It is sometimes said that regularity is not a fully known law, or that it is a law whose limits and form have not yet been established. Often the concept of regularity is used to denote a connection between phenomena, a feature of which is mass character. It is also used to denote a certain order in the phenomena of objective reality.

Law- strictly fixed regularity. Philosophers define it as an internal constant and necessary connection between phenomena, processes, factors. It is also emphasized that the scientific law reflects the objective, essential, necessary, general, stable and repeating under certain conditions connections between the phenomena of reality.

Regularities and laws maximally "condense" knowledge, reduce the amount of information that science owns. This is achieved not mechanically, not at the expense of "extra" information, but by enlarging, reducing individual dependencies to essential relationships. Reducing the diversity of phenomena to essential relationships, regularities and laws at the same time, as it were, simplify knowledge, clarify it, give it a more rational form, convenient for storage and transmission. Thanks to regularities and laws, humanity can operate with an incomparably smaller amount of information, but information of the highest quality.

The dialectical way of knowing the truth consists in establishing regularities and laws. To know the law means to understand its operation. To explain a law means to answer the question: why is it the way it is, or, what is the same thing, why can't it be different from what it really is? Armed with knowledge of the laws, a specialist is capable of much. It is impossible to repeal the law, it is useless to fight it, it can only be used correctly.

Scientific laws are classified according to the criterion of generality, depending on the range of phenomena they apply to. The first group includes laws whose scope is relatively narrow. These are the so-called concrete, specific laws. The second group consists of general laws, the scope of which is quite wide and is not limited to one or more types of phenomena. The third group unites the universal laws of the material world, the action of which is manifested in all areas.

Scientific laws are distributed according to other criteria. For example, there are laws that determine the relationship between phenomena in time, space, dynamic and static laws. There are laws that express functional, probabilistic, statistical relationships. Laws are also divided into quantitative and qualitative. The former allow the performance of mathematical operations to calculate changes in the processes to which they apply. The second quantitative manipulations are not allowed - which means that the law is wrong. The objectivity of the law does not depend on the form of expression. If it correctly reflects the connection, then it does not matter in what form it is expressed.

SYSTEM OF PEDAGOGICAL SCIENCES

Pedagogy is a vast science. The subject she studies is so complex that a separate, even a very broad science is not able to capture its essence, all connections. Having passed a long way of development, having accumulated information, pedagogy has turned into an extensive system of scientific knowledge. Therefore, it is more correct to call modern pedagogy a system of the sciences of education.

The system of pedagogical science, like any other complex system, can be analyzed according to various criteria. Main industries by criterion link sequences pedagogical branches that study the upbringing of a person throughout his development and formation.

The foundation of pedagogy is philosophy, in particular, that part of it that specifically deals with the problems of education and therefore received the name of the philosophy of education. This area of ​​knowledge uses the ideas of various philosophical systems in educational practice. One of the tasks of the philosophy of education, as the English philosopher A. Brent defines it, is to define the criterion and develop principles that make it possible to reveal the essence of the subject and methods of education. (Brent A. Philosophical Foundations for the Curriculum. - London; Boston, 1988. - P. 12).

The long-standing and strong ties between pedagogy and philosophy (let us recall that until quite recently pedagogy was a part of philosophy) determined the special role of the latter. Philosophy remains the basis of pedagogy. Many specialists develop the philosophical basis of pedagogy. Among them are prominent foreign researchers, as well as well-known domestic scientists B. S. Gershunsky, N. S. Rozov, P. G. Shchedrovitsky (see, for example, Gershunsky B.S. Philosophy of education for the XXI century. - M., 1998.).

Philosophy indicates pedagogy a general approach to cognition, the study of pedagogical phenomena and processes. Therefore, philosophy with its ideas of integrity and consistency, methods of structural analysis is considered to be the methodological basis of pedagogy. (from lat. metodos - path). Many modern pedagogical systems have been created on an eclectic basis - a combination of ideas and approaches of various philosophical movements, such as existentialism, pragmatism, neopositivism, etc.

The development of education as a social phenomenon explores history of pedagogy. The principle of historicism is the most important for the development of any science: understanding the past, we look into the future. The study of what has already been, comparing it with the present, not only helps to better trace the main stages in the development of modern phenomena, but also warns against repeating the mistakes of the past, makes prognostic assumptions directed to the future justified.

General Pedagogy- a basic scientific discipline that studies the general patterns of human education, developing the general foundations of the educational process in educational institutions of all types. In general pedagogy, two levels are distinguished: theoretical and applied (normative). Traditionally, general pedagogy contains four large sections: 1) general foundations; 2) didactics (learning theory); 3) the theory of education; and 4) school studies. These sections have grown so much in recent decades that they have become large independent branches of knowledge.

Preschool and school pedagogy constitute a subsystem age pedagogy. Here we study the patterns of upbringing of a growing person, reflecting the specifics of teaching and educational activities within certain age groups. Age pedagogy now covers the entire system of secondary education. Its competence includes both the regularities of the educational process in vocational schools, and the peculiarities of education in secondary educational institutions of all types, and the issues of educating young people receiving secondary and higher education through the system of evening (shift, correspondence) schools or with the help of a network Internet (distance learning). The design of independent pedagogical disciplines has been completed or is being completed, reflecting the specific features of education in certain age groups or types of educational institutions - preschool pedagogy, pedagogy of a vocational school, industrial pedagogy, distance learning pedagogy, etc.

Among the branches dealing with the pedagogical problems of adults, there is a rapidly progressing higher education pedagogy. Its subject is the regularities of the educational process taking place in higher educational institutions of all levels of accreditation, the specific problems of obtaining higher education in modern conditions, including computer networks. Pedagogy postgraduate education in close collaboration with labor pedagogy deals with the problems of advanced training, as well as very acute issues of retraining workers in various sectors of the national economy, mastering new knowledge, acquiring a new profession in adulthood. Military Pedagogy explores the features of educational processes in specific conditions.

In subsystem social pedagogy sectors such as family, penitentiary(re-education of offenders), preventive pedagogy and etc.

People with various disabilities and developmental disabilities fall within the scope of special pedagogy. The issues of education and upbringing of the deaf and dumb are dealt with by deaf pedagogy, blind - typhlopedagogy, mentally retarded oligophrenopedagogy. AT Recently, new branches of pedagogy have been actively developing - prophylactic (therapeutic), rehabilitation, corrective, preventive.

A special group of pedagogical sciences are the so-called private, or subject, methods, investigative patterns of teaching and learning specific academic disciplines in all types of educational institutions. Each teacher should have an excellent command of the methodology of teaching their subject. There is also a method teaching pedagogy, to which the study of our science is subject.

In recent decades, all branches of pedagogy have taken the path of creating private technology, differing from traditional methods by the maximum specification of ways and means to achieve the desired results.