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Methods, forms and technologies of a holistic pedagogical process

Introduction

The idea of ​​the integrity of the pedagogical process - the unity of education and training - in classical pedagogy arose at the beginning of the 19th century, this was associated with the successful development of natural science, the anthropologization of philosophical knowledge and dialectics, and the integration of the human sciences. I.F. Herbart introduced the concept of upbringing education into pedagogy, believing that teaching without moral education is a means without an end, and moral education without teaching is goals without means.

The theory of the integral pedagogical process in Russian pedagogy was developed by K.D. Ushinsky, P.F. Kapterev, N.K. Krupskaya, A.P. Pinkevich, P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and others.

Didactics (teaching theory) and the theory and methodology of education are two components of pedagogy. A.S. Makarenko pointed out that the goal of upbringing should be understood as the program of the human personality, of human character, and in the concept of the latter he put “the entire content of the personality”, that is, and external manifestations, and internal conviction, and political education, and knowledge. This does not mean that training as a part of an integral pedagogical process and the educational process (upbringing itself) do not have their own specifics. But it is impossible to educate without passing on knowledge, any knowledge acts upbringing, L.N. Tolstoy, who at the beginning of his teaching career also distinguished between education and training.

Integrity is a synthetic quality of the pedagogical process that characterizes the highest level of its development, the result of stimulating conscious actions and activities of the subjects functioning in it. An integral pedagogical process is characterized by the internal unity of its constituent components, their harmonious interaction. It is constantly moving, overcoming contradictions, regrouping interacting forces, the formation of a new quality.

In terms of content, the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of the experience accumulated by mankind in the interconnection of its four elements: knowledge, including the methods of performing actions; abilities and skills; experience of creative activity and experience of emotional-value and volitional attitude to the surrounding world.

The most general condition for the formation of the pedagogical process to the level of integrity is the orientation of teachers' activities towards organizing socially and morally meaningful developing and developing life activities of schoolchildren on the principles of collectivism, creating situations in this life for the child to perceive personal meaning in organized activities and its correlation with public interests. ...

Relevance of my course work, I consider the fact that the implementation of all the basic elements of the content of education and upbringing is nothing more than the implementation of the unity of educational, developmental and educational functions of the goal of the pedagogical process.

The purpose course work is a comprehensive consideration of the integral pedagogical process as a subject of study in pedagogy

Itemresearch: to study a holistic pedagogical process.

Object of study: pedagogical process.

In accordance with this goal, I have determined the following tasks research:

1) study the pedagogical process as a system:

2) define the pedagogical process as a holistic phenomenon

3) characterize the principles of a holistic pedagogical process;

4) consider the methods and means of a holistic pedagogical process;

5) to analyze the forms of organization of a holistic pedagogical process;

6) explore the technologies of a holistic pedagogical process

1. The theory of a holistic pedagogical process

1.1 Pedagogic process as a system

The pedagogical process is the developing interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated. In other words, the pedagogical process is a process in which social experience is melted into a personality trait. In the pedagogical literature of previous years, the concept of "educational process" was used. Research by P.F. Kaptereva, A.I. Pinkevich, Yu.K. Babansky and other teachers showed that this concept, narrowed and incomplete, does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and community.

Ensuring the unity of teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. For the rest, the terms "educational process" and "pedagogical process" and the concepts they designate are identical.

Let's consider the pedagogical process as a system.

The first thing that catches your eye is the presence of a multitude of subsystems in it, embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main system that unites everything. It combines the processes of formation, development, education and training together with all conditions, forms and methods of their course.

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation allows you to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, school, classroom, classroom, and others. Each of these systems functions under certain external conditions: natural-geographical, social, industrial, cultural and others.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system is made up of the elements (components) selected according to the accepted criterion, as well as the connections between them. Understanding the connections is most important, because only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. The connections in the pedagogical system are not like the connections between the components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, the student.

The pedagogical process itself is characterized by the goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved.

The system-forming factor of the pedagogical process is its goal, understood as a multilevel phenomenon. The pedagogical system is organized with an orientation towards the goals of education and for their implementation, it is entirely subordinate to the goals of education.

The pedagogical task is the main unit of the pedagogical process. The main unit of the pedagogical process that develops in time, by which only one can judge its course, must satisfy the following conditions:

- have all the essential features of the pedagogical process; be common in the implementation of any pedagogical goals;

- to be observed during selection by abstraction in any real process.

It is these conditions that the pedagogical task meets as a unit of the pedagogical process.

In real pedagogical activity, as a result of the interaction of teachers and pupils, various situations arise. Bringing 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.

The components that form the system are target, meaningful, activity-based, effective.

The target component of the process includes all the variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to specific tasks of the formation of individual qualities or their elements.

The content component reflects the meaning invested both in the overall goal and in each specific task.

The activity component (organizational) is the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved.

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

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

Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces the pedagogical process to the subject - object relations.

The main relationship of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil." However, the initial, ultimately determining its results is the relation “pupil - object of assimilation”.

This is the very specificity of pedagogical tasks. They can and are solved only through the activity of the students, guided by the teacher, and their activities. The pedagogical process as a special case of social relationship expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.

As in other labor processes, objects, means, products of labor are distinguished in pedagogical. The objects of the teacher's activity are a developing personality, a collective of pupils. In addition to complexity, consistency, self-regulation, objects of pedagogical labor also have such a quality as self-development, which determines the variability, variability, and unrepeatability of pedagogical processes.

1.2 The pedagogical process as a holistic phenomenon

The main integrative property of the pedagogical process as a dynamic system is its ability to perform socially determined functions. However, society is interested in ensuring that their implementation corresponds to a high level of quality. And this is possible provided that the pedagogical process functions as an integral phenomenon: an integral, harmonious personality can be formed only in an integral pedagogical process.

An integral pedagogical process is characterized by the internal unity of its constituent components, their harmonious interaction. Movement, overcoming contradictions, regrouping of interacting forces, and the formation of a new quality are constantly taking place in it.

A holistic pedagogical process presupposes such an organization of the life of the pupils that would meet their vital interests and needs and would have a balanced impact on all spheres of the personality: consciousness, feelings and will. Any activity filled with moral and aesthetic elements, causing positive experiences and stimulating a motivational and value attitude to the phenomena of the surrounding reality, meets the requirements of an integral pedagogical process.

A holistic personality is formed holistically. The integrity of the pedagogical process is understood as the interconnection and interdependence of all processes and phenomena that arise and occur in it both in education and training, in the relationship of all subjects of the pedagogical process, and in its connections with the phenomena of the external environment.

Integrity, community, unity are the main characteristics of the pedagogical process, emphasizing the subordination of all its constituent processes to a single goal. The complex dialectic of relationships within the pedagogical process consists of:

- in the unity and independence of the processes that form it;

- in the integrity and subordination of the separate systems included in it;

- in the presence of the general and the preservation of the specific.

What is the specificity of the processes that form an integral pedagogical process? It is found when the dominant functions are singled out. The dominant function of the learning process is teaching, upbringing - upbringing, development - development. But each of these processes performs in an integral process and accompanying functions: upbringing carries out not only upbringing, but also developmental and educational function, and teaching is unthinkable without accompanying upbringing and development. The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, in the analysis of which it is also necessary to highlight the dominant characteristics. So, for example, in the content of education, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories prevail, which subsequently have a great influence on the development and upbringing of the individual. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time, ideas, knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of the personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods for achieving the goal. If in teaching, a strictly regulated class-lesson form of work is mainly used, then freer forms of a different nature, socially useful, sports, artistic activities, expediently organized communication, and feasible work prevail in education. Basically, the methods of achieving the goal are also different: if training mainly uses methods of influencing the intellectual sphere, then upbringing, without denying them, is more inclined to the means affecting the motivational and effective-emotional spheres. Methods of control and self-control used in teaching and upbringing have their own specifics. In training, for example, oral control, written work, tests, exams are mandatory. Control over the results of upbringing is less regulated. Information to teachers is given here by observing the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.

The main functions of the integral pedagogical process are: educational, upbringing, developmental and social.

The educational function consists in the development of a common human culture in the form of a certain amount of knowledge, abilities and skills, experience of creative activity and relationships and is implemented primarily in the learning process, and also not to a small extent in all extracurricular activities, in the activities of institutions of additional education.

The educational function is manifested in everything: starting with the educational space, in which the process of interaction with the pupil takes place, the personality of the educator and his professionalism, and ending with curricula and programs, forms, methods and means used in the educational process.

The developmental function is expressed in qualitative changes in the mental activity of a person, in the formation of new qualities and skills in the process of education and is realized in any organization of the educational process. The intensity of the development of this function depends on what the emphasis is on: knowledge, abilities and skills or the formation of the motivational and cognitive sphere of the student, how the proposed system of knowledge, skills and abilities correlates with the level of development of the student.

L.S. Vygotsky once developed a theory of development zones. Based on this theory, if upbringing can give a child only what he knows and can do for a long time, it is located before the zone of the child's actual development and its influence on the child's development is practically absent. If the pupil can do today what we offer him, then upbringing is on the same level with his development. This is a zone of actual development. Upbringing accelerates development, has a developing effect if a child, performing the proposed upbringing or educational task, can say: I can do this today with some effort or with someone's help. This is the zone of proximal development. Orientation to it in pedagogical interaction is the most effective.

Upbringing can hinder development: due to too high level of requirements or the complete deprivation of the child of the opportunity to show activity and initiative (overprotection). As S.L. Rubinstein: “a child develops, being brought up and learning, and does not develop, and is brought up and trained. This means that upbringing and teaching are included in the very process of the child's development, and are not built on just above him. "

The social function (socialization function) also manifests itself in almost everything. In an educational institution, a pupil finds himself in a system of new relationships for himself, which he or she assimilates or rejects. This always partially or radically changes the position of the individual in the family, among peers, in the institution itself: he was a preschooler, became a schoolboy, then the senior in elementary school and again the youngest, having moved to high school, etc. The influence of the function of socialization of educational institutions on children is especially noticeable when domestic children and children from kindergarten come to primary school: the former, as a rule, especially at first, are quiet, shy, timid; kindergartens quickly adapt to school, teacher, begin to behave relaxed, free.

The patterns of the integral pedagogical process are objectively existing, stable, repetitive, necessary and essential links between pedagogical phenomena, processes, individual components of the pedagogical process that characterize their development. The laws of the pedagogical process are an expression of its essence.

The following groups of patterns are distinguished:

- patterns due to social conditions;

- patterns due to human nature;

- patterns due to the essence of education and training.

The patterns determined by social conditions reflect the dependence of education and training on social needs and conditions that dictate the goal and specific tasks of education and training, the conditions for their implementation, and the use of the results obtained.

Human nature patterns include:

- the determining role of activity and communication in the formation of personality;

- the dependence of education and training on the age, individual and gender characteristics of the child.

The patterns determined by the essence of upbringing, training, education and personal development reflect:

- the interdependence of the processes of upbringing, training, education and personality development;

- the relationship between the group and the individual in the educational process;

- the relationship of tasks, content, methods and forms of education and training in a holistic pedagogical process;

- the relationship between pedagogical influence, interaction and vigorous activity of the educated.

1.3 NSprinciples of a holistic pedagogical process

The principles of a holistic pedagogical process are a system of initial, basic requirements for education and training, which determines the content, forms and methods of the pedagogical process, ensuring its success. The principles reflect the internal essential aspects of the activities of the teacher (educator) and student (pupil) and determine the effectiveness of teaching in various forms, with different content and organization.

The principle of the humanistic orientation of the pedagogical process is 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.

The rules for its implementation are as follows:

- security and emotional comfort of the pupil in pedagogical interaction;

- full recognition of the rights of the pupil and respect for him, combined with reasonable exactingness;

- reliance on the positive qualities of the pupil;

- creating a situation of success.

The principle of humanization is aimed at educating a free, liberated, independent person, establishing sincere and benevolent relations.

Democratization existed even in early bourgeois pedagogy. Its essence is to provide the participants in the pedagogical process with certain freedoms for self-development, self-regulation, and self-determination.

The rules for its implementation are as follows:

- individually oriented nature of the pedagogical process;

- organization of the pedagogical process, taking into account the national characteristics of students;

- creation of a pedagogical process open to public control and influence;

- regulatory support for the activities of the teacher and students, contributing to their protection from the adverse effects of the environment;

- the introduction of self-government of students in the process of organizing their life;

- mutual respect, tact and patience (tolerance) in the interaction of teachers and pupils;

- wide involvement of parents and the public in organizing the life of pupils in educational institutions.

Ensuring its connection with life and industrial practice is of great importance in organizing the pedagogical process. This principle denies the abstract educational orientation in the formation of the personality and presupposes the correlation of the content of education and the forms of educational work with transformations in the economy, politics, culture and the entire social life of the country and beyond.

The main ways of implementing this principle in the educational process are:

- organization of training and education in such a way that pupils independently move from theory to practice and from practice to theory;

- an attempt (where possible) to solve the problem in a new way and explain the results obtained;

- the organization of a variety of practical activities in accordance with the nature of the knowledge obtained, aimed at applying, testing, consolidating, developing skills, habits, habits;

- independent selection of examples illustrating the theoretical position or the correctness (erroneousness) of its application in practice;

- wide involvement of local lore material in the educational process;

- active involvement of pupils in socially useful activities;

- feasible inclusion in labor activity.

The unity of knowledge and behavior follows from the law of the unity of consciousness and activity, recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity. Therefore, when implementing this principle, it is necessary to organize the activities of children and children's groups in such a way that its participants are constantly convinced of the truth and vital necessity of the knowledge and ideas received, and exercise in socially valuable behavior.

Conformity to nature as a principle was formulated by the ancient philosophers, but the most clearly and meaningfully defined it was Ya.A. Comenius. In his writings, he substantiated the requirement to choose the natural path of human development, to organize the pedagogical process, taking into account not only the capabilities of the child himself at certain stages of his development, but also the environment in which the child lives, its development and changes.

This principle requires that the pedagogical process obey the following rules:

- maintain and strengthen the health of students, contribute to the creation of a healthy lifestyle;

- be aimed at self-education, self-education, self-study of students;

- be built according to the age and individual characteristics of students;

- to rely on the zone of proximal development, which determines the capabilities of students.

The scientific principle is a leading guideline in bringing the content of education in line with the level of development of science and technology, with the experience accumulated by world civilization. Having a direct relation to the content of education, it manifests itself, first of all, in the development of curricula, curricula and textbooks.

The scientific principle is also related to the methods of pedagogical activity and the activity of children. In accordance with it, pedagogical interaction should be aimed at developing the cognitive activity of students, at developing their abilities and skills in scientific research, at acquainting them with the methods of scientific organization of educational work.

A scientifically grounded construction of the pedagogical process presupposes its focus on the formation in the unity of knowledge and skills, consciousness and behavior. The implementation of the principle of orientation of the pedagogical process towards the formation in the unity of knowledge and skills, consciousness and behavior 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 and abilities of socially valuable behavior.

The accessibility of growing difficulties is expressed in the following: the knowledge that is transferred to the pupils, and the methods and means used for this, must correspond to their age capabilities, the level of training and upbringing. Ya.A. Comenius and other authors have developed the following rules for the implementation of the principle:

- go from close to far;

- from easy to more difficult;

- from the known to the unknown;

- take into account the level of actual development of each student and the individual speed of mastering new knowledge or requirements.

One of the fundamental principles of organizing the pedagogical process is the principle of teaching and educating children in a team. It presupposes an optimal combination of collective, group and individual forms of organization of the pedagogical process.

The best conditions for communication and isolation are created by the collective as the highest form of social organization based on community of interests and relations of comradely cooperation and mutual assistance. In a team, a separate personality develops and manifests itself most fully and vividly. Only in the collective and with its help are the feelings of responsibility, collectivism, comradely mutual assistance and other valuable qualities brought up and developed. The collective does not absorb, but liberates the personality, opens up a wide scope for its all-round and harmonious development.

Consistency 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."

This principle is implemented subject to the following rules:

- preliminary determination of the level of knowledge available to trainees and their actualization;

- the availability and attractiveness of the information offered;

- highlighting the essential, basic aspects of the material being studied, separating the main from the secondary and constantly focusing on this;

- clear structuring of knowledge and its logic;

- inclusion in the structure of the presentation of the material of constant brief and generalizing repeated conclusions for each of its completed fragments and at the end of the entire presentation;

- teaching from an early stage in various ways of systematic, logical, detailed and concise presentation of their thoughts;

- an inextricable sequence of learning, so that everything of today consolidates yesterday and paves the way for tomorrow;

- creation of conditions for independent fulfillment of tasks, application of prolonged and systematic efforts;

- use of intra-subject and inter-subject connections;

- planning of the educational process;

- implementation of constant monitoring and objective assessment of the results of training and education.

The most important organizing provision not only of the learning process, but also of the entire holistic pedagogical process is the principle of visibility. Comenius considered visualization to be the "golden rule of didactics", proposing everything that is possible to provide to the senses, called for studying the things themselves, and not other people's observations and testimonies about them.

Polish didactic Ch. Kupisevich and his supporters formulated the following rules for its implementation:

- direct study of reality, based on observation, measurement and various types of activity, is advisable when the students do not have observations and ideas that are necessary to understand the issue under study;

- the cognitive activity of the student in the process of using visual aids must be guided;

- rationally combine a word and a visual image;

- to apply reasonably and in a measure of various illustrations, demonstrations, laboratory and practical work, visual aids, technical teaching aids (TCO) and modern information technologies;

- use clarity not only for illustration, but also as an independent source of knowledge, a method for creating a problem situation;

- subject visualization, depending on the age of the children, is replaced by symbolic

Visibility can be applied at all stages of the pedagogical process.

The principle of the aestheticization of education and upbringing is closely related to the principle of visibility. The formation of an aesthetic attitude towards reality among pupils allows them to develop a high artistic and aesthetic taste, to give them the opportunity to know the true beauty of social aesthetic ideals. In the classroom, it is important for the teacher to affirm the beauty of mental work, business relationships, cognition, mutual assistance, and joint activities. Great opportunities for the aestheticization of life open up for schoolchildren in the work of public organizations, in amateur performances, in the organization of productive and socially useful labor, in the formation of everyday relations and behavior.

The principle of consciousness, activity, initiative and initiative of pupils in combination with pedagogical guidance. Pedagogical guidance is aimed at encouraging activity, independence and initiative in children. The activity of schoolchildren should be directed not so much at simple memorization and display of attention, as at the very process of independent acquisition of knowledge. If students, both in teaching and in upbringing, are put in a situation of independent search for solutions, creative manifestation of their capabilities under unobtrusive, consulting, guiding, supportive, competent guidance from the teacher, then pedagogical interaction will give a positive result in self-realization of both the student and the teacher. (educator).

Cognitive activity encourages activity under the following conditions:

- the activity is fundamentally new for students;

- really does it on its own;

- is organized consciously and purposefully based on a clear understanding of the goals and objectives of the work ahead;

- individual interests and needs of pupils are taken into account, value motives for learning are formed;

- situations are created that contain contradictions, forcing one to think, independently pose problems and resolve them;

- the scope of the proposed tasks covers not only educational, but also educational tasks aimed at the formation of certain moral attitudes and norms of life;

- the collective nature of education and training, combined with the development of the individual characteristics of the personality of each child;

- refusal from excessive regulation, guardianship, suppression of initiative, independence and creativity;

- reliance on trust.

Strength, awareness and effectiveness of the results of education, training and development. The assimilation and memorization of any material is influenced by many factors, among which it is of no small importance how interesting and important it is for the student, how valuable it is in terms of use in life, therefore, the following rules for its implementation are provided:

- organization of active participation of pupils in preparation for the assimilation of the proposed information;

- independent solution by students (pupils) of the tasks available to them;

- the communication of new knowledge or the formation of new skills, actions and behavior only on the basis of what has been learned well;

- the formation of a positive attitude towards the studied;

- regular repetition of what has been learned with the introduction of elements of a new assessment or interpretation of the assimilated material;

- systematization of the material associated with its independent reproduction;

- consolidation of knowledge presented in logically holistic structures;

- development of skills and needs of trainees (educated) in theoretical and practical verification of the considered laws, scientific principles and rules;

- application of the acquired knowledge in new situations;

- systematic monitoring and evaluation of the results of training and education.

In many scientific works on pedagogy, the principle of subjectivity is introduced - the development of the child's ability to realize his Self in relationships with people, the world, evaluate his actions and foresee their consequences, defend his moral and civic position, counteract negative external influences, create conditions for the self-development of his own individuality and disclosing their spiritual potential.

The positive emotional background of the pedagogical process is, as it were, final, generalizing. Compliance with all the previous principles just should provide a positive emotional background of the pedagogical process, i.e. such its organization, when all participants in the process are interested in doing joint activities, educational, extracurricular or extracurricular. The participants in the interaction are open and tolerant towards each other. The educational institution is multifunctional and maximally adapted for the organization of a full-fledged and comprehensive life of each individual student and the entire children's team.

All principles of a holistic pedagogical process are interrelated and complementary.

2. Methods, forms and technologies of a holistic pedagogical process

2.1 Methods and means of a holistic pedagogical process

In a complex and dynamic educational process, a teacher has to solve an infinite number of typical and original pedagogical tasks, which are always tasks of social management, since they are addressed to the all-round development of the individual. In order to confidently predict the desired result, to make unmistakable scientifically grounded decisions, the teacher must professionally master the methods of pedagogical activity.

Various methods of upbringing, including the pupil in interaction, amateur performance, communication, encourage him to manifest in relations his views, beliefs, moods, qualities and personality traits. The pedagogical value of upbringing methods is not only in their direct organizational, educational effectiveness, but also in the fact that they are a source of the most important feedback information that allows the teacher to diagnose the state of upbringing, correct interactions and influences, and predict the direction of development of the team and personality. The nature of the methods of education is public. Social interactions and influences, being pedagogically transformed, become ways of relations between educators and children in the children's environment, the organization of all spheres of children's life, the formation of the moral and aesthetic essence of the child's personality, and also perform a diagnostic function.

So, the methods of implementing a holistic pedagogical process are ways of professional interaction between a teacher and students in order to solve educational and educational problems.

Reflecting the dual nature of the pedagogical process, the methods are one of those mechanisms that ensure the interaction of the teacher and pupils. This interaction is not built on a parity basis, but with the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically expedient life and activities of students.

The classification of methods for the implementation of a holistic pedagogical process helps to identify the general and the specific, the essential and the accidental, the theoretical and the practical, and thus contributes to their expedient and more effective use.

In modern didactics, all the variety of teaching methods is grouped into three main groups:

1. Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive teaching methods.

2. Methods of stimulating and motivating educational and cognitive activity: cognitive games, educational discussions, etc.

3. Methods of control (oral, written, laboratory, etc.) and self-control in the learning process.

The use of methods for the implementation of the pedagogical process leads to a change in personality insofar as it leads to the emergence of thoughts, feelings, needs that prompt certain actions. In the process of teaching and educational work with students, it is necessary to form their consciousness, excite the appropriate emotional states, develop practical skills, skills and habits. And this happens both in the learning process and in the education process, which requires the combination of teaching and education methods into a single system. Each method implements educational, upbringing and developmental functions in unity, and its general purpose is to organize and stimulate pedagogically expedient activities of children.

The system of general methods for the implementation of a holistic pedagogical process is as follows:

- methods of forming consciousness in a holistic pedagogical process (story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method);

- methods of organizing activities and forming the experience of social behavior (exercises, training, the method of creating educational situations, pedagogical requirement, instruction, observation, illustration and demonstration, laboratory work, reproductive and problem-search methods, inductive and deductive methods);

- methods of stimulating and motivating activities and behavior (competition, cognitive play, discussion, emotional impact, encouragement, punishment, etc.);

- methods of monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written questioning, control and laboratory work, machine control, self-test, etc.).

In the real conditions of the pedagogical process, the methods of its implementation appear in a complex and contradictory unity. The decisive importance here is not the logic of separate, "solitary" means, but their harmoniously organized system. At a certain stage of the pedagogical process, this or that method can be applied in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose, slows down the movement of the educational process towards the intended goal.

Means of a holistic pedagogical process - a set of material objects and objects of spiritual culture, intended for the organization and implementation of the pedagogical process and performing various functions.

Cognitive load and visual functions carry the following load:

- reflect the variety of specific phenomena, objects of the surrounding world;

- organize the student's perception and observation of reality;

- have a significant impact on the sensory sphere of the student, develop his observation, thinking, imagination;

- stimulate cognitive and creative activity, help the development of interest in learning;

- promote generalizations (allegories or images of literary heroes, expressed in words or by means of theatrical, visual arts, are carriers of generalized ideas);

- increase the quality of assimilation, the equipment of knowledge, which leads to their clear and conscious understanding;

- vivid associations created by visualization are retained in memory for a long time;

- with the help of visualization, abstract concepts and abstractions are filled with concrete content.

The teacher should keep in mind that, despite the most valuable advantages of visualization, its inept use can lead students away from solving the main problem, replace the educational goal with a bright means, become an obstacle on the way to a deep mastery of knowledge, to the knowledge of essential connections and patterns.

Visibility is a universal means of teaching and upbringing, which is equally valuable for students of different age groups: the younger the students and pupils, the more necessary and important is the use of visualization. In high school, its role is just as significant, but its types and uses are changing.

In pedagogical practice, in addition to visual aids of teaching and upbringing, technical means are widely used.

Technical teaching aids - a set of technical devices with didactic support used in the educational process in order to optimize it for the presentation and processing of information. Technical teaching aids combine two concepts: technical devices (equipment) and didactic teaching aids (information carriers), which are reproduced with the help of these devices.

Without appropriate technical support for educational standards, it is impossible to achieve the required level of modern education, to create conditions for the diversified development of the individual.

2.2 Forms of organizing a holistic pedagogical process

Forms of organizing an integral pedagogical process are an external expression of the coordinated activity of the teacher and students, educators and pupils, carried out in a certain order and mode.

The form of organization of the educational process is associated with the number of participants, the time and place of the process, the order of its implementation and is implemented as a unity of purposeful organization of content, means and methods. Since the interaction of the teacher and students takes place in the form of direct or mediated communication, the form is also a certain order of building their communication.

Organized education and upbringing is carried out within the framework of one or another pedagogical system, has a certain organizational design. In didactics, there are three main systems of organizational design of the pedagogical process, which differ from one another in the quantitative coverage of students, the ratio of collective and individual forms of organizing the activities of pupils, the degree of their independence and the specifics of leadership of the educational process by the teacher.

These include:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system.

The form of education is a purposeful, clearly organized, content-rich and methodically equipped system of cognitive and educational communication, interaction, relations between the teacher and students. The result of such interaction is the professional development of the teacher, the acquisition of knowledge, skills and abilities by children, the development of their mental processes and moral qualities. The form of teaching is realized as an organic unity of the purposeful organization of content, teaching aids and methods. A single and isolated form of training (lesson, lecture, laboratory work, seminar, excursion, etc.) has a private teaching and educational value. It ensures the assimilation of specific facts, generalizations, conclusions by children, and the development of individual skills and abilities. The system of various forms of education, which allows to reveal integral sections, topics, theories, concepts, to apply interrelated skills and abilities, has a general teaching and educational value, forms systemic knowledge and personal qualities in schoolchildren.

In the history of education, such forms of training are known: individual training, individual-group, lecture-seminar, classroom-lesson system, Bell-Lancaster system of mutual learning, Batavian system, Mannheim system, "Dalton plan", brigade-laboratory system, project method ... Of all these forms, the most suitable for mass education were those that emerged in the XII-XIII centuries. in medieval Western universities, the lecture-seminar system and appeared in the XVI-XVII centuries. in the schools of Ukraine, Belarus and the Czech Republic, the class-lesson system, theoretically substantiated and clearly structured by Ya.A. Komensky.

Functions of forms of education:

- teaching and educational - creates optimal conditions for the transfer of knowledge, abilities, skills, the formation of a worldview and the development of mental processes of students;

- integrating-differentiating - allows you to implement interaction, exchange of information, an individual and differentiated approach to students;

- systematizing and structuring - requires a clear hourly planning of the material studied by years, quarters and individual forms of organization of training (what is studied in the classroom, what is taken out for homework, excursions, etc.);

- complementary and coordinating - forms of organization complement and correct each other.

Within the various forms, collective, frontal, group, paired and individual (differentiated or undifferentiated) work is used. If a class or group collectively solves one problem, jointly masters a common theme, the result of the work depends on the total combined efforts, then we mean collective or group work. In group work, the teacher sets a task for the group, instructs, observes the activity, corrects it, provides assistance, evaluates the results of the educational activities of the group and individual students with the help of a consultant appointed from the most prepared students. The group consists of 3 to 5 people.

Generalized signs of collective activity:

- awareness of the goal of the activity as a single and significant one for each participant; - separation of functions and responsibilities;

- establishing a relationship of mutual responsibility;

- direct interaction between students, their joint coordinated activities;

- exercising control by the teacher and mutual control by the students themselves.

In individual work, each student is included in the educational process on the instructions and under the supervision of the teacher or on his own initiative to the best of his ability, but everyone does the same thing. An individualized type of educational work is such a student's work when he does an assignment on a card, on an individual board or in his notebook, compiled in accordance with his educational capabilities and characteristics.

In pair work, help is organized from a stronger student to a weak one, or responsibilities are distributed between two students on an equal footing. Mutual education, the process of transmission, perception of educational material, mutual verification of the results of educational activities are provided.

These types of organization of educational work can be combined: the teacher works individually with 1-2 students, the work of the class is organized in groups under the guidance of consultants, etc.

The form of the educational process is an image of the student's interaction with the teacher, accessible to external perception, which has developed thanks to the system of means used, built in a certain logical support of the method of work.

Currently, forms of educational work are used, classified by the number of participants.

1. Mass: thematic evenings, matinees, evenings of questions and answers, oral magazines, shows, contests, festivals, tournaments, auctions, exhibitions, hikes, expeditions, meetings, meetings, club work, fairs, theater, etc.

2. Group: circles, studios, ensembles, sections, class hours, KTD, living rooms: musical, literary, poetry, etc .; round tables, conferences, folk gatherings, "skits", KVN, wall printing, psycho games and psycho-trainings of communication, etc.

3. Individual: assignments, collecting, extracurricular reading, physical improvement, computer games and activities, etc.

Due to the complexity of the phenomena under consideration, any classification in pedagogy, like the one given above, is rather arbitrary. For example, a conference is classified as a group form of work, but if it is held at the school level or as interschool, then it becomes a mass one, and so with many forms of work.

There are other classifications: according to the time and preparation time, types of activities, results, etc. For example, E.V. Titova tries to separate the concepts of "event", "business" and "game". An event is any form of work, if it is organized by someone for the pupils, and they participate, perform, perceive, etc.

Functions of forms of educational work:

- organizational - reflects a certain logic of actions and interaction of participants, is a set of organizational techniques and means used by the educator and pupils;

- regulating - this or that form that determines the nature of the relationship between the educator and the pupils, between the pupils;

- informative - communication of a certain amount of knowledge, deepening and clarification of available information, organization of life experience.

Like the forms of education, the forms of educational work can complement each other, move one into the other.

The choice of forms of educational work and the technology of their implementation depend on the goals set, the content of the work, the age of the participants, the degree of their upbringing, the interests shown, the experience and skill of the teacher.

From the standpoint of the integrity of the pedagogical process, the lesson must be considered as the main form of its organization. It is in the lesson that all the advantages of the classroom-lesson system are reflected. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities for children and adolescents.

The advantages of a lesson as a form of organizing the pedagogical process are that it has favorable opportunities for combining frontal, group and individual work; allows the teacher to systematically and consistently present material, manage the development of cognitive abilities and shape the scientific worldview of students; stimulates other activities of schoolchildren, including extracurricular and home activities; in the classroom, students master not only the system of knowledge, abilities and skills, but also the very methods of cognitive activity; the lesson allows you to effectively solve educational problems through the content and methods of pedagogical activity.

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The concept " means of the pedagogical process» used in pedagogy in the wide and narrow sense of the word. In a broad sense, this is everything that contributes to the achievement of the goals of education and upbringing. This includes: all types of activities of children that are organized in the process of education and upbringing, microenvironment (family, groups of students, etc.); content, methods, forms of the pedagogical process; objects and devices for the implementation of the activities of teachers and pupils, etc.

Let's consider this concept in a narrow sense. Means of the pedagogical process - a set of material objects and objects of spiritual culture, intended for the organization and implementation of the pedagogical process.

There are different approaches to the classification of teaching and education means. The classification is traditional, in which the visual (non-technical) means(subject visibility, verbal-figurative visibility, volumetric and planar pictorial visibility, symbolic pictorial visibility) and technical means.

Let us present the classification of visual aids and technical means of the pedagogical process in the form of tables (according to G.M.Kodzhaspirova).

Table 8. Visual (non-technical) means of the pedagogical process

Object visual aids	Fine visual aids
Real or natural objects: minerals, herbariums of plants, stuffed animals, etc.	Figurative			Symbolic Blueprints; Tables; Diagrams; Charts; Maps, etc.
	Verbal - "verbal drawing", literary images, etc .; Didactic materials: cards, memos, outline diagrams; reference signals, etc.	Volumetric Static: models, dummies, etc .; Dynamic: models, mechanisms, etc.	Plane Paintings; Illustrations; Reproductions; Drawings; Postcards Maps, etc .;

Table 9. Technical means of the pedagogical process

A number of teachers (VI Smirnov and others) conditionally subdivide the means of the pedagogical process into three groups: “word” (“living” word, audio recording, printed word); "Image" (illustrations, models, video products, natural objects); tools and devices (buildings, furniture, equipment, computers, audio and video equipment, laboratory equipment, materials, tools).

Applying visual means in the pedagogical process, the following requirements must be observed:

the most accurate correspondence to a real object or phenomenon;

the teacher's awareness of the goal, time, place of using visual aids;

the adequacy of the object or its image to the educational tasks at hand;

measure in application in one lesson (lesson);

when using several visual aids in one lesson, they should be presented as needed and be closed for perception until the right moment;

a visual object should not contain anything superfluous, so as not to create side associations among students;

aesthetic design of visual aids;

taking into account the level of development, training and education of students.

Technical teaching aids play an especially important role in obtaining modern education. Technical training aids (TSO) - a set of technical devices with didactic support used in the educational process in order to optimize it for the presentation and processing of information (GM Kodzhaspirova).

The didactic capabilities of technical teaching aids are provided by their following characteristics:

Are a source of information;

Rationalize the forms of presenting educational information;

Organize and direct perception;

Increase the degree of visibility, concretize concepts, phenomena, events;

Enrich the range of ideas of students, satisfy their curiosity;

Create an emotional attitude towards educational information;

Increase interest in learning through the use of original, new designs, technologies, machines, devices, etc .;

They make available such material that is not available without TCO;

They activate cognitive activity, contribute to the conscious assimilation of material, the development of thinking, spatial imagination, observation;

They are a means of repetition, generalization, systematization and control of knowledge;

Illustrate the connection between theory and practice;

Create conditions for the use of the most effective forms and methods of teaching, for the implementation of the basic principles and rules of teaching;

They save study time, the energy of the teacher and students due to the compaction of educational information and acceleration of the pace, as well as by shifting the individual functions of the teacher to the technique;

Most fully meet the scientific and cultural interests, needs of students.

Technical aids and visual aids can be used for any didactic purpose and at any stage of the learning process. In addition, they allow you to control the attention of schoolchildren during the lesson or extracurricular activities, and also have the ability to develop creative abilities, logical and imaginative thinking. Visual aids demonstrated with the help of technical devices can help organize the independent work of students, teach them to work with various sources of information, and also exercise self-control and self-correction of educational activities.

A modern universal teaching tool is a computer. It can be used in the study of all academic subjects by all groups of students. At the same time, the computer acts as a means that increases the effectiveness of teaching in general, and as a means of educational activities of students, including the object of their study.

There are two areas of computer application. The first one is computer support for traditional education... In this case, the use of a computer is associated with the solution of various learning problems: 1) presentation of information in different forms (verbal, visual, experimental); 2) the formation of general educational and special skills in certain subjects in schoolchildren; 3) control, assessment and correction of learning outcomes; 4) organization of individual and group training; 5) management of the learning process.

The second area is actual computer training, that is, training implemented using computer programs for various purposes.

When creating a project for studying a topic, the teacher can use the computer as:

A source of information related to the latest scientific discoveries and technical advances; in this case, it is desirable to connect the computer to the Internet;

Devices with which you can view and select for training sessions computer demonstrations of experiments and phenomena, training programs for modeling processes; it is possible with CD-ROM, software;

Means for the selection and preparation of training programs for the development of educational skills of students and the preparation of tests for diagnostic input, output, intermediate and thematic control (self-control) of the educational achievements of schoolchildren.

The possibilities of using a computer in the training sessions themselves are very wide. Thus, in the course of a computer lecture, a meaningful and logically connected sequence of objects is demonstrated on the monitor and / or on the screen with the help of a projector. Illustrative material can also be involved: images, video fragments, sound fragments. In addition, during a computer lecture, there are possibilities: a) presentation of information from the Internet on the screen, b) demonstration of phenomena (with the possibility of an interactive mode, which involves changing the parameters of the system and observing the nature of changes in physical processes).

In the process of practical exercises with the help of a computer, students perform training exercises, solve computational problems. In laboratory classes, students use a computer to simulate physical processes and process the results of a virtual experiment. With the help of a computer, testing is also carried out: the organization of control, self-control, which make it possible to correct the knowledge and skills of schoolchildren. Outside of school hours, students use the computer to obtain information via the Internet when preparing reports and educational projects. In addition, they can participate in international conferences.

Obviously, for computer support of the educational process, appropriate technical devices (a multimedia computer with an Internet connection, an electronic video projector), software (educational programs of an informational, interactive and controlling nature) are needed. Multimedia computers - these are computers with a set of software and hardware that allow you to reproduce text, sound, and video information (G.M. Kodzhaspirova).

Computer training systems (a set of hardware and software) operating in remote mode are the main means of distance learning... At the same time, telecommunication networks and intelligent training systems allow creating local and global systems of distance education (INTERNET).

Forms of extracurricular work with the use of a computer, multimedia and other technical equipment can be a school publishing house, an electronic library, a cultural and information center, circles, clubs for computer science and information technology, photo and film circles, etc. Multimedia equipment can be widely used in any educational school events (lectures, theater performances, festivals, discos, teleconferences, TV projects, presentations, etc.).

In general, the introduction of a computer into the pedagogical process allows solving the same methodological problems as traditional visual aids or technical aids. At the same time, only a computer allows the adaptability of educational material (taking into account the individual characteristics of students); multi-terminality (simultaneous work of a group of users); interactivity (interaction of a technical device and a student, imitating to some extent natural communication); control over the individual work of students during extracurricular hours. It is important that students' interest in computer technology leads to high motivation for learning activities with the help of a computer.

Summary

Teaching and education methods are important structural components of a holistic pedagogical process. With their help, students master the content of the pedagogical process, control the cognitive, value-orientational and practical activities of students, the formation of their personal qualities. The method of teaching and upbringing is a way to achieve the goals of the pedagogical process, a link between the projected goal and the final result.

The variety of methods of the pedagogical process and the need for their complex application led to the need for their systematization and classification. Currently, there are different classifications of methods of the pedagogical process. The most famous of them are classifications according to the source of transmission and the nature of the perception of information; on leading didactic tasks; by the nature of the educational and cognitive activity of students; based on the methodology of a holistic approach to activities. A classification of the methods of a holistic pedagogical process is also proposed.

The most important problem for a teacher is the choice of the optimal combination of methods and techniques in a specific pedagogical situation on the basis of criteria developed in pedagogy for choosing methods of the pedagogical process. Most often in the educational process, verbal, visual and practical methods are used. At the same time, the modern pedagogical process turns out to be ineffective without the use of methods of stimulating and motivating the activities and behavior of students, as well as active (interactive) methods of teaching and upbringing.

Special pedagogical skills are necessary for the teacher when using the methods of control and self-control in the pedagogical process. As practice shows, the activity to assess the results of the educational activities of schoolchildren is one of the most difficult types of pedagogical activity. Therefore, mastering control methods, a ten-point assessment system requires purposeful long-term work from the future teacher.

The effectiveness of the pedagogical process also depends on visual aids and technical aids that teachers and students use in the process of teaching and upbringing. There are different approaches to the classification of the means of the pedagogical process. The classification is traditional, in which the visual (non-technical) means(subject visibility, verbal-figurative visibility, volumetric and planar pictorial visibility, symbolic pictorial visibility) and technical means.

A modern universal means of teaching and upbringing is a computer. There are two areas of computer application: computer support for traditional education and computer training itself (training using computer programs for various purposes).

Questions and tasks for self-control

1. Expand the content of the concepts "method of the pedagogical process", "method of the pedagogical process".

2. Give a general description of the methods of the pedagogical process. Expand the relationship of the methods of the pedagogical process with other components of the pedagogical process.

3. What is meant by the classification of methods of the pedagogical process? What is the reason for the presence of many classifications? Why are the classifications of the methods of the pedagogical process conditional?

4. On what grounds (grounds) it is possible to classify teaching and upbringing methods. Give examples.

5. Name and characterize the groups of methods according to the classification of Yu.K. Babansky.

6. Justify the criteria for choosing the methods of the pedagogical process by the teacher. Why can't this choice be arbitrary?

7. What are the distinctive features of verbal methods of the pedagogical process? Describe in more detail two or three of them (optional).

8. Expand the functions of visual and practical methods in the pedagogical process? What are the conditions for their effective use? Describe the ones that are most often used by teachers and students in the lessons corresponding to your specialty.

9. What pedagogical methods are used to shape the experience of social behavior? Give a brief description of those that, in your opinion, are the most effective.

10. What are the methods of the pedagogical process that are specifically aimed at stimulating and motivating the activities and behavior of students. To which of them is there no unambiguous attitude in pedagogy? What is your position in relation to these methods?

11 ... Reveal the main features of gaming pedagogical technologies? At what age are they applicable? Justify the answer.

12. Prove that pedagogical control is an integral part of the traditional educational process. Name the types, forms and methods of pedagogical control that are traditionally used in secondary schools.

13. What is meant by the process of assessing the activities of students and teachers? Define the terms "score" and "grade".

14 ... What are the basic requirements for assessing the knowledge, skills and abilities of students? Describe the functions of the assessment process.

15. For what purpose was a ten-point system for assessing the results of educational activities of students introduced? What problems of pedagogical control were solved in this case?

16. Name and describe the active methods of the pedagogical process known to you. What are the possibilities of using them in a modern school, at a university?

17. Define the concept of "means of the pedagogical process" in a broad and narrow sense. What approaches to the classification of teaching and education means exist in pedagogy? Present one of them in the form of a diagram.

18. Describe the computer as a universal tool in the pedagogical process. What are the areas of its application in the process of teaching and upbringing?

1. Afonina, G.M. Pedagogy. Course of lectures and seminars / G.M. Afonin; ed. O.A. Abdullina. - Rostov n / a: "Phoenix", 2002. - S. 95-107; S. 168-179.

2. Kodzhaspirova, G.M. Pedagogy: textbook. for stud. educated. institutions of environments. prof. education / G.М. Kodzhaspirova. - M .: Humanit. ed. center VLADOS, 2003. - S. 186-265.

3. Malenkova, L.I. Theory and methodology of education. Textbook / L.I. Malenkov. - M .: Pedagogical Society of Russia, 2002. - S. 310-346.

4. Pedagogy: pedagogical theories, systems, technologies: textbook. for stud. higher. and Wednesday ped. study. institutions / S.A. Smirnov, I.B. Kotova, E.N. Shiyanov [and others]; ed. S.A. Smirnov. - M .: Publishing Center "Academy", 2003. - Ch. 8, 9, 11, 15.

5. Pedagogy: a textbook for ped students. universities and ped. colleges; ed. P.I. Perky. - M .: Pedagogical Society of Russia, 2002. - S. 234-259.

6. Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: In 2 kn. / I.P. Sodly. - M .: Humanit. ed. center VLADOS, 1999. - Book. 1: General basics. Learning process. - S. 470-510; S. 544-564.

7. Podlasy, I.P. Pedagogy. New course: A textbook for ped students. universities: In 2 kn. / I.P. Sodly. - M .: Humanit. ed. center VLADOS, 1999.- Book. 2: The parenting process. - S. 94-136.

8. Prokopiev, I.I. Pedagogy. Foundations of General Pedagogy. Didactics. Textbook. allowance / I.I. Prokopiev, N.V. Mikhalkovich. - Minsk: TetraSystems, 2002 .-- S. 344-375; S. 471-480; S. 486-510.

9. Selivanov, V.S. Foundations of General Pedagogy. Theory and methodology of education: Textbook. manual for stud. higher. ped. study. institutions / Ed. V.A. Slastenin. - M .: Publishing Center “Academy”, 2000. - Ch.VI, IX, XI.

10. Sitarov, V.A. Didactics: Textbook. manual for stud. higher. ped. study. institutions / V.A. Sitarov; ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - S. 216-144.

11. Slastenin, V.A. Pedagogy / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - S. 268-281.

12. Stefanovskaya, T.A. Pedagogy: Science and Art. Course of lectures / T.A. Stefanovskaya. - M .: Publishing house "Perfection", 1998. - P. 186-187; S. 230-252.

13. Stolyarenko, L.D. Pedagogy / L.D. Stolyarenko. - Rostov n / a: "Phoenix", 2000. - S. 125-134; S. 159-163; S. 200-205; S. 248-267.

14. Kharlamov, I.F. Pedagogy / I.F. Kharlamov. - Minsk: Universitetskae, 2000. - P.197-237;

15. Shchurkova, N.E. Applied pedagogy of education: textbook / N.E. Shchurkova. - St. Petersburg: Peter, 2005. - S. 254-268.

Into your pedagogical vocabulary

Method of the pedagogical process - a way of joint activities of the teacher and students, aimed at solving the problems of the pedagogical process (training, education, development).

Classification of methods of the pedagogical process - their subdivision into certain groups or subgroups according to some criterion (basis).

Explanatory-illustrative, or information-receptive methods - methods, the main purpose of which is to organize the assimilation of knowledge by students in a "ready-made" form.

Reproductive methods - methods, the main feature of which is the reproduction and repetition of the method of activity on the instructions of the teacher.

Problem statement methods - methods within which the teacher poses a problem and shows the ways of its scientific or practical (experimental) solution.

Partial search, or heuristic methods - methods using which

the teacher organizes the participation of schoolchildren in the implementation of individual stages of solving cognitive and practical problematic tasks.

Research methods - methods of organizing independent search, creative activity of students to solve new problems for them, find new ways of solving or evidence.

Verbal methods - methods of the pedagogical process, characterized by the fact that the teacher communicates information with the help of the word, and the students perceive it with the help of hearing.

Visual methods - methods, using which the main source of information is not a word, but various kinds of objects, phenomena, visual or technical means.

Practical methods - ways of organizing practical activities of students in the process of teaching and upbringing.

Game methods - ways of organizing activities aimed at recreating and assimilating social experience in conditional situations and in a form accessible to a certain age.

Pedagogical control - the procedure for obtaining information about the activities of teachers and pupils, its results; establishing the degree of achievement of the goals of training and education; checking the level of knowledge, abilities and skills, the development of thinking, the formation of certain personal qualities.

Methods of monitoring the pedagogical process - these are ways to identify the results of educational and cognitive and other types of activities of students, as well as professional and pedagogical activities of the teacher.

Assessment process student activities - the interaction of a teacher or technical system with students, as a result of which a partial and / or quantitative assessment (grade) appears.

Partial assessment - verbal or non-verbal reactions of the teacher, reflecting the emotional and evaluative attitude of the teacher to the student's work.

Mark - This is the result of the assessment process, a quantitative indicator for assessing the results of students' educational activities, which is recorded in the documents.

Active methods of teaching and education - methods that stimulate the cognitive activity of students, involving them in mental and behavioral activity.

Interactive methods of the pedagogical process - methods of purposeful activity of the teacher and students to organize the interaction of all participants in the pedagogical process in order to create optimal conditions for their education and upbringing.

Means of the pedagogical process - a set of material objects and objects of spiritual culture, intended for the organization and implementation of the pedagogical process.

Technical training aids (TSO) - a set of technical devices with didactic support used in the educational process for the presentation and processing of information

Material for "inserts in the margins or in the text"

You will almost always achieve more with caress than with brute force (Aesop).

"Persuasion is often more effective than strength" (Aesop).

Reproach is a gift from friends (Arabic proverb).

Examples are more useful than instructions (Ancient aphorism).

Bad examples are undoubtedly stronger than good rules (D. Locke).

"There was not, is not and will not be a person worthy of only one condemnation or only one praise" (Ancient Indian aphorism).

Punish children with shame, not a whip (Russian proverb).

The deed is worthy of praise, not the man himself (M. Montaigne).

If there are circumstances under which strictness towards children becomes a necessity, then this is when their morality is threatened or when there are bad habits that must be eradicated (J.J. Rousseau).

Punishment should never be imposed on children as punishment, it should always be a natural consequence of their bad deed ”(J.J. Rousseau).

"The work that the student reveals to himself, choosing good and rejecting evil, is, and not something else, is the formation of character" (IF Herbart).

“When a teacher talks about a discovery, keeping silent about how people got to this discovery, he only cultivates the ability of passive perception and a credulous attitude towards someone else's word” (V.P. Vakhterov).

The main thing in teaching children is not only what is communicated to them, but also how what is being learned is communicated to them (N.I. Pirogov).

There are no difficult sciences, there are only difficult statements, that is, indigestible ones (A.I. Herzen).

Let it be an eternal law: teach and learn everything through examples, instructions and practical application (Ya.A. Komensky).

Everything is through self-observation; it is necessary to teach so that the student understands the benefits of what is being studied; teach everything by studying causal relationships; everything that is subject to study, let it first be proposed in general form, then in parts (Ya.A. Komensky).

Language is not always able to express what the eye sees (F. Cooper).

Children are always willing to do something ... This is very useful, and therefore not only should not interfere with this, but measures must be taken to ensure that they always have something to do (Ya.A. Komensky).

“Immediate interest is a great engine, the only one that leads right and far” (J.J. Rousseau).

The method of upbringing is a “tool for touching the personality” (AS Makarenko).

“A teacher, according to the established vulgar tradition, is a person who must be imitated. I disagree with that. A teacher… is a person who helped you to become yourself ”(MA Svetlov).

"The goal determines the content and methods, methods and content determine the degree of goal achievement" (I.Ya. Lerner).

The art of teaching is the art of awakening curiosity in young souls and then satisfying it ... (A. France).

Play is a true indicator of children's strength, children's energy, children's health (PF Kapterev).

Knowledge for the duration of the game becomes our space. We are immersed in it with all our emotions. And we notice what is inaccessible to a cold observer from the outside (A.A.Gin).

To make your lecture interesting for the audience, it must first of all be interesting to you yourself (D.S.Likhachev).

In everything where the word serves as a mediator between people, and in teaching - especially, it is inconvenient to talk or not talk (V.O. Klyuchevsky).

"The wider the range of cultural achievements that the teacher owns, the higher the teacher's ability to use a wide palette of educational tools" (NE Shchurkova).

“Do not give marks to the student in case of failure, until the question is raised what he thought and what he wanted when he was performing the task” (N.E. Shchurkova).

Thinking together

What determines the historical nature of the development of teaching and upbringing methods and their use in pedagogical practice?

What pedagogical conclusions can be drawn from the following statement of A.S. Makarenko: “No pedagogical tool, even a generally accepted one, as suggestion, explanation, conversation, and social impact is usually considered in our country, can always be recognized as absolutely useful. The best remedy in some cases will necessarily be the worst. "

III... Psychologist A.G. Kovalev believes that persuasion cannot be equated with moralizing, in which the proposed information is declared without proof (“And it's not a shame…”, “Everyone should…”, “In such cases, it is necessary…”, etc.).

Is moralizing effective as a method of education? Justify the answer.

How to implement persuasion while avoiding moralizing?

IV. Describe the system of teaching and upbringing methods that is typical for a teacher who implements:

1) subject-oriented (knowledge-based) model of education;

2) a personality-oriented model of education.

V. In each pedagogical situation, some methods of the pedagogical process occupy a dominant position, others - a subordinate position. How can this be explained?

VI. Can you “build” a lesson using only one dominant teaching method? And what about the whole learning process during the academic year? Give examples.

Vii. Is it legitimate to oppose traditional and active (interactive) methods of the pedagogical process? Is it always possible to use active methods of teaching and upbringing? Argument your answer.

VIII. Practical teachers deal with both positive and negative aspects of solving the problem of computerization of the pedagogical process.

What, in your opinion, are the positive and positive aspects of using a computer in the process of teaching and upbringing? Name them. Substantiate your point of view.

IX. Analyze the author's (alternative) pedagogical systems (schools) you studied from the point of view of the methods and means of the pedagogical process used in these systems.

X. Prodol f Develop the project of the author's school: describe the methods and means of teaching and upbringing that will be used by the teachers of your author's school.

It is interesting

1. The methods of the pedagogical process, like the pedagogical process as a whole, are of a historical nature. They changed with the development of mankind, its culture. Changes in goals, content, means of teaching and upbringing caused "revolutions" in the development of methods.

American scientist and educator K. Kerr distinguishes four such revolutions. The first was that parents, who served as models for children, gave way to professional teachers. The essence of the second was to replace the spoken word with the written one. The third revolution led to the introduction of the printed word into teaching, and the fourth, which we are witnessing, is aimed at partial automation and computerization of teaching.

Here are some examples. In primitive society, the education and upbringing of children took place in the process of their joint practical activities with adults. The transfer of social experience to the younger generations was carried out through practice, visualization, word. Mimic and show the pattern, as well as the correction of children's actions by adults formed the basis of the most ancient method of teaching and upbringing - reproductive... All other methods later developed from it.

With the emergence of writing, and then typography, it spreads work with a book as a teaching method. In the medieval school, the traditional was dogmatic(catechism) teaching method: students mechanically memorized texts, mainly of religious content. Along with it, a more advanced method of posing questions and presenting ready-made answers was used.

In the Renaissance, the process of teaching and upbringing includes such methods as observation, exercise, independent work, experiment, which contribute to the development of consciousness, activity, initiative, independence of the child. At the beginning of the 19th century, the ideas of enhancing learning with the help of visual methods were developed. At the turn of the 19th and 20th centuries, heuristic methods and "natural" (practical) methods were opposed to the methods of "bookish" teaching. The main place in the learning process was given to manual labor, practical training, and work with literature. In the XX century, "active" methods of teaching and upbringing, contributing to the development of cognitive activity and independence of students, remain the most relevant. Currently, the development of new methods of the pedagogical process is mainly associated with its automation and computerization.

2. Every teacher, especially a beginner, is faced with a problem: “How to increase the interest of students in the studied educational material? The well-known teacher A. A Gin offers effective methods and techniques for solving this problem. Here is some of them.

Attractive target : a simple, understandable and attractive goal is set for the student, fulfilling which, willy-nilly, he performs and the educational action that the teacher plans.

"Surprise!" : the teacher finds such an angle of view in which even the ordinary becomes surprising.

Delayed answer: a) at the beginning of the lesson, the teacher gives a riddle (amazing fact), the answer to which will be opened in the lesson when working on new material; b) give a riddle at the end of the lesson in order to start the next lesson with it.

"Fantastic Supplement": the teacher complements the real situation with fantasy.

“Catch the mistake! »: A) explaining the material, the teacher deliberately makes mistakes, proves a deliberately wrong idea, hypothesis; b) the student receives a text (analysis of the solution of the problem) with specially made mistakes - let him "work as a teacher."

Practicality of the theory: the teacher introduces the theory through a practical task, the usefulness of which is obvious to students.

Press conference: the teacher deliberately incompletely discloses the topic, inviting the students to ask additional questions to reveal it.

Question to the text: before studying the educational text, students are given the task of making a list of questions for it.

Methods for implementing a holistic pedagogical process are ways of professional interaction between a teacher and students in order to solve educational and educational problems. The method of implementing the pedagogical process is divided into its constituent elements, which are called methodological techniques. The method includes a number of techniques, but itself is not a simple sum of them.

In modern didactics, all the variety of teaching methods is grouped into three main groups:

Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive teaching methods.

Methods of stimulating and motivating educational and cognitive activity: cognitive games, educational discussions, etc.

Control methods (oral, written, laboratory, etc.) _and self-control in the learning process.

The use of methods for the implementation of the pedagogical process leads to a change in personality insofar as it leads to the emergence of thoughts, feelings, needs that prompt certain actions. Hence, we can conclude that in the process of teaching and educational work with students, it is necessary to form their consciousness, excite appropriate emotional states, develop practical skills, habits and habits. And this happens both in the learning process and in the education process, which requires the combination of teaching and education methods into a single system.

The system of general methods for the implementation of a holistic pedagogical process:

· Methods of forming consciousness in a holistic pedagogical process (story, explanation, lecture, educational discussions, disputes, work with a book, example method);

Methods of organizing activities and forming the experience of social behavior (exercises, training, the method of creating educational situations, pedagogical requirement, instruction, observation, illustration and demonstration, laboratory work, reproductive and problem-search methods, inductive and deductive methods);

· Methods of stimulating and motivating activities and behavior (competition, cognitive play, discussion, emotional impact, encouragement, punishment, etc.);

· Methods of monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written questioning, control and laboratory work, machine control, self-examination, etc.).

6. Describe the concepts of "upbringing", "education", "training".

UPBRINGING- expedient, voluntarily directed growing up of a child in the socio-cultural (spiritual-practical) space of human communication. In a broader sense, upbringing is understood as any deliberately planned intellectual, aesthetic and moral influence on an individual or a group of people of any age.

In the historical process of the substantive and social isolation of activities, the word "education" has acquired, in addition to the ordinary and special meanings. In a professional and pedagogical sense, upbringing is the activity of specially trained adults (educators) who, according to a special program, guide the formation (ideally) of their wards' moral feelings, cultural needs and their corresponding creative abilities. This meaning of the word "upbringing" did not appear and was fixed immediately, undergoing various interpretations with far from unambiguous substantiation. It should be noted that the initial formation and development of the cultural needs and abilities of children has always been - at different times and among different peoples - purposefully controlled either by one or another small group of the community (a group of women, for example), or by one of its traditionally distinguished members (among some pastoralist tribes - even a particularly trusted slave).

The actual pedagogical meaning (now) of the term "education" took shape and was fixed only within the isolated and socially structured pedagogical activity-activity of professionals specially prepared for it. At the same time, his orientation towards targeted education of private types of activity serving group needs and interests, as a rule, led to radical transformations of this meaning. Description, classification and rational-empirical substantiation of the professional characteristics of individual forms and methods of education emasculated the original meaning of the word as a universal feature of the human type of life. Indeed, only in the productive, arbitrary and purposeful subject-content interaction of different generations is the culture of the people reproduced, preserved and rejuvenated, outside of which individuals cannot even exist physically. Formally, what is common in ideas about different realizations of upbringing cannot form a concept about its foundation and socio-cultural genesis. In the verbal (dictionary) definition of the abstract-general meaning of upbringing, only the professionally defined attitude of the educator towards the educated emerges on the surface of consciousness. In it, the single essence of the emerging concept of upbringing turned out to be, as it were, previously split, hidden behind the diversity of its private meanings, its applications to individual educational and other social practices: family education, upbringing as an organic part of general education, upbringing of children in preschool institutions, aesthetic and moral , patriotic, religious education, etc. In this case, the activity of an educator is usually defined as a special type of work: educational work with ... (for example, with children and adolescents in summer camps, with those living in dormitories, with offenders in places of their confinement etc.). Unfortunately, in many pedagogical texts the meaning of this pedagogical term is exhausted. It is possible to restore the universality of the concept of "upbringing" only through the theoretical reconstruction of the history of various forms and methods of productive communication between generations. Then the content of this concept will be the unity of all methods, forms and means of interaction (and their modifications) of different age cohorts and generations, which ensures the reproduction of culture and the life itself of any historical community of people. So, for example, in antiquity, the training of young free citizens in civil, economic, legal and cult, military, etc. was carried out by their inclusion in the live subject-meaningful communication of different generations, although the goals and corresponding forms, methods and means of such inclusion were deliberately defined as the development of the abilities of young people for productive dialogue, for the musical arts: rhetoric, music, versification, sculpture, etc. Thus, education was carried out. The general worldview and the first theoretical basis of ancient education was the positing of a person as a microcosm-organic part (and measure) of the integrity of the Cosmos, harmoniously reconciling all the contradictions of its constituent elements. Therefore, education was nothing more than the restoration and harmonization of the unity of body and soul, passions and wise contemplation, common good and private calculation. Not free from birth, young non-citizens of ancient communities, children of slaves or "barbarians" who served the Greek ancient city and the empire of Rome, shared the fate, and with it the way of life of their parents and other similar adults. But their spontaneously carried out upbringing was a productive interaction of different age cohorts and generations, which reproduced the subculture of a given social stratum, and together with the forms of elite education of children of free citizens - and the dynamic culture of ancient society as a whole, its perceived being, its social mythology.

Further development and consolidation in social forms of the social and professional division of labor in the Middle Ages even more sharply divided the forms, methods and means of education in separate strata of different communities of people. Agricultural communities, and then the community of forced peasants on the land of the feudal lord, knew only one type and method of upbringing - the inclusion of a child from birth into the tradition and ritual of family life, into the cycle of reproduction of the peasant economy, into the forms and subject means of understanding the myths of the social hierarchy, and through her - and the world as a whole. Children and adolescents in the castles of the feudal lord were also brought up by familiarizing themselves with the traditions and rituals of chivalry, with the practical implementation of his traditional myths - the ideals of faith, honor and reckless cruelty to all non-believers, to everyone who encroaches on the basis of their honor, that is, on the right of ownership land and people. But in the class of ministers of the church, the initiation of young people into the sacraments of ministry contained in itself, as in embryo, the future separation of training and education, as well as the preservation of the main dignity of ancient culture - the priority in the general process of educating the theoretical form of understanding the world over the subject-practical. On the one hand, in church education, for the first time, a stable system of transferring knowledge in the form of a product to those who do not yet possess such knowledge has developed (for the first time, children began to receive many ready-made answers to many questions that did not arise themselves). Education has taken on a form of teaching (teaching), designed more for memory than for quick wits and independence of thought. Requirements for students - subjects of forced educational labor, understood as the requirements of discipline supported by a whole system of punishments for disobedience, inattention, poor memory, etc. - formed a single and special set of measures for education as such. On the other hand, both teaching and upbringing were subordinated to the goals, methods and means of mastering the universal postulates of theology that explain the world of divine creation. Scripture, the works of the church fathers, their logic and rhetoric, their meaningful dialectics, no less than science for our contemporaries, were a truly universal form of understanding the integrity and unity of Being. Here, upbringing turned out to be completely subordinate to the affective-semantic, and potential-logical reproduction of spiritual and spiritual-practical culture, albeit within the subject framework of faith and theology. In the Renaissance, the priority of the spiritual integrity of thinking was preserved and enriched when justifying the goals and objectives of education. And, again, in a universal form - in the form of the theory of affective meanings of Being and their embodiment in the masterpieces of painting, sculpture and verbal creativity. At the beginning of the New Time, the intended goals, means and tasks of education were realized philosophically and reflexively theoretically - F. Bacon, T. Hobbes, a little later J. Lothe, in the culture of the Enlightenment, French encyclopedists (D. Diderot, C. A. Helvetius, and directly and as a special problem-Zh-Zh Rousseau), later in Germany - A. Disterweg. However, the orientation of philosophical reflection (originating from modern times) towards the empirical-rationalistic logic of the rapidly developing natural science and in philosophy itself reproduced the fatal opposition of the affectivity of figurative, sensory thinking to heuristic methods of rational calculation as the only possible logic of object knowledge. This could not but deepen the distinction between the goals and objectives of training and education. The university tradition of teaching the known, established in the Middle Ages, reduced the activity of teaching to the transfer of indisputable information to students about the invariants of the mechanics of natural processes prevailing in inanimate nature. And at the same time, the goal and task of education as a special activity was the formation and development of the spiritual and practical forces of the soul - the moral and aesthetic feeling that feeds all forms of art, intuitive insights into the very essence of the spirituality of human existence. The latter manifested itself most clearly in the culture of romanticism. The echoes of the New Age myth about the almost initial breeding of the soul of its rational and emotional self-determination in different poles did not accidentally come down to our days. For example, they are clearly visible in the substantiation of their difference by the asymmetry of the cerebral hemispheres, in the substantiation of the differences in individual abilities by programmed heredity: in some, to an emotional-figurative form of comprehension of being, in others, to a purely rational one.

The same distinction lies at the heart of another myth of the New Age, which has also survived to this day, about the contradiction of two forces that predetermine the development of human cultural needs and their corresponding abilities: heredity and upbringing. The naturalist epistemological Robinsonade - a discussion of all human life abilities, based on the model of an isolated individual homo sapiens, and mechanical determinism as the basis of the logic of the same naturalism, constantly, albeit in different forms, revived the idea of ​​the so-called. double determination of a person: his individuality is given to him by nature (in our days, it is determined genetically), but within these limits he also experiences the influence of the external environment.

This typical example of a rational antinomy, which is constantly reproduced today, where the thesis contains an antithesis, which in turn includes the thesis, is most clearly presented in the famous dispute between Diderot and Geyewetius about the role of education in the formation of human abilities and individuality. According to Diderot, nature is responsible for everything that is an individual; upbringing, at best, only polishes and improves natural gifts. Helvetius defended the opposite idea: nature creates all equal; different development of abilities for each, thereby his individualization occurs in the course of education, and therefore, to a large extent is a matter of chance. In the course of the dispute, Diderot admitted that his opponent was right to the same extent that he admitted that he was right. In both cases, the person himself turns out to be a puppet, and his life is a game in which heredity, circumstances and other people play. Today this dispute continues on the basis of the same antinomy, with each side using literally the same one-sided arguments, only “reinforced” by modern means. Among these are the “twin method” of psychophysical research on the degree of influence of heredity, environment and upbringing, and an appeal to the “activity approach” within the framework of the historical and cultural understanding of human essence, the so-called. socialization of the child, etc. But it remains a dispute between two deaf people: in its very foundation is the logic of the external causality of being, the logic of mechanical determinism, which allows any forms of self-sufficient causal connections. Whereas a person lives, himself building his life according to the law of expediency, always maturing internally and acting from within.

Therefore, the possibility of removing the conditions and content of the antinomy of judgments about heredity, "environment" and upbringing is in a different approach to human nature: the motivation of purposeful and voluntary human behavior is predetermined by nothing more than the internal need for constant appeal to the subjectivity of other people (and to one's own) for their (and their own) thought, sympathy and assistance. A human “system” is not mechanical, but organic, completing in itself its organs, which it lacks to complete integrity. Therefore, upbringing is primarily self-upbringing: the process of self-development of individuals and their small groups in a single space of common sense of feeling. In space, homo sapiens is as external to each individual (intersubjective) as it is always internal (intrasubjective).

Therefore, upbringing is nothing more than the purposeful activity of those subjects, realized in the communication of age cohorts and generations, of those subjects whose conscious being forms this space. Aimed at children, adults and their small communities, it is one of the necessary conditions for the awakening and development of cultural needs and the corresponding creative abilities necessary for the self-formation and self-development of their individuality.

F.G. Mikhailov

In the modern ethical and pedagogical literature, which deals with the problems of upbringing, mainly two polar positions dominate: 1) an authoritarian, emphatically paternalistic understanding of upbringing as an outside influence; 2) a humanistic approach that considers education from the point of view of the processes that occur within the consciousness of the individual.

In the first model, upbringing is understood primarily as a system of strict requirements for behavior, based on the highest authority (father, leader, teacher, leader, etc.), as a fairly rigid regulation of behavior; in it, the main attention is paid to the technique of education, to how to most fully influence the educated person. In this paradigm of upbringing, the object of the upbringing influence, the personality, is unified, impoverished, averaged, and depersonalized. The personality is adjusted to ready-made cliches, samples, models, standards. In the dictionary of such an understanding of upbringing, behavior is characterized through positions of the type: normal - deviant, adapted - unadapted, loyal - disloyal, decently indecent, conflict-non-conflict. Regardless of in which specific social space - family, church, school environment, state, etc. - this model of education is carried out, its main drawback is oblivion of the interests of the individual, which leads to conflicts, alienation, isolation, rebellion, the emergence of an unfortunate consciousness. The methods of such upbringing are punishment (up to physical), boycott, ostracism, excommunication, training, etc. The result is a person who is a robotic individual, a conformist focused on social approval, prestige, slavishly copying the norms and rules of behavior accepted in society and etiquette.

The transition from an authoritarian-repressive to a humanistic vision of upbringing means that the main link in the upbringing process becomes the educated himself, that it is necessary to take into account individual and personal abilities and inclinations, unique personality traits, that the task of the upbringing process is to develop all the best that is inherent in the individual from nature, to ensure its flourishing, comprehensive and harmonious development. The humanistic model of upbringing is focused primarily on the study and enrichment of the pupil's inner world, takes into account his individual characteristics and relies on his independent spiritual efforts. The world of childhood, the age period of adolescence and youth acquire a high value status as the best time in a person's life. If in the first model of upbringing the child is devalued as an inferior adult, then in the humanistic model of upbringing, childhood is valued as a treasure trove of special positive qualities - purity, naivety, light love, affection (the gospel call “be like children”). The world of childhood becomes a matter of concern for the state and society, the industry of toys, children's fashion, entertainment, and art emerges. In the family, accordingly, interests are shifted from economic and economic to educational goals.

The authoritarian approach as external coercion and the humanistic approach as the free deployment of the individual's internal capabilities can be synthesized in a single concept of the stage-by-stage development of the individual. The question of the stages (steps, levels) is spiritual and moral

development of the child, along with a meaningful analysis of the moral goals of upbringing, occupies a central place in modern ethical-pedagogical and ethical-psychological theories. Upbringing goes through a series of quality stages; it begins with an external influence on the child and is focused on the formation of an autonomous personality capable of cooperation and collaboration with others. One of the methods of educating an autonomous personality is the development of moral thinking (from childhood to late adolescence) through the use of stories about moral contradictions, dilemmas, in the process of solving which the child's natural ability to comprehend good and evil is awakened. The mature intelligence of the autonomous person, which is at the same time a sign of such maturity, is necessarily accompanied by the highest level of moral development - an anti-egoistic orientation towards mutual assistance, cooperation and justice.

Education

Education, process and result of assimilation of systematized knowledge, skills and abilities. In the process of O. there is a transfer from generation to generation of knowledge of all those spiritual riches that mankind has developed, the assimilation of the results of socio-historical knowledge reflected in the sciences of nature, society, technology and art, as well as the mastery of labor skills and abilities. O. is a necessary condition for preparing for life and work, the main means of introducing a person to culture and mastering it; the foundation for the development of culture. The main way of obtaining O. is education in various educational institutions. Self-education, cultural and educational work, participation in social and labor activities also play a significant role in the assimilation of knowledge and the mental development of a person.

The content of education and its level are determined by the requirements of social production and are determined by social relations, the state of science, technology, and culture, as well as the level of development of school affairs and pedagogical science. In a class society, education is of a class-historical nature, which is manifested in the construction of public education systems, in the content of education, and in teaching methods. The class-class character of the bourgeois school system, with its inherent limitation of the level of education for the children of working people, and in some countries and racial discrimination, a large proportion of private and church schools, the Soviet system of public education opposes such principles as the equality of all citizens of the USSR in obtaining education, O.'s obligation for all children and adolescents; state and social character of educational institutions; freedom to choose the language of instruction; all types of education are free of charge, part of the students are fully supported by the state, a system of scholarships for students, etc .; the unity of the public education system and the continuity of all types of educational institutions; unity of teaching and communist education; cooperation between schools, families and the public in the upbringing of children and youth; the connection of education and upbringing with life, with the practice of communist construction; scientific character O., its constant improvement on the basis of the latest achievements of science, technology, culture; humanistic and moral character of O. and education; joint education of persons of both sexes; secular nature of education, excluding the influence of religion.

Distinguish between general and special education. General education gives the knowledge, skills and abilities necessary for each person regardless of his future specialty, profession, special - necessary for an employee of a certain profession and qualifications. In socialist countries, general education has the task of equipping students with a body of knowledge of the fundamentals of the sciences, as well as the corresponding skills and abilities that are necessary for the all-round development of the individual, the education of active and conscious builders of socialism and communism, and the formation of their world outlook and communist morality. Polytechnic education is inextricably linked with general education in the USSR and other socialist countries. Of great social and national economic importance is the transition in the USSR in the conditions of a developed socialist society to universal secondary education (the basis for the all-round development of the personality of each member of society, ensuring the complete equality of all citizens in obtaining education, a necessary prerequisite for mastering any profession at the level of modern scientific achievements , technology, culture).

General education is a necessary basis for special education. Special education includes a number of branches: mining, radio engineering, construction, mathematics, power engineering, agricultural, medical, historical, pedagogical, and so on. The training of specialists provides for the study of special knowledge in close connection with the disclosure of the general scientific principles of modern production. According to its level, special education is divided into higher education, specialized secondary education, and vocational education, which is closely related to short-term training of workers directly in production.

The principles of construction, the main tasks and ways of improving all links in the system of Soviet public education are defined in the Fundamentals of Legislation of the USSR and the Union Republics on Public Education (1973). The Soviet school (in the broad sense of the word) is called upon to provide the national economy with cadres capable of organically combining the achievements of the scientific and technological revolution with the achievements of socialism, with the solution of the tasks of communist construction. General secondary education of the younger generation that meets the modern requirements of social and scientific and technological progress, equipping students with deep and solid knowledge of the foundations of technical educational institutions and secondary specialized educational institutions. The scientific and technological revolution stipulates an increase in the rate of renewal of the instruments of production, its technology, a reduction in the time required for the introduction of new scientific discoveries into practice; this requires a large amount of modern general scientific and special knowledge from employees. Vocational, secondary specialized and higher educational institutions solve the problem of training personnel who can quickly navigate in the changing conditions of production activities, combine broad general technical and cultural knowledge with excellent knowledge of a specific specialty, a creative attitude to work.

In the USSR and other socialist countries, the right to education is one of the most important manifestations of socialist democracy, legislatively enshrined in constitutions, it is actually ensured by the extensive development of a network of schools of various types, higher and secondary specialized educational institutions. The development of labor in the USSR creates the preconditions for eliminating the distinction between mental and physical labor.

In a class-antagonistic society, the ruling classes use the educational system as a means of strengthening their domination, subordinating this goal to the content of O. The contradiction between the needs of capitalist production for qualified trained personnel and the desire of the ruling classes for political reasons to limit the educational level of workers is especially aggravated during periods of crisis and reaction and acts with the greatest strength in the era of imperialism. In modern capitalist countries, the level of education in mass and privileged secondary schools is significantly different.

The class-historical character of education is manifested not only in the principles of building the systems of folk education, but also in the ideological orientation of programs, textbooks, and the entire practice of teaching. The socialist school equips students with truly scientific knowledge, because the content of the theory is based on the methodology of Marxism-Leninism, which leads students to a dialectical-materialistic understanding of the laws of the development of nature, social life, and human consciousness.

Modern technical progress and the growing cultural needs of members of Soviet society make it necessary to improve the content of education. Scientific and technological progress with its constantly increasing scientific information necessitates continuous education and the regular replenishment of general educational, general technical, and special knowledge by workers. Therefore, in the systems of popular education in the USSR and other socialist countries, various forms of advanced training and self-education of workers have been widely developed.

In close connection with the content of education is training, in which the goals of the education are realized. The goals and nature of the education have a great influence on teaching methods. The widespread use of modern technical means, methods of independent cognitive activity leads to an increase in the effectiveness of training. One of the important tasks of the school is to instill in students an interest in self-education, the formation of skills for independent work. State and public organizations provide great assistance to those engaged in self-education (publication of popular scientific magazines and books, organization of special general educational radio and television programs, production of scientific and technical films, development of a network of party political education, etc.).

O. is closely related to education, the formation of personality traits. This objectively existing interdependence is manifested in the fact that O. is a necessary and powerful factor in education. The Soviet school, solving general educational problems, equipping students with knowledge of the laws of the development of nature, society and thinking, labor skills and abilities, forms on this basis the communist views and convictions of students, their worldview and moral and volitional qualities. At the same time, a well-defined upbringing of a personality contributes to the successful mastery of knowledge. The unity of education, education and upbringing is achieved through the implementation of the principle of upbringing training, upbringing work in the system of extracurricular educational activities, in the process of the activities of pioneer and Komsomol organizations. The combination of education with socially useful labor, the use of the influence of the socialist social environment makes it possible to successfully solve the educational and upbringing tasks set before the Soviet school by the Communist Party.

Education

Education, the process of transferring and assimilating knowledge, skills, skills of activity, the main means of preparing a person for life and work. In the process of education, the goals of education and upbringing are realized. The main way of obtaining education is education in educational institutions of various types, however, education is carried out not only in educational institutions, but also in the family, at work, in everyday life, and in other spheres. In addition to specially organized education, conducted in a certain mode under the guidance of teachers, self-study, usually called self-education, is of great importance.

The Marxist-Leninist theory of society is fundamentally different from pedocentric bourgeois theories that advocate the apolitical nature of society and independence from the class structure of society. In a class society, O. is of a class nature and aims to form a certain system of political, philosophical, legal, moral, and ethical views among members of society, and to reproduce a person as an element of the socio-economic structure, primarily as an element of productive forces that has the necessary physical and intellectual and production qualities. In capitalist society, there is a contradiction between the needs of capitalist production for well-trained personnel and the desire of the ruling classes, for ideological reasons, to limit the general educational level of the working people. There is no such contradiction under socialism. In the USSR and other socialist countries, the organization contributes to the solution of the most important problems of communist construction — the creation of the material and technical basis of communism, the formation of communist social relations, the upbringing of the new man, and the all-round development of his physical, spiritual, and moral strength.

The content and nature of the organization are determined by the level of material and cultural development of the society in which it is carried out. In primitive society, O. was not separated from the daily activities of people; it was disorganized. The emergence and spread of writing made it possible to record the accumulated knowledge that is not related to direct activity. There was a need for organized education and the opening of special institutions - schools that were supposed to transfer knowledge and skills to the younger generation, preparing it on this basis for activity, for life. The goals, content of O., its organization and methods at all stages of the development of human society have changed depending on the nature of social relations, the actual requirements for general education and professional training of people, from the pedagogical ideas about O. himself (see Pedagogy).

In the conditions of modern scientific and technological progress, it became necessary to develop the content, forms, methods and means of education, corresponding to new social requirements, as well as the capabilities and needs of students. Fulfillment of these requirements was reflected in the organization of O.: a) close ties are established between various forms and stages of O. (a person must learn throughout his life - the so-called permanent O.); b) general polytechnic education is gaining more and more importance, professional specialization is carried out on the basis of a broader general education; c) in the content of O., the proportion of theoretical material corresponding to the latest achievements of science has been significantly increased; d) increased attention to the developmental side of O., the improvement of the cognitive forces and abilities of students; e) the use of mass media is expanding - radio, television, cinema, periodicals, as well as various forms of self-education.

O. is a two-way process, which includes the activities of the teacher and learners and is characterized by the interaction of: goals of O., education (in the process of O.) and development of students; content of education, that is, systems of knowledge, skills, and skills that students must master; teaching - the activities of a teacher, which in its essence represents the management of the cognitive and practical activities of students (the main functions of teaching are motivation to learn, presentation of the content of the material being studied, organization of student activities, control of knowledge, skills, and abilities); teachings, that is, the activities of students to master knowledge, abilities, skills (mental and physical actions). In the process of education and upbringing, the worldview, personality traits are formed, and abilities are developed. The socio-historical experience of mankind is passed on to children and adults in the process of education, but it is assimilated in different ways - depending on personal experience, skills and abilities formed, attitudes toward learning activities, and personality traits (see Assimilation). The methodological basis of O. theory in Soviet pedagogy and pedagogy of other socialist countries is the Marxist-Leninist theory of knowledge.

At different stages of human development, the nature of the learning process changes. Age-related changes are characterized primarily by the transition from involuntary, uncontrollable forms of mental activity to voluntary, controlled ones. In each of the age periods, there is a coexistence of different levels of educational activity, depending on the degree of complexity of the material the student is dealing with. The systematic implementation of the principle - "... that teaching is good, which runs ahead of development" (Vygotsky LS, Selected psychological research, 1956, p. 449) - allows you to effectively influence the general development of students.

Introduction

Definition of the concept of "pedagogical process". The goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

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

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

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenin, I.P. Podlasogo and B.P. Barhaeva. In the works of these authors, various aspects of the pedagogical process are most fully sanctified from the point of view of its integrity and consistency.

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

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

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

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". The goals of the pedagogical process

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

According to I.P. The pedagogical process is called "developing interaction between educators and students, aimed at achieving a given goal and leading to a pre-planned change in the state, transformation of the properties and qualities of the educated."

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

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils about the content of education with the use of teaching and upbringing tools in order to solve educational problems aimed both at meeting the needs of society and the personality itself in its development and self-development."

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

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

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

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

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

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

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

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

According to I.P. Podlasogo pedagogical process is built on the target, meaningful, activity and effective components.

The target component of the process includes all the variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress achieved in accordance with the set goal.

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

With regard to the choice of educational targets, the following principles apply:

humanistic orientation of the pedagogical process;

connections with life and work practices;

combining education and upbringing with labor for the general benefit.

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

scientific character;

availability and feasibility of teaching and upbringing of schoolchildren;

combination of clarity and abstractness in the educational process;

the aestheticization of the entire child's life, especially education and upbringing.

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

teaching and educating children in a team;

continuity, consistency, systematicity;

consistency of requirements of school, family and community.

The activities of the teacher are governed by the principles:

combining pedagogical management with the development of initiative and independence of pupils;

reliance on the positive in a person, on the strengths of his personality;

respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the educational process is guided by the principles of consciousness and activity of students in the integral 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 the pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

focus on the formation in the unity of knowledge and skills, consciousness and behavior;

the strength and effectiveness of the results of education, upbringing and development.

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

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

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

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

Education is a joint activity of a teacher and a student, aimed at the education of the individual by organizing the process of assimilating a system of knowledge, methods of activity, experience of creative activity and experience of an emotional-value attitude to the world. "

In this case, the teacher:

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

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

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

In turn, the student:

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

) tries to independently observe, compare, think;

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

Teaching is the teacher's activity in:

transfer of information;

organization of educational and cognitive activities of students;

assistance with difficulties in the learning process;

stimulating the interest, independence and creativity of students;

assessment of educational achievements of students.

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

Upbringing is a purposeful process of interrelated activity of teachers and pupils, aimed at the formation of value attitudes in schoolchildren towards the world around them and themselves. "

In modern science, "education" as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In this case, the educator:

) conveys the experience accumulated by humanity;

) introduces to the world of culture;

) stimulates self-education;

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

In turn, the pupil:

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

) works on himself;

) learns ways of communication and behavior.

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

Specifying these definitions for oneself, one can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between a student and a teacher. So the upbringing process is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development, however, here there are two key and basic ways of including these factors in the system of interaction between a student and a teacher. Thus, this interaction is "filled" with content and meaning.

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

The criteria for assessing a person's upbringing are:

"Good" as behavior for the benefit of another person (group, collective, society as a whole);

"Truth" as a guide in evaluating actions and deeds;

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

Learning ability is “an internal readiness acquired by a student (under the influence of education and upbringing) for various psychological restructuring and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning ability is the amount of dosed help that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and ways of doing things. That is, a system of knowledge, skills and abilities that correspond to the norm (the expected result set in the educational standard). "

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

State-formulated expectations are seen as important in the modern world. They are concretized in the form of educational standards: "An education standard is understood as a system of basic parameters adopted as a state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the educational system to achieve this ideal."

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

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

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

Finally, the standard establishes the volume of the school component of the content of education, reflecting the specifics and focus of an individual educational institution.

Federal and national-regional components of the education standard include:

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

the maximum allowable volume of the study load of schoolchildren by year of study.

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

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

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

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

State educational standards make it possible to carry out the function of improving the quality of education. They are designed to fix the minimum required amount of educational content and set the lower permissible limit for the level of education.

pedagogical process pupil training

3. Methods, forms, means of the pedagogical process

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

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

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

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

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

With all the diversity of their thematic content, conversations have their main purpose to involve the students themselves in the assessment of certain events, actions, phenomena of social life.

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

The method of working with a book also belongs to verbal methods of pedagogical influence.

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

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

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

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

Visual methods. Demonstration consists in sensory acquaintance of students with phenomena, processes, objects in their natural form. This method serves primarily to reveal the dynamics of the phenomena under study, but is also widely used to familiarize oneself with the appearance of an object, its internal structure or location in a series of homogeneous objects.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using diagrams, posters, maps, etc.

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

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

Education and upbringing is always carried out within the framework of one form or another of the organization.

All kinds of ways of organizing the interaction of teachers and students have found their fixation in three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) classroom-lesson system, 3) lecture-seminar system.

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

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

Features of the school lesson:

the lesson provides for the implementation of the functions of teaching in a complex (educational, developmental and upbringing);

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

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

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

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

summing up the results of the lesson;

home assignment;

each lesson is a link in the lesson system;

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

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

I distinguish the following types of lessons:

lesson familiarization of students with new material or communication (study) of new knowledge;

knowledge consolidation lesson;

lessons in the development and consolidation of skills and abilities;

generalizing lessons.

The lesson structure usually consists of three parts:

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

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

Conclusion

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

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

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

Bibliography

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

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

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

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

Slastenin V.A. and others. Pedagogy Textbook. manual for stud. higher. ped. study. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - 576 p.

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Analysis of the various components of the pedagogical system allows us to conclude that their interaction generates a holistic pedagogical process... In other words, the pedagogical system itself, the activity of each teacher is created and functions in order to ensure the optimal course of the pedagogical process.

Under the pedagogical process is understood as the integral process of the implementation of education in the broad sense of the word by ensuring the unity of teaching, education and development. As S.U. Goncharenko, the pedagogical process is “purposeful, consciously organized, dynamic interaction between educators and pupils, in the process of which socially necessary tasks of education and harmonious upbringing are solved”.

Like pedagogical activity, the pedagogical process is a complex dynamic system, the structure of which includes many subsystems. Its main components are the goal, objectives, content, methods, means and forms of interaction between teachers and students, as well as the result. In this regard, the pedagogical process should be considered as a developing interaction of the subjects of education (teachers and learners). In the pedagogical process as a system, the processes of formation, development, education and training are merged together with all the conditions, forms and methods of their course. At the same time, the pedagogical process is not a simple mechanical sum of the processes of training, education, upbringing and development, but is an independent integral phenomenon in which movement, overcoming contradictions, regrouping of interacting forces, and the formation of a new quality continuously occur.

A holistic pedagogical process presupposes such an organization of the life of students that would meet their life goals, interests and needs and would have a balanced impact on all spheres of the personality: consciousness, feelings and will.

The pedagogical process has its own structure (from the Latin structure), which includes purpose, content, organizational and managerial complex, principles, pedagogical diagnostics, subjects, patterns and other components. In this case, the goals and content constitute, in addition to the subjects of the pedagogical process, its most important content-targeted component. Let's consider them in more detail.

The pedagogical goal is to foresee the results of their purposeful interactions by the teaching and learner in the form of generalized mental formations, in accordance with which all other components of the pedagogical process are then correlated. The goal reflects the desired end result of pedagogical interaction, to which the teacher and the learner strive.

The types of pedagogical goals are varied. It is possible to distinguish the normative state goals of education, public goals, initiative goals of students and teachers, organizational and methodological goals.

Regulatory government goals- these are the most general goals that are defined in government documents, in state education standards and other fundamental documents and in a generalized form reflect the state policy in the field of education.

Public purposes represent a set of goals of various social groups and sectors of society. They reflect their characteristic interests, needs and requests regarding the general and professional training and education of the younger generations. Educational institutions and teachers themselves take these requests into account in their practice, creating different types of specializations, different teaching concepts and adjusting its content accordingly.

Initiative goals - these are immediate goals developed and implemented by the teachers-practitioners and students themselves. They are selected taking into account the type of educational institution, profile of specialization and academic subject, taking into account the level of personal development of students and the preparedness of teachers. Each such goal has its own subject. This subject is a reflection of the aspirations of the subjects of the pedagogical process regarding what is supposed to be developed in students. So, it can involve the development of their consciousness, skills, abilities, knowledge, attitude to various aspects of life and the world around them, spirituality, the development of inclinations and abilities, interests and creative potential, intellectual or physical development, etc.

Organizational goals are put by the teacher in the field of performing his managerial function. They may include, for example, the rational use of self-government in organizing educational activities and increasing the effectiveness of educational work.

Methodological goals associated with the purposeful transformation of the goals and content of the pedagogical process in the technology of teaching and upbringing. This transformation can be carried out by changing the teaching methods, the teaching aids used, the introduction of new forms of organizing the educational process.

The task of the teacher is not only to set specific goals himself, but also to teach students to set such goals for themselves. The teacher must know the goals of each of the students, make sure that the goals of the students coincide with his own goals, and the nature of the pedagogical interaction actively contributes to the possibility of effectively achieving these goals.

Content the pedagogical process is that part of the social experience of generations that must be passed on to learners in order to achieve the set goal in accordance with the chosen directions. The content of the pedagogical process should be carefully selected, analyzed, generalized, evaluated from the standpoint of the worldview, the level and individual characteristics of the students, as well as from the standpoint of social needs in the level of professional competence, general culture, moral values ​​and personal development of the younger generations.

Organizational and management complex represents such a component of the structure of the pedagogical process, which includes methods, means, forms and technologies of organizing the educational process. Wherein methods are understood as the nature of the interrelated actions of the teacher and the student, through which the tasks of teaching and upbringing are solved, the content of education is transmitted and received.

By means the pedagogical process are material objects intended for its organization and implementation. Pedagogical tools, in particular, include: teaching and laboratory equipment, educational and production equipment, didactic equipment, teaching aids, technical teaching aids and automated training systems, computer classes. In addition, there are organizational and pedagogical means (curricula and programs, exam tickets, task cards, teaching aids, etc.).

Forms the pedagogical process are such ways of organizing it, which give it a logical completeness, a certain completeness. The forms of individual, group and collective (frontal) activity of trainees are distinguished. It is possible to distinguish individualized forms (conversation, consultation, test, exam), group and collective forms of interaction (seminars, practical or laboratory classes, disputes, colloquia, scientific and practical conferences).

Technologies learning, as defined by UNESCO, are in the most general sense systemic methods of creating, applying and defining the entire process of learning and assimilation of knowledge, taking into account technical and human resources and their interactions, which aim to optimize education.

Pedagogical diagnostics is the establishment with the help of special methods of the state of "health" and the viability of both the pedagogical process as a whole and its individual parts. Methods and methods of diagnostics include: testing knowledge, skills, and abilities; fixation of students' moral choices, actions, behavior; the results of independent productive work. The main goal of pedagogical diagnostics is to determine the level of achievement of educational objectives and, if it is insufficient, to make rational adjustments to the content of education, methods, methods and technologies of teaching and educating students.

Subjects and objects the pedagogical process. They are both a teacher and a student with the leading role of the teacher.

How subject the pedagogical process, the teacher must receive an appropriate education, realize himself responsible to society for the training of a highly qualified specialist. How an object the pedagogical process, as a result of continuous education, self-education and self-education, it is exposed to educational influences and strives for constant self-improvement.

Student like an object the pedagogical process is an individuality that is developed and transformed in accordance with pedagogical goals. How subject the pedagogical process, he is a developing personality, endowed with natural needs and inclinations, striving for creative self-manifestation, satisfying his needs, interests and aspirations, a person capable of actively assimilating pedagogical influences or resisting them.

A holistic pedagogical process is carried out in accordance with its inherent special patterns. As for every rather complex reality, these patterns reflect the logic of the development of the pedagogical process on the basis of its internal self-organization. These include the following patterns (Fig. 7):

Rice. 7. Basic laws of the educational process

Conditionality of the pedagogical process by the needs of both society and the personality itself.

The dependence of the pedagogical process on the socio-economic situation in the country, on the actions of the subjective factor - the heads of the educational authorities, on the moral and psychological factor.

Correspondence of the content, forms and methods of the pedagogical process to the individual characteristics and capabilities of the trainees.

The dependence of the level of personality development on heredity, the upbringing and educational environment, the inclusion of the means and methods of pedagogical interaction in the educational process.

Management of the educational process.

Stimulating the pedagogical process.

The interrelation of all components of training that ensure the achievement of results that correspond to the set goals, etc.

The dynamism of the pedagogical process is achieved through the interaction of its three structures: pedagogical, which is discussed above, methodical and psychological. The pedagogical process has its own methodological structure, closely related to the pedagogical structure. To create a methodological structure, the goal is divided into a number of tasks, in accordance with which the sequential stages of the teacher's and the student's activities are determined. In addition to these two structures, the pedagogical process has an even more complex structure - psychological. It includes:

1) processes of perception, thinking, comprehension, memorization, assimilation of information;

2) the manifestation of students' interest, inclinations, motivation for learning, the dynamics of emotional mood;

3) ups and downs of physical and neuropsychic stress, dynamics of activity, efficiency and fatigue.

Thus, in the psychological structure of the lesson, three substructures can be distinguished: cognitive processes; motivation for learning; voltage.

To ensure the required efficiency of the pedagogical process, it needs a component such as control... In the most general form, it is a process of transferring pedagogical situations, processes from one state to another, corresponding to the set goal.

The process of managing the pedagogical process consists of a number of main components, which represent a certain sequence of stages of this process, presented in Fig. eight.

Rice. 8. Diagram of the control algorithm
pedagogical process

The corresponding numbers in this diagram indicate the main elements (or stages) of managing the pedagogical process, and the arrows indicate the most significant connections between these elements. The main elements are the following:

1) setting a goal or a system of goals;

2) information support obtained on the basis of the results of diagnosing the level of knowledge and personal characteristics of students;

3) the formulation of tasks depending on the goal of education and the personal characteristics of the students;

4) the design of the educational process, consisting in planning activities to achieve the intended goal (planning the content, methods, means, forms of training and education);

5) implementation of the project;

6) monitoring the progress of the pedagogical project;

7) adjustment of the pedagogical process or its individual elements;

8) summing up.