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Lecture notes, cheat sheets
General foundations of pedagogy. Lecture notes: briefly, the most important
Directory / Lecture notes, cheat sheets Table of contents
LECTURE No. 1. Pedagogy as a science, its object 1. Stages of development of pedagogical science Anticipating acquaintance with any new word, concept, phenomenon, it is necessary to find out the meaning, etymology of this word formation. The term "pedagogy" was formed from the Greek words paides - "child" and gogos - "lead". Thus, the literal translation of paidagogike means "child-guiding". Gradually, the word "pedagogy" began to denote the art of "guiding a child through life", that is, to educate and educate, to direct his spiritual and physical development. Thus, in all publications of a reference, scientific and educational nature, pedagogy is considered as a science of education and training, but not only. We will have to derive a more detailed definition of pedagogy a little later, but for now it is interesting to trace the historical development and formation of pedagogy, how the meaning and attitude to upbringing and education has changed over the centuries, what goals are pursued and what means are used. Pedagogy is a very interesting science. The history of its development and formation is interesting, with mistakes, delusions, dramatic destinies, insights and discoveries, and the subject of pedagogy deserves special attention. The development of society, the need for education and upbringing led to the creation of special educational and educational institutions that were responsible for comprehending theoretical knowledge, learning experience and introducing it into the upbringing process. All this led to the fact that pedagogy as a science was formed and separated into a separate branch. That is why at a certain moment in the development of civilization, when production and science were developed, it was in the late period of the slave system, education turned into a certain institution of education, educational institutions appeared, specialists whose main task was the upbringing and education of children. Such schools appeared in Ancient Egypt, in the countries of the Middle East, Ancient Greece. It must be added that already in the ancient world, some learned minds realized the importance of education and the transfer of positive experience to generations. Even in the Bible there are indications of pedagogical and educational activities. So, King Solomon in his statements emphasized the educational role of fathers, who had to take care of teaching their sons in this or that work. Gradually, becoming more complex and expanding, education began to develop more intensively and effectively. At first it happened in the realm of philosophy. Already in the writings of ancient Greek philosophers - Heraclitus (530-470 BC), Democritus (460 - early 469th century BC), Socrates (399-427 BC), Plato (347-384 years . BC), Aristotle (322-XNUMX BC) and others - contained a lot of deep thoughts on education. So, the historical stages of the development of pedagogy. Primitive communal system At the dawn of civilization in the primitive communal system, the goal of education was to acquire life experience and labor skills. Since animal husbandry and agriculture were developed, then, accordingly, children were taught to care for animals and grow plants. Girls helped women cook food, make clothes, dishes. Together with their fathers, the sons learned to hunt and fish, learned to fight. The lifestyle of a primitive man was closely connected with nature, so there were many rituals, traditions, pagan holidays, in which children were also dedicated. Children had to know the history of the family, customs, etc. Children were taught to participate in holidays, games, rituals, and they also studied oral folk art: fairy tales, songs, legends, etc. Education during this period was closely connected with everyday life, and man was not yet able to single out this subject as a separate branch of science. Ancient Greece (Sparta and Athens) Due to the fact that Sparta is a city where sports played a dominant role, the goal of the educational and pedagogical process was considered to be the upbringing and training of courageous and hardy warriors who could later become slave owners. Warriors were trained in Sparta, so they were engaged in raising boys in specialized institutions. Boys at the age of 7 were taken from their families, the training consisted of military physical training: it was necessary to learn how to run fast, jump, wrestle, throw a discus and a spear, be unpretentious in food, not be afraid of the dark, easily endure difficulties, hunger, thirst and other inconveniences . The most important thing that the boys were taught was to obey their elders unquestioningly, to be able to clearly and concisely answer questions. From 18 to 20 years old, young men underwent special military training, and then enlisted in the army. The main focus of education in Sparta is contempt for slaves and physical labor and praise for sporting achievements. Girls were brought up at home, but, like boys, they had to be physically developed, prepared to manage slaves. Education was limited to teaching writing and counting. Just like men, girls participated in sports and festivities. At a time when male warriors participated in hostilities and were absent from home, female mistresses had to guard their own home and their city, and also keep slaves in strict subordination. Athens Unlike Sparta, the goal of education in Athens is the mental, moral, aesthetic and physical development of a person, since the one who is beautiful both physically and morally was considered ideal. Until the age of 7, all children were brought up in the family. Great attention was paid to the physical development of children. In order for children to develop mentally, they read fairy tales, literary works, played with them, listened to music. Children from an early age participated in celebrations, holidays, sports competitions, learned to play musical instruments. In a word, the development of children was distinguished by an emotional orientation, and upbringing was of an aesthetic nature. First, at the school of the grammarian, children learned to read, write and count, then at the school of the cipherist they studied literature and here they specially received aesthetic education - they learned to sing, recite, play musical instruments. The next stage of training is the palestra, where teenagers mastered pentathlon (running, wrestling, javelin and discus throwing, swimming), went in for sports, and also talked on moral and political topics with the most respected citizens. For the wealthy slave owners of Athens, there were gymnasiums - schools where such sciences as philosophy, literature, and government were studied. From the age of 18, for two years, young men, just like in Sparta, underwent military physical training. Thus, the process of gradual and versatile training, upbringing and education was possible and accessible only to children of the wealthy class. For the rest of the poor population - the people - education ended in the palestra, slaves did not have the right to study at all, and the education of girls was limited to the family circle. Ancient Rome and the Roman Empire In ancient Rome, there was a practice of family education, when all education was conducted within the walls of the house. But, just as in Athens, the nature of education depended on the material wealth and social status of the family. Teachers at home engaged in literature with the children of rich and noble parents. The upbringing of boys and girls was carried out jointly until they reached the age of 4-5 years, then they were separated. Girls were raised by mothers, breadwinners, nannies. Their main occupation is needlework, music, dancing. This continued until marriage. There is a very characteristic secular upbringing. Boys were brought up by fathers, educators. They were taught to use weapons and accustomed to male occupations. Children of poor citizens could get an education in paid and private schools. There are grammar schools where the sons of wealthy parents studied. The main disciplines taught in such schools were: rhetoric, Greek, literature, history. Thus, thanks to the emergence of social structures, it was possible to conduct educational classes. So gradually education and upbringing in Rome leave the circle of the family and become a social phenomenon. The purpose of education is the mental, moral, aesthetic and physical development of a person. Schools of orators appear during the years of republican Rome, where young men whose parents belonged to the upper strata of society received education for high pay, and they were prepared for the highest government posts. Education was conducted in such sciences as: rhetoric, Greek, jurisprudence, mathematics, philosophy. During the Roman Empire, all schools received the status of state schools and trained officials loyal to the imperial power. In Christian times, representatives of the clergy were appointed as teachers. Education increasingly acquired a religious character. Middle Ages (XIV-XVIII centuries) Education during the Middle Ages had a pronounced religious character, education largely lost its progressive orientation. Therefore, the goal of education was the education of a humble, patient, submissive person. The clergy had a very negative and aggressive attitude towards ancient culture, school, art, sciences. The main idea of religious Catholicism at that time was education "in the fear of God." Since the child is born in sin and is related to "original sin", then sin should be overcome only by humility. The monks and priests who were entrusted with the upbringing of children taught in the spirit of the Christian religion, taught to read and write in Latin. Children memorized prayers, were subjected to heavy physical punishments and all the time remembered the severity of sin and God's punishment for disobedience. More secular education was given to the children of feudal lords and knights. The seven knightly virtues are well known: ride, fence, swim, wield a sword, spear and shield, hunt, play chess, compose and sing poems for the lady of your heart. The daughters of the feudal lords were brought up in monasteries and studied needlework, reading, and writing. With the development of crafts, the growth of cities, secular culture and education began to revive. In the cities, artisans opened guild schools for their children, and merchants opened guild schools, where education was conducted in their native language, taught children to write, count, read, and religion was pushed into the background and ceased to be the basis of education. Such urban elementary schools undermined the Church's monopoly on education. Renaissance (XIV-XVI centuries) During the Renaissance, many supporters of the humanistic movement in science sought to criticize the strict and limited cane discipline common in the Middle Ages. Humanists preached a careful and attentive attitude towards the child, offered to respect the child and see him as a person. Much attention was paid to the physical and mental education of children, in which, as humanist teachers believed, the development of creative activity, independence, emotional freedom, and amateur performance takes place. Ultimately, such upbringing contributed to the development and manifestation of secular knowledge. During the Renaissance, a number of outstanding thinkers, humanist educators emerged who spoke under the slogan of the ancient saying: "I am a man, and nothing human is alien to me." Works of early utopian socialists T. Mora (1478-1535) и T. Campanella (1568-1639) were a wonderful manifestation of the revival of the human spirit. Thomas More proposed the idea of teaching children in their native language, and More also attached great importance to physical education. Tomaso Campanella believed that "the study of the sciences should be combined with regular visits to various workshops in order to give students technical knowledge and the opportunity to consciously choose their future profession." XNUMXth century Bright representatives of the pedagogical school of this time - a Czech teacher Ya. A. Comenius (1592-1670) and English teacher J. Locke (1632-1704). The distinctive features of the development of pedagogy in this period are that pedagogy became an independent science, although it remained connected with philosophy, since both of these sciences study the existence and development of man. The goal of education is physical and moral education, the formation of "discipline of the body" and "discipline of the spirit." Jan Amos Comenius, the creator of the scientific pedagogical system, singled out pedagogy from philosophy and formalized it into a scientific system. He was the founder of the class-lesson system of education and developed the main issues of organizing educational work. His work had a great influence on pedagogical thought and school practice around the world. John Locke proposed a system for educating a secular young man ("gentleman"), who at the same time knows how to profitably conduct his business. Enlightenment (XVIII century) The Age of Enlightenment is permeated with the ideas of unity with nature, the chanting of everything beautiful and enlightened. At this time, the French educator became the founder of the theory of natural education. J.-J. Rousseau (1712-1778), defining pedagogy as "education, which should be carried out in accordance with the nature of man, without interfering with his natural development." Rousseau was convinced that when educating and raising children, it is important to take into account their age characteristics. He considered it necessary to have a close connection between education and the life and nature of man and nature as such. J. G. Pestalozzi (1746-1827) - a Swiss teacher who considered the goal of education to be the development of human abilities, his constant improvement, the formation of a moral character, that is, the self-development of natural forces inherent at the genetic level. XIX century Continuing the idea of education of the Enlightenment, F. A. Wilhelm (1790-1886) - German democrat teacher - urged to take into account the age characteristics of the child in the learning process. Diesterweg(1790-1866) and its supporters preached and proclaimed the idea of education on a universal scale, in a person the definition, formation and development of his natural characteristic qualities and abilities, relying on the natural laws of nature, was considered decisive. Diesterweg also opposed class and religious education. The founders of revolutionary demographic views in Russian pedagogy were V. G. Belinsky (1811-1848), A. I. Herzen (1812-1870), N. G. Chernyshevsky (1828-1889) и V. A. Dobrolyubov (1836-1861). The development of domestic scientific pedagogy was greatly influenced by the works of L. N. Tolstoy (1828-1910), N. I. Pirogov (1810-1881). K. D. Ushinsky (1824-1870) - a great Russian teacher, played a very important role in the history of the development of pedagogy in Russia. Ushinsky singles out the principle of nationality as one of the leading principles of pedagogy. He sang the originality of Russian pedagogical science, which absorbed the centuries-old practice of education. Thanks to this principle, the language of one's people comes to the fore in the formation of a person, which means that one must know it perfectly, as well as the history of one's homeland. Another important principle of the pedagogical system KD Ushinsky considered the principle of education in work. In his opinion, the basis of human happiness is work, industriousness. At the same time, both physical and mental labor are equally important. Ushinsky paid special attention to the conscientiousness, systematicity and strength of training. He attached a great role to the correct organization of the lesson, the work of the teacher and students. For the first time in the history of pedagogy, he considered it necessary to include children in various forms of active pedagogical activity, that is, put children in an active position. XNUMXth century During this period, the goal of education is the development of the individual. Outstanding Soviet teacher and writer A. S. Makarenko (1888-1936) developed a methodology for labor education, defined the basic principles for creating a children's team, and identified the tasks of pedagogical leadership of a children's team. He studied in detail the issues of the formation of conscious discipline and the upbringing of children in the family. An important criterion was humanism. Makarenko pointed out that it is very important that in relation to children there should be "a sense of proportion in love and severity, in affection and severity." Humanism is closely related to optimism, the ability to see the positive aspects in each student, to “project” the development of the best in a person. Since human development can only be considered in combination with society, Makarenko determined the main place in his pedagogical system to be the problem of education in a team and through a team. He substantiated the laws of life and activity of the collective, the stages and ways of its formation, defined the tasks of labor education, discipline and methodology. Thus, Makarenko was one of the first Soviet teachers who dealt with the problem of family education. It is no coincidence that pedagogy puts forward a large number of prominent teachers. This was socially necessary, since the intensive development of production, science and culture required an increase in the professionalism, culture and literacy of citizens. Since ancient times, there has been a transfer of experience from older generations to younger ones. The development of mankind has historically led to an understanding of the need to specifically engage in the education and upbringing of children. Each generation of people has to solve three most important tasks: 1) study the experience of previous generations; 2) to enrich and increase this experience; 3) pass it on to the next generation. Progress in society became possible because the next generation adopted the experience of their ancestors, enriched this experience, which was then inherited by descendants. Changes, new times, the third millennium, the events taking place in our country, in the life of Russian society, humanistic and democratic ideas, market relations, the norms of life of the rule of law and civil society began to prevail. All this poses challenges for pedagogy and education in a new way. The proclaimed ideas were not always implemented. Practice shows that people should be able to live in the conditions of given freedoms. Life under democracy is possible only on the condition that democracy will exist in us, as well as morality, justice, law. For pedagogy, this task is a serious problem. 2. Pedagogy - science or art To what extent is it possible to speak of pedagogy as a science, when among the teachers themselves it is often regarded as an art or as something derived from philosophy, psychology, sociology? Well-known scientists and philosophers have spoken on this topic in different ways. "Only an idea, and not technique or talent, can be communicated by one person to another, and therefore only in the form of a theoretical science can pedagogy exist" (P. P. Blonsky). "Pedagogy is an applied science. The science is not about what is, but about what should be, exploring not what is, but how it is necessary to act. This is the science of the art of activity" (S. I. Gessen). "A complete and systematic presentation of the theory of education, that is, the rules and methods related to education, is called the science of education, or pedagogy; the use of the theory of education actually constitutes pedagogical art" (A. G. Obodovsky). "Art is based on intuition, technology is based on science. Everything begins with art, technology ends, so that everything starts again" (V.P. Bespalko). "The provisions of science," says the English thinker John Stuart Mill - affirm only existence, consistency, similarity. The propositions of art do not assert that there is anything, but point to what ought to be. “A thought derived from experience is transmitted, but not experience itself. Experience itself always remains the personal property of only the one who has experienced this experience; only a logical conclusion from experience is transmitted, that is, a known theory based on experience. Thus, pedagogy - not a simple technique of education, but it is not purely individual creativity either; it is a system of logically justified ideas about education. In other words, pedagogy is a theoretical science "(P. P. Blonsky). In the article "On the benefits of pedagogical literature" K. D. Ushinsky wrote: "Neither medicine nor pedagogy can be called sciences in the strict sense of the word." However, he also owns the following words: "Pedagogy is not a science, but an art." K. D. Ushinsky at the end of the XNUMXth century, according to many, did not consider pedagogy as a science. In fact, he considered pedagogy quite thoroughly. In the first works, K. D. Ushinsky considered the relationship between the science and the art of education as a practical educational activity. Such works include "Lectures on cameral education" (1846-1848), "On the benefits of pedagogical literature" (1857), "On nationality in public education" (1857), as well as in other works where various means were used that can be implemented in educational activities. Ushinsky expressed the idea that the subject of all sciences and each of them individually is not constant, but changes historically. His disagreement with the German philosophers and psychologists arose because they presented everything in a systematic presentation, called practical activity science, as a result of which a clear boundary between them disappeared. Ushinsky pointed out that truth is the final essential stage, which can be approached through research on the subject of science. This is the main and defining criterion by which scientific basic concepts are singled out and science in general is determined. Ushinsky also said: "Near any science, art can be formed that will show how a person can benefit in life, using the provisions of science; but these rules for using science do not yet constitute science ...". To prove his point, Ushinsky gave definitions according to which art, unlike science, can consist of an infinite set of infinitely changing rules determined by the arbitrary desires of a person. While the conclusions of science are objective, in art the subjective principle prevails. While many criteria and principles change over time, "the truths of science do not change arbitrarily, but only develop; and this development consists in the fact that a person ascends from more visible causes to deeper causes, or, which is all the same, approaches more and more to the essence of the subject. K. D. Ushinsky, unlike his predecessors, expresses the opinion that pedagogy is not a science, but an art, it was completely wrong to consider pedagogy and medicine an art just because they study practical activities and strive to create something that does not exist. It is a mistake to believe that any theory or science applied to practice ceases to be a science and becomes an art. N. K. Goncharov did not agree with this and believed that Ushinsky's initials did not show consistency in defining the subject of pedagogy as a science or art. For a long time, the separation of pedagogy as a science and the art of education took place when Ushinsky determined the difference between pedagogy and other sciences. Hence, the meaning of opposing the art of education to such sciences was manifested in the definition of practical tasks and goals of pedagogy - the improvement of educational activities on a scientific basis. Pedagogical science is very interested in the influence of other sciences, in the sense that the necessary scientific knowledge can be used to advance its own goals and obtain the necessary result of pedagogical action. K. D. Ushinsky pointed out that if most of the sciences only discover facts and laws and do not develop practical activities, then pedagogy differs significantly in this regard. Trying to understand the essence of the issue and finally determine what field of activity pedagogy belongs to, we can assume that a philosopher, a psychologist perform the same functions as a teacher, but each of them is primarily a specialist in his activity. One may ask: what is the position of pedagogy among the sciences and what is the special field of its study? Worth Considering object и subject study to determine the field of study of science. In accordance with the object of study, sciences are divided into natural и Humanities. Being an applied science, pedagogy in its theoretical justification contains and uses data from other sciences, both natural and humanitarian, among them are philosophy, psychology, physiology, sociology and other sciences about man and society. The definition of the object, subject, functions and tasks of pedagogy will help to find out what pedagogy is - science, art, science and art. As a criterion, it is necessary to use generally accepted definitions of science, its subject and object, as well as its functions. Science determines the scope of human activity, its task is to develop and systematize objective knowledge about reality. Purpose of Science - describe, explain and predict the processes and phenomena of reality, which are the subject of its study on the basis of the discovered laws. Science object - a category that denotes integrity, isolated from the real world, and acts as a field of human knowledge. Science subject - these are the most important features, properties of an object that are studied for a specific purpose in this science. There are three concepts in the views of scientists on pedagogy. The first concept is the view that pedagogy is an interdisciplinary field of human knowledge. If we consider pedagogical science from this point of view, then in this case the meaning and significance of pedagogy as an independent science is completely lost. This approach gives an idea of pedagogy as a non-independent science, explaining it as a field of reflection of pedagogical phenomena. In this case, various objects of reality are considered in pedagogy, for example, space, socialization, development. The second concept presents pedagogy as an applied discipline, the task of which is the indirect use of knowledge borrowed from other sciences (psychology, natural science, sociology, etc.) and adapted to solve some problems that arise in the areas of upbringing and education. At first glance, the object of pedagogy is any person who is taught and educated. But in this case, both pedagogy and psychology study psychic reality (the human psyche), and pedagogy is only an applied part of psychology, its "practical application." Both the first and second concepts of the approach to pedagogy deny the right of pedagogy to its subject and, consequently, its own theoretical definition, replacing it with a set of provisions taken from other sciences. This has a very negative impact on teaching practice. Only pedagogy makes it possible to reflect in sufficient detail, capaciously, systematically the essence of the phenomena and processes occurring in the practical activity of teaching and educating a person. No science studies pedagogical reality so completely and in depth. Such an approach cannot make it possible to develop a solid foundation for the functioning and transformation of pedagogical practice. Effective and productive for science and practice is the third concept, according to which pedagogy is a relatively independent discipline, with its own object and subject of study. 3. Subject, object and functions of pedagogy The subject of pedagogy is a special function of society - education. But not only pedagogy studies education. It is studied by other sciences, such as philosophy, sociology, psychology, economics, etc. Thus, for example, an economist, determining the level of capabilities of "human resources" produced by the education system, tries to calculate the costs of their preparation. The sociologist finds out whether the modern education system prepares people well, who adapt to the social environment, help scientific and technological progress, and various social transformations. The psychologist studies the psychological aspects of education as a pedagogical process. The political scientist wants to find out how effective the state education policy is, etc. The contribution of many sciences to the study of education is very valuable, but these sciences do not affect the important, defining aspects of education related to the everyday processes of human development, the interaction of teachers and students in the process of this development and with the corresponding structure. And this is understandable, since the study of these elements determines that part of the object (education), which should be studied by a special science - pedagogy. Subject of Pedagogy The subject of pedagogy is education as an integral pedagogical process. In this case, pedagogy is a science that studies the essence, patterns, trends and prospects for the development of teacher education. In this regard, pedagogy develops a theory and technology for organizing education, forms and methods that improve the activities of a teacher and various types of student activities, as well as strategies and methods of their interaction. Object of Pedagogy AS Makarenko in 1922 expressed the idea about the features of the object of pedagogical science. He wrote that "many consider the child to be the object of pedagogical research, but this is not true. The object of research in scientific pedagogy is a pedagogical fact (phenomenon)." At the same time, the person is not excluded from the attention of the researcher. But, being one of the human sciences, pedagogical science involves the study of the effectiveness of professional practice of pedagogical processes and phenomena aimed at the formation and development of personality. Therefore, as an object, pedagogy does not have an individual person, his psyche (this is the object of psychology), but a system of educational and pedagogical phenomena associated with his development. We can say that the object of pedagogy is the reality that determines the development of man in the process of society. These phenomena are called education. This is the subject of pedagogy. Pedagogy considers the following issues: 1) the essence and pattern of personality development and their impact on education; 2) the purpose of education; 3) the content of education; 4) methods of education. Functions of pedagogical science. The functions of pedagogical science are undoubtedly determined by its subject matter. This refers to the definition of theoretical and technological tasks set in the process of identifying the principles and patterns of pedagogical activity. These are theoretical and technological functions that pedagogy performs in a limited way. The theoretical function is carried out at three levels: 1) descriptive - involves the study of the innovative experience of scientists and educators; at the descriptive, or, as it is also called, explanatory, level, he studies the foundations of innovative pedagogical experience. 2) diagnostic level - involves identifying the state of pedagogical processes, the effectiveness of the teacher and students, establishing cause-and-effect relationships; 3) predictive level - is an experimental study of the pedagogical process, as well as the construction on their basis of models of the transformation of reality. The prognostic level of the theoretical function reveals the essence of pedagogical processes, scientifically substantiates the proposed changes. At this level, certain theories of training and education are created, as well as models of pedagogical systems that are ahead of pedagogical practice. The technological function is also carried out at three levels of implementation: 1) projective level - involves the formation of criteria and principles for constructing a textbook, drawing up methodological developments (curricula, programs, textbooks and teaching aids, pedagogical recommendations) that embody theoretical concepts and determine the "normative or regulative" (V. V. Kraevsky) plan of pedagogical work ; 2) transducer level - studies and implements the experience of pedagogical science; 3) reflective level - involves determining the degree of influence of research results on the practice of educational activities and subsequent correction. 4. Tasks and methods of pedagogy Exist theoretical и practical tasks of pedagogy, which should be distinguished. Pedagogy solves some important theoretical tasks: 1) determination of the regularity of the process of training, upbringing and education; 2) study and generalization of the experience of pedagogical activity of various schools; 3) development and implementation of new methods, forms, systems of training and management of educational structures; 4) study and implementation of research results in teaching practice; 5) setting goals and planning education for the near and distant future. Theoretical tasks are fully implemented in practice in educational institutions. K. D. Ushinsky, for example, argued that the sciences in general only discover facts and laws and do not develop their practical activities and applications. Whereas pedagogy differs in this respect. Therefore, Ushinsky saw the task of pedagogy in "the study of man in all manifestations of his nature with a special application to the art of education." The practical tasks of pedagogy are to "open the means for education in a person of such a nature that would resist the pressure of all the accidents of life, save a person from their harmful corrupting influence and give him the opportunity to extract only good results from everywhere" (Ushinsky K. D ., "On nationality in public education" (1857)). Currently, there are many different scientific methods of pedagogy. The main ones are: 1) pedagogical observation; 2) research conversation; 3) study of school documentation and products of students' activities; 4) pedagogical experiment; 5) study and generalization of advanced pedagogical experience. pedagogical supervision, as the main source of accumulation of knowledge, facts and information, is used in any research activity. This technique is especially important in pedagogical activity, when it is impossible to describe the process otherwise. Pedagogical experiment - this is a scientific method of research that allows you to confirm or reject any theoretical calculations empirically. The purpose of the goals of the pedagogical experiment determines the following types of experiments: 1) ascertaining; 2) creative and transformative; 3) control; 4) natural. Branches of pedagogical science General Pedagogy - involves the study of criteria, methods and forms of education. In this case, it is necessary to take into account the general age characteristics and conditions for obtaining education in an educational institution. Sections of general pedagogy are the theory of education, the theory of learning and the theory of organization and management in the education system. Preschool Pedagogy - deals with the study of the patterns of education of preschool children. Pedagogy of a comprehensive school - is engaged in the study of the content, forms, methods of teaching and educating schoolchildren. Special pedagogy (defectology) - a special science that studies the development and patterns of education and upbringing of children with physical or mental developmental disabilities. Pedagogy of vocational and secondary specialized education - is engaged in the study and development of issues of training and education of students of vocational schools and secondary specialized institutions. Correctional labor pedagogy - studies the problem of re-education of offenders of all ages. Pedagogy of higher education - deals with the issues of education and upbringing of university students. Pedagogy, as an independent scientific discipline, cannot develop without interacting with other sciences. So, for example, in the development of pedagogical theory, an important methodological role is played by philosophy, which determines the initial data in the study of pedagogical processes. Psychology influences the solution of specific issues of education and upbringing, affecting the development of work and rest regimes (especially developmental and pedagogical psychology, which studies the patterns of children's mental processes depending on age, in the conditions of training and education). Sociology, which studies society as a complex holistic mechanism, provides pedagogy with great practical material for the logical organization of the process of education and upbringing. Thus, in this lecture, we got acquainted with the main historical stages of pedagogical science, the subject, object, functions, tasks and methods of pedagogy. LECTURE No. 2. The categorical apparatus of pedagogy Before talking about the categories of pedagogy, it is necessary to refer to the dictionary and define the concept in general. category in terms of philosophy. Category (from the Greek kategoria - "statement; sign") - an extremely general concept. For it, there is no longer a more general, generic concept, and, at the same time, it has a minimum content, that is, it fixes a minimum of features of the covered objects. However, this is the content that reflects the fundamental, most significant connections and relationships between objective reality and cognition (Philosophical Dictionary. M., 1990. P. 123). Each specific science has its own system of categories. In pedagogical science, categories denote the basic concepts that express scientific generalizations. The main pedagogical categories are: education, upbringing, training, self-education, socialization, pedagogical activity, pedagogical system, pedagogical interaction, educational process. Let's consider them sequentially, building the material in such a way as to show the variety of different approaches and views. 1. Education What is meant in classical didactics by the concept education? As a pedagogical term, the word "education" was introduced in 1780 by the founder of the theory of learning Johann Heinrich Pestalozzi. N. I. Novikov in the same sense applied the category "education" in Russian. The concept of "education" was considered in a rather broad sense as the result of all pedagogical influences on a person. Such an interpretation of education has existed since the 2nd half of the XNUMXth century, when the opinion is gradually emerging that education is not only a state, but also a process, a set of pedagogical activities through which education is achieved. In Soviet pedagogy in the 50-60s. 1978th century education was first considered as a set of knowledge, skills and abilities necessary for practical activities, and then as a process and result of this activity. The same definition of this concept is adopted in 13.01.96 by the XX General Conference of UNESCO, where it is written that "education is the process and result of improving the abilities and behavior of the individual, in which it reaches maturity and individual growth." Also, the Law of the Russian Federation "On Education", as amended by Federal Law No. 12-F3 of January XNUMX, XNUMX, states that education is "a purposeful process of training and education in the interests of the individual, society, state, accompanied by a statement of the student's achievement of a certain state level (educational Receiving an education is the achievement and confirmation of the educational qualification, which is certified by the relevant documents. So, to date, in the scientific and pedagogical environment, education is considered as a process and a result. The most successful and convincing is the interpretation developed by Yu. G. Fokin in the Research Institute of Higher Education: "Education is a system of training, socialization and development aimed at mastering by the individual the system of elements of the objective experience of mankind, necessary for the successful implementation of his activities in the chosen field of social practice, and recognized by society as a certain level of development of the individual." In this case, socialization means a quantitative and qualitative change in socially significant beliefs, ideals, personality traits that are necessary to achieve a certain level of success in society, society. In modern pedagogical science, the category of education is considered as a system of values, a system, a process and a result, and as a result, it has four aspects: education as a value, as a system, as a process and as a result. Education can be state, public, personal. The result of education is ambiguous and may imply literacy, education, professional competence, mentality. This means that literacy is not just the ability to read, write and count, but, above all, readiness for the further development of one's educational potential. Literacy, reduced to the degree of the necessary maximum for a particular person, personality, is already education. Professionalism - a certain level of education, namely professional education, personal experience, as well as individualism, individual characteristics and abilities of a person, his desire for self-education and self-improvement, a creative attitude to business. Mentality - these are deep, spiritual, moral, cultural and ideological values of individual and social behavior, the highest value of education. At the 29th session of the General Conference of the International Standard Classification of Education (ISCED) in October 1997, such a definition of the concept of education was presented, where education is understood as "an organized and sustainable process of communication that generates learning" (p. 12), and further in p. 13-16 reveals the meaning that is embedded in each word of this definition: "The process of communication is the interaction between two or more persons, including the transfer of information (messages, ideas, knowledge, strategies, etc.); learning is any change in behavior , information, knowledge, understanding, worldview, value system or skills (in order to be considered education, training must be planned and not be limited to physical growth, maturation or general specialization); organized - planned in accordance with a certain sequence with clearly marked or implied goals; stable - assuming that in any learning experience there are elements of continuity and continuity". Components of the content of education: 1) knowledge - are information stored in memory, which is accompanied by the ability to reproduce this information, and also, which is very important, the ability to apply and generalize theoretical knowledge and basic facts of science; 2) skills is the ability to apply the knowledge that is acquired as a result of training in practice. Knowledge and skills are an integral part of skill; 3) skills - this is a set of elementary methods of practical activity, methods of control and regulation of this activity. Relationships include an emotional attitude and determination of the evaluation of various aspects of a person's life and activities. In turn, creative activity involves the emergence of new knowledge, skills, abilities and relationships. Factor - this is a solid reason, which is formed in turn from the following reasons: influence, action, variable, parameter, indicator, etc. Thus, various interpretations of the concept of education do not contradict, but complement, improve each other and characterize education as a purposeful learning process to achieve the result of personality development. 2. Education upbringing is the process of personality formation, a purposeful and systematic process based on certain relationships to objects, phenomena of the surrounding world, worldview, behavior and designed to prepare it for active participation in social, industrial and cultural life, as well as the creation of conditions (material, spiritual, organizational) for the assimilation of the new generation of socio-historical experience. There are several types of education: mental, physical, labor, aesthetic. A great educational influence on a person's personality is exerted by the way of life of society, the development of science and technology, literature, art, and the media. At a certain level of development, a person has a need for self-improvement. Education is a phenomenon inherent in all socio-economic formations. It has common features, such as the transfer of experience, education, health care, the formation of a worldview, but depending on the historical development of social relations, education can change in its goals and methods. In ancient times, education was aimed at physical development and was limited to the assimilation of life experience, which was passed on from older generations to the younger ones. Due to the fact that there was no division into classes, all children received the same education. As society divides into classes, upbringing and education become class-based and are used by the ruling class to strengthen their superiority. The upbringing and education of the nobility, versatile for that time, was opposed to preparation for the hard physical labor of slaves. Under feudalism, estates were introduced into education, that is, the upbringing of children of each estate had its own tasks, content and forms, which largely depended on the degree of prosperity and social status. In addition, religious education acquires a significant role, where the means of educational influence were worship, sermons, teachings, confession. In a bourgeois society, class division comes to replace class division. Education exacerbated class contradictions. In modern society, a wide network of public and private educational institutions has been created, in which education is carried out systematically and according to a certain system, according to special programs, and only by those people who have received good pedagogical training. The basic principles of education: connection with practice, work, which is combined with tactful pedagogical guidance, consistency, continuity, systematic, taking into account the age characteristics of pupils and an individual approach to them. In accordance with these principles, various methods of education are also used, such as persuasion, encouragement and punishment. Education is closely intertwined with education, because many of the tasks of education are achieved directly in the learning process. 3. Training There are many interpretations of the concept of "learning". For example, several definitions look like this. 1. Training - this is a pedagogical process aimed at organizing active educational and cognitive activity of students to master certain knowledge, skills and abilities. 2. Training - the process by which the management of educational and cognitive activity of students takes place. 3. Training - this is a process that interconnects the activities of the teacher and students, this process takes place within the framework of the pedagogical system. After analyzing the above definitions, we single out in them process, interaction (management) и pedagogical system. The remaining words indicate the varying degrees of importance of learning objectives. Thus, one of the shortcomings of some definitions of "learning" is that learning is defined as a system. Based on this, the following definition can be proposed: training - this is a process that takes place in the pedagogical system, the purpose of which is to organize the interaction between the teacher and the student. Sometimes the subject of controversy may be the relationship between the concepts of "education" and "upbringing". It all depends on the context and sense in which they are used. Education in any case includes upbringing. However, the orientation of education depends on the methods of its implementation, and this is already the task of education and training. Education, being a part of education, differs from it in the level of dependence of the pedagogical process on normative prescriptions. For example, in the learning process, the state level of the content of education, the time frame (academic year, lesson, etc.), technical and visual teaching aids should be taken into account. Thus, upbringing and training constitute educational technologies, in which effective and optimal stages are fixed, the steps for achieving the set goals of education. 4. Self-education Under self-education refers to the purposeful and systematic activity of the individual, which is aimed at the formation or improvement of any qualities: moral, physical, aesthetic, as well as behavioral habits. The goal in this case is the desire to bring the development of individuality to a certain socially determined ideal. Requirements for oneself and the qualities that a person seeks to develop are primarily determined by the conditions of life. Therefore, the content side of self-education very often depends on the socio-historical conditions in which a person lives. Already in adolescence there is an acquaintance with self-criticism, self-persuasion, self-hypnosis as forms of self-education. Later there is a desire for moral and physical self-improvement. The factors that temper the will, increase a person’s consciousness, and also contribute to the formation of correct views on reality are the conscious overcoming of obstacles on the way to the ideal and goals, competition with other individuals in achieving such goals, a critical assessment of one’s behavior, and intolerance to one’s own shortcomings. The formation of the process of personality traits through self-education begins in the family, in the educational team, and the result of this process is fixed and verified by the practice of life. 5. Socialization Let us turn to the Philosophical Encyclopedic Dictionary, which gives such a definition socialization (from lat. socialis - "public") - the process of assimilation of certain rules and norms of activity and behavior that are characteristic of a certain cultural socio-historical formation. The process of socialization can be understood as a connection of a person to culture as such and - at the same time - as a connection to the traditions of a particular national culture, which further acts as a native one for him. The process of socialization is carried out almost all life. There are several stages (stages) of socialization: 1) the primary stage of socialization, or the stage of adaptation (from birth to adolescence, when the child imitates others), when the child learns social experience uncritically, adapts; 2) the stage of individualization is determined by the moment when a person has a conscious desire to distinguish himself from other similar ones, when a critical assessment of social norms of behavior is formed; 3) the stage of integration is successful if the person is accepted by society. But if society rejects a person, then the following options for his behavior are possible: a) the emergence of an aggressive attitude as a result of a person’s desire to preserve his dissimilarity; b) change yourself (to become like everyone else); c) external conciliation, adaptation; 4) the labor stage of socialization refers to the period of maturity of a person, directly to the period of his labor activity; 5) post-labor stage. Socialization is the process of acquiring, consolidating and applying a person's knowledge about the rules and norms of behavior in society. The child receives the very first information about this in the family, which determines and lays the foundations of consciousness and behavior. Further, the school is engaged in the process of socialization of the individual. As a person grows and prepares him to fulfill his civic duty, the level of assimilated knowledge becomes more complex and continues in those specific conditions that have developed in production under the influence of not only social relations, but also the specific features inherent in this social institution. One of the tools for the socialization of the individual is the media - print, radio, television, which are processing and shaping public opinion. In this case, constructive and destructive tasks can be solved. The socialization of the individual also implies the transfer of the experience of mankind, therefore the continuity of generations is inextricably linked with the daily activities of people. Of course, the socialization of the individual includes the labor, socio-political and cognitive activities of mankind. Just having knowledge is not enough, it is necessary to transform them into beliefs that are expressed in human actions. First of all, the interaction and combination of knowledge, beliefs and practical actions creates the characteristic properties and qualities of personality types. So, the socialization of the individual is a kind of way for a person to accept those relations that exist in all sectors and spheres of civil life of the historical and social society. 6. Pedagogical activity A special type of socially useful activity of adults is pedagogical activity, which is a process of preparing a child for life in accordance with the established economic, moral, political, cultural and other goals of society. Pedagogical activity is the conscious influence of adults on the process of raising children, the purpose of which is to transform human nature. Pedagogical activity organizes the objective process of education, as it operates with such concepts as pedagogical theory (theoretical knowledge); pedagogical experience (practical experience); system of special institutions. She studies the laws of education and is based on reliable knowledge, which allows her to become deeply conscious, effective, capable of resolving emerging contradictions. There are several components in the structure of pedagogical activity. The initial component is the teacher's awareness of the needs, trends in social development, and the basic requirements for a person. The second component is various scientific knowledge, skills acquired by a person in various areas of life and social relations, which were passed down from generation to generation, as a result of which a person’s worldview is formed, i.e. a conscious attitude to life. The last component of pedagogical activity is actually pedagogical knowledge, educational experience, skill, intuition. In scientific and pedagogical practice, there are also functions of pedagogical activity: 1) the transfer of knowledge, skills and abilities, the formation of a worldview; 2) development of the intellectual abilities of the younger generation; 3) developing the behavior of students on the basis of a conscious understanding and assimilation of the moral and ethical rules of behavior in society; 4) the formation of an aesthetic attitude to reality (to teach to recognize the beautiful and the ugly, to defend the beautiful). All these functions are consistently and logically interconnected with each other and are aimed at the formation of a diversified personality of the student. The purpose of pedagogical activity is the education of a child's personality. In turn, the pedagogical goal reflects the philosophical, economic, moral, legal, aesthetic ideas of society about the perfect person and his destiny in the life of society. The activity of a teacher is always a creative activity. At the same time, the logic of activity based on the needs and interests of the child and educational goals and objectives should be taken into account. 7. Pedagogical interaction Any process is a change from one state to another. In the pedagogical process, such an engine is pedagogical interaction. Pedagogical interaction consists of influence, active perception and assimilation and the student's own activity, manifested in response direct or indirect influences on the teacher and on himself (self-education). In the structure of the pedagogical process and the pedagogical system, two most important components are distinguished - the teacher and the pupil, which are their most active elements. The educational process is the process of interaction of all the subjects included in it: a teacher - a team of pupils, a teacher - a pupil, a teacher - parents of pupils, etc. The interaction of participants in the educational process is the most important means, a necessary way to successfully solve the tasks. The main characteristics of pedagogical interaction: 1) mutual knowledge; 2) mutual understanding; 3) relationship; 4) mutual actions; 5) mutual influence. Each of these characteristics has its own content, but only their comprehensive implementation in the educational process ensures its effectiveness. A characteristic of any interaction, including pedagogical, is considered compatibility. Compatibility is expressed in the satisfaction of partners with each other, emotional support, consistency in actions that ensure their success in terms of quantity, quality, speed, optimal coordination of the actions of the contacting parties based on mutual assistance. There are many types of interaction that underlie various approaches to their classification. 1) personality - personality: student - student, teacher - student, teacher - teacher, teacher - parent; a team - a team: a team of juniors - a team of seniors, a class - a class, a student team - a teaching team - that is, a division by type of subject and object; 2) direct and indirect - division according to the direction of pedagogical interaction; 3) interaction in various types of activities: educational, labor, sports - division according to the content of activities; 4) purposeful or spontaneous - separation according to goal setting: 5) managed, unmanaged - division according to the degree of manageability; 6) relations "on an equal footing" or leadership - division according to the type of relationship of subjects of pedagogical interaction; 7) cooperation, dialogue, agreement, guardianship, suppression, conflict - separation according to the nature of the relations of the subjects of pedagogical interaction; 8) accidental or intentional - division according to the level of preparedness of the process of pedagogical interaction; 9) long-term or short-term - division according to temporary settings of pedagogical interaction; 10) verbal or non-verbal - division according to the degree of psychological validity of the subjects of pedagogical interaction; 11) productive or unproductive - division according to the nature of the results and the degree of effectiveness of goal setting. In turn, each of these types of relations between the subjects of pedagogical interaction has an impact on the psychological state of the contacting subjects. Effective, productive interaction is positive and leads to openness and candor. Unproductive - leads to distrust and hostility, and is also accompanied by such emotions as fear, anxiety, panic. The interrelation and concomitance of all types to each other is obvious, which, under certain conditions, pass into each other. In each specific pedagogical situation, the task of the teacher is to determine the most effective way of interacting with the student, which determines the dynamics of the nature of the interaction between the participants in the educational process and requires an operational decision. The teacher in organizing pedagogical interaction has the only leading role (in a hidden or open form). At the same time, pupils are not passive participants in the process, because the content and form of work of educators very often determines the interest and aspirations of pupils. Interaction is not always the basis of school education. The teacher quite often chooses not democratic (interacting), but authoritarian suppressive behavior. The sources of such behavior are: the hierarchical organization of most state and public structures; own experience of education; an attempt to compensate for the feeling of inferiority and insecurity of the teacher, etc. In the conditions of humanistically oriented education, each teacher should strive to organize education on the basis of interaction. Such ways of development are: organization of joint activities; objectivity and comprehensive awareness of each other of the participants in the interaction; mastering the ways of organizing joint activities and communication (psychological, theoretical and practical training). 8. Pedagogical system Pedagogical system - this is the interaction of various interrelated structural components that are united by one educational goal of developing individuality and personality. The pedagogical system of the traditional educational process consists of seven elements: the purpose of education, the content of education, learners, teachers, methods, means and forms of education, and this allows it to be researched and developed as a holistic pedagogical phenomenon. The pedagogical process is a set of specially organized interaction between teachers and pupils (pedagogical interaction), with the coordination of the content of education and the use of teaching and upbringing tools (pedagogical means) with the possible definition of the goal of solving educational problems that are aimed at meeting the needs of society and the individual. The creation of a pedagogical system is associated with goal setting. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, the pedagogical instrumentation of which determines the internal changes that occur in the pedagogical system and in the subjects of this system - teachers and pupils. Education is a constant process, it takes place in various associations: in the family, in the school class, in studios and circles, in informal groups. "Any association of people, where pedagogical goals are set and educational tasks are solved, should be considered as a pedagogical system" (L. F. Spirin). Structural components - mandatory and permanent components of the pedagogical system: the subject of activity, the subject - the object of activity, their relationship. In various pedagogical systems, there is a change in functional components: goals, content, methods, means, organizational forms of activity. Such a systematic approach makes it possible to holistically (in interconnection) study, plan and organize various associations of people from the standpoint of their interaction, to reveal the connections of management. It is believed that the emergence of a pedagogical system occurs when there is a need for the upbringing, education and training of any groups of people. Therefore, it is a complex, continuously changing social management system that solves educational problems, with the help of which pedagogical goals are achieved. For example, this is how the structure of pedagogical systems looks like. The large pedagogical education systems of the country (the system of higher and secondary specialized education) subordinate to themselves the average pedagogical systems, for example, public and private schools, out-of-school institutions. Small pedagogical systems: classes, study groups, student production units and teams, circles, sections, interest groups are subordinate to them. Small pedagogical systems - a set of direct participants in the process: students, teachers, parents. "In small pedagogical systems, educators and educators interact directly. Their civil and didactic relations are realized in everyday communication" (L. F. Spirin). This means that the difference between pedagogical systems is manifested in their goals. The system explicitly expresses the control subsystems (teachers, educators) and controlled subsystems (educators). Let us clarify that each individual personality of the pupil is understood not only as an object of pedagogical activity, but also as a subject of his own activity, self-development, self-education. In specific activities, the educational process takes place. Self-development and the formation of personality takes place really in them. The solution of pedagogical problems cannot be imagined outside of this. In this regard, it is necessary to consider the concept of a pedagogical task and its solution. The concept of "task" can be defined in different ways. Academician A. N. Leontiev wrote: "... the action being carried out corresponds to the task, the task is the goal given in certain conditions." Professor OK Tikhomirov defines a task as "a goal set in specific conditions and requiring an effective way to achieve it." L. F. Spirin and M. L. Frumkin defined the task as the result of the subject’s awareness of the purpose of the activity, the conditions of activity and the problem of activity (problem of the task). The scientist-psychologist S. L. Rubinshtein noted: “The initial moment of the thought process is a problem situation. A person begins to think when he has a need to understand something ... This problem situation determines the involvement of the individual in the thought process; it is always aimed at resolving some then tasks." Problem solving should be understood as the creative activity of the teacher and student, which at the same time is mental and practical. To solve the pedagogical problem is to help the student to rise to another, higher level of development. It should be remembered that the best option for the teacher to solve the problem appears when the process is based on the best sides of the personality. Various tasks are solved: strategic, tactical and operational. When solving strategic problems, a long time is required, this is the achievement of a certain pedagogical ideal, as well as the creation of a life position, moral principles, knowledge about the laws and patterns of development of objective reality. Solving tactical problems is the process of developing new qualities in a child, which manifest themselves in the ability to plan activities, in the ability to diagnose the degree of development of students' culture and predict changes in the pedagogical systems entrusted to the teacher (class, circle, section, student group). Tasks of a tactical nature provide stages for the implementation of a strategic task and are also carried out in a certain time interval, but in a shorter one. Operational tasks are a process of step-by-step solution of tactical tasks. Operational tasks differ from tactical ones in that their goals are realized immediately after they appear. This feature is justified, and therefore it is necessary to apply methodical methods of influencing consciousness, corresponding to educational situations. Pedagogical tasks are divided into classes, taking into account the structure of the stages of the pedagogical cycle. These are the tasks of the stage of pedagogical diagnostics; pedagogical design, goal setting; pedagogical planning (forecasting) of the forthcoming work (designing activities, personality development); practical implementation of the planned plan (organization, adjustment); analysis of the work performed. 9. Educational process educational process is a specially created, developing within the boundaries of a certain educational system, the interaction of educators and pupils, aimed at achieving the goal and leading to a change in the individual qualities of the personality of students. Process (from lat. processus - "advance") means, firstly, a certain successive change of state, the course of development of something; secondly, a combination of certain sequential actions to achieve some result. The main unit of the upbringing process is the educational process. The educational process determines, establishes, forms an integral system of pedagogical relationships between teachers and students. The concept of "the process of education" has the meaning of purposeful formative influence on the development of personal characteristics. The concept of "educational process" reflects a system of deliberately organized educational interactions. Tasks of the educational process 1. Determination of the motivational orientation of the cognitive activity of students. 2. Organization of cognitive activity of students. 3. Formation of skills of mental activity, thinking, creative features. 4. Continuous improvement of cognitive knowledge, skills and abilities. The main functions of the educational process 1. educational function involves the formation of a stimulating direction and experience of practical cognitive activity. 2. educational function involves the development of certain qualities, properties and relationships of a person. 3. Developmental function involves the formation and development of mental processes, properties and relationships of a person. Basic principles of organization and functioning of the educational process 1. A holistic approach to parenting. 2. Continuity of education. 3. Purposefulness in education. 4. Integration and differentiation of joint activities of teachers and pupils. 5. Natural conformity. 6. Cultural conformity. 7. Education in activity and in a team. 8. Consistency and systematic in training and education. 9. Unity and adequacy of management and self-government in the pedagogical process. The classical structure of the educational process includes six components. 1. The goal is the development by the teacher and the student of the final result of the interaction. 2. Principles - definition of the main directions. 3. Content is part of the experience of generations. 4. Methods - the actions of the teacher and students. 5. Tools - ways to work with content. 6. Forms - the logical completeness of the process. The content of the educational process is a specific answer to the question of what to teach, what knowledge to select from all the wealth accumulated by mankind, is the basis for the development of students, the formation of their thinking, cognitive interests and preparation for work, is determined by curricula, curricula in subjects. The curriculum shows the duration of the academic year, as well as the duration of quarters and holidays, a complete list of subjects, the distribution of subjects by year of study; the number of hours for each subject, etc. Curricula are compiled for the subjects, which are based on the curriculum. It can be determined that the educational process is a purposeful, socially determined and pedagogically organized process of the development of the personality of students. The content of the educational process should be understood as that system of scientific knowledge, practical skills, as well as philosophical and moral and aesthetic ideas that students need to master in the learning process, this is that part of the social experience of generations that is selected in accordance with the goals of human development and transmitted to him as information. There are various forms of the educational process, which are presented as an external expression of the pedagogical interaction between the teacher and students and are characterized by the number of participants in the pedagogical interaction, the time and procedure for its implementation. The forms of organization of the educational process include the class-lesson form, which is distinguished by the following features. 1. Permanent composition of students of the same age. 2. Each class works according to its annual plan. 3. Each lesson is devoted to only one subject. 4. Constant alternation of lessons (schedule). 5. Pedagogical management. 6. Variability of activities. Lesson - this is the time period of the educational process, which is completed in the semantic, temporal and organizational terms and in which the tasks of the educational process are solved. Thus, having an idea of the main categorical apparatus of pedagogy, we can say that all these concepts are in constant development in search of an effective solution, are inextricably linked and represent a single inseparable system of pedagogical science. LECTURE No. 3. Education as a social phenomenon and the pedagogical process 1. The essence of education as a social phenomenon Education, as a concept, seems to be complex and multifaceted to a certain extent. The definition of "education" means not only a systematic and purposeful process, but also the result of a person's assimilation of knowledge, skills and abilities. And also, on the basis of this, the formation of cognitive processes, individual worldview, the formation of the mind and sensory sensations. An educated person is one who has an idea of the general principles and methods that determine the general approach to the consideration of facts and phenomena. This is a person who can have a fairly high level of ability and have the skill to apply what he has learned in practice. Therefore, the concept of education includes not only knowledge, skills and abilities that are the result of learning, but also the skill and ability to analyze, think, create, compare and evaluate from ethical and moral positions everything that happens around as a constantly ongoing process of communication and activity. person. All this can be achieved if a person is involved in various activities of social production. Thus, the essence of human education is understood as the following: a specially organized process and its result of constant and direct transmission from generation to generation of historically and socially significant experience. The process in this case is the formation of a personality in accordance with its genetic data and its further development and improvement. The structure of education, as well as training, in this case is a triune process, consisting of: 1) learning experience; 2) education of the qualities of behavior; 3) physical and mental development. Since education is generally closely connected with a person, with his place and function in the surrounding world and society, then, accordingly, the content of education is rooted in the distant past. In pedagogical practice, three different approaches to the interpretation of the content of education are common in connection with their main goal of creating a creative and independently thinking personality. One interpretation of the content of education presents education as the adapted foundations of various sciences that are studied at school. At the same time, other personality traits remain aside, for example, the ability for independent analysis, creativity, the ability to make an independent decision and freedom of choice, etc. This concept is mainly aimed at introducing the child to science and production, but is overlooked the formation of a person as a person and his desire for a full independent life in a democratic society. In this case, a person is presented as a factor of production. Another approach presents the content of education as a combination of knowledge, skills and abilities, necessarily acquired by schoolchildren. "The content of education should be understood as the system of scientific knowledge, practical skills, as well as philosophical and moral and aesthetic ideas that students need to master in the learning process" (Kharlamov I. F. Pedagogy. M .: Higher school, 1990. C .128). This definition does not provide an analysis of the content of human culture and does not reveal the content of knowledge and skills. This means that the acquisition of knowledge and skills will enable a person to act appropriately in society. It turns out that it is necessary and sufficient to offer the student so that he knows and can do something, but no more. Then, in this case, the requirements for education are also presented accordingly: it is necessary and sufficient to give the child knowledge and skills in certain sciences, for example, in language, mathematics, physics and other subjects, but how the growing person will use the acquired knowledge is not taken into account. This approach is not effective in the current conditions of the development of a general education school in Russia, since the solution of complex problems associated with certain areas of society requires not only the availability of certain information for students, but also the development of such qualities as willpower, responsibility for their actions. , moral stability, etc. In this case, the factors and conditions for the functioning of social life are the development and setting by students of value-oriented goals, desires and intentions, which ultimately leads them to self-education. The third concept is a pedagogically adapted social experience in all its structural completeness. This approach implies the presence of a creative and emotional beginning in the experience of activities and relationships, in addition to existing knowledge, which also implies the presence of experience in performing various types of activities. All the presented types of social experience are separate special types of educational content that provide knowledge about nature, society, production, technology and activities. Mastering this knowledge forms in the mind of the child a true idea of the world around him, offers the right approach to cognitive and practical activities. This is the experience of forming the skills of certain types of activity, which are embodied together with knowledge by the child who has mastered this experience. The basis of various types of activity is a system of general practical skills and abilities, which represents the content of this experience and provides a person with the opportunity to preserve and further develop the culture of the people. The younger generation is required to independently apply the acquired knowledge and skills in practice in new situations, as well as to form new activities based on those already known. The rules of behavior and attitude to the surrounding reality, to oneself and others like them determine not only knowledge of moral and ethical standards, but also confidence in their correctness and personal positive attitude towards them. Such a combination of knowledge and practical actions can manifest itself in relation to behavior, in human activities, etc. The ability to master such experience enables schoolchildren to transfer general knowledge into their personal experience, to transfer the social principle into an individual channel, guided by a certain way organized activities of students. Thus, all the above components of the content of education are quite interconnected and mutually determined. Skills without knowledge are impossible. For example, a child's creative activity should be determined on the basis of a certain content material of knowledge and skills. Good upbringing means having knowledge about the type of activity to which the attitude is determined, it involves the assimilation of behavioral skills and abilities. Acquaintance with new types of experience allows a person not only to work effectively in society, to be a good performer, but also makes it possible to act independently. So, the content of general education is, on the one hand, an important condition for the educational and cognitive activity of schoolchildren (since it expresses the present and future needs of society), on the other hand, it is a toolkit for a person to carry out this activity, which means that it implies the content of the personal needs of students in learning. The main sources of studying the content of education are culture or social experience, which, however, do not determine the content of education. In this case, it is necessary to find the most specific sources that determine this content. Sources, which are science, production, social relations, form the principles of information selection, i.e., the principles of building content into a certain structure, and types of human activity (cognitive, practical, communicative, artistic). When compiling the content of teaching methodological material from the above sources, the following requirements are taken into account: historical, spiritual, cultural, moral, psychological, etc. Depending on these requirements, the content of social experience changes. Finally, when determining the content of education, it is necessary to take into account the peculiarities of the individual development of the individual and his interests. In this regard, the content of education includes, in addition to compulsory disciplines, subjects for free choice. This approach allows you to deeply learn and develop the professional interests of students. Requirements for the content of education are put forward not only by society, which has the ability to change under the influence of the development of production, science and technology, needs, but also by citizens. In this regard, pedagogy has formed such concepts as the educational needs of the population, educational services, additional education, differentiated learning. The obligatory task of the state is to determine the appropriate state standard in education, corresponding to the mandatory minimum amount of knowledge in a particular educational program, and to ensure the necessary level of its assimilation. The criterion for determining the content of school education is the general principles that serve as tools for educational material in academic disciplines. Of course, the content of education should include the foundations of all the sciences that form the modern natural-science and social environment. The foundations of science in this case are a combination of basic basic concepts, laws, theories, basic types of problems solved by science, its methods. Everything that has a general educational value is included in the content of education. These are the phenomena that are important for many areas of activity, as well as the logic of the development of basic knowledge, the logic in presenting information about theories, processes and their mechanisms, the logic of the principles of action. In the content of education, the field of practical application of theoretical knowledge should be disclosed, methodological knowledge should be included for the conscious assimilation and development of scientific thinking. In addition, the content of education includes the main and unresolved social and scientific problems that are important for individual development. It is important to note that all the above principles can be divided into three types. 1. Compliance of the content of education with the level of modern science, production and the basic requirements of a developing humanistic democratic society. 2. Analysis of the content of training in determining the content of educational material. The implementation of this principle presupposes the presence of all types of human activity in their interconnection in all subjects of the curriculum. 3. Preservation of the unity of the content of education at different stages of its development, based on the personal development of the student. These principles are defining guidelines for what should and should not be included in the content of education. Such is the essence of education, its factors and general didactic criteria. Thus, the social phenomenon of education can be defined as a social value. At the same time, the moral, intellectual, scientific and technical potential of society depends on the degree and level of development of education in society. Education is historical in nature, reflects the tasks of society, the level of development of the economy and culture, because the teacher and student are elements of social relations. It is important to say that the degree of education is determined not only by production requirements, but also by the interests of the dominant social and public circles. So, education as a social phenomenon is a rather isolated and independent system, the task of which is the education and upbringing of a person in society. Education is aimed at the assimilation of knowledge, skills, habits, norms of behavior. As a system, education is an unsurpassed social structure that should develop and increase human capital, forming ideas, hopes, constructing both the future of society as a whole and the fate of individuals. Thus, education is a system for building the future. There are two points of view on the role of education in the future. The first is that the future society is clearly limited to a compiled list of norms and rules that all people of a given society must obey. In this case, the education system has the character of an instrument for creating people of this future society. The second is that the future society is determined by the activity of a free people. In this case, the education system becomes a system of free education of a society in which it is necessary to bear responsibility for oneself and for one's country. Education in such a society is understood as a process of reducing inefficient decisions. And the main task of society is determined by the constant increase in the education of subsequent generations. It is natural for an open society to focus on a developing, free and varied school. For another society, such a desire for freedom requires a certain strict program of action. The basis of such a program is the improvement of the education system, the main condition of which is the presence of a model of reforms for the necessary understanding of the logic, goals and means of reforms. Long years of reforms in the education system in Russia indicate that the goals were not quite clear and the logic of all the planned changes was traced. 2. The role of education in the process of human socialization The socialization of the individual in modern pedagogy can be considered at all age levels from two positions. Firstly, by studying the process of education (principles, content, forms and methods), and secondly, by examining society and determining its educational opportunities as positive influences on a person. When studying the role of education in the process of socialization, it seems possible to single out two approaches: the sociological approach - from the side of society, and the psychological one - from the side of the individual. In the first case, the means of socialization are the systems of society that affect their members. Hence, the sociological approach to socialization uses the influence of society on the individual as a means of influence. The psychological approach of socialization indicates how the transition of the social into the internal structures of the individual takes place. Studying the problem of socialization, it is proposed to consider the formation of personality in connection with the influence of the individual characteristics of a person and the environment. Various changes in society can affect a person both positively and negatively, the ability to achieve success depends on the ability of a person to adapt to new conditions. Since a person cannot be prepared in advance for the various changes that he will face, he must be able to be and navigate in the system of assimilation of the sum of various expectations. The more firmly social values, experience, connections are absorbed, the richer the individual life of a person. In order to present the features of socialization at each age stage, it is necessary to determine the influence of the individual on society and the impact on the individual on the part of society. In the practice of educational institutions, socialization is always relative. The reasons for this relativity are highlighted. 1. Taking into account the individual characteristics of not only each student, but also a group of students with the same characteristics. 2. Accounting for those personality traits that are important from the point of view of teaching. 3. Accounting for personality traits that are important specifically for this student. It is necessary to pay attention to the fact that there are certain difficulties that a person faces in resolving various life problems. Sometimes there is a desire to abandon the use of known ways of solving a problem and turn directly to one's own experience. It should be noted that the features of the development of a mature personality are of interest in connection with the influence of socialization and individualization of the personality. An important distinguishing feature of this process is its appeal to the deep processes that occur with a person, i.e. maturity is presented as an episode of filling life with meaning, which means unity, the merging of the processes of socialization and individualization into a single process of personality development. Education plays a significant role in this process of interaction between socialization and individualization. His role is distinctive, significant and noticeable. The perception by the personality of the surrounding world in which it develops is formed under the influence of the following flows of information. 1. Surrounding social conditions. 2. Knowledge, norms, requirements acquired in the process of education and upbringing. The information that society consciously and systematically sends to a person cannot form beliefs, a system of a person's worldview. Only as a result of a combination of acquired knowledge with observations and practice of interpersonal relations, a person's consciousness is formed. This process is an important and necessary condition for the transformation of knowledge into beliefs and habits of behavior. It is important to note that the process of forming beliefs is closely connected with all the practical activities of a person. The fact that the process is not purely intellectual does not at all diminish the importance and role of education. Thus, it can be noted that there are various multifaceted interpretations and studies of the issues of correlation and mutual influence of the socialization of society and the individualization of the individual in such sciences as pedagogy, psychology and sociology. But the most promising and effective direction seems to be the direction of studying the development of an individual in combination and with the mutual influence of the individual characteristics of a person and the social environment. As a result, the maximum individualization of knowledge is determined. Thus, the role of education in the process of human socialization: 1) is determined by the individual's awareness of the surrounding world, natural and social; 2) is created under the influence of surrounding social conditions; 3) is determined by the result of acquired knowledge, norms. 3. The historical nature of education and the most important stages of its development The content of education is historical in nature, as it is determined by the goals of education at a certain stage in the formation of society. Such a historical character determines the change in the content of education under the influence of changes in living conditions, production and the level of development of scientific knowledge. Social factors may also have some influence. For example, the privileged part of society always seeks to appropriate dominance over knowledge. The rest of society receives only the knowledge necessary for everyday life and practical activities. The content of education is one of the fundamental conditions for the formation and development of personality. In pedagogical science, there are various approaches to understanding the content of education. For traditional pedagogy, the determining factors are knowledge, therefore, the content of education is understood as a combination of knowledge, skills and abilities and a certain degree of development of knowledge. With this approach, knowledge reflecting the spiritual wealth of society is taken as the basis, therefore this approach is of unconditional importance. However, it obscures the person himself. Therefore, in recent years, it has become more and more important person-centered approach to determine the essence of the content of education. The student-centered approach defines the content of education as a system of knowledge, skills and abilities, the assimilation of which can ensure the formation of personality development. So, in this case, the value is not knowledge torn off from a person, but the person himself. What does a young person need in order to feel comfortable in the new conditions of life? What role can be assigned to the school, what should the school be like in the XNUMXst century? In any society, the education system is obliged to ensure the solution of the main tasks of the socio-economic and cultural development of the country, since it is the education system (school, university) that prepares a person for practical and effective activities. Therefore, the importance of the school as the initial basic stage of education is very important. Especially important is the ability of the school to quickly and mobilely respond to the proposals of society, while maintaining the accumulated positive experience. In the book "School for the XNUMXst Century. Priorities for Reforming Education," the American educator Phillip S. Schlechti emphasizes that in response to the question "What do you want from school?" received, as a rule, the same answer: "We need people who can learn on their own." Of course, this is quite difficult to achieve, it is much easier to teach a person to read, write, and count. Considering that a person is naturally inquisitive, a real teacher tries to bring out this desire for knowledge and show how you can enjoy the learning process itself. Education is the "face" of society. Famous educators point to the importance of education as an effective reorganizing force in society. It is also pointed out that in order to avoid a crisis, fundamental changes in the minds and behavior of people are necessary. The function of modern education is to change the inner world of the individual, to constantly form moral qualities, to raise the cultural and professional level of a person. The public role of education is to influence the gradual development of various kinds of currents in society in order to prepare young people for solving the possible problems of our time. in Russia in the XNUMXth century. Higher education was born in conditions of centralized state power. All types of higher educational institutions were supported by state funds, and their property belonged to the state, therefore they were state institutions. Responding to the main goals of the state at that time, these educational institutions had the goal of strengthening the military and economic power of Russia. Under Peter the Great, education in universities was defined as a state service: the student received certain funds, and was subject to penalties for failure to fulfill his academic duties. The meaning of education at this time was to teach students only professional skills; sciences were studied when the assimilation of professional skills required specific knowledge. Therefore, the Russian government was very reserved about the development of higher education, which is considered the source of Western European free-thinking and democracy. And the authoritarian Russian state did not need democracy. It is for this reason that the first Russian university, established at the St. Petersburg Academy of Sciences in 1724 by decree of Peter I, until 1753 had only one graduation. And in 1766 the university was closed. Moscow University, opened on the basis of the decree of Elizabeth in 1755, was a positive example and a successful attempt to organize a cultural and scientific center. The basis of the university program, which was compiled by M. V. Lomonosov, was a three-year general education course for students of all faculties, which consisted of such sciences as mathematics, physics, philosophy, economic, historical, verbal sciences. At the end of such a preparatory course, there was another four-year training in major disciplines at each faculty. Not only did Russian universities not have theological faculties, but they did not even teach theology, which significantly distinguished Russian higher education from Western European universities, the founder of which was the church. But the unpopularity of higher education in the Russian society predetermined a rather difficult position for the university. Catherine II, who was trying to understand this problem, sent a request to the university professors in 1765. In their response, university professors identified the reasons for the difficult situation and named the following: lack of funds and dependence on the state. The professors, in turn, proposed measures that were supposed to help eliminate the causes of decline, namely: to introduce the election of deans, the rector, to give power at the university to the elected council, and also to improve the financial situation of professors. With regard to students, a condition was introduced not to tear off students until the end of their studies and not to call them up for military service. In the XNUMXth century university education acquires a social status as the most important stage in the preparation of officials. Then the state exam for the rank was introduced. Regardless of the state structure, any society, along with the tasks of production and reproduction, also solves the problem of educating its members. It is for this purpose that the state forms an education system, which is a system of educational institutions at various levels: a system of preschool, school, secondary specialized, higher and postgraduate additional education. In other words, the educational system is understood as a complex of educational institutions. One of the main such institutions of education are educational institutions that provide functions and solve the problems of education and training. By belonging to the organizational and legal forms of ownership, all educational institutions are divided into state, municipal, non-state (private, public and religious). In Russia, the following types of institutions are considered educational institutions: preschool; general education (primary general, basic general, secondary (complete) general education); vocational education (primary, secondary and higher vocational education); special (correctional) for children with developmental disabilities; institutions of additional education; institutions for orphans and children left without parental care; other institutions carrying out the educational process. One of the main elements of the formation and development of personality is the content of education. The content of education is considered to be a combination of knowledge, skills, attitudes and beliefs, a certain level of development of cognitive skills and practical activities achieved as a result of educational work. The purpose of the modern content of education is the formation and development of those qualities of the human personality that are necessary for joining socially significant activities. This goal of the content of education determines the attitude to knowledge, skills and abilities as ways to achieve the development of a versatile personality. The Law of the Russian Federation "On Education" provides that "only the minimum required level of education is standardized by state authorities. Determination of the content of education in excess of this norm is within the competence of educational institutions" (Law of the Russian Federation "On Education", Article 1, paragraph 5 ). Therefore, three components can be distinguished: federal, national-regional and school in the state standard of general secondary education. The federal component is the standards necessary to ensure the unity of the pedagogical space in Russia. The national-regional component is the standards defined by specific regions and educational institutions in the field of the native language and literature, geography, art, labor training, etc. The school component of the content of education is the standards of a separate educational institution. Having considered the issues of the essence of education, the problem of the historical nature of education and the most important stages of its development, we can begin to study the main element of education - the pedagogical process. 4. The essence of the pedagogical process as a system, its structure The pedagogical process is a multifaceted process of education, which is ensured by the unity of education and upbringing. The concepts of "pedagogical process" and "educational process" are synonymous. All the efforts of teachers were focused on a detailed study of the features of the processes of education and upbringing in a single form. While life insistently demands to consider their relationship. The requirement for such unity reflects the general social pattern of the development of society, namely: the increasing role of individual and program-target methods in social processes. At the same time, there are more effective opportunities for an integral study of the pedagogical process based on the application of the methodology and methodology of system-structural analysis, which involves the identification of the main components of the system where the process takes place. The analysis also allows us to consider the main regular relationships between them, identify the sources of development and determine the conditions for effective management of this process. The public education system is the pedagogical system where the pedagogical process is formed and where the conscious and purposeful education of students takes place in the broadest sense. The secondary school is the very system where the society's need for a developed personality is realized at the stage of its life from 7 to 17 years. The school is surrounded by certain external conditions: natural-geographical, social, industrial, cultural, etc. The internal conditions of the school are educational, material, sanitary-hygienic, psychological and aesthetic. The "school" system is determined by the interaction of subjects and objects of the pedagogical process. Pedagogical subjects are teaching, i.e. school administration, teachers, educators. The pedagogical object of education is the trainees, that is, the student team, individual students. It is very important, as many Soviet teachers point out, that the objects of education, i.e. schoolchildren, in turn, can and do have a certain influence on teachers as a result of feedback, causing them to regulate their actions. Movement, change characterize the pedagogical process, which, in turn, is seen as a two-way development of subjects and objects of education, aimed at solving educational problems. Therefore, the structural elements of the pedagogical process are not only and not so much the teachers themselves and the students, but the goal, tasks, content, methods, means and forms of interaction between teachers and students, as well as the results achieved. These characteristics are universal for any type of activity and interaction, of course, this also applies to the pedagogical process. Components, characteristics and structure of the pedagogical process The pedagogical process can be: 1. Target. 2. Informative. 3. Organizational and activity. 4. Analytical and effective. The pedagogical process, at the same time, has a certain humanistic orientation, which is determined by the needs of the development of society, and also has the main goal - the development of the individual. In addition to the main goal, the orientation of the educational process determines other smaller goals and objectives of the education and development of students, as well as the content of this process. The fundamental content-target components of the pedagogical process are goals и content pedagogical process. In the pedagogical process, elements of a combination of external influences on objects and internal reflection can also be determined. Such interaction is not chaotic and spontaneous, but controlled in a certain way. This control of the interaction of subjects and objects is called organizational and activity component of the pedagogical process. But such a definition reflects only the external side of the process. When studying the pedagogical process, scientists and teachers also point to the processes of growth, accumulation, improvement of such qualities of schoolchildren as education, good breeding, development, that is, to the external sides. As M. A. Danilov notes: “The pedagogical process is an internally connected set of processes, the essence of which is that social experience in all its versatility and complexity turns into features, ideals and qualities of an emerging person, into his education and ideology, into his culture and moral character, in his abilities, habits, character. In the pedagogical process, the objective, social becomes subjective, into the individual mental property of a person "(Danilov M.A. Didactic foundations of teaching methods. M .: Pedagogy, 1981). Emphasis is placed precisely on the "internal" side of the process in this definition. Thus, the pedagogical educational process is the unity and interaction of the processes of education, upbringing and development. Its essence lies in the fact that there is a transfer of experience by older generations and the assimilation of the same experience by younger generations through their communication, interaction, which follows from the need to meet the needs of modern society. Patterns of the pedagogical process The basic methodological basis for determining patterns in pedagogy is the dialectical system-structural approach, which involves the consistent identification of significant, regular connections of the pedagogical system. To do this, it is necessary to analyze various types of relationships. 1. Between social and pedagogical processes. 2. Inside the pedagogical process. 3. Between the processes of learning, education, upbringing and development. 4. Between the processes of education and self-education. 5. Between the processes of influence of the subjects of education. 6. Between the tasks of the pedagogical process and the forms of organization of the pedagogical process. Thus, after analyzing these types of connections, we can determine the following patterns of the pedagogical process. 1. The presence of the needs and opportunities of society. 2. The presence of certain conditions in which the pedagogical process takes place (material, hygienic, moral, psychological and aesthetic). 3. The relationship of the processes of training, education, upbringing and development. 4. The necessary unity of action of all subjects of education. 5. The presence of distinctive features of the tasks of education, which depend on the age and other characteristics of the educated. 6. It is necessary to have set tasks. 7. Determination of methods and means in accordance with the tasks and content of a particular pedagogical situation. 8. Determination of the forms of organization of the pedagogical process in accordance with the tasks, content, methods and means of education. 9. Necessary consideration of external and internal relationships of the pedagogical process. 10. The presence of internal connections, in violation of which the learning process does not achieve the goal. 11. The presence of patterns between teaching and learning. 12. Dependence of the content of training on its tasks. 13. Determination of methods and means of training in accordance with the objectives and content. 14. Determination of the forms of organization of training depending on the tasks, content and methods. 15. The presence of the necessary interconnection of all components of training leads to the achievement of results that correspond to the goals set. The last point, as it were, unites and connects all the previous ones into a system. In the event that the teacher correctly defines the goals and objectives, the content of training, accurately and clearly selects the methods of organizing educational and cognitive activity and control, analyzes the conditions of the process and takes measures to improve it, then conscious and effective results will surely be revealed. 5. Driving forces of the pedagogical process The requirements of the teacher and the contradictions between them are the driving force of the pedagogical process and the ability to fulfill such requirements and tasks by the educator. The requirements put forward are the cognitive, labor, practical, socially useful orientation of knowledge, information, training in general. If the requirements put forward are in the zone of proximal development of the abilities of the educated, then such a contradiction will be the source of the movement of the system and will lead to the solution of common problems with the educator. Otherwise, the contradiction will not contribute to the effective development of the system if the tasks assigned to the pupil are very difficult or easy, that is, they do not correspond to the abilities of the pupils. Therefore, a very important task of educators is to be able to study student and teaching teams and its individual members, to effectively determine close, medium and distant tasks and goals of development, that is, to create problem situations of an educational nature. The pedagogical or educational process is not a summation of the processes of training, upbringing, education and development, but an independent complete and integral system, a phenomenon that has its own structure, factors, patterns of development. 6. Pedagogical interaction The concept of "pedagogical interaction" implies the mutual activity of the teacher and the student. Pedagogical interaction is fully and integrally reflected in the pedagogical process and consists of pedagogical influence and the student's own active perception. Therefore, the concept of "pedagogical interaction" is broader in meaning than "pedagogical influence", "pedagogical influence", "pedagogical attitude", since it implies the activity of two parties: teachers and students. It is possible to determine the following connections between the subjects and objects of education as a result of pedagogical interaction. 1. Information links. 2. Organizational and activity relations. 3. Communication links. 4. Management and self-government. All these types of connections are in constant interconnection and interaction, only in this way can a holistic process of pedagogical interaction be obtained. When analyzing pedagogical interaction, it is necessary to pay attention to cause-and-effect relationships and identify especially important, essential ones. This identification makes it possible then to more successfully plan new levels of personality improvement. Thus, knowledge of the causes of shortcomings in the educational work of a group team makes it possible to correctly determine the tasks for eliminating shortcomings in its work. In order to develop a strategic line for managing the pedagogical process, it is necessary to determine the main link in pedagogical activity. Where possible, significant links between pedagogical phenomena should also be identified, not forgetting the leading role of effective analysis of pedagogical phenomena. Thus, the system of the pedagogical process consists of objects and subjects of education, where the object of education is the trainees, and the subject of education is the educators. At the same time, the system of the pedagogical process consists of various connections that can arise between them, and also consists of the conditions where the interaction of subjects and objects of education takes place. Thus, describing the third lecture "Education as a social phenomenon and pedagogical process", we relied on the main points of the lecture: the essence of education as a social phenomenon, the role of education in the process of human socialization, the historical nature of education and the most important stages of its development, the essence of the pedagogical process as a system , its structure, driving forces of the pedagogical process, pedagogical interaction. As a result, it gives us the opportunity for the most complete understanding and consolidation of these concepts. LECTURE No. 4. Education as a purposeful process of education and training in the interests of a person, society and the state 1. The unity of education and training in the pedagogical process According to the latest government documents, the concept of "education" is identified with the definition of education in the broad sense of the word and is a process of transferring knowledge accumulated by generations, experience and cultural values. Consequently, education can be considered as a social phenomenon, which at the same time solves the problems of the socio-cultural direction, namely: 1) education is a means of human socialization and the relationship between generational change; 2) education is a sphere in which communication and acquaintance with world culture, science and technology take place; 3) education, of course, is a way of effective development of the individual and the definition of a person as an individual, a significant unit of society; 4) education at the same time performs the function of determining and shaping spirituality in a person and his worldview, value orientations and moral principles. Education as a system is a collection of institutions of different types and levels. Education (preschool, school, additional, specialized secondary, higher and postgraduate), being a process, shows the structure and development of the entire education system as a whole. Therefore, the whole process of education can be represented as two components: training and education. In turn, both training and upbringing are a certain completed and formed process. The essence of these processes of training and education can be represented as follows. 1. under training is understood as the acquisition of knowledge, skills and abilities through various methods and levels of creative perception and practical activities, cultural and moral and ethical ideas. 2. Education in this case, it is the process of the emergence and formation of various attitudes, such as ethical, aesthetic, moral, social, etc., as well as various degrees of behavior, beliefs, habits and feelings. The processes of education and upbringing have both a common and a distinctive beginning, which is clearly seen in the following example (Table 1). Table 1 Features of the processes of training and education, common and distinctive features There are many external and internal contradictions in the educational process. In this case, it is very valuable that the driving force behind the development of the process of education and the development of the personality itself is the resolution of these contradictions. The main external contradiction is the contradiction between the new social tasks facing the school and the possibilities of the school. Internal contradictions include contradictions between: 1) existing requirements for a growing person and certain abilities and opportunities to apply and solve them; 2) the presence of certain knowledge and the possibility and ability to apply them; 3) the existing form of the collective way of presenting knowledge and the way of the individual method of mastering this knowledge; 4) the general pace of the educational process and specifically the individual speed of mastering the educational material by each student; 5) objective requirements and subjective tasks and goals of each individual person, etc. The process of training and education has the same properties as the educational process in general, for example, such as: 1) the relationship between the teacher and the student has a two-way orientation; 2) the whole process is based on the goal - the development of the personality, comprehensive and harmonious; 3) content, forms and methods are presented in unity and interaction; 4) the necessary coherence and unity of all elements of the structural chain: the purpose of education - the content of education - the choice of means, forms and methods for solving problems - the result obtained - the result of education; 5) the necessary solution of three tasks: education, development and upbringing of the child. As a result, the result of resolving the problems posed and the tasks of all the functions of the educational process, taking into account the unity of properties, will be the comprehensive development of the individual: intellectual, social and moral. 2. Purpose as a backbone component of the educational system It is generally recognized that education today is a universal value in society. This fact has a legislative basis, since the constitutions of most countries indicate the human right to receive education. The goals of education include the following. 1. The formation of knowledge and the development of abilities and skills that enable a person to be persistent, persistent, meeting life's difficulties. 2. The formation of the character and responsibility of a person in those life situations when it is necessary to adapt to the conditions of the social, social and natural environment. 3. Availability of the necessary means and forms for the implementation of personal and professional growth. 4. Assimilation of knowledge, experience, which are necessary for the development of personal freedom and autonomy. 5. Formation of means and conditions for the development of creative activity and the formation of moral standards. Education is a means of transmitting culture, assimilating which a person not only adapts to changing conditions, but also forms a vital activity in him. This makes it possible to go beyond a limited circle, form one's own individuality and be free to make decisions and defend personal positions. An analysis of the goals of education leads to a significant conclusion that the general focus of education on the harmonious development of the individual is the purpose, vocation and task of each person. At the same time, each component of the pedagogical system has its own view on the ways of achieving the goals of education, as well as on its humanistic orientation. The content of the goals of education should include not only information about the latest modern scientific and technological achievements, but also information of a humanitarian nature, which forms, develops knowledge and skills, and experience in creative activity. 3. General characteristics of the education system The conceptual document for the development of the educational system in Russia until 1991 was the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR "The main directions for the restructuring of higher and secondary specialized education in the country", adopted in March 1987. However, the well-known political events that led to the collapse of the USSR brought to the fore plan of the state policy of the Russian Federation the problem of determining its own strategy for the development of education in Russia. Issued in June 1991, the first Decree of the first President of Russia B. N. Yeltsin "On priority measures for the development of education in the RSFSR" proceeded, as follows from its preamble, "from the exceptional importance of education for the development of the intellectual, cultural and economic potential of Russia, ensuring the priority of the education sector" (Decree of the President of the Russian Federation No. 1 "On priority measures for the development of education in the RSFSR", June 1991). The decree and the resolution of the Council of Ministers of the RSFSR issued in its execution (No. 402 of June 16, 1991) determined a number of measures that should be taken in the field of education development, and first of all, the need to create by the end of 1991 the State Program for the Development of Education in Russia - "Program-92". This program had a complete character, it was a phased and systematic program for the development of higher education in Russia. The authors of the project were based on the direction of the evolutionary formation of the Russian system of higher education. Based on the analysis of socio-economic factors, strategic goals were identified, among which the most important were the following. 1. Raising the educational level of the population of Russia to an average of 14,5 years by 2006, which was achieved by providing every citizen with the opportunity for intellectual, cultural and moral development through higher education and qualifications in accordance with his abilities and knowledge. 2. Ensuring the breadth and quality of education, which increases the professional ability, significance and social security of a person in the difficult conditions of a market economy. A multi-level system of higher education was developed (1992-1993). In this regard, six principles were identified to be based on in achieving the goals set. 1. The principle of self-development - represents the absence of centralized and authoritarian power, and, consequently, the democratization of education management, which means the provision of relative independence to universities in solving the problems and tasks assigned to them. 2. Quality principle - means the presence of the quality of educational programs, which is achieved by combining personal and social values in the programs. 3. Diversity principle - implies the existence of various types of higher education, which differ in terms and levels of training, forms of education, diplomas issued, academic and scientific degrees and titles. 4. The principle of unity - the presence of continuity and separation of levels of education within the education system. 5. The principle of equality - the presence of this principle means providing all citizens with an equally equal opportunity to receive any education, i.e., this is the implementation of constitutional rights and freedoms in the field of higher education. 6. The Principle of Efficiency - this is an opportunity to meet the needs of the regions in highly qualified personnel with the condition of investing the least costs. Despite all thoughtful and logical principles, "Program-92" turned out to be too optimistic, taking into account the indicators of economic growth announced by the Government of the Russian Federation in the coming years. No funds were allocated for such projects as the creation of a national knowledge base system, large-scale informatization of higher education, and they were not completed on schedule. "Program-92" defined the creation of the State Educational Standard of Higher Professional Education GOS VPO as one of the projects (Decree of the Government of the Russian Federation No. 773 of August 10, 1993). This project was supposed to consolidate at the normative level the proposed thoughts and ideas in the field of updating the content of education. Thus, the State Educational Standard of Higher Education was to become the main regulatory document of the higher education system and to determine the levels of higher professional education, the content and results of the educational process. The structure of the educational system in Russia, the general principles of its functioning and development, as well as the main social characteristics are determined by the Federal legislation of the Russian Federation in the field of education. It currently includes: 1) Federal Law "On Education" (edition 1996); 2) Federal Law "On Higher and Postgraduate Professional Education" (1996); 3) Federal program for the development of education; 4) Federal Law of April 10, 2000 "On Approval of the Federal Program for the Development of Education". According to the basic law, the Russian educational system is a combination of: 1) educational programs and state educational standards; 2) educational institutions implementing educational programs and state educational standards; 3) educational authorities and institutions and organizations subordinate to them. Term "educational program" implies a whole program of a certain level of education, assigned at the level of the sample. There is a hierarchical ladder of levels of education in Russia, built on the basis of relevant educational programs, which includes eleven steps related to six levels of education (Table 2). Table 2 Levels of education Pre-school education is not a prerequisite for entering the first grade of primary school. It should be noted that no educational program is a dead end. There is continuity between educational programs at all levels, which makes it possible to continue education at the next level up to the highest. This means that a document issued at the end of a complete secondary school allows its holder to enter a higher educational institution of any direction. All implemented educational programs can be called basic. In addition to educational programs of the main direction, there are programs of additional education. It can be mastered by citizens as needed. Some additional educational disciplines can be studied by students at the time of their formal education. An example is a network of music schools that teach additional music education programs. Children have the opportunity to study at a music school in parallel with their studies at a general education school. A wide variety of additional education courses are very popular among students and students, such as computer, economic, foreign language courses that they study on an optional basis, etc. But all this additional education most likely involves the education of an unemployed and unemployed population or working professionals. The task that such additional training solves is the constant increase in the level of knowledge of those who understand the importance of their own development. Thus, the basis of the Russian education system is a combination of basic and additional educational programs. The second element which is a component of education in Russia - a system of various types and types educational institutions. Educational, according to the Law "On Education", is an institution that carries out the educational process, that is, an institution that solves one or more educational tasks. There are some features of the established norms. 1. Educational institutions may be formed not only by state authorities and local self-government, but also organizations of any other form of ownership, including foreign, public and religious organizations, as well as citizens of the Russian Federation and foreign citizens, can become founders. Consequently, according to their organizational and legal forms, educational institutions can be state, non-state (private, institutions of public and religious organizations, etc.) and municipal. 2. Each educational institution independently develops and approves educational and methodological documentation that determines the organization of the entire educational process, is an educational program as a whole, its division into hours by academic disciplines and years of study. There is the only regulatory document in this area that must be followed when compiling curricula - this is GOST. All other documents are recommended for execution and are optional, coordinating the educational and methodological work of educational institutions. 3. Each educational institution that intends to define educational activities as its task and start teaching schoolchildren or students must obtain a license for the right to conduct educational activities of a certain level and the ability to issue documents on state education. The issuance of such a license is made after the educational institution successfully passes the stages of certification and subsequent state accreditation. Educational institutions, depending on the level and focus of training programs, can be divided into types and kinds. The type of educational institutions is associated mainly with the accepted classification of educational programs into basic, additional, general and professional. The type of educational institutions depends on the direction of the educational programs implemented by this educational institution, and, as a rule, each type has its own distinctive name. An example can be given of general education schools, among which lyceums and gymnasiums have appeared; educational institutions of secondary vocational education are divided into schools, technical schools, colleges. Among the universities there are universities, conservatories, academies, institutes, etc. The third element in the educational system is educational authorities. According to the Constitution of the Russian Federation, general issues of education are under the joint jurisdiction of the Russian Federation and its subjects. This means that, in matters of joint jurisdiction, the Russian Federation and the constituent entities of the Russian Federation issue, in addition to federal laws, laws and other legal acts of the constituent entities of the Russian Federation adopted in accordance with them (Article 76 of the Constitution of the Russian Federation). At the level of the Russian Federation there are: 1) federal (central) state educational authorities; 2) federal departmental educational authorities. Such a federal central body is the Ministry of Education, and federal departmental bodies are federal ministries and federal departments, which are essentially the founders of educational institutions. More than 95% of all public universities are under the direction of the Ministry of Education or other federal ministries. Only non-state universities are not under the jurisdiction of state (municipal) authorities and are managed directly by the founder. Consider the requirements for the education system 1. Availability of education. The state must provide an opportunity for every citizen who has received a general secondary education and has an appropriate graduation document to continue his education in any higher educational institution. The impossibility of learning should be perceived by a person as a fair limitation. Therefore, when entering a university, there should be no class, national, religious, gender, class or political restrictions. 2. The quality of education. Higher education as a stage in the educational activity of a person should be personally and socially significant. On the one hand, training should help a person in qualitative growth, on the other hand, the knowledge and professional training obtained should provide a person with a decent life. 3. Implementation of the student's academic freedoms in the learning process. A future student must be sure that he will be able to choose and constantly refine his professional educational orientation (university, specialty, specialization, training courses, etc.). In addition, at the university, all relations between students and teachers should be based on trusting relationships and the principles of mutual respect, and the educational process should be built in such a way as not to infringe on human rights, to ensure freedom from physical and mental violence. As part of the education system, higher education provides an opportunity to acquire knowledge that in the future can not only create a high level of competitiveness in the labor market, but also provide social protection, confidence, and mobility. The system of higher education in Russia at the present stage must solve the strategic problem of obtaining as many citizens as possible of high-quality and affordable (not dependent on material possibilities, place of residence, living and working conditions, etc.) education. It is education that provides a constant opportunity to professionally improve one's level, to change professional orientation in market conditions. According to experts' forecasts, the transition to a post-industrial society will become possible when 40-50% of the population has a higher education. The education system of Russia and higher education are quite capable of preparing the number of highly qualified personnel and specialists required in the labor market. But at present, the Russian education system is in a state of crisis. Here are some signs of a crisis. 1. Exacerbation of problems of access to education. 2. Aggravation of problems of quality and relevance of education. 3. Insufficient funding. 4. There are fewer and fewer teachers with the necessary qualifications, especially in the periphery, where the prestige of their work and wages are falling. 5. The selection of a small group of prosperous, prosperous universities against the backdrop of the bulk of the needy and weak. 6. The danger of citizens losing the opportunity to have equal access to education. The system of adult education does not fully solve the main educational tasks - to update the knowledge acquired in the professional field throughout life. The right to receive education, enshrined in the Constitution (Art. 42) and in the Law "On Education" (Section 1, Art. 5), must be fully realized. The principle of humanism must be taken into account, especially when no one can be deprived of the opportunity to study for various reasons: poverty, geographical or temporal isolation, social insecurity, physical disabilities or employment in industrial and personal affairs. Despite all the shortcomings of the state of the education system, the National Doctrine of Education in the Russian Federation defines the main provisions that should improve conditions in the field of education. 1. Fundamentalization of education. 2. Leading character of the entire education system. 3. Accessibility of the education system. Fundamentalization Education means the orientation of education towards the acquisition of knowledge of the fundamental laws of nature, society and the individual himself. This should enable a person to independently solve their problems in critical and stressful situations, subject to uncertainty, novelty, complexity in combination with natural and social phenomena. The term "fundamentalization" implies a significant increase in the level of education of people who receive it, due to a certain change in the methods of solving the educational process and the content of the studied disciplines. Advanced education - this is the concept of education, which is the need to get ahead of being consciousness at a critical moment for the development of society. The main idea is that the education system of the future should have as its main goal the task of generating and shaping in a person such qualities that will allow him to be successful, live and work in the conditions of the XNUMXst century. Thus, the primary task of advanced education is an orientation towards the future. Availability of education is ensured through the widespread use of distance learning and self-education methods based on advanced information and telecommunication technologies. 4. Pedagogical process, features of the pedagogical process, principles of its organization Pedagogical process - this concept includes the method and way of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of subjects of education. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires the environment of a certain pedagogical system. The concept of "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of education, upbringing and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous. The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure. The structure of the pedagogical process includes: 1. The goal is to identify the final result. 2. Principles are the main directions in achieving the goal. 3. Content - obtaining practical didactic methodological material necessary for solving pedagogical problems. 4. Methods - this is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education. 5. Means - ways to "work" with the content. 6. Forms - this is a consistent receipt of the result of the pedagogical process. The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc. Russia's regulatory documents present the following understanding of goals. 1. The system of goals in the standard provisions on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of the basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland). 2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for future professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process. Method (from the Greek. sheShoskzh) of the pedagogical process - these are the ways of the relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of the content of education as an experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in solving the problem. Different types of classification of the methods of the pedagogical process can be determined as follows: according to the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of personality: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of behavior formation (exercises, training, game, assignment, requirement, ritual, etc.), methods of forming feelings (stimulation) (approval, praise, censure, control, self-control, etc.). The components of the system are educators, students, and learning environments. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between the teacher and the student. Thus, the system of elements is a target, content, activity, and resultant components. Target Component process is the unity of all the various goals and objectives of educational activities. Content Component expresses the meaning of each general goal and each specific task. Activity Component - this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result. Effective Component process shows how effective the process was, determines the successes and achievements depending on the goals and objectives set. Pedagogical process - this is a necessarily labor process, which is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is pedagogical interaction. The pedagogical process is not so much a mechanical combination of the processes of education, training, development, but a completely new qualitative system that can subordinate objects and participants to its own laws. All constituent components are subject to a single goal - maintaining the integrity, commonality, unity of all components. The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is education, education - education, development - development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing is manifested not only in upbringing, but also in developing and educational functions, and training is inextricably linked with upbringing and development. Objective, necessary, essential connections that characterize the pedagogical process are reflected in its patterns. The patterns of the pedagogical process are as follows. 1. Dynamics of the pedagogical process. The pedagogical process implies a progressive nature of development - the student's overall achievements grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and children. 2. Personal development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors: 1) genetic factor - heredity; 2) pedagogical factor - the level of upbringing and educational sphere; participation in educational work; means and methods of pedagogical influence. 3. Management of the educational process. In the management of the educational process, the level of effectiveness of pedagogical influence on the student is of great importance. This category depends on: 1) the presence of systematic and valuable feedback between the teacher and the student; 2) the presence of a certain level of influence and corrective actions on the student. 4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements: 1) the degree of stimulation and motivation of the pedagogical process by students; 2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness. 5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on: 1) the quality of the student's personal perception; 2) the logic of assimilation perceived by the student; 3) the degree of practical use of educational material. 6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process. 7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on: 1) the development of the most versatile desires of a person and the realities of society; 2) available material, cultural, economic and other opportunities for a person to realize their needs in society; 3) the level of conditions for the expression of the pedagogical process. So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods. Let's define the main principles of the pedagogical process. 1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society. 2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and the changes and phenomena taking place in the entire public life of the country - economy, politics, culture, on the other hand. 3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities. 4. The principle of scientific character, which means the need to bring the content of education into line with a certain level of scientific and technological achievements of society, as well as in accordance with the already accumulated experience of civilization. 5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions. 6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process. 7. Systematicity, continuity and consistency. This principle implies the consolidation of knowledge, skills, personal qualities that were acquired in the learning process, as well as their systematic and consistent development. 8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visualization of learning in the pedagogical process can be considered those laws and principles of the study of the external world that lead to the development of thinking from figuratively concrete to abstract. 9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles. 10. The principle of the relationship between pedagogical management and independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combining effective pedagogical management. 11. The principle of consciousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process. 12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio. 13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual. 14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities. 15. The principle of influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students. 16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, knowledge that is acquired independently becomes strong. Thus, defining in stages the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the process of education, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state. LECTURE No. 5. The relationship of pedagogical science and practice 1. Pedagogical science and pedagogical practice as elements of the knowledge of pedagogical reality Any science can define its specific subject of study in one object of study. The subject of study - education - is inherent in various sciences. Historical materialism, for example, studies education as a definite element in the development of society; history as a definite element in the history of the class struggle and class politics; psychology - as a certain element of the study and formation of the personality of a developing person. The isolation and the presence of signs of scientific character are generally determined, first of all, by the presence of such a subject of study, which is not studied by another science. A distinctive feature of pedagogy in the general system of sciences is that pedagogy studies the process of educating a person. The beginning of the study of the scientific research of any science is usually associated with the definition of such problems: the history of the emergence and development of this science, what special tasks it sets and the problems it explores. Any science has the right to have the main historical stages of formation and the area of certain phenomena and processes that it studies and the definition of which is of great importance for understanding its theoretical foundations. Without this, science could not develop. Therefore, an increasing number of educational institutions appear, the network of public schools that provide the necessary training for children increases, special educational institutions for the training of teachers are created, and pedagogy begins to be presented as a separate special scientific discipline. All this led to a great leap in the development of pedagogical theory. Pedagogy, having appeared as the science of educating children and youth, as its boundaries in the field of education and the scope of subjective phenomena in the life of society increase, it becomes more and more a science of the principles of pedagogical influence on people of different ages. Constantly improving, any science introduces new concepts into its theoretical knowledge, is filled with new content and regulates its scientific research and research. This process also affected pedagogy. Pedagogical science in the modern world is presented as a whole system of pedagogical sciences. Thus, pedagogical science is a combination of a long-term practice of the processes of teaching and educating an individual against the backdrop of the development of society and society, which are influenced by historical systems. Pedagogical science is the result of a long and consistent study of the principle of personality development. Scientific knowledge of pedagogical practice and theory makes it possible to determine which effective pedagogical solutions can be chosen. As in any science, in pedagogy there is a long-standing dispute about what pedagogy is: science or art. Practical activity allows to resolve this dispute. The practical activity of pedagogical processes and phenomena repeatedly confirms that without fundamental knowledge of the science of education, the art of education cannot develop. Knowledge of the philosophical concepts of the patterns of education and upbringing, mastery of the forms, methods and means of pedagogical action form the basis of pedagogical skill. The study of pedagogical science should begin with scientific and cognitive activity, on the basis of which pedagogical art can and should develop as an obligatory constant of pedagogical practice. A real teacher can be a person who, firstly, has a vocation, an inner awareness that this is his path, and, secondly, also a set of scientific knowledge and experience that allows him to constantly be on the path of search, development, self-improvement. 2. Tasks and functions of pedagogical practice The practical labor education of a child begins with the formation in the family and school of elementary ideas about labor duties. Labor at all times has been, is and remains a necessary and important means of developing the mental and moral characteristics of the individual. Therefore, practical activity must necessarily become a necessary natural physical and mental need for schoolchildren. Labor training is very closely related to the technical training of children. Polytechnic education provides knowledge of the basics of modern technology, is the basis of labor education. In the conditions of a general education school, the following tasks of the practical orientation of students are solved. 1. Creating a positive attitude towards work among students as the highest value in life, a high level of social motives for labor creativity. 2. Formation of stimulating factors that contribute to the further development and acquisition of new knowledge, the need for creative work, the application of knowledge in their practical activities. 3. Formation of high moral and stable personality traits: diligence, duty, responsibility, purposefulness, efficiency and honesty. 4. The formation of various practical skills among schoolchildren, the development of a basic understanding of the culture of mental and physical labor education. The content of the basis for the practical education of students is as follows. 1. Educational labor schoolboy. Consists of mental and physical labor. The most stressful for a student is considered to be mental work, which requires from him certain mental costs, strong-willed efforts. This is the determining and main factor of development at the initial stage of the formation of the child's personality in relation to all types of labor activity of schoolchildren. In school curricula, a separate component and discipline is directly physical labor in labor lessons. As a result, in the process of practical work of students, conditions appear for the manifestation of such moral qualities in schoolchildren as collectivism, mutual assistance, respect for work, etc. 2. Socially useful work. It is created in the interests of the members of the entire school team and each student individually. Socially useful labor practical activity includes: 1) practical labor activity for self-service of students at school and at home (cleaning the classroom, school territory, household work at home, caring for plants, etc.); 2) summer practical labor activity in the fields during school holidays; 3) practical labor activity in school construction teams, school forestries, etc. 3. productive labor. It provides an opportunity for students to participate in the creation of material values, to enter into industrial relations. The principle of participation in practical labor activity reveals students' motivational desires, orientation, labor needs, students learn to learn the meaning of labor concepts and categories. The Russian educational system has rich experience in attracting students to productive labor activity - these are student production workshops and workshops, school district and interdistrict factories, etc. Involving schoolchildren in productive labor does not lose its significance, efficiency and expediency today. In those educational institutions where there are all the necessary conditions for the organization of productive labor activity, this must be preserved. The pedagogical conditions for the formation of effective practical education depend on its proper organization, compliance with the pedagogical conditions of the upbringing process, and the following is necessary for their implementation. 1. To subordinate the practical labor activity of schoolchildren to educational tasks, which is achieved as a result of the interaction of the goals of educational, socially useful and productive labor. In socially useful and productive practical activities, students should be able to find practical application of the knowledge and skills that were obtained in the educational process. In this case, the problems of practical training are solved in combination with the education of students. 2. To form an understanding among schoolchildren of the unity of the goals of social labor and personal interests. Schoolchildren must be sure that their practical work activity is expedient and useful for the upcoming professional activity, for society, and the family. The definition of the meaning of practical labor activity is communicated to students, taking into account their age, individual interests and needs. 3. Make labor activity accessible and feasible. Complex practical activities do not lead to solving problems and achieving the intended result. Such work is the reason for the breakdown of the spiritual and physical strength of students, for the loss of faith in themselves. But it does not follow from this that the practical work of students should not require them to exert themselves. It is important, when organizing labor practice, to take into account the conditions of necessity and sufficiency, the choice of labor tasks in accordance with the strengths and abilities of students, which in the future will be able to exclude physical overload. 4. It is necessary to put forward reasonable requirements in the regulation of the labor practice of students. Schoolchildren may not have a stable interest in practical activities. In this case, the main problem of the teacher becomes the development in children of a stable skill of labor education, the formation of the skill of systematicity, consistency and uniformity in the process of labor activity. In some cases, it is possible to involve a class team in support, which has the right to influence the choice of a particular decision. 5. Combine collective and individual forms of work. There are certain requirements for the organization of practical work of students, the implementation of which will significantly improve the performance of the tasks. This is such a situation that, on the one hand, there should be cooperation between students in small groups, on the other hand, each member of the school team must have a specific task, be able to perform it, and understand the importance of timely and high-quality completion of the task. Labor practical education forms the basis for the development of creative activity and efficiency in educational activities, in the moral development of the individual. Along with labor education, professional orientation of schoolchildren also belongs to practical education. At all times, the school has solved the problem of helping its students in choosing a profession. The professional orientation of schoolchildren is a certain system of socio-economic, psychological-pedagogical, medical-biological, industrial and technical actions to assist students and young people in professional self-determination. A profession will morally satisfy a person only when it is chosen correctly, corresponds to the interests and orientation of the person’s character, and is also in complete harmony with the vocation. In this case, the social significance of the profession is greatly increased if it is prestigious, creative, meets the modern needs of society and has a high material value. Since the presence of various areas in the professional field is constantly growing, the professional orientation of schoolchildren will significantly improve their understanding of the market of professions and the professional orientation of society. Schoolchildren need timely support and assistance at the beginning of their professional development. Vocational education at a certain stage of education has as its fundamental goal the transfer of knowledge about professions to schoolchildren. With vocational guidance, students begin to get acquainted with professions. Teachers and parents can actively influence the correct choice of profession by students, the formation of professional motivation. Professional consultations are of the following types. 1. Information and reference consultation - is a communication with schoolchildren, in which there is a detailed acquaintance with the features of a particular profession, qualification requirements for it, employment conditions, professiogram and the possibility of increasing the level of professional skills. 2. Diagnostic individual professional consultation, during which the definition of possible areas of labor activity of the most successful work of schoolchildren is given. The result of a diagnostic individual professional consultation should be the definition of not just one profession, but a group of related professions. 3. Medical professional consultation involves determining the level of compliance of the health of a given person with the level of certain requirements of professional health. Vocational guidance is usually aimed at giving the young person freedom of choice in the world of professions. When choosing a professional, one should take into account personal motivation, orientation and interests of the individual, as well as family traditions, the opinion of friends, motives for job satisfaction, and others. Professional adaptation is the process of a young person entering a professional activity, the process of getting used to the production system, the workforce, working conditions, specialty features. The effectiveness of adaptation is the main indicator of the correctness of a professional choice. In a general educational institution, career guidance largely depends on the age characteristics of students. In elementary school, a positive attitude towards labor activity is just beginning to take shape, the importance and necessity of labor practical activity for society, the strength and beauty of labor are revealed, and the need to be useful to people is formed. At the level of incomplete secondary school, questions of the moral basis for choosing a life path are already beginning to be addressed. When students get acquainted with specific types of labor professional activity, the circle of ideas about the work of adults expands. Students are given the opportunity to get acquainted with the practical application of various achievements of science and technology in the field of production. The most conscious professional interests of schoolchildren become in complete secondary school. As a result of career guidance, students receive the most complete information about professions, about the economics of production, the level of computerization and technologization of production. High school students can already make a decision about choosing a profession, which becomes conscious and meaningful for most of them, which very clearly determines further motivational learning activities and is generally a very important factor in the further development and self-determination of the individual. 3. The influence of pedagogical practice on the development of pedagogical science The value of pedagogical practice is determined empirically and is based on many provisions of the philosophical, pedagogical and psychological sciences. 1. The productivity of the educational process of pedagogical science is determined and directed by the practical activities of the educational process. 2. Practice is the level of truth determination, the source of cognitive activity and the scope of learning outcomes. 3. A properly organized process of upbringing follows from life itself, practice, is inextricably linked with it, and is the driving factor for further active transformative activity. 4. The productivity of a person's development as a person depends on his participation in practical work activities and is based on the influence of the semantic principle in the formation of pedagogical activity. 5. The effectiveness of the process of interconnection between learning and life practice is based on the content of education. 6. The quality of student training directly depends on the organization of the system of practical work of students, in which the connection between theory and practice is realized. 7. Naturally, the adaptation of graduates to the conditions of modern production takes place more efficiently in those educational institutions where the productive work and career guidance of schoolchildren are better organized. 8. The higher the level of polytechnics in school lessons, the more effective the knowledge of students. 9. The more knowledge acquired by students has a practical orientation, interacts with life, is used to develop surrounding processes, the higher the awareness and meaningfulness of learning and interest in it. The principle of linking learning with life can be used if an important condition is observed - this is a combination of a creative approach to pedagogical activity, theoretical scientific knowledge obtained as a result of scientific research, and the innovative experience of the best teachers. 1. Constant proof of the need for scientific knowledge studied at school, on the example of socio-historical practice. The student must understand and feel that the educational process for him is considered a conscious need for his own development and improvement. 2. Constant explanation of the need for the practicality of training. 3. Constant conviction in the presence of a dialectical connection between theory and practice. It is necessary to prove that theoretical scientific knowledge is formed taking into account practical actions. 4. It is necessary to tell schoolchildren about modern information technologies, about the development of a new stage of production relations and social phenomena, about a new level of development of science and technology. 5. It is necessary to accustom schoolchildren to constantly develop their scientific knowledge, test them in research creative activities and apply knowledge in practical work activities. 6. It is necessary to form the skill of connecting the beginning of school and production. 7. It is necessary to form the skills of setting tasks on the basis of practical pedagogical processes using introspection and systematization of the acquired knowledge and the result of one's work. 8. It is necessary to connect training with the prospects for the development of social production, to carry out career guidance based on promising innovative developments. 9. It is necessary to use problem-search and research tasks in pedagogical activity, which are the best means of connecting theory with practice. 10. It is necessary to instill in students a conscious and motivational attitude to work, which should be confirmed by a personal example of such an attitude. 11. It is necessary to organize the practical work of students in such a way that this process is filled with independent mental activity, self-analysis of the process in order to determine the most effective result, generate questions, form motivational interest, stimulate the need for self-determination and improvement of the student's personality. 12. It is necessary to use materials and examples of practical work activities of students in the educational process. 13. It is necessary to take into account the fact that the practical labor activity of students must be subordinated to educational and educational goals. 14. It is necessary to introduce scientifically organized labor into the educational process. It is very important to understand the importance of interaction with students in the process of developing the skills to apply theoretical and practical knowledge in the organization of work, it is necessary to teach children to use the most effective and efficient methods in their work, to be able to systematize their activities. 15. It is necessary to develop, consolidate and transfer the successes of students to other types of educational and practical activities. 16. It is necessary to form in students the skill of developing and improving knowledge, skills, professionalism. 17. It is necessary to combine intellectual and practical activities in the teaching and educational activities of the pedagogical process, pedagogical science, as a result of which 80-85% of knowledge is positively acquired in the educational process, to find an opportunity to acquaint students with innovative areas and technical achievements, to encourage students' attempts. 18. It is necessary to develop the interest, desire and desire of students for self-development in acquiring knowledge in the field of science, technology, and art that is interesting to them. 19. It is necessary to organize and conduct extra-curricular work on the principle of linking science with practical activities on the example of life situations, especially understandable for understanding, mastering and consolidating knowledge. 20. It is necessary to form the skill of transferring the acquired knowledge, skills and abilities of the student from one type of pedagogical process to other types of pedagogical activity. 21. It is necessary to fulfill the principle of objectivity, the criterion of which is a critical approach to one's actions, exactingness to oneself. Thus, the main task of teachers is: creating conditions for the development of inclinations, interests and abilities of the child, the development of interest in learning and the creative abilities of the student, the development of independence skills, self-improvement in educational activities. All this will become possible if the teacher effectively applies practical activities in the classroom, which are an integral part of the pedagogical process and pedagogical science. LECTURE No. 6. The connection of pedagogy with other sciences The phenomenon of interaction, mutual influence and interpenetration of various related sciences, the constant improvement and development of pedagogical thought, a comprehensive study of pedagogical processes - all this implies the necessary integral and organic connection of pedagogy with other sciences. The pedagogical sphere of human knowledge in this area undoubtedly experiences a possible dependence, impact and influence of other human sciences. Effective scientific research, achievements of innovative teachers, scientists in the development of pedagogical technologies are most likely possible when there are interdisciplinary connections, an interscientific systematic approach to the subject of study. Thus, the science of pedagogy, interacting with such sciences as philosophy, sociology, ethics, aesthetics, psychology, human anatomy and physiology, ethnography, mathematics, cybernetics, etc., develops, improves and strengthens its ties. Lack of contacts, restrictions, isolation of pedagogy from other sciences can become a serious reason for receiving ineffective scientific papers, unconvincing developments, etc. Including the pedagogy of vocational education does not remain aloof from versatile influence. It uses, applying and adapting to the characteristics of its subject of study, various ideas from other sciences. All this helps to take a more thorough and meaningful approach to the issues of professional education and makes it possible to penetrate deeper into the essence of the theoretical foundations of science. At the same time, innovative ideas of other sciences can serve as a fundamental basis for the study, research and development of certain professional and pedagogical tasks. One of the main sources of development of pedagogical science is philosophy, which serves as a kind of effective and productive driving force of this development and at the same time a fundamental basic component of pedagogy. It is necessary to note the important methodological role of philosophy in the process of formation of pedagogical theory, where philosophy helps to determine the fundamental components in the study of pedagogical processes. Of particular importance is philosophy for pedagogy in determining the basic, initial methodological provisions. Of course, in any science, including pedagogy, one cannot do without philosophical categories: 1) necessity and chance; 2) general, singular and special; 3) the laws of interconnection and interdependence; 4) the law of development and its driving forces; 5) subjective and objective determinism of pedagogical processes, etc. Dialectical principles and cognitive categories also influence the formation of the features of the research knowledge of innovative teachers. This relationship between the sciences of pedagogy and philosophy seems to be the most long-term and effective, since philosophical basic knowledge and innovative thoughts contributed to the emergence of pedagogical ideas and theories, determined the direction of pedagogical research and were its methodological foundation. Initially, the relationship between the two sciences, pedagogy and philosophy, had some antagonistic character. For a long time, pedagogy was interpreted as an area for the application and testing of philosophical theories, while considering pedagogy as a practical component of philosophy. Opponents of philosophical science generally suggested abandoning philosophy in pedagogy. At the present time, the position of philosophy is defined quite rightly and is universally recognized. Philosophy in relation to pedagogy performs a methodological function. This means that the essence of the philosophical worldview doctrine rightly fulfills and defines the most solvable tasks of comprehending a person's place in the world, revealing his relationship with the world. Various philosophical teachings and directions that are used by academic scientists directly affect the development and direction of the search for innovative problems and prospects, as well as the development of pedagogical science in general. Philosophy, as a science, defines, forms and develops a system of laws, principles and methods of scientific knowledge. This is the main significance of the methodological function of philosophical science in relation to pedagogy as well. The process of acquiring pedagogical knowledge must obey the general laws of scientific knowledge studied by philosophy. Philosophy in this case manifests itself as a theoretical basic fundamental platform for understanding pedagogical experience and as a direction for the formation of pedagogical theories. Of course, one cannot fail to appreciate the importance of philosophical justifications for pedagogy, which cannot acquire the status of an independent science only through experimentation and generalization of experience. Pedagogical science is undoubtedly very closely connected with psychology. This relationship of these sciences is so organic that it is considered the most traditional. In order to become a genuine science and effectively manage the activities of a teacher, pedagogy must take into account the objective reality that a person deals with in his usual and subjective development. Such requirements as understanding the properties of the human character, needs and opportunities, taking into account the laws of mental activity and personality development, organizing education (training and upbringing), in accordance with the laws, properties, needs, opportunities, were proposed by all outstanding teachers. Initially, the relationship between pedagogy and psychology seemed to many very primitive and simple. Psychology studies the mechanisms of the soul, this science can formulate the laws of development of the child's consciousness in accordance with the purpose of education. This greatly helps pedagogy due to the fact that pedagogy has not accumulated its own scientific content to the necessary extent, which it would use for the theoretical justification of pedagogical practice. Therefore, when analyzing the connecting factors of pedagogy with psychology, it is necessary to distinguish between psychologism as a methodological position and psychology as a science, which is the main source of scientific justification for the educational process. Psychologism is determined by the fact that psychology is called the only scientific basis that influences pedagogical practice. Such conditions in our society are decisive for the necessary requirement for the normal socio-psychological development of the child's personality. These laws are of a concrete historical nature, and therefore they change depending on changes in socio-pedagogical conditions. Psychology, and, first of all, developmental and pedagogical psychology, which studies the laws of mental processes in children of different ages, is of particular importance in solving specific problems of education and upbringing, in organizing work and rest regimes. There is a relationship between pedagogy and school hygiene, which reveals and defines the basic norms and rules, conditions and content of the sanitary and hygienic direction in the conditions of children's educational institutions. Psychological science explores the basic principles and laws of the psychological development of the individual. Pedagogy, in turn, also addresses a person from the point of view of the laws governing the development of personality. Upbringing and education are processes of influencing and influencing a person, which are engaged in a systematic influence on the process of thinking and other activities. Therefore, the educational and upbringing processes of pedagogical activity can only be carried out by professionals with special psychological knowledge. The next level of connection between the two sciences is manifested in the processes of learning and upbringing of the individual. The level of a person's learning is determined by the following indicators: changes in memory, basic concepts, effective opportunities to apply new concepts and knowledge in practical activities, the efficiency of applying knowledge, the use of various terminologies, skills in transferring knowledge to non-standard situations, the use of subject heuristics and many other indicators. Education reveals actions, behavior and skills of practical activity. The research methods of pedagogy and psychology also have connecting common components. For example, various ways and methods of psychological scientific research of knowledge are an effective way to solve pedagogical research problems (psychometry, pairwise comparison, rating, psychological tests, etc.). The main provisions of psychological science reveal the boundaries of one consideration and capture the field of education, upbringing, the science about them. A continuation of relations with psychological science is the relationship of pedagogy with general, age и educational psychology. Since psychology studies the laws of mental development of people in different age periods and the mechanism of changes in the psyche under the influence of training and education, the results of scientific research in this area are widely used in organizing the cognitive activity of students in the pedagogical process. Social psychology is a science that studies the subject of feelings, in a certain way connected with pedagogical science. This connection is manifested in the study of the characteristics of the characteristic paradigm of a person who has an excellent social status. Interscientific relations of pedagogy with sociology are also among the traditional ones, since these sciences study the planning of education, the determination of the main directions of development of various segments of the population, the laws of socialization and education of the individual in various public institutions. Sociology is a science that studies society from the point of view of a holistic system. It is sociological science that offers pedagogical science a large practical scientific information material with the aim of effectively applying the effective conclusions of scientific research to organize the processes of education and upbringing. In the depths of sociological science, such special disciplines have developed, such as, for example, the sociology of education, upbringing, the sociology of students, the sociology of the city, the countryside, health, etc. Sociology deals with special questions of the socialization of the individual. Pedagogy needs specific sociological research that provides extensive experimental material that allows organizing the process of professional education and training systematically and purposefully. Pedagogy is filled with especially significant concepts about the nature of human physical development. general and age physiology, which determines the natural-scientific basis of the processes of education and upbringing. The study of conditioned reflex activity generally helps to describe the scientific basis for the changes that occur in the human body under the influence of external influences. There are many other sciences with which pedagogy is interconnected - this is anatomy и physiology person, ethnography, mathematics, cybernetics and others. The forms of relationships between pedagogy and other sciences are quite diverse. 1. Application of advanced scientific ideas borrowed from other sciences. 2. Application of information data formulated by other sciences. The main task of the methodology is the following understanding of pedagogical science. 1. In the formation of a new semantic direction of the studied disciplines. 2. In the study, generalization and implementation of innovative pedagogical experience of the best teachers. 3. In increasing the productivity of the pedagogical process and the quality of students' knowledge. 4. In the interpenetration and interaction of various sciences, for example, in the application of methods, principles and definitions of other sciences. Certain areas for the study of phenomena and pedagogical processes open up before pedagogical science in connection with the development of such a field of knowledge as, for example, control theory. Thus, the interscientific relations of pedagogy are not limited only to philosophy and psychology, the common subject of study of which is the study of a person as a person. The development of pedagogical science is closely connected with the emergence of the sciences that study man. it biology, anthropology и medicine. Pedagogy, investigating a person from the point of view of a natural and social being, could not but use the reserve of knowledge that was accumulated in anthropology as a science that integrates knowledge about the phenomenon of man into a single theoretical constructor that considers the nature of a conventional person in its multidimensionality and diversity. The relationship of pedagogy with medicine made possible the emergence of correctional pedagogy as a specific area of pedagogical knowledge that studies the education of children with acquired or congenital developmental disabilities. Together with medical science, correctional pedagogy is developing a system of means to achieve a therapeutic effect. The formation of pedagogy as a science is associated with such sciences that study a person in society, in the system of his social ties and relationships. Therefore, quite logical relations with economics, political science and other social sciences. The connection of pedagogy with political science determined by the fact that educational policy is always a reflection of the ideology of the leading and dominant circle of people. In this regard, pedagogy seeks to determine the conditions for human development from the point of view of the subject of political consciousness, as well as the possibility of assimilating political ideas, attitudes, and political worldview. Thanks to the interaction of pedagogy with other sciences within the pedagogical science itself, new branches of pedagogy are distinguished, appearing at the level of the boundaries of scientific disciplines. So, at present, the structure of the system of pedagogical sciences can be represented as follows. 1. General Pedagogy - studies the basic laws of human education; determines the essence, goals, tasks of education. 2. Age pedagogy - studies the problems of the processes of education and training of adults, is divided into vocational, higher education and others. 3. Special pedagogy - a science that explores the features of the formation of knowledge, explores the processes of development, education, upbringing of children with developmental disabilities - defectology. Special pedagogy, due to its constant development in the field of defectology, currently consists of the following areas: deaf pedagogy, typhlopedagogy, oligophrenopedagogy, speech therapy. Deaf and deaf children are educated and educated by deaf and deaf children, typhlopedagogy studies the problems of blind and visually impaired children, oligophrenopedagogy studies the problem of mentally retarded children, and speech therapy deals with the development of children with speech disorders with normal hearing. 4. Private technique studies the peculiarity of using in practice the general laws of teaching a certain discipline (foreign language, mathematics, biology, physics, chemistry, etc.). 5. History of Pedagogy - explores the development of pedagogical theory and practice of education in different historical eras. 6. Intensively developing as independent branches of pedagogical science, such as pedagogy of vocational education, pedagogy of higher education, military pedagogy, correctional labor pedagogy. Such branches of pedagogy as school science, pedagogy of family education, pedagogy of children's and youth organizations, pedagogy of cultural and educational work are being formed and distinguished. LECTURE No. 7. The concept of "methodology of pedagogical science" 1. The essence of the concept of "methodology of pedagogical science" Methodology is a system of general theoretical views that are decisive in solving practical problems. The methodology of pedagogy is a set of goals, content and methods of research, which allows you to get the most objective, accurate, systematized information about pedagogical phenomena and processes. Since pedagogy is very closely connected with philosophy, the dialectical-materialistic idea of the world and the role of man in the world is presented as the theoretical basis of the methodology of domestic scientific pedagogy. The main methodological provisions include the following provisions. 1. Upbringing, which, like other social phenomena, has a socially determined character. 2. Factors affecting the development of personality, which are in the external environment, the development of the individual occurs under the influence of society, including education. 3. Activity the personality itself is of great importance and plays a fundamental role in self-development and self-improvement, etc. There are other methodological concepts, provisions and interpretations of knowledge that define various areas of pedagogy: religious, pedagogy of pragmatism, behaviorism, etc. The concept of "pedagogical methodology" can be considered as a science about the conditions, forms and methods of productive study of pedagogical processes and changes in the pedagogical environment, and the purpose of methodological research is to study the conditions for obtaining and using pedagogical knowledge, increasing the effectiveness of pedagogical activity. 2. Levels of methodology of pedagogy In pedagogy, there are several levels of methodology: philosophical, general scientific and pedagogical. At the philosophical level of the methodological processes of pedagogical science, those tasks are identified that solve the problems of the interaction of social and biological, objective and subjective factors in the formation and development of the personality, the problems of the essence of upbringing and education, etc. In other words, those problems of philosophy, the solution of which determines the general direction and methods of pedagogical cognitive and practical activities. General scientific methodological problems are defined as the tasks and problems of finding means, forms and methods of scientific knowledge. Pedagogical methodological problems include problems of methodology for determining the subject of pedagogy, the logic of cognition of pedagogical phenomena, and the procedure for pedagogical research. It is possible to change the relevance of methodological problems, which depends on pedagogical practice, as well as on research scientists involved in the problems of studying methodological science. Thus, the methodology of pedagogical science is a complex system of various components that has pedagogical, general scientific and philosophical levels. 3. Forms of methodological knowledge The significance of the influence of philosophy on the formation, development and formation of pedagogical science and its individual branches is invaluable. This is evidenced by the history of the development of methodological knowledge, which indicates that in the early stages of the research work of pedagogical science, methodological knowledge included theoretical definitions formed by philosophical science. At present, the influence of philosophical knowledge is experienced by the majority of scientists-teachers who single out the general philosophical, general scientific and particular scientific levels of the unity of methodological knowledge. In general, the philosophical classification of this type of knowledge is taken as a basis, since these levels are of little value to representatives of other sciences. If the teacher uses this classification, then a useful amount of knowledge for him will be the understanding that the area of his interests refers, at best, to private scientific knowledge without "decoding" the structure, content and functional status of this knowledge. Therefore, a different approach is needed in this matter, combining existing approaches with new methodological constructions. Approaches to the concept of methodology by various scholars: 1) methodology is the science of the structure, internal organization, ways and methods of the theoretical process; 2) methodology - these are the evaluation criteria and the process of formation and use of methods for studying theoretical and practical activities; 3) methodology is a set of the most general principles for solving complex practical problems about research methods; 4) methodology - this is the relationship of ways and methods of formation and organization of the theoretical and practical process; 5) methodology - these are the principles, structure, levels, ways of studying pedagogical innovations; 6) methodology is "a system of principles and methods of organizing and constructing theoretical and practical activities, as well as the doctrine of this system" (Philosophical Encyclopedic Dictionary. M., 1983. P. 365). Renowned pedagogy methodologist V. V. Kraevsky, summarizing the achievements in this area, he points out that "the methodology of pedagogy is a system of knowledge about the foundations and structure of pedagogical theory, about the principles of approach and methods of obtaining knowledge that reflect pedagogical reality, as well as a system of activities to obtain such knowledge and substantiate programs, logic and methods, assessment of the quality of special-scientific pedagogical research" (Kraevsky V.V. Methodology of scientific research. SPb.: SPbGUP, 2001. P. 10). V. I. Zagvyazinsky believes that pedagogical methodology "includes: the doctrine of the structure and functions of pedagogical knowledge, including pedagogical issues; initial, key, fundamental socio-pedagogical provisions (theories, concepts, hypotheses) that have methodological meaning; the doctrine of the ways of using acquired knowledge to improve practice; the doctrine of the logic and methods of socio-pedagogical search "(Zagvyazinsky V.I. Methodology and methodology of didactic research. M., 1984. P. 10). An analysis of the literature makes it possible to conclude that the opinions of various authors on this issue are similar. Thus, the definition of the essence of the methodology of pedagogy can be represented as follows: it is "the doctrine of the structure, logical organization, methods and means of pedagogical activity in the field of theory and practice" (Methodological problems of the development of pedagogical science. M .: Pedagogy, 1985. P. 240). This position of scientists allows us to formulate the main features of methodological knowledge. A specific feature of methodological knowledge can be defined as its belonging to the resolution of a specific contradiction. Indeed, the methodological knowledge any science is the result of a way out of the contradiction between the processes of studying and transforming the corresponding pedagogical practice. theoretical knowledge is the result of contradictory interactions between the subject of knowledge and the method that makes it possible to study the subject. Determined by the result of problem resolution theoretical and methodological knowledge, which manifests itself in the form of opposition of subject and method. From this we can draw the following conclusions. 1. The knowledge that is formed when solving a methodological problem determines the "methodological foundations of the corresponding knowledge." 2. The knowledge that is formed when solving a theoretical problem determines the "theoretical foundations" of any science of a lower methodological level. 3. The knowledge gained in solving a theoretical and methodological problem determines the "theoretical and methodological foundations" of any science. It should be noted that the presence of such a difficult, multifaceted task, the solution of which helps to form theoretical and methodological concepts, imposes increased requirements on the teacher, and also determines the need for a meaningful analysis of the methodologies that make up one or another of its foundations, the need for their ranking in an environment that represents the most complete view from a theoretical and scientific point of view. Another sign of methodological knowledge is considered unity and interconnection two processes: cognitive and transformative, interrelation of knowledge and practice. This criterion of methodological knowledge shows the influence of knowledge not only on the processes of cognition (on theoretical, research activity), but also on the process of transforming various objects (its practical activity). Therefore, science needs the following conclusion that it must also have its own theory of scientific-transformative (practical) activity, along with general provisions and the theory of research (cognitive) activity in general. The principle of the unity of cognition and transformation can be perceived erroneously due to the lack of attention to the study of only the problem of cognition processes. Thus, the unity of cognitive and practical practice determines the relationship between cognition and educational activity. Structuredness and internal organization of content are the main condition for the existence of methodological knowledge. The analysis of the methodology of pedagogy is carried out through the analysis of the content-functional theory, while the direction and nature of methodological scientific knowledge must be taken into account. The content-functional concept is a working tool for a teacher who conducts a methodological analysis of scientific knowledge. Methodological analysis of scientific knowledge is carried out in the following areas of socio-pedagogical knowledge: epistemological, philosophical, logical-epistemological, scientific-content, technological and scientific-methodical. On the other hand, the content of each level is strictly fixed by the function of the knowledge that belongs to a particular level of knowledge. Features of methodological scientific knowledge, in this case - its technological orientation and service character, are determined by the peculiarity of the application of the three-element position of methodological analysis - "level", "content" and "function". In other words, analyzing this or that object, object or phenomenon, taking into account this technique, there is a specific opportunity to determine the function, content, role, place, influence and nature of the interaction of methodological scientific knowledge at each stage of the analysis separately and in combination. The content-functional concept allows revealing methodological knowledge at certain levels. The dialectics of such levels of methodological analysis is the study of methodological knowledge from the highest level, more general, to the particular level of its knowledge. Thus, in this direction there is a relationship and mutual influence of theory and practice, cognitive and transformative activity. The peculiarity of the flow of methods of analysis and synthesis determines the service nature of the content-functional concept. At each stage of the analysis, a step-by-step analysis of scientific knowledge takes place. Based on the results of a sequential step-by-step analysis of scientific knowledge, a synthesis of the acquired knowledge is made, thus a synthetic picture of methodological scientific knowledge is determined. The concept was named content-functional due to the fact that it allows you to determine the very essence, the meaningful meaning of knowledge about the object and phenomenon under study. In this case, the knowledge gained can be attributed to a certain level of analysis of a particular subject, and therefore, the synthesis carries out an important moment in the study of the object of study, since it represents the object not only in a set of subjectively identified phenomena, but also in the form of a structured ordered system. Such an organization of knowledge about the methodology of pedagogy makes it possible to present scientific knowledge in the form of a theory. Therefore, a significant conclusion is that in the depths of the structure of pedagogy as a science, a separate section appears - the theory of the methodology of pedagogy, or, in short, the methodology of pedagogy. Moreover, this content-functional the concept defines the function of scientific knowledge, which was obtained as a result of using the concept to the subject under study, helps to overcome the shortcomings of the subjective approach to the study of scientific knowledge and present knowledge in the form of certain, specific elements of the theory. 4. General scientific level of methodology of pedagogy: the concept of systemic and holistic approaches General scientific methodology is a system of views and approaches that show the general connection and interaction of phenomena and processes in the surrounding world. It focuses the teacher on the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning. Functional and analytical methods of research, based on the associativist mechanistic concepts of unambiguous determinism and reductionism, have replaced the systematic approach. The basis of the systematic approach is the idea that relatively independent elements are studied not separately, but in their interconnection, relationships, development and movement. With the help of the system method, it is possible to determine the integrative system properties and qualitative characteristics that are absent from the components that make up the system. Certain concepts of the system approach, for example, subject, functional and historical aspects, can only be represented in the unity of such signs of study as historicism, concreteness, relationships and mutual influences of the connections of the surrounding reality. The peculiarity of the system method lies in the fact that the definition of structural and functional schemes that copy the studied phenomena of the system makes it possible to obtain knowledge about the patterns of their functioning and the principles of effective organization. For example, consider the levels of the system method. 1. ontological level system method, where the subject or object of research is singled out, defining it as a whole. 2. Gnoseological level - involves the solution of certain tasks necessary to see an object, a phenomenon as a system, that is, to determine the object of knowledge in an object. 3. Methodological level: 1) the general scientific type of the methodological level is a model of the program for studying the phenomenon as a component of a single whole, i.e., identifying common criteria and principles of study, determining the combination of cognitive phenomena; 2) the concrete-scientific type of the methodological level is the concretization of the model for studying the pedagogical phenomenon, the criterion of which is the identification of the special and the singular in each specific phenomenon and the pedagogical process. four. Praxeological level - makes it possible to build a methodology of practice, i.e., the opportunity to form exemplary normative models of the object under study in order to apply them in practice and the opportunity to develop appropriate recommendations for using this model. The system method makes it possible to apply heuristic and practice-forming tasks in the study of education as a pedagogical process. The pedagogical system at the level of structural and functional analysis can be represented by a set of interrelated components: the subjects of the pedagogical process, the content of education (general, basic and professional culture) and the material base (means). The pedagogical process is born as a system as a result of an organic interconnected single movement directed by a goal. The systematic approach, in turn, speaks of the need to apply the principle of unity of pedagogical theory, experiment and practice. There is an incorrect opinion that a systematic approach is a kind of linear chain that reflects the natural movement of scientific knowledge from theory through experiment to practice. There are significant systematic cyclic connections between practice and science - this is the most correct interpretation and understanding of this principle. The criterion for the truth of scientific knowledge, provisions developed by theory and confirmed by scientific experiment, is pedagogical practice. Pedagogical practice is also a source of new basic tasks of education. In turn, the theory is fundamental for reinforcing, final and effective practical solutions, although the fundamental problems and tasks that arise in educational practice require the development of new directions. Thus, studies of the concept of "methodology of pedagogy" allow us to determine the following. The methodology of pedagogy in general is the science of the structure, logical organization, forms, methods and means of cognitive and practical pedagogical activity, as well as actions to obtain and apply scientific methodological knowledge. LECTURE No. 8. Methodological culture of the teacher 1. The concept of methodological culture The methodology of pedagogy indicates how to carry out research and practical activities. Such knowledge is necessary for every teacher. The teacher needs to have an idea and certain knowledge about the levels of the methodological culture of pedagogical workers, about the methodology of pedagogy and be able to use this knowledge in their work to overcome problems and in practical application when various pedagogical problems appear. The methodological culture of the teacher includes the following. 1. Design and construction of the educational process. 2. Awareness, formulation and creative solution of pedagogical problems. 3. Methodical reflection. The main criterion for the possession of knowledge and methodology of the teacher's methodological culture is the use by the teacher of scientific and pedagogical knowledge to improve their work using analysis and other research methods in their practical work. 2. The essence and structure of the methodological culture of the teacher It can be said that the manifestation of a teacher's creativity means the presence of a certain level of the teacher's methodological culture, i.e., the creation of a new pedagogical experience in which there is no action according to a template. Thus, only in the process of cognitive and practical activities of the teacher is formed his methodological culture. The result of methodological culture is the original development of teachers, non-standard solutions in the field of pedagogical theory and practice. The most common knowledge that a teacher receives is the pedagogical principle. To develop a new principle, the following components must be defined. 1. Target, placed by society before training and education. 2. Certain conditions, in which pedagogical action takes place. 3. Age characteristics of students. 4. Teaching methods, i.e., ways of constructing educational and educational situations. 5. Subject, being the object of study. 6. logic and content of science, representing the given object and subject. In these conditions of the formation and development of the methodological culture of the teacher, the complexity of the researcher's work is higher, compared to when he determines any individual pedagogical technique. Consequently, a chain and dependence appears when new pedagogical developments imply a new level of the teacher's methodological culture, a higher one. In turn, the ability of the researcher to form new methods and approaches in his pedagogical activity is an indicator of his high methodological culture. The definition of methodology levels also influences the definition of the levels of methodological culture that correspond to it. The following levels of methodological culture are distinguished: 1) pedagogical; 2) general scientific; 3) philosophical. Only by mastering the indicated levels of culture can a teacher improve his professional and research activities, which is a necessary goal and aspiration of any professional in pedagogy. 3. Levels and stages of the methodological culture of the teacher Pedagogical level of methodological culture At this level, the following knowledge is important for the teacher. 1. In the field of the history of pedagogy and modern pedagogical theories. 2. The basic laws and features used as fundamental guidelines in pedagogy (for example, the principles of accessibility, individuality, the unity of education, upbringing and development, etc.). 3. Skills in applying various methods of teaching a lesson (verbal, visual, problematic, search, etc.). 4. Skills of practical work in the educational activities of the teacher. Having reached a certain level of methodological culture, the teacher has the ability and opportunity to form the best practices of his practical work, formulate a research problem and test it with the help of observation, experiment, analysis, synthesis, modeling, etc. General scientific level of methodological culture This level of methodological culture of the teacher is the application in pedagogy: 1) general scientific principles, namely: reductionism, evolutionism, rationalism; 2) methods of idealization, universalization; 3) various approaches - systemic, probabilistic, structural-functional, etc. At this level, hypotheses are put forward, pedagogical theory is developed and tested in pedagogical practice. Philosophical level of methodological culture This level of the teacher's methodological culture presupposes the presence of knowledge of various pedagogical theories, which are based on opposite methodological laws, due to different worldview directions. At this level, the skills of historical and logical methods of study, abstract and concrete principles, metaphysical, dialectical and systematic research of the phenomena of pedagogical science are revealed. Therefore, the teacher should be free to navigate in these principles and techniques, be able to determine the most effective methods for using each alternative theory. The methodological guidelines of the philosophical level determine the methodology of the lower levels: general scientific and pedagogical. Thus, we can say that the highest level of the methodological culture of the teacher is philosophical. When highlighting these levels of methodological culture, there are no evaluation criteria and there is no idea of the sequence of levels of methodological culture. But at the same time, such a division enables the teacher to develop abilities and strive for self-improvement in their practical activities. V. A. Slastenin believes that in addition to knowledge and skills, the following applies to methodological culture. 1. Installation on the transformation of pedagogical theory into a method of cognitive activity. 2. The desire to reveal the unity and continuity of psychological and pedagogical knowledge in its historical development. 3. Critical attitude to the provisions, arguments that lie in the plane of everyday pedagogical consciousness. 4. Reflection on the prerequisites, process and results of one's own cognitive activity, as well as the movement of thought of other participants in training and education. 5. Conclusive refutation of anti-scientific positions in the field of human knowledge. 6. Understanding the worldview, humanistic functions of pedagogy and psychology "(Slastenin V.A. and others. Pedagogy: Textbook for students of higher pedagogical educational institutions / Edited by V.A. Slastenin. M .: Publishing Center "Academy", 2002). Here, a value approach to understanding the methodological culture is noted, the significance of which is great and consists in the following. 1. Allows you to determine the sequence of methodological knowledge, skills and abilities. 2. Makes it possible to establish the sequence of stages in the study of methodological culture. Attempts to get away from ideological influences on scientific research do not make it possible to determine the assessment of different levels of the teacher's methodological culture. And the art of evaluating one's actions indicates an important indicator of teacher training. When highlighting the levels of methodological culture, it is possible that the content part is not taken into account. The criterion for determining the degree of methodological culture in this case is the ability and ability of the teacher to use their own methodological knowledge. Based on the latter, the following levels of the methodological culture of the teacher are distinguished. 1. Accumulation of knowledge. 2. Use of knowledge. 3. Creation of knowledge, i.e. creativity. Such a description of the levels of the teacher's methodological culture gives an idea only of the teacher's ability to methodological activity, while the content remains uncovered. To determine the content of methodological culture, it is necessary to identify the signs and criteria for the levels of methodological culture, to determine the sequence of values of this culture, gradually reaching which the teacher will be able to improve his methodological culture. In this case, the methodological culture is a mechanism for the teacher's self-development. At the general scientific and philosophical levels of methodological culture, the teacher's ability to engage in activities that presuppose the presence of certain knowledge, skills and abilities is revealed, but the ability to achieve the final result is not assessed. While it is the achievement of the result and the result of actions that is an essential feature of methodological culture. The lack of knowledge, skills and abilities, the futility of actions due to incorrect methodological attitudes indicates the lack of methodological culture of the teacher. For example, one can make a mistake in choosing the level of methodological devices: a higher level is applied than is necessary for a given study, as a result, this leads to pointless reasoning. This happens if philosophical methodology is used instead of pedagogical one. A more specific analysis allows us to single out a complex structure and its elements in the methodological culture. The first stage of pedagogical methodology The level of unambiguous determination. 1. Characterized as a "mechanistic worldview." 2. Necessary for the study of pedagogical phenomena. 3. It is necessary for the practical application of advanced innovative ideas of pedagogical science, where at first a mechanistic approach is needed, i.e., mechanism, a mechanical translation of a new idea, theory, principle (pedagogical or philosophical) into cognitive and practical activity. 4. It is important to take into account the principle of scientific character. The lowest level of methodological culture is the teacher's ability to use as a methodological setting any one principle, one idea that determines cognitive and practical activity, since the level of unambiguous determination implies minimal methodological abilities. This application makes it possible to obtain the result of practical pedagogical activity. The level of unambiguous determination consists of the following components. 1. Knowledge. 2. Skills. 3. Skills. The second stage of pedagogical methodology dialectic level This level of methodological culture is higher, which implies the following main provisions and criteria. 1. The teacher's ability to use several methodological guidelines in his research. 2. The teacher has additional knowledge, skills and abilities, in contrast to the previous level. 3. The presence of several goals of activity. 4. Knowledge of methods for achieving goals. For example, education and training are processes that have different goals, methodological guidelines, principles, tasks, theories, although all this is achieved in one educational and educational action. Currently, pedagogy sets the task of creating conditions for the independent development of the student's personality, in which the acquired knowledge, skills and abilities are important means of achieving the goal. Learning cannot take place without education. The teacher's ability to approach the learning process from the point of view of educational value just refers to this level of methodological culture. Knowledge, skills and abilities of this level are developed while studying at the university in the classroom on teaching methods, later, taking part in various scientific and practical conferences that are designed to promote innovative ideas in pedagogical practice, as well as in advanced training courses. This level of methodological culture is necessary both in scientific pedagogical knowledge and in practical activities. For example, when determining the provisions on the main content of education, it is necessary to formulate criteria for choosing educational disciplines, while taking into account the mutual influence and relationship between teaching the natural sciences and the humanities. In the educational process, the teacher must remember and apply numerous techniques, methods, principles and methodological guidelines. This, in particular, concerns the organization of labor, moral, aesthetic, environmental education, etc. The dialectical level of methodological culture is special for pedagogical science. For example, in the natural sciences, the process of studying a phenomenon can be explained by one of the methodological concepts, while in pedagogy such an explanation is a sign and criterion of a low level of methodological culture, in which there is no basic definition of the phenomenon, and the provisions are presented in the form of one principle. The principles of upbringing and developmental education can serve as an example. Educational education is the principle of education and upbringing, the combination of education and development is the principle of developmental education. The combination of such different goals in one principle was called dialectics. The dialectical level is formed by the combination of opposite principles, although in this example the principles are not considered opposite. The methodological culture of the teacher is the definition of the internal, specific area of the phenomenon. The dialectical level of methodological culture forms the teacher's ability to use opposite ideas and provisions in his pedagogical work, combining several areas of education in one educational process. The level of a holistic, or systemic, approach. A holistic, systematic approach is the transformation of the cognitive process into a systematic management of pedagogical activity through philosophical methodology. The level of a holistic, or systemic, approach to the methodological culture of a teacher can be determined by the following characteristics. 1. The ability of the teacher to form the unity of various methodological attitudes based on personal knowledge, skills and abilities is manifested. 2. The worldview of the teacher is decisive in the organization of his practical and cognitive activities, performing the tasks of the analytical characteristics of pedagogical issues. Thus, each level of the teacher's methodological culture is presented as a set of certain own characteristics. Each constituent element of the methodological culture of the teacher regulates only his inherent task, determining the cognitive and practical activity as a whole. 4. The goals of education in the context of a cultural approach Cultural approach is seen as learning in the context of culture, the reliance of education on the nature and values of culture. Highlighting the value of education, three components are defined. 1. State value of education. 2. The social value of education. 3. Personal value of education. State value of education. It represents the moral, economic, intellectual, scientific, technical, spiritual and cultural potential of any state. The social value of education. It is determined by the training and education of competent and professional specialists who are able to solve a wide range of professional and socially significant tasks set by society in the specific historical conditions of people's lives. Personal value of education. It is a conscious need for a person to manifest his various cognitive needs and strive for the perfect development of his abilities. The last thesis is directly consistent with the ideas of the culturological approach, which is gaining more and more supporters in the education system. Cultural principle makes it possible to combine general cultural, special and psychological-pedagogical components in the educational process of a general education school due to the choice of the content of education according to the principle "from an educated person to a cultured person". This has an effective result if the analysis of the subject and non-subject content of education is taken into account from the standpoint of the development of an integral culture of the individual. The cultural approach occurs through the introduction of the following factors. 1. Filling the content of traditional academic disciplines, limited by the framework of program requirements (education standards). 2. The emergence of new disciplines of the cultural and humanitarian cycle (philosophy, psychology, cultural studies, etc.). 3. Filling the disciplines of the natural sciences with universal human problems and values. 4. Formation of interdisciplinary links. The implementation of the approach is characterized by the following indicators. 1. The turn of the educational process to the person as its main subject and goal. 2. Filling the content of the educational process with the tasks and problems of a person. 3. Presentation of the organization of the educational process as an integral system of joint activities of teachers and students. 4. Formation of the educational process within the framework of world, national culture. 5. Formation of the individuality and originality of the child's personality, the development of personal characteristics. 6. Effective improvement of professional skills and pedagogical culture of teachers. The needs of the present time require the culturological principle to be filled with new content. In the culturological concept, the content of education includes four components: knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world. In this case, the component of culture can be considered knowledge, which is significant in education from the point of view of self-esteem of the individual. Competence implies the presence of certain scientific knowledge and implies the ability to carry out appropriate practical activities, i.e., it means the possession of methods of activity and the acquired experience of both reproductive and creative activities in the field of the competence in question. It is important to note that such activity cannot be carried out without a formulated motivational position, the fundamental factor of which is the value relations of personality development. In addition, competence is determined by the development of specific personality traits that are so necessary for practical activities. LECTURE No. 9. Scientific research in pedagogy, its main characteristics 1. The essence of scientific research in pedagogy Scientific research generally refers to any activity in the field of science. Therefore, in order to determine what scientific research is, it is first necessary to distinguish science as a form of social consciousness from other forms of social consciousness, i.e., it is necessary to define this scientific cognitive activity in the field of pedagogy and distinguish it from other similar everyday knowledge. Ordinary knowledge is usually understood as the identification of conspicuous, external signs of objects and phenomena. The knowledge gained as a result of such studies is likely to be superficial, and the identified process connections are random, which, in turn, can lead to a chain of serious errors. This happens because the given acquired knowledge cannot reveal the causes of the phenomena and processes of what is happening, but only have a descriptive effect, that is, they only represent the course of a phenomenon or process. The differences between scientific knowledge and any other, for example, artistic, religious, etc., are as follows. 1. This is essential knowledge - it reveals a set of stable features of an object. 2. This knowledge has a generalized meaning - it defines the subject only from the point of view of belonging to any category, highlighting the criteria and principles inherent in all phenomena and objects of the category. 3. Scientific knowledge is justified. 4. This knowledge is systematically organized - it is a consistently composed combination of qualities. 5. Scientific knowledge has its own language, which is based on the categorical apparatus of science (in relation to each category, the rules of logic must be followed). Therefore, it is possible to define the main features of research pedagogical activity as follows. 1. The nature of the goal is cognitive. 2. Identification of a special area of research. 3. Application of special means of knowledge. 4. Unambiguous terminology. Thus, we see that the following factors become the main goal of pedagogical scientific research. 1. Revealing new knowledge about pedagogical processes and phenomena of education and upbringing. 2. Identification of their distinctive features (structure, action, history of development). 3. Identification of the system and principles, i.e., objective regular connections between pedagogical processes and phenomena. The result of scientific research is knowledge. The highest form in which scientific knowledge exists is theory. Theory, in turn, is the highest level of systematization of the concepts of science, which reflects and consolidates knowledge. Research activity is based on theory, but research activity itself is also a theory, i.e. in this case, the theory of research activity is the result and means of scientific research. Therefore, scientific research cognitive activity must be defined as cognitive activity leading to theory and based on theory - this is essentially theoretical knowledge. It is this feature of scientific knowledge - the theoretical nature of knowledge - that can be considered decisive in relation to scientificity, while other types of cognitive activity that do not have theoretical knowledge are not considered scientific. In the process of scientific research, in addition to the theoretical level of knowledge, other necessary stages are distinguished, but it is theoretical knowledge that is its essence, without which knowledge is not qualitatively scientific. Thus, the theory fills pedagogical scientific research with an important combination of concepts, definitions, laws that are organized and logically interconnected. In other words, the theoretical basis of the sign of the scientific nature of pedagogical knowledge has the necessary logic, which is determined and manifested in the internal interconnection of the stages, phenomena of the pedagogical process. 2. The logic of the process of scientific and pedagogical research The following stages of scientific research are distinguished. 1. Empirical. 2. The stage of building a hypothesis. 3. Theoretical. 4. Prognostic. The logic of pedagogical research consists in determining the following stages, interconnected and smoothly and logically passing into each other. 1. First stage - definition goals in which you can trace a certain logical chain: the goal must foresee the final result, and knowing the outcome of the result makes it possible to choose facilities - in science, these are the methods and procedures of scientific knowledge. 2. The next step is definition tasks, a practical description of the pedagogical action, phenomenon and process, identified by independent mandatory practical methods, the formation of a theoretical substantiation of the subject and phenomenon of study, using the available scientific theoretical knowledge of other sciences, the creation of a specific idea of the object, the creation of a normative model, the creation of a project for future pedagogical activity. So, the beginning of scientific pedagogical study for a teacher, it is not the use of study methods, not finding out which subject of study to apply them to, and not defining the subject of study, since the definition of the object of study is revealed using the existing problem in scientific knowledge that the scientist has mastered about one or another part of reality. It is clear that without a preliminary study of the material on the issue of interest, it is impossible to start research in general. Scientific pedagogical research is formed by overcoming several stages. Starting pedagogical research, a scientist must do a lot of theoretical work on the study of issues and problems close to the given problem of study. Ultimately, the teacher relies on the already existing direction of the problem, if there is one, with which he agrees, or criticizes all existing ones, and proves his hypothetical concept. Since scientific pedagogical research in its complex development process goes through several main stages, it is necessary to find out whether there is a variety of scientific content at each stage of scientific research. 3. The main characteristics of scientific and pedagogical research: relevance, problem, topic, goal, objectives, object and subject of research; hypothesis, scientific novelty In order to study this issue in detail, it is necessary to define and describe all the above characteristics of scientific pedagogical research and find out what content is typical for each stage. First of all, it is necessary to start from the initial stage of scientific and pedagogical research, with theoretical erudition and training of the researcher. What this or that researcher knows and owns is a purely individual thing, despite the universality of the education received in educational institutions. Thus, the teacher must have a definite opinion about the direction that he is going to explore when he begins the preliminary work to determine the problem under study. At the same time, scientists can rely on various concepts, including in their own research and the research of other scientists. Formulation of the problem. The definition of the problem in general is a description of a contradictory phenomenon and situation, i.e., a description of the discrepancies between the theory about the object of practical activity and the practice itself, which the researcher discovers in the material studied by him. The identification of this or that problem by any teacher is explained by the lack of personal experience of the teacher and the fact that in direct personal experience the scientist-teacher always deals only with one or another part of objective reality. Also important are the concepts of the teacher-scientist about reality, which have developed as a result of all his scientific training. It becomes completely clear that each teacher defines the significance and value of various problems in different ways, therefore, different relevance and significance, priority and value of problems can be identified. Consequently, the goal of scientific pedagogical research, which is the final result of solving the problem, is also revealed in different ways. Goal for the teacher is the definition of the external necessity of pedagogical scientific research. Object and subject of scientific and pedagogical research. The object of scientific and pedagogical research is a part of objective reality, which becomes an element of practical and theoretical human activity at this stage. The subject is the corresponding properties and relations of the object in scientific research, which are part of the process of practical activity. Description of the main methodological and theoretical positions. The pedagogical concept, which is the basis of all scientific research, is considered to be decisive in the choice of methods of pedagogical research, since it is precisely its provisions that will be taken by the researcher as the necessary methodological positions. Here, therefore, diversity is also possible. The main methodological positions are fundamental when choosing research methods. In this case, the method means the integration of systems of various cognitive principles and practical actions that help to obtain new scientific knowledge. The choice of methods is carried out taking into account the peculiarities tasks, set by the teacher, since the methodological position and tasks of researchers are different, which means that diversity is also possible here. Empirical and theoretical methods researches characterize, respectively, the empirical and theoretical stages of pedagogical scientific research. Empirical methods include observation, experiment, survey, questioning, testing, conversation, interviewing, analysis of the content of documents, study of school documentation, measurement methods, statistical analysis, sociometric methods (these methods will be discussed in more detail in the next lecture). Thus, the variety of empirical material, the variety of determined empirical criteria for study, and the variety in the creative formation of the method and means - all this indicates the presence of a diverse content, which is obtained by empirical methods. theoretical methods, the essence of which is to determine the system of empirical and generalized material from the point of view of a certain scientific point of view, i.e., it is necessary to formalize all the various empirical material obtained by theoretical methods into a single system of pedagogical knowledge. Analytical method Classification analysis - quite simple, used at the initial, descriptive stage of scientific research, allows you to systematize and classify phenomena at the level of similarity and repeatability. Each scientist determines for himself what exactly will be taken as the basis of unity, based on the purpose of his study. The method itself does not imply the need for any particular foundation. There is a plurality of content received. Relationship analysis. This method of relationship analysis involves the study of relationships between various aspects of a process or phenomenon. In this case, the possible repetition and pattern of development of one side of the process from the development of the other side is first determined, which is expressed by such a concept as a function. Relationship analysis expresses and shows functional dependencies between processes. Here, too, the method itself does not determine the elements between which regularity is revealed, the functional dependence is the choice of the researcher himself. Casual analysis. In casual analysis, it is important to determine the causal relationships between processes and phenomena. This is the knowledge of essential relationships. Causal connections here mean those that always exist under certain conditions. At this stage, for the first time, there should be a transition to the concept of necessary knowledge in the content. But since the method itself does not have the necessary tools to separate causal connections from single or frequent connections, this transition does not occur. The teacher himself forms the criteria for distinguishing causal connections from those that happen often or once, and he himself is the criterion that this or that connection is repeated. The casual method combines two methods - the functional method and the comparison method, which logically complement each other. So, for example, the functional method at the initial stage establishes the presence of connections, but cannot determine the principle of repeatability of these connections. At a further stage, the frequency of connections reveals and determines the method of comparison, i.e., a functional analysis is additionally carried out to identify the consistency and regularity of the connection. The scientist himself determines the criteria and conditions for causal relationships. Dialectical analysis - is determined by the fact that the phenomenon is considered in the general interconnections and development, and the study of analysis leads to an understanding of reality as a whole. This method of dialectical analysis makes it possible to determine the necessary concept of the content of the object of study. The plurality of content is present in this case due to the researcher's ability to choose various objects and subjects of study at will. This happens when this method is applied to some process, and is not a way to determine the object of study. Structural-system analysis is as follows. 1. The study makes it possible to present the structure of its constituent elements, parts. This knowledge of parts and sides determines the knowledge of the hypothetical principle. The main method of penetration into the properties of the system is the allocation of such a unit that would fully reflect the features of the analyzed object. But the method itself does not lead to the definition of such a unit - a truly universal basis of the phenomenon under study. 2. Determination of links between holistically described components. It is necessary to reveal causal, genetic, functional relationships. 3. Determination of the most stable, essential, necessary connections, i.e., the determination of regular connections of an internal nature. 4. Determination of external relations of the system. 5. Determination of the main regularities of this system. The synthesis method implies the only and self-evident. The most acute problem of synthesis is realized by those teachers who deal with the problems of interdisciplinary research, suggest that the discovery of new forms of synthesis, integration will completely change the way scientists think about pedagogical science. Induction. This is a method in which the systematization of scientific knowledge obtained as a result of experimental practical actions takes place. Empirical scientific knowledge eventually leads to theoretical knowledge, which is the definition of general provisions from known private opinions, also obtained as a result of experimental practical actions, that is, the path of research from the particular to the general. The different kinds of content obtained by the inductive method are determined by the variety of general empirical facts that scientists choose. Deduction. This method of research, in which the definition of one main provision is singled out from the existing several provisions. These provisions and statements are accepted by scientists as true, based on the principles of regularity and consistency, that is, this is the path of research from the general to the particular, the process of logical conclusion. Modeling - transfer of characteristics from one object to another, specially created for their study. When using this method, the model of the phenomenon is formed by abstracting the existing and necessary feature from the random one. Models are of two types: material (material) and ideal (mental). The ideal model is based on a figurative experiment, which is a special way of perceiving when everything that happens in a certain form also happens in an abstract form. Such an ideal model is formed with the help of two mental operations. 1. abstraction, what does it mean to identify some quality or feature from the whole variety of quality or feature. 2. Idealization, which means the formation of abstract schemas. The use of idealized schemes in the process of conducting research enables scientists to form a complete scheme of practical actions, this allows them to more thoroughly study their patterns. Idealization and abstraction make it possible to represent the surrounding reality in the categories of the natural, necessary and essential, it becomes possible to represent the relations that interest us. The scientist-researcher himself reveals for himself what is essential in the object under study. formalization method is a certain definition of the general form of phenomena that are different in content from scientific knowledge. The formalization method makes it possible to form a formal structure of the theory, which in its meaning already implies the plurality of the content of scientific research. Comparative historical method is a way of comparing historical formations and phenomena as a result of historical development. Using this method, one should pay attention to the dialectical unity of logical and historical principles. In this case, it is the logical beginning that determines the essence of the historical method of cognition, without which this method of cognition is only a factual description of processes. With the help of the logical method, historical phenomena become free from accidental and non-essential. It is the logical method that is the only one of the above theoretical methods, because it is defined as the necessary content of the object of study. 4. Principles of pedagogical research There are several principles of pedagogical research. personal principle indicates the direction to the personality in modeling and conducting pedagogical processes and learning. The personal principle is based on the natural process of self-development of creative potential and personality traits, as well as the formation of certain conditions for this personal development. activity principle involves the transition of the student to the level of the subject of cognition, which requires the use of a polysubjective (dialogical) method. The polysubjective (dialogical) method is based on the premise that the essence of a person is much richer, more versatile and more complex than his practical activity. Cultural principle has three interrelated aspects of action: axiological (value), technological and personal-creative. The axiological approach of the cultural principle is determined by the fact that any practical type of human activity is characterized as a purposeful, motivated, culturally organized process, which has its own foundations, assessments, criteria (goals, norms, standards, etc.) and assessment methods. This aspect presupposes such an organization of the pedagogical process that would ensure the study and formation of the value orientations of the individual, which are stable, coordinated formations of moral consciousness in a certain way, its main ideas, concepts that express the essence of the moral meaning of human existence and cultural and historical conditions and prospects. The main meaning of the axiological approach is characterized by the following provisions. 1. The equivalence of philosophical positions in the scope of a single humanistic system of values, which takes into account the diversity of their cultural and ethnic positions. 2. Equality of traditions and creativity, which takes into account the need to study and apply the experience and knowledge of the past and the development of spiritual potential in the present and future. 3. Equality of people. Culture is a universal definition and description of practical activity. Culture reveals the socio-humanistic program of scientific knowledge and the pedagogical process and phenomenon in general, and also indicates a certain pedagogical orientation of any kind of practical activity, its specific features and final results. The assimilation of practical activity by a person implies the assimilation of culture and vice versa. Creativity is a certain characteristic property of a person, which is the result of generating the needs of culture and the beginning that creates culture itself. Thus, the individual creative aspect of the culturological principle in pedagogical theory and practice requires taking into account the links of culture, its values with the personality and creative activity. Anthropological principle first developed and justified K. D. Ushinsky, who defined this principle as the systemic application of various initial knowledge about a person as an object of education and their consideration in the construction and implementation of pedagogical research. The fundamental factor of upbringing is primarily the inherited prerequisites for human development, called heredity, that is, the transfer of certain characteristic qualities, properties and characteristics from parents to children. Carriers of heredity - genes. Heredity can characterize external signs, for example, the color of hair, eyes, skin, blood types, Rh factor, those signs that determine the nature of a person's mental processes. Environment, upbringing are the main factors influencing the personality. The environment is the reality in which human development takes place. Education combines the components of the influence of the environment and heredity. The productivity and effectiveness of the upbringing process lies in purposefulness, consistency and professional leadership. The interaction of these components may be optimal or insufficient. The environment and heredity initially influence the development of a person at an unconscious level, while the system is based on the consciousness of a person. The effectiveness of the anthropological principle is determined and conditioned by the need to overcome the so-called childlessness of pedagogy, which does not allow science to determine scientific laws and form new pedagogical experience of educational practice on their basis. Pedagogical science is not able to perform an effective function in the management of the processes under study if scientific knowledge about the nature of its object and its subject is too small. The anthropological principle makes it possible to combine and unite, on its basis, for practical application, pedagogical science with psychology, sociology, cultural and philosophical anthropology, human biology and other sciences. System principle involves conducting pedagogical research in a single system, in the interaction, influence and combination of all principles. Holistic principle in pedagogical science makes it possible to study all facets of the pedagogical educational process. Indeed, a person's personality is not formed in parts. The holistic principle as the formation of a systematic approach implies the presence of a focus on the holistic characteristics of the individual in the organization of the pedagogical educational process. The mentioned methodological principles of pedagogical research as a branch of humanitarian knowledge allow us to do the following. 1. To identify the real tasks and problems of pedagogical research, which makes it possible to determine the ways of developing the problem and the main methods and conditions for their resolution. 2. Analyze combinations of the most important pedagogical tasks and problems, determine their structure holistically and in unity. 3. Present in a general way the possible probability of obtaining objective scientific knowledge, abandoning the prevailing pedagogical beliefs. LECTURE No. 10. Methods and logic of pedagogical research 1. Technology and organization of pedagogical research Research in pedagogical science, the process of scientific activity is called, the purpose of which is to obtain new knowledge about the laws of education, its structure, principles and mechanisms. Pedagogical research explains and predicts facts and phenomena. According to the direction of pedagogical research, there are. 1. fundamental, where, as a result of research, generalizing concepts are compiled that summarize the achievements of pedagogical science or suggest models for the development of pedagogical systems. 2. applied, i.e., research aimed at a deep study of certain areas and areas of the pedagogical process. 3. Developments - research is aimed at substantiating specific scientific and practical recommendations, which take into account already known theoretical provisions. Scientific pedagogical research reveals the definition of generally accepted methodological techniques and principles. Such methodological stages are the definition of the problem, topic, object and subject of research, goals, objectives, hypotheses and protected provisions. The fundamental features of the quality level of pedagogical research are the principles of theoretical and practical significance, effectiveness, innovation and innovation. The pedagogical research program consists of two parts. 1. Methodological part involves the definition and explanation of the importance, significance and situationality of the topic, the definition of the research problem, the object and subject, the goals and objectives of the study, the basic concepts. Thus, the methodological part of pedagogical research is a preliminary collection of information material, a systematic analysis of the subject of study and the definition of a working problem. 2. procedural part its main task is to determine the plan and methods for collecting and analyzing primary data, and, most importantly, the main development plan, according to which it is necessary to direct the data of pedagogical research. Important scientific and pedagogical research allows us to formulate answers to problematic questions at the present time, determine and show the most important contradictions that take place in the practical activities of pedagogical research and pedagogical science. 2. Methods of pedagogical research Methods of pedagogical research are methods of pedagogical research of processes and phenomena, methods of obtaining scientific information about such research in order to form and determine the principles of relations and methods for the formation of scientific theories. The methods can be divided into three groups. 1. Methods for studying pedagogical experience. 2. Methods of theoretical research. 3. Mathematical methods. Methods for studying pedagogical experience. Under the methods of studying pedagogical experience, we mean methods for studying the practical experience of organizing the pedagogical process, in the study of which methods such as observation, conversation, interviews, questionnaires, the study of written, graphic and creative works of students, pedagogical documentation are used. These methods are also called methods of empirical knowledge pedagogical research. These methods are a way of selecting scientific and pedagogical experience, which is subjected to theoretical analysis. Observation is the perception of any pedagogical process, as a result of which the teacher has the opportunity to work with practical material. In this case, it is necessary to keep certain records of observations, which consist of certain stages. Observation stages: 1) Definition of tasks and goals; 2) Choice of object, subject and situation; 3) Choice of observation method; 4) The choice of methods for registering the observed; 5) Processing of received information. Survey Methods - conversation, interview, questioning. Conversation is an additional research method that is used to identify and obtain the necessary information that turned out to be insufficient during observation. The conversation is planned in advance, the plan of the conversation is determined, the questions that require description. The conversation is conducted in a fairly free form, without recording the interlocutor's answers. Interviewing is a type of conversation, during which the researcher relies on previously defined questions asked at exact intervals, in this case, the answers are recorded openly. Questionnaires is a method of mass collection of information using various tests. The information obtained after processing the tests allows you to obtain the necessary information about the individuality of the student, about the level of skills and abilities achieved. Very valuable material for pedagogical research can be obtained from studying the products of students' creative activity, which can provide the necessary information about the level of development of the student's personality, etc. Experiment - this is a specially created test of any method of pedagogical research in order to determine the pedagogical productivity of the study. Experiment plays a special role in pedagogical research. A pedagogical experiment is a research activity that involves the following. 1. The study of cause-and-effect relationships in pedagogical processes. 2. Modeling of pedagogical processes and conditions for its flow. 3. Active influence of the scientist on the pedagogical process. 4. Determination of feedback, the results of pedagogical influence. 5. Repeatability of pedagogical phenomena and processes. Stages of the experiment. 1. The theoretical stage that determines the essence of the problem, goals, object, its tasks and hypotheses. 2. The methodological stage is the stage of formation of the research methodology and its plan. 3. The experiment itself, which means conducting a series of experiments with the process of creating experimental phenomena, the process of observation, as well as managing practical experience and identifying the level of reactions of the subjects. 4. The analytical stage is an analysis of the quantitative and qualitative results. A natural experiment is distinguished, which takes place under the conditions of a normal learning process, and a laboratory experiment, in which artificial conditions for conducting an experiment and scientific pedagogical research are specially created. More often, a natural experiment is used, which can be long or short-term. The pedagogical experiment can be divided according to its effectiveness into ascertaining and developing. The ascertaining experiment determines only the real position of phenomena in the process. A developing experiment is necessary when a special organization of the experiment is carried out in order to identify the signs, methods, forms and content of education. A developmental experiment cannot be carried out without comparing the results of several control groups. With this method of pedagogical research, certain difficulties arise: the teacher needs to be very good at conducting the experiment, special delicacy, tact, scrupulousness on the part of the researcher, and the ability to establish contact with the subject are needed. Methods of theoretical research. These methods represent the identification of individual facets, features, features, properties of pedagogical processes. Analyzing the facts, grouping, systematizing them, we determine the general and specific in them, we determine the general principle or rule. The method of analysis is combined with the method of synthesis, which makes it possible to penetrate into the essence of the pedagogical processes under study. Inductive and deductive methods are logical methods for generalizing empirically obtained data. Inductive method implies the direction of movement from particular concepts to the general result, deductive, on the contrary, from a general position to a particular conclusion. In turn, the study of the literature considers it necessary to use the following methods. 1. Creation of a bibliography, i.e. compilation of a list of literature sources selected for the problem under study. 2. Abstracting - involves a brief retelling of the main content of one or more literary works. 3. Note-taking - this method means the mandatory compilation of detailed notes. 4. Annotation - refers to a concise record of the entire content of a literary source. 5. Citation is a verbatim record of a text fragment contained in a literary source. Mathematical methods. These methods in pedagogy are used to process information data obtained by survey and experiment methods, as well as to identify quantitative relationships between the studied phenomena. These methods are as follows. 1. Registration - means counting certain qualities in each member of the group and counting the number of those who do not have this quality. 2. Ranking - involves the arrangement of the available information data in a certain sequence, taking into account the determination of the place in this series of each of the studied. 3. Scaling is the introduction of digital data into the effective assessment of certain aspects of pedagogical processes. Thus, new pedagogical scientific knowledge is formed through the speeches of research scientists at conferences, through the press, which publishes scientific articles, brochures, books, through textbooks and manuals on pedagogy. 3. Stages of organization of the research process in pedagogy, their content The main stages of pedagogical research are: definition of the problem, goals, choice of topic, object and subject of research, definition of tasks, hypotheses and protected provisions. Problem Definition Influences Choice object study, which can be the pedagogical process itself or any sphere of pedagogical activity, which necessarily has a contradiction in itself. The subject research is a separate side of the object. In other words, the subject of research is the aspects of the object, the most important from a practical and theoretical point of view, which should be investigated. Research problem always focused on learning hypotheses which is a combination of theoretically substantiated provisions, the veracity of which must be confirmed. The logical and dynamic development of pedagogical research considers it necessary to implement the following stages of pedagogical research: empirical, hypothetical, experimental-theoretical, prognostic. Empirical stage characterized by the following indicators. 1. Obtaining information about the functional description of the object of study. 2. Identification of contradictions between the existing pedagogical practice and the need to know the essence of the pedagogical phenomenon. 3. Formulation of a scientific problem. The main result of the empirical stage of pedagogical research is the assumption of the research, presented as a system of leading provisions, the truth of which needs to be studied and confirmed. Hypothetical stage represents the stage of resolving the contradiction between the provisions on the object of study and the task of studying the essence of this object. Prognostic stage implies the presence of a formed theoretical orientation of the study. The prognostic stage makes it possible to resolve these established contradictions. Thus, as a result, it is possible to determine the theoretical and practical significance of pedagogical research. The theoretical significance of pedagogical research lies in the formation of the direction of pedagogical thought, obtaining patterns, methods, models, concepts, principles of pedagogical processes. The practical significance of pedagogical research is the formation and preparation of practical proposals and recommendations for the development of the pedagogical process in particular and pedagogical science in general. Author: Pisareva T.A.
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